Content and Pedagogy for the Mother Tongue
UNIT I
MOTHER TONGUE-BASED MULTILINGUAL
EDUCATION
Mother Tongue-Based Multilingual Education (MTB-MLE) is
one of the distinctive features of the K to 12 program that was signed
into law on May 15, 2013 by former President Benigno Aquino III. The
introduction of the MTB-MLE, specifically from Kindergarten to Grade
3, is grounded on the belief that children learn best if the language
used in instruction is understandable and accessible to the young
learners. Several studies have shown that the use of Mother Tongue
in early grade instruction has, in fact, yielded significant, positive
results to student learning across subject areas or discipline.
This module will begin with the basic and important concepts
that you need to know about MTB-MLE and its theoretical and
pedagogical underpinnings. It is hoped that by the end of this unit, you
will have a comprehensive understanding of the value of MTB-MLE in
promoting equal opportunity to all learners to learn and succeed in
school.
LESSON 1
WHAT IS MTB-MLE?
Lesson Objectives:
At the end of the lesson, students are expected to:
 identify the different contexts in communication;
 understand the relationship between language, heritage,
culture, and communication;
 discuss the personal factors involved in learning a second
language; and
 appreciate the comfort and complexity of the generation they
are born into.
Instructional Materials
Research Resources
Needed:
Language
Bingo
Card
and
Learning Activities:
I. ACTIVATE
The digital natives, otherwise known as Generation Z, are
those born between the years 1994 to 2004. And you are definitely
one of them!
You were born with and into the comfort and complexity of
technology. Interaction for you means connecting through social
media, while communication is coursed through an account that could
be totally divorced from who the real person is. Your generation is
highly reliant on technology to the point that some would opt to live a
sedentary life without recognizing the down sides of it. On the other
hand, you are also recognized as a creative and collaborative
generation that can contribute highly when you join the workforce.
Let us warm up! Your first task in this course is to simply talk
to your seatmate about the following:
a. your first experience in creating your Facebook account
b. on the truthful and make believe/fake answers you wrote on
your profile
Content and Pedagogy for the Mother Tongue
c. an experience in helping someone to create a Facebook
account
d. compare social media accounts you maintain to
communicate
e. your engagement to social media as a means of
communication on a daily
basis
Share your answers to the class through a video discussion.
While our knowledge on Generation Z is still a work in
progress, through the lens of education, we can safely say that the
world they you are growing up in is more comprehensible. It is the day
and age when the challenge of education is to prepare the
forthcoming generation of learners to brave constant change and the
challenges of the world. Education is not just simply a transfer of
concepts and rote memorization, yet it is the readiness and capability
to operate, compete and survive. More so, education is all about
learners who think outside the box, employ higher order thinking skills,
analyze, troubleshoot, make decisions, and solve problems.
II. ANALYZE
It is time to know your classmates in this course! Below is a
Language Bingo Card and your goal is to cross out as many
languages as possible. You will be given time to go around and ask
your classmates the language/s that they speak or understand.
Tagalo
Language
Ybanag
Surigaonon
Yakan
g
Bingo
Kapampanga
Iloko
Ivatan
Maranao
Tausug
n
Pangasinens Maguindanaoa Hiligayno
Cebuano
Bikol
e
n
n
Chabacan
Sambal
Aklanon
Kinaray-a
Waray
o
What are the most common languages spoken/used by
your classmates? Where do you think did they learn the
language/languages?
We thrive in a bilingual, or even in a multingual, world. This is
the rationale why Mother Tongue, Filipino, and English follow a unified
frame-work which allows easy transition from acquiring and learning
one language to another. Republic Act 10533 "Enhanced Basic
Education Act of 2013" has highlighted the reality and relevance of
Mother Tongue-Based Multilingual Education (MTB-MLE). The
implementation of the K to 12 Basic Education Program puts high
premium on the learner's mother tongue and other languages used in
the classroom. The Department of Education refers to Mother
Tongue-Based Instruction through DO #74 s. 2009.
The curriculum shall adhere to the principles and framework of
Mother Tongue-Based Multilingual Education (MTB-MLE) which starts
from where the learners are at and from what they already know,
proceeding from the known to the unknown. Instructional materials
and capable teachers to implement the MTB-MLE curriculum shall be
available.
In support of MTB-MLE, in 2013, DepEd issued DO #28, s.
2013-Additional Guidelines to DepEd Order No. 16, s. 2012
(Guidelines on the Implementation of the Mother Tongue-Based
Multilingual Education MTB-MLE).
