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MTB-Lesson 3

1. The MTBMLE curriculum framework regulates curriculum content by setting parameters, directions, and standards for policy and practice. 2. MTBMLE uses the learner's mother tongue and additional languages in the classroom, with learners beginning in their mother tongue to develop a strong foundation before adding other languages. 3. The goal of MTBMLE is for learners to become lifelong learners in their mother tongue, Filipino, and English to develop competencies across learning areas and contribute productively to society.

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Clavillas Grachelle
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298 views4 pages

MTB-Lesson 3

1. The MTBMLE curriculum framework regulates curriculum content by setting parameters, directions, and standards for policy and practice. 2. MTBMLE uses the learner's mother tongue and additional languages in the classroom, with learners beginning in their mother tongue to develop a strong foundation before adding other languages. 3. The goal of MTBMLE is for learners to become lifelong learners in their mother tongue, Filipino, and English to develop competencies across learning areas and contribute productively to society.

Uploaded by

Clavillas Grachelle
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CONTENT OF MTB-MLE

LESSON 3

A framework when used in any context, implies a means of organizing and managing
content in systematic ways.

With this, we can define the curriculum framework as the one responsible in regulating the
content of the curriculum; it sets the parameters, directions and standards for curriculum
policy and practice.

K to 12 BASIC EDUCATION CURRICULUM

MTBMLE CURRICULUM FRAMEWORK


Introduction
Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner
program for education as a salient part of the 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 the basic
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 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, Multi-literate, 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.

 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 .

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