WEEK 2: LEGAL

BASES OF MTB-
MLE
Presented By: Naomi Negru
 SHORT
BACKGROUND
 WHAT IS MTB-MLE?

• MTB-MLE is a program that recognizes language has an important role in

learning. It is founded on the belief in acquiring new concepts will successfully
occur if the language is appropriate. These fresh concepts can be taught using
familiar methods or readily available to younger students. The mother tongue of
the learner shall be the primary medium of instruction for teaching and learning in
the kindergarten level.
• Prior to the K-12 curriculum, Filipino and English accepted as a recognized
medium of teaching in despite the country's inherent variety of languages and
cultures.
• Consistently low achievement among students Standardized tests that would
indicate the lack—or despite the absence of significant instruction in the
educational setting.
 LEGAL BASES OF
MTB-MLE
Republic Act No. 10157 DepEd Order No. 31 Series of 2013
01 03
Republic Act No. 10533
02
 REPUBLIC ACT NO. 10157:
KINDERGARTEN EDUCATION
ACT
• provides for the institutionalization of kindergarten education as part
of the basic education in the Philippine Educational System.
• The mother tongue of the learner shall be the primary medium of
instruction for teaching and learning in the kindergarten level.
 PROVISIONS:
• When the learners have different mother tongue or few of the learners communicate
with them are also used their mother tongue as well.
• When the teacher doesn’t seem to speak the mother tongue to the learners.
• When using the resources such as internet, social media and more..., in line with the use
of mother tongue are considered not available.
• Teachers are not experienced in training on how to teach or manage MTB-MLE.
 REPUBLIC ACT NO. 10533:
ENHANCED BASIC EDUCATION
ACT OF 2013 (K-12)
• to create a functional basic system that will produce productive and responsible citizens equipped with the
essential learning and employment.

