MTB- MLE

(Mot her Tongue-Based

Mult i Lingual
Educat ion)
 ACTIVITY

HALI! MAG

TIGMO
TIGMO
TA!
 Kabayo ni Adan, dili
mokaon kon dili sakyan

A. Kaguran
B. Motor
C. Salbabida
  Kaban sa pari di
mauli
A. Ilong
B. Mani
C. Purtahan
Sa gamay pa gisanina-
an, sa dako na gihubu-
an
A. Libro
B. Kawayan
C. Rebulto
 Malingin daw kahil, maputi
daw papil, mahalang daw sili,
tag-ana unsa kini

A. Ahos
B. Aso
C. Atop
Kahoy sa Manila putlon
dili malaya

A. Buhok
B. Sapiring
C. Silhig
 Magalangoy kong
magabie, magabatog
kong maadlaw

A. Alkuba
B. Banig
C. Lampara
Kita ang gidala, kita na
hinuon ang nagdala

A. Bandera
B. Baroto
C. Botas
 Kahoyng matanos
nakigsulti sa Dios

A. Alkansya
B. Kasoy
C. Kandila
 Lima ka magsuon
nagababa mga kalaha

A. Kaldero
B. Kamot
C. Kuko
Nalata na ang daba, ang
bugas hilaw pa

A. Bayabas
B. Mais
C. Pakwan
 PROCESSING
• How do you feel about the activity? Was it
easy or difficult? Why?
• What do you think is the situation of the
usage of Mother tongue language here in our
country, the Philippines?
• What is the challenge of the teachers
nowadays in the implementation of MTB-MLE
program?
MTB- MLE
(Mot her Tongue-Based
Mult i Lingual
Educat ion)
The Philippines is an
ar chipelago in t he Pacif ic wit h
r ich linguist ic and cult ur al
diver sit y.
Accor ding t o t he
Et hnologue, t her e ar e
171 living dialect s spoken
in t he Philippines t oday.
Making English and Filipino t he of f icial
languages of t he Philippines is a
pr act ical move, seeing as t her e needs
t o be language t hat can be used t o do
business and t r ade as well as t o
communicat e on bot h nat ional and
int er nat ional levels.
The linguist ic
discr iminat ion is
pr esent in t he
educat ional syst em in
par t icular .
bot h
psychologically and
culturally
damaging
On t he psychological level, a child’s sense
of ident it y is gr ounded in his or her
mot her t ongue. I f childr en ar e
condit ioned t o pair English wit h success,
t hey will incr easingly view t heir own
nat ive language as ir r elevant . They may
not see t he need t o pass it on t o t he
next gener at ion, causing event ual
language endanger ment f or minor it y
languages, a signif icant cult ur al loss.
Ther e ar e t wo maj or
component s of t he bill t hat
dr amat ically change t he f or mat
of Philippine schools, st ar t ing in
2012.
1
ext ension of
secondar y school (K-
12 )
The Philippines adopt ed a K-12 cycle
t o ensur e t hat st udent s ar e pr epar ed
t o go t o univer sit y by t he t ime of
gr aduat ion f r om gr ade 12.
2
addr esses t he linguist ic
discr iminat ion t hat occur s in
emphasizing English educat ion,
by implement ing Mot her Tongue
Based, Mult ilingual Educat ion
(MTB-MLE)
This model pr omot es language of
inst r uct ion in t he mot her t ongue
of t he school dist r ict , r at her t han
Filipino or English.
However , t hese ot her languages
will be t aught and incor por at ed
int o t he cur r iculum gr adually.
Advocat es of t his appr oach point t o
pilot pr ogr ams in t he Philippines t hat
have been successf ul in helping
st udent s gain f ull pr of iciency in t he
mot her t ongue, t he nat ional language
Filipino, and t he global language,
English.
Mot her Tongue –Based Mult ilingual
Educat ion (MTB-MLE) is t he
gover nment ’s banner pr ogr am f or
educat ion as a salient par t of t he
implement at ion of t he K t o 12 Basic
Educat ion Pr ogr am. I t s signif icance is
under scor ed by t he passing of Republic
Act 10533, ot her wise known as t he
“Enhanced Basic Educat ion Act of 2013.”
Eight (8) maj or languages or Lingua Fr anca and
ot her s as cit ed below shall be of f er ed as a
lear ning ar ea and ut ilized as language of
inst r uct ion f or SY 2012-2013:
(DO 16, s. 2012 - Guidelines on t he I mplement at ion of t he Mot her Tongue-Based- Mult ilingual
Educat ion )

a. Tagalog;                 g. Hiligaynon;
b. Kapampangan;     h. War ay;
c. Pangasinense;       i. Tausug;
d. I loko;                      j . Maguindanaoan;
e. Bikol;                     k. Mar anao; and
f . Cebuano;               l. Chabacano
7 dialect s r ecent ly added by t he
DepEd:

I banag (Tugegar ao Cit y, Cagayan and I sabela)

I vat an (Bat anes gr oup)
Sambal (Zambales)
Aklanon (Aklan, Capiz)
Kinar ay-a (Capiz, Aklan)
Yakan (Aut onomous Region of Muslim Mindanao)
Sur igaonon (Sur igao)
MTB-MLE is educat ion, f or mal or
non -f or mal, in which t he lear ner ’s
mot her t ongue and addit ional
languages ar e used in t he classr oom.
This br idge enables t he lear ner s t o
use bot h or all t heir languages f or
success in school and f or lif elong
lear ning.
Wit h t he end goal of
making Filipino
childr en lif elong
lear ner s in t heir L1
(MT), L2 (Filipino, t he
nat ional language), and
L3 (English, t he global
language) t he lear ner s
ar e mor e t hat
pr epar ed t o develop
t he compet encies in
t he dif f er ent lear ning
ar eas.
MTB-MLE pr ovides:
Lit er acy
.Pr ior
knowledge.
Cognit ive development and HOTS.
St r ong Br idge.
Scaf f olding.
Teaching f or meaning and accur acy
Conf idence building and pr of iciency development
LITERACY
PRIOR
KNOWLEDGE
Cognitive development
and higher order
thinking skills
Strong Bridge
Scaf f olding
Teaching f or
meaning and
accuracy
Conf idence building
and prof iciency
development
“Weshouldbecome tri-lingualasacountry. LearnEnglishwelland
connecttothe World. LearnFilipinowellandconnecttoourcountry.
Retainyourdialectandconnecttoyourheritage.”
-Benigno Aquino I I I