UNIVERSITY OF SOUTHERN MINDANAO

SC – MTB MLE 311

Content and Pedagogy for
the Mother Tongue
 USM Mission
Help accelerate socio-economic
development, promote harmony
among diverse communities and
improve quality of life through
instruction, research, extension
and resource generation in
Southern Philippines.
 USM Vision
Quality and relevant education for
its clientele to be globally
competitive, culture-sensitive and
morally responsive human
resources for sustainable
development.
 CED Goals
The College of Education provides
leadership in teacher education in
South Central Mindanao through
quality, culture-sensitive, and value
oriented research instruction to
prepare educational professionals
recognized for innovative teaching
and community service.
 Objectives
1. To provide programs of instruction and
professional trainings primarily in the fields of
science and technology, especially in agriculture
and industrial fields.
2. To promote advanced studies, research, and
extension services and progressive leadership in
all fields of agriculture, including agribusiness,
foods and nutrition, fishery, forestry, animal and
veterinary sciences, engineering, industrial
education, and other courses needed in the
socio-economic development of Mindanao.
3. To develop courses at the graduate level
responsive to the manpower needs of
development-oriented agencies in the region.
4. To provide non-formal education and
undertake various extension programs in
food production, nutrition, trades and
industries, engineering, health and sports
development, and to offer scholarships
and/or part time job opportunities to the
socio-economically deprived but deserving
students.
 Course Description
This course includes both the
content and pedagogy of the mother
tongue. The subject matter includes
the structure of the mother tongue as
a language, literature in the mother
tongue methods and techniques in
teaching the language, development
of instructional materials and
assessment.
 Grading System

Quizzes 20%
Recitation 15%
Midterm Exam 25%
Demonstration Teaching 30%
IM’s Developed 10%

Total 100%
 MODULE 1

Mother Tongue-Based
Multilingual Education
Lesson Objectives:
At the end of the lesson, students
are expected to:
• define mother-tongue/first language,
second language, diversity, bilingual,
and multilingual;
• identify the major languages utilized
as language of instruction; and
• appreciate the comfort and
complexity of the generation they are
born into.
 Mother Tongue – Based Multilingual Education
(MTB-MLE) is one of the distinctive features of the K to 12
program that was signed into law on May 15, 2013 by former
President Benigno Aquino III. The introduction of the MTB-
MLE, specifically from Kindergarten to Grade 3, is grounded
on the belief that children learn best if the language used in
instruction is understandable and accessible to the young
learners. Several studies have shown that the use of Mother
Tongue in early grade instruction has, in fact, yielded
significant, positive results to the students learning across
subject areas or discipline.
• The term "mother tongue" refers to a person's native
language — that is, a language learned from birth. Also
called a first language, dominant language, home language,
and native tongue. If the person no longer understands the
first language learned, the mother tongue is the second
language learned.
 First language, also known as mother tongue,
native language, or L1, refers to the language that a
person learns from birth or as their first language,
typically acquired naturally through daily interactions with
family, friends, and community. It is the primary language
that individuals are most proficient in, and it forms the
foundation for their linguistic and cognitive development.
First language acquisition typically occurs in childhood,
and it shapes an individual's cultural identity,
communication skills, and thought processes.
 A second language is any language that a person uses
other than a first or native language.
Contemporary linguists and educators commonly use the
term L1 to refer to a first or native language, and the
term L2 to refer to a second language or a foreign language
that's being studied.
 Diversity
- being mindful of all dimensions of human
differences and defining diversity in the broadest sense to
mean the inclusion of all persons regardless of racial and
ethnic background, nationality, gender, gender identity,
sexual orientation, veteran status, religious, secular, and
spiritual beliefs, ability, age, and socioeconomic status.
Diversity embodies inclusiveness, mutual respect,
multiple perspectives, and serves as a catalyst for change
resulting in equity.
 Bilingual
- a bilingual person is
someone who speaks two
languages.
 Multilingual

- is the use of more than

one language, either by an individual
speaker or by a group of speakers.
Major Languages Utilized
as Language of
Instruction
Tagalog
Hiligaynon
Kapampangan
Waray
Pangasinense
Iloko
Maguindanaoan
Bikol
Maranao
Chabacano
Cebuano
Tausug
 Overview of the
offering of MTB-MLE
Lesson Objectives:
At the end of the lesson, students are
expected to:
 discuss
the reasons why learning a first
language is important;
 give a brief description of MTB-MLE.
 - To develop appropriate cognitive and
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.
 MODULE 2

