CONTENT AND PEDAGOGY IN THE MOTHER
Insufficient mastery of basic competencies due
TONGUE
 K to 12 Basic Education Curriculum
Curriculum designers need to enhance the
recommended curriculum and propose curricular
innovations to respond to the changing landscape in
education regionally and globally. In line with this,
Republic Act 10533, otherwise known as the Enhanced
Basic Education Act of 2013, is the latest educational
reform in Philippine Education signed into law by
Former Philippine President Benigno Aquino III last
May 15, 2013. It is an act enhancing the Philippine
Basic Education system by strengthening its curriculum
and increasing the number of years for basic education,
appropriating funds therefore and for other purposes.
The Enhanced Basic Education Act of 2013, popularly
known as K to 12, includes one (1) year of
kindergarten education, six (6) years of secondary
education. The six-year secondary education includes
four (4) years of junior high school and two (2) years of
senior high school. With K to 12, the existing 10 years
of basic education is increased to 12 years with
Kindergarten education as a prerequisite to entry in
Grade 1.
The Reason for Transitioning to K-12
K to 12 makes the Philippine education system
at par with the international standard of 12-year basic
education, thereby contributing to a better educated
society capable of pursuing productive employment,
entrepreneurship, or higher education studies. After
going through kindergarten, elementary, junior high, and
a specialized senior high school program, every K to 12
graduate is ready to go into different paths – higher
education, middle-level skills development,
employment, or entrepreneurship. K to 12 graduates are
also expected to be equipped with 21st-century skills like
information, media and technology skills, learning and
innovation skills, effective communication skills, and
life and career skills.
When K to 12 was launched in 2012, many
Filipinos were apprehensive because of two (2) more
years in secondary schooling. Some said the additional
two years are added burden for the average Filipino
family. Others said the K to 12 program is doomed to
fail since it does not address the basic problems in
education like lack of classrooms, chairs, books,
teachers, quality teaching and many more. Amidst
criticisms, the Department of Education pushed for the
implementation of K to 12.
The following are the existing realities in the
Philippine educational system that inspired the
implementation of K to 12:
1.
to a heavily congested curriculum.
In 2005-2006 Mathematics results, only
15% of the students acquired mastery of the
Mathematics competencies while the majority
(59.09%) of the high school students belonged
to the low mastery level. The achievement
results in Science was even more discouraging
since only 3% of the 4th year high school
students in 2005-2006 mastered the Science
processes and skills. Majority belonged to the
low mastery category and a few were in the near
mastery level.
In international examinations, the
Philippines performed poorly as revealed in
2003 TIMSS (Trends in International
Mathematics and Science) scores. In Grade IV
Science and Math, the Philippines ranked 23 out
of 25 participating countries. In High School II,
the Philippines ranked 43 out of 46 and in 34
out of 38 in Math. Even with only the science
high schools participating in the Advanced
Mathematics category in 2008 TIMMS, the
country’s ranking did not improve. In fact, it
ranked the lowest (10) among ten participating
countries.
One factor contributing to the low
performance in achievement tests is the
congested basic education curriculum. What
other countries teach in twelve (12) years, the
Philippines teach only in ten (10) years. The ten
(10) years would not be enough to master the
competencies. Adding two years would make
possible the decongestion of the curriculum for
the comprehensive acquisition of basic
competencies and 21st-century skills.
2. The Philippines is the only remaining country in
Asia with a 10-year basic education program
The Philippines is the only country in
Asia that has a ten-year basic education
program. The short duration of the basic
education program also puts millions of
overseas Filipino workers, especially the
professionals and those who intend to study
abroad at a disadvantage. Graduates of
Philippine schools are not automatically
recognized as professionals outside the country
due to the lack of two years in basic education
to recognize engineering professionals.
3. Employability of Filipino High School
Graduates
The K to 12 Curriculum prepares the
students for the world of work, middle-level
 skills development, entrepreneurship, and
college education. As early as Grade 7 and
Grade 8, the students are made to explore at
least 8 subjects in the four (4) areas of
