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MOTHER TONGUE BASED-

MULTILINGUAL EDUCATION
(MTB-MLE) T
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MOTHER TONGUE BASED-

MULTILINGUAL EDUCATION
(MTB-MLE) T
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Basic Terminologies A

S
One’s native language, the language learned by children and passed from one
Mother tongue generation to the next.
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Education A field of study dealing with methods of teaching and learning.

Bilingual The use of two lanuages.

Multilingual The use of two or more languages

Diversity The inclusion of different types of people in a group.

Is usually defined as the ability to read and write, or the ability to use
Literacy language to read, write, listen, and speak.
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What is Language?
Language is the key to
communication. It can provide
bridges to new opportunities, or
build barriers to equality. It
connects, and disconnects. It
creates unity, and can cause
conflict.

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 MTB-MLE W
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o The DepEd Order No. 74 s. 2009 institutionalized Mother Tongue-Based

Multilingual Education nationwide and mandated the use of the learners’ mother
tounge in improving learning outcomes from Kindergarten to Grade Three. It shall
r be implemented in all public and private schools, specifically in Kindergarten,
Grades 1, 2 and 3 as part of K to 12 Basic Education Program. The MTB-MLE is
implemented in two modes.

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MTB-MLE
o Mother Tongue Based-Multilingual Education (MTB-MLE) policy in the
Philippines involves implementation of local mother tongues as the language
of instruction in Kindergarten to year three (K -3), with the official languages
(Filipino and English) being introduced as the language of instruction after
grade three.

o MTB-MLE enables students from non-dominant language communities to

build a strong educational foundation in the language they know best – their
MT or first language (L1) – and a good bridge to the official language – the
school L2 – and other languages of learning (L3, L4, etc.) and then encourage
them to use both/all their languages for life-long learning.

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 LANGUAGES CONSIDERED BY DEPED IN ITS MTB-MLE
IMPLEMENTATION
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1.
2.
ILOKO
PANGASINAN K
3. KAPAMPANGAN
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4. TAGALOG
5. BIKOL
6. WARAY
m
7. HILIGAYNON
8. CEBUANO
9. MERANAO
10. CHAVACANO
11. MAGUINDANAON
12. TAUSUG
 L1-based multilingual education thus has three basic purposes:

o To ensure that all learners will understand the benefit from literacy and
Q content learning.
h
o To valorize and build upon local community languages, culture and
identity so that individual and group constitutional rights are respected
and education is made relevant to the needs of learners, their
communities.
o To facilitate the learning of additional languages, using an additive
multilingual approach.

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MTB-MLE PROVIDES
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Prior Strong
Scaffolding knowledge bridge HOTS
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o SCAFFOLDING – In L2 teaching, the L1 is used to support learning when the L2 is not

sufficiently develop 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.

o 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.

o STRONG BRIDGE – MTB-MLE provides a good bridge to listening, speaking, reading, and
writing the L2s of the classroom using sound educational principles for building fluency and
confidence in using the other language for lifelong learning.

o HOTS – The knowledge, skills, attitudes and values gained through the mother tounge better
support learning of other languages and learning through other languages later.
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The Eight Guiding Principles in Teaching and Learning in MTB-MLE as

stipulated in K to 12 Mother Tongue Curriculum Guide:

1. Known to the unknown

2. Language and academic development
3. Cognitive development
4. Discovery learning
R 5. Active learning
n 6. Meaning and accuracy
7. Language learning or language transfer
8. Affective component: valuing the home language/culture

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The Eight Guiding Principles in Teaching and Learning in MTB-MLE as stipulated in K to 12 Mother
Tongue Curriculum Guide:

1. Known to the unknown

o Learning requires meaning. We learn when we use what we already know to help us understand what is
new. Another premise to this first principle is that second language learners use what they know in their own
language to help develop other languages. This positive transfer effect has been found to be significant in
reading.

