MTB-MLE CURRICULUM

AND DIFFERENT
APPROACHES TO
TEACHING MTB-MLE
Presented By Group 6
 OBJECTIVES
Examine the curriculum guide to
MTB-MLE; and
Discuss the Major Approaches to
Teaching MTB-MLE
K to 12 Mother Tongue Curriculum
 What is MTB-MLE Curriculum?
Mother Tongue – Based Multilingual Education (MTB-
MLE) is the government’s banner program for education
as a salient part of the implementation of the K to 12
Basic Education Program. Its significance is underscored
by the passing of Republic Act 10533, otherwise known
as the “Enhanced Basic Education Act of 2013.”
 According to the MTB-MLE Curriculum Guide of 2016, “MTB-
MLE is education, formal or non - formal, in which the 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. Research stresses the fact that children with a solid
foundation in their mother tongue develop stronger literacy
abilities in the school language.
Their knowledge and skills transfer across languages. This bridge
enables the learners to use both or all their languages for success
in school and for lifelong learning. In terms of cognitive
development, the school activities will engage learners to move
well beyond th basic wh-questions to cover all higher order
thinking skills in L1 which they can transfer to the other
languages once enough Filipino or English has been acquired to
use these skills in thinking and articulating thoughts.
GUIDING PRINCIPLES FOR
TEACHING AND LEARNING
IN MTB-MLE
Principle 1. Known to the Unknown

1.1 Learning requires meaning. We learn when we use what

we already know to help us understand what is new.

Application: 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.
1.2 Second language learners use what they know in their
own language to help develop other languages. This positive
transfer effect has been found to be significant in reading.

Application: Develop an awareness of how the L1 works to

support learning the L2, L3
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.

Application: Continue the oral development of L1 and begin

reading in L1 to strengthen L2 and L3 learning as well as
academic achievement across the curriculum.
Principle 3. Cognitive Development
3.1 Students who use their multilingual skills have been
shown to develop both cognitive flexibility and divergent
thinking.

Application: Continue developing critical thinking in the L1 as

well as in L2 and L3.
3.2 Higher Order Thinking Skills. When we truly learn
something, we can explain it, apply it, analyze it, evaluate it,
and use it to create new ideas and information.

Application: In all subjects, focus on activities that build

understanding and that encourage students to apply, analyze,
and evaluate what they have learned to create new
knowledge.
Principle 4. Discovery Learning
4.1 We learn when someone who already understands the
new idea or task helps us to “discover” the new idea and then
use it meaningfully.

Application: 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
5.1 Peer interaction. Children learn best through peer
interactions in which they work together creatively to solve
problems.

Application: Do most class activities in teams or pairs.

Encourage students to talk with each other and compare
ideas in order to solve problems.
5.2 Second language active learning. Young children gain
confidence in learning a new language when they begin with
“hear-see-do” (Total Physical Response) activities.

Application: Begin the L2 language learning time by focusing

on listening and responding to oral language. Children listen
to a command, observe someone respond to the command
and then respond in action (no talking at first).
5.3 Purposeful Talk. Talking helps us make sense of new
ideas and information.

Application: 1) Ask a lot of “higher level” questions and give

students time to think and then respond. 2) Provide plenty of
opportunities for students to work in teams, sharing and
comparing their ideas.
Principle 6. Meaning and Accuracy

Successful language learning involves hearing, speaking,

reading and writing activities that focus on both meaning
and accuracy.

Application: Include plenty of activities that focus on both

MEANING and ACCURACY.
Principle 7. Language Learning/Language Transfer

7.1 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.
Application: Begin the L2 language learning time by focusing
on “hear-see-do” activities than enable students to build up
their “listening vocabulary” before they are expected to talk.
Introduce reading and writing in L2 only when they have
built up a good hearing and speaking vocabulary.
7.2 Research in second-language acquisition indicates that it
takes a minimum of 2 years to learn basic communicative
skills in a second language when society supports that
learning. It takes five years or more to learn enough L2 for
learning complex academic concepts.
7.3 “Errors” are a normal part of second-language learning.
Second language learners benefit from opportunities to
receive feedback in a respectful and encouraging way. It is
helpful when teachers respond first to the content of what the
student is saying or writing… focusing on one or two errors at
a time.
Principle 8. component: Valuing the home language/culture
8.1 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.

Application: Learners are encouraged when they know they

are valued in the classroom and their language and heritage
are seen as resources
8.2 The classroom environment.

