CONTENT PEDAGOGY FOR MTB-MLE Language includes:

(AS10 ECE 9)  Speech

 Symbols
Mother Tounge-Based Multilingual Education
(MTB-MLE) programs serve learnersof non-  Written characters
dominant languagecommunities who do  Gestures
notunderstand or speak the language of  Numerals
instruction when they begintheir formal
 Expressions of non- verbal
education.
communication
BASIC TERMINOLOGIES
-According to SAPIR- WHORE HYPOTHESIS
Mother tongue – means one’s native language does more than simply describe
language, the language learned by children reality, it also serves to shape the reality of a
and passed from one generation to the next.
culture.
Language – is the expression of ideas by
means of speech-sounds combined into
UNESCO’s Principles on Language And
words. Education

L1 – 1st Language -Developing a writing system for a hitherto

unwritten language often has an
L2 – 2nd Language
educational purpose – whether to record
Bilingual – the use of two languages. and transmit local history and knowledge to
Multilingual – the use of two or more
the next generation, to use the language in
langues.
formal schooling, or to facilitate adult
Diversity – the inclusion of different types of literacy acquisition.
people in a group.
The educational use of a language depends,
Literacy – the ability to read and write.
except in the most informal settings, on a
What is Language? written form which can be employed in
learning.
-A system of conventional spoken, manual,
or written symbols by means of which UNESCO’s Three (3) Principles Of Education
human beings, as members of a social In Multilingual World Principle
group and participants in its culture,
1: UNESCO supports mother tongue
express themselves.
instruction as a means of improving
-Language is the foundation of every educational quality by building upon the
culture. knowledge and experience of the learners
and teachers.
-It is an abstract system of word meaning
and symbols for all aspects of culture. Principle 2: UNESCO supports bilingual
and/or multilingual education at all levels of
education as a means of promoting both 2. Pangasinan
social and gender equality and as a key
3. Kapampangan
element on linguistically diverse societies.
4. Tagalog
Principle 3: UNESCO supports language as
an essential component of intercultural 5. Bikol
education in order to encourage
understanding between different 6. Waray
population groups and ensure respect to
7. Hiligaynon
fundamental rights.
8. Cebuano
MOTHER TONGUE BASED- MULTILINGUAL
EDUCATION 9. Meranao

MLE refers to “first-language-first” 10. Chavacano

education, that is schooling which begins in
11. Maguindanaon
the mother tongue and transitions to
additional languages. 12. Tausug

-MLE is the use of more than two languages Why teaching mother tongue as a subject
for literacy and instruction. It starts from in school important?
where the learners are, and from what they
already know. - It will preserve our country’s cultural
treasure.
This means learning to read and write in
their first language or L1, and also teaching -Provides learners with a strong educational
subjects like mathematics, science, health, foundation in the first language in terms of
and social studies in the L1. instruction.

PURPOSE OF MTB-MLE - It is a stepping stone in achieving the aims

of education as well as the goal of
- To develop appropriate cognitive and functional literacy.
reasoning skills enabling children to operate
equally in different languages – starting in
the mother tongue with transition to
Filipino and then English and to preserve
the Philippine cultural treasure as well.

The languages considered by DepEd in its TYPICAL MLE PROGRAMS

MTB-MLE implementation
“Strong Foundation” Research shows that
1. Iloko children whose early education is in the
language of their home tend to do better in culture, language and experience that they
the later years of their education (Thomas bring with them when they start school.
and Collier, 1997).
2. Learners gradually gain confidence in
“Strong Bridge” An essential difference using the new (official) language, before it
between MLE programs and rural “mother becomes the only language for teaching
tongue education” programs is the inclusion academic subjects; and
of a guided transition from learning through
3. Learners achieve grade level competence
the mother tongue to learning through
in each subject because teachers use their
another tongue.
own language, along with the official school
STAGES OF AN MLE PROGRAM language to help them understand the
academic concepts.
A widespread understanding of MLE
Programs suggests that instruction takes Does MLE only involve changing the
place in the following stages. language of instruction and translating the
materials into the local languages?
1. Stage I – Learning takes place entirely in
the child’s home language. MLE is an innovative approach to learning.
a.The development of good curricula.
2. Stage II – Building fluency in the mother
tongue. Introduction of oral L2. b.The training of good teachers in the
required languages, content and
3. Stage III – Building oral fluency in L2.
methodology.
Introduction of literacy in L2.
c.The production of good teaching
4. Stage IV – Using both L1 and L2 for life
materials.
long learning.
d.The empowerment of the community.
When will children start learning Filipino
and English? WHAT KIND OF LEARNERS DOES MLE
INTEND TO PRODUCE?
-As they develop a strong foundation in
their L1, children are gradually introduced MLE aims to produce learners who are:
to the official languages, Filipino and
a) Multi-literate -They can read and write
English, as a separate subjects, first orally,
competently in the local language, the
then in the written form.
national language, and one or more
The most important features of this languages of wider communication such as
process are that: English.

