Module 1

Lesson 1

College /Department College of Teacher Education

Course Code ESC 5
Course Title Content and Pedagogy of Mother Tongue
Place of the Course in the BEED
Program
Semester & Academic Year 1st Semester 2020-2021

Learning Outcomes

1. Define Mother Tongue Education

2. Know the Legal Bases of teaching and Learning Mother Tongue

Legal Bases of Teaching and

Learning Mother Tongue

Introduction

What is Mother Tongue Education?

Mother tongue education refers to any form of schooling that makes use of the language
or languages that children are most familiar with. This is usually the language that children speak
at home with their family. The „mother tongue‟ does not have to be the language spoken by the
mother. Children can and often speak more than one or even two languages at home. For
example, they may speak one language with their mother, another with their father and a third
with their grandparents.

Although there is overwhelming evidence that children learn best in and through their
mother tongues, millions of children around the world receive education in a different language.
This is usually the dominant language of the country they live in. In the case of former colonies,
this may not be the language spoken in the community at all, but the language of the former
colonial power, for example English, French, Arabic, Dutch and Spanish. Languages that children
may hear for the first time when they enter school.

In 2009, the Department of Education (DepEd) recognized the benefits of teaching

children using their mother tongue or first language. Local and international research has found
that children learn to speak, read, and write more quickly in their first language, and can pick up a
second and third language more easily if taught in their first language. In the same way, they
acquire other academic competencies more quickly, particularly in science and math.

Through Department Order 94, DepEd instituted Mother Tongue-Based Multilingual

Education (MTB-MLE), with the following major languages as languages of instruction in 2012-
2013:
1. Tagalog
2. Kapampangan
3. Pangasinense
4. Iloko
5. Bikol
6. Cebuano
7. Hiligaynon
8. Waray
9. Tausug,
10. Maguindanaoan
11. Maranao
12. Chabacano
13. Ivatan
14. Sambal
15. Akianon
16. Kinaray-a
17. Yakan, and
18. Sinurigaonon

Aside from their mother tongues or first languages, the children are taught English and
Filipino as subjects focusing on oral fluency, starting in the first grade. From the fourth grade
onward, Filipino and English are introduced as languages of instruction (Llaneta, 2018).

Legal Bases of Education of teaching and Learning Mother Tongue

R.A No. 10157

Rule 1. General Provisions
Section 5. Medium of Instruction
Pursuant to section 5 of the Act, the Mother Tongue-Bsed Multilingual Education
(MTB-MLE) method is hereby adopted. The Mother tongue of the learners shall be the primary
medium of instruction for teaching and learning in the kindergarten level in public schools.
R.A. No. 10533

K to 12 BASIC EDUCATION CURRICULUM

K to 12 Mother Tongue Curriculum Guide May 2016 Page 2 of 155

MTBMLE CURRICULUM FRAMEWORK

Introduction

Mother Tongue – Based Multilingual Education (MTB-MLE) is the government‟s banner

program for education as a salient part of the implementation of the K to 12

Basic Education Program. Its significance is underscored by the passing of Republic Act 10523,
otherwise known as the “Enhanced Basic Education Act of 2013.”

IMPLEMENTING RULES AND REGULATIONS

OF THE ENHANCED BASIC EDUCATION ACT OF 2013

(REPUBLIC ACT NO. 10533)

Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the Philippine
Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for
Basic Education, Appropriating Funds Therefor and for Other Purposes,” otherwise known as
the “Enhanced Basic Education Act of 2013,” approved on May 15, 2013, and which took effect
on June 8, 2013, the Department of Education (DepEd), the Commission on Higher Education
(CHED), and the Technical Education and Skills Development Authority (TESDA), hereby issue
the following rules and regulations to implement the provisions of the Act.

RULE I. GENERAL PROVISIONS

Section 1. Title. These rules and regulations shall be referred to as the Implementing Rules and
Regulations (IRR) of the “Enhanced Basic Education Act of 2013” (Republic Act No. 10533).

Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all public
and private basic educational institutions and learning centers. This IRR shall also apply to
Higher Education Institutions (HEIs), Technical-Vocational Institutions (TVIs), duly recognized
organizations acting as Teacher Education Institutions (TEIs), and foundations.

Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration of
Policy found in Section 2 of the Act.

Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be
understood as follows:

(a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic
Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic
Education, Appropriating Funds Therefor and for Other Purposes,” otherwise known as the
“Enhanced Basic Education Act of 2013.”