The Salient Feature

of MTB-MLE
Curriculum
Lesson Objectives:
At the end of the lesson, students are
expected to:
 understandthe framework of the MTB-
MLE curriculum;
 discuss the feature of MTB-MLE
curriculum; and
 gain deeper insight on the MTB-MLE
curriculum.
 MTB - MLE 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.
 Language Development

-language development is
the process by which children come to
understand and communicate language
during early childhood.
 Cognitive Development

- cognitive development means how children

think, explore and figure things out. It is the
development of knowledge, skills, problem solving
and dispositions, which help children to think about
and understand the world around them. Brain
development is part of cognitive development.
 Academic Development
- Academic development is everybody's
responsibility and we need to take co-responsibility to
holistically develop ourselves and or our students to
enable epistemological access, in addition to formal
access in order to facilitate student success.
Technology in education is one way we are able to
facilitate student success through academic
development.
 Socio Cultural Development

- explores the influence the world has on

individual development. It asserts that learning is
a mostly social process whereby development
occurs through interactions with people who
possess more knowledge or skill than the learner.
 Questions:

1. What are the current and relevant issues in

relation to our Philippine curriculum?
2. With the curriculum framework shown above,
do you think these issues will be addressed?
3. What are the teaching and learning priorities
of the framework that set the foundation of the
framework?
4. How is content organized in the curriculum
framework?
 Strategies in
Teaching the
Mother Tongue
 The two end goals of Mother
Tongue-Based Multilingual Education
are lifelong learning and communicative
competence. With the utilization of this
native language which language is
familiar to the learners, these goal
appear to be achievable.
 However, some teachers who have
been assigned to teach the mother
tongue are hesitant to handle the
subject because they lack the
confidence due to their incompetence in
the language as well as the dearth of
trainings in the use of the language.
 In teaching the mother tongue, the
initial focus from Grade 1 to 3, is the
development of literacy and numeracy
skills and the learning concepts about the
language, skills and competence which
will later be transferred in the learning of
the second language (Filipino and
English).
 As learning progresses, these
macro skills-listening, speaking,
reading, writing, and reviewing spiral
across grade levels and across
languages. The ultimate goal is both
oral and written discourse in the three
languages. (Enclosure No. 1 to DepEd
Order No. 31, s. 2012).
 Strategies in
Teaching Different
Learning Areas with
the Integration of the
Macro Skills
 1. Listening and Speaking Strategies

• This activities develop the listening and

speaking abilities of the learners as
these strengthen phonological and
phonemic awareness.
 Phonological Awareness

• Is the ability of the learner to manipulate

sounds and words, or “play” with sounds
and words.
• This skill includes recognizing rhyming
words, blending of sounds, and
syllabication.
 Phonemic Awareness

• Is focused on the ability to

hear and identify sounds in
particular words.
To focus attention and further sustain the interest
of learners, integration of listening and speaking
can be applied in activities that draw out kinesthetic
responses.
These require physical and mental alertness from
the learners to perform the necessary movements
assigned by the teacher as she tells the story.
These responses can be nodding of the head,
clapping, stomping or saying aloud a particular
word or phrase.
• Poetry and rhyme exercises can make
learners easily memorize the poem.
They can also associate words when
they hear with their own vocabulary
which will activate prior knowledge and
therefore develop their ability to
discriminate letter sounds. One activity
for this strategy is “Planted Words”.
• The Total Physical Response Strategy
can also be employed where the
teacher gives directions which the
learners act out. This activity develops
the listening and acting skills of the
learners.
 2. Reading Strategies
• “Color-coded reading” can be employed to
assess reading readiness.
• The teacher prepares a paragraph with
sentences that are written or highlighted in
different colors. Then that teacher groups
the class and assigns a particular color
similar to the colors in the paragraph to
identify each group.
• Each group is made to read the lines
whose color is similar to the color
assigned to them. In this way, learners
are focused on their lines and as they
read, the teacher can gauge their
difficulty in pronunciation, syllabication,
and phrasing. This activity also
enhances participation of the learners.
 Interpretative/Dramatic
Reading
• Hones learners skill to express themselves orally.
With this, learners are given the chance to speak
with proper phrasing, correct pronunciation,
correct stress and intonation.
• It is also effective to non-speakers of the
language because as they listen to their
classmates deliver their lines, these non-speakers
would be swayed and moved by the performance
of their classmates. This can eventually persuade
them to learn to speak and enjoy language.
 Routine Activities