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;
encourage their use of their L1; provide books, visual
representations, and concrete objects that reflect their
backgrounds and interests.
 LEARNING AREA STANDARD
Use Mother Tongue appropriately and effectively in oral,
visual and written communication in a variety of
situations and for a variety of audiences, contexts and
purposes including learning of other content subjects
and languages, demonstrate appreciation of various
forms of literacy genres and take pride in one’s cultural
heritage.
 KEY STAGE STANDARD: K – 3
By the end of grade III, students will enjoy
communicating in their first language on familiar topics
for a variety of purposes and audiences using basic
vocabulary, and phrases; read L1 texts with
understanding, and create their own stories and texts in
their L1.
GRADE LEVEL STANDARDS
GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates skills and strategies in

phonemic awareness, alphabet knowledge, sound-
letter correspondences, decoding, vocabulary and
K
comprehension as they enjoy listening and
responding to a variety of texts in their Mother
Tongue.
GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates basic communication skills

in talking about familiar topics using simple words
and both verbal and non-verbal cues to understand
Grade 1 spoken language, shows understanding of basic
vocabulary and language structures, reading process,
writing system and appreciates aspects of one’s
culture.
GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates communication skills in talking

about variety of topics using developing vocabulary and
simple phrases and sentences, simple to complex spoken
language using both verbal and non-verbal cues, understands
Grade 2
vocabulary and language structures, appreciates and
understand the cultural aspects of the language and the
writing system used, and reads and writes simple and short
literary and informational texts.
GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates communication skills in

talking about variety of topics using expanding
vocabulary and phrases, shows understanding of
Grade 3 spoken language in different contexts using both
verbal and non-verbal cues, vocabulary and language
structures, cultural aspects of the language, reads and
writes literary and informational texts.
 The learner demonstrates knowledge and skills in
listening and communicating about familiar topics,
GRADE LEVEL
uses basic vocabulary, reads and writes
STANDARD
independently in meaningful contexts, appreciates
his/her culture.
MAJOR APPROACHES IN
TEACHING MTB-MLE
 MAJOR APPROACHES IN
TEACHING MTB-MLE

01 Communicative Approach 03 Content-Based Approach

02 Task-Based 04 Two-Track Method

COMMUNICATIVE APPROACH
also known as Communicative
Language Teaching (CLT) – is a
teaching approach that highlights
the importance of real
communication for learning to
take place.
COMMUNICATIVE APPROACH
is based on the idea that
learning successfully comes
through having to communicate
real meaning. When learners are
involved in real communication,
their natural strategies for
language acquisition will be used
and this will allow them to use the
language.
 PRINCIPLES OF THE
COMMUNICATIVE APPROACH
Language learning is learning to communicate using the target
language.
The language used to communicate must be appropriate to the
situation, the roles of the speakers, the setting and the register.
The learner needs to differentiate between a formal and an
informal style.
Communicative activities are essential. Activities should be
presented in a situation or context and have a communicative
purpose. Typical activities of this approach are: games, problem-
solving tasks, and role-play. There should be information gap,
choice and feedback involved in the activities.
 PRINCIPLES OF THE
COMMUNICATIVE APPROACH
Learners must have constant interaction with and exposure to
the target language.
Development of the four macroskills — speaking, listening,
reading and writing — is integrated from the beginning, since
communication integrates the different skills.
The topics are selected and graded regarding age, needs, level,
and students’ interest.
Motivation is central. Teachers should raise students’ interest
from the beginning of the lesson.
 PRINCIPLES OF THE
COMMUNICATIVE APPROACH

The role of the teacher is that of a guide, a

facilitator or an instructor.
Trial and error is considered part of the
learning process.
Evaluation concerns not only the learners’
accuracy but also their fluency.
TASK BASED APPROACH
is where learners learn
by doing. Task activities are
usually rich in language.
Involving a wide variety of
language areas, as well as
all the skills; reading,
writing, listening and
speaking.
TASK BASED APPROACH
By definition a task must
involve the processing of
information, and some kind
of communication or
interaction. And a task that
can be something you do
alone, or that you do with
someone else or in a group
 STAGES OF
TASK BASED APPROACH
Pre-task
The teacher introduces the topic and gives the
students clear instructions on what they will have to
do at the task stage and might help the students to
recall some language that may be useful for the task.
The pre-task stage can also often include playing a
recording of people doing the task. This gives the
students a clear model of what will be expected of
them. The students can take notes and spend time
preparing for the task.
 STAGES OF
TASK BASED APPROACH
Task
The students complete a task in pairs or groups using
the language resources that they have as the teacher
monitors and offers encouragement.
Planning
Students prepare a short oral or written report to tell
the class what happened during their task. They then
practice what they are going to say in their groups.
Meanwhile the teacher is available for the students to
ask for advice to clear up any language questions
they may have.
 STAGES OF
TASK BASED APPROACH

Report
Students then report back to the class orally or
read the written report. The teacher chooses the
order of when students will present their reports
and may give the students some quick feedback
on the content. At this stage the teacher may also
play a recording of others doing the same task for
the students to compare.
 STAGES OF
TASK BASED APPROACH