Technology and Livelihood Education (TLE),
namely: Home Economics, ICT, Industrial Arts,
and Agriculture and Fishery Arts. In Grade 10
and Grade 12, the student is supposed to have
obtained a National Certificate (NC) Level I and
NC Level II from TESDA. NC I and NC II
make a Grade 12 graduate employable.
The short duration of basic education in
the Philippines resulted to 15-year-old graduates
who are not legally employable. With the
implementation of the K to 12, the graduate of
senior high is 18 years old who is legally
employable.
K-12 Curriculum Standards
Section 5 of the Enhanced Basic
Education Act of 2013, stipulates the following
curricular standards, which the curriculum
developers adhered to in crafting the K to 12
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 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 knew proceeding from the
known to the unknown instructional
materials and capable teachers to
implement the MTB-MLE
curriculum shall be available.’
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. The
production and development of
locally produced teaching materials
shall be encouraged, and these
materials' approval shall devolve to
the regional and division education
units.
 MTB-MLE Curriculum Framework
Mother Tongue-Based Multilingual Framework
(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 10533,
otherwise known as the Enhanced Basic Education
Act of 2013.
MTB-MLE 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 WH-
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 end goal of making Filipino children
lifelong learners in their L1 (Mother Tongue or 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 multicultural 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 decision
making.
The following are the factors targeted to be
developed in the implementation of the MTB-MLE
curriculum:
 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 written
L2 text is already part of the learners’
spoken vocabulary.
 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 learner’s 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
 Standards teaching for meaning and accuracy
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. One sufficient oral and written
proficiency in the L2 are developed, a
gradual transition using the L2 as a medium
of instruction can progress without 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
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 with the following macro skills
(listening, speaking, reading, writing, and
viewing) for both meaning and accuracy
 The following standards illustrate teaching for the language and culture most familiar to them can call
meaning and accuracy: on a rich array of schemata. In contrast, students who
believe they can only use that knowledge they have
Macro Skills Story Track Primer Track explicitly learned in the second language are limited in
their access.’ (Chamot, 1998, p. 197).
Listening Listen in order to Recognize and
understand, think distinguish Meanwhile, second language learners use what they
critically, and sounds; recognize know in their own language to help develop to other
languages. This positive transfer effect has been found
respond creatively parts of words
to be significant in reading. Therefore, awareness of
Speaking Speak with Use correct how the L1 works must be developed to support learning
L2 and L3.
understanding to vocabulary,
communicate pronunciation, 2. Language and Academic Development
knowledge, ideas, grammar
experiences Students with well-developed skills in their first
language have been shown to acquire additional
Reading Read with Decode by languages more easily and fully, which has a positive
understanding to recognizing parts impact on academic achievement. To apply this, the oral
apply, analyze, of words and development and reading of L1 must be continued to
evaluate, and sentences strengthen L2 and L3 learning as well as academic
achievement across its curriculum.
create new
knowledge
3. Cognitive Development
Writing Write to Form letters
communicate properly and Students who use their multilingual skills have been
knowledge, ideas, neatly; spell shown to develop both cognitive flexibility and
experiences, and words accurately; divergent thinking. Therefore, learners must continue to
goals use correct develop critical thinking in the L1 as well as in L2 and
grammar L3. In addition, in all subjects, activities must be able to
build understanding and likewise encourage students to
Viewing View in order to Recognize and apply, analyze, and evaluate what they have learned to
understand, think distinguish print create new knowledge i.e. Bloom’s Taxonomy of
critically, and and non-materials Educational Objectives.
respond creatively and be able to
critic the materials
objectively
4. Discovery Learning