1. Education begins with what the learners

already know, building on the language and
b) Multilingual -They can use these -What we and our children know is the
languages in various situations and conversational language in their everyday
interactions for learning in school. variety used for daily interaction.

c) Multi-cultural -They can live and work Success in school depends on the academic
harmoniously with people of cultural and intellectualized language needed to
backgrounds that are different from their discuss more abstract concepts.
own, they are comfortable living and
According to studies, it takes one to three
working with people from outside their
years to learn the institutional language,
community while maintaining their love and
but four to seven years to master the
respect for their home culture and
academic language under well resourced
community.
conditions.
What specific weaknesses in the Philippine
Are local languages capable of being used as
educational system does MLE seek to
languages of instruction?
address?
- Definitely yes. As far back as 1925, during
-MLE seeks to specifically address the high
the American colonial period, the Monroe
functional illiteracy of Filipinos where
Commission already recommended the use
language plays a significant factor.
of the local languages in the education.
Why use the other tongue or the L1 in
What do Philippine Stakeholders say about
school?
MLE?
- One’s own language enables a child to
-Department of Education (DepEd)
express him/herself easily, as there is no
fear of making mistakes. -National Economic and Development
Authority (NEDA)
- MLE encourages active participation by
children in the learning process because -Philippine Business for Education (PBED)
they understand what is being discussed
- Department of Foreign Affairs (DFA) and
and what is being asked of them.
UNESCO Philippines
- Children can immediately use the L1 to
- Linguistic Society of Philippines (LSP)
construct and explain their world, articulate
their thoughts and add new concepts to IMPORTANT TO REMEMBER
what they already know.
-The use of MTB-MLE should result to
children already know their language. Why children who are multilingual, multicultural,
still learn it in school? and multi literate and children who are
confident and capable in the languages to
maintain their love and respect for their The Unesco Convention against
linguistic and cultural heritage. discrimination in education 2960

The importance of mother tongue the mother Monroe Commission : Recommended the
tongue is important to use of local languages in education

 personal identity development 1957- local languages media of instruction

 culture identity for Grades 1 and 2: abolished in 1974 for
 successful multilingualism learning BEP
 educational performance
Regional Lingua Franca (RLF) Pilot Project
 emotional and mental growth
16 regions, 32 schools (Tagalog Cebuano,
 the ability to learn to read
focano)
 language development
Implementation of the Bilingual
What is the MLE?
Grade 1-5: Pilipino
-MLE is the use of more than two languages
for literacy and instruction. Grade 1-5: Vernacular

-Learning to read and write in the L1 and Grade 5: Plipino

teaching content subjects in the L1
Grade 5-6: Pilipino and English are subjects
L1+L2 in school
What DepEd order supports MLE 1973
implementation?
MOI for Elementary Level
DO No. 74, s. 2009: Institutionalizing
Mother Tongue Based-Multilingual Grade 12
Education (MTB-MLE)
Vernacular Language
UNESCO Meeting of Specialists on the
Paping and English as school subjects
Vernacular Language in Education (1951)

"It is axiomatic that the best medium for Grade 3 English with Piping as school
teaching a child is his mother tongue" subject ( no more vernacular)

