Republic of the Philippines

Iloilo Science and Technology University

Miagao Campus
Miagao, Iloilo

EED 119

INTRODUCTION
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 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 students learning across
subject areas or discipline.

UNIT I. MOTHER TONGUE -BASED MULTILINGUAL EDUCATION

Lesson 1: What is MTB-MLE?

The digital natives, otherwise known as Generation Z, are those born between the years 1994-
2004. And you are definitely one of them!
You were born with and into the comfort and complexity of technology. Interaction for you means
connecting through social media, while communication is coursed through an account that could be totally
divorced from who the real person is. Your generation is highly reliant on technology to the point that some
would opt to live a sedentary life without recognizing the down sides of it. On the other hand, you are also
recognized as a creative and collaborative generation that can contribute highly when you join the
workplace.
While our knowledge on Generation Z is still a work in progress, through the lens of education, we
can safely say that the world you are growing up in is more comprehensible. It is the day and age when the
challenge of education is to prepare the forthcoming generation of learners to rave constant change and
the challenges of the world. Education is not just simple a transfer of concepts and rote memorization, yet it
is the readiness and capability to operate, compete and survive. More so, education is all about learners
who think outside the box, employ higher order thinking skills, analyze, troubleshoot, make decisions, and
solve problems.
Cross out the language/s that you and your classmates speak.

LANGUAGE
Ybanag Tagalog Surigaonon Yakan
BINGO
Ivatan Kapampangan Maranao Tausug
Iloko
Bikol Pangasinense Maguindanaoan Hiligaynon
Cebuano
Chabacano
Sambal aklanon Kinaray-a Waray
What are the most
common languages spoken/used
We thrive Where
by your classmates? in a bilingual,
do or even in a multilingual, world. This is the rationale why Mother Tongue,
Filipino, and English follow a unified frame-work which allows easy transition from acquiring and learning
one language to another. Republic Act 10533” Enhanced Basic Education Act of 2013” has highlighted the
reality and relevance of Mother Tongue-Based Multilingual Education (MTB-MLE). The implementation of
the K to 12 Basic Education Program puts high premium on the learner’s mother tongue and other
languages used in the classroom. The Department of Education refers to Mother Tongue-Based Instruction
through DO # 74 s. 2009.
 The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are at and from what they already know,
proceeding from the known to the unknown. Instructional materials and capable teachers to implement the
MTB-MLE curriculum shall be available.
In support of MTB-MLE, in 2013, DepEd issue DO #28, s. 2013 – Additional Guidelines to DepEd
Order No. 16, s. 2012 (Guidelines on the Implementation of the Mother Tongue-Based Multilingual
Education MTB-MLE).
Reality dictates that learners learn best when they are able to understand and express in the
language they grew up speaking from childhood. Thus, they are able to build a strong scaffold in terms of
comprehension, construction, and communication. Moreover, research stresses that children with a solid
foundation in the language they grew up speaking or their mother tongue develop stronger literacy abilities
in the school language.
Language is the basis of all communication and the primary instrument of thought. Thinking,
learning, and language are interrelated. Language is governed by rules and systems (language
conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending
experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is
central to the peoples’ intellectual, social, and emotional development and has an essential role in all key
learning areas (English Curriculum Framework: Australia, 1998).
Language is the foundation of all human relationships. All human relationships are established on
the ability of people to communicate effectively with each other. Thoughts, values, and understandings are
developed and expressed through language. This process allows students to understand better the world
in which they live and contribute to the development of their personal perspectives of the global community.
Therefore, proficiency in the language enables people to access, process, and assess information, to
engage with the wider and more diverse communities, and to learn about the role of language in their own
and other cultures (Malone,2006).
Language acquisition (a natural process and involves “picking up” language in a nonconscious way
through exposure to language, not by studying it) and language learning (is conscious, intentional, involves
study and pays attention to grammar rules) is an active process from cradle to grave, and continues
throughout life. It is continuous and recursive throughout students’ lives. Students enhance their language
abilities by using what they know in new and more complex contexts and with increasing sophistication
(spiral progression). They reflect on and use prior knowledge to extend and enhance their language and
understanding. By learning and incorporating new language structures into their repertoire and using them
in a variety of contexts, students develop language fluency and proficiency. Positive learning experiences in
language-rich environments enables students to leave school with a desire to continue to extend their
knowledge, skills, and interests (Cummins, 1991).
Armed with the capability to read in their mother tongue, learners are able to cross over and read in
other languages. This bridge then enables the learners to use both or all their languages for success in
academics and most of all for lifelong learning.
Having the end in mind of instilling lifelong learning over and above academic excellence in Filipino
learners, language learning in mother tongue (L1), in Filipino (L2- the national language), in English (L3-
the global language). And the possibility of a foreign language (L4), equips the learners to be more than
prepared to develop the competencies in the different learning areas they will hurdle.
 Lesson 2: Why MTB-MLE?

