ROMBLON STATE UNIVERSITY

SAN AGUSTIN CAMPUS

Cabolutan, San Agustin, Romblon

DEPARTMENT OF EDUCATION
First Semester, S.Y. 2022 – 2023

MTB-MLE: CONTENT AND

PEDAGOGY IN THE MOTHER
TONGUE

RONNAH MANGUA CAWALING

COURSE FACILITATOR

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 MTB- This course includes
MLE both the content and
pedagogy of the mother
– tongue. The subject
CON matter content includes
TENT the structure of the
AND mother tongue as a
PED language, methods and
AGO techniques of teaching
GY the language,
development of
IN
instructional materials.
THE
MOT
HER
TON
GUE

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 INTRODUCTION COURSE OUTCOMES
At the end of this module, the
This course aims to students are expected to explain the K
to 12 Content and Pedagogy of the
equip the students in Mother Tongue conceptual framework;
compare and contrast Spiral Curriculum
BEED program a strong from the conventional sequencing of the
background which curriculum topics; describe how
Content and Pedagogy of the Mother
includes both the Tongue concepts are spiraled in the
elementary level; compare and contrast
content and the the suggested approaches/ techniques
pedagogy of the mother in teaching basic Content and
Pedagogy of the Mother Tongue from
tongue. The subject each other; explain the applied
framework in assessing students’ level
matter content includes of cognition of basic Content and
the structure of the Pedagogy of the Mother Tongue
concepts; demonstrate knowledge of
mother tongue, methods the importance of Teaching Elementary
School Subjects specifically in Teaching
techniques of teaching of Content and Pedagogy of the
the language, Mother Tongue teachers and students;
critically analyze the concepts, scope
development of and theories that govern the process of
Teaching Elementary School Subjects
instructional materials specifically in Teaching Content and
and assessment. Pedagogy of the Mother Tongue; use
the principles of functions of Teaching
Elementary School Subjects specifically
in Teaching Content and Pedagogy of
the Mother Tongue to ensure a safe
learning environment in school; identify
and apply different tools of data
collection in different situations; select
and apply appropriate teaching
strategies and techniques to improve
the student learning and skills.

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 COURSE OBJECTIVES

A. Demonstrate in-depth understanding of the diversity of learners in various

learning areas;
B. Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of the different areas;
C. Utilize appropriate assessment and evaluation tools to measure learning
outcomes;
D. Manifest skills in communication, higher order thinking and use of tools and
technology to accelerate learning and teaching;
E. Demonstrate positive attributes of a model teacher, both as an individual and
as a professional; and
F. Manifest a desire to continuously pursue personal and professional
development.

I. COURSE REQUIREMENTS
A. Written Output
B. Portfolio
C. Major Examination

II. COURSE POLICIES

a. Inform your parent or guardian about the distribution and retrieval of
modules, weekly home learning plan and outputs’ schedule.
b. Once you received the papers, check them if the pages are complete or
properly printed. If there are problems found in the quantity of the materials,
report it immediately to the subject teacher to address and do not share
those on social media.
c. Provide your contact information and means of communication to your
subject teacher. Your subject teacher will use the information for technical
assistance.
d. If you are capable of joining Facebook group and group chat, please use
your real name for you to be recognized.
e. Observe etiquette in communication. Be polite in dealing with your subject
teacher and classmates.
f. Do not screenshots of our conversation unless you are given a permission.
g. Do not use separate sheets of paper for the answering of your self-learning
module and write neatly and honesty with no plagiarism.
h. Make sure that your outputs are complete and submitted on time. Extension
for the submission of outputs can be given if reason/s are valid such as
imposed lockdown in your barangay that prohibits you to go to school.
i. Take care of yourself. Stay home.

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III. COURSE GRADING SYSTEM

Individual Output 60%

*Written Output (40%)
*Portfolio (20%)
Major Examination 40%
Total 100%

METHODS OF COMPUTATION:
Percent rating shall be used in obtaining the final grade. Grading of examination
shall be obtained using the formula as follows: Ratings = Score/total item of the
number x 50 + 50. For major examination, midterm grade + final grade/2.