• The objective of executing the K–12 fundamental educational program is to develop a viable fundamental
system that will generate profitable and accountable people with the necessary training and jobs. This is
consistent with President Aquino's aim of promoting great education as an ongoing remedy to poverty. The
Department of Education's (2010) strategy for K–12 education states that each graduate should enhanced
K–12 Basic Education Program empowers individuals who have learned through. As what Muhammad
(2016); it describes a program that is founded on good values and strives for excellence.
Philippines is the final nation in Asia and is the only of the three countries with a ten-
year prior to college. Prior to the K–12 system's establishment, there was an
education system. The K-12 program demonstrates excellent content of education,
particularly for the international standard education systems, qualifications to work
overseas, and professional growth. Installation of a K–12 curriculum with the goal of
developing more skilled. Students with fundamental competencies for lifetime
educational and professional development. This program promotes the mutual
Filipino learners and professionals are recognized in other nations since they were
able to master talents and acquire the core abilities required to meet the expectations
of the global marketplace.
Time Allotment for each subject areas is the minimum period
for the class interaction. The learning time can be extended to
include off-school learning experiences at home or in the
community for transfer of learning to real-life situations as
provided for in the curriculum.
Mother Tongue is used as a medium of instruction (MOI) for Grades 1 and 2 in
teaching Mathematics, Araling Panlipunan, MAPEH, and ESP.
A one-hour period for Homeroom/Guidance Program is provided for the weekly
meeting between the teacher-adviser and the class.
However, for grades 7 to 10 a separate period for Independent/Cooperative Learning
ranging from two to four hours weekly may be provided as open time for learning in
order to give students the option to learn on their own and/or with others those topics,
content, or processes that they can handle by themselves. The provision of a separate
period for independent and cooperative learning (i.e., on top of their adoption by
teachers as a teaching strategy or instructional activity) is an option that schools might
wish to consider for classes that can benefit the most from such class programming.
 DO 31S. 2013: "REVISED IMPLEMENTING
RULES AND REGULATIONS OF REPUBLIC
ACT NO. 9155, GOVERNANCE OF BASIC
EDUCATION ACT OF 2001,"
• outlines the guidelines for the implementation of RA
No. 9155, which governs the administration and
management of basic education in the Philippines.
• "Mother Tongue serves in lieu of Medium of
Instruction (MOI) for both Grades 1 and 2 to teach
Mathematics, Araling Panlipunan (AP), Music, Arts,
Physical Education and Health (MAPEH), and
Edukasyon sa Pagpapakatao (EsP). However, NOT in
Filipino, as a learning area, which was initially
introduced in 1st grade during the second quarter of the
school year (2nd Q)/grading period, AND NOT in
English, as a learning area, which was first introduced
in Grade 1 during the third quarter of the school year
(3rd Q)/grading period.
THEORIES, RATIONALE
AND EVIDENCE
SUPPORTING MTB-MLE
DEVELOPMENTAL
LEARNING THEORIES
• Behaviorism Language Learning Theory
• Constructivism Language Theory
• Cognitive Learning Theory
 BEHAVIORISM AND CONSTRUCTIVISM
LANGUAGE LEARNING THEORY
Behavioralists view learning languages as a set of skills. Mechanical skills
are formed by the process of imitating and repeating. People learn
languages by stating the same structure and content until the practice
becomes habitual. Students imitate. The noises and movements that they
hear (Lightbown and Spada, 1999).
Constructivism is a creative strategy in which the students build up their
own understandings through engagement with one another on the premise
of fast encounters.
NATURE VS.
NURTURE
• Behaviorists argue that an individual's environment what is a particularly
significant component of the first language? Acquiring, or acquisition, and if a
youngster is exposed to "rich“ language, followed by 'excellent habitual formation,'
and proper the development of languages will happen. It's possible. Speech is part
of the first language development process. Mimicry, but: Students don't imitate
anything they hear. They seem to be quite choosy, and only reproduce language
pieces that have not been digested. Therefore, their replications appear to be
managed through an internal speech assessment procedure.· Students learn basic
linguistic norms. Around the age of five, behaviorist theory cannot adjust for the
speed of the first language is acquired.
 NATURE
“When we study the language of humanity, we are approaching what some could call the "human"essence,' the
unique qualities of consciousness are. As far as we understand, it is unique to man."Chomsky). Unlike the
behaviorist approach, which does not to take into account the student's cognitive the 'Inherent Nature Hypothesis'
proposed Linguist Noam Chomsky endorses the notion that the acquisition of language has a biological basis.
The following facts support this theory: following:· Students acquire the sounds of language in a specific
Order and the very first sounds students learn. There are certain traits that are similar to all global languages: A stop
syllable is preceded by an open vowel: thus. A child's first utterances are typically found in words for 'mother' and
'father,' sounds such as’ pa,''ma,' 'ba', or 'ta,' as seen in French: maman, Papa; Greek: Mama, Baba; Hebrew: Eema,
Aba.
KRASHEN’S
THEORY
 KRASHEN’S THEORY
Krashen's language acquisition ideas can be
described as follows: students learn language
when exposed to "understandable input," that
is, language that is one step beyond their
current state of proficiency in language (i+1).
A language learner's emotions can either
impede or facilitate learning a new language.
 THE 5
HYPOTHESES
OF KRASHEN’S
THEORY OF
SECOND
LANGUAGE
ACQUISITION
 1. ACQUISITION-LEARNING
HYPOTHESIS
The most important distinction is between acquisition and
learning.Krashen's five theories are fundamental.Language
experts and language instructors are most familiar with
this theory. Krashen identified two distinct systems for
foreign language effectiveness: 'the acquisition system'
and 'the learning system. The 'acquired system' or
'acquisition' isThe result of a subconscious procedure that
is quite similar toprocess children go through when they
receive their firstlanguage. It demands significant contact
inThe objective language—speech communication—
inSpeakers are focused rather than the form of statements,
but in the Communication Act.
 2. MONITOR
HYPOTHESIS
The monitor theory describes the relationship. Between
acquisition and learning, and specifies the latter exerts an
effect on the prior one. The monitoring functionality is the
hands-on use of a learned language.Krashen defines the
acquisition system as theutterance catalyst, while the
cognitive system performs.The'monitor' or 'editor' job. The
‘monitor’performs an organizing, editing, and correction
function.When three particular conditions are satisfied:
A second-language student has adequate time
to his or her disposal. They concentrate on
structure or examine correctness. They
understand the rule. It seems that the function
of cognitive learning is second-language
proficiency is somewhat limited.As stated by
Krashen, the monitor's responsibility is
minor. Used exclusively to repair errors from
"normal"language and to make it
more'refined''its appearance.
 3.
COMPREHENSIBLE
Krashen's input theory tries to explain INPUT
how the student learns a second language: Second-
language learning occurs. The input theory is solely concerned with 'acquisition' and
not'studying'. According to thisHYPOTHESIS
idea, the student develops and advances along the 'natural
order' when he or she gets a second-language 'input' that occurs one step above his or her
current phase of grammatical competency. For instance, if a student is in stage 'i',then
acquisition occurs when he or she is open.to 'Understandable Input' of level "i + 1'.
Because not every student is able to learn at the same level.Krashen demonstrated
language competency simultaneously indicates that genuine conversational input is
crucial.To construct a syllabus, ensuring that each the learner will get something like "i +
1' input, which is suited for his or her existing level of cognitive skill.
 4. AFFECTIVE FILTER
HYPOTHESIS
The Affective Filter Theory represents Krashen's believe that a lot of
'affective factors' play a collaborative but non-causal contribution to
the second language.
acquisition. These traits include commitment and self-
confidence.Anxiety and interpersonal attributes. Krashen argues that
students have high motivation and self-confidence.A positive
attitude toward oneself and a low degree of anxiety. Extroverts are
better prepared for accomplishments in second, learn a new
language.
 5. NATURAL ORDER
HYPOTHESIS
According to research (Dulay & Burt, 1974; Fathman, 1975; Makino,
1980, cited in Krashen, 1987), the formation of grammar structures
follows an established 'natural order'. Some grammar parts are acquired
earlier than others in any given language. This sequence appears to be
independent of the students' age first language background information,
learning conditions, and the investigations found significantly different
commonalities between individual acquirers, supporting the natural order
of language learning. According to Krashen, the concept of natural order
theory does not always imply that a language exists.The program
curriculum should follow the order found.In the studies, In reality, he
denies grammar. Sequencing for learning a new language.
References:
Thank you!