Binalatongan Community College

Brgy. Ilang San Carlos City, Pangasinan

Bachelor of Elementary Education

LEARNING MODULE

Module No: 001

Subject Code:
Subject Description: CONTENT AND PEDAGOGY IN THE MOTHER TONGUE
Term: 2nd Semester, 2022

I. Learning Objectives:

Demonstrate knowledge and understanding of the mother tongue,

both as a subject and as a language of learning, including its structure
as a language, literature in the mother tongue, methods and
techniques of teaching the language, and research –based best
practices in MTB-MLE implementation,
Demonstrate pedagogical content knowledge on effective MTB-MLE
instruction through the creation of developmentally sequenced
teaching and learning processes that meet curriculum requirements,
Demonstrate knowledge of teaching strategies that promote literacy
skills through selecting, developing and using varied teaching and
learning resources, including ICT, in teaching the mother tongue.
Design, select, organize and use appropriate and varied assessment
strategies consistent with the MTB-MLE curriculum requirements.

II. Learning Outcomes

Define key concepts in MTB-MLE.
Identify the national and official languages in the Philippines .
Discuss cultural rootedness as one of the reasons behind the use of
mother tongue as a medium of instruction.
Explain theories relevant to MTB-MLE.

Discuss journal articles providing empirical evidence for these

theories.
Trace the legal and educational arguments for MTB-MLE program
implementation in the Philippines.

Discuss the role of teachers and the necessary competences to ensure

the successful implementation of the program.

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 III. Learning Resources:
DEPED MTB-MLE Curriculum Guide
DEPED Order No.74 (2009) Institutionalizing mother tongue-based
multilingual education:http://mlephil.wordpress.com/2009/07/18/deped-
order-n0-74-s-
IV. Task to Complete
 Activities
 Quizzes
 Examination
V. Content Items
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
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 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

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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
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 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?

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Lesson 2: Theories, Rationale and evidence supporting MTB-MLE developmental
learning Theories.

Lesson Objectives:

At the end of the lessons, students are expected to:

Discuss the reason why learning a second language is important;
Discuss the personal factors involved in learning a second Language;
Understand the Lingua Franca Education Project and its connection to
mother Tongue-Based Multilingual Education (MTB-MLE) ; and
Give a brief description of MTB-MLE.

INSTRUCTIONAL MATERIALS NEEDED: Question Card

Learning Activities:

I: ACTIVATE and ANALYZE

Question cards will be distributed randomly, decide whether you:

 Strongly Agree
 Agree with reservations
 Somewhat undecided and most likely can be swayed to either side.
 Strongly Disagree

Prepare to share your answer and your justification to the class.

1. Language is an invention of groups of people in order to communicate effectively

with each other in their local/particular community. Cite an example.
2. Language represents concepts that are particular to a specific culture.
3. Language represents the people, the culture, history, and heritage.
4. When we accept a language, we accept the culture.
5. Most language environments have words that are specialized and are used only in
those environments.
6. Age does not really determine difference in language style.
7. The structure of language affects the way in which its respective speakers
conceptualize their world or otherwise influences their cognitive processes.
8. New meanings are continually created as people change their ideas, feelings, and
activities.
9. As people think, read, travel, make friends, and experience life, the associations
and connections that words have for these people change.
10. Language determines how one thinks and processes information.

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II:ABSTRACT:

Read the text below and answer the questions that follow.

SECOND LANGUAGE LEARNING

If you look in a dictionary to find the meaning of the word “acquisition,” you will find it
defined as something like “ the process of learning skills or getting knowledge.” So,
what then is “language acquisition” and how is language acquisition is different from
“language learning”?

Some theories believe that there is a difference between learning and acquisition
and that the difference is this: language learning is a conscious or intentional process
which may involve studying the language, paying attention to grammar rules and
possibly following a course of instruction. Language acquisition, on the other hand, is
considered to be a natural process and involves” picking up” language in a
nonconscious way through exposure to language, not by studying it.

Children “acquire” their first language and get to know its rules through exposure
and by being exposed to examples of the language and by using it.This is part of the
theory of” first language acquisition.”