Decide whether you:

 Strongly agree
 Agree with Reservations
 Somewhat undecided and most likely can be swayed to either side
 Strongly Disagree
Prepare to share your answer and your justification to the class.
1. Language is an invention of groups of people in order to communicate effectively with each other in their
local/particular community. Cite an example.
2. Language represents concepts that are particular to a specific culture.
3. Language represents the people, the culture, history, and heritage.
4. When we accept the language, we accept the culture.
5. Most language environment has words that are specialized and are used only in those environment.
6. Age does not really determine difference in language style.
7. The structure of language affects the way in which its respective speakers conceptualize their world or
otherwise influences their cognitive process.
8. New meanings are continually created as people change their ideas, feelings, and activities.
9. As people think, read, travel, make friends, and experience life, the associations and connections that
words have for these people change.
10. Language determines how one thinks and processes information.

Read the text below and answer the questions that follow.

Second language learning

If you look in the dictionary to find the meaning of the word “acquisition”, you will find it
defined as something like “the process of learning skills or getting knowledge.” So, what then is
“language acquisition” and how is language different from “language learning”?
Some theorists believed that there is a difference between learning and acquisition and
that the difference is this: language learning is a conscious or intentional process which may
involve studying the language, paying attention to grammar rules and possibly following a
course of instruction. Language acquisition, on the other hand, is considered to be a natural
process and involves “picking up” language in a nonconscious way through exposure to
language, not by studying it.
Children “acquire” their first language and get to know its rules through exposure and by
being exposed to examples of the language and by using it. This is part of the theory of “first
language acquisition.”
 “Second language acquisition” is the process, and the study of the process, by which
people learn a language that is not their native language. This is fairly new field of study and
there are still many questions to answer about how languages are learnt. However, teachers
and theorists believe that we do learn a second language by “acquiring” or “picking up”
language, but there are some important considerations for second language learners.
Second language learners acquire language through exposure to many different
examples of the language, by reading it and by hearing it in their environment. We listen and
read and develop an understanding of language over a period of time before we eventually
use it ourselves. The period, when learners are taking in language, processing it and perhaps
silently practicing it, is known as the “silent period” and is thought to be an important state in
language acquisition.
Once we use the language, it is important that there is an opportunity for interaction
so we can use the language, to experiment, to make the language work in communication.
The final consideration is the need for a focus on form. Second language learners
need to focus on the language, to analyze and identify it and practice it. Teachers and
learners will also want to look at correcting mistakes so that learners can think about rules
and exceptions to rules.

1. In your own words, differentiate language acquisition from language learning.

2. what theory of language learning is discussed in the text?
3. Does the theory avoid the teaching of grammar completely? Justify your answer.
In this lesson, it is important that you fully understand how we ended up adopting the MTB-MLE. It all
began with the lingua Franca Education Project (LFEP) where:

