CONTENT AND PEDAGOGY FOR THE • Written communication is another vital d.

Save the Children, and the Summer

MOTHER TONGUE form of human expression, especially in Institute of Linguistics (SIL).
today's digital age. It involves conveying
LESSON 1
messages, information, or ideas through Eight (8) major languages or Lingua Franca
➢ Republic Act 10533 or Enhanced written words. and others as cited below shall be offered
Basic Education Act of 2013 • Visual communication utilizes images, as a learning area and utilized as language
graphics, infographics, charts, and of instruction for SY 2012-2013:
• Highlighted the reality and relevance of
diagrams to convey information
Mother Tongue-Based Multilingual
effectively. This is particularly useful a. Tagalog; g. Hiligaynon;
Education (MTB-MLE)
when presenting complex data or b. Kapampangan; h. Waray;
• The implementation of the K to 12 Basic c. Pangasinense; i. Tausug;
concepts in a visually appealing and
Education Program puts high premium d. Iloko; j. Maguindanaoan;
easy-to-understand manner.
on the learner’s mother tongue and other e. Bikol; k. Maranao; and
languages used in the classroom. Starting School Year (SY) 2012-2013, f. Cebuano; l. Chabacano
the Mother Tongue-Based-Multilingual
➢ DepEd Order No. 74, S. 2009 Education (MTB-MLE) shall be implemented
in all public schools, specifically in
Institutionalizing Mother Tongue-Based Kindergarten, Grades 1, 2 and 3 as part of ➢ DepEd Order No. 28, s. 2013
Multilingual Education the K to 12 Basic Education Program. The
MTB-MLE shall support the goal of “Every Additional Guidelines to DepEd Order
• superiority of the use of the learner’s Child-A-Reader and A-Writer by Grade 1.” No. 16, s. 2012 (Guidelines on the
mother tongue or first language in Implementation of the Mother Tongue
improving learning outcomes and The Lingua Franca Project (1999-2001) Based-Multilingual Education (MTB-
promoting Education for All (EFA). and the Lubuagan Project (1999 to present) MLE)
• MLE shall be institutionalized as a have provided valuable inputs in the
fundamental educational policy and implementation of the MTB-MLE. Nine
program in this Department in the whole hundred twenty-one (921) schools including
• Verbal communication is one of the most
stretch of formal education including pre- those for children of indigenous people
have been modeling MTB-MLE with common and familiar forms of human
school and in the Alternative Learning interaction. It involves the use of spoken
support from the following:
System (ALS). words and active listening to convey
a. Basic Education Assistance for messages between individuals.
➢ DepEd Order No. 16, s. 2012 Mindanao (BEAM);
b. Third Elementary Education Program • Non-verbal communication goes beyond
Guidelines on the Implementation of the
(TEEP); words and involves expressing
Mother Tongue-Based Multilingual c. Translators Association of the Philippines
Education messages through body language,
(TAP);
 gestures, and facial expressions. It is a Cognitivists claim that the child is born with
powerful means of communication that an initial state about language which
can complement, reinforce, or LESSON 1.2 predisposed him/her to acquire a grammar
sometimes contradict verbal messages. FIRST SECOND of that language. They maintain that the
LANGUAGE LANGUAGE language acquisition devise (LAD) is what
In addition to the languages of instruction
Native language Non-native the child brings to the task of language
mentioned in DepEd Order No. 16, s. 2012
language acquisition, giving him/her an active role in
entitled Guidelines on the Implementation of
Mother tongue Foreign language language learning.
the Mother Tongue Based-Multilingual
Primary language Secondary
Education (MTB-MLE) under the K to 12 3. KRASHEN’S MONITOR MODEL
language
Basic Education Program, the following
Stronger language Weaker language Probably this is the most often cited theory
shall be used as the languages of instruction
Source language Target language of language acquisition; considered the
for Grade 1 pupils who speak the same
most comprehensive, if not, the most
languages. These languages will used in the
ambitious, consisting of five hypotheses:
specified regions and divisions starting ACQUISITION VS LEARNING
school year (SY) 2013-2014: a. The Acquisition/Learning Hypothesis.
LANGUAGE ACQUISITION is a natural
It claims that there are two ways of
Mother process and involves “picking up” language
developing L2:
Tongue Geographical in a nonconscious way through exposure to
Region
and other Location language, not by studying it. Acquisition
Language
Tuguegarao LANGUAGE LEARNING is conscious, The subconscious process that results from
1. Ybanaq Region II City, Cagayan, intentional, involves study, and pays from informal, natural communication
Isabela attention to grammar rules. between people where language is a
Batanes Group means, not a focus nor an end itself.
2. Ivatan Region II
of Islands
3. Sambal Region III Zambales Learning
ACQUISITION OF LANGUAGE
4. Akianon Region VI Aklan, Capiz The conscious process of knowing about
5. Kinaray-a Region VI Capiz, Aklan 1. BEHAVIORIST LEARNING THEORY.
language and being able to talk about it.
Basilan Derived from a general theory of learning,
6. Yakan ARMM
Province the behaviorist view states that the language
7. Surigao City behavior of the individual is conditioned by
Caraga
Suriqaonon and Provinces
sequences of differential rewards in his/her
environment.
2. COGNITIVE LEARNING THEORY.