GRADE EQUIVALENT
PERCENT RATING NUMERICAL RATING
99-100 1.0
96-98 1.25
93-95 1.5
90-92 1.75
83-85 2.0
80-82 2.5
76-79 2.75
75 3.0
Conditional 4.0
Below 75 (Failed) 5.0

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 REMINDERS!!

A. Once you received your module, don’t forget to write your name. Module that has no name
will be disqualified.
B. Read, understand carefully, and follow the instruction before answering the assessment.
C. Strictly forbidden to use another sheet of paper for the answer of assessment. Write your
answer neatly, and honesty with no plagiarism.
D. Make sure that you completed all the five modules because if you don’t, you will be given
an INC as your remarks at the end of the semester.

NAME OF STUDENT:__________________________________________________________
COURSE/BLOC:____________________________________________RATING:__________

MODULE 1
TOPIC INTRODUCTION
K to 12 CURRICULUM OF THE MOTHER TONGUE
This module is all
about the K to 12 Curriculum EDUCATION
of the Mother Tongue
OVERVIEW OF THE TOPIC
Education and the internal
and external process of the In the Philippines, the shift to the native language as medium of instruction
paradigm of the MTB-MLE started with the Lingua Franca Education Project through DECS Memo 144, s.
Framework. 1999. The Mother Tongue-Based Multilingual Education (MTB-MLE) policy is the
LEARNING OBJECTIVE continuation of this project. This MTB-MLE approach is based on the premise that
in order to be academically competent, a student must have a strong grasp of his
At the end of this native tongue or first language (L1). This means that instruction should start from
module, the students are where the learners are and what they already know. Building a strong L1
expected to: foundation of younger generations will scaffold a solid bridge for them to learn their
second language (L2). Consequently, Section 4 of Republic Act 10533, otherwise
 Explain the k to 12
known as “An Act of enhancing the Philippine Basic Education System by
Content and Pedagogy strengthening its curriculum and increasing the number of years for Basic
of the Mother Tongue Education, appropriating funds therefore and for other purposes”, provides that:
Education Curriculum
“Basic education shall be delivered in languages understood by the
LEARNING OUTCOMES learners as the language plays a strategic role in shaping the formative
years of learners.”(DepEd Order No. 31 s. 2013).”
At the end of this
module, the students should The learners gradually learn how to communicate globally through the
be able to: different stages of becoming multi-lingual. First, the learner acquires his/her
mother tongue and this is classified as L1 or first language. Second, the
 Identify the internal learner adopts his/her national language or second language and this is
to external process of classified as L2. Third, he/she learns the languages of the other places
the paradigm of the within his/her country and languages of other countries such as English in
MTB-MLE Framework order to become globally competitive and this is classified as L3.
 Write a content
One of the influences of Americans to Filipinos is the use of English as
analysis pertaining to
medium of instruction in the school which have been maintained to the present in
the Content and the Philippine educational system. Towards this goal, Filipinos were bound to learn
Pedagogy of the English language when the Americans took over the government of the Philippine
Mother Tongue Republic. The spirit of using the mother tongue of Filipinos in the classroom
Education Curriculum. became insignificant. To cope with the standard of learning with the use of English
as medium of instruction, pupils are trained to speak English in the classroom.
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 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 th basic wh-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 end 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, Multiliterate, 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

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 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 .

The following standards illustrate teaching for meaning and accuracy:

Story track Primer track

Focus on meaning Focus on correctness

Listening Listen in order to understand, Recognize and distinguish

think critically respond sounds; recognize parts of
creatively words

Speaking Speak with understanding, to Use correct vocabulary,

communicate knowledge, pronunciation, grammar
ideas, experiences

Reading Read with understanding to Decode by recognizing parts of

apply, analyze, evaluate, and to words, sentences
create new knowledge

Writing Write to communicate Form letters properly and

knowledge, ideas experiences, neatly; spell words accurately;
goals use correct grammar

Viewing View in order to understand, Recognize and distinguish

think critically respond print and non- materials and
creatively be able to critic the materials
objectively.

