Teaching and Learning Languages and Literacies: Responding to the MTB-MLE Challenge by Paraluman R. Giron, Ed.d., Roderick Aguirre, MAT, ETC.

1. Chapter 3
Mother Tongue-
Based Multilingual
Education
Framework: It’s
Implementation in
the Basic
Education
Curriculum

2. At the end of this Module, you should be able to:
 Explain basic elements of the Mother Tongue-Based Multilingual Education
Curriculum Framework.
 Apply the concepts and processes of the MTB-MLE curriculum framework in
teaching-learning situations.
 Discuss the effects of early or late language transfer.

3. Instruction: Read the statements below. Put a check
under Agree or Disagree to show how you feel.
Agree Disagree
1. The first language is by far the easiest way for children to access the unfamiliar world of school
learning.
2. Learning to read in the L 1 develops skills that transfer to reading any other languages.
3. Successful language learning should focus first on accuracy before meaning.
4. In teaching a second language, the L 1 is used to support learning when the L2 is not sufficiently
developed to be used alone.
5. It is not important to understand the fourteen domains of literacy as long as competencies are
clear.
6. Children who transfer from L 1 instruction to L2 instruction after two to four years can continue
to perform well.

4.  One of the changes in Basic Education Curriculum brought about by the new K-12 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.”
 MTB-MLE refers to “first-language-first” education that is, schooling which begins in the mother tongue
and transitions to additional languages particularly Filipino and English. It is meant to address the high
functional illiteracy of Filipinos where language plays a significant factor.
 It encourages active participation by children in the learning process because they understand what is
being discussed and what is being asked of them. They can immediately use their mother tongue to
construct and explain their world, articulate their thoughts and add new concepts to what they already
know.

5. Mother Tongue-Based Multilingual
Education (MTBMLE) Curriculum
Framework
 Figure shows that lifelong
learning is the end goal of
the MTBMLE.
 With the end goal of
making Filipino children
lifelong learners in their
L1 or Mother Tongue, L2
(Filipino, the national
language), and L3
(English, the global
language), the learners
are more than prepared to
develop the competencies
in the different learning
areas.
 Figure shows that the
strong foundation in the
mother tongue
strengthens cognitive
development, academic
development, and second
language development -
all leading to competent
and confident use of the
three languages in a
variety of situations and
purposes.

6. Prior knowledge
Cognitive development
and higher order
thinking skills (HOTS)
Strong Bridge
Scaffolding
MTB-MLE PROVIDES

7. Teaching for Meaning and Accuracy
The framework shows the interdependence and interrelationships of the macro skills
of the language such as listening; speaking, reading; and writing and the development of
thinking skills (critical, creative, and metacognitive) allowing the learners to make meaning
through language.
1. Hence the goal in learning in both L 1 and L2 is to become confident and proficient in:
2. listening, speaking, reading, and writing for MEANING and
3. listening, speaking, reading, and writing for ACCURACY

8. The following standards illustrate teaching meaning and accuracy.
STORY TRACK Focus on meaning PRIMER TRACK Focus on accuracy
Listening Listen in order to understand, think critically, and
respond creatively
Recognize and distinguish sounds; recognize parts of
words
Speaking Speak with understanding to communicate ideas,
knowledge, experiences
Use correct vocabulary, pronunciation, grammar
Reading Read with understanding to apply, analyze,
evaluate, and create new knowledge
Decode by recognizing parts of words, sentences
Writing Write to communicate knowledge, ideas,
experiences, goals
Form letters properly and neatly; spell words
accurately; use correct grammar
Viewing View in order to understand, think critically,
respond creatively
Recognize and distinguish print and non-print and be
able to critic the materials objectively.

9. Principle 1. Known to the unknown
Principle 2. Language and academic development
Principle 3. Cognitive development
Principle 4. Discovery learning
Principle 5. Active learning
Principle 6. Meaning and accuracy
Principle 7. Language learning / language transfer
Principle 8. Affective component: Valuing the Home Language / Culture Principle
Click the link to discuss:
theguidingprinciplesforteachingandlearningmtb-mle-
161102171323.pdf

10. The Genesis of the Mother Tongue-Based Multilingual Education {MTBMLE
in the Philippine Curriculum)
 MTBMLE in the Philippine curriculum has its beginning in 2009 when Secretary Jesli A. Lapuz signed
Department Order No. 74, s. of 2009, entitled "Institutionalizing Mother Tongue-Based Multilingual Education
(MLE)".
 From the bilingual system (Filipino and English) the languages of instruction became trilingual (Mother Tongue,
Filipino, and English).
 The aforementioned directive institutionalized the use of the Mother Tongue as a fundamental educational policy
and program in the Department in the whole stretch of formal education including pre-school and in the
Alternative Learning System (ALS).
 The DepEd Order mandated that 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 subjects except English, Math, and Science, for which
English is used.
 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 the two languages.

11. The Goals of MTB-MLE in the K to 12 Curriculum
The goals of MTBMLE reflect the perspective of several scholars on additive bi/multilingual education. These
goals are as follows:
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 to 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 means of 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 learners' 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.

12. Core Curriculum Planning
 In 2010, the Department of Education, together with its multiple stakeholders and partners throughout the
country, began a process to help transform education via its curriculum. Using the curriculum as a
transformative tool of education takes time and involves extensive consultation, through research, collective
decision making and detailed planning.
 After a series of a curriculum development workshops involving the department curriculum specialists from
the central, regional division and schools levels, teacher education specialists, school administrators, private
practitioners, international experts and other officials of the Commission on Higher Education (CHED) and
Technical Education and Skills Development Authority (TESDA) and NGO partners, the Kto12 curriculum
was designed, reviewed, revised and finalized to ensure that the curriculum is tailored to the needs of the 21°
Century Filipino learners and attuned to the national development goals.
 Drawing on research studies and consultations with educators, the Kto12 curriculum design is characterized
as flexible, standards-based, competency-based, concept-based and inclusive.

