Aluu!

Hi!

Salut!

Module 1: Mother Tongue-Based

Multilingual Education Framework:
Its Implementation in the Basic Jambo!

Education Curriculum
Oi!
 Hi!

LESSONS ¡Hola!

Lesson 1: MTB-MLE Curriculum

Lesson 2: Legal Bases and Benefits
of Teaching and Learning the
Mother Tongue Oi!
Lesson 3: Different Approaches to
Teaching MTB-MLE
Learning Outcomes
• Demonstrate understanding of the underlying principles that support
Mother Tongue as a separate learning area and language of instruction.
• Explain the MTB-MLE Curriculum Framework.
• Apply the concepts and processes of the MTB-MLE curriculum
framework in teaching-learning situations.
• Trace the legal and educational arguments for MTB-MLE program
implementation in the Philippines.
• Analyze the fundamental benefits and requirements for a strong
Mother Tongue Based-Multilingual Education.
• Discuss the major approaches in teaching MTB-MLE.
RA. 10533 – ENHANCED BASIC EDUCATION ACT OF 2013

The enhanced basic education program encompasses at least one (1) year of
kindergarten education, six (6) years of elementary education and six (6) years of secondary
education.

RA. 10157 – THE KINDERGARTEN EDUCATION ACT OF 2012

The Department of Education recognizes the importance of preschool education to
support the holistic development of every Filipino child through the inclusion of
Kindergarten in the K to 12 Philippine Basic Education Program.

“the first stage of compulsory and mandatory formal education.”

DEPED ORDER NO. 74, S. 2009 - INSTITUTIONALIZING MOTHER TONGUE-BASED MULTILINGUAL

EDUCATION (MTB-MLE)
• The lessons and findings of various local initiatives and international
studies in basic education have validated the superiority of the use of the
learner’s mother tongue or first language in improving learning outcomes
and promoting Education for All (EFA).

• The benefits and relevance of MLE:

1. Learners learn to read more quickly in when in their first language
(L1).
2. Pupils who have learned to read and write in their first language learn
to speak, read, and write in second language (L2) and third language
(L3) more quickly than those who are taught in a second or third
language first.
3. In terms of cognitive development, and its effect in other academic
areas, pupils to read and write in their first language acquire such
competencies more quickly.
What is Mother Tongue-Based Multilingual Education (MTB-MLE)
• 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
• It is a structured program of language learning and cognitive development
providing:
✔a strong educational foundation in the first language
✔successful bridging to one or more additional languages
✔enabling the use of both/all languages for life-long learning
An L1 is your first language, your native language, or your mother tongue.

• You are a native speaker of that language.

• L1s are learned through a process known as first language acquisition, or
FLA.
• L1s are acquired automatically, without conscious effort.
• L1s are learned before puberty, typically during infancy.

it is possible to have several “first languages”

An L2 is a second language, a foreign language, a target language, or a foreign
tongue.

• If you have an L2, you are a non-native speaker of that language.

• L2s are learned through a process known as second language acquisition,
or SLA.
• Second language acquisition is the process of acquiring language capacity
after another language (or languages) have already been learned natively.
• Learning an L2 requires conscious effort.
• L2s are not learned during infancy, and most often after puberty.
• Theoretically, an acquired L2 can only be known at non-native
proficiencies. Exactly how proficient a language learner can become in a
second language can range widely, but the general scientific consensus is
that an L2 cannot be mastered to the same level as an L1.

Highly advanced L2 learners are often called near-native speakers.

 The purpose of a multilingual education program is to develop appropriate
cognitive and reasoning skills enabling children to operate in their
community language, the national language, and English.

STATEMENT FROM PRES. 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."
The
Why
WHERE WE ARE…

• Insufficient mastery of basic competencies due to congested curriculum

• High school graduates (< 18 years) lack basic competencies and maturity
• Other countries view the 10‐year education cycle as insufficient.

Prior to this, the Philippines was the only country in Asia and one of the
three countries in the world (the others were Angola and Djibouti) that had
a 10-year basic education program.
FOUR ASPECTS OF DEVELOPMENT

Language Cognitive
Development Development

Academic Socio-cultural
Development Development
The Mother Tongue-Based Multilingual Education aims to develop the
following areas:

• language development which establishes a strong education for

success in school and for lifelong learning;
• cognitive development which focuses on Higher Order Thinking Skills
(HOTS);
• academic development which prepares the learner to acquire mastery
of competencies in each of the learning areas; and
• socio-cultural awareness which enhances the pride of the learner’s
heritage language, and culture.
Language Development Academic Development

Socio-cultural
Cognitive Development
Development
 Students will establish a strong educational
foundation in the language they know best.

