UNIT IV: MOTHER TONGUE-BASED MULTILINGUAL EDUCATION
A COMPREHENSIVE COMPILATION
Presented to the Faculty of
COLLEGE OF EDUCATION
Ifugao State University
In Partial Fulfillment of the Requirements in the Subject
Language Programs and Policies in
Multilingual Societies
Submitted to:
Julie M. Guay
Submitted by:
Chea Agaya Lovely Angel Butale
Kimberly Buyuccan Myrth Cutiyog
Jamaica Hoggang Jannery Humakey
Brian James Intugay Zcea Claire Punno
Rushel Naila Aira Blossom Tuguinay
Narciza Uy-uyon
MAY 2025
II. OBJECTIVES, TOPICS AND SUBTOPICS
A. LEARNING OBJECTIVES
At the end of the lesson, you should be able to:
1. Identify and explain the key principles and objectives of Mother Tongue-
Based Multilingual Education (MTB-MLE) as implemented in the Philippine
educational system.
2. Analyze the benefits and challenges of using the mother tongue as a
medium of instruction in developing foundational learning and second
language acquisition.
3. Evaluate the implementation of MTB-MLE in various Philippine regions and
propose context-based solutions to improve its effectiveness.
B. TOPICS
Unit IV covers topics related to Mother Tongue-Based Multilingual Education
(MTB-MLE), each of which is further divided into relevant subtopics for a more in-
depth exploration:
Lesson 1: Mother Tongue as the Foundation of Content and Second Language
Learning
A. Mother Tongue-Based Instruction for Building Foundational Learning
Skills
B. The Role of Mother Tongue in Second Language Learning
C. The Latest update of MTB-MLE in the Philippines
Lesson 2: Mother Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines
A. Languages of the Philippines and the Languages considered in the
implementation of MTB-MLE in the Philippines
B. Domains of MTB-MLE
C. Benefits of MTB-MLE
D. Myths concerning Multilingualism
Lesson 3: Implementing MTB-MLE: Successes, Challenges, and Potential
Solutions
A. Successes of MTB-MLE implementation
B. Challenges in the implementation of MTB-MLE
C. Teacher's feedback regarding MTB-MLE
D. Teachers’ Recommendations to Policy Makers (Possible Solutions)
III. ACTIVITIES
Below are the activities that were implemented in relation to the topics
discussed throughout the lesson. These activities were carefully designed to assess
the students’ understanding of the concepts and principles of Mother Tongue-Based
Multilingual Education (MTB-MLE). They aimed to reinforce key ideas, encourage
active participation, and promote critical thinking.
A. QUIZ/ASSESSMENT
The assessment included a 20-item quiz designed to evaluate the students'
comprehension of the lesson. It consisted of four sections: Enumeration (5 items),
Fill in the Blanks (5 items), Multiple Choice (5 items), and an Essay question (5
points).
Figure 1-5: PowerPoint slides flashed during the quiz.
IV. REFERENCES
Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for
education.
Deutch H. & Redillas S. (2024, August 17). Mother Tongue-Based Multilingual
Education (MTB-MLE) in the [Link] [Slide show]. SlideShare.
[Link]
education-mtb-mle-in-the-philippines-pdf/271071391
Education_south. (2021). Mother tongue-based multilingual education in the
Philippines : Its success and struggle. De educatione
meridie. [Link]
in-the-philippines-its-success-and-
struggle/?fbclid=IwZXh0bgNhZW0CMTEAAR46hTwkyxDXzTSjIyNb--
gYrbFPqil6wGVIQtzJYdWEd509FLfrlsxaONLiIg_aem_Qm-
gXw76BAxqTJ1PZCXHqg
Koda, K. (2005). Learning to read across writing systems: Transfer, metalinguistic
awareness, and second language reading development. Second language
writing systems, 311-334.
Mandis, I. (2020, July 19). Mother tongue education: Prioritizing cognitive
development. Medium. [Link]
education-prioritizing-cognitive-development-3d2641f8c2c5
Nordquist, R. (2009, September 25). Know the definition of mother tongue and the
world's top 20 languages. ThoughtCo. [Link]
tongue-language-1691408
Odlin, T. (2003). Cross‐linguistic influence. The handbook of second language
acquisition, 436-486.
Pokorn, N. K. (2005). Challenging the traditional axioms.
UNESCO. 2003. Education in a Multilingual World. Paris, UNESCO.
[Link]
UNESCO. 2007. Advocacy kit for promoting multilingual education: Including the
excluded. Bangkok: UNESCO Asia and the Pacific Regional Bureau for
Education.
IV. APPENDIX