 the Department of Education, Culture and Sports embarked on a pilot study called Lingua Franca
Education Project in SY 1999-2000 which was aimed to define and implement a national bridging
program from the vernacular to Filipino, and later English to develop initial literacy for use in public
schools. Through the bridging program, an alternative curriculum will be used in acquiring basic
literacy and numeracy skills with the local lingua franca as the language of instruction.
 the pilot study involved two grade 1 classes from each of the 16 regions. One was the experimental
class and the other the control class.
 two grade 1 teachers from each of the experimental schools, together with the principal, underwent
training before the pilot study. One teacher handled the Grade 1 experimental class while the other
taught the alternate class.
 The Lingua Franca used in the pilot study were as follows:
Regions I, II, CAR -Ilocano
Regions III, IV, V, VI, XII ARMM, NCR – Tagalog
Regions VII, VIII, IX, X, XI, CARAGA – Cebuano
Since the Lingua Franca Education Project (LFEP) DECS Memorandum No. 144 s. 1999, Mother
Tongue-Based Multilingual Education Program is the most vital reform for the country’s basic education
and school system as a whole. The lessons from the findings of various international and national studies
on language used in education undertaken by UNESCO are one in affirming the benefits and relevance of
MTB-MLE which are in conformity with the recommendations given by the Basic Education Sector Reform
Agenda (BESRA) to improve learning outcomes and promote Education for all (EFA).
As research shows, (Dutcher, 1994: Tucker, 1998; Klaus, 2001: Thomas, 2002; Dekker and Young,
2007; Durnnian, 2007; UNESCO,2007 b; Dekker, Duquiang, 2008; Noorlander & Van, 2008), quality occurs
most effectively when the mother tongue, the learner’s home language, is used for initial learning - … the
first language is the language of leaning. It is by far the easiest way for children to interact with the world.
And when the language of learning and the language of instruction do not match, learning difficulties are
bound to follow (World Bank. 2006, page 4).
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
 Prior Knowledge
 Cognitive Development and Higher Order Thinking Skills (HOTS)
 Strong Bridge
 Scaffolding
 Teaching for Meaning and Accuracy
 Confidence Building and Proficiency Development for Two or More Languages along the Macro
Skills of Communication
You may have been learning about MTB-MLE and its value, but it is also important that early on,
you are exposed to the problems and challenges that it has been facing these past years.

Lesson 3: Content of the MTB-MLE

What is a curriculum framework?

A framework, when used in any context, implies a means of organizing and managing
content in systematic ways. 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.

https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-CG.pdf
Note: The following questions are to be discussed during asynchronous class and prepare for a class
discussion.
1. What are the current and relevant issues in relation to our Philippine curriculum?

2. With the curriculum framework shown above, do you think these issues will be addressed?

3. What are the teaching and learning priorities of the framework that set the foundation of the
framework?

4. How is content organized in the curriculum framework?

Comprehension Questions:
1. What needs to be improved with the curriculum framework of MTB-MLE (if any)?
2. How does the MTB-MLE curriculum support/complement (or contradict) first and second language
acquisition theories?
3. If you will be given the chance to improve the framework, hat changes will you incorporate? Try to re-
create the MTB-MLE framework based on your suggestions.

Lesson 4: Constructivist Theory in Teaching the Mother Tongue

Your fundamental responsibility as a teacher is to guarantee that learning takes place in your
classroom. As a teacher, given this task, it is requisite that you have basic knowledge of how students
learn. There is a number of learning theories that demonstrate how individuals, especially young
learners, learn. The five major learning theories are listed below.
a. Behaviorism_______________________________________
b. Cognitivism________________________________________
c. Constructivism_____________________________________
d. Humanism_________________________________________
e. Connectivism ______________________________________
Note: Your task is to find a basic description of each learning theory. Share your answers during
asynchronous class.
Take time to read the information below about constructivist learning theory, the learning theory
being championed by the Mother Tongue curriculum.
Constructivist Learning Theory
Jean Piaget and Lev Vygotsky are two most recognized pillars of constructivist learning theory. Both
puts high premium on how children acquire and construct meaning, however, unlike the behaviorists,
both Piaget and Vygotsky do not view children as empty vessels (tabula rasa) waiting to be filled by an
expert and learned adult. Constructivists argue that children are performed to learn and acquire
language as they go through different developmental stages.
Jean Piaget (1896-1980) argues that children are active learners who construct meaning from their
environment. Piaget is the proponent of cognitive developmental theory that explains the
interconnectedness of knowledge acquisition and language acquisition through qualitative changes of
their mental processes as they develop (Crystal, 1987; Schickendanz, 1993; Vasta et al, 1999). He
views children as active learners, constructing knowledge over time, as they interact with their
environment through developmental sates.
“constructivism” has been a byword in education for generations, applied both to learning theory
and epistemology – both on how people learn and the nature of knowledge. We do not need to adhere
of it is simply a new fad, but we need to think about our work in relation to theories of learning and
knowledge. So we need to ask: what is constructivism, what does it have to tell us that is new and
relevant, and how do we apply it to the universe of MTB-MLE? As they say, it will not take rocket
science to understand and employ constructivism. There is nothing dramatically new in constructivism:
the core ideas expressed by it have been clearly enunciated by John Dewey among others.