(b) Learning Center refers to a physical space to house learning resources and facilities of a
learning program for out-of-school youth and adults. It is a venue for face-to-face learning
activities and other learning opportunities for community development and improvement of the
people‟s quality of life. This may also be referred to as “Community Learning Center” authorized
or recognized by the DepEd.

(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.

(d) Mother Language or First Language (L1) refers to the language or languages first learned by
a child, which he/she identifies with, is identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino sign language used by individuals with
pertinent disabilities. The regional or native language refers to the traditional speech variety or
variety of Filipino sign language existing in a region, area or place.

(e) Non-DepEd Public School refers to a public school offering basic education operated by an
agency of the national government other than the DepEd, or by a local government unit.

Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is intended to meet
basic learning needs which provides the foundation on which subsequent learning can be based. It
encompasses kindergarten, elementary, and secondary education as well as alternative learning
systems for out-of-school learners and those with special needs under Section 8 of this IRR.

Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to
Section 4 of the Act, the enhanced basic education program encompasses at least one (1) year of
kindergarten education, six (6) years of elementary education, and six (6) years of secondary
education, in that sequence. Secondary education includes four (4) years of junior high school and
two (2) years of senior high school education. The enhanced basic education program may
likewise be delivered through the alternative learning system.

Kindergarten Education is the first stage of compulsory and mandatory formal education which
consists of one (1) year of preparatory education for children at least five (5) years old as a
prerequisite for Grade 1.

Elementary Education refers to the second stage of compulsory basic education which is
composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary Education refers to the third stage of compulsory basic education. It consists of four
(4) years of junior high school education and two (2) years of senior high school education. The
entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16)
years old, respectively.

The DepEd may allow private educational institutions flexibility in adopting the program
provided that they comply with the DepEd-prescribed minimum standards consistent with the
Act.

Section 7. Compulsory Basic Education. It shall be compulsory for every parent or guardian or
other persons having custody of a child to enroll such child in basic education, irrespective of
learning delivery modes and systems, until its completion, as provided for by existing laws, rules
and regulations.

Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act,

inclusiveness of enhanced basic education shall mean the implementation of programs designed
to address the physical, intellectual, psychosocial, and cultural needs of learners, which shall
include, but shall not be limited to, the following:

8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for
the gifted and talented learners in all levels of basic education.

8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs
designed for learners with disabilities which may be home-, school-, center- or community-based.

8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah
curriculum prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos,
for Muslim learners in public and private schools.

8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports
education initiatives undertaken through formal, non-formal, and informal modalities with
emphasis on any of, but not limited to, the key areas of: Indigenous Knowledge Systems and
Practices and community history; indigenous languages; Indigenous Learning System (ILS) and
community life cycle-based curriculum and assessment; educational goals, aspirations, and
competencies specific to the Indigenous Cultural Community (ICC); engagement of elders and
other community members in the teaching-learning process, assessment, and management of the
initiative, recognition and continuing practice of the community‟s ILS; and the rights and
responsibilities of ICCs.

8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and
responsive programs for learners under difficult circumstances, such as, but not limited to:
geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement, or
disasters; child abuse and child labor practices.

Section 9. Acceleration.

RULE II. CURRICULUM

Section 10. Basic Education Curriculum Development. In the development of the Basic
Education Curriculum, the DepEd shall be guided by the following:

10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate the
design and details of the enhanced basic education curriculum. The DepEd shall work with the
CHED and TESDA to craft harmonized basic, tertiary, and technical-vocational education
curricula for Filipino graduates to be locally and globally competitive.

10.2. Standards and Principles. The DepEd shall adhere to the following standards and
principles, when appropriate, in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be gender- and culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;

(f) 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. For this purpose, MTB-MLE
refers to formal or non-formal education in which the learner‟s mother tongue and additional
languages are used in the classroom;

(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and
skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social contexts.

10.3. Production and Development of Materials. The production and development of locally
produced teaching and learning materials shall be encouraged. The approval of these materials
shall be devolved to the regional and division education unit in accordance with national policies
and standards.

10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and 5 of the Act, basic
education shall be delivered in languages understood by the learners as language plays a strategic
role in shaping the formative years of learners.

