unit 1

Mother
tongue
BASED -
MULTILIGUAL
MOTHER TONGUE
BASED-MULTILINGUAL
EDUCATION (MTB-MLE)
Programs serve learners of non -dominant language
communities who do not understand or speak the
language of instruction when they begin their formal
education .
 CONCEPT AND
DEFINITION
MOTHER LANGUA
TONGUE
means ones native language , the GE
language - is the expression of
language learned by the children ideas by means of speech-sounds
and passed from one generation combined into words. (L1-1st
to next language, L2- 2nd Language.
 BILIN DIVERSIT
the GUAL
use of two words Y inclusion of different
the
types of people in a group

MULTILI LITERAC
NGUAL
the use of two or more the Y
ability to read and
write .
language
 What is
LANGU
AGE
A system of conventional spoken, manual or written symbols by means of
which human beings, as members of a social group and participants in its
culture, express themselves.
- the foundation of every culture
-it is an abstract system of word meaning and symbols for all aspects of
culture
- According to Sapir-Whorf Hypothesis, language does more than simply
describe reality; it also shape the reality of a culture.
LANGUAGE
INCLUDES;
•Speech
• Symbols
• Written characters
• Gestures
• Numerals
• Expressions of non- verbal communication
 UNESCO’S THREE (3)
PRINCIPLES OF
EDUCATION IN MULTILINGUAL
Principle
WORLD
1
UNESCO supports mother tongue instruction as a means of
improving educational quality by building upon the knowledge and
experience of the learners and experience.
UNESCO’S THREE (3) PRINCIPLES
OF
EDUCATION IN MULTILINGUAL
Principle
WORLD
2
UNESCO supports bilingual and/or multilingual education at all
levels of education as a means of promoting both social; and gender
equality and as a key element on linguistically diverse societies.
UNESCO’S THREE (3) PRINCIPLES
OF
EDUCATION IN MULTILINGUAL
Principle
WORLD
3
UNESCO supports language as an essential education in order to
encourage understanding between different population groups and
ensure respect to fundamental rights.
 mother tongue - based multilingual
education
• MLE refers to “first-language- • MLE is the use of more than two
first” education, that in schooling languages for literacy and
which begins in the mother tongue instruction. It starts from where
and transitions to additional the learners are and from what
languages. they already know.
 mother tongue - based multilingual
education
Related to the emphasis on a child’s mother tongue is the implicit
validation of her cultural or ethnic identity by taking languages
which were previously considered “non-standard” and making
active use of then in the classroom. Multilingual Education in
that sense underscores the importance of the child’s worldview in
shaping his or her learnings.
 The Languages considered by Dep Ed
in its MTB-MLE Implementing

1 . Il o k o 1 1 .M ag u in d an a o n
2 . P an g a sin an 1 2 . Tau so g
3 . 1 3 . Y b an ag
K ap am p an g an 1 4 . Iv atan
4 . Tag al o g 1 5 . Sam b al
5 . B ik o l 1 6 . Su rig ao n o n
6 . Wa ray 1 7 . Kin aray -a
7 . H ilig ay n o n 1 8 . Ya k a n
8 . C eb u a n o 1 9 . Ak lan o n
9 . M eran ao
1 0 . C h av acan o
The most important features of this process
are that ;
1. Education begins with what the learners already know, building on the
language and culture, language and experience that they bring with them when
they start school.

2. Learners gradually gain confidence in using the new language before it

becomes thee only language in teaching academic subjects.

3. Learners
m o r e achieve grade level competence in each subject because teachers
use their own language, along with the official school language to help them
understand the academic concepts.
lesson 2

Why
MTB-
Mother
tongue
-Based multilingual education

Page 02 of 15
 Basic Terminologies

mother TO N GU E BILIN GU AL DIVE RSIT Y

L ANG UA G E MU LT ILING LITE RACY

UAL
Language
Learnung
Conscious or intentional process which may involve studying the
language, paying attention to grammar rules and possibly following
in the course of instruction.
Language acquisition.
Language
Acquisition
-Natural process and involves " picking up" language
nonconscious way through exposure to language not by
studying it.
Second language acquisition
-Study of the process by which people learn a language that is
not their native language
 Purpose of MTb -MLE

-Develop appropriate cognitive and reasoning skills enabling

children to operate equally in different language starting in the
mother tongue with transition ot Filipino and English and to
preserve the Philippine cultural treasure as well
 Why Teaching Mother tongue as a subject
in school important ?