Language Development Academic Development

Cognitive Development Socio-cultural Development

 School children in the early years learn beyond
the who, what, when, and where and progress to
higher order thinking skills because they use the
first language.

Language Development Academic Development

Cognitive Development Socio-cultural Development

 Students will be prepared to use both / all of
their languages for success in school
and for life-long learning.

Language Development Academic Development

Cognitive Development Socio-cultural Development

 School learners participate actively in class
activities.

Language Development Academic Development

Cognitive Development Socio-cultural Development

 They will be prepared to contribute
productively to their own community
and to the larger society.

Language Development Academic Development

Cognitive Development Socio-cultural Development

 Students will achieve government
competencies in each subject area
and, at the end of the program.

Language Development Academic Development

Cognitive Development Socio-cultural Development

Students will be proud of their heritage language
and culture, and respect the languages and
cultures of others.

Language Development Academic Development

Cognitive Development Socio-cultural Development

 The first language becomes the language of
thinking, doing, applying and creating.

Language Development Academic Development

Cognitive Development Socio-cultural Development

 Parents are more likely to participate in the
children’s learning.

Language Development Academic Development

Cognitive Development Socio-cultural Development

School children will have a good language bridge
to the next language which is needed to succeed
in school and for lifelong learning.

Language Development Academic Development

Cognitive Development Socio-cultural Development

School learners bring to the class prior knowledge,
lived experiences, language, and culture.

Language Development Academic Development

Cognitive Development Socio-cultural Development

THE END RESULT: CHILDREN WHO ARE …

Multilingual

Multiliterate

Multicultural
Learning Areas and Medium of Instruction Per Grade Level

Nomenclature/
G1 G2 G3 G4 G5 G6 G7 to G10
Learning Area
Filipino Filipino
English English
Mother Tongue MT - - - -
Science - - MT English
Mathematics MT English
AP MT Filipino
EPP/TLE - - - Filipino English
MAPEH MT Filipino English
EsP MT Filipino
DEPED ORDER NO. 31, S. 2013 – CLARIFICATIONS ON THE POLICY GUIDELINES ON
THE IMPLEMENTATION OF THE LANGUAGE LEARNING AREAS AND THEIR TIME
ALLOTMENT IN GRADES 1 AND 2 OF THE K TO 12 BASIC EDUCATION PROGRAM
The use of Mother Tongue in learning enables the learner to:
• Listen with understanding.
• Speak with understanding.
• Read with understanding.
• Write with understanding.
• View with understanding.
MTB-MLE provides…

• 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 following macro-skills ( listening, speaking, reading, writing, and
viewing ) for both meaning and accuracy .
(1) Literacy

• The ability to read, view, writes, design, speak and listen in a way that
allows you to communicate effectively.

• The power to literacy lies not just in the ability to read and write, but
rather in a person’s capacity to apply these skills to effectively connect,
interpret and discern the intricacies of the world they live.

(en.unesco.org).
(2) Prior Knowledge
• Engaging learners in a discussion of what is already familiar to them using
the home language and culture enables better learning of the curriculum
through integration and application of that knowledge into current
knowledge schemes.

(3) Cognitive development and higher order thinking skills (HOTS)

• As learners articulate their thoughts and expand ideas, both language
and critical thinking are strengthened.
• MTBMLE cultivates critical thinking through talking about ideas in the
familiar language.

(4) Strong Bridge

• MTBMLE provides a good bridge to listening, speaking, reading, and
writing the L2s.
 Continue oral development and Literacy in
L1, L2, and L3

Continue oral and written L1 & L2

Continue Oral L3
Introduce Written L3

Continue oral L1 & L2 and written L1

Introduce Literacy in L2
Introduce Oral L3
Introducing 3
Continue oral L1
languages in
Introduce L1 literacy
“small steps”
Introduce Oral L2
to build success
Build oral L1
(5) Scaffolding

• In L2 teaching, the L1 is used to support learning when the L2 is not

sufficiently developed to be used alone.
• The L1 is used for expression and the teacher facilitates the development
of the L2 to enable learners to adequately express ideas in the L2.
• In this way, the L1 strengthens the learning of the L2 by supporting the L2
development for communication.
Teaching for meaning and accuracy

Story Track Primer track

Focus on meaning (whole texts) Focus on correctness/accuracy (parts of
the language)
Listening Listen in order to understand, think Recognize and distinguish sounds;
critically respond creatively recognize parts of words

Speaking Speak with understanding, to communicate Use correct vocabulary, pronunciation,

knowledge, ideas, experiences grammar

Reading Read with understanding to apply, analyze, Decode by recognizing parts of words,
evaluate, and to create new knowledge sentences

Writing Write to communicate knowledge, ideas Form letters properly and neatly; spell
experiences, goals words accurately; use correct grammar

Viewing View in order to understand, think critically Recognize and distinguish print and non
respond creatively materials and be able to critic the
materials objectively.
(6) Teaching for meaning and accuracy

• The goal in learning in both or more languages is for learners to become

confident and proficient in:

Listening, speaking, reading, and writing for meaning.