“Second language acquisition “is the process, and the study of the
process, by which people learn a language that is not their native language. This is
fairly new fields of study and there are still many questions to answer about how
languages are learnt. However, teachers and theorists believe that we do learn a
second language by acquiring” or picking up language, but there are some important
considerations for second language learners.

Second language learners acquire language through exposure to many different

examples of the language, by reading it and by hearing it in their environment. We
listen and read and develop an understanding of language over a period of time before
we eventually use it ourselves. The period, when learners are taking in language,
processing it and perhaps silently practicing it, is known as the “silent period “ and is
thought to be an important state in language acquisition.

Once we use the language, it is important that there is an opportunity for

interaction so we can use the language, to experiment, to make the language work in
communication.

The final consideration is the need for a focus on form. Second language
learners need to focus on the language, to analyze and identify it and practice it.
Teachers and learners will also want to look at correcting mistakes so that learners can
think about rules and exceptions to rules.

1. In your own words, differentiate language acquisition from language learning.

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_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________.

2. What theory of language learning is discussed in the text?

_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________.

3. Does the theory avoid the teaching of grammar completely? Justify your answer.

_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________.

In this lesson, it is important that you fully understand how we ended up

adopting the MTM-MLE. It all began with the Lingua Franca Education Project (LFEP)

 The Department of Education, Culture and sports embarked on a pilot study

called Lingua Franca Education Project in SY 1999-2000 which was aimed to
define and implement a national bridging program from the vernacular to
Filipino, and later English to develop initial literacy for use in public schools.
Through the bridging program, an alternative curriculum will be used in
acquiring basic literacy and numeracy skills with the local lingua franca as the
language of instruction.
 The pilot study involved two grade 1 classes from each of the 16 regions. One
was the experimental class and the other the control class.
 Two grade 1 teachers from each of the experimental schools, together with
the principal, underwent training before the pilot study. One teacher handled
the grade 1 experimental class while the other taught the alternate class.
 The lingua Franca used in the pilot study were as follows:

Regions I,II, CAR – Ilokano

Regions III, IV, V,VI,XII, ARMM, NCR- Tagalog

Regions VII, VIII, IX,X,XI,CARAGA – Cebuano

Since the lingua Franca Education Project (LFEP) DECS Memorandum No.
144 s,1999, Mother Tongue-Based Multilingual Education Program is the most vital
reform for the country’s basic education and school system as a whole. The lessons
from the findings of various international and national studies on language used in
education undertaken by UNESCO are one in affirming the benefits and relevance of
MTB-MLE which are in conformity with the recommendations given by the Basic
Education Sector Reform Agenda (BESRA) TO improve learning outcomes and promote
Education for all (EFA).

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 As research shows, (Dutcher, 1994:Tucker, 1998; Klaus, 2001:Thomas, 2002;
Dekker and Young, 2007; Durnnian, 2007; UNESCO, 2007b;Dekker, Duquiang; 2008;
Noorlander & Van, 2008), quality education occurs most effectively when the mother
tongue, the learner’s home language, is used for initial learning- the first language is
the language of learning. It is by far the easiest way for children to interact with the
world. And when the language of learning and the language of instruction do not
match, learning difficulties are bound to follow (World Bank, 2006, page4).

III.Apply

MTB-MLE is a theoretically-based and well planned educational program that

provides a strong foundation for literacy using the learners developing cognitive skills
and comprehension of academic content. Listed below are the “promises” of the MTB-
MLE to its learners.

 Literacy
 Prior Knowledge
 Cognitive Development and Higher Order Thinking Skills (HOTS)
 Strong Bridge
 Scaffolding
 Teaching for meaning and accuracy
 Confidence Building and Proficiency Development for two or more
Languages along the Macro Skills of communication

You may have been learning about MTB- MLE and its value, but it is also
important that early on, you are exposed to the problems and challenges that it
has been facing these past years.

Your final task for this lesson is to interview an elementary teacher who
has taught or is teaching Mother Tongue as a learning area. The interview may
be done face to face (provide video and pictures) or even a messaging/chat
interview (provide the screenshots of conversation and the PDS of the teacher).

On a short bond paper, prepare a two-page interview essay on the following

points.

 Advantages of teaching Mother Tongue as a subject for both the

learners and the Teacher;
 Challenges or problems encountered;
 Solutions that were created so far to address the problems; and
 Further recommendations to better achieve goals of MTB-MLE.