-preserve country's cultural treasure .

- provides strong educational foundation
- stepping stone in achieving the aim of education as well
as the goal of functional literacy .
Benefits of MTB-MLE
-reduced drop outs
- reduced repetition
- children are attending schools
- children are learning

If MTB is not used

- loss of confidence
- inability to learn official school language
- high-repitition and drop out rates
Typical MLE programs
-strong foundations
- strong bridge
When will children start learning Filipino and English?

What kind of learner does MTB

intended to produce
a. Multi-literate
b. Multi-lingual
c. Multi-cultural
lesson 3
Content
of
THE
MTB-
 K to 12 BASIC EDUCATION CURRICULUM

K to 12 Mother Tongue Curriculum Guide May 2016 Page 4 of 155

Guiding Principles
for teaching and
LEARNING IN
MTB-MLE
 Principle 1
Known to the Unknown
- Learning requires meaning. We learn when we use what we already
know to help us understand what is new.
- Second language learners use what they know in their own
language to help develop other languages. This positive transfer
effect has been found to be significant in
reading.
 Principle 2
Language and Academic Development
- Students with well-developed skills in their first language
have been shown to acquire additional languages more
easily and fully and that, in turn, has a positive impact on
academic achievement.
 Principle 3
Cognitive Development
-Students who use their multilingual skills have
been shown to develop both cognitive flexibility
and divergent thinking.
- Higher Order Thinking Skills.
 Principle 4
Discovery Learning
-We learn when someone who already understands
the new idea or task helps us to “discover” the new
idea and then use it meaningfully.
 Principle 5
Active Learning
- Peer interaction. Children learn best through peer interactions in which
they work together creatively to solve problems.
- Second language is active learning. Young children gain confidence in
learning a new language when they begin with “hear-see-do” (Total Physical
Response ) activities.
-Purposeful Talk. Talking helps us make sense of new ideas and
information.
 Principle 6
Meaning and Accuracy
-Successful language learning involves hearing, speaking,
reading and writing activities that focus on both meaning
and accuracy.
 Principle 7
Language Learning /Language Trasfer
-We learn a new language best when the learning process is non-
threatening and meaningful and when we can take “small steps”
that help us gain confidence in our ability to use the language
meaningfully
 Principle 8
e Component -Valuing the home language /Culture

-Valuing students with talents in their home language more

powerfully enables learning than just valuing learners of English
whose home language is irrelevant to academic success.
 Principle 8
-The classroom environment.
Children from ethno-linguistic language groups thrive in a welcoming
environment in which teachers and peers value them as a positive
presence in the classroom and the school; encourage their use of their
L1; provide books, visual representations, and concrete objects that
reflect their backgrounds and interest.
Lesson 4

Constructivi
st
THEORY IN
TEACHING
MTB-MLE
WHAT IS
CONSTRUCTIVI
SM ?
-constructivism is a learning theory.
- Constructivism is founded on the notion that individuals
actively establish their understanding through
experiences rather than just passively accepting
information.
 types of constructivist learning
perspectives
c ognitive soc ia l
cons tuctivis c o nst ruc tivis
m m

Developed by Jean Piaget Developed by Lev Vygotsky

1973 1978
Jean Piaget
COGNITIVE
CONSTRUCTIVISM
-He argues that children are active learners who construct meaning
from their environment.
- Piaget's view of learning and language acquisition is centered on
the children's changes of logical thinking through the stages based
on maturation and experience.
 Four Stages of
COGNITIVE
DEVELOPMENT
s en s or imo to r conc rete -
in te llig e n ce operationa l
thinh king
pr e -o pe ra tio n al f ormal operat ional
th in ik i ng t hi ngking
Lev Vygotsky
SOCIAL
-His workCONSTRUCTIVISM
contains a central scope focused on the social aspect of
acquiring knowledge.
- Vygotsky's view is centered on the role of culture and social
interactions of the children with other children and adults in the
environment.
Moral Lesson ;
-Complete process of learning by doing and
reflecting
group
6
Aduna ba kamoy mga
pangutana ?