SAINT MARY’S UNIVERSITY Inspired by mission,

Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

Mother Tongue Based Multilingual Education: Module

Its Implementation in the Basic Education
Curriculum 3
Lesson 1: The Mother Tongue Based Multilingual Education (MTB-MLE)

Learning Outcomes:
At the end of the module, the students would have:
1. explained the meaning of Mother Tongue Based Multilingual Education
(MTBMLE);
2. enumerated the underlying objectives, relevance, benefits and educational
components of MTBMLE;
3. discussed the essential requirements for a strong MTBMLE program.

(MTBMLE);
4.

One of the salient parts of the implementation of the K to 12 Basic Education Program is the
introduction of Mother Tongue- Based Multilingual Education (MTB-MLE) specifically in
Kindergarten, Grades 1, 2 and 3 to support the goal of “ Every Child- A- Reader and A –Writer” by
Grade 1.
Mother Tongue Based-Multilingual Education (MTB-MLE) has carved its niche as a
practical and effective approach in the educational landscape. Under the MTB-MLE program, 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.
This module will give you a comprehensive content knowledge about MTBMLE, its purposes
and benefits and the fundamental requirements in order to have a strong MTBLE program.
As a preservice teacher, you also need to learn and use the mother in the lower primary
grades in school and understand why the Department of Education require schools to use the mother
tongue as a subject and as language for teaching and learning from Kindergarten up to grade 3.

1
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.
 SAINT MARY’S UNIVERSITY Inspired by mission,
Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

Key Terms

LOI means language of instruction. It is also called MOI or medium of

instruction
Mother tongue refers to the language first learned by a child.
Mother language or first language (L1) refers to language or languages first
learned by a child, which he/she identifies with, is identifies as a native
language user of by others, which he/she knows best, or uses most.
Regional or native language refers to the traditional speech variety or variety of
Filipino language existing in a region, area or place
.

What is MTB-MLE?
Listen carefully to Dianne Dekker, one of the main proponents of MTBMLE, during her
interview as she expound the meaning, objectives, benefits and other related information regarding
MTBMLE. Afterwhich, you answer the questions that follow.

Episode 1
https://www.youtube.com/watch?v=sSZmZ0A3KDQ&list=PL_pg02_ku8RI3JztlpbmsFuWfZ
6j_p8q0&index=2
Episode 2
https://www.youtube.com/watch?v=SilJUF5OPUk&list=PL_pg02_ku8RI3JztlpbmsFuWfZ6j
_p8q0&index=3

1. What is meant by MTBMLE?

2. What are the objectives of MTBMLE?
3. What benefits can we achieve in the learning and use of the mother tongue?

2
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.
 SAINT MARY’S UNIVERSITY Inspired by mission,
Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

What is MTB-MLE
It is the effective use of more than two languages for literacy and instruction (DepEd Order
No. 74, s. 2009).
It starts from where the learners are, and from what they already know. This means learning
to read and write in their first language or L1, and also teaching subjects like mathematics, science,
health and social studies in the L1. The first language or L1 is defined by UNESCO as the language
that a person (a) has learned first; (b) identifies with or is identified as a native speaker of by others;
(c) knows best; or (d) uses most. Any language which is not an L1 is a second language (L2) or a
third language (L3) (Nolasco, 2015_).

What kind of learners does MTBMLE intend to produce? It aims to produce

Trivia learners who are:
 Multi-literate—they can read and write competently in the local
language, the national language, and one or more languages of wider
communication, such as English;
 Multi-lingual—they can use these languages in various situations;
 Multi-cultural—they can live and work harmoniously with people of
culture backgrounds that are different from their own.
Nolasco, 2015

Benefits and Relevance of MTBMLE

As recommended by empirical studies like the Lingua Franca Project and Lubuagan First
Language Component, they show that:
1. learners learn to read more quickly when in their first language (L1);
2. pupils who have learned to read and write in their first language learn to speak, read and
write in a second language (L2) and third language (L3) more quickly than those who are
taught in a second or third language first; and
3. in terms of cognitive development and its effects in other academic areas, pupils taught
to read and write in their first language acquire such competencies more quickly.

