Conceptualized by: Luningning B.

Aribbay, MAEd
Associate Professor 1 – Apayao State College
Preliminaries: Content Knowledge and Pedagogy Strategies for
Developing HOTS

Worktext in Prof. Ed. 21

Field Study 1
(Learning Episode 0.6)
by:
LUNINGNING B. ARIBBAY
Associate Professor III

BACHELOR OF SECONDARY EDUCATION .

Conceptualized by: Luningning B. Aribbay, MAEd
Associate Professor 1 – Apayao State College
Preliminaries: Content Knowledge and Pedagogy Strategies for Developing
HOTS
Learning Episode 0.6: Mother Tongue, Filipino, and English in Teaching and Learning

Mother tongue, Filipino, and English are the medium of instruction (MOIs) used to
deliver the content of the K to 12 curriculum. This lesson examines the importance of the use
of mother tongue, Filipino, and English in facilitating teaching and learning process. The
objectives of this lesson are the following:

Objectives:

1. Observe how teachers use mother tongue, Filipino, and English at MOIs;
2. Determine how instruction plans are designed in line with the principles of mother tongue;
and
3. Recognize the importance of the use of mother tongue, Filipino, and English in teaching and
learning.

Education Theory

Mother Tongue Based-Multilingual Education (MTB-MLE) under the K-12 basic education
program was institutionalized in 2009 through DO No. 74, series of 2009. MTB – MLE aims
to improve the students’ learning as well as their cultural awareness by understanding the
language. Section 4 of the Republic Act No. 10533, otherwise known as The Enhanced Basic
Education Act of 2013, provides that basic education should be delivered in languages
understood by the learners as it plays a strategic role in shaping the formative years of
learners.

Mother tongue is used as a medium of instruction in teaching Mathematics, Araling

Panlipunan, Music, Arts, Physical Education and Health (MAPEH), and Edukasyon sa
Pagpapakatao in Grades 1 and 2. It is also taught as a separate learning area in Grades 1 and 2
as provided in DepEd Order No. 31, series of 2013. Aside from mother tongue, Filipino and
English are also introduced in Grade 1 as separate subjects with focus on fluency and as
MOIs from Grade 4 onwards.

Relatively, 12 major languages of Lingua Franca are specified in DO No. 16, series of 2012
as learning areas and MOIs. These are Tagalog, Kapampangan, Pangasinense, Iloko, Bikol,
Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano.

In addition, seven other languages were identified as MOIs in various regions per DO No. 28,
series of 2013. These are Ybanag (Region II – Tuguegarao City, Cagayan, Isabela), Ivatan
(Region II – Batanes Group of Islands), Sambal (Region III – Zambales), Aklanon (Region
VI – Aklan, Capiz), Kinaray – a (Region VI – Capiz, Aklan), Yakan (ARMM – Basilan), and
Surigaonon (CARAGA – Surigao City and provinces).

Mother tongue, Filipino and English as MOIs are also offered as learning areas under the K
to 12 curriculum with focus on oral language, phonological awareness, book and print
knowledge, alphabet knowledge, phonics and word recognition, fluency, spelling, writing and
composition, grammar awareness and structure, vocabulary development, reading
comprehension, listening comprehension, attitudes towards language, literacy and literature,
and study strategies.
Conceptualized by: Luningning B. Aribbay, MAEd
Associate Professor 1 – Apayao State College
Preliminaries: Content Knowledge and Pedagogy Strategies for Developing
HOTS
LEARNING ACTIVITY TASK 0.6A
Strategies for developing HOTS

Name: Date:
Course/Year/Section: Score:

Direction: Conduct a virtual survey of languages used by students and teachers at home and
school (indicate the online platform used for surveys – include the link). Summarize the
result of your survey by filling in the table below, then answer the questions that follows.
Compile your answer in a portfolio.

Language/s Used at Home Language/s Used at School

Students

Teachers
Conceptualized by: Luningning B. Aribbay, MAEd
Associate Professor 1 – Apayao State College
Preliminaries: Content Knowledge and Pedagogy Strategies for Developing
HOTS

LEARNING ACTIVITY TASK 0.6B

Strategies for developing HOTS

Name: Date:
Course/Year/Section: Score:

Direction: Observe three (3) online classes, 1 for Mother Tongue, 1 for Filipino and 1 for
English. Identify the strategies used to motivate or arouse the interest of learners in the
different language literacy domains. Summarize your answer by filling in the table below.
Compile your answer in a portfolio.

Domains Strategies Remarks Remarks

1. Oral Language

2. Phonological Awareness

3. Book and Print Knowledge

4. Alphabet Knowledge

5. Phonics and Word

Recognition

6. Fluency

7. Spelling

8. Writing and Composition

9. Grammar Awareness and

Structure

10. Vocabulary Development

11. Reading Comprehension

12. Listening Comprehension

Conceptualized by: Luningning B. Aribbay, MAEd
Associate Professor 1 – Apayao State College
Preliminaries: Content Knowledge and Pedagogy Strategies for Developing
HOTS

LEARNING ACTIVITY TASK 0.6C

Strategies for developing HOTS

Name: Date:
Course/Year/Section: Score:
Direction: Refer to the classes you observed.

A. Based on what you have observed in the class, identify the benefits of using
mother tongue, Filipino, and English as MOIs. Compile your answer in a portfolio.

1. Mother Tongue

.
2. Filipino

.
3. English

.
B. Based on what you have observed in class, identify the strategies to improve the
teacher’s ability to help students understand mother tongue, Filipino and English.

.
C. Explain how mother tongue can enrich cultural awareness of both teachers and students.
Conceptualized by: Luningning B. Aribbay, MAEd
Associate Professor 1 – Apayao State College
Preliminaries: Content Knowledge and Pedagogy Strategies for Developing
HOTS

LEARNING ACTIVITY TASK 0.6D

Strategies for developing HOTS

Name: Date:
Course/Year/Section: Score:

Direction: Write your reflection of what you have learned in this lesson by completing the
statements below. Compile your answer in a portfolio.

1. I realized that

.
2. I believe that

.
3. I feel that

.
4. When I become a teacher, I will