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MODULE 1 – BEED III | 9
 THEORITICAL FOUNDATIONS TO MTB-MLE
A. LEARNING THEORIES

1. Piaget’s Developmenatal Theory

Jean Piaget's theory of cognitive development suggests that children move through four
different stages of learning. His theory focuses not only on understanding how children
acquire knowledge, but also on understanding the nature of intelligence.

Piaget's stages are:

 Sensorimotor stage: Birth to 2 years

During this earliest stage of cognitive development, infants and toddlers acquire
knowledge through sensory experiences and manipulating objects. A child's entire
experience at the earliest period of this stage occurs through basic reflexes, senses, and
motor responses.

Birth to 2 Years

Major characteristics and developmental changes during this stage:

• Know the world through movements and sensations

• Learn about the world through basic actions such as sucking, grasping, looking, and
listening

• Learn that things continue to exist even when they cannot be seen (object
permanence)

• Realize that they are separate beings from the people and objects around them

• Realize that their actions can cause things to happen in the world around them

During the sensorimotor stage, children go through a period of dramatic growth and
learning. As kids interact with their environment, they continually make new discoveries
about how the world works.

The cognitive development that occurs during this period takes place over a relatively
short time and involves a great deal of growth. Children not only learn how to perform
physical actions such as crawling and walking; they also learn a great deal about language
from the people with whom they interact. Piaget also broke this stage down into substages.
Early representational thought emerges during the final part of the sensorimotor stage.

 Preoperational stage: Ages 2 to 7

The foundations of language development may have been laid during the previous stage,
but the emergence of language is one of the major hallmarks of the preoperational stage of
development.3

2 to 7 Years

Major characteristics and developmental changes during this stage:

• Begin to think symbolically and learn to use words and pictures to represent objects

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• Tend to be egocentric and struggle to see things from the perspective of others

• Getting better with language and thinking, but still tend to think in very concrete
terms

At this stage, kids learn through pretend play but still struggle with logic and taking the
point of view of other people. They also often struggle with understanding the idea of
constancy.

 Concrete operational stage: Ages 7 to 11

While children are still very concrete and literal in their thinking at this point in
development, they become much more adept at using logic.2 The egocentrism of the
previous stage begins to disappear as kids become better at thinking about how other
people might view a situation.

7 to 11 Years

Major characteristics and developmental changes during this stage:

• Begin to think logically about concrete events

• Begin to understand the concept of conservation; that the amount of liquid in a short,
wide cup is equal to that in a tall, skinny glass, for example

• Thinking becomes more logical and organized, but still very concrete

• Begin using inductive logic, or reasoning from specific information to a general

principle

While thinking becomes much more logical during the concrete operational state, it can
also be very rigid. Kids at this point in development tend to struggle with abstract and
hypothetical concepts.

During this stage, children also become less egocentric and begin to think about how
other people might think and feel. Kids in the concrete operational stage also begin to
understand that their thoughts are unique to them and that not everyone else necessarily
shares their thoughts, feelings, and opinions.

 Formal operational stage: Ages 12 and up

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas.3 At this point, adolescents and young
adults become capable of seeing multiple potential solutions to problems and think more
scientifically about the world around them.

Age 12 and Up

Major characteristics and developmental changes during this time:

• Begins to think abstractly and reason about hypothetical problems

• Begins to think more about moral, philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning

• Begins to use deductive logic, or reasoning from a general principle to specific

information

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 The ability to thinking about abstract ideas and situations is the key hallmark of the
formal operational stage of cognitive development. The ability to systematically plan for the
future and reason about hypothetical situations are also critical abilities that emerge during
this stage.