3
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.
 SAINT MARY’S UNIVERSITY Inspired by mission,
Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

Four Aspects of Development

The benefits of MTB-MLE implementation are along the following aspects: language
development, cognitive development, academic development and socio-cultural awareness (DepEd
order 16, s. 2012).
In terms of language development, education begins with the use of the first language of the
learners, a language that they understand; the macroskills in communication are developed for
effective meaning-making and accuracy (listening, speaking, reading and writing); school children
will have a good language bridge to the next language which is needed to succeed in school and for
lifelong learning and the first language that children master will provide a strong educational
foundation.

For the cognitive benefits, the first language becomes the language of thinking, doing,
applying and creating. School children in the early years learn beyond the who, what when, and
where and progress to higher order thinking skills because they use the first language
In the academic aspect, beginning school learners express themselves easily and freely,
school learners participate actively in class activities, learners are able to process instruction easily
without doing mental translation. Beginning school learners academically perform better than those
using the second or third languages. Parents are likely to participate in the children’s learning and
teachers can really scaffold the learning of children.
In terms of socio-cultural, school learners bring to the class prior knowledge, lived
experiences, language and culture, lessons which incorporate the best of cultural values in arts, music,
and literature, The daily experiences of the learners are included and developed in the various concepts
in the curriculum; learners preserve their heritage and culture.

4
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.
 SAINT MARY’S UNIVERSITY Inspired by mission,
Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

Educational components relevant to the implementation of the K to 12 Curriculum:

The MTB-MLE provides the following educational components relevant to the
implementation of the K to 12 Curriculum: (K to 12 Curriculum Guide, Department of Education)
1. 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.
2. 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.
3. 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. As
learners articulate their thoughts and expand ideas, both language and critical thinking are
strengthened. MTB-MLE 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.
4. Strong Bridge. MTB-MLE 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.

5. 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.
6. 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.

5
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.
 SAINT MARY’S UNIVERSITY Inspired by mission,
Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

Essential Components of Successful MTBMLE programs

To have a strong and sustained MTB-MLE implementation, Malone (2013) specified the
following as essential features:

(1) Preliminary research that provides information about language attitudes and uses,
community goals and needs, potential challenges to program implementation, and potential resources
to support the program; (2) Program planning that is based on a realistic understanding of local and
national contexts and on recognized good practices, takes into account potential challenges and makes
the best use of all resources; (3) Awareness-raising activities that generate interest and support for
the program locally and nationally—among language communities, NGOs, universities, government,
businesses—and internationally; (4) Recruitment and training that bring knowledgeable and respected
individuals into the program and provide the technical and other support they need to be effective in
their assigned tasks; (5) A process of developing and testing orthographies that are acceptable to
stakeholders and promote on-going reading and writing in non-dominant languages; (6) A process for
developing, testing and revising curriculum and instructional materials that are matched to
government competencies for each grade and adapted so they are appropriate in MTB MLE school
contexts; (7) A system for writing, illustrating, editing, evaluating, producing, storing, and
distributing reading materials for each grade of the program; (8) Monitoring and evaluation systems
that regularly provide information for strengthening the program and for reporting to stakeholders;
and (9) A political environment that supports the use of non-dominant languages in education;
cooperation among supporting agencies: government, NGOs, universities, and other institutions.