Listening, speaking, reading, and writing correctly (accuracy).
Write the new letter on the chalkboard. Students
say the name of the letter and find it in the
Alphabet Chart.

Accuracy track
Students draw a picture and write their own story.

Meaning track
Students make words from syllables or letters
that they have learned.

Accuracy track
Show students the cover picture and let them
describe it.

Meaning track
Students share their story with others.

Meaning track
 Write the spelling words and sentence correctly
on the chalkboard. Students check their work and
correct any mistakes.

Accuracy track
(7) Confidence building and proficiency development for two or more
languages along the following macro-skills ( listening, speaking, reading,
writing, and viewing ) for both meaning and accuracy.
The Fourteen Domains of Literacy in the Philippine
MTB-MLE Curriculum

(1) Oral Language – one’s knowledge and use of the structure, meanings,
and uses of language in oral communication.

Five areas:

1. Phonology – the sound system of a language.

2. Morphology – the study of the structure of words.
3. Syntax – the study of the structure of the sentences.
4. Semantics – the study of meaning in language.
5. Pragmatics – the appropriate use of language in different contexts.
Talk about one’s self and one’s personal experience (family, favorite
food, friends, pets)
MT1OL – Ia-i – 1.1

Relate one’s own experiences about a topic using a variety of words

with proper phrasing and intonation.
MT2OL – Ic-d – 10.1
(2) Phonological Awareness – ability to know the sound structure of language
as distinct from its meaning. Types of phonological awareness include word
awareness, syllable awareness, rhyme awareness, and phoneme
awareness.

Give the beginning letter/sound of the name of each picture.

MT1PWR – Ib-I – 1.2

Tell whether a given pair of word rhyme.

MT1PA – Ib-I – 2.1
(3) Book and Print Knowledge – knowing the parts of the book and how print
works. The ability to understand that print is made up of letters, that letters
correspond to sounds and words as that text is read from left to right across
the page.

Use the terms referring to conventions of print:

• Front and back cover
• Beginning, ending, title page
• Author and illustrator
MT1BPK – Ia-c – 1.1
(4) Alphabet knowledge – ability to know letters of the alphabet and the
understanding that the alphabet represents the sounds of spoken language.

Identify upper and lower case letters.

MT1PWR – Ib-i – 2.1
(5) Phonics and Word Recognition – identify a written word by sight or by
deciphering the relationship between speech sounds and the letters in
written language.

Match words with pictures and objects.

MT1PWR – Ib-i – 4.1
(6) Vocabulary Development – knowledge of words and their meanings in
both oral and print representations.

Types:
1. Expressive vocabulary – words children can use to express themselves in
oral or written form.
2. Receptive vocabulary – words children can understand when heard in
context or read.

Give meanings of words through:

a. realia
b. picture clues
c. actions or gestures
MT1VCD – Ib-i – 2.1
(7) Spelling – readers and writers should be able to convert oral language
sounds into printed language symbols.

Correctly spell words in the vocabulary list and words in the selection
read.
MT3F – Ih-i – 1.6
(8) Grammar awareness – ability to understand the rules of how words are
linked together to convey meanings.

Identify the parts of a sentence (subject and predicate).

MT3GA – Ia-e - 4.2
(9) Fluency – the fluidity of utterances (oral fluency) or the oral reading of texts
smoothly (reading fluency), not hindered by word-by-word reading and other
word recognition problems that might adversely affect comprehension.

Three elements:
1. Automaticity – ability to recognize words quickly and without much
conscious attention.
2. Accuracy – ability to recognize words correctly.
3. Prosody or proper expression – ability to read aloud with appropriate
intonations and pauses indicating learners understanding of the meaning of
text.

Read grade one level words, phrases, and sentences with appropriate
speed and accuracy.
MT1F – Ic-IVa-i – 1.1
(10) Reading Comprehension – a constructive, interactive process involving
three factors – the readers, the texts, and the context in which the text is
read.

