The Mother Tongue

Curriculum

DEPARTMENT OF EDUCATION
Objectives:
At the end of 2 and a half hour session, participants
are expected to:
 discuss the different theories, concepts, goals,
standards and competencies of the MTB-MLE
curriculum;
 explain the salient features of the MTB
curriculum; and
 point out the importance of using the child’s
mother tongue in the teaching – learning process.
 Gain a concrete understanding or basic
knowledge on assessment in MTB
DEPARTMENT OF EDUCATION
Anticipation Guide (10 min)
Directions:
For each of the statements put a check under: AGREE or DISAGREE
to show how you feel.
AGREE DISAGREE
1. ______ MTB-MLE is the effective use of more than __________
two languages for literacy and instruction.
2. ______ Learning to read in the L1 develops skills that __________
transfer to reading any other languages.
3. ______ The end goal of the K to 12 Curriculum is to __________
produce a Functionally Literate and Holistically
Developed Filipino Learners.
4. ______ There are 15 Domains covered in the languages _________
curriculum.
5. ______ These domains should be covered throughout _________
the learner’s levels of schooling.

DEPARTMENT OF EDUCATION
 Activity 1

SEND – AN – ANSWER (20 mins.)

DEPARTMENT OF EDUCATION
 Role Allocation

Timely Owl,
Busy Bee, Time Keeper
Task Manager

Huggy Bear,
Encourager

Eager Beaver,
Quiet Mouse, Resource
Quiet Captain Manager

DEPARTMENT OF EDUCATION
 Activity 1 – SEND – AN – ANSWER (30 mins.)
Directions:
1. Each group is given an envelope with a question pasted in
front. The group will brainstorm possible answers and write them
on paper.
2. At a signal, the group will pass the envelope to another team.
3. The receiving team will write some more answers on
another piece of paper and put it into the envelope, which at a
signal will again be passed to another group.
4. When the group gets back the original envelope, the group
reads and summarizes all the answers.
6. After 10 minutes, a representative from each group will
present the summary to the whole class.
7. Rate the group performance using the processing symbols

DEPARTMENT OF EDUCATION
 Processing Symbols

Thumbs Up

Thumbs Down

So so

DEPARTMENT OF EDUCATION
Questions:

Group I – How do children learn?

Group II – What factors affect children’s
learning?
Group III – Why is it important to consider the
child’s home language especially in
his/her early years of schooling?
Group IV – What do you think should be the goal
of MTB-MLE programs?
Group V – What are the salient features of the
MTB curriculum?
DEPARTMENT OF EDUCATION
The is…

START
The is…

START
The is…

START
The is…

START
The is…

START
Questions:

1. How did you find the activity?

2. What literacy skills should a

Grade 3 pupils learn?

3. What have you realized in doing

the activity?

DEPARTMENT OF EDUCATION
 STATEMENT FROM PRESIDENT
NOYNOY AQUINO………
“My view on this is larger than
just the classroom. We should
become tri-lingual as a
country;
 Learn English well and
connect to the world.
 Learn Filipino well and
connect to our country.
 Retain your mother tongue
and connect to your heritage.
What is Multilingual Education
Mother tongue-based multilingual
education (MLE) is education, formal or
non - formal, in which the learner’s
mother tongue and additional languages
are used in the classroom. Learners begin
their education in the language they
understand best - their mother tongue -
and develop a strong foundation in their
mother language before adding additional
languages.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Theoretical Basis of MTB-MLE

1. Developmental Learning Theory

Jean Piaget
Children learn by passing through
a consistent series of stages in
cognitive development. (sensory motor
stage, pre-operational stage, concrete
operational stage, and formal operational
stage)

DEPARTMENT OF EDUCATION
 Educational Research Implications

discovery learning
supports the developing interests of the child
encourages parents/teachers to challenge their
children... but not to present materials or
information that is too far beyond the child’s
level of ability.
encourages use of wide variety of experiences
to help children learn....
uses concrete objects (manipulatives)
encourages work groups in order to improve
ability to see things from another’s perspective;