We learn when something who already understands

 Guiding Principles for Teaching and Learning in
MTB-MLE
1. Known to the unknown
Learning requires meaning. We learn when we use
what we already know to help us understand what is
new. “The most important single factor influencing
learning is what the learner already knows. Ascertain
this and teach him or her accordingly.” (Ausubel, 1968).
Thus, start with what the learners know about a topic
and use that to introduce the new concept. Beginning
with the learners’ first language and culture will better
facilitate mastery of the curriculum content.
“Nowhere is the role of prior knowledge more
important than in second language educational contexts.
Students who can access their prior knowledge through
the new idea or task helps us to discover the new idea
and then use it meaningfully. In order to achieve this, as
teachers, we must find out what the students already
know about a topic before we provide activities that let
them use their knowledge to learn the new concept or
task.
5. Active Learning
Children learn best through peer interaction in
which they work together creatively to solve problems.
As a teacher, you must encourage students to talk with
each other and compare ideas to solve problems in class,
team, or pair activities. Active learning is also present in
second language teaching and learning. Young children
gain confidence in learning a new language when they
begin with total physical response activities or those that
enable them to hear, see, and do. You may begin
teaching L2 by focusing on listening and responding to
oral language such as a command or observation on
someone on how he or she responds to the command
through actions before words. Last but not the least is
purposeful talk to allow students to make sense of new
ideas and information. You may ask higher level
questions and give your students enough thinking time
before they respond. Make sure that questions you give
provide opportunities for students to work in teams by
sharing and comparing their ideas with their peers.
6. Meaning and Accuracy
Successful language learning involves hearing,
speaking, reading and writing activities that focus on
both meaning and accuracy.
7. Language Learning/ Language Transfer
We learn a new language best when the learning
process in non-threatening and meaningful and when we
can take baby steps that help us gain confidence in our
ability to use the language meaningfully. You may begin
the L2 language learning time by focusing on total
physical response activities that enable students to build
up their listening vocabulary before they are expected to
talk. Introduce reading and writing only in L2 when they
have built up a good hearing and speaking vocabulary.
Studies about second language acquisition show that
it takes at least 2 years to learn basic communicative
skills in a second language when society supports that
learning. On the other hand, it takes five or more years
to learn L2 for learning complex and academic concepts.
Lastly, mistakes and errors are a normal part of second
language learning. However, an unintentional mistake
when not carefully monitored and corrected may
become a fossilized error. Second language learners
benefit from opportunities to receive feedback in a
respectful and encouraging way. It is helpful when
teachers respond first to the content of what the student
is saying or writing, focusing on one or two mistakes at
a time.
8. Affective component: valuing the home language/
culture
Valuing students with talents in their home language
more powerfully enables learning than valuing English
learners whose home language is irrelevant to academic
success. Learners are encouraged when they know they
are valued in the classroom and their language and
heritage are seen as resources.
On the other hand, children from ethno-
linguistic language groups thrive in a welcoming
environment where teachers and peers value them as a
positive presence in the classroom and the school,
encourage their use of their L1; provide books, and
visualize visual representations, and concrete objects
that reflect their backgrounds and interests.
 Learning Standard
Use Mother Tongue appropriately and effectively in
oral, visual and written communication in various
situations and for a variety of audiences, contexts, and
purposes including learning of other content subjects
and languages, demonstrating appreciation of various
forms of literacy genres and take pride in one’s cultural
heritage.
 Key Stage Standard
By the end of Grade 3, students will enjoy
communicating in their first language on familiar topics
for a variety of purposes and audiences using basic
vocabulary and phrases, read L1 texts with
understanding, and create their own stories and texts in
their L1.
 Grade Level Standards
GRADE
GRADE LEVEL STANDARDS
LEVEL
The learner demonstrates skills and
strategies in phonemic awareness,
alphabet knowledge, sound-letter
K correspondences, decoding, vocabulary
and comprehension as they enjoy listening
and responding to a variety of texts in
their Mother Tongue.
Grade 1 The learner demonstrates basic
communication skills in talking about
familiar topics using simple words and
both verbal and non-verbal cues to
understand spoken language, shows
understanding of basic vocabulary and
language structures, reading process,
writing system and appreciates aspects of
 one’s culture. culture