Constructivist’s perspective of language acquisition is generally centered on brain development.

Hung (1965) in Schickendanz (1993) provides a summary of Piaget’s Stages of Cognitive Development
and how children construct knowledge and acquire a language.

Lev Vygotsky’s emphasized that private speech, of children talking to themselves, for turning shared
knowledge into personal knowledge (Slavin, 1997). Vygotsky proposed that children incorporate the
speech of others and then use that speech to help themselves solve problems (Slavin, 1997).
Vygotsky’s theory implies that cognitive development and the ability to use thought to control one’s own
actions require first a mastery of cultural communication systems and then learning to use these
systems to regulate one’s own thought processes (Slavin, 1997, Crystal, 1987).

If Piaget’s view of learning and language acquisition is centered on the children’s changes of logical
thinking through stages based on maturation and experience. Vygotsky’s view is centered on the role of
culture and social interactions of children with other children and adults in the environment. Vygotsky
even argued that children’s speech is a major tool in their development of thinking.

What is meant by constructivism? The term refers to the idea that learners construct knowledge for
themselves – each learner individually (and socially) constructs meaning – as he or she learns.

Does it actually make any difference in our everyday work whether deep down we consider
knowledge to be about some “real” world independent of us, or whether we consider knowledge to be of
our own making?

If we believe that knowledge consists of learning about the real world out there, then we endeavor
first and foremost to understand that world, organize it in the most rational way possible, and, as
teachers, present it to the learners. This view may still engage us in providing the learner with activities,
with hands-on learning, with opportunities to experiment and manipulate the objects of the world, but
the intention is always to make clear to the learner the structure of the world independent of the learner.
We help the learner understand the world, but we do not ask him to construct his own world.

As future educators/teachers it is our responsibility to inform our students of what the truth is, it is
our duty to let them know of what the: “real world” is out there.

Let us not fret and be frightened by his great responsibility for we are not left alone in this task, there
are guide posts that are laid out for us to consider.

1. Learning they say is from womb to tomb, from cradle to grave, and from navel to gravel. Learning
is not just pure absorption process of what is transferred directly from one vessel to another. Hence, it is
a process of learning by doing wherein the active engagement of the learner in the process makes it an
effective one.

2. learning is a web process, as a learner is engaged in learning, in the process of it all, implicitly,
the learner also learns other concepts or procedures related to what is being learned explicitly.
 3. Taking if from John Dewey’s reflective activity, learning is a mental process that involves actual
doing and reflective action. Reflective action gives the learner a chance to note the significance and
connection of the whole process.

Once a learner is able to define a concept in his own terms we can safely say that learning took
place. This is why we are always reminded to focus on the learner in the process of learning and not on
the learning area or subject/lesson. We have to put premium on the students’ interest and ability, and
where they are at in the process of learning. We have to note also that part of the learning process is
attributed to the experiences gathered by the learners in their own community. If we will fully accept the
constructivist point of view, we are reminded that knowledge is not just simply “out there” divorced from
the knower, but a complete process of learning by doing and reflecting. It is both a personal and social
process, learning does not take place if we do not open ourselves to the world around us.

Comprehension Questions:

1. How do learners learn in a constructivist approach to teaching and learning?

2. What do you think are the gains of adopting a constructivist learning theory in classroom instruction?

3. Can you think of any challenge/s encountered by teachers in implementing a constructivist approach
in curriculum and pedagogy?