Analysis
The teacher then highlights relevant parts from
the text of the recording for the students to
analyse. They may ask students to notice
interesting features within this text. The teacher
can also highlight the language that the students
used during the report phase for analysis.
 STAGES OF
TASK BASED APPROACH

Practice
Finally, the teacher selects language areas to
practice based upon the needs of the students
and what emerged from the task and report
phases. The students then do practice activities to
increase their confidence and make a note of
useful language.
 EXAMPLES OF TASKS
Creating a presentation
Making a video or short movie
Writing a piece of text, such as a newsletter article
Acting out a skit
Creating an original game that includes writing
down the game rules, playing the game, and
evaluating the game
Working out the solution to a practical problem,
such as planning an upcoming trip or gathering
missing information, like working out who started
a rumor at school
Participating in a group debate or discussion, like
arguing for a favorite competitor in a TV show
 CONTENT-BASED
APPROACH
is an approach to language
teaching that focuses not on the
language itself, but rather on
what is being taught through the
language; that is, the language
becomes the medium through
which something new is learned.
 THREE MODELS OF CONTENT-BASED
INSTRUCTION
The purpose of CBI is to increase student
immersion, engagement, and motivation. This can
be approached in a number of different ways. The
three main models of content-based instruction
are the theme-based language instruction model,
the sheltered content instruction model, and the
adjunct language instruction model..
 THEME-BASED LANGUAGE INSTRUCTION
This model centers language learning around a
specific theme. Teachers may choose any theme and
create lessons and activities around the topic. Students
may also suggest themes that are interesting to them.
Themes can vary amongst grades in order to remain
relevant to different age groups.
 SHELTERED CONTENT INSTRUCTION
In essence, the basic philosophy behind sheltered
instruction is that academic language needs to be
developed as a significant purpose to use as a relevant
output and to learn as much as possible. Where this
differs from conventional instruction, however, is that it
assumes that students already possess the academic
language skills needed to gain meaningful interaction in
the real-world context.
 ADJUNCT LANGUAGE INSTRUCTION
Refers to the practice of incorporating language
instruction into other subjects or activities in order to
enhance learning. This can involve teaching language
skills within the context of other subjects, such as using
foreign language materials in history or science classes.
It can also involve providing additional language
instruction outside of regular class time through after-
school programs or clubs.
5 ESSENTIAL COMPONENTS OF
LANGUAGE EDUCATION
 STORY TRACK PRIMER TRACK
Listen in order Recognize and
to understand, distinguish
LISTENING think critically sounds;
respond recognize parts
creatively of words

Speak with Use correct

understanding, to vocabulary,
SPEAKING communicate pronunciation
knowledge, ideas and grammar
and experiences
 STORY TRACK PRIMER TRACK
Read with Decode by
understanding to reorganizing parts
apply, analyze, of words,
READING evaluate, and to sentences.
create new
knowledge

Write to communicate Form letters properly

WRITING knowledge, ideas, and neatly; spell
experiences and goals. words accurately; use
correct grammar
 STORY TRACK PRIMER TRACK

Recognize and
View in order to
distinguish print and
understand, think
VIEWING critically respond
non-materials and be
able to critic the
creatively
materials objectively
 TWO-TRACK APPROACH

The two-track approach to teaching reading and

writing emphasizes “meaning” (understanding whole
texts) and “accuracy”(learning word identification
strategies). Since activities in both tracks include some
meaning and some accuracy, the distinction is on the
focus of the activities in each one.
TWO-TRACK APPROACH
 THE READING PLAN
The reading plan is used throughout the Meaning Track and
in some parts of the Accuracy Track. The reading plan is
composed of the following activities:
1. Teacher reads the entire text to the pupils. [If the students
have already learned the letters in the text, they read it
together to the teacher.]
2. Teacher reads the text WITH ALL the pupils.
3. Teacher reads one part of the text WITH ONE OR TWO pupil
volunteers.
4. One or two pupil volunteers read part of the text by
themselves.
5. Teacher reads the entire text again, WITH ALL the students.
DAY MEANING TRACK ACCURACY TRACK

Shared Reading and Creative Writing

1 Key Word lesson
+ Library Time

Experience Story & listening Story +

2 Next Keyword Lesson
Library Time

3 (Same as Day 1) Next Keyword Lesson

4 (Same as Day 2) Next Keyword Lesson

5 Review Meaning Track and Accuracy Track

TEACHER’S ROLE IN TEACHING
THANK YOU
REFERENCES
What is the Communicative Approach?
What Is Task-Based Learning?
Two-Track Method to Introduce first language (L1) literacy
https://www.deped.gov.ph/wp-
content/uploads/2019/01/Mother-Tongue-CG.pdf