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.
 MTB- MLE CURRICULUM
FRAMEWORK
With this, we can define a curriculum
framework as the one responsible in regulating
the content of the curriculum; it sets the
parameters, directions, and standards for
curriculum policy and practice.
 GROUP 1 REPORTERS:
• ALIOSA,JANELLE
• ARELLANO, ARIANNE MAREE
• LAMELA, GLANCE DHALE
• MACARANG, RANJI
• SERVA, ANGELO