Listening Comprehension - encompasses the multiple processes involved

in understanding and making sense of spoken language.

Give the correct sequence of three events in a story read.

MT1RC – IIIb-c – 2.1

Distinguish facts from opinions.

MT3RC – IIIa – 2.13
(11) Writing and composing – using the writing system or orthography in the
conduct of people’s lives and in the transmission of their culture to the next
generation.

Write poems, riddles, chants, and raps.

MT3C – Ia-e – 2.5
(12) Handwriting – ability to form letters through manuscript and cursive
styles.

Performance standards by the end of third grade is writing legible in

cursive style.

Write upper and lower case letters using cursive strokes.

MT2PWR – Ia-i – 3.3
(13) Attitude towards language, literacy, and literature – process of
reflecting ethical consideration on the use of ideas and information;
the use of language in appreciating contexts and situations
considering the culture of the audience.

Participate actively during story reading by making comments and

asking questions using complete sentences.
MT2OL – Ia – 6.2.1
(14) Study Strategies – techniques and strategies that help an individual
effectively learn for specific purpose.

Follow 3-5 step written directions.

MT2SS – IIIc-e – 1.3
Goals of MTB-MLE in the K to 12 Curriculum

1. Develop lifelong learners who are proficient in the use of their first language to
be able “to connect to their heritage, Filipino to connect to their country, and
English to connect to the world.” (Pres. Benigno Aquino III)

2. Develop active inquirers, critical and creative thinkers, problem solvers and
decision makers who are able to use language as means of giving insights into their
whole range of human experience starting from the Mother Tongue.

3. Develop and maintain their love and respect for their heritage, culture, home
language and national language and be able to contribute to the development of
their own community and the country.
4. Promote the learners’ integration into the national society without forcing them
to sacrifice their linguistic and cultural heritage.

5. Bring unity to the multi-cultural and linguistically diverse Filipino society which
will help attain quality of life for all citizens of the country.
Same competencies but different paths…

Mainstream
children who
speak the
school
language L1 (school Competencies
language) to be achieved
by the end of
Mainstream Grade 3
children who
do NOT
speak the
school
L1 (home language) +
language
L2 (school language)
Guiding Principles for Teaching and Learning MTB-MLE:

Principle 1. Known to the unknown

Principle 2: Language and Academic Development
Principle 3: Cognitive Development
Principle 4: Discovery Learning
Principle 5: Active learning
Principle 6: Meaning and Accuracy
Principle 7: Language Learning/Language Transfer
Principle 8: Affective component: Valuing the home
language/culture.
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
(significant in reading).

• Start with what the learners already know about a topic and use that to
introduce the new concept. Beginning with the learners’ first language
and culture will better facilitate mastery of the curriculum content.
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.

Easy and full

Well-developed Academic
acquisition of
L1 achievement
L2, L3, etc.
Principle 3: Cognitive Development

• Students who use their multilingual skills have been shown to develop
both the cognitive flexibility and divergent thinking.

• Usage of Higher Order Thinking Skills (HOTS). When we truly learn

something, we can explain it, apply it, analyze it, evaluate it, and use it to
create new ideas and information.
Principle 4: Discovery Learning

• We learn when someone who already understands the new idea or tasks
helps us to “discover” the new idea and then use it meaningfully.

• Find out what the students already know about a topic. Then provide
activities that let them use their knowledge to learn the new concept or
task.
Principle 5: Active Learning

• Peer interaction – children learn best through peer interactions in which

they work together creatively to solve problems.

• Second language active learning – learners gain confidence during in the

“hear-see-do” activity.

• Purposeful talk – talking makes us 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 Transfer

• Language transfer – refers to speakers or writers (learners) applying

knowledge from one language to another language.

• 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: Affective 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.

• 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.
DepEd uses 19 local languages
as MOI in MTB-MLE:

1. Tagalog 11.Maguindanaoan
2. Kapampangan 12.Maranao
3. Pangasinan 13.Chavacano
4. Iloko 14.Ivatan
5. Bikol 15.Sambal
6. Ybanag 16.Akianon
7. Sinugbuanong Binisaya 17.Kinaray-a
8. Hiligaynon 18.Yakan
9. Waray 19.Sinurigaonon
10.Bahasa Sug
Curriculum
Contextualization,
Localization, and
Indigenization
 The curriculum is alive, it changes
depending who is implementing it, where
and when it is implemented.
RA 10533 ENHANCED BASIC EDUCATION ACT OF 2013

SEC. 5. Curriculum Development

The DepED shall formulate the design and details of the

enhanced basic education curriculum … to craft harmonized
basic and tertiary curricula for the global competitiveness of
Filipino graduates.
(d) The curriculum shall be contextualized and global.

