Mother Tongue-Based Multilingual

Education Framework :

Its Implementation
in the Basic Education
Curriculum

Almondia, Jesa O.
 Learning Outcomes:
The students should be able to:
 Explain the basic elements of the MTB-MLE Curriculum
Framework.
 Apply the concepts and processes of the MTB-MLE
Curriculum Framework in teaching-learning situations.
 Demonstrate understanding of how the fourteen (14)
domains of literacy and their corresponding competencies
are highlighted in the MTB-MLE Curriculum.
 Discuss the effects of early or late language transfer.
MTB-MLE Curriculum Framework

 1999, Lingua Franca Education Project

(LFEP) and

 The Lubuagan Project (1999 to present)

Dutcher, 1994: Tucker, 1998: Klaus, 2001:

Thomas, 2002: Dekker and Young, 2007:
Durnnian, 2007: UNESCO, 2007: Duquiang,
2008: Noorlander and Van, 2008)
 MTB-MLE Curriculum Framework
POLITICAL-SOCIOLOGICAL FACTORS
ASSESSMENT and FEEDBACK
Life Long Learning (Communicative and Competence )
P P
C S E
U Second Language Development (Filipino and English)
Y D
L C A
T Academic Development (Math, Science, Arts, Social Science)
H G
U O O
R Cognitive Development (thinking, understanding, remembering) L G
A O I
L Mother Tongue as a Subject Mother Tongue as Language G C
(Grades 1-10) Of Learning (K, Grades 1, 2 @3) I A
C L
-Language Comprehension -Oral Competence A
-Reading Comprehension -Linguistic Knowledge L
-Critical Language use -Practice and Creative
-Critical Literacy Writing Competence @
The Mother Tongue Based—A Strong Foundation

LEARNING OUTCOMES STANDARDS

 MTB-MLE Basic Elements
 Literacy  Strong Bridge

 Prior knowledge  Scaffolding.

 Cognitive development  Teaching for Meaning

and higher order and Accuracy
thinking skills (HOTS)
 Teaching for Meaning and Accuracy

1. listening, speaking,
reading and writing for
Meaning

2. listening, speaking,
reading, and writing for
Accuracy
 Teaching for Meaning and Accuracy
Story Track Focus on
Meaning
Listening Listen in order to understand, think critically
and respond creatively
Speaking Speak with understanding to communicate
ideas, knowledge, experiences
Reading Read with understanding to apply, analyze,
evaluate, and create new knowledge

Writing Write to communicate knowledge, ideas,

experiences, goals

Viewing View in order to understand, think critically,

respond creatively
 Teaching for Meaning and Accuracy
Primer Track Focus on
Accuracy
Listening Recognize and distinguish sounds;
recognize parts of words
Speaking Use correct vocabulary, pronunciation,
grammar
Reading Decode by recognizing parts of words,
sentences
Writing Form letters properly and neatly; spell words
accurately: use correct grammar

Viewing Recognize and distinguish print and non print

and be able to critic the materials objectively
 GUIDING
PRINCIPLES FOR
TEACHING AND
LEARNING IN
MTBMLE
Evangelista, Archeil
 United States Secretary of Defense
Donald Rumsfeld
Reports that say that something hasn't happened are
always interesting to me, because as we know, there are
known knowns; there are things we know we know. We
also know there are known unknowns; that is to say we
know there are some things we do not know. But there
are also unknown unknowns—the ones we don't know
we don't know. And if one looks throughout the history
of our country and other free countries, it is the latter
category that tend to be the difficult ones.
Students with 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.
 Explain It

When we truly
Evaluate It learn
something we Apply It
can

Use It To
Create New
Ideas And Analyze
Information
It
John Watson B. F. Skinner Jean Piaget
(1878–1958) (1904–1990 (1896–1980)

LEARNING THEORY AND

COGNITIVE DEVELOPMENT
PRINCIPLE 4. DISCOVERY LEARNING

4.1 We learn when someone who already

understand the idea or task helps us to "discover"
the new idea and use it meaningful.
“HEAR-SEE-DO”

AUDIO VISUAL TACTILE

lecture Demonstration.
HANDS-ON
SECTION
The key Individual
points that participant
the instructor experiences.
is trying to ACTUAL
pass on to the EXERCISES
class.
PRINCIPLE 7. LANGUAGE LEARNING/
LANGUAGE TRANSFER

7.1 We learn a new language best when the

learning process is non-threatening and meaningful
and when we can take "small steps" that help gain
confidence in our ability to use the language
meaningfully.
7.2 Research in L2 acquisition found out that it
takes minimum of two years to learn basic
communicative skills in a L2 when society support
that learning. It takes five years or more to learn
enough L2 for learning complex academic
activities.
7.3 "Errors" are normal pary of L2 learning.
Second language learners benefit from
opportunities to receive feedback in a respectful
and encouraging way.
PRINCIPLE 8. AFFECTIVE COMPONENT: VALUING
THE HOME LANGUAGE / CULTURE

8.1 Valuing students with talents in their home

language more powerfully enables than just
valuing learners of English whose home language
is irrelevant to academic success.
 
