MTB –MLE (TTH 6:00-7:30)

TEACHER RHONNETTE M. ABATAYO

*The course deals teaching the Mother Tongue or Mother
Tongue-Based Multilingual Education as a subject. This
is to ensure learning is focused, guiding through the
outcomes-based.

*The topics and activities are aligned to the earning

outcomes in engaging the learners to get in interactive,
collaborative and reflective teaching –learning. This also
serves as assessment task to determine the extent to
which the intended learning outcomes have been
attained for the future teachers
2 of the MTB- MLE. 05/19/21
* Language and Education
* MTB-MLE and its Legal Basis
* Principles of Instructional Materials Making
* Writing Mother- Tongue Based Multilingual Education Resources
* Big books ( Cebuano Stories)
* Hugyaw Culminating / Bisaya Stage Play
The 7 billion people in the world The 97 million people in the
speak about 6,800 languages. Philippines speak about 120-
 92% of the population speaks about 4% of the
languages. 185 Philippine languages.
 12 Philippine languages are used in K t0 12

About 800 million people in the About 15 million Filipinos and

world are classified as non- counting are classified as non-
literate. literate.
(Ethnologue 2009; EFA Report 2010; S. Malone 2012)
* Over 40% of the 800 million non-
literate people come from
communities in which the
smaller, non-dominant
languages are used for daily
communication.
(Ethnologue 2009; EFA Report 2010; Malone 2012)
*Teachers do not speak or understand their language or
share their social/cultural background;

*Pictures and cultural information in their textbooks are

unfamiliar to them and do not help them understand the
content of the lessons;

*Their own knowledge and experience learned from their

parents and from living in their home community is
disregarded; their own background knowledge to help
them understand either the concepts or terms.
*They are expected to learn the official school
language without explicit language teaching;

*They are expected to learn how to read and write in

the school language before they have gained a basic
level of oral fluency;

*They are expected to learn academic concepts in the

school language and to deal with abstract L2 terms
but cannot use their own background knowledge to
help them understand either the concepts or terms.
* the Philippines is a
multilingual country

* it has the geographical

structure of 7,107
islands

* it has about 120-175

Philippine languages

* with each of this types,

there are also different
varieties, ex. Cebuano
*In the Philippines, there
are between 120-175
languages, depending on
the method of
classification.
* 171 are living languages
and 4 have no known
speakers
* The major languages
spoken in the Philippines
are:
Tagalog, Cebuano,
Hiligaynon, Ilocano,
Kapampangan,
Pangasinan, Tagalog, and
Waray
* A first language (also native language, mother
tongue, arterial language, or L1) is the
language(s) a person has learned from birth or
within the critical period, or that a person speaks
the best and so is often the basis for
sociolinguistic identity.
* In some countries, the terms native language or
mother tongue refer to the language of one's
ethnic group rather than one's first language.
* Sometimes, there can be more than one mother
tongue, (for example, when the child's parents
speak different languages). Those children are
usually called bilingual/multilingual.
http://en.wikipedia.org/wiki/First_language
The first language or L1 is defined by UNESCO as the
language a person

 has learned first

 identifies with or is identified as a native speaker of
by others
 knows best
 uses most
* is the ability to speak several languages with a
high degree of proficiency
* is the act of using polyglotism, or using multiple
languages either by an individual speaker or by a
community of speakers
* is the act of using, or promoting the use of,
multiple languages, either by an individual
speaker or by a community of speakers
* Multilingual speakers outnumber monolingual
speakers in the world's population.
Mother Tongue Based Multilingual
Education

*The use of the learners’ mother

tongue, or home language/s, as a tool
in increasing access to school and in
facilitating the learning of a second
and a third language in school.
*MLE is a structured program of
language learning and cognitive
development providing a strong
educational foundation in the first
language, with successful bridging to
one or more additional languages, and
enabling the use of both/all languages
for life-long learning.
*the use of more than two languages for literacy
and instruction

