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 Oi!
Learning the Mother Tongue
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.
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 that had a 10-year basic education program.
FOUR ASPECTS OF DEVELOPMENT

Language Cognitive
Development Development

Academic Socio-cultural
Development Development
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

 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 Mother Tongue-Based Multilingual Education aims to develop the
following areas:

• Language development
✓ Education begins with the use of the first language of the learners, a
language that they understand.
✓ The first language that children can master will provide strong
educational foundation. It establishes a strong education for success
in school and for lifelong learning.
• Cognitive development

✓ It focuses on Higher Order Thinking Skills (HOTS).

✓ The first language becomes the language of thinking, doing,
applying, and creating.
✓ School children in the early years learn beyond the who, what,
when, and where and progresses to higher order thinking skills
because they use the first language.
• Academic development

✓ Prepares the learners to acquire mastery of competencies in each

of the learning areas.
✓ Beginning school learners express themselves easily and freely.
✓ School learners participate actively in class activities.
✓ Learners are able to process instruction easily without doing mental
translation.
✓ Beginning school learners academically perform better than those
using the second or third languages.
✓ Parents are more likely to participate in the children’s learning.
✓ Teachers can easily scaffold the learning of children.
• Socio-cultural awareness
✓ Enhances the pride of the learner’s heritage language and culture.
✓ School learners bring to the class prior knowledge, lived
experiences, language, and culture.
✓ Lessons incorporate the best of cultural values in arts, music,
literature, tradition, and others.
✓ The daily experiences of the learners are included and developed in
the various concepts in the curriculum.
✓ Learners preserve their heritage and language.
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.
(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).
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.
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.
Write the new letter on the chalkboard. Students
say the name of the letter and find it in the
Alphabet Chart.

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

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

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

Story track
Students share their story with others.

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

Primer 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.