DEPARTMENT OF EDUCATION
 2. Schema Theory of Learning
R. C. Anderson

Jeep Trycicle

 views organized Bus

Land Truck
knowledge as an Multicub

Van
elaborate network Taxi

of abstract mental Transportation

structures which
represents one’s Submarine
Boat Rocket

understanding Raft Water

Ship
Air
Jet

Airplane
of the world.
Pumpboat Speedboat Helicopter

DEPARTMENT OF EDUCATION
 General Knowledge
 it is important to teach general knowledge and generic
concepts.
 generic concepts can explain many different features of
a particular field of study.
 a large proportion of learned difficulties can be traced
to insufficient general knowledge, especially in cross
cultural situations.
How do you make connections?
 teachers must help schemate and to make connections
between ideas.
 techniques used to strengthen connections:
 discussion, songs, role play, illustrations, visual aids,
and explanations of how a piece of knowledge applies.
DEPARTMENT OF EDUCATION
 Educational Implications
 prior knowledge is essential for the comprehension
of new information, teachers either need to;

 help learners build the prerequisite knowledge, or

 remind them of what they already know before

introducing new materials.

 schemata grow and change as new information

is acquired.
 schema research indicates that abstract concepts
are best understood after a foundation of concrete,
relevant information has been established.
DEPARTMENT OF EDUCATION
 Learners Conflict ...
 learners feel internal conflict if they are trying
to assimilate schemata which contradict their
understanding of things. Teachers need to
understand and be sympathetic to this tension.

 deep – seated schemata are hard to change. An

individual will often prefer to live with
inconsistencies than to change a deeply-held
value or belief.

DEPARTMENT OF EDUCATION
Characteristics of Schema
 Meaningful. Always organized meaningfully.
Without meaningful connections, important
information can be easily lost.
 Embedded. Each schema is embedded in other
schemata and itself contains sub – schema.
e.g.“Transportation” schema includes “motorbike”
which is it’s own schema. “Transportation” is
part of a “country infrastructure” schema.
 Changing. Schema change moment by moment
as new information is received.
 Moveable. Schema may also be reorganized
when incoming data reveals a need to change
or restructure the concept.
DEPARTMENT OF EDUCATION
 3. Social Theory of Learning

 Bandura asked the question,

“How are societies so successful in Albert Bandura
transmitting their ideas of what is
good and bad behavior, of what is
valued, and of what skills are
most important?”

 The learners in these societies often seem

unaware that they have been “taught” these
behaviors.

DEPARTMENT OF EDUCATION
Key Findings ........

 Much human learning is the result of observing

the behavior of other people;

 We learn to imitate certain behaviors by being

reinforced (rewarded) for doing so; and

 “Significant others” – parents, sports heroes,

mass media stars, teachers, spouses, friends –
wield powerful influence on the lives of others.

DEPARTMENT OF EDUCATION
 4. Socio-cultural Theory of Learning
 Missing in Piaget’s theory: the role
of the child’s cultural and social
group.
 Underestimated in Piaget’s theory:
the role and importance of language. Lev Vygotsky
 Vygotsky believed that all knowledge
in socially constructed, a product of
dialogue and interaction between
thought and speech.
 His emphasis on the social nature of
learning complements Piaget’s theory
of the individual passing through stages of
cognitive development in a set of sequence.
DEPARTMENT OF EDUCATION
 Key Vygotskian Concepts

 Everything is learned twice: first socially (that is,

with the help of other human beings), then
privately.(internalized)
 All knowledge is socially
constructed; that is, all
learning is group learning
 Thought and speech are keys to human
consciousness (that is, to the human being’s
consciousness of herself/himself and others.)
 Thought is aided by speech.

DEPARTMENT OF EDUCATION
Zone of Proximal Development
 Learning takes place when there is some
knowledge, understanding or skill,
beyond the grasp of the learner, which
the learner is “prepared” to learn but
cannot do so by herself.
 The learner needs an older or more
knowledgeable or skilled person to
assist her/him in understanding/doing
the new concept/skill.
 The more knowledgeable person helps
the learner in the process of acquiring
the knowledge until the learner is able
to understand or perform by
herself/himself.
 The time period in which the two are
working together in what Vygotsky means
by “Zone of Proximal Development”

DEPARTMENT OF EDUCATION
Implications for Education

 If knowledge is socially constructed, then learners

need to converse, to exchange ideas, to interact
with their teacher and classmates.

 If thought develops as people use speech, then the

act of speaking is as important as the act of
listening for learning new information, concepts,
and skills.

 The role of the teacher or facilitator is to provide

opportunities for learners to dialogue.

DEPARTMENT OF EDUCATION
 5. Bruner’s Theory

 One learns best through repeated

experiences
 One learns best by building on his/her past
experience.

