CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
MLE
T
M
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
UNIT 1: MOTHER TONGUE-BASED MULTILINGUAL EDUCATION
(MTB-MLE)
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
Lesson 1: Related Concepts and Terms in the Mother Tongue- Based
Multilingual Education (MTB-MLE)
OBJECTIVES: At the end of the lesson, students should be able to:
a. Define and differentiate terms and concepts related to Mother
Tongue-Based Multilingual Education (MTB-MLE).
b. Gather facts about MTB-MLE in the Philippines.
c. Acquaint oneself with the legal basis for the implementation of
MTB-MLE in the Basic Education in the Philippines.
ACTIVATING TASK
Draw lines around the oval shape then write words or phrases that have a
connection with the term MTB-MLE.
MTB-MLE
Come up with your own definition of the term MTB-MLE base on the words
and phrases written above using your mother tongue.
MTB-MLE is _________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________.
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
MODELLING
Learning MTB-MLE requires understanding of the basic concepts and terms
related to it. One must know how these concepts and terms are interconnected to
each other. As collegiate students who will have direct use of this knowledge in
the field, the earlier exposure to this area the better. These terms will help them
grasp the importance of the Philippine dialects and languages which uniqueness
are beyond compare. Familiarity with the basics of MTB-MLE will dissolve barriers
in language between the teachers and their students. Study the different
concepts and terms related to MTB-MLE below:
Language refers to the expression of ideas by means of speech-sounds
combined into words. It is a system of communication spoken by most of the
population in a particular community, region, or country.
Dialect refers to a social variety of language spoken by a group or groups
of individuals in a particular tribe or ethnic group, province or region which is
distinguished by pronunciation, grammar, and/or vocabulary.
Mother Tongue refers to the native language or first Language (L1) a
person uses at home.
National Language refers to the second language (L2) a person learns
later in school or in the community where s/he belongs. Filipino is the national
language commonly used by Filipinos in the country.
Foreign Language refers to the third language (L3) a person learns.
English is the foreign language use in teaching core subjects like English,
Mathematics, Science, and Philippine History in the Basic Education.
Bilingual refers to the use of two languages like L1 and L3 or L2 to L3.
Multilingual refers to the use of three or more languages like L1, and L2
to any other foreign languages like English, Spanish, or Mandarin.
Medium of Teaching and Learning (MOTL) refers to the Language of
Instruction (LOI) or Medium of Instruction (MOI) use by the teachers where
Mother Tongue of the learners or Language of Learning (LOL) shall be the
primary language used in teaching and learning in Kindergarten to Grades 1 to 3
(D.O. No. 47, s. 2016)
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
Mother Tongue-Based Multilingual Education (MTB-MLE) refers to
“first-language-first” education in school which begins in the mother tongue (L1)
or native language and transitions to the national language (L2) or Filipino and
foreign language (3) or English.
It is the Philippine government’s banner program for education as part of
the nationwide implementation of the K to 12 based on the Republic Act 10533
otherwise known as the “Enhanced Basic Education Act of 2013.” MTB-MLE is
education, formal or non - formal, in which the learner’s mother tongue and
additional languages are used in the classroom. Learners begin their education in
the language they understand best - their mother tongue - and develop a strong
foundation in their mother language before adding additional languages. Their
knowledge and skills transfer across languages. This bridge enables the learners
to use both or all their languages for success in school and for lifelong learning.
In terms of cognitive development, the school activities will engage learners to
move well beyond the basic wh-questions to cover all Higher Order Thinking
Skills in L1 which they can transfer to the other languages once enough Filipino
or English has been acquired to use these skills in thinking and articulating
thoughts (K to 12 Mother Tongue Curriculum Guide May 2016).
Philippines’ Twelve Major Languages
Currently, there are twelve (12) major languages or lingua franca that the
Department of Education approved to use as the language of instruction in
teaching Kindergarten to Grade 3 pupils in some schools nationwide. These are
Tagalog, Cebuano, Ilokano, Kapampangan, Pangasinense, Bikol, Waray,
Hiligaynon, Tausug , Maguindanaoan, Maranao and Chabacano. Last 2013, the
department added seven (7) more dialects from the current 12 major local
languages of instruction in the primary level. These are Ybanag for pupils in
Tuguegarao City, Cagayan, and Isabela; Ivatan for the Batanes Group; Sambal in
Zambales; Aklanon in Aklan, Capiz; Kinaray-a in Capiz, Aklan; Yakan in
Autonomous Region Muslim Mindanao and Surigaonon covering Surigao City and
provinces. Former Secretary Armin Luistro reiterated that the use of the same
language spoken at home, in the early grades, helps improve the pupils’ language
and cognitive development in addition to strengthening their socio-cultural
awareness.