8.2 The classroom environment.
THANK YOU!!
The Genesis of the Mother
Tongue-Based Multilingual
Education

Bojayan, Sunshine Melly T.

MTBMLE in the Philippine Curriculum

 Has its beginning in 2009 when Sec.

Jesli A. Lapuz signed Dep. Order No.
74, of 2009, entitled
“Institutionalizing Mother Tongue-
Based Multilingual Education (MTB-
MLE)
From the bilingual system (Filipino and
English) the languages instruction
became trilingual (MT, Filipino and
English)
The DepEd Order, mandated that the
Mother Tongue is the sole Language of
instruction from preschool to Grade 3. In
the fourth grade, the students start to use
Filipino for all subject except English,
Math and Science, for which English is
used. The DepEd Order also extended the
use of Mother Tongue beyond three years
of elementary school.
In the same DepEd order, Filipino and
English will be taught as separate subjects
in the early grades and will be used as
medium of languages of instruction when
students have gained proficiency in
languages of teaching in the high school
with the mother tongue as auxiliary and
supplementary medium.
 The Goals of MTB-MLE in the k
to 12 Curriculum
 RA 10157, also known as “an Act
Institutionalizing the Kindergarten Education into
the Basic Education System

 This order highlights its overall principle to

promote inclusive education in reaching all the
five year old children. It also mandates that
teachers “shall use the mother tongue as MOI in
developing the competencies for kindergarten
learners”.
19 Languages ( as of 2015) are
being used, namely:

Pangasinense, Iloilo, Kapampangan,

Tagalog, Bicol, Sinugbuanong Bisaya,
Waray, Hiligaynon, Maranao, Bahasa Sug,
Maguindaon, Chavacano, Icatan, Ibanag,
Sambal, Kinasay-a, Akianon, Surigaonon,
and Yakan.
The Goals of MTBMLE

1. Develop lifelong learners who are proficient

in the use of their first language to be able “to
connect to their heritage, Filipino to connect
their country, and English to connect to the
world”. (Pres. Benigno Aquino III)
2. Develop active inquirers, critical and
creative thinkers, problem solvers and
decision makers who are able to use language
as a means giving insights into their whole
range of human experience starting from the
Mother Tongue.

3. Develop and maintain their love and respect

for their heritage, culture home language and
national language and be able to contribute to
the development of their own community and
the country.
4. Promote the learner’s integration into the
national society without forcing them to
sacrifice their linguistic and cultural heritage,
and

5. Bring unity to the multi-cultural and

linguistically diverse Filipino society which
will help attain quality of life for all citizens of
the country.
Core Curriculum Planning
 K to 12 curriculum envision a school system that
focuses on competencies that will best prepare
students for life and work and for their future.

 In 2010, the Department of Education, together with

its multiple stakeholders and partners throughout
the country, began a process to help transform
education via curriculum. Using time and involves
extensive consultation, through research, collective
decision making and detailed planning.
 The k to 12 curriculum was designed,
reviewed, revised and finalized to ensure
that the curriculum is tailored to the need of
21St Century Filipino learners and attuned to
the national development goals.

 Drawing on research studies and

consultation with the educators, the k to 12
curriculum design and characterized as
flexible, standards-based, competency-
based, concept-based and inclusive.
 The DepEd curriculum guides for all grades
and learning areas of subjects provide a
common curriculum for all students in both
public and private schools.

 Private schools are free to modify the kto 12

curriculum according to the vision, mission,
and goals of the schools and the curricular
needs of their students.
 The two major components of Core
Curriculum are the required
domains/subjects and the standards-content
standards and performance standards
together with the essentials competencies
for all subject for all grades from
kindergarten to Grade 1
THANK YOU!!!
 The Kindergarten
Curriculum Domains

Tomo, Jean-An T.
 Republic Act 10157
a.k.a Kindergarten Education Act

signed on January 20 2012

- the first stage of compulsory and mandatory
formal Education.
LOGO
 LOGO
DOMAINS:
① Physical health, well being, and
motor development
② Creative and aesthetic development
③ Socio-emotional development
④ Character and values development
⑤ Cognitive/intellectual development
⑥ Language development
The Transitioning of Kindergarten LOGO
Domains to Grade 1 Learning Areas
Learning Areas and Time Allotment LOGO

