Content and

Pedagogy for the

Mother-Tongue

NHOR S. MALIK, LPT

Instructor
COURSE DESCRIPTION

This course includes both the pedagogy

of the mother tongue. The subject
matter content includes the structure
of the mother tongue as a language,
literature in the mother tongue,
methods and techniques of teaching
the language, development of
instructional materials, and
assessment.
COURSE OUTCOME
 Analyze texts (written, visual, oral, etc.) critically
 Demonstrate proficient and effective communication
(writing, speaking, and use of new technologies)
 Use basic concepts across the domains of
knowledge
 Demonstrate critical, analytical, and creative
thinking
 Demonstrate in-depth understanding in pedagogical
content knowledge and skills in technology and
livelihood education.
 Demonstrate knowledge and skills in teaching and
learning TLE in the elementary levels.
 Reflect critically on shared concern

 Contribute personally and meaningfully to the country’s

development
 Work effectively in a group

 Use current technology to assist and facilitate learning

and research
 Manage one’s knowledge, skills and values for
responsible and productive living
 Organize one’s self for lifelong learning

 Design assessment tools for teaching and learning TLE.

COURSE OUTLINE AND TIMEFRAME
Week 2-5

SECTION 1- Theoretical and Philosophical

Foundations of Mother Tongue

Chapter 1- Legal basis of Mother Tongue

Chapter 2 Researches of teaching and learning in
the mother tongue
Chapter 3- Elements of mother tongue
Week 6-9

SECTION 2- Mother tongue based multilingual

Framework: its implementation in early childhood
education

Chapter 4- Guiding principles for teaching for teaching and

learning MTB-MLE early education

Chapter 5- Integrating macro skills in mother tongue lessons

MIDTERM EXAM
  
Week 10-15

SECTION 3- The domains of literacy in

the k to 12 languages curriculum

Chapter 6- Balance
Chapter 7- Proportion, Movement
Chapter 8- Emphasis, Rhythm
Chapter 9-Variety
Week 16-18

SECTION 4- Teaching Strategies in Teaching Arts

Chapter 10- Developing oral language
Chapter 11- Phonological awareness
Chapter 12- Alphabet knowledge
Chapter 13- Mother tongue teaching: development of
materials and assessment
Chapter 14- Development of instructional materials
Chapter 15- Assessment of learning with language as a
medium of instruction
Chapter 16- Nature and purpose of assessment

FINAL EXAMINATION
 CHAPTER 1

Theoretical and
Philosophical Foundations
of Mother Tongue
MTBMLE is “starting where the
children are,” to borrow the title of a
book on the subject. It is the use of a
learner’s first language as the medium
of learning. Positions vary as to the
length of exposure to first-language
learning to achieve proficiency. Some
scholars argue for longer exposure
(Thomas and Collier 1997) while
others propose an early exit.
LEGAL BASIS OF MOTHER TONGUE
 Republic Act No. 10533 or the Enhanced Basic
Education Act directs DepEd to adhere to the
principles and framework of MTB-MLE in its
curriculum development. Kindergarten and Grades
1 to 3 learners are required to receive instruction,
teaching materials, and assessment in their
respective regional or native language.
For purposes of this Act, mother language or first
Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is
identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino
sign language used by individuals with pertinent
disabilities. The regional or native language refers to the
traditional speech variety or variety of Filipino sign
language existing in a region, area or place.”
R.A 10157
Section 5: Medium Of Instruction
The Mother Tongue of the learner shall be the primary
medium of instruction for teaching and learning in the
kindergarten level in public schools.

Provisions:
When the pupils in the classroom have a different mother
tongue or when some of them speak another mother tongue.
When the teacher does not speak the mother tongue of the
learners
When resources, in line with the use of the mother tongue, are
not yet available
When teachers are not yet trained on how to implement the
MTB-MLE program
D.O. 31, s. 2013 states that:
 a. Mother Tongue is used as a Medium of Instruction
(MOI) for Grades 1 and 2 for teaching Mathematics,
Araling Panlipunan (AP), Music, Arts, Physical Education
and Health (MAPEH) and Edukasyon sa Pagpapakatao
(EsP);
 b. Mother Tongue is taught as a separate Learning Area
in Grades 1 and 2;
 c. Filipino, as a Learning Area, is first introduced in Grade
1 during the second quarter (2nd Q)/grading period;
 d. English, as a Learning Area, is first introduced in
Grade 1 during the third quarter (3rd Q)/grading period
RESEARCHES OF TEACHING AND LEARNING IN THE
MOTHER TONGUE

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. It significance is underscored by the
passing of Republic Act 10523, 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 sold 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
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.
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 decisive decision-
making.
MTBMLE provides:

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.
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.
Strong Bridge. MTBMLE 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.
As a subject, mother tongue education
focuses on the development of
speaking, reading, and writing from
grades 1 to 3 in the mother tongue. As
a medium of instruction, the mother
tongue is used in all learning areas
from kinder to grade 3 except in
teaching Filipino and English subjects.
 Elements of Mother Tongue
MTBMLE is a curriculum and teaching
methodology that:

 Begins by building a strong foundation in the

learners’ first language and a good bridge to other
languages.

 Builds on what we know about how children

learn best by beginnings with the known and
moving to the unknown through building on the
child’s prior knowledge, using his/her world and
moving to new knowledge.
 Allows the child to construct knowledge
rather than the teacher being the only way
to knowledge and rather than the teacher
designing only one learning experience.

 Uses the language the child knows best to

teach reading and writing skills.
 Builds on and continues development
of the vocabulary the child possesses
in his first language and then adds the
L2 vocabulary through
communicative, participatory methods
using the first language as medium of
instruction for teaching Filipino and
English.
 Emphasizes understanding, meaning and
communication as well as emphasizing
skill development (accuracy and
correctness).

 Allows the child to continue building

cognitive skills in a language the child is
already using for meta-cognitive
processes.
 I. Direction: IDENTIFICATION: Write the correct answer on
the space provided.
__________1. MTB-MLE stands for?
__________2. Defined as the first language that a person
learns and the language used in that person's home country.
__________3. MTB-MLE refers to __________ education that
is, schooling which begins in the mother tongue and
transitions to additional languages particularly Filipino and
English.
__________4. Allows the child to continue building cognitive
skills in a language the child is already using for meta-
cognitive processes.

__________5. Republic Act _______, otherwise known as the

"Enhanced Basic Education Act of 2013."
__________6. The key policy provisions examined in this
paper are to be found in Sections ___ and ____ ?
__________7.The key provision of MTBMLE is found on
Republic Act numbers?
__________8. It significance is underscored by the
passing of Republic Act 10523, otherwise known as?
__________9. 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.
__________10. Mother Tongue is used as a?
THANK YOU!!
 CHAPTER II

Mother Tongue based Multilingual Frameworks: Its

Implementation in Early Childhood Education
TEACHING AND LEARNING
MTB-MLE IN EARLY
EDUCATION

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.
INTEGRATING MACRO SKILLS IN MOTHER TONGUE LESSON

1. Speaking- skills are one of the most important

skills we learn, as they allow us to communicate
with others and express our thoughts and
feelings. Speaking skills can be separated into
formal and informal speaking skills, and we use
both types of speaking skills in a variety of contexts
throughout life.