ROMBLON STATE UNIVERSITY

San Agustin Campus

Cabolutan, San Agustin, Romblon

COLLEGE OF EDUCATION
1st Semester, S.Y. 2020 – 2021

MODULE
in

Content and Pedagogy

in the
Mother Tongue

RONNAH M. CAWALING, LPT

SHALOM F. MABUNGA, LPT
Course Facilitator
MTB-MLE – Content and Pedagogy
in the Mother Tongue
- This course includes both the content and pedagogy of the
mother tongue. The subject matter content includes the structure of the
mother tongue as a language, methods and techniques of teaching the
language, development of instructional materials.

RONNAH M. CAWALING, LPT

SHALOM F. MABUNGA, LPT
Course Facilitator
 INTRODUCTION
This course aims to equip the students in BEED program a strong
background which includes both the content and the pedagogy of the mother tongue. The
subject matter content includes the structure of the mother tongue, methods techniques of
teaching the language, development of instructional materials and assessment.
COURSE OUTCOMES
At the end of this module, the students are expected to explain the K to 12 Content
and Pedagogy of the Mother Tongue conceptual framework; compare and contrast Spiral
Curriculum from the conventional sequencing of the curriculum topics; describe how
Content and Pedagogy of the Mother Tongue concepts are spiraled in the elementary level;
compare and contrast the suggested approaches/ techniques in teaching basic Content and
Pedagogy of the Mother Tongue from each other; explain the applied framework in
assessing students’ level of cognition of basic Content and Pedagogy of the Mother Tongue
concepts; demonstrate knowledge of the importance of Teaching Elementary School
Subjects specifically in Teaching of Content and Pedagogy of the Mother Tongue teachers
and students; critically analyze the concepts, scope and theories that govern the process of
Teaching Elementary School Subjects specifically in Teaching Content and Pedagogy of the
Mother Tongue; use the principles of functions of Teaching Elementary School Subjects
specifically in Teaching Content and Pedagogy of the Mother Tongue to ensure a safe
learning environment in school; identify and apply different tools of data collection in
different situations; select and apply appropriate teaching strategies and techniques to
improve the student learning and skills.

The Author

RONNAH M. CAWALING, LPT

SHALOM F. MABUNGA, LPT
Course Facilitator
M
O
D TOPIC INTRODUCTION:

U This module is all about the K to 12 Curriculum of the Mother Tongue Education and the internal and
external process of the paradigm of the MTB-MLE Framework.
L
E LEARNING OBJECTIVE:

1 At the end of this module, the students are expected to:

 Explain the k to 12 Content and Pedagogy of the Mother Tongue Education Curriculum

LEARNING OUTCOMES:
At the end of this module, the students should be able to:

 Identify the internal to external process of the paradigm of the MTB-MLE Framework
 Write a content analysis pertaining to the Content and Pedagogy of the Mother Tongue Education
Curriculum.

A. K to 12 CURRICULUM OF THE MOTHER TONGUE EDUCATION

OVERVIEW OF THE TOPIC
In the Philippines, the shift to the native language as medium of instruction started with the Lingua Franca Education Project through
DECS Memo 144, s. 1999. The Mother Tongue-Based Multilingual Education (MTB-MLE) policy is the continuation of this project. This MTB-
MLE approach is based on the premise that in order to be academically competent, a student must have a strong grasp of his native tongue or
first language (L1). This means that instruction should start from where the learners are and what they already know. Building a strong L1
foundation of younger generations will scaffold a solid bridge for them to learn their second language (L2). Consequently, Section 4 of Republic
Act 10533, otherwise known as “An Act of enhancing the Philippine Basic Education System by strengthening its curriculum and increasing the
number of years for Basic Education, appropriating funds therefore and for other purposes”, provides that:

“Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the
formative years of learners.”(DepEd Order No. 31 s. 2013).”

The learners gradually learn how to communicate globally through the different stages of becoming multi-lingual. First, the learner
acquires his/her mother tongue and this is classified as L1 or first language. Second, the learner adopts his/her national language or second
language and this is classified as L2. Third, he/she learns the languages of the other places within his/her country and languages of other
countries such as English in order to become globally competitive and this is classified as L3.