Reality dictates that learners learn best when they are able to
understand and express in the language they grew up speaking from
childhood. Thus, they are able to build a strong scaffold in terms of
comprehension, construction, and communication. Moreover,
research stresses that children with a solid foundation in the language
they grew up speaking or their mother tongue develop stronger
literacy abilities in the school language.
III. ABSTRACT
In groups of three, you need to answer the questions listed
below. You are encouraged to research and cite credible sources in
answering each question.
1. What is acquisition?
2. How is language acquisition different from language
learning?
3. How do children learn their first language?
Content and Pedagogy for the Mother Tongue
4. What is second language acquisition?
5. Is language acquisition true for all children? Prepare to
share your answers to the class.
Language is the basis of all communication and the primary
instrument of thought. Thinking, learning, and language are
interrelated. Language is governed by rules and systems (language
conventions) which are used to explore and communicate meaning. It
defines culture which is essential in understanding oneself (personal
identity), forming interpersonal relationships (socialization), extending
experiences, reflecting on thought and action, and contributing to a
better society. Language, therefore, is central to the peoples'
intellectual, social, and emotional development and has an essential
role in all key learning areas (English Curriculum Framework:
Australia, 1998).
Language is the foundation of all human relationships. All
human relationships are established on the ability of people to
communicate effectively with each other. Thoughts, values, and
understandings are developed and expressed through language. This
process allows students to understand better the world in which they
live and contribute to the development of their personal perspectives
of the global community. Therefore, proficiency in the language
enables people to access, process, and assess information, to
engage with the wider and more diverse communities, and to learn
about the role of language in their own lives, and in their own and
other cultures (Malone, 2006).
Language acquisition (a natural process and involves "picking
up" language in a nonconscious way through exposure to language,
not by studying it) and language learning (is conscious, intentional,
involves study and pays attention to grammar rules) is an active
process from cradle to grave, and continues throughout life. It is
continuous and recursive throughout students' lives. Students
enhance their language abilities by using what they know in new and
more complex contexts and with increasing sophistication (spiral
progression). They reflect on and use prior knowledge to extend and
enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using
them in a variety of contexts, students develop language fluency and
proficiency. Positive learning experiences in language rich
environments enable students to leave school with a desire to
continue to extend their knowledge, skills, and interests (Cummins,
1991).
Armed with the capability to read in their mother tongue,
learners are able to cross over and read in other languages. Their
knowledge and skills transfer across languages. This bridge then
enables the learners to use both or all their languages for success in
academics and most of all for lifelong learning.
IV. APPLY
Having the end in mind of instilling lifelong learning over and
above academic excellence in Filipino learners, language learning in
the mother tongue (L1), in Filipino (L2-the national language), in
English (L3-the global language), and the possibility of a foreign
language (L4), equips the learners to be more than prepared to
develop the competencies in the different learning areas they will
hurdle.
For your final task in this lesson, form a group of five and
discuss the following: (ONLINE ALL IF POSSIBLE) (IF YOU DON’T
HAVE A GROUP DO IT WITH THE PEOPLE INSIDE THE
HOUSEHOLD OR NEIGHBORHOOD)
1. Who is learning another language at the moment?
2. Who has tried to study another language out of passion or curiosity,
or out of obligation to fulfill a duty?
3. If a second language was learned, how was the experience?
4. Is there someone in the group who can read books or newspapers
and listens to radio/TV in another language apart from English and
Tagalog? Each group. must prepare for a presentation of their key
discussion points.
Lesson Synthesis:
Content and Pedagogy for the Mother Tongue
Think of how you acquired and learned the languages that you
have right now. How will you rate your level of proficiency for each of
the language (10 points if you consider yourself highly proficient)?
What language did you acquire first? Second? Or, did you acquire it
simultaneously? Do you think it would make a difference if your L1
proficiency was well-established before you were exposed to your L2?
LESSON 2
WHY MTB-MLE?
Lesson Objectives:
At the end of the lesson, students are expected to:
 discuss the reasons why learning a second language is
important;
 discuss the personal factors involved in learning a second
language; understand the Lingua Franca Education Project
and its connection to Mother
 Tongue-Based Multilingual Education (MTB-MLE); and give a
brief description of MTB-MLE.
Instructional Materials Needed: Question cards
Learning Activities:
I. ACTIVATE and ANALYZE
Question cards will be distributed randomly, decide whether
you:
 Strongly Agree
 Agree with Reservations
 Somewhat undecided and most likely can be swayed to
either side
 Strongly Disagree
Prepare to share your answer and your justification to the class.
1. Language is an invention of groups of people in order to
communicate effectively with each other in their local/particular
community. Cite an example.
2. Language represents concepts that are particular to a
specific culture.
