Content and Pedagogy

for the Mother Tongue

EED MTB-MLE 363
Module 1

By:

Gina F. Galos
 EASTERN VISAYAS
STATE UNIVERSITY

VISION
A Leading State University in Technological and Professional Education.

MISSION
Develop a Strong Technologically and Professionally Competent Productive Human
Resource Imbued with Positive Values Needed to Propel Sustainable Development.

CORE VALUES
E – EXCELLENCE
V – VALUE-LADEN
S – SERVICE-DRIVEN
U – UNITY IN DIVERSITY
 MODULE 1

LITERATURE IN THE MOTHER TONGUE

MOTHER TONGUE-BASED MULTILINGUAL EDUCATION

Module Overview

This module will inform you of the necessity of the mother tongue as a subject and as a
language for teaching and learning. Further you will the benefits that will be derived from
doing so. It will enumerate the different provisions of the Department of Education Order
72, s. 2009 as a policy that institutionalizes Mother Tongue Based-Multilingual Education
(MTB-MLE) in the country. Likewise, other legal bases will also be mentioned. You will
further learn in this module the many benefits that Filipino learners will gain from the use
of the mother tongue.

Lesson 1.1 Basic Terminologies

Basic Terminologies:
 Mother Tongue – means one’s native language, the language learned children and passed
from one generation to the next.
 Language – is the expression of ideas by means of speech-sounds combined into words.
 L1 – 1ST Language
 L2 – 2ND Language
 Bilingual – the use of two languages
 Multilingual – the use of two or more languages
 Diversity – the inclusion of different types of people in a group
 Literacy – the ability to read and write.
What is Language?
 A system of conventional spoken, manual, or written symbols by means of which human
beings, as members of a social group and participants in its culture, express themselves.
 Is the foundation of every culture
 It is an abstract system of word meaning and symbols for all aspects of culture.
Language includes:
 Speech
 Symbols
 Written Characters
 Gestures
 Numerals
 Expressions of non-verbal communication

According to Sapir- Whorf Hypothesis language does more than simply describe reality, it also
serves to shape the reality, it is also serves to shape the reality of a culture.
Lesson 1.2 UNESCO’S Principles on Language and Education

UNESCO’S Principles on Language and Education

Developing a writing system for a hitherto unwritten language often has an educational
purpose- whether to record and transmit local history and knowledge to the next generation, to
use the language in formal schooling, or to facilitate adult literacy acquisition. The educational
use of a language depends, except in the most informal settings, on a written form which can be
employed in learning. United Nations Educational, Scientific and Cultural Organization (UNESCO)
UNESCO’S Three (3) Principles of Education in Multilingual World Principle:
PRINCIPLE 1:
 UNESCO supports mother tongue instruction as a means of improving educational quality
by building upon the knowledge and experience of the learners and teachers.
PRINCIPLE 2
 UNESCO supports bilingual and or multilingual education at all levels of education as a
means of promoting both social and gender equality and as a key element on linguistically
diverse societies.
PRINCIPLE 3
 UNESCO supports language as an essential component of intercultural education in order
to encourage understanding between different population groups and ensure respect to
fundamental rights.

Lesson 1.3

Mother Tongue -Based Multilingual Education

MOTHER TONGUE-BASED MULTILINGUAL EDUCATION

 MLE refers to “first –language-first” education, that is schooling which begins in the
mother tongue and transitions to additional languages.
 MLE is the use of more than two languages for literacy and instruction. It starts from
where the learners are, and from what they already know. This means learning to read
and write in their first language or L1, and also teaching subjects like mathematics,
science, health, and social studies in L1.

PURPOSE OF MTB-MLE:
 To develop appropriate cognitive and reasoning skills
 Enabling children to operate equally in different languages –starting in the mother
tongue with transition to Filipino and then English
 And to preserve the Philippine cultural treasure as well.

THE LANGUAGES CONSIDERED BY DepEd in its MTB-MLE implementation:

1.Iloko 2. Pangasinan 3. Kapampangan 4. Tagalog 5. Bikol 6. Waray 7. Hiligaynon
8. Cebuano 9. Merano 10. Chavacano 11. Maguindanao 12. Tausug

WHY TEACHING MOTHER TONGUE AS A SUBJECT IN SCHOOL IS IMPORTANT?