One of the influences of Americans to Filipinos is the use of English as medium of instruction in the school which have been
maintained to the present in the Philippine educational system. Towards this goal, Filipinos were bound to learn English language when the
Americans took over the government of the Philippine Republic. The spirit of using the mother tongue of Filipinos in the classroom became
insignificant. To cope with the standard of learning with the use of English as medium of instruction, pupils are trained to speak English in the
classroom.

RONNAH M. CAWALING, LPT

SHALOM F. MABUNGA, LPT
Course Facilitator
 INTRODUCTION
Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner program for education as a salie
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.”

MTBMLE 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 solid 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 th basic wh-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.

With the end goal of making Filipino children lifelong learners in their Li (MT), L2 (Filipino, the national language), and L3 (English,
the global language) the learners are more that prepared to develop the competencies in the different learning areas. This will serve as their
passport to enter and achieve well in the mainstream educational system and in the end, contribute productively to their community and to the
larger society as well as Multilingual, Multiliterate, and Multi-Cultural Citizens of the country.

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.

o As learners articulate their thoughts and expand ideas, both language and critical thinking are strengthened. MTBMLE
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. 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.

RONNAH M. CAWALING, LPT

SHALOM F. MABUNGA, LPT
Course Facilitator
• 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 .

The following standards illustrate teaching for meaning and accuracy:

Story track Primer track

Focus on meaning Focus on correctness

Listening Listen in order to understand, think Recognize and distinguish sounds;

critically respond creatively recognize parts of words

Speaking Speak with understanding, to Use correct vocabulary, pronunciation,

communicate knowledge, ideas, grammar
experiences

Reading Read with understanding to apply, Decode by recognizing parts of words,

analyze, evaluate, and to create new sentences
knowledge

Writing Write to communicate knowledge, ideas Form letters properly and neatly; spell
experiences, goals words accurately; use correct grammar

Viewing View in order to understand, think Recognize and distinguish print and non-
critically respond creatively materials and be able to critic the
materials objectively.

RONNAH M. CAWALING, LPT

SHALOM F. MABUNGA, LPT
Course Facilitator
MODULE 1: ASSESSMENT IN LESSON 1!

Directions: Write a content analysis pertaining to the Content and Pedagogy of the Mother Tongue Education Curriculum.

TEST A

CRITERIA RATING

CONTENT (40%) – The information’s are orderly, neatly, properly, and creatively
written in an answer sheet.

Grammar and Spelling (30%) – Correct spelling without grammatical errors.

Legibility of Output (30%) – No plagiarism.

TOTAL RATING: 100%

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RONNAH M. CAWALING, LPT
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SHALOM F. MABUNGA, LPT
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Course Facilitator
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RONNAH M. CAWALING, LPT
SHALOM F. MABUNGA, LPT
Course Facilitator
MODULE 1: ASSESSMENT IN LESSON 1!

Directions: Identify the internal to external process of the paradigm of the MTB-MLE Framework.
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TEST B
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CRITERIA RATING
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CONTENT (40%) – The information’s are orderly, neatly, properly, and creatively
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written in an answer sheet.
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Grammar and Spelling (30%) – Correct spelling without grammatical errors.
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Legibility of Output (30%) – No plagiarism.
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TOTAL RATING: 100%
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RONNAH M. CAWALING, LPT
SHALOM F. MABUNGA, LPT
Course Facilitator
 REFERENCES:

 Alberta Education, The Common Curriculum Framework for English Language Arts Kindergarten to
Grade 12 Western Canadian Protocol for Collaboration in Basic Education,
(Manitoba: Alberta Education, 1998)

 Caguioa, S. B. (2013) Narrative Report on Mother Tongue Based – Multilingual Education

 Department of Education (DepEd) order No. 31 series of 2012.

 Department of Education (DepEd) Order No. 31 series of 2013.

 Malone, Susan, Manual on MTB-MLE (Community-Based Program), (Switzerland: UNESCO, 2006)

RONNAH M. CAWALING, LPT

SHALOM F. MABUNGA, LPT
Course Facilitator