Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph
Course Code M-MTB Week 1-3
Duration & 1.5 Hours
Schedule 10:30- 12:00 AM (T, Th)
Lesson No. 1
Course Descriptions Content and Pedagogy of Mother-Tongue
Lesson/Topics I. Mother-Tongue Based Multilingual Education
II. What is MTB-MLE?
Learning Outcomes At the end of the week, the students can:
a. identify the different contexts in communication;
b. understand the relationship between language, heritage, culture, and
communication;
c. discuss the personal factors involved in learning a second language;
and
d. appeciate the comfort and complexity of the generation they are born
into
Value Integration Awareness, Group Work, Collaboration
References A. Textbook
Content and Pedagogy of Mother-Tongue by Jonna Marie A. Lim, Elen
Joy P. Alata, Raphael M. Ferrer, Anna Maria Patria V. Santos and
coordinated by Greg Tabios Pawlien.
Module Developer SAUPI, SHERMINA H.
SANSON, JENELYN D.
A. ACTIVATION OF PRIOR KNOWLEDGE
Direction: As a group, fill out the graphic organizer that best describe the word “Mother
Tongue” and share it to the class.
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B. ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING4
ACTIVITY/ACTIVITIES
What is MTB-MLE?
Mother Tongue-Based Multilingual Education (MTB-MLE) is one of the distinctive
features of the K-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. Significantly
shown positive results to student learning across subject areas or discipline.
The digital natives, otherwise known as Generation Z, were born with into the comfort
and complexity of technology. Interacting for them means connecting through social media,
while communication is coursed through an account that could be totally divorced from
who the real person is. This generation is highly reliant on the technology to the point that
some would opt to live sedentary life without recognizing the downsides of it. On the other
hand, they are also recognized as a creative and collaborative generation that can
contribute highly when they join the workforce.
Through the lens of education, we can safely say that the world they you are growing up
in is more comprehensible. Education is not just simply a transfer of concept and rote of
memorization, yet it is the readiness and capability to operate, compete and survive.
We thrive in a bilingual, or even a multilingual, 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
Department of Education refers to the 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 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, s12 (Guidelines on the Implementation of the Mother Tongue-Based
Multilingual Education MTB-MLE).
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
people’s intellectual, social, and emotional development and has an essential role in all key
learning areas. (English Curriculum Framework: Australia, 1998).
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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, assess information, to engage
with the wider and more diverse communities, and to learn about the rule 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 non-
conscious 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 enables 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.
C. REFLECTION AND RESPONSE/ACTION
Direction: Answer the following substantially. Refer to Annex B for the given activity sheet
provided at the end of the section.
1. What is MTB-MLE?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. Why do you think language is the basis of all communication?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. What is acquisition? How is language acquisition different from language learning?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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D. SUMMATIVE ASSESSMENT
Directions: Analyze the statement and choose the correct word or expression by writing
only the letter of your answer on the answer sheet. Refer to Annex C for the answer sheet
provided at the end of the section.
1. MTB-MLE was signed into law on what month, day and year?
a. March 15, 2013 c. March 13, 2015
b. May 15, 2013 d. May 13, 2015
2. The introduction of MTB-MLE was best learn if the language used in instruction is
understandable and accessible to the young learners which what levels?
a. Kindergarten to Grade 4 c. Kindergarten to Grade 3
b. Grade 1 to Grade 3 d. Grade 4 to Grade 6
3. What Republic Act is the "Enhanced Basic Education Act of 2013" that highlighted the
reality and relevance of Mother Tongue-Based Multilingual Education (MTB-MLE).
a. Republic Act 10533 c. Republic Act 10100
b. Republic Act 10647 d. Republic Act 10450
4. What DepEd Order is an additional guideline?
a. DO #48 c. DO #16
b. DO #74. d. DO #28
5. The Department of Education refers to the Mother Tongue-Based Instruction through
what DepEd number?
a. DO #48 c. DO #16
b. DO #74. d. DO #28
6. The Department of Education refers to the Mother Tongue-Based Instruction through
what series?
a. S. 2012 c. S. 2010
b. S. 2013 d. S. 2009
7. Language defines culture which is essential in understanding, EXCEPT.
a. Forming interpersonal relationships (socialization)
b. Intellectual skills
c. Extending experiences
d. Reflecting on thought and action
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8. This is the foundation of all human relationship.
a. Mother Tongue c. Language
b. Culture d. Socialization
9. It is a natural process and involves "picking up" language in a non-conscious way
through exposure to language, not by studying it.
a. Language acquisition c. Language
b. Language barrier d. Language transfer
10. Armed with the capability to read in their _________, learners are able to cross over and
read in other languages.
a. Mother Tongue c. Language
b. Culture d. Socialization
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Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
Course Code M-MTB Weekwww. Bassc.edu.ph 1-3
Duration & 1.5 Hours
Schedule 10:30 – 12:00 PM (TTh)
Lesson No. 2
Course Descriptions Content and Pedagogy of Mother - Tongue
Lesson/Topics I. Basilan State College Vision, Mission and Core Values.