3. Language represents the people, the culture, history, and
heritage.
4. When we accept a language, we accept the culture.
Content and Pedagogy for the Mother Tongue
5. Most language environments have words that are
specialized and are used only in those environments.
6. Age does not really determine difference in language style.
7. The structure of language affects the way in which its
respective speakers conceptualize their world or otherwise influences
their cognitive processes.
8. New meanings are continually created as people change
their ideas, feelings, and activities.
9. As people think, read, travel, make friends, and experience
life, the associations and connections that words have for these
people change.
10. Language determines how one thinks and processes
information.
II. ABSTRACT
Read the text below and answer the questions that follow.
Second language learning
If you look in a dictionary to find the meaning of the word
"acquisition," you will find it defined as something like "the process
of learning skills or getting knowledge." So, what then is "language
acquisition" and how is language acquisition different from
"language learning"?
Some theorists believe that there is a difference between
learning and acquisition and that the difference is this: language
learning is a conscious or intentional process which may involve
studying the language, paying attention to grammar rules and
possibly following a course of instruction. Language acquisition, on
the other hand, is considered to be a natural process and involves
"picking up" language in a nonconscious way through exposure to
language, not by studying it.
Children "acquire" their first language and get to know its
rules through exposure and by being exposed to examples of the
language and by using it. This is part of the theory of "first language
acquisition."
"Second language acquisition" is the process, and the study
of the process, by which people learn a language that is not their
native language. This is fairly new field of study and there are still
many questions to answer about how languages are learnt.
However, teachers and theorists believe that we do learn a second
language by "acquiring" or "picking up" language, but there are
some important considerations for second language learners.
Second language learners acquire language through
exposure to many different examples of the language, by reading it
and by hearing it in their environment. We listen and read and
develop an understanding of language over a period of time before
we eventually use it ourselves. The period, when learners are
taking in language, processing it and perhaps silently practicing it, is
known as the "silent period" and is thought to be an important state
in language acquisition.
Once we use the language, it is important that there is an
opportunity for interaction so we can use the language, to
experiment, to make the language work in communication.
The final consideration is the need for a focus on form.
Second language. learners need to focus on the language, to
analyze and identify it and practice it. Teachers and learners will
also want to look at correcting mistakes so that learners can think
about rules and exceptions to rules.
1. In your own words, differentiate language acquisition from language
learning.
______________________________________________________________
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______________________________________________________________
_______________________________________
2. What theory of language learning is discussed in the text?
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________
3. Does the theory avoid the teaching of grammar completely? Justify
your answer.
______________________________________________________________
______________________________________________________________
Content and Pedagogy for the Mother Tongue
______________________________________________________________
_______________________________________
In this lesson, it is important that you fully understand how we
ended up adopting the MTB-MLE. It all began with the Lingua Franca
Education Project (LFEP) where:
 the Department of Education, Culture and Sports embarked on
a pilot study called Lingua Franca Education Project in SY
1999-2000 which was aimed to define and implement a
national bridging program from the vernacular to Filipino, and
later English to develop initial literacy for use in public schools.
Through the bridging program, an alternative curriculum will be
used in acquiring basic literacy and numeracy skills with the
local lingua franca as the language of instruction.
 the pilot study involved two Grade 1 classes from each of the
16 regions. One was the experimental class and the other the
control class.
 two Grade 1 teachers from each of the experimental schools,
together with the principal, underwent training before the pilot
study. One teacher handled the Grade 1 experimental class
while the other taught the alternate class.
 The Lingua Franca used in the pilot study were as follows:
Regions I, II, CAR- Ilocano
Regions III, IV, V, VI, XII, ARMM, NCR - Tagalog
Regions VII, VIII, IX, X, XI, CARAGA - Cebuano
Since the Lingua Franca Education Project (LFEP) DECS
Memorandum No. 144 s.1999, Mother Tongue-Based Multilingual
Education Program is the most vital reform for the country's basic
education and school system as a whole. The lessons from the
findings of various international and national studies on language
used in education undertaken by UNESCO are one in affirming the
benefits and relevance of MTB-MLE which are in conformity with the
recommendations given by the Basic Education Sector Reform
Agenda (BESRA) to improve learning outcomes and promote
Education for All (EFA).
As research shows, (Dutcher, 1994: Tucker, 1998; Klaus,
2001: Thomas, 2002; Dekker and Young, 2007; Durnnian, 2007;
UNESCO, 2007 b; Dekker, Duquiang, 2008; Noorlander & Van,
2008), quality education occurs most effectively when the mother
tongue, the learner's home language, is used for initial learning the
first language is the language of learning. It is by far the easiest way
for children to interact with the world. And when the language of
learning and the language of instruction do not match, learning
difficulties are bound to follow (World Bank, 2006, page 4).