(h) The curriculum shall be flexible enough to enable and

allow schools to localize, indigenize and enhance the same
based on their respective educational and social contexts.
The production and development of locally produced
teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education
units.
D.O. No. 35, s. 2016
15.5 Curriculum Contextualization, Localization, and Indigenization

• Curriculum contextualization is the process of matching the curriculum

content and instructional strategies relevant to learners.
• Student diversity requires that teachers always consider individual
differences in lesson planning and implementation.
• Teachers identify and respond to opportunities to link teaching and
learning in the classroom to the experiences, interests, and aspirations of
the wider school community and other key stakeholders.
Contextualization

refers to the educational process of relating the curriculum to a

particular setting, situation or area of application to make the
competencies relevant, meaningful and useful to the learners
• By linking new content to the local experiences that are familiar to
students, learning will be more efficient for and relevant to them.

• The localization of curriculum is an essential feature of the K to 12

Curriculum. The teacher’s guide and learners’ materials may be
modified to accommodate the unique contexts of a particular
locality.
Localization

as a degree of contextualization, localization is defined as:

the process of relating learning content specified in the

curriculum to local information and materials from the learner’s
community
• Deepening curriculum contextualization through indigenization is
essential for communities that have cultural practices that are different
from the majority of people in the same locality.
• Providing spaces for unique cultures in the K to 12 Basic Education
Program is a key strategy for student inclusion and ensuring relevance of
education processes for all learners.
• Teachers and school systems must make sure that the members of the
community participate in indigenization processes, so that the curriculum
will be accurate and faithful to the culture in consideration.
Indigenization
The process of enhancing curriculum competencies, education
resources, and teaching-learning processes, in relation to the bio-
geographical, historical, and socio-cultural context of the learners’
community.
Indigenization may also involve enhancement of the curriculum
framework, curriculum design, and learning standards of subject
areas, guided by the standards and principles adhered to in the
national curriculum.
 Contextualization

Kilala namin ito

Local information,
Local materials
Localization Meron kami nito

Sa amin siya
Bio-geography
History nanggaling
Socio-cultural definition
Amin ito
Indigenization
Examples of Localization and Indigenization of the Curriculum
Competency: Visualize the ratio of two given numbers. (M5NS-IIh-22)
Localization – use easily observable examples of ratio in the
community
one jeep, 4 wheels; one kariton, 2 wheels; one tricycle, 3 wheels
(deepening on what is common in the community)

Indigenization (socio-cultural) – community activities or cultural

practices
bringing products to the market entails using a carabao carrying
sacks (one carabao is to x sacks)
When you localize you use information and materials in your
learners’ community but when you indigenize, you enhance
competencies in the curriculum, the resources, and the teaching
learning processes so that they suit the context of the learners’
community.
Visualizes, represents and identifies unit of fractions with
denominators of 10 and below {M2NS-III-72.2}

Use local materials {fruits in season like

watermelon, or local kakanin} to
visualize fractions
localization

community cultural practices that involve

fractions are used to visualize fractions
{division of harvest during harvest
season}
indigenization
REACT
Strategy
Relating

• Learning in the context of life experience, or relating, is

the kind of contextual learning that typically occurs with
very young children.

• The curriculum that attempts to place learning in the

context of life experiences must, first, call the student’s
attention to everyday sights, events, and conditions.
Experiencing

• Learning in the context of exploration, discovery, and

invention.
• However, motivated or tuned-in students may become as
a result of other instructional strategies such as video,
narrative, or text-based activities, these remain relatively
passive forms of learning.
• And learning appears to "take" far more quickly when
students are able to manipulate equipment and
materials and to do other forms of active research.
Applying

• This happens most commonly through text, video, labs,

and activities, and these contextual learning experiences
are often followed up with firsthand experiences such
as plant tours, mentoring arrangements, and
internships.
Cooperating

• Learning in the context of sharing, responding and

communicating with other learners – is a primary
instructional strategy in contextual learning.

• The experience of cooperating not only helps the

majority of students learn the material, it also is
consistent with the real-world focus of contextual
teaching.
Transferring

• Learning in the context of existing knowledge, or

transferring, uses and builds upon what the student has
already learned.

• Students develop confidence in their problem-solving

abilities if we make a point of building new learning
experiences on what they already know
When we localize, we do not
necessarily indigenize.
When we indigenize, we
localize.