6
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.
 SAINT MARY’S UNIVERSITY Inspired by mission,
Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

Fundamental Requirements for a strong MTBMLE program ( DepEd Order 74, s. 2009)
1. A working orthography (alphabet and spelling) for the local language that is acceptable to the
majority of the stakeholders and promotes intellectualization of that language.
2. Development, production and distribution of inexpensive instructional materials with special
priority to beginning reading and children’s literature. As much as possible, the materials should
be original, localized in terms of people, events, realities and appropriate to the language, age
and culture of the learners.
3. The use of the learner’s first language (L1) as the primary medium of instruction fro` m pre-
school until at least Grade 3. It shall be the main vehicle to teach understanding and mastery of
the subjects.
4. Mother Tongue or the first language (L1) as a subject and a language for teaching and learning
will be introduced in Grade one for conceptual understanding.
5. The inclusion of additional languages such as Filipino or English and other local or foreign
languages shall be introduced as separate subjects in a carefully planned pacing programs.
6. In the secondary level, Filipino and English shall be the primary medium of instruction (MOI).
The learner’s L! shall still be utilized as an auxiliary medium of instruction.
7. Other than English, Filipino or Arabic for Madaris schools, the choice of additional languages
shall be at the behest of parents and endorsed by local stakeholders and as resources permit.
When the pupils are ready, Filipino and English shall be gradually used as MOI no earlier than
Grade III. However, L1 shall be effectively used to scaffold learning.
8. The language of instruction (teaching) shall also be the primary language for testing in all regular
school-based and system-wide examinations and in all international benchmarking and
assessment exercises. It shall be maintained that the focus of educational assessment shall be
specifically on the learner’s understanding of the subject content and not be muddled on
language testing.
9. There must be a continuing-in-service training (INSET) in partnership with MLE specialists on
the effective use of L1 as language of instruction (teaching) to facilitate reading, cognitive
academic language proficiency, and the development of cognitive and higher order thinking
skills (HOTS) of the learner. INSET shall likewise equip educators to develop cultural
sensitivity and enhance appreciation for cultural and linguistic diversity; and
10. ensuring critical awareness, maximum participation and support form the LGU, parents, and
community for the implementation of the language and literacy program strategy.

Let’s find out what we have learned. Answer the ten item with YES or NO.
1. Should teachers in K to Grade 3 learn the mother of the learners where they are teaching?
2. Is there a need for mother tongue orthography to begin teaching the mother tongue?
3. Should instructional materials used in K to Grade 3 be in the mother tongue?
4. Is the mother tongue a subject to be taught starting in Grade 1 to Grade 3?

7
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.
 SAINT MARY’S UNIVERSITY Inspired by mission,
Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

5. Is the mother tongue a language for teaching and learning from K to Grade 3?
6. Is the mother tongue the same as the first language or (L1?)
7. Does DepEd order 74, s. 2009 imply that future teachers should learn the what and the how in
teaching the mother tongue?
8. Will Mother Tongue be used as a medium of instruction in Science and Math in Grade 3?
9. In high school, if the students cannot express their understanding in English, can they use the
mother tongue to explain?
10. Do other countries use also the mother tongue as advocated by UNESCO to achieve
Education for all?

3 things I learned from this lesson

________________________________________________________________
________________________________________________________________
________________________________________________________________
2 things I will do to apply what I learned
__________________________________________________________
__________________________________________________________
1 question I have about the lesson
____________________________________________________

References:
Alcudia, F., Bilbao, P., Dequilla, M., Germinal, A., Rosano, D., & Violeta, M. (2016). Mother
Tongue: for teaching and learning. Metro Manila: Lorimar Publishing Inc.

Giron, P. R., Aguirre, R., Flojo, O.C., Guiterrez, M.M. & Llagas, A. T. (2016) Teaching and
learning languages ang mulitiliteracies: Responding to the MTB-MLE Challenge. Quezon
City: Lorimar Publishing, Inc.

Department of Education. (2009). Institutionalizing mother tongue-based

multilingual education (Order no. 74). Pasig City: Philippines: Author.

8
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.
 SAINT MARY’S UNIVERSITY Inspired by mission,
Bayombong, Nueva Vizcaya, 3700 Driven by Excellence

Department of Education. (2012). Guidelines on the implementation of the

mother tongue-based multilingual education (MTB-MLE) (Order no. 16). Pasig City,
Philippines: Author

Department of Education (2013). Additional guidelines to DepEd order no. 16, s. 2012
(Order No. 28). Pasig City, Philippines: Author

9
Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who may quote brief passages in a review.