(7) Learning areas for

grade 1 and 2
• Mother Tongue
• Filipino
• English
• Mathematics
• Araling Panlipunan
• Music
• Art
• Physical Education
• Health (MAPEH)
 LOGO

Learning Areas in Grade 4-6

• Filipino
• English
• Science
• Mathematics
• Araling Panlipunan
• Edukasyong Pangtahanan at
Pangkabuhayan (EPP)
LOGO
Medium of
Instruction
THANKS!
The Fourteen Domains of
Literacy in the Philippine
MTB-MLE Curriculum

Cornelio, April Rose

Jumla, Nurnisa
To ignore the impact of MTB-MLE on children's
learning and development is to reject the child-
friendly approach to language that ensures that
children enjoy and understand what they
learn.

MTB-MLE curriculum in the Philippine K-12 Basic

Education Program can help teachers in
promoting the delivery of the curriculum.
 1. ORAL LANGUAGE
To communicate with children at the early years
of schooling in a caring, warm and welcoming
classroom environment

Refers to one’s knowledge and use of the

structure, meanings and uses of language in oral
communication.
 SEMANTICS
developing meanings for the words children hear
and say.
 MORPHOLOGY
Figuring out how to manifest the smallest units of
meaning in the language called morphemes.

Example: boy
boys
SYNTAX

Learning the rules of how words are linked

together
PHONOLOGY

Understanding the sound structure of language .

 PRAGMATICS
Understanding the social uses of languages.
 Sample competencies

KINDERGARTEN

Use polite greetings and courteous

expressing in appropriate situations:
* Good morning/afternoon
* Thank you/You’re welcome
* Please/May I
 2. PHONOLOGICAL AWARENESS
The ability to know the phonological or sound
structure of language
Includes word awareness, syllable awareness,
rhyme awareness, and phoneme awareness.

“Phonemic awareness is the main predictor of

whether or not a child will learn to read at the
expected age.”
 NOTE!
In Grade 2 phonological awareness in
Mother Tongue is no longer taught. It is
expected that by the end of grade 1,
competencies in this domain have
already been mastered.
 3. BOOK AND PRINT
KNOWLEDGE
Awareness of how print looks. Also, the ability
to understand that print is made up of letters, that
letters correspond to sounds and words as that text
is read from left to right.
 4. ALPHABET KNOWLEDGE
Ability to know the letters of the alphabet and
the understanding that the alphabet
represents the sounds of spoken languages .
 5. PHONICS AND WORD
RECOGNITION
To be able to identify a written word by sight or
by deciphering the relationship between Speech
sounds an the letters in written language.
 6. VOCABULARY DEVELOPMENT
Knowledge of words and their meanings in
both oral and print representations.
Types
1. EXPRESSIVE VOCABULARY – Express
themselves in oral or written form.
2. RECEPTIVE VOCABULARY – understand when
heard in context or read.
 7. SPELLING
To be able to convert oral language sounds
into printed language symbols.
8. GRAMMAR AWARENESS
Both the language we used and the
description of language as a system
Is the ability to understand the rules
of how words are linked together to
convey meanings
 9. FLUENCY
Refers to the fluidity of utterances
(oral fluency) or the oral reading of
texts smoothly (reading fluency). It is
also writing without thinking about
how to form a letter before writing
(writing fluency)
 ELEMENTS:
A. Automaticity: to recognized quickly
and without much conscious attention
B. Accuracy: ability to recognized
words correctly.
C. Prosody or Proper Expression:
ability to read aloud with appropriate
intonations and pauses.
10. READING COMPREHENSION

Constructive, interactive process

involving three factors – the readers,
the texts and the context
Goal is to understand the meaning of
written languages
A. Schema. Organized knowledge that an
individual has about people, places, things
and events
B. Activating prior knowledge. Is the unique
set of knowledge each individual learner
brings to the reading experiences.
C. Comprehension knowledge.
Comprehension strategies include
preparing, organizing, elaborating, releasing
and monitoring the reading process.
The complexity of words and sentences,
including comprehending informational or
actual texts.
Conceptual Complexity
Learners’ background knowledge about the
topic
Text types: Narrative Texts, stories, fantasy
novels, bedtime stories, historical fiction
informational texts.
 11. WRITING AND
COMPOSING
The process of using he writing
system or orthography in the
conduct of peoples lives and in the
transmission of their culture to the
next generation
Process or result of recording
language graphically by hand or by
other means as by letters,
logograms, and other symbols.
 12. HANDWRITING