The learner demonstrates communication

skills in talking about variety of topics
DOMAIN CONTENT PERFORMAN
using developing vocabulary and simple
STANDARD CE
phrases and sentences, simple to complex
STANDARD
spoken language using both verbal and
Grade 2 non-verbal cues, understands vocabulary The learner… The learner…
and language structures, appreciates and
understand the cultural aspects of the Uses beginning
language and the writing system used, and oral language
reads and writes simple and short literary Manifests skills to
and informational texts. beginning oral communicate
language skills personal
Oral Language
to communicate experiences,
The learner demonstrates communication
in different ides, and
skills in talking about variety of topics
contexts. feelings in
using expanding vocabulary and phrases,
different
shows understanding of spoken language
contexts
Grade 3 in different contexts using both verbal and
non-verbal cues, vocabulary and language Demonstrates Uses knowledge
structures, cultural aspects of the understanding of phonological
language, reads and writes literary and Phonological that words are skills to
informational texts. Skills made up of discriminate
sounds and and manipulate
syllables. sound patterns

SUBJECT MATTER CONTENT Demonstrates Demonstrates

knowledge of knowledge and
The different grade levels covered by MTB-MLE the alphabet and understanding
consist of specific subject matter content. Each level Book and Print
decoding to of the
consist of a grade level standard which summarizes the Knowledge
read, write and organization
expected skills to be applied and acquired by the
spell words and basic
learners. It also includes the domain with the target
content standard and performance standard. The correctly. features of print
domains are the aspects of language that are expected to
be developed among learners during the period of MTB- demonstrates Applies grade
MLE in basic education. Meanwhile, the content knowledge of level phonics
standard expresses the intended knowledge to be Phonics and the alphabet and and word
manifested. On the other hand, the performance standard Word decoding to analysis skills in
indicates how the level of knowledge during the period Recognition read, write and reading,
of MTB-MLE can be measured in the application. spell words writing, and
correctly spelling words.
Below are the specific grade level standards,
domains, content standards, and performance standards
Demonstrates
for Grade 1 to Grade 3:
the ability to Reads with
 Grade 1 read grade one sufficient speed,
level text with accuracy, and
The learner demonstrates Fluency sufficient proper
knowledge and skills in listening accuracy, speed, expression in
GRADE LEVEL and communicating about and expression reading grade
STANDARD familiar topics, uses basic to support level text.
vocabulary, reads and writes comprehension.
independently in meaningful
contexts, appreciates higher Composing Demonstrates Uses basic
 knowledge and Listens, reads,
the ability to
skills to write Study Skills and writes for
formulate ideas
clear, coherent specific purpose
into sentences
sentences and
or longer texts
simple
using
paragraphs
developmental
based on a  Grade 2
and
variety of
conventional The learner demonstrates
stimulus
spelling communication skills in talking about
materials
variety of topics using expanding
Demonstrates Speaks and/or vocabulary, shows understanding of
GRADE
awareness of writes correctly spoken language in different context
LEVEL
language for different using both verbal and non-verbal cues,
Grammar STANDAR
grammar and purposes using understands and uses correctly
Awareness D
usage when the basic vocabulary and language structures,
speaking and/or grammar of the appreciates the cultural aspects of the
writing language language, and reads and writes literary
and informational texts.
Demonstrates
developing
Uses
knowledge and
Vocabulary developing
use of DOMAIN CONTENT PERFORMAN
and Concept vocabulary in
appropriate STANDARD CE
Development both oral and
grade level STANDARD
written form.
vocabulary and
concepts. The learner… The learner…

Demonstrates Comprehends Uses developing

understanding and appreciates oral language to
Listening Possesses
of grade level grade level name and
Comprehensio developing
narrative and narrative and describe people,
n language skills
informational informational places, and
and cultural
texts. texts. concrete objects
awareness
and
necessary to
Uses literary Oral Language communicate
participate
Demonstrates and narrative personal
successfully in
positive texts to develop experiences,
oral
Reading attitudes comprehension ideas, thoughts,
communication
Comprehensio towards appreciation of actions, and
in different
n language, grade level feelings in
contexts.
literacy and appropriate different
literature reading contexts.
materials.
Demonstrates
Demonstrates knowledge of Applies word
basic and skills in analysis skills in
Values relaxing Phonics and
Attitude knowledge and word analysis to reading, writing
and writing as Word
Towards skills to listen, read, write in in cursive and
communicative Recognition
Reading read, and write cursive and spell spelling words
activities
for specific grade level independently.
purposes. words.