Criteria for Grading the interview Essay

Content 25 points
The essay is clear, focused, and provides
relevant evidences, examples, and details
to support the central theme.
Sentence Fluency 10 points
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 Writing is easy to follow.
Organization 10 points
The organization enhances the central idea
of the essay.
Convention 5 points
Observes correct grammar and mechanics.

Lesson Synthesis:

For you, what do you foresee as challenges of difficulties that you will encounter when
you teach Mother Tongue as a learning area? Prepare to share your insights to the
class.( write your answer in one-half sheet of paper since no face to face classes)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________________.

Lesson 3: CONTENT OF THE MTB-MLE

Lesson objectives:

 Understand the framework of the MTB-MLE

 Gain deeper insight on the MTB-MLE curriculum.
 Draft a proposal on refinements/improvements of the curriculum; and
 Suggest ways of integrating MTB-MLE issues into the curriculum.

Instructional Materials Needed: Mother Tongue Curriculum Guide.

Learning Activities:

I. ACTIVATE:
As a class, discuss what “curriculum framework” means and its purpose.
Create a simple graphic organizer in the box below that will encapsulate your
understanding of a curriculum framework based on your discussion. Use your
own words as much as possible.

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II: Analyze and Abstract

Form a group with four members, your task this time is to understand the Department
of Education’ curriculum framework for Mother Tongue as a learning area. Before your
task, it is crucial that we have a common knowledge of frameworks, specifically what a
curriculum framework is.

A framework, when used in any context, implies a means of organizing and

managing content in systematic ways. With this, we can define a curriculum framework
as the one responsible in regulating the content of the curriculum; it sets the
parameters, directions, and standards for curriculum policy and practice. With your
seatmate, try to make sense of the MTB-MLE Curriculum framework shown below.
Discuss the questions that follow afterwards.

1. What are the current and relevant issues in relation to our Philippine Curriculum?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________.
2. With the curriculum framework shown above, do you think these issues will be
addressed?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________.

3. What are the teaching and learning priorities of the framework that set the
foundation of the framework?

_________________________________________________________________
_________________________________________________________________
________________.

4. How is content organized in the curriculum framework?

_________________________________________________________________
_________________________________________________________________
__________________.
III. APPLY:

Your last task for this lesson is to prepare a two-page position paper that will discuss
the following:

1. What needs to be improved (if any)?

2. How does the MTB-MLE curriculum support/complement (or contradict) first and
second language learning acquisition theories?

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 3. If you will be given the chance to improve the framework, what changes will you
incorporate? Try to re-create the MTB-MLE framework based on your
suggestions.

Please refer to the Curriculum Guide for Mother Tongue

Criteria for grading position Paper

Content and development 30points
The paper takes a strong and well defined
position with adequate support.
Organization and Structure 10 points
The structure of the paper is clear and
easy to follow.
Grammar and Mechanics 10 points
Rules of grammar, usage, punctuation,
and spelling are followed.

LEARNING SYNTHESIS:

Make sure to share your significant insights from your position paper to the class, As a
class, agree on common points, that your class thinks should be improved in the
mother Tongue curriculum framework.

LESSON 4: CONSTRUCTIVIST THEORY IN TEACHING MTB-MLE

Lesson objectives:

At the end of the lesson, students are expected to:

Grasp the essence of constructivist learning theory;

Relate the constructivist learning theory with learning a language; and
Formulate methods for teaching MTB through the constructivist approach,

Instructional Materials needed: Sample lesson plan from Mother Tongue as a

learning area.

Learning Activities:

I : ACTIVATE

Your fundamental responsibility as a teacher is to guarantee that learning takes

place in your classroom. As a teacher, given this task, it is requisite that you have basic
knowledge of how students learn. There is a number of learning theories that
demonstrate how individuals, especially young learners, learn. The five major learning
theories are listed below.

a. Behaviorism_____________________________________________________
b. Cognitivism______________________________________________________
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 c. Constructivism___________________________________________________
d. Humanism_______________________________________________________
e. Connectivism_____________________________________________________
Your task is to find a basic description of each learning theory.