DEPARTMENT OF EDUCATION
 Mother tongue as a subject and as a Language
of learning

DEPARTMENT OF EDUCATION
M
T
B Why teach mother tongue as a
subject?

M
L
E
DEPARTMENT OF EDUCATION
 Because………
M Reading in the Mother tongue
T enables immediate comprehension

B Once we learn to read, we never have

to learn again – “We only learn to
READ once”
M
L
E
DEPARTMENT OF EDUCATION
 Mother Tongue as a
Subject
Critical Oral
develops
thinking competence/
children’s
confidence
develops develops
Mother Tongue
children’s children’s
as a subject

Knowledge of develops Reading

Language children’s and creative
Structure writing
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 As a medium of
MTB instruction, the mother
tongue will be used in all
as learning areas from
kinder to Grade 3 except
medium in the teaching of
of Filipino and English
instruction subjects.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
M Cognitive Development
T
B -the thinking ability of the child, we
think of a language which we used,
we are familiar with.
M
L
E
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Academic Development
M
T
-refers to the language
B of contents areas.

M
L
E
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
M GOAL OF MTB-MLE
T
B is for our learners to be multi-
lingual which starts from the
Mother Tongue and eventually
learn Filipino then or even other
M languages.
L
E
DEPARTMENT OF EDUCATION
M ULTIMATE GOAL
T
B COMMUNICATIVE
COMPETENCE
LIFELONG LEARNING
M
L
E
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
What literacy skills
should the pupils be
equipped with at the
end of Grade 3?

DEPARTMENT OF EDUCATION
 Learning Area Standard:

Use Mother Tongue appropriately and effectively in oral,

visual and written communication in a variety of situations
and for a variety of audiences, contexts, and purposes icluding
learning of other content subjects and languages, demonstrate
appreciation of various forms of literacy genres and take pride
in one’s cutural heritate.

Key Stage Standard

By the end of grade 3, learners will enjoy communicating in

their first language on familiar to unfamiliar topics for a
variety of purposes and audiences using basic to expanding
vocabulary, from phrases, sentences to paragraphs, read L1
texts with understading, and create their own stories and texts
in their L1.
DEPARTMENT OF EDUCATION
 Grade Level Standards

K – The learner demonstrates skills and strategies in

phonological awareness, aphabeth knowledge,
sound-letter correspondences, decoding,
vocavulary and comprehension as they enjoy
listening and responding to a variety of texts in their
mother tongue.
I- The learner demonstrates basic communication skills in
talking about familiar topics using simple words both
verbal and non- verbal cues to understand spoken
language, shows understanding of basic vocabulary
and language structures, reading process, writing
system and appreciates aspects of one’s culture.
DEPARTMENT OF EDUCATION
 Grade Level Standards

II - The learner demonstrates communication skills in talking

about variety of topics using developing vocabulary and
simple phrases and sentences, simple to complex spoken
language using both verbal and non-verbal cues, understands
vocabulary and language structures, appreciates and
understand the cultural aspects of the language and the
writing system used, and reads and writes simple and short
literary and informational texts.
III – The learner demonstrates communication skills in talking
about variety of topics using expanding vocabulary, simple to
complex setences, shows understanding of spoken language
in different contexts using both verbal and non-verbal cues,
vocabulary and language structures, cultural aspects of the
language, reads and writes literary and informational texts.

DEPARTMENT OF EDUCATION
 The Domains

1. Oral Language 10. Grammar Awareness

2. Phonological Awareness 11. Vocabulary
3. Book and Print Orientation 12. Reading Comprehension
4. Alphabet Knowledge a. Activating Schema/Prior
Knowledge

5. Word Recognition b. Comprehension of

6. Fluency Literary Texts
7. Spelling c. Comprehension of
8. Handwriting Informational Text
9. Composing 13. Attitude toward Language,
Literature and Literacy

DEPARTMENT OF EDUCATION
 Alignment of the Domains with the 5 sub-strands
Domains Listening Speaki
ng
Reading Writing Viewing

1. Oral language / /

2. Phonological /
Awareness
3. Book and Print /
Orientation
4. Alphabet / / / / /
Knowledge
5. Word Recognition / / / /

6. Fluency / /

7. Spelling / /

8. Handwriting / /

DEPARTMENT OF EDUCATION
 Alignment of the Domains with the 5 sub-strands

Domains Listening Speaking Reading Writing Viewing

9. Composition / / / /

10. Grammar / / / /
Awareness &
Structure

11. Vocabulary / / / / /
Development

12. Reading / / / / /
Comprehension

13. Attitude toward / / / / /

Language, Literature
and Literacy

DEPARTMENT OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to

1. Oral have sufficient functional

Language vocabulary to name and
describe people, places,
concrete objects and
communicate personal
experiences, ideas,
thoughts, actions, and
feelings in different context in
a culturally appropriate
manner.
DEPARTMENT OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to