The curriculum shall develop proficiency in Filipino and English, provided that the first and
dominant language of the learners shall serve as the fundamental language of education. For
Kindergarten and the first three years of elementary education, instruction, teaching materials,
and assessment shall be in the regional or native language of the learners. The DepEd shall
formulate a mother language transition program from the mother/first language to the subsequent
languages of the curriculum that is appropriate to the language capacity and needs of learners
from Grade 4 to Grade 6. Filipino and English shall be gradually introduced as languages of
instruction until such time when these two (2) languages can become the primary languages of
instruction at the secondary level.

10.5. Stakeholder Participation. To achieve an enhanced and responsive basic education

curriculum, the DepEd shall undertake consultations with other national government agencies and
other stakeholders including, but not limited to, the Department of Labor and Employment
(DOLE), the Professional Regulation Commission (PRC), private and public schools
associations, national student organizations, national teacher organizations, parents-teachers
associations, chambers of commerce and other industry associations, on matters affecting the
concerned stakeholders.
Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act, a
Curriculum Consultative Committee shall be created, to be chaired by the DepEd Secretary or
his/her duly authorized representative, and with members composed of, but not limited to, a
representative each from the CHED, TESDA, DOLE, PRC, the Department of Science and
Technology (DOST), and a representative from business chambers such as the Information
Technology – Business Process Outsourcing (IT-BPO) industry association. The Consultative
Committee shall oversee the review and evaluation of the implementation of the enhanced basic
education curriculum and may recommend to the DepEd the formulation of necessary
refinements in the curriculum.

MTBMLE 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. Research stresses the fact that children with a solid
foundation in their mother tongue develop stronger literacy abilities in the school language. 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 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.

With the goal of making Filipino children lifelong learners in their Li (MT), L2 (Filipino, the
national language), and L3 (English, the global language) the learners are more than prepared to
develop the competencies in the different learning areas. This will serve as their passport to enter
and achieve well in the mainstream educational system and in the end, contribute productively to
their community and to the larger society as well as Multilingual, Multiliterate, and Multi-
Cultural Citizens of the country.

For the effective implementation of the MTB-MLE, it is suggested that the two-track method be
used, that is the primer track to focus on accuracy and the story track to focus on meaning.
Learning via the two-track method to gain proficiency in literacy as well as comprehend
academic content and gain curriculum mastery, creative and critical thinking skills for decisive
decision-making.

MTB-MLE provides:

1. Literacy. We only learn to read once. Learning to read in the L1 develops skills that
transfer to reading any other languages. Comprehension in reading other languages only
occurs after oral proficiency has developed such that vocabulary of the written L2 text is
already part of the learners‟ spoken vocabulary.
2. Prior knowledge. Engaging learners in a discussion of what is already familiar to them
using the home language and culture enables better learning of the curriculum through
integration and application of that knowledge into current knowledge schemes.
3. Cognitive development and higher order thinking skills (HOTS). Using the learners‟
mother tongue provides a strong foundation by developing cognitive skills and
comprehension of the academic content from day one. The knowledge, skills, attitudes,
and values gained through the mother tongue better support learning of other languages
 and learning through other languages later. As learners articulate their thoughts and
expand ideas, both language and critical thinking are strengthened. MTBMLE cultivates
critical thinking through talking about ideas in the familiar language. When teaching only
in the L2, critical thinking is postponed until L2 is sufficiently developed to support such
analysis.
4. Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and
writing the L2s (L2, L3) of the classroom using sound educational principles for building
fluency and confidence in using the other languages for lifelong learning. Reading in the
L2 is only introduced after basic L1 reading fluency and L2 oral proficiency are
developed. Comprehension in reading the L2 occurs after the development of that spoken
L2. Once sufficient oral and written proficiency in the L2 are developed, a gradual
transition to using the L2 as medium of instruction can progress without the L1 support.
5. Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not
sufficiently developed to be used alone. The L1 is used for expression and the teacher
facilitates the development of the L2 to enable learners to adequately express ideas in the
L2. In this way, the L1 strengthens the learning of the L2 by supporting the L2
development for communication.
6. Teaching for meaning and accuracy. Decoding text requires accuracy, while
comprehending texts requires decoding skills within a meaningful context. Both meaning
and accuracy are important, but in classrooms that teach only L2 , there is often primary
focus on accuracy until the L2 is sufficiently learned. This delays actual meaningful
learning until the L2 can support that learning.
7. Confidence building and proficiency development for two or more languages along
the following macro-skills ( listening, speaking, reading, writing, and viewing ) for both
meaning and accuracy.
 ASSESSMENT TASK

Part 1.

a. Choose The Correct Answer. Encircle The Letter Of

Your Answer.