II: ANALYZE and ABSTRACT

Take time to read the information below about constructivist learning theory, the
learning theory being championed by the Mother Tongue Curriculum.

CONSTRUCTIVIST LEARNING THEORY

Jean Piaget and Lev Vygotsky are two most recognized pillars of constructivist learning
theory. Both puts high premium on how children acquire and construct meaning,
however, unlike thee behaviorist , both Piaget and Vygotsky do not view children as
empty vessels( tabula rasa) waiting to be filled by an expert and learned adult.
Constructivist argue that children are preformed to learn and acquire language as they
go through different developmental stages.

Jean Piaget (1896-1980) argues that children are active learners who construct
meaning from their environment. Piaget is the proponent of cognitive developmental
theory that explain the interconnectedness of knowledge acquisition and language
acquisition through qualitative changes of their mental processes as they develop
(crystal 1987:Schichendanz, 1993; Vasta et, al,(1999). He views children as active
learners, constructing knowledge over time, as they interact with their environment
through developmental states.

Constructivism has been a byword in education for generations, applied both to learning
theory and epistemology-both on how people learn and the nature of knowledge. We
do not need to adhere if it is simply a new fad, but we need to think about our work in
relation to theories of learning and knowledge. So we need to ask: what is
constructivism, what does it have to tell us that is new and relevant, and how do we
apply it to the Universe of MTB-MLE? As they say it will not take by rocket science to
understand and employ constructivism. There is nothing dramatically new in
constructivism: the core ideas expressed by it have been clearly enunciated by John
Dewey among others.

Constructivist’s perspective of language acquisition is generally centered on brain

development. Hung (1965) in Schickendanz (1965) provides a summary of Jean Piagets
Stages of Cognitive Development and how children construct knowledge and acquire a
language.

Lev Vygotsky ‘s emphasized that private speech , of children talking to themselves , for
turning shared knowledge into personal knowledge(Slaven, 1997) .Vygotsky’s proposed

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that children incorporate the speech of others and then use that speech to help
themselves solve problems. (Slavin,1997). Vygotsky’s theory implies that cognitive
development and the ability to use thought to control one’s own actions require first a
mastery of cultural communication systems and then learning to use these systems to
regulate one’s own thought processes(Slavin,1997, Crystal, 1987).

If Piaget’s view of learning and language acquisition is centered on the children’s

changes of logical thinking through stages based on maturation and experience.
Vygotsky’s view is centered on the role of culture and social interactions of children with
other children and adults in the environment. Vygotsky even argued that children’s
speech is a major tool in their development of thinking.

What is meant by constructivism? The term refers to the idea that learners construct
knowledge for themselves-each learner individually (and socially) constructs meaning –
as he or she learns.

Does it actually make any difference in our everyday work whether deep down we
consider knowledge to be about some “real” world independent of us, or whether we
consider knowledge to be of our own making?

If we believe that knowledge consists of learning about the real world out there, then
we endeavor first and foremost to understand that world, organize it in the most
rational way possible, and as teachers, present it to the learner. This view may still
engage us in providing the learner with activities, with hands-on learning, with
opportunities to experiment and manipulate the objects of the world, but the intention
is always to make clear to the learner the structure of world, but the intention is
always to make clear to the learner the structure of the world, but the intention is
always to make clear to the learner the structure of the world independent of the
learner. We help the learner understand the world. But we do not ask him to construct
his or her own world.

Constructivist theory requires that we turn our attention by 180 degrees and look
towards all those wonderful , individual living beings- the learners- each of whom
creates his or her own model to explain nature. If we accept the constructivist position
we are inevitably required to follow a pedagogy which argues that we must provide
learners with the opportunity to: a.) interact with sensory data, and b.) construct their
own world.

As a future educators/ teachers it is our responsibility to inform our students of what

the truth is, it is our duty to let them know of what the “real world” is out there.

Let us not fret and be frightened by this great responsibility for we are not left alone in
this task, there are guide posts that are laid out for us to consider.