* starts from where the learners are , and from

what they already know

* learning to read and write in L1 and teaching

other subjects like mathematics, science, health
and social studies in the L1
 The purpose of a multilingual education program is to develop
appropriate cognitive and reasoning skills enabling children to
operate equally in their community language, the national
language and English. Effective multilingual education begins
in the mother tongue of the learner with transition to the
second (Filipino) and third languages (English).
The goal of MTBMLE is that students will be multilingual,
multi-literate and multicultural, proud of their heritage
culture and productive citizens of their country.
1. Wednesday
2. Tuesday-
3. June
4. January
5. Friday
6. May
7. October
8. March
9. December
10.Monday
1. Wednesday Dukotdukot
2. Tuesday- Dumason
3. June - Kabay
4. January - Ulalong
5. Friday Danghos
6. May - Himaboyan
7. October – Bagyubagyo
8. March – Daghang bulan
9. December Panglot na Dako
10.Monday -Tigburukad
18. Ang panit gaputos sa balhibo, ang balhibo gaputos ug kubal, 
        ang kubal gaputos sa unod, ug ang unod gaputos sa tubig

19. Ug malipay mogamay; ug masuko, modako

20. May nakita akong nagpangali, giadto nako, way agi.

*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; xxx [10.2(f)]
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 Department of Education (DepEd) Order No.
16, s. 2012 signed by Atty. Alberto T. Muyot,
Undersecretary and MTB-MLE Officer-in-Charge,
encourages us to support the goal of “Every
Child-A Reader and A-Writer by Grade 1.”
* TEACHERS will be using 12 major local dialects as
medium of instruction when classes open in June 2012 as
part of the department's thrust to implement the mother
tongue-based multi-lingual education (MTB-MLE).
* The 12 dialects are Tagalog, Kapampangan,
Pangasinense, Iloko, Bikol, Hiligaynon, Cebuano, Waray,
Tausug, Maguindanoan, Maranao and Chabacano
* "We are institutionalizing the teaching of MTB-MLE as
one of the subjects from Grade 1 to Grade 3 and as the
medium of instruction from Kinder to Grade 3 so that we
can develop well-rounded and life-long learners under
the K to 12 basic education reform program." Education
Secretary Armin Luistro
Mother Tongue is used as . . .

Medium of As a Subject/
Instruction Learning Area
1. Known to the unknown
2. Language and academic development
3. Cognitive Development
4. Discovery learning
5. Active learning
6. Meaning and accuracy
7. Language Learning/ Language Transfer
8. Affective component: Valuing the home
language/culture
*Cebuano, referred to by most of its speakers as
Binisaya (or Visayan in English), is an Austronesian
language spoken in the Philippines by about 20
million people mostly in the Central Visayas most
of whom belong to the Bisaya ethnic group. It is
the most widely spoken of the languages within the
so-named Bisayan subgroup and is closely related
to other Filipino languages.
*It has the largest native language speaking population of the
Philippines despite not being taught formally in schools and
universities. It is the lingua franca of the Central Visayas and
parts of Mindanao. The name Cebuano is derived from the
island of Cebu where the prestige dialect is spoken.

*Most people confuse the terms Binisaya vs. Bisaya. The term
Bisaya refers to the people who live in the Visayas Region.
Binisaya or Cebuano refers to the language spoken in Cebu,
Bohol, Negros Oriental, and some part of Leyte, Samar and
Mindanao.
As medium of instruction the mother tongue will be
used in all learning areas from kinder to Grade 3
except in the teaching of Filipino and English subjects.

Filipino will be introduced in the first semester of

Grade 1 for oral fluency (speaking). It will also be
taught for reading and writing in the second semester
of Grade 1.

The four other major skills, which are listening,

speaking, reading and writing in Filipino will
continuously be developed from Grades 2 to 6.
 The mother tongue as a subject will focus on the
development of reading and speaking from Grades 1 to
3.

 As a subject area, the Mother Tongue (MT) will focus

on the development of beginning reading and fluency
from Grades 1 to 3.

 English as a subject will be introduced in the second

semester of Grade 1 while reading and writing in English
will start in the first semester of Grade 2.
• Phonology (phonemics, phonetics) – sounds
in human speech

• Grammar (morphology) – study of formal

features of a language, as the
sounds, morphemes, words and sentences
according to definite rules so that a
complete thought is expressed.

• Vocabulary (lexicon) – the stock of words

used with important meanings
* Oral language realization, that is, speech, is a uniquely human
activity by which man effects communication with other
members of the community to which he belongs.