13. Core Curriculum Planning
 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.
 Emphasizing that the national curriculum is not restrictive, the DepEd allows the
regions, divisions, and schools across the country to contextualize and localize the
curriculum for better learning outcomes.
 Private schools are free to modify the Kto12 curriculum according to the vision,
mission and goals of the schools and the curricular needs of their students.
 The two major components of the Core Curriculum are the required domains/subjects
and the standards - content standards and performance standards together with the
essential competencies for all subjects for all grades from Kindergarten to Grade 12.

14. The Required Learning Areas from Kindergarten to Grade 6
The Kindergarten Curriculum Domains
Kindergarteners are constantly developing in different domains. Beginning at early age, they must be
cared for and given all opportunities to address current developmental needs and to prepare them for life-long.
These domains are as follows:
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.

15. The Transitioning of Kindergarten Domains to Grade 1
Learning Areas

16. Learning Areas and Time Allotment

17. Medium of Instruction

18. The Fourteen Domains of Literacy in the Philippine MTB-MLE
Curriculum
1. Oral Language
2. Phonological Awareness
3. Book and Print Knowledge
4. Alphabet Knowledge
5. Phonics and Word Recognition
6. Vocabulary Development
7. Spelling
8. Grammar Awareness
9. Fluency
10. Reading Comprehension
11. Writing and Composing
12. Handwriting
13. Attitude towards Language, Literacy, and Literature
14. Study Strategies

19. Language Transfer and Language Transition in the K to12 Curriculum:
Principles, Processes, and Practices
The Enhanced Basic Education Act of 2013, (RA10533) states that:
“For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials, and assessment shall be in the regional or
native language of the learners. The Department of Education (DepEd) shall
formulate a mother language transition program from Grades 4 to 6 so that
Filipino and English shall be gradually introduced as languages of instruction
until such time when these two languages become the primary languages of
instruction at the secondary level."

20. Transfer and Transition
Language Transfer and Language Transition in the K to12 Curriculum:
Principles, Processes, and Practices
• Transfer is a scientific concept that explains how we learn languages, Benson C.
(2008).
• Transition is an educational term indicating the point at which the medium of
instruction shifts from one language to another.

21. Components of Bridging Program
Matone (2012) identifies· six general components of bridging programs which
capture the principles of both language transfer (Components 1-5) and language
transition (Component 6), as follows:
1. Continue to focus on oral L1 especially for ages 8 to10. 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. (Note that oral L2 can be introduced early as
long as it does not interfere with small children's oral and written L1 development and
is nonthreatening, enjoyable, and fun!). Begin with listening and responding to
commands in L2; later add speaking in L2 and gradually build fluency in using
"everyday" L2 for a variety of communicative activities

22. 4. Introduce and build fluency in written L2, remembering that children will be able
to transfer their understanding of the reading/writing process from the L1 into their
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 instruction in middle to later primary.
Components of Bridging Program

23. Transfer Primer (L 1 to L2)
Language Learning Materials When L 1 and L2 Use The Same
Alphabetic Script
Malone (2012) recommends that transfer primers are used for introducing the L 1 writing system when both L1 and L2
use the same script.
Transfer primers usually follow a progression as given below:
1. Symbols (letters and other features of the written language) that look the same_ sounds in both languages. SAME
LETTER, SAME SOUND
(For example, Tagalog m. English m)
2. New symbols in the L2 that represent sounds that are also in L 1. NEW LETTER, NEW SOUND
Symbols that look the same in both languages but represent different sounds in L2. SAME LETTER,
DIFFERENT SOUND/S.
(For example, English letter a has a different ·sounds as a, a, a, ar controlled.) (NOTE SEE ORIGINAL)
3. Symbols that look different in the L2 but represent sounds that are also in L1.
COMBINATION OF LETTERS, DIFFERENT SOUND
(For example, letters Rh are sounded as f which is also in L 1.)
4. Symbols that represent features of the L2 that are not present in the L1 (for example, tone, stress, voice quality).
(For example, aspirated p, t and kin English, but not in any of the Philippine languages.)

24. 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

25. Transition Models
Transition in MTB-MLE or bilingual programs begin teaching and learning in the mother
tongue or L 1, but shifts over time to L2. The following are language transition models:
Transitional Early Exit Models
Transitional Late-Exit Models
Additive (Bilingual) Education Models

26. Need For Different Transitional Late-Exit Models In The Philippine
Schools
 Language diversity and linguistic situations obtaining in the country necessitate a
language transition program that allows the use of the different models which are
appropriate to the school provided that the model adapted is not restrictive and is
research grounded.
 Clearly as stipulated in RA 10533, the language transition program promotes the late-exit
model.
 One guiding principle of the MTB-MLE that is based on international research is the
acceptance of the established evidence that "children normally require 5 to 7 years of
second language (L2) learning before they can learn academic subjects through this
language exclusively.

27. Designing MTBMLE Transitional Late-Exit Model
Based on research in language and education in African countries the following table
presents a trilingual option for MTB-MLE program with one or more strong national language/s
of wider communication plus as in instructional language of wider communication.
Suggestions for multilingual countries with a strong national language of wider communication
Year Teaching time per language and activity
% of L 1 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 literacy development development
L 1 as subject
Source: Heugh, 2006a

28. Proposal to Revise DepEd Orders on Mother Tongue
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 +