R 2. Language and academic development

o Learners who were found to have well developed skills in their first language have been shown to acquire
additional languages more easily and fully and that, in turn, has a positive impact on academic achievement.
n
3. Cognitive development
o The use of the learners’ home language in the classroom promotes a smooth transition between home and
school. It means that learners get more involved in the learning process and speeds up the development of
literacy skills.

o
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The Eight Guiding Principles in Teaching and Learning in MTB-MLE as stipulated in K to 12 Mother
Tongue Curriculum Guide:

4. Discovery learning
o Learning something new is easy if it is anchored to what is known. Reading in the first language is faster
because what has been experienced through listening and speaking will simply be seen in print.

5. Active learning
R o Peer interaction is the best means for learners to think-talk together creatively to solve problems. Purposeful
talk allows them to make sense of new ideas and information and what better means to do it than in the first
n language.

6. Meaning and accuracy

o Successful language learning involves listening, speaking, reading and writing activities meaningfully and
accurately.

o
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The Eight Guiding Principles in Teaching and Learning in MTB-MLE as stipulated in K to 12 Mother
Tongue Curriculum Guide:

7. Language learning or language transfer

o We learn a new language best when the learning process is non-threatening and meaningful and when we
can take small steps that help us gain confidence in our ability to use the language meaningfully.
R
8. Affective component: valuing the home language/culture
n o Valuing students with talents in their home language more powerfully enables learning than just valuing
learners of English whose home language is irrelevant to academic success

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 MODELS OF MTB-
MLE
A k

W In this model, the mother tongue is used

exclusively as the medium of instruction
in the early years of schooling. Other
languages, such as the national or
Submersion Model
international language, are gradually
introduced as subjects or mediums of
instruction as students progress through
the grades.

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 MODELS OF MTB-
MLE
A k

This model starts with the use of the

W mother tongue as the primary medium of
instruction in the early grades, gradually
Transitional
transitioning to the use of a second
language, such as the national or
Bilingual Education
international language, alongside the Model
mother tongue as students advance
through the grades. The goal is for
students to become proficient in both
languages by the time they complete
their schooling.
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 MODELS OF MTB-
MLE
A k

W This model aims to maintain and

develop proficiency in both the mother
tongue and a second language Maintenance
throughout the schooling process. Both
Bilingual Education
languages are used as mediums of
instruction across different subjects, with
Model
equal emphasis given to the development
of proficiency in each language.

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 MODELS OF MTB-
MLE
A k

W Also known as dual-language

immersion, this model brings together
students from different linguistic
backgrounds, with instruction delivered
Two-Way
in both languages (e.g., the majority Immersion Model
language and a minority language)
throughout the schooling process. The
goal is for all students to become
bilingual and biliterate.

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 MODELS OF MTB-
MLE
A k

W In regions with significant linguistic

diversity, this model involves
implementing MTB-MLE programs that
are tailored to the specific linguistic Localized MTB-
contexts of individual communities. It MLE Model
emphasizes the use of local languages as
mediums of instruction, drawing on the
linguistic resources within the
community.

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 MODELS OF MTB-
MLE
A k

W This early childhood education model

involves creating language immersion
environments where young children are Language Nest
exposed to their mother tongue through Model
informal, play-based activities. It focuses
on fostering language proficiency and
cultural identity from an early age.

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 K g OF MOTHER TONGUE BASED-MULTILINGUAL
BENEFITS
EDUCATION
ASPECTS OF BENEFITS
DEVELOPMENT
LANGUAGE The macro skills in communication are
developed for effective meaning-making and
accuracy.
COGNITIVE School children in the early years learn
beyond the who, what, when, and where and
progress to higher order thinking skills.
ACADEMIC Learners are able to process instruction easily
without doing mental translation.

SOCIO-CULTURAL The daily experiences of the learners are

included and developed in the various
X
concepts in thev curriculum. d
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v X d