• Indirectly perform a big role in teaching and

learning the language. Prayers and
greetings, similar to the reminders and
sayings posted on the walls form a part of
the routine of learners. These are regularly
read during or before the class ends. These
also reserve as visual aids and reading
corner materials for other learning areas.
 3. Writing Activities
• Writing activities are also facilitated with the
use of instructional materials. One of these
is the interactive board.
• Activities in a writing class can provide
effective interaction among learners.
Activities like writing the alphabet on air, on
the back of the seatmates, or illustrating
answers or spelling of the words with body
movements.
• For viewing, the teacher develops materials
for viewing activities like hand and/or stick
puppets and pictures for storytelling.
• In science, there are other strategies and
materials that can be utilized to develop the
learners understanding of concept. Two of
these are the “Fishing” and “Farming”.
Difference between
Story Track and
Primer Track
 The learning area standard for Mother Tongue
also incorporates the core skills for language arts
with the focus in teaching for meaning and
accuracy. Story track focuses on meaning while
primer track focuses on accuracy. This will be
the standard by which reading strategies in
teaching mother tongue will evolve.
 The Five Core Skills in
Language Arts
CORE SKILLS STORY TRACK (focus on PRIMER TRACK (focus on
meaning) correctness)

Listening Listen in order to understand, Recognize and distinguish

think critically, and respond sounds; recognize parts of
creatively. words.

Speaking Speak with understanding, to Use correct vocabulary,

communicate knowledge, pronunciation and grammar.
ideas, and experiences.

Reading Read with understanding to Decode by recognizing parts of

apply, evaluate, and create words and sentence.
new knowledge.
Writing Write to communicate Form ideas neatly and properly,
knowledge, experience goals. use correct grammar.

Viewing View in order to understand, Recognize and distinguish print

think responsively, and respond and non-print material and be
creatively. able to critic materials
objectively.
 Since Mother Tongue is to be taught in Grade
1 to 3, the key stage standard that should be
attained by the time the learner finishes Grade 3 is
that they should have enjoyed communicating in
their first language on familiar topics for a variety of
purposes and audiences using basic vocabulary,
and phrases.
 GRADE LEVEL GRADE LEVEL STANDARDS

Kindergarten The learner demonstrates skills and

strategies in phonemic awareness,
alphabet knowledge, sound letter
correspondences, decoding, vocabulary
and comprehension as they enjoy
listening and responding to a variety of
texts on their Mother Tongue.

Grade 1 The learner demonstrates basic

communication skills in talking about
familiar topics using simple words and
both verbal and non – verbal cues to
understand spoken language, shows
understanding of basic vocabulary and
language structures, reading process,
writing system and appreciates aspects of
one’s culture.
Grade 2 The learner demonstrates communication
skills in talking about variety of topics
using developing vocabulary and simple
phrases and sentences, simple to
complex spoken language using both
verbal and non-verbal cues, understands
vocabulary and structures, appreciates
and understands the cultural aspects of
the language and the writing system
used, and the reads and writers simple
and short literary and information texts.
Grade 3 The learner demonstrates communication
skills in talking about variety of topics
using expanding vocabulary and phrases,
shows understanding of spoken language
in different contexts using both verbal and
non – verbal cues, vocabulary and
language structure, cultural aspects of
the language, reads and writes literary
and information texts.
 Each grade level has to develop the learner to
demonstrate knowledge and skills independently and
in meaningful contexts. These knowledge and skills
are reflected in the domains of literacy in the K to 12
by which Mother Tongue belongs and verbalized in
the content and performance standards in the
teaching of Mother Tongue from Grade 1 to 3. These
standards are non – negotiable.
 The domains are the following oral language,
phonological skills, book and print knowledge,
alphabet knowledge, phonics and word recognition,
fluency, spelling, handwriting, composing, grammar
awareness, vocabulary and concept development,
listening comprehension, reading comprehension,
attitude towards reading and study skills.
 The Mother Tongue as a subject is to be taught in
four quarters. There are more or less ten lessons in a
quarter. Each lesson has a theme. This theme is distributed
across the domains that need to be taken in a week. That
means that a lesson lasts for a week. A domain or two may
become the focus of the day’s lesson. The lesson for the
day is delivered in 60 minutes. The domain in focus for the
day is delivered via activities that aim to develop
performance and content standards.
 UNIVERSITY OF SOUTHERN MINDANAO

Activity
1. Think of how you acquired and learned the
languages that you have right now.
2. How will you rate your level of proficiency for each
of the language?
3. What language did you acquire first? Second? Or did
you acquire it simultaneously?
4. Do you think it would make a difference if your L1
proficiency was well-established before you were
exposed to your L2?