1. Refers to any form of schooling that makes use of the language or languages that children
are most familiar with, usually the language that children speak at home with their
family.
a. Second language
b. Pidgin
c. Mother Tongue
d. Language

2. Section 5. Medium of Instruction, the mother Tongue-Based Multilingual

Education(MTB-MLE) method is hereby adopted. The mother tongue of the learners
shall be the primary medium of instruction for teaching and learning in the kindergarten
level in public schools.
a. Republic Act No. 10157
b. Republic Act No. 10533
c. Republic Act No. 10522
d. Republic Act No. 10158

3. Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the
Philippine Basic Education System by Strengthening Its Curriculum and Increasing the
Number of Years for Basic Education, Appropriating Funds Therefor and for Other
Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.
a. Republic Act No. 10157
b. Republic Act No. 10533
c. Republic Act No. 10522
d. Republic Act No. 10158

4. Learning Center may also be referred to as ___________________ authorized or

recognized by the DepEd.
a. School Center
b. Nursery Center
c. “Community Learning Center”
d. School Base Center

5. Refers to a pupil or student, or to a learner in the alternative learning system

a. Learner
b. Individual
c. Beginner
d. Apprentice
 b. Answer the following questions

1. What does the basic education program encompasses of?

____________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________

2. Explain “Acceleration of learners in public and private basic educational institutions shall be
allowed, consistent with DepEd rules and regulations”

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________

c. Enumeration

Standards and Principles in developing the enhanced basic education curriculum

1.
2.
3.
4.
5.

Through Department Order 94, DepEd instituted Mother Tongue-Based Multilingual

Education (MTB-MLE), what are the major languages as languages of instruction in 2012-
2013.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
 11.
12.
13.
14.
15.
16.
17.
18.
Part 2. Reflection Essay about the topic :

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Reflection Essay Rubric

Performance 5 3
Element
Cohesiveness of The essay is linear in The essay attempts to tie
Essay presentation. All artifacts artifacts together. The
are listed and described student provides some
separately and at length. personal insight into how
Personal insight into how artifacts were beneficial.
these artifacts benefited The student has created a
the student is not general picture of their
provided. The „big picture‟ experiences. The
of the student‟s reviewer understands that
experiences is not evident. the student gained
The reviewer understands clinical and academic
what each artifact is but knowledge and skills.
not how they tie together.
Experiences & Insight into the reflection The reflection leaves a
Accomplishments process is not evident as weak impression on the
the writer did not reader about what the
articulate what was writer learned. Insight
learned and what needs to into the reflection
be developed in the future. process is not evident as
the writer did not clearly
articulate what needs to
be developed in the
future.
Reflection & Does not reflect on own Reflects on own work
Examples work at all and no and improvement on
examples are provided occasion but does not
provide many examples
1 Total
The reflection provides
the „big picture‟ of the
student‟s experiences. The
student interweaves
information regarding
specific artifacts and how
these artifacts were
beneficial. The reviewer is
left with several details
which make the student‟s
experience unique
The reflection leaves an
impression on the reader
about what the student
learned. Insight into the
reflection process is
somewhat evident as the
writer articulated what
needs to be developed in
the future.
Demonstrates an ability to
reflect on own work and
adequate number of
examples are provided.
 at al
Effort and No effort was made to Little effort was made to Reflection demonstrates
Personal write essay. No evidence write essay. Little that some effort was made
Reponses of a personal perspective evidence of a personal to write essay. Evidence
within reflection perspective within of a personal perspective
reflection. within reflection.
Goals and Levels Reflection does not reveal Reflection reveals some Reflection reveals insight
of Learning insight into personal goals insight into personal into personal goals and
and levels of learning. goals and levels of levels of learning.
learning.
Writing Many spelling and Some spelling, No spelling and
Mechanics grammatical errors. grammatical errors grammatical errors.
Serious organizational and/or organizational Organized paper.
problems. problems

Reflection is the key to student learning

References:
Llaneta, Celeste Ann Castillo (2018). Teaching in mother tongues.

file:///C:/Users/VISITOR/Downloads/Reflection_Essay%20rubric.pdf

Prepared by:

BABY S. ABAGON, Ed.D.

Asso.Prof. 3