(UNESCO, 1953:11) Revised Bilingual Education Policy

Hague Recommendations Regarding the English and Pilipino as MOI in all levels
Education Rights of National Minorities (DECS Order No. 25)
International Convention on the Elimination Vernacular Languages Auxillary Languages
of All forms of Racial Discrimination (1965)
Why have a Mother Tongue subject? -Children begin their education in a
language they understand, their mother
-A Mother Tongue subject is the venue for
tongue, and develop a strong foundation in.
developing the BICS and CALP of the
their mother language.
students.
Purpose of MTB-MLE
-It also serves as a platform for developing
pupils' local or cultural identity -Develop appropriate cognitive and
reasoning skills enabling children to operate
Theoretical Philosophical Foundations of
equally in different languages starting in the
Mother Tongue
mother tongue with transition to Filipino
MTB-MLE Implementation and English.

-The implementation of the MTB-MLE MTB-MLE is a structured program of

which started school year 2012-2013 is language learning and cognitive
based on the Department Order No. 16, development providing:
series 2012.
-A strong education foundation in the first
-It shall be implemented in all public and language
private schools, specifically in kindergarten,
- Successful bridging to one or more
Grades 1, 2 and 3 as part of K to 12 Basic
additional languages
Education Program that supports the goal
of "Every Child-A- Reader and A- Writer by -Enabling the use of both/all languages for
Grade One". life-long learning.

-MTB-MLE implementation is endorsed by -MTB-MLE is based in the child's own

President Benigno Simeon Aquino III. known environment and bridges to the
wider world.
-One of his famous quotes is, "Speak English
to connect, to the world speak Filipino to -Multilingual Education maintains local
connect to your countrymen and speak language and culture while providing
your Mother Tongue to connect to your state/national language acquisition and
heritage". instruction. It promotes learners'
integration into the national society without
-Mother Tongue Based-Multilingual
forcing them to sacrifice their linguistic and
Education is education, formal or non
cultural heritage.
formal, in which the children's mother
tongue and the national language(s) are Mother Tongue Based-Multi Lingual
used in the classroom. Education (MTB-MLE): Its Learning
Theories
The Developmental Learning Theory by formation for children to undertake
Jean Piaget, a Swiss Scientist(1896-1980) discovery and exploration by themselves on
other languages.
-noticed that children learn by passing
through a consistent series of stages in On the part of the teacher, it may take
cognitive development additional effort to implement the program
because the teacher serves as the facilitator
The Schema Theory by R.C. Anderson,
in providing opportunities for the children.
-a respected educational psychologist He needs to also communicate, interact and
organized knowledge as an elaborate express his thoughts with confidence in a
network of abstract mental structures manner that is comprehensible by
which represent ones. understanding of the everybody.
world
Legal Bases:
-an explanation of how readers use prior
DepED Order No. 74, s. 2009
knowledge to comprehend and learn from
text. -Institutionalizing Mother Tongue-Based
Multilingual Education (MTB-MLE)
The Social Learning Theory_by Albert
Bandura 1987 Constitution (Article XIV Sec 7)

-asked the question, "How are societies so -For purposes of communication and
successful in transmitting their ideas of instruction, the official languages of the
what is good and bad behavior, of what is Philippines are Filipino and, until otherwise
valued, and of what skills are most provided by law, English. The regional
important?" languages are the auxiliary official
languages in the regions and shall serve as
The Socio-Cultural Learning Theory by Lev
auxiliary media of instruction therein.
Vygotsky, a Russian psychologist (1896-
1934) 1987 Constitution (Article XXVIII Sec 30)

-states that everything is learned twice: first -It shall use the child's first language as the
socially (that is, with the help of other medium of instruction.
human beings), then privately
-The child has the right to an education and
(internalized). All knowledge is socially
to learn and use the language of his family.
constructed; that is, all learning is group
learning. RA 8980 ECCD Law (Sec 5a)
This program will not hinder the learners to -It shall use the child's first language as the
learn the second language instead it will be medium of instruction.
a concrete initiative for a strong knowledge
RA 9155 or EFA who, what, when and where to cover all
higher order thinking skills in the learners
-Education for all should enable everyone to
L1, their language of thought.
speak in the vernacular, Filipino and English.
These higher order thinking skills will
-BESRA (Basic Education Sector Reform
Agenda) KRT 3 - transfer to the other languages once
enough Filipino or English has been
-All persons beyond school-age regardless
acquired to use these skills in thinking and
of their level of schooling should acquire
articulating thought, and
the essential competence to be considered
functionally literate in their mother tongue, -be used in the process of acquiring English
in Filipino or in English. and Filipino more effectively

Salient Features of MTB-MLE Curriculum Academic development

Four Aspects of Development -Students will achieve academic

competencies in each subject area and, at
- Language Development
the end of the program
-Cognitive Development
-they will be prepared to enter and achieve
-Academic Development well in the mainstream education system.

