MTB-MLE: Content and
Pedagogy for the Mother Tongue
Study Guide No. 3 - Legal Bases of
MTB-MLE
Bacolod City College
College of Education
Course Description
• This course includes both the content and the
pedagogy of the mother tongue as well
• as its underlying theoretical assumptions and
frameworks that support its being a
• foundation for learning of the additional
languages of Filipino and English and
• developing stronger literacy skills of learners.
The subject matter content includes the
• structure of the mother tongue as a language,
literature in the mother tongue, methods
Intended Learning Outcomes
• After learning this module, students can:
• 1. Trace the legal and educational arguments
for MTB-MLE program implementation in the
• Philippines.
• 2. Discuss the role of teachers and the
necessary competencies to ensure the
successful
• implementation of the program.
Legal Bases and Definitions
• Legal basis refers to the foundation or
framework upon which laws and regulations
are established
• and implemented. It provides the authority
and justification for the existence and
enforcement of legal
• rules and policies. The legal basis can vary
depending on the specific context and
jurisdiction.
History of Language Instruction
• The document divides the history of the
Philippine education into five periods:
• 1. Period of Orientation and Organization with
Spanish and American regimes – Act No. 74
• established a Department of Public
Instruction.
• 2. Period of the Commonwealth –
Filipinization of the educational system.
• 3. Period of the Japanese regime – the
Department of Education and Culture was
Major Policies and Studies
• Key studies and policies shaping MTB-MLE:
• - Monroe Survey (1924-1925) - Analyzed
language barriers in education.
• - 1935 Constitution - Established the
foundation for a national language.
• - Educational Act of 1940 - Shortened
elementary education and mandated language
teaching policies.
• - 1948 Joint Congressional Committee on
Education - Recommended different types of
DepEd Orders & Policies
• DepEd Order #74 s. 2009 – Institutionalizing
the Use of MTB-MLE.
• This order mandated the use of mother
tongue as the medium of instruction from
Kindergarten to Grade 3.
• R.A. 10157 – The Kindergarten Education Act
of 2012 emphasized using the mother tongue
in Kindergarten.
• DepEd Order No. 16, s. 2012 and DepEd Order
No. 28, s. 2013 further reinforced MTB-MLE
Role of Teachers in MTB-MLE
• The success of MTB-MLE depends on teachers
who must understand specific pedagogical
approaches.
• Teachers must:
• 1. Start with what students already know—
their language and culture.
• 2. Develop oral and written skills in the
mother tongue before transitioning to other
languages.
• 3. Adapt their teaching strategies based on
Teacher Competencies and
Challenges
• Teachers must be proficient in the languages
of instruction. Challenges include:
• - Difficulty explaining complex concepts in an
unfamiliar language.
• - Limited ability to foster deeper discussions.
• - Possible miscommunication between
teachers and students.
• - Slower learning progress.
• - Frustration for both teachers and students.
Assessment Tasks
• Activity 1: With a timeline graphic organizer,
trace the national and educational history of
the
• language of instruction in the Philippines. Use
proper citations.
• Activity 2: Create an editorial cartoon
depicting an MTB-MLE teacher. Illustrate their
role and necessary competencies.
• Scoring rubrics will be provided for
assessment.
References
• - Alcudia, F., et al. (2016). Mother Tongue: for
Teaching and Learning. Quezon City, Metro
Manila. Lorimar Publishing, Inc.
• - Giron, P., et al. (2016). Teaching and Learning
Languages and Multiliteracies: Responding to
the MTB-MLE Challenge. Lorimar Publishing,
Inc.
• - Lim, JM., et al. (2020). A Course Module for
Content and Pedagogy for the Mother Tongue.
Rex Printing Company, Inc.
