LITERACY OF MOTHER TONGUE BASED- MULTILINGUAL EDUCATION

(Grade 1 to Grade 3)

MOTHER TONGUE

The term "mother tongue" refers to a person's native language — that is, a language
learned from birth. Also called a first language, dominant language, home language, and native
tongue (although these terms are not necessarily synonymous).

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.”

Mother Tongue-Based Multilingual Education (MTB-MLE) is one of the distinctive

features of the K to 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. Several studies have shown that the use
of Mother Tongue in early grade instruction has, in fact, yielded significant, positive results to
student learning across subject areas or discipline.

WHAT IS LITERACY?

• the ability to read and write

• competence or knowledge in a specified area

WHAT ARE THE 5 LEVELS OF LITERACY?

The five stages of literacy development include emergent literacy, alphabetic fluency,

words and patterns, intermediate reading, and advanced reading. Each stage of literacy
development helps the child move forward and become a stronger student

WHAT IS MOTHER TONGUE LITERACY?

Mother tongue education refers to any form of schooling which uses the language or
languages that children are most familiar with, in order to help them learn. This is usually the
language that children speak at home with their family.
WHY IS MOTHER TONGUE IMPORTANT IN LITERATURE?

Not only does the mother tongue aid in the second language acquisition, but it also
enables a learner to pick up a new concept and improve critical thinking in literary studies.

HOW DOES THE USE OF MOTHER TONGUE CONTRIBUTE TO EARLY LITERACY?

Research shows that education in the mother tongue is a key factor for inclusion and
quality learning, and it also improves learning outcomes and academic performance. This is
crucial, especially in primary school to avoid knowledge gaps and increase the speed of learning
and comprehension.

WHAT IS THE IMPACT OF MOTHER TONGUE ON READING?

Research has increasingly shown that learning to read in one's mother tongue early in
school helps reduce dropout rates and makes education more engaging, meaningful and
enjoyable for children. Children who benefit from mother tongue instruction and learning also
perform better in their second language.

HOW DOES MTB MLE CURRICULUM CONTRIBUTE TO THE LANGUAGE LITERACY OF THE
LEARNERS?

The MTB-MLE strengthens the development of the appropriate cognitive and

reasoning skills enabling children to operate equally in different languages—starting with the
mother tongue. Language Development.

APPLICATION

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

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.

MTB-MLE provides literacy because we only learn to read once. Learning to read in the
Literacy 1 develops skills that transfer to reading any other languages.
 The goal of strong MTB-MLE programmes is that students will become fully bilingual,
biliterate and bicultural and achieve a quality education. MTB MLE- specific curriculum
developed specifically for children who do not understand or speak the official school language
when they begin school.

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.

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. MTB-MLE 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.

STRONG BRIDGE

MTB-MLE 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.

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.
 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.

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.

WHAT IS THE VALUE OF MOTHER TONGUE IN LEARNING LITERATURE?

As children learn their Mother Tongue from birth, they have been taught the social
behaviour of people around them through that language. Thus, learning and improving their
Mother Tongue will benefit them as it deepens their understanding of the language, which
eventually enhances their confidence in producing successful communication.

Using mother tongue is the way of maintaining cultural identity. This is as important as
the national language. Using the language spoken by the majority in a country is the respect for
the majority and they will not have difficulties navigating the society despite
misunderstandings, disputes, or culture shocks.