1. Learning they say is from womb to tomb, from cradle to grave, and from navel
to gravel. Learning is not just pure absorption process of what is transferred
directly from one vessel to another. Hence, it is a process of learning by doing

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 wherein the active engagement of the learner in the process makes it an
effective one.
2. Learning is a Web process , as a learner is engaged in learning , in the process
of it all, implicitly, the learner also learns other concepts or procedures related to
what is being learned explicitly.
3. Taking it from John Dewey’s reflective activity, learning is a mental process that
involves actual doing and reflective action. Reflective action gives the learners a
chance to note the significance and connection of the whole process.

Once a learner is able to define a concept in his or her own terms we can safely say
that learning took place. This is why we are always reminded to focus on the learner in
the process of learning and not on the learning area or subject/lesson. We have to put
premium on the students’ interest and ability, and where they are at in the process of
learning. We have to note also that part of the learning process is attributed to the
experiences gathered by the learners in their own community. If we will fully accept the
constructivist point of view, we are reminded that knowledge is not just simply “out
there” divorced from the knower, but a complete process of learning by doing and
reflecting. It is both a personal and social process, learning does not take place if we do
not open ourselves to the world around us.

COMPREHENSION QUESTIONS:

1. How do learners learn in a constructivist approach to teaching and learning?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________.
2. What do you think are the gains of adopting a constructivist learning theory in
classroom instruction?
_________________________________________________________________
_________________________________________________________________
____________________________________________.
3. Can you think of any challenges/s encountered by teachers in implementing a
constructivist approach in curriculum and pedagogy?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________.

After discussing these questions, think of a learning activity or experience that

makes use of constructivist approach to teaching and learning. The activity may
come from any subject or discipline. Write your answer inside the box.

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III: APPLY

Your final task in this lesson is to find a sample lesson plan on Mother Tongue as a
learning area, Using the sample lesson plan. Analyzed the activities to determine if it
adopts the constructivist approach to lesson development.

Is the learning objective clearly defined?

Is the activity motivating for the learner?
Is the learner have an opportunity to share ideas with others?
Is the learner informed of how he or she will be assessed?
Is the learner provided with sources and support to help build knowledge?
Does it allow collaboration among learners?
Does the activity allow the learners to use new ideas in novel situation?
Does it encourage the learner to build knowledge that leads to new insights and
discoveries?

Each must prepare for a five minute presentation of your analysis.

LESSON 5: Factors Affecting success of MultiLingualism, Criticism against

MTB-MLE
What are the challenges which hinder the implementation of multilingual
education?
 Meanwhile, the challenges which hinder the implementation of
MTB-MLE are grouped into four significant
themes: multilingual environment, difficulty in translation, inadequacy
of instructional materials, and mandatory compliance to the Department
of Education (DepEd) order.
What are the disadvantages of mother tongue?
 Four out of six key informants believed that the disadvantage of
teaching Mother Tongue-Based Multilingual Education is that some
students rely on their mother tongue. They may have the tendency to
forget and may decrease their capacity to learn other languages, more
importantly the English language.
What are the challenges in using mother tongue in multilingual classes?
 Some problems encountered by the teachers in implementing mother
tongue - based instruction include absence of books written in mother

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 tongue, lack of vocabulary, and lack of teacher-training. Nevertheless,
the study indicated that major attention and effort are still necessary to
be given to the approach.
Is it better to learn receive your education in your mother tongue pros and cons?
 Pros and Cons of Studying in your Native Language

 You'll avoid additional complications. ...

 You may learn better. ...
 Your native language shapes your identity. ...
 Finding a job abroad relies on knowing the native language. ...
 You'll miss out on the true immersion experience. ...
 Your personal growth will be limited.

What are the challenges of multilingualism?

 Challenges and Strategies for Multilingual Education in India

 Introduction. ...
 Challenges for Leveraging Multilingualism in India. ...
 Market Demands and the Politics of Power. ...
 Systemic Drivers for Language Decisions are not
Educational. ...
 School Organizational Constraints. ...
 Teacher Ethos on the Issue of “Purity” of Language. ...
 Key Changes Required in System and School Ethos.

How does multilingualism affect education?

 Multilingualism education gives chances for a wider range of
communication across nations and people. Students who are multi-linguals are
able to communicate with classmates, neighbors, and overseas friends who
speak target languages through World Wide Web. ...
Second, multilingualism provides potential economic effects.

What is the biggest personal benefit of multilingualism?

