MTB-MLE CURRICULUM FRAMEWORK

The MTB-MLE Curriculum Framework illustrates its 4. Scaffolding

varied features and the underlying theories and
principles supporting it. The MTB-MLE Curriculum Support that helps a student learn a new skill
Framework is premised on the cultural factors, or concept. It's like giving a student tools and
political- sociological factors and the psychological- guidance to help them succeed.
pedagogical factors. 5. Cognitive Development and Higher Order
The underlying theories in the teaching of MTB-MLE Thinking Skills (HOTS)
to have a Strong Foundation are: How a student's brain grows and learns to
1. Nature of the Learner think deeply. HOTS involve complex thinking skills
2. Nature of Language like problem-solving, analyzing, and creating.
3. Learning theory 6. Teaching for Meaning and Accuracy
4. Theory of Language Teaching students to understand and use
5. Theory of Language Acquisition language in a way that is both meaningful and correct.
The learning outcomes include language It means making sure students can communicate their
comprehension, reading comprehension, oral ideas effectively while also using the correct grammar
competence, linguistic knowledge, critical language and vocabulary.
use practical and creative writing competence, and Teaching for Meaning and Accuracy
critical literacy. Mother Tongue as a subject is from
Grades1-3 focus on the macro skills [listening, Story Track
speaking, reading, writing and viewing] that leads to Focus on Meaning
the development of critical thinking, oral Listening Listen in order to understand,
competence/confidence, knowledge of language think critically respond creatively
structure and reading and creative writing. Mother
Tongue as a language of learning starts from Speaking Speak with understanding, to
Kindergarten to grade 3 which is aimed at communicate knowledge, ideas,
comprehension of academic content, curriculum experiences
mastery, creative and critical thinking including sign Reading Read with understanding to apply,
language. analyze, evaluate, and to create
new knowledge
Mother Tongue Based- Multilingual Education Writing Write to communicate knowledge,
[MTB-MLE] as a subject and as a language of ideas experiences, goals
instruction will lead to the cognitive development
more so on the academic development. In MTB-MLE, Viewing View in order to understand, think
both the development of L1 [mother tongue] and the critically respond creatively
development of the second language L2 [Filipino], L3[
English] are given emphasis. The end goal of MTB-
MLE is to develop lifelong learning with
communicative competence in the use of mother Primer Track
tongue and other languages based from the learning Focus on Accuracy
outcomes standards. Listening Recognize and distinguish sounds;
recognize parts of words
MTB-MLE BASIC ELEMENTS Speaking Use correct vocabulary,
1. Literacy pronunciation, grammar
The ability to read and write in your own Reading Decode by recognizing parts of
language. It's like knowing the alphabet, how to put words, sentences
letters together to make words, and how to understand Writing Form letters properly and neatly;
what you read. spell words accurately; use correct
2. Prior Knowledge grammar
What you already know about a topic before Viewing Recognize and distinguish print and
you start learning something new. It's the knowledge non-materials and be able to critic
you bring to a lesson that helps you understand new the materials objectively.
things.
3. Strong Bridge THE EIGHT GUIDING PRINCIPLES IN
A way to connect what a student already TEACHING AND LEARNING IN MTB-MLE AS
knows (prior knowledge) to the new information they STIPULATED IN K TO 12 MOTHER-TONGUE
are learning. It helps them see the relationship between CURRICULUM GUIDE:
what they already know and what they are learning.
1. Known to the unknown. MOTHER TONGUE LANGUAGE.
Learning requires meaning. We learn when we Refers to a person's native language. The two
use what we already know to help us understand what end goals of Mother Tongue-Based Multilingual
is new. Another premise to this first principle is that Education are lifelong learning and communicative
second language learners use what they know in their competence.
own language to help develop other languages. This What are the Macro Skills?
positive transfer effect has been found to be significant Listening Speaking Reading
in reading. Writing Viewing
2. Language and academic development.
Listening and Speaking Strategies:
Learners who were found to have well
developed skills in their first language have been Phonological awareness
shown to acquire additional languages more easily and The ability of the learner to manipulate sounds
fully and that, in turn, has a positive impact on and words, or "play" with sounds and words.
academic achievement.
3. Cognitive development. Phonemic awareness
The use of the learners' home language in the Is focused on the ability to hear and identify
classroom promotes a smooth transition between home sounds in particular words.
and school. It means that learners get more involved in Reading Strategies
the learning process and speeds up the development of Reading the ability to process text, understand
basic literacy skill its meaning, and integrate what the reader already
4. Discovery learning. knows.
Learning something new is easy if it is Color-coded reading - can be employed to
anchored to what is known. Reading in the first assess reading readiness. The teacher prepares a
language is faster because what has been experienced paragraph with sentence s that are written or
through listening and speaking will simply be seen in highlighted in different colors.
print. Interpretative/ Dramatic reading - with this
learner are given the chance to speak with proper
5. Active learning. phrasing, correct pronunciation, correct stress and
Peer interaction is the best means for learners intonation.
to think-talk together creatively to solve problems. Routine activities - Indirectly perform a big role in
Purposeful talk allows them to make sense of new teaching and learning the language.
ideas and information and what better means to do it Viewing Strategies
than in the first language. For viewing, the teacher develops materials for
viewing activities like hand and/or stick puppets and
6. Meaning and accuracy.
pictures for storytelling The Big book is also another
Successful learning involves listening, speaking,
useful material.
reading and writing activities meaningfully and
The use of these materials develops creativity
accurately.
of the learners in oral and written expressions which
7. Language learning or language transfer. can eventually lead to the development of reading
We learn a new language best when the comprehension.
learning process in non-threatening and meaningful Summary
and when we can take small step that help us gain Mother Tongue is the first language learned
confidence in our ability to use the language and spoken by the learner. This is the same language to
meaningfully. be used in teaching the primary grades.
This should enable teachers to teach
8. Affective component: valuing the home effectively and efficiently. There are different
language/culture. strategies in teaching the Mother Tongue. The
Valuing students with talents in their home suggested approaches in teaching K to 12 can also be
language more powerfully enables learning than just considered, but the teacher can develop his/her own
valuing learners of English whose home language is strategies based on the type of learners he/she handles.
irrelevant to academic success. Writing strategies
INTEGRATING MACRO SKILLS IN MOTHER Writing the ability to communicate the
TONGUE LESSONS message with clarity and ease through symbol and ease
through symbol and sign.
INTEGRATION.
The act or process of uniting different things. Writing activities are also facilitate with use of
MACRO SKILLS. instructional material one of these is the interactive
Macro skills are most commonly referred to as board.
listening, speaking, reading, and writing in the English
language. - GROUP 2