Mother
Tongue-Based
Multilingual
Education
An Introduction
The Nature of Language
Language is a system of signs and
symbols formed to represent vocal
symbols.
Language is interwoven with all
phases of thinking and learning
processes.
Thoughts,
values,
and
understandings are developed and
expressed through language.
Proficiency in the language
enables people to access,
process,
and
assess
information, to engage
with the wider and more
diverse communities, and
to learn more 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.
a formal education
method where direct
instructions
and
rules are provided by
an
educator.
This
process is conscious.
Language Learning
Language Acquisition and Language
Learning complements each other.
•
Students enhance their language
abilities by using what they know in
new and more complex contexts and
with
increasing
sophistication
(spiral progression).
•
By learning and incorporating new
language
structures
into
their
repertoire and using them in a
variety
of
contexts,
students
develop
language
fluency
and
proficiency.
Mother Tongue-Based Multilingual
Education
The implementation of the K-12 Basic Education
Program puts high premium on the learner’s
mother tongue and other languages used in the
classroom.
The framework of MTB-MLE starts from where
the learners are at and from what they already
know, proceeding from the known to the
unknown.
MTB-MLE
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.
Mother Tongue-Based Multilingual
Education
L1
Mother Tongue
L2
Filipino (National
Language)
L3
English (Global
Language)
L4
Foreign Language
Mother Tongue-Based
Multilingual Education:
A Rationale
How MTB-MLE started?
Lingua Franca Education Project
•
Defined and implement a national
bridging program from the vernacular
to Filipino, and later English to
develop initial literacy for use in public
schools.
•
In
this
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.
Mother Tongue-Based Multilingual
Education
MTB-MLE is a theoreticallybased
and
well-planned
educational program that
provides
a
strong
foundation for literacy using
the
learners
developing
cognitive
skills
and
comprehension of academic
content.
Aims of MTB-MLE
Literacy
Prior Knowledge
Cognitive Development
and Higher Order
Thinking Skills (HOTS)
Learning
the
Macro-skills.
Comprehension in reading other
languages only occurs after oral
proficiency has developed
Learning of the curriculum through
integration and application of
that
knowledge
into
current
knowledge schemes.
MTB-MLE
cultivates
critical
thinking through talking about
ideas in the familiar language.
Aims of MTB-MLE
MTBMLE provides a good bridge to the
Macroskills for building fluency and
confidence
in
using
the
other
languages for lifelong learning.
Scaffolding
Strong Bridge
The Mother tongue strengthens the
learning of the second language by
supporting the second language
development for communication.
Aims of MTB-MLE
Teaching for meaning and
accuracy.
Decoding text requires accuracy,
while
comprehending
texts
requires decoding skills within a
meaningful context
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 .
Content of MTB-MLE:
Curriculum and
Framework
Performance
Standards for
Grades K- 3
Grade Level Standards: Kinder
The learner must demonstrate skills and
strategies in the following:
•
•
•
•
•
•
phonemic awareness,
alphabet knowledge,
sound-letter correspondences,
decoding,
vocabulary and comprehension
listening and responding to a
variety of texts in their Mother
Tongue.
Grade Level Standards: Grade 1
The learner must demonstrate basic
communication skills in the following:
• talking about familiar topics using
simple words and both verbal and
non-verbal cues to understand
spoken language
• shows understanding of basic
vocabulary and language
structures, reading process,
writing system
• appreciates aspects of one’s
culture.
Grade Level Standards: Grade 2
The learner must demonstrate
communication skills in the following:
•
•
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 vocabulary and language
structures
Grade Level Standards: Grade 2
The learner must demonstrate
communication skills in the following:
•
•
appreciates and understand the
cultural aspects of the language and
the writing system used
reads and writes simple and short
literary and informational texts.
Grade Level Standards: Grade 3
The learner must demonstrate basic
communication skills in the following:
•
•
•
talking about variety of topics using
expanding vocabulary and phrases,
shows understanding of 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.
Constructivist Theory
in Teaching MTB-MLE
Learning by doing.
Jean Piaget
Lev Vygotsky
Children are active learners
who
construct
meaning
from their experiences and
environment.
Knowledge develops from
how people interact with
each other, their culture,
and society at large.
Learning should be related
to the learner’s stage of
cognitive development.
Students rely on others to
help
create
their
building
blocks, and learning from
others helps them construct
their
own
knowledge
and
reality.
Constructivist Learning Theory
It is a process of learning
by doing wherein the learner
is actively engaged in the
process.
Learning
is
a
mental
process that involves actual
doing and reflective action.
Learning is a web process where
the
learner
learns
other
concepts or procedures related
to what is being learned.
Implications to
teachers
●
●
●
Provide the learners
with
activities
with
hands on learning.
Give opportunities to
experiment
and
manipulate the objects
of the world.
Help
the
learners
understand the world.
Your ability to understand
deeper the target language
1 and the culture in which the
language is situated.
Pedagogical
Competencies in
Teaching Mother
Tongue
Your ability to design and
execute
instructional
plans in teaching mother
tongue
Your
ability
to
create
assessments
to
ensure
that learning is genuinely
taking place.
A student’s beliefs, attitudes, and
subjective norms are all
circumscribed in culture. Most of
the time culture affects in a
variety of ways, how different
students prefer to learn.
Gay, 2010
Culturally-Responsive
Education
An approach that integrates
elements of the students’
lifestyles and experiences in
the instructions and the
curriculum (Taylor & Sobel, 2011)
To use the experiences
and frames of reference
based on the diverse
culture of the students
(Gay, 2010)
Focusing on diversity can
make students open-minded
and eliminate racial and
cultural discrimination.
Incorporating
social
and
political issues in classroom
conversation
can
prompt
opportunities for students to
engage in critical thinking.
Linguistic
Interdependence
Hypothesis
Language proficiency skills (reading,
writing, speaking, listening and
viewing)
developed
using
one
language may also transfer to
higher language proficiency skills in
another language.
If children are already literate
in their L1 when they are
introduced to theL2, they will
learn to read more rapidly in
the second language
Aspects of Language
Phonology
The study of speech
sounds
and
manual
units and how they
change
in
different
contexts
within
and
among languages.
Morphology
The rules of language
that
govern
word
formation.
Aspects of Language
Syntax
The
study
of
the
formation of sentences
and the relationship of
their component parts.
Focused on the structure
and rules of grammar.
Semantics
The
study
of
meaning,
changes in meaning, and
the principles that govern
the relationship between
sentences or words and
their meanings.
Aspects of Language
Pragmatics
The study of unseen or hidden
meanings
in
different
languages
apart
from
its
content.
This
meaning
is
provided by the context and a
pre-existing knowledge of the
perceiver about the utterance.
Share your thoughts!
Answer the following questions:
1. Why do you think the subject MTB-MLE
is being taught to Kinder to Grade 3?
2.
Give your insight on the statement:
Learn English well and connect to the
world. Learn Filipino well and connect
to our country. Retain your dialect and
connect to your heritage.
Benigno S. Aquino III