II. Introduction to Technology for Teaching and Learning in the
Elementary Grades
Learning Outcomes At the end of the week, the students can:
a. discuss the reasons why learning a second language is
important;
b. discuss the personal factors involved in learning a second
language;
c. understand the Lingua Franca Education Project and its
connection to Mother Tongue-Based Multilingual Education
(MTB-MLE); and
d. give a brief description of MTB-MLE.
Value Integration Courage, Awareness, and Integrity.
References A. Textbook
Content and Pedagogy of Mother-Tongue by Jonna Marie A. Lim, Elen
Joy P. Alata, Raphael M. Ferrer, Anna Maria Patria V. Santos and
coordinated by Greg Tabios Pawlien.
Module Developer/ JABARANI, AL-DELIZA J.
Course Coach
A. ACTIVATION OF PRIOR KNOWLEDGE
Test I - Directions: Fill in the blanks below by ARRANGING the jumbled letters inside the
bracket. Refer to Annex A/ activity sheets provided to write your answer.
1. Language is an invention of groups of people in order to [MMCOUNTECAI] _______________
effectively with each other in their local/particular community.
2. Language represents [PTSCCONE] __________________ that are particular to a specific
culture.
3. Language [PRERESSETN] _____________ the people, the culture, history, and heritage.
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4. When we accept a [GGUALANE] ______________, we accept the culture.
5. Most language [MTVISRONEENN] ______________ have words that are specialized and are
used only in those environments.
6. [EAG] ______ does not really determine difference in language style.
7. The structure of language [FFAECST] _____________ the way in which its respective
speakers conceptualize their world or otherwise influences their cognitive processes.
8. New meanings are continually [DETAERC] __________ 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 these people [CHNAGE] ___________.
10.Language determines how one [TKSINH] _________ and processes information.
B. ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING4
ACTIVITY/ACTIVITIES
WHY MTB-MLE?
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 non-conscious 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
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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.
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 5.1999,
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).
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As research shows, quality education occurs most effectively where 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).
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
C. REFLECTION AND RESPONSE/ACTION
Direction: Answer the following substantially. Refer to Annex B for the given activity sheet
provided at the end of the section.
1. In your own words, differentiate language acquisition from language learning.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. What theory of language learning is discussed in the text?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. Does the theory avoid the teaching of grammar completely? Justify your answer.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
D. SUMMATIVE ASSESSMENT
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Test I- Directions: Analyze the statement and choose the correct word or expression by writing only
the letter of your answer on the answer sheet. Refer to Annex C for the answer sheet provided at
the end of the section.
1. It refers to the process of learning skills or getting knowledge.
a. Teaching b. Learning c. Acquisition d. Education
2. Is a conscious or intentional process which may involve studying the language, paying
attention to grammar rules and possibly following a course of instruction.
a. Language Technology b. Language Learning c. Language Teaching d. Language
Acquisition
3. The period, when learners are taking in language, processing it and perhaps silently practicing
it.
a. Silent Period b. Loading Period c. Learning Period d. Instruction Period
4. Is considered to be a natural process and involves "picking up" language in a non-conscious
way through exposure to language, not by studying it.
a. Language Learning b. Language Technology c. Language Teaching d. Language
Acquisition
5. It is the most vital reform for the country's basic education and school system as a whole.
a. Mother Tongue-Based Multilingual Education Program
b. Lingua Franca Education Project
c. Education for All
d. Basic Education Sector Reform Agenda
Test II- Directions: Write the word TRUE if the statement is true and write the word FALSE if the
statement is false.
1. 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.
2. The first language is the language of learning.
3. Learning refers to the process of learning skills or getting knowledge.
4. "First language acquisition" is the process, and the study of the process, by which
people learn a language that is not their native language.
5. Second language learners acquire language through exposure to many different
examples of the language, by reading it and by hearing it in their environment.
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