 It will preserve our country’s cultural treasure.
 Provides learners with a strong educational foundation in the first language in terms of
instruction.
 It is a stepping stone in achieving the aims of education as well as the goal of functional
literacy.
BENEFITS OF MTB-MLE:
 Reduced drop-out
 Reduced repetition
 Children are attending school
 Children are learning
 Parents and community are involved

IF MTB-MLE is not used:

 Loss of confidence of students in themselves as learners
 Inability to learn the official language well
 High repetition and drop-out rates
 Alienation from heritage language and culture, from parents and community
 Loss of Languages, cultures and of knowledge systems.

Lesson 1.4

Typical MLE Programs

TYPICAL MLE PROGRAMS:

“Strong Foundation” Research shows that children whose early education is in the language of
their home tend to do better in the later years of their education (Thomas and Collier,
1997).”Strong Bridge” An essential difference between MLE Programs and rural “mother tongue
education” programs is the inclusion of a guided transition from learning through the mother
tongue to learning through another tongue.
STAGES OF AN MLE PROGRAM
A widespread understanding of MLE Program suggests that instruction takes place in the
following stages:
1. Stage 1- Learning takes place entirely in the child’s home language.
2. Stage 2- Buliding fluency in the mother tongue.Introduction of oral L.2.
3. Stage 3- Building oral fluency in L.2
4. Stage 4- Using both L1 and L2 for life long learning.

MLE is an innovative approach to learning. It aims to producelearners who are:

a. Multi-literate, they can read and write competently in the local language, the national
language, and one or more languages of wider communication such as English.
b. Multilingual, They can use these languages in various situations and interactions for learning in
school.
c. Multi-cultural, They can live and work harmoniously with people of cultural backgrounds that
are different from their own, they are comfortable living and working with people from outside
their community while maintaining their love and respect for their home culture and community.
MLE seeks to specifically address the high functional illiteracy of Filipinos where language
plays a significant factor. One’s own language use in school enables a child to express him/herself
easily, as there is no fear of making mistakes.MLE encourages active participation by children in
the learning process because they understand what is being discussed and what is being asked of
them. Children can immediately use the L1 to construct and explain their world, articulate their
thoughts and add new concepts to what they already know. But our children already know their
language.
Lesson Summary:
The use of MTB-MLE should result to children who are multilingual, multicultural, and multi
literate and children who are confident and capable in the languages to maintain their love and
respect for their linguistic and cultural heritage

Learnng to read in one’s own language provides learners with solid foundation for learning to
read in any L2.

“We should become tri-lingual as a country.Learn English well and connect to the world. Learn
Filipino well and connect to our country. Retain your dialect and connect to your heritage.” –
Former Philippine President Benigno.

Learning Outcomes:

At the end of the lesson, you will be able to:

 Explain the important insights and reasons of multilingual education in making
education more responsive to cultural diversity
 Appreciate the value of using his/her own mother tongue in dealing with any
classroom situations, and
 Simulate different classroom situation using their own mother tongue.

Learning Tasks/Activities

Now that you know that the use of Mother Tongue has been mandated by the
Department of Education, then you must prepare yourselves for the role you will play as a
teacher from kindergarten to Grade 3.
Make an inventory of the words in the mother tongue that you HEAR and READ
and are commonly used in your community. It will help if you can identify its Filipino and
English equivalents. Do this in the format that you see below and submit your output
during our face-to-face classes.

INVENTORY OF WORDS in the MOTHER TONGUE with FILIPINO and ENGLISH

EQUIVALENTS.
Name: ________________________________ Date:
__________________
Course, Year & Section: ______________________________
Mother Tongue words English Filipino
Instruction on how to submit student output

You may encode or write your answers. Submit it in my Facebook messenger on or

before our agreed schedule of submission.

References and Additional Resources

Mother Tongue:
For Teaching and Learning Fina Felisa ALCUDIA, Purita BILBAO, Ma.Asuncion Christine
DEQUILLA, Angelita GERMINAL, Daisy Rosano, Marievic VIOLETA
F.F.L. Alcudia (Editor)
LORI MAR Publishing
https://www.slideshare.net/menchiellagas/mothertongue-multilingual-education-mtbmle

GOD BLESS!!!
 ACTIVITY SHEET # 1

Name: ______________________________________ Date: ____________________

Course, Year & Section: _______________________ Instructor: _________________

INVENTORY OF WORDS in the MOTHER TONGUE with FILIPINO and ENGLISH

EQUIVALENTS.
Name: ________________________________ Date:
__________________
Course, Year & Section: ______________________________
Mother Tongue words English Filipino

Prepared by:

GINA F. GALOS
Faculty