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
Figure 1. The General Spoken Language/Dialects in the Philippines
Source: National Staitistics Office 2000
RESEARCHES SAY THAT:
1. Hudson (2010), language is the main medium of instruction and has a
profound effect and the most-used predictors of educational success
2. The mother tongue instruction can strengthen learning (Nolasco (2010).
3. The links between education and language are fundamental and obvious in
many different ways. Language facilitates education, and language can be taught
through education (Gorio, D. et. al 2014).
4. Walter & Dekker, (2011) concluded that minority language students who
gained literacy in their first language experienced higher academic achievement
than students who learned in a second or third language.
6
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
INDEPENDENT PRACTICE
Activiy 1. Read and understand each situation. Write the correct term
on the blanks provided below.
_____________1. Teacher Poy uses English as language of instruction in the
presentation of higher Mathematics lessons and uses Kapampangan in discussing
them.
_____________2. Sandra, a grade school pupil at Mabuhay Elementary school
learns basic Korean greetings and conversation through watching Korean movies
during her vacant time.
_____________3. Lito, who belongs to Maeng tribe in the province of Abra,
became fluent in speaking Tagalog when he transferred and continued his
schooling at Quezon City National High School.
_____________4. Mr. Denis Aguilar is a well-known linguist who speaks
effortlessly in Ilokano, Filipino, English, Cantonese, Mandarin, Spanish, Russian
and Arabic.
_____________5. An Ibaloy young boy who lives in La Trinidad, Benguet plays
and chats with his friends every Saturday afternoon.
_____________6. Mrs. Divina Cruz one of the public school teachers in
Zamboanga explains well her lesson about the pandemic NCOV 19 to her Grade 2
pupils.
_____________7. Mr. Banez a multi-awarded researcher in ethno linguistic is very
fascinated with the different tribes in Apayao who speak Guinaang, Lubuangan,
Pinukpuk, Tabuk, Tinglayan and Tanudan.
_____________8. According to an article posted by George Julian that Mandarin
Chinese has almost 1.1 billion speakers around the world.
_____________9. Bert and his groupmates answered the guided questions in
their group activity with the language they commonly use in the classroom.
____________10. Aling Myrna needs to translate Tagalog to English because her
granddaughter stayed in the United States for almost 5 years after birth.
7
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
Activity 2. Tell a story that explains the following terms based on your
personal experience about MTB-MLE.
1. native language-
__________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
2. bilingual-
________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
.
3. second language-_________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
.
4. multilingual-_____________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
5. language of instruction-____________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
.
Activity 3. Discuss one related problem that student like you might
enocuter in the field in the future for each of the terms above. Suggest
one possible solution in overcoming these problems.
MTB-MLE terms related problems possible solutions 1. native
language
2. bilingual
3. second language
4. multilingual
5. language of instruction
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
ENRICHMENT
Gather five (5) additional information through online or written
sources about the different terms and concept you have learned about
Mother-Tongue Based Multilingual Education. Complete the table of
information below.
My Reading Journey
MTB-MLE 4. multilingual
Terms
1. native language 2. bilingual
5. language of instruction
Additional
InformationAuthor/s Title
3. second
language
10
CONTENT AND PEDAGOGY IN THE MOTHER-TONGUE BASED
MULTILINGUAL EDUCATION (MTB-MLE) : A LEARNING GUIDE FOR
COLLEGIATE STUDENTS
REFERENCES
D.O No. 47, s. 2016 Omnibus Policy for kindergarten Education
Gorio, D. et. al (2014) Factors Affecting The Implementation Of The Mother
Tongue-Based Multilingual Education As Perceived By Teachers In Baguio
Hudson, R. (2010). The Handbook of Educational Linguistics. Linguistic Theory.
USA: Blackwell Publishing Ltd.
Nolasco, R. et.al. (2010)Starting Where the Children Are A Collection of Essays on
Mother Tongue. based Multilingual Education and language Issues in the
Philippines.
Walter, S., & Dekker, D. (2011). Mother tongue instruction in Lubuagan: A case
study from the Philippines. International Review of Education, 57(5-6),
667- 683.
11