The ability to form letters through

manuscript and cursive styles.
Performance by the end of the
third grade is writing legibly in
cursive style.
 13. ATTITUDE TOWARDS
LANGUAGE, LITERACY, AND
LITERATURE
The process of reflecting ethical
consideration on the use of
ideas and information.
The use of language in
appreciating contexts and
situations considering the
culture of the audience.
 14. STUDY STRATEGIES
Deliberate, planned procedures
designed to help a learner reach
a goal.
Refers to techniques and
strategies that help an individual
effectively learn for specific
purpose.
LANGUAGE TRANSFER AND
LANGUAGE TRANSITION IN
THE K TO 12 CURRICULUM

Frio, Ellen C.
 Transfer and Transition
 Transfer is a scientific concept that
explains how we learn languages.

 Transition is an educational term

indicating the point at which the medium of
instruction shifts from one language to
another.
Transfer is a cognitive process where what
is known in the Mother Tongue or L1 can be
transferred to the L2.

Transition involves an approach to MTB-

MLE where teaching shifts from L1 to L2 as
a language of instruction(LO1).
Components of Bridging Program

1. Continue to focus on oral L1 especially for ages 8

to 10, Focus on using the L1 for higher level
thinking, listening and speaking.

2. Introduce literacy in the L1 and build fluency in

reading and writing meaningfully and correctly.

3. Introduce and build fluency in oral L2.

4. Introduce and build fluency in written L2

5. Continue teaching oral and written L1 and L2 as

subjects at least to the end of primary school.

6. Use L1 as the only language of instruction in early

grades and use both L1 and L2 for the instruction in
middle to later primary.
Transfer Primer (L1 to L2)

1. Symbols (letters and other features of the written

language) that look the same sounds in both
languages.

2. New symbols in the L2 that represent sounds

that are also in L1.
3. Symbols that look the same in both
languages but represent different sounds in L2.

4. Symbols that look different in the L2 but

represent sounds that are also in L1.

5. Symbols that represent features of the L2

that are not present in the L1.
Suggestions for Developing a Transfer Primer
(Malone, 2009)

1. Do a frequency count to produce a list of L2 letters, from

most frequently used.
2. Select the sounds that will be taught in each lesson,
based on the Frequency Count to least frequently used.
3. Choosing key words to teach the L2 letters.
4. Creating sentences and stories using newly learned L2
letters.
THANK YOU!!
 TRANSITION MODELS

Transition in MTB-MLE or bilingual programs

begin teaching and learning in the mother
tongue or L1 , but shifts over time to L2.
TRANSITIONAL EARLY EXIT MODELS

There is a short- term oral use of the L1 at preschool and\or

early primary levels and developing L1 literacy skills over 3-4
years before transitioning (switching) or changing the language
of literacy and instruction from L1 to L2 .
TRANSITIONAL LATE-EXIT MODELS

These MTB-MLE transition models teach MT or L1 as a

subject and use it as the language of learning for 6-7
years .
Additive (Bilingual)Educational Models

MT or L1 is use as language of instruction (LOI) throughout the

entire period of basic education side by side with other languages of
instruction.

The objective of these models is the use of the mother tongue or L1

as a medium of instruction throughout (with the official or foreign
language) taught as a subject or to use the MT plus official or
foreign language as two (dual) medium of instruction right through
the end of schooling.
Illustration of Language Transition Models (Agatha van Ginkel,2012)

L1 Primary school Secondary school

L2 1 2 3 4 5 6 7 8 1 2 3 4

transitional early exit

transitional late exit

additive
 [REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC

EDUCATION SYSTEM BY STRENGTHENING ITS
CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES
 Designing MTBMLE Transitional Late-Exit Model
Year Teaching time per language and activity
% of L1 as subject % of L2 (NLWC) as subject Optional extra:% of L3
And MOI And MOI (ILWC) as subject and / or
MOI

1-2 80 % literacy and 20 % mainly oral

3-4 70 % 30% oral ; literacy and
numeracy

5 50 % and literacy 40 % 10 %
6-7* 40 % and literacy 40 % 20 %
development

8-12** +- 35 % strengthen +- 35 % and academic 30 % and academic literacy

academic literacy and L1 literacy development development
as subject

Source: Heugh, 2006a

 Extended MLE Model
(with staggered transition)
Subject K-3 4 5 6 7 8 9 10

Filipino

English

Science n/a

Math

AP

EPP/TLE n/a

MAPEH

EsP any any any any

MT
THANK YOU