2. Phonological use phonological skills and

awareness strategies to select sound
patterns and know how to
translate them into spoken
language.
use book and print knowledge and
3. Book and strategies to select letter patterns
Print and know how to translate them into
Orientation spoken and written language by
using phonics, syllabication and word
parts.

DEPARTMENT OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to

4. Alphabet use alphabet knowledge

Knowledge and strategies to select
letter patterns and know
how to translate them
into spoken and written
language by using
phonics, syllabication and
word parts.
DEPARTMENT OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to

5. Word
use basic knowledge on word
Recognition recognition skills and strategies to
select letter patterns and know how
to translate them into spoken
language by using phonics,
syllabication and word parts and
apply this knowledge to achieve
fluent oral and silent reading.
6. Fluency use basic knowledge on fluency
skills and strategies to select letter
patterns and know how to translate
them into spoken language by using
phonics, syllabication and word
parts and
DEPARTMENT apply this knowledge to
OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to

use basic knowledge on spelling skills and

7. Spelling strategies to select letter patterns and
know how to translate them into spoken
language by using spelling patterns,
syllabication and word parts and apply this
knowledge to achieve fluent oral and silent
reading.
8. Handwriting use basic knowledge on the features of
handwriting to be able to write clear and
coherent sentences and paragraphs that
develop a central idea in different
audience and purpose following the stages
of writing process.

DEPARTMENT OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to

9. Composing
use basic knowledge, skills, and
strategies on written composition to
write clear and coherent sentences,
paragraphs, short stories that
develop a central idea in different
context and purposes.
10. Grammar use basic knowledge, skills and
Awareness & strategies on basic grammatical
Structure rules to be able to speak and write
correctly and effectively.

DEPARTMENT OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to

11. Vocabulary
use basic vocabulary knowledge,
Development skills and strategies in both oral and
written communications to express
ideas, opinions, reactions in various
contexts and language functions.
12. Reading use basic schema or prior
Comprehen- knowledge skills and strategies to
sion comprehend and appreciate grade –
a. Use of context level – appropriate materials.
and prior
knowledge

DEPARTMENT OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to
12. Reading be self-aware as they discuss
Comprehen- and analyze text to create
sion
b. Reading new meanings and modify old
strategies knowledge.
c. Comprehen- use literary texts to develop
ding literary comprehension and
text
appreciation of grade – level –
appropriate materials.

DEPARTMENT OF EDUCATION
 Domain At the end of Grade 3, the pupils
should be able to
12. Reading use informational texts to
Comprehen- develop comprehension of
sion
d. Comprehen- grade – level – appropriate
ding materials.
informatio-
nal text

develop love and appreciation

13. Attitude towards the language and
toward
language, culture
literature and
literacy DEPARTMENT OF EDUCATION
How are these skills
being developed in
a week’s lesson?

DEPARTMENT OF EDUCATION
Activity 2 – Walkthrough
the TG and LM

DEPARTMENT OF EDUCATION
 Using the same group, walkthrough the Teacher’s Guide
and Learner’s Materials and accomplish the given
template. Present the output after 15 minutes.
What are the …

Group/Day Literacy Strategies Activities Assessment Suggestions/

Skills/ Recommendat
Competencies ions
/ Objectives
1 TG
LM
2 TG
LM
3 TG
LM
4 TG
LM
5 TG
LM DEPARTMENT OF EDUCATION
Questions:

How are the different literacy domains

expressed and developed in a week’s
lesson?

What have you realized in the

walkthrough?

DEPARTMENT OF EDUCATION
 Bridging the
Languages........

DEPARTMENT OF EDUCATION
 Bridging the
Languages........

DEPARTMENT OF EDUCATION
 Write at least 3 new
learning about MTB-MLE in
your journal?

DEPARTMENT OF EDUCATION
 Let us remember.......

“The most important single factor

influencing learning is what the learners
already know. Ascertain this and teach
them accordingly.”

(Ausubel, D. P. 1968. Page 235…)

DEPARTMENT OF EDUCATION