-Socio-Cultural Development Social-cultural development

Language Development -Students will be proud of their heritage

language and culture, and respect the
-Students will establish a strong educational languages and cultures of others
foundation in the language they know best
-they will be prepared, to contribute
-They will build a good bridge to the school productively to their own community and to
language(s), and the larger society.
-They will be prepared to use both / all of The END RESULT
their languages for success in school and for
-Multilingual
life-long learning.
-Multi-literate
Cognitive Development
-Multi-cultural
-Cognitive development begins at home at
birth.

-School activities will engage learners to STORYTELLING IS AN ART.

move well beyond the basic questions of
-It shows how a person uses his imagination -Expressive and Receptive language
and creativity with the purpose of making Development.
the audience enjoy and learn from the
-Aesthetic Enjoyment.
experience.
GOOD STORIES
Why is storytelling important?
-A good story has single theme
-Stories are building blocks of knowledge,
the foundation of memory and learning. -With a dramatic appeal
-Storytelling develops students into -It should bear good characterization
appreciative listeners; soon they begin to
tell stories themselves. -appropriate for the listeners.

-They reinforce their concept of story and A GOOD STORYTELLING

are provided with opportunities for oral
-involves deep interaction between teller
language development and expansion
and hearer.
CREATIVE STORYTELLING
-Stimulates their senses so that they are
-A process where the storyteller involves his able to use their imagination to feel, smell,
new ideas or concepts aside from it being touch and listen, visualizing vivid pictures.
read
DELIVERY ELEMENTS
BENEFITS OF STORYTELLING
-Projection
-It improves the children's minds, activates
-Clear speech and proper enunciation
creative imagination and promote memory
skills. -Memory

-It allows the pupils to learn something -Timing and Pacing

from the stories they listen.
-Eye contact
It has therapeutic value that warms the
-Developing character
hearts of children.
-Sound Effects
-It inculcates values or promotes positive
behaviour for young children.

-Comprehension
1. USING PROPS IN STORYTELLING F. TELL-AND-DRAW /CUT-AND-TELL
STORIES
A. BOX BOARD
-Tell-and-draw stories combine oral telling
-Draw the setting on a box board. Color it
with simple illustrations. The teller merely
with crayon or you may use cut-out colored
draws during the storytelling. The same
paper which are pasted over the drawing.
procedure for cut-and-tell stories.
Characters are cut from different colored
papers. This will enable the storyteller to 2. USING PUPPETS
manipulate the characters as needed
A. STICK PUPPETS
B. APRON STORIES
-Color a person or an animal. Then cut it out
-Taken an old apron with a pocket or make Tape or paste it on the popsicles or
a special story apron like the one illustrated barbecue stick and make it come alive
here. Hide in the pocket a small toy or
B. PAPER BAG PUPPET
object that relates to the story or cut out
characters. Slowly pull them out of your -Using the bottom of the paper bag as the
pocket to built the children's curiosity about head, decorate with crayons, paper scraps
the story. and other items to make a person or
animal.
C. CLOTHES PIN STORY
C. SOCK PUPPET
-Chose 4-5 pieces of the cardboard and tell
your story by hanging them on by one on a -Using the bottom part of the sock decorate
long string it with yarns, buttons and thread to make
the characters in the story
D. STORY BOX
D. FINGER PUPPET
-A story box can be made into a story book.
Use all sides of the box as your pages. Draw -Draw the characters in the story In a small
on them and color. You may write the title card board and cut it. Paste or glue them in
in one corner a ring-like paper or string. Wear it on your
finger Move it while you tell the story
E. STORY MAZE

-As you tell the story, allow the character to

look for his way to go to the other side.