Because multilingual people are better able to pick up nuances
and subtleties in any given situation, they generally have a heightened
appreciation for the complexities of the situation. Because of
this, multilinguals might engage in more rational decision-making.

LESSON 6: MTB-MLE Curriculum and different approaches to teaching MTB-

MLE.
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 MTB-MLE refers to “first-language-first” education that is, schooling which
begins in the mother tongue and transitions to additional languages
particularly Filipino and English. It is meant to address the high functional
illiteracy of Filipinos where language plays a significant factor.
PURPOSE OF MTB-MLE  To develop appropriate cognitive and
reasoning skills enabling children to operate equally in different languages –
starting in the mother tongue with transition to Filipino and then English and
to preserve the Philippine cultural treasure as well.
From the phenomenological analysis of the data, the findings showed that
the teachers used strategies such as translation of target language
to mother tongue, utilization of multilingual teaching, utilization of lingua-
franca, improvization of instructional materials written in mother tongue,
remediation of instruction.
The guiding principles for teaching and learning mtb mle
 THE GUIDING PRINCIPLES FOR TEACHING AND LEARNING
MTB-MLE.
 Principle 1: KNOWN TO THE UNKNOWN  Learning requires
meaning. ...
 Principle 2: LANGUAGE AND ACADEMIC DEVELOPMENT Well-
developed L1 Easy and full acquisition of L2, L3, etc.
What are the benefits of MTB MLE?
 MTB-MLE programmes also bridge the gap between the culture
at home and the one at school and in mainstream society.
They not only improve learning, they also broaden outlooks,
increase tolerance and foster a respect for cultural diversity.
Is MTB MLE effective?
 Results indicated that using MTB-MLE as a medium of
instruction is beneficial for both teachers and the learners.
Mathematics teachers find it more meaningful and useful when
using the learners' mother tongue (MT) as they can explain the
lessons with more ease.
Why do we have to embrace MTB MLE in our teaching and in learners learning?

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  UNESCO has encouraged mother tongue instruction in
primary education since 1953 (UNESCO, 1953) and UNESCO
highlights the advantages of mother tongue education right
from the start: children are more likely to enroll and succeed
in school (Kosonen, 2005); parents are more likely to
communicate with teachers
What are the challenges of the teachers nowadays in the implementation of MTB
MLE program?
 Some problems encountered by the teachers in implementing
mother tongue - based instruction include absence of books
written in mother tongue, lack of vocabulary, and lack of
teacher-training. Nevertheless, the study indicated that major
attention and effort are still necessary to be given to the
approach.
What is the advantage and disadvantage of mother tongue in teaching learning?
 The disadvantages are all linked to the scarcity of
instructional materials which hinder the enhancement of the
reading, listening, speaking and writing skills of the learners.
Added to these is the lack of training to
prospective teachers to teach mother tongue.
Why is it important to learn your mother tongue?
 Learning to speak in the mother tongue is
very important for a child's overall development. Being fluent
in the mother tongue, which is also known as the native
language, benefits the child in many ways. It connects him
to his culture, ensures better cognitive development, and aids
in the learning of other languages.
What is the difference between mother tongue and first language?
 Mother tongue is the in-born language, which a baby has
already familiarized even in the gestation of mother before it
was born. The first language is the language which a child
acquires either through schooling or socialization, such as
family.

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 VI. Summary:

LESSON 1: What is MTB - MLE?

LESSON 2: Theories, Rationale and evidence supporting MTB-MLE
developmental learning Theories.
LESSON 3: Content of MTB-MLE,
LESSON 4: Constructivist Theory In Teaching Mtb-Mle

LESSON 5: Factors Affecting success of MultiLingualism, Criticism against

MTB-MLE
LESSON 6: MTB-MLE Curriculum and different approaches to teaching MTB-
MLE.

VII: References:

DEPED MTB-MLE Curriculum Guide

DEPED Order No.74 (2009) Institutionalizing mother tongue-based multilingual

education:http://mlephil.wordpress.com/2009/07/18/deped-order-n0-74-s-

Mother Tongue For Teaching and Learning

Published by: Lorimar Publishing Inc. by: Fina Feliza Alcudia Et.Al.

Mother-Tongue (Filipino& English)

by: Michael Wilson

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