* Because a natural language reflects human nature and a

society’s peculiar adjustment to the world, each language has
its own manner of expression embodied in a structural
framework.
*One unique pronunciation that is very common in the Bisaya
language is the short vowels at the end of some words. In the
word "gahï" (hard) for example the final "ï" is pronounced short
and stops very abruptly. This particular pronunciation is
common in such words as "duwâ" (play), "bahö" (smelly), "dalï"
(hurry), "tagö" (hide), and "dilï" (no).

*The most significant evolution in the language from the original

Cebuano is the dropping of the "L" in many words to make
them sound smoother and shorter. Words like "dalan" (road or
street) is now "da'an"; "dalugdog" (thunder) is now "daugdog"
or "dogdog"; "kulon" (pot) is now "ku'on"; "pula" (red color) is
now "pua" or "puwa"; and "bulâ" (bubble) is now "buâ" or
"buwâ"; are typical examples.
*[ I ] voiced, high front
[dila] “tongue”
* [ + ] voiced, lower than low high front
[sista] “guitar”
* [ a ] voiced, low central
[badlis] “draw”
* [ U ] voiced, high back
[buhat] “make”
* [ u ] voiced, lower than low high back
[sulti] “speak”
* Cebuano stress is produced by a combination of loudness and a
relative small change of pitch. It does not involve any vowel
lengthening to contrast with unstressed syllables.

examples: salabutan “intellect”

kasingkasing “heart”
*INTONATION is the melody of spoken language. It is
closely related to stress, pitch, and pause.

*PITCH refers to the tones produced during voicing.

example: pagsa pa tus “Put on your shoes.”

Initial Intonation: Kan un ku na. “I will eat that.”

Asa ka? “Where are you going?”
* PATINGOG (Vowels)

A,E/I, O/U

* KATINGOG (Consonants)

B,K,D,G,H,L,M,N,P,R,S,T,W,Y
Cebuano is a language with the verb–subject–object sentence order.
*Nouns While Cebuano nouns are not inflected, they are usually
preceded by case markers. There are three types of case markers:
kinsa (nominative), tag-iya (genitive) and gitagan'an (oblique). Kinsa
or nominative markers mark the topic of most sentences and both the
topic and complementary predicate of an equational sentence. Tag-iya
or genitive markers mark the owner of the thing or the doer of an
action. Gitagan'an markers are similar to prepositions in English. They
mark things such as location and direction.
Examples:
*Cebuano: Mga gobernador sa Pilipinas.
The governors of the Philippines
"The governors of the Philippines."
*Cebuano: Init kaáyo ang adlaw karon.
Hot very the weather today.
"The weather is very hot today."
*Cebuano: Hain/Asa ang mga libro?
At-where the those book?
"Where are the books?"
Cebuano morpheme may consist of etither:

*A. one vowel or one consonant – ex., the suffix –a in: kining
balaya “this house”; infix –l- in : buluhatun “work”
*B. one syllable – ex., ka “you”
*C. two or ore syllables with a stress phoneme – ex., tubig
“water” ; bitu’un “star”
Tigburukad - Monday
Dumason - Tuesday
Dukotdukot - Wednesday
Baylubaylo - Thursday
Danghos - Friday
Hinguthingot - Saturday
Ligidligid - Sunday
Ulalong - January
Daghangkahoy - February
Daghangbulan - March
Kiling - April
Himaboyan - May
Kabay - June
Hidapdapon - July
Lubadlubad - August
Kangurulsol - September
Bagyubagyo - October
Panglot nga Diyutay - November
Panglot nga Dako - December
1.Ako na gyud ni, hinatag sa ko mama ug papa, 
pero gigamit gihapon sa uban nakong mga higala?

2. Sa layo murag motor, sa duol doctor!!!!

3. Tigmo-tigmo agukoy, ugma ra ta mag-asoy. 

4. Kabayo ni Adan, dili mokaon kon dili sakyan. 

 Who are your students?
 Where do they come from?
 What kind of language do
they speak?
 What do they expect to
learn from YOU?
First, think of your users then
let your users think.
T. Netty
1. August
2. January
3. December
4. September
5. March
6. June
7. April
8. Monday
9. Sunday
10.Tuesday