LESSON 1: What is MTB - MLE?
Lesson objectives:
At the end of the lesson, students are expected to:
Identify the different contexts in communication;
Understand the relationship between language, heritage, culture and
communication;
Discuss the personal factors involved in learning a second language; and
Appreciate the comfort and complexity of the generation they are born
into,
Instructional Materials Needed: Language Bingo Card and Research Resources
Learning Activities:
I: Activate:
The digital natives, otherwise known as generation Z, are those born between
the years 1994 to 2004, and you are definitely one of them!
You were born with and into the comfort and complexity of technology.
Interaction for you means connecting through social media, while communication is
coursed through an account that could be totally divorced from who the real person is.
Your generation is highly reliant on technology to the point that some would opt to live
a sedentary life without recognizing the down sides of it. On the other hand, you are
also recognized as a creative and collaborative generation that can contribute highly
when you join the workforce.
Let us warm-up! Your task in this course is to simply talk to your seatmate about
the following:
a. Your first experience in creating your facebook account
b. On the truthful and make believe /fake answers you wrote on your profile.
c. An experience in helping someone to create a facebook account.
d. Compare social media accounts you maintain to communicate
e. Your engagement to social media as a means of communication on a daily basis.
While our knowledge on generation Z is still a work in progress, through the lens of
Education, we can safely say that the world they you are growing up in is more
comprehensible. It is the day and age when the challenge of education is to prepare
the forthcoming generation of learners to brave constant change and the challenges of
the world. Education is not just simply a transfer of concepts and rote memorization,
yet it is the readiness and capability to operate, compete and survive. More so,
education is all about learners who think outside the box, employ higher thinking skills,
analyze, troubleshoot, make decisions, and solve problems.
II: ANALYZE:
It is time to know your classmate in this course! Below is a Language Bingo Card and
your goal is to cross out as many languages as possible. You will be given time to go
around and ask your classmates the language/s that they speak or understand.
Ybanag Tagalog LANGUAGE Surigaonon Yakan
BINGO
Iloko Ivatan Kapampangan Maranao Tausug
Cebuano Bikol Pangasinense Maguindanaoan Hiligaynon
Chabacano Sambal Aklanon Kinaray-a Waray
What are the most common languages spoken/used by your
classmates? Where do you think did they learn the language/languages?
We thrive in a bilingual, or even in a multi lingual, world. This is the rationale
why Mother Tongue, Filipino, and English follow a unified frame-work which allows easy
transition from acquiring and learning one language to another. Republic Act 10533”
Enhanced Basic Education Act of 2013” has highlighted the reality and relevance of
Mother Tongue-Based Multilingual Education (MTB-MLE). The implementation of K-12
Basic Education Program puts high premium on the learner’s mother tongue and other
languages used in the classroom. The Department of Education refers to Mother
Tongue-Based Instruction through DO #74s.2009.
The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are at
and from what they already know, proceeding from the known to the unknown.
Instructional materials and capable teachers to implement the MTB-MLE curriculum
shall be available.
In Support of MTB-MLE, in 2003, DepEd issued DO #28,s.2013-Additional
guidelines to DepEd order No.16, s.2012(Guidelines on the Implementation of the
mother Tongue-Based Multilingual Education MTB-MLE).
Reality dictates that learners learn best when they are able to understand and
express in the language they grew up speaking from childhood. Thus, they are able to
build a strong scaffolds in terms of comprehension, construction, and communication.
Moreover, research stresses that children with a solid foundation in the language they
grew up speaking or their mother tongue develops stronger literacy abilities in the
school language.
III: ABSTRACT:
You need to answer the questions listed below. You are encouraged to research
and cite sources in answering each question.
1. What is acquisition?
2. How is language acquisition different from language learning?
3. How do children learn their first language?
4. What is a second language acquisition?
5. Is language acquisition true for all children?
Language is the basis of all communication and the primary instrument of
thought. Thinking, learning are interrelated. Language is governed by rules and
system (language conventions) which are used to explore and communicate
meaning. It defines culture which is essential in understanding oneself (personal
identity), forming interpersonal relationships (socialization), extending
experiences, reflecting on thought and action, and contributing to a better
society. Language, therefore, is a central to the peoples’ intellectual, social, and
emotional development and has an essential role in all key learning areas
(English Curriculum Framework: Austrilia, 1998).
Language is the foundation of all human relationships. All human
relationships are established on the ability of people to communicate effectively
with each other. Thoughts, values, and understanding are developed and
expressed through language. This process allows students to understand better
the world in which they live and contribute to the development of their personal
perspective of the global community. Therefore, proficiency in the language
enables people to access, process and assess information, to engage with the
wider and more diverse communities, and to learn about the role of language in
their own lives, and in their own and other cultures(Malone, 2006).
Language acquisition (a natural process and involves “picking up”
language in a non-conscious way through exposure to language, not by studying
it) and language learning (is a conscious, intentional, involves study and pays
attention to grammar rules)is an active process from cradle to grave, and
continues throughout life. It is continuous and recursive throughout students’
lives. Students enhance their language abilities by using what they know in new
and more complex contexts and with increasing sophistication (spiral
progression).They reflect on and use prior knowledge to extend and enhance
their language and understanding. By learning and incorporating new knowledge
structures into their repertoire and using them in a variety of contexts, students
develop language fluency and proficiency. Positive learning experiences in
language-rich environments enable students to leave school with a desire to
continue to extend their knowledge, skills, and interests (Cummins, 1991)
Armed with the capability to read in their mother tongue, learners are able
to cross over and read in other languages. Their knowledge and skills transfer
across languages. This bridge then enables the learners to use both or all their
languages for success in academic and most of all for lifelong learning.
IV: APPLY:
Having the end in mind of instilling lifelong learning over and above
academic excellence in Filipino learners, Language learning in the mother
tongue(L1), in Filipino (L2 –the national language), in English (L3-the global
language), and the possibility of a foreign language (L4), equips the learners to
be more than prepared to develop the competences in the different learning
areas they will hurdle.
For the final task in this lesson, form a group of five to your classmates using the
google meet, zoom or fb chat room, or face to face to your neighborhood,
workmates or friends and discuss the following.
1. Who is learning another language at the moment?
2. Who has tried to study another language out of passion or curiosity, or out of
obligation to fulfill a duty?
3. If a second language was learned, how was the experience?
4. Is there someone in the group who can read books or newspapers and listens
to radio/TV in another language apart from English and Tagalog? Each group
must prepare for a presentation of their key discussion points.
NOTE: Provide proper documentation while doing the activity, pictures/video.
LESSON SYNTHESIS:
Think of how you acquired and learned the language that you have right now.
How will you rate your level of proficiency for each of the language( 10 points if you
consider yourself highly proficient )? What language did you acquire first? Second? Or,
did you acquire it simultaneously? Do you think it would make a difference if your L1
proficiency was well-established before you were exposed to your L2?