Fluency Demonstrates Reads with

 the ability to reading
read grade level sufficient speed, materials.
words with accuracy, and
sufficient proper Demonstrates
accuracy speed, expression in positive attitude Values reading
Attitude
and expression reading grade towards and writing as
Towards
to support level text. language, communicative
Reading
comprehension literacy, and activities.
literature.
Uses developing
knowledge and Demonstrates
Uses his
Demonstrates skills to write developing
developing
the ability to clear and knowledge and
knowledge and
formulate ideas coherent skills and
Study Skills skills to listen,
into sentences or sentences, strategies to
Composing read and write
longer texts simple listen, read and
for specific
using paragraphs, and write for specific
purposes.
conventional friendly letters purposes.
spelling from a variety of
stimulus
materials.
 Grade 3
Demonstrates Speaks and
understanding writes correctly
The learner demonstrates
and knowledge and effectively
communication skills in talking about
Grammar of language for different
GRADE variety of topics using expanding
Awareness grammar and purposes using
LEVEL vocabulary and language structures,
usage when the basic
STANDARD cultural aspects of the language, and
speaking and/or grammar of the
reads and writes literary and
writing. language.
informational texts.
Demonstrates
expanding Uses expanding
knowledge and vocabulary
Vocabulary and DOMAIN CONTENT PERFORMAN
use of knowledge and
Concept STANDARD CE
appropriate skills in both
Development STANDARD
grade level oral and written
vocabulary and forms.
The learner.. The learner..
concepts.
Oral Language Possesses Has expanding
Demonstrates Comprehends
expanding oral language to
understanding of and appreciates
language skills name and
Listening grade level grade level
and cultural describe people,
Comprehension literary and narrative and
awareness places, and
informational informational
necessary to concrete objects
texts. texts.
participate and
Reading Demonstrates Uses literary and successfully in communicate
Comprehension understanding of narrative texts to oral personal
grade level develop communication experiences,
narrative and comprehension in different ideas, thoughts,
informational and appreciation contexts actions, and
texts. of grade level feelings in
appropriate different
 contexts texts. texts.

Demonstrates the Demonstrates Comprehends

ability to red Reds with understanding of and appreciates
grade level sufficient speed, Reading grade level grade level
words with accuracy, and Comprehension literary and narrative and
Fluency sufficient proper informational informational
accuracy speed, expression in texts. texts.
and expression to reading grade
support level text Manifests
Sustains love
comprehension positive attitude
Attitude and appreciation
towards
Towards for language,
Demonstrates language,
Spells grade Reading literacy and
accurate spelling literacy, and
Spelling level words with literature
of grade level literature
accuracy
words
Demonstrates Has expanding
Uses expanding expanding knowledge and
knowledge and knowledge skills skills to listen,
Study Skills
Demonstrates the skills to write to listen, read, read, and write
ability to clear coherent and write for for specific
formulate ideas sentences, specific purposes purposes
following the paragraphs,
Composing
conventional short stories,
format/patterns letters, and
of written poems from a
language. variety of
stimulus
materials

Demonstrates
expanding Speaks and
knowledge and writes correctly
understanding of and effectively
Grammar
language for different
Awareness
grammar and purposes using
usage when the grammar of
speaking and/or the language
writing

Demonstrates
extending Uses extending
knowledge and vocabulary
Vocabulary and
use of knowledge and
Concept
appropriate skills in both
Development
grade level oral and written
vocabulary form.
concepts

Demonstrates Comprehends
Listening understanding of and appreciates
Comprehension grade level grade level
literary and narrative and
informational informational