Scribd
Upload
66 views2 pages

MTB MLE Reviewer

mtb 2

Uploaded by

Ariella Beaufort
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
66 views2 pages

MTB MLE Reviewer

mtb 2

Uploaded by

Ariella Beaufort
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

MTB-MLE

The MTB-MLE Curriculum

 Mother Tongue- The language that you use at home is your first language which is also called
mother tongue.
 United Nations Educational Scientific Cultural Organization (UNESCO) - advocates the use
of the mother tongue and celebrates Mother Tongue Day every February 21 of each year.
 United Nations, in its declaration of Education for All (EFA) has included a provision on the use
of the mother tongue to preserve one’s heritage in the Jomtien Declaration.
 DepEd Order 74, s. 2009, institutionalizing Mother Tongue-Based Multilingual Education (MTB-
MLE).
 Strengthened by the declaration of the President of the Philippines, Benigno Aquino, Jr,
when he said:
Learn English well and connect to the world.
Learn Filipino well and connect to your country.
Retain your dialect and connect to your heritage.

 Ten Fundamental Requirements


1. A working orthography (alphabet and spelling) for the local language that is
acceptable to the majority of the stakeholders and promotes intellectualization of that
language
2. Development, production and distribution of inexpensive instructional materials
with special priority to beginning reading and children’s literature. As much as
possible, the materials should be original, localized in terms of people, events, and
realities and appropriate to the language, age, and culture of the learners.
3. The use of the learner’s first language (L1) as the primary medium of instruction
from pre-school until at least Grade. It shall be the main vehicle to teach
understanding and mastery of the subjects.
4. Mother Tongue or the first language (L1) as a subject and a language for teaching
and learning will be introduced in grade one for conceptual understanding.
5. The inclusion of additional languages such as Filipino or English and other local
or foreign languages shall be introduced as separate subjects in a carefully planned
pacing programs.
6. In the secondary level, Filipino and English shall be the primary medium of
instruction (MOI). The learner’s L1 shall still be utilized as an auxiliary medium of
instruction.
7. Other than English, Filipino or Arabic for Madrid schools, the choice of additional
languages shall be at the behest of parents and endorsed by local stakeholders and as
resources permit. When the pupils are ready, Filipino and English shall be gradually
used as MOI no earlier than grade three. However, L1 shall be effectively used to
scaffold learning.
8. The language of instruction (teaching) shall also be the primary language for
testing in all regular school-based and system wide examinations and in all
international benchmarking and assessment exercises. It shall be maintained that
the focus of educational assessment shall be specifically on the learner’s understanding
of the subject content and not be muddled on language testing.
9. There must be a continuing in-service training (INSET) in partnership with MLE
specialists on the effective use of L1 as language of instruction (teaching) to
facilitate reading, cognitive academic language proficiency, and development of
cognitive and higher order thinking skills (HOTS) of the learners. INSET shall
likewise equip educators to develop cultural sensitivity and enhance appreciation for
cultural and linguistic diversity.
10. Ensuring critical awareness, maximum participation, and support from the Local
Government Units (LGUs), parents, and community for the implementation of the
language and literacy program strategy
Benefits of MTB-MLE

Aspects of Development and its Benefits of MTB-MLE

 Language
 Education begins with the use of the first language of the learners, a language that they
understand.
 The macro-skills in communication are developed for effective meaning- making and
accuracy.
- Listening: Learners listen to understand and use what they hear.
- Speaking: Learners speak with understanding to communicate their thoughts
and ideas clearly.
- Reading: Learners read to understand, apply, analyze, critique and use
information from printed or digital materials.
- Writing: Learners write creatively to communicate thoughts and feelings clearly
and accurately to others.
 School children will have a good language bridge to the next language which is needed
to succeed in school and for lifelong learning.
 The first language that their children master will provide a strong educational
foundation.

 Cognitive
 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
progress to higher order thinking skills because they use the first language.

 Academic
 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 using the second or third
language.
 Parents are more likely to participate in the children's learning. Teachers can easily
scaffold the learning of children.

 Socio-Cultural
 School learners bring to the class prior knowledge, lived experiences, language, and
culture.
 Lessons incorporate the best cultural values in arts, music, literature, traditions, and
others.
 The daily experiences of the learners are included and developed in the various
concepts in the curriculum.
 Learners preserve their heritage and culture.

You might also like