III. APPLY
MTB-MLE is a theoretically-based and well-planned
educational program that provides a strong foundation for literacy
using the learners developing cognitive skills and comprehension of
academic content. Listed below are the "promises" of the MTB-MLE to
its learners.
 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 Macro Skills of Communication You may
have been learning about MTB-MLE and its value, but it is also
important that early on, you are exposed to the problems and
challenges that it has been facing these past years.
With a partner, your final task for this lesson is to interview an
elementary teacher who has taught or is teaching Mother Tongue as a
learning area. The interview may be done face-to-face or even a
messaging/chat interview.
On a short bond paper, prepare a two-page interview essay on
the following points:
 advantages of teaching Mother Tongue as a subject for both
the learners and the teacher;
Content and Pedagogy for the Mother Tongue



challenges or problems encountered;
solutions that were created so far to address the problems;
and
further recommendations to better achieve the goals of MTBMLE.
CRITERIA FOR GRADING THE INTERVIEW ESSAY
Content
Sentence Fluency
Organization
Conventions
20 points
The essay is clear, focused, and
provides relevant evidence,
examples, and details to support
the central theme.
10 points
Writing is easy to follow.
10 points
The organization enhances the
central idea of the essay.
5 points
Observes correct grammar and
mechanics
Lesson Synthesis:
For you, what do you foresee as challenges or difficulties that
you will encounter when you teach Mother Tongue as a learning
area? Prepare to share your insights to the class.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________
Content and Pedagogy for the Mother Tongue
LESSON 3
MLE?
CONTENT OF THE MTB-
Lesson Objectives:
At the end of the lesson, students are expected to:
 understand the framework of the MTB-MLE;
 gain deeper insight on the MTB-MLE curriculum;
 draft a proposal on refinements/improvements of the
curriculum; and
 suggest ways of integrating MTB-MLE issues into the
curriculum.
A framework, when used in any context, implies a means of
organizing and managing content in systematic ways. With this, we
can define a curriculum framework as the one responsible in
regulating the content of the curriculum; it sets the parameters,
directions, and standards for curriculum policy and practice.
With your partner, try to make sense of the MTB-MLE
Curriculum Frame work shown below. Discuss the questions that
follow afterwards.
Instructional Materials Needed: Mother Tongue Curriculum Guide
Learning Activities:
I. ACTIVATE
As a class, discuss what "curriculum framework" means and
its purpose. Create a simple graphic organizer in the box below that
will encapsulate your understanding of a curriculum framework based
on your discussion. Use your own words as much as possible.
II. ANALYZE and ABSTRACT
Form a group with four members. Your task this time is to
understand the Department of Education's curriculum framework for
Mother Tongue as a learning area. Before your task, it is crucial that
we have a common knowledge of frameworks, specifically what a
curriculum framework is.
1. What are the current and relevant issues in relation to our
Philippine curriculum?
_______________________________________________________
_______________________________________________________
_______________________________________________________
____________________________________
2. With the curriculum framework shown above, do you think these
issues will be addressed?
Content and Pedagogy for the Mother Tongue
_______________________________________________________
_______________________________________________________
_______________________________________________________
____________________________________
3. What are the teaching and learning priorities of the framework that
set the foundation of the framework?
_______________________________________________________
_______________________________________________________
_______________________________________________________
____________________________________
4. How is content organized in the curriculum framework?
_______________________________________________________
_______________________________________________________
_______________________________________________________
____________________________________
Prepare for a class discussion.
III. APPLY
With a partner, your last task for this lesson is to prepare a
two-page position paper that will discuss the following:
1. What needs to be improved (if any)?
2. How does the MTB-MLE curriculum support/complement (or
contradict) first and second language acquisition theories?
3. If you will be given the chance to improve the framework, what
changes will you incorporate? Try to re-create the MTB-MLE
framework based on your suggestions.
Please refer to the Curriculum Guide for Mother Tongue.
CRITERIA FOR GRADING THE INTERVIEW ESSAY
Content and Development
Organization and Structure
30 points
The paper takes a strong and
well defined position with
adequate support
10 points
The structure of the paper is
clear and easy to follow.
Grammar and Mechanics
10 points
Rules of grammar, usage,
punctuation, and spelling are
followed
Lesson Synthesis:
Make sure to share your significant insights from your position
paper to the class. As a class, agree on common points that your
class thinks should be improved in the Mother Tongue curriculum
framework.