Piaget believed that children take an active role in the learning process, acting much like
little scientists as they perform experiments, make observations, and learn about the world.
As kids interact with the world around them, they continually add new knowledge, build
upon existing knowledge, and adapt previously held ideas to accommodate new
information.

2. Anderson’s Schema Theory

Schema Theory in Education
In a 1977 paper Anderson pointed out that schemata provided a form of representation
for complex knowledge and that the construct, for the first time, provided a principled
account of how old knowledge might influence the acquisition of new knowledge.
Schema Theory of Reading is a process of using reader's existing knowledge (schemata)
to interpret texts in order to construct meaning. Many reading experts agree that the
schema theory is one of the reasonable theories of human information processing.
Schemata, the plural of schema, are believed to be the building blocks of cognition.
THREE TYPES OF SCHEMA ARE CLASSIFIED INTO THREE TYPES:
1. LINGUISTIC SCHEMA
- refers to the language knowledge, which is the fundamental of understanding a
text and is an essential part in understanding passage background knowledge.
Vocabulary accumulation is one of difficult points for the college English learners.

2. CONTENT SCHEMA
- refers to "background knowledge of the content area of the text". It contains
conceptual knowledge or information about what usually happens within a certain
topic, and how these happenings relate to each other to form a coherent whole.

3. FORMAL SCHEMA
- refers to "background knowledge of the formal, rhetorical organizational structures
of different types of texts". In other words, formal schema refers to the knowledge of
the ways in which different genres are presented.

3. Bnadura’s Social Theory

Social learning Theory refers to a learning about interacting with the environment
and making a permanent change in knowledge or behavior that improves human
performance.
According to Bandura’s SLT, we learn from interacting with others in a social context.
We observe, assimilate, and imitate others’ behavior when witnessing positive or
rewarding experiences (Nabavi, 2012).
Bandura agreed with the behaviorist learning theories of classical conditioning and
operant conditioning yet, crucially, added the following:
• Mediating processes take place between the stimuli and response.
• Behavior is learned through observation of the environment.
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 The SLT states that we acquire behaviors through a combination of reinforcement
and imitation, where “imitation is the reproduction of learning through observation”
(Gross, 2020, p. 489).
As a result, both environmental and cognitive factors combine to influence human
learning and behavior.
4. Vygotsky’s Social Constructivist Theory
Vygotsky's sociocultural theory asserts that learning is an essentially social process in
which the support of parents, caregivers, peers and the wider society and culture plays a
crucial role in the development of higher psychological functions. The major theme of
Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the
development of cognition. Vygotsky believed everything is learned on two levels.
First, through interaction with others, and then integrated into the individual’s mental
structure.
Every function in the child’s cultural development appears twice: first, on the social
level, and later, on the individual level; first, between people (interpsychological) and then
inside the child (intrapsychological). This applies equally to voluntary attention, to logical
memory, and to the formation of concepts. All the higher functions originate as actual
relationships between individuals.
A second aspect of Vygotsky’s theory is the idea that the potential for cognitive
development is limited to a "zone of proximal development" (ZPD). This "zone" is the area
of exploration for which the student is cognitively prepared, but requires help and social
interaction to fully develop (Briner, 1999). A teacher or more experienced peer is able to
provide the learner with "scaffolding" to support the student’s evolving understanding of
knowledge domains or development of complex skills. Collaborative learning, discourse,
modelling, and scaffolding are strategies for supporting the intellectual knowledge and
skills of learners and facilitating intentional learning.
The distance between the actual developmental level as determined by independent
problem solving and the level of potential development as determined through problem
solving under adult guidance, or in collaboration with more capable peers.
B. LANGUAGE ACQUISITION THEORIES
1. Krashen’s 5 Theories
Theory of second language acquisition consists of five main hypotheses:
a. The Acquisition-Learning hypothesis
- states that there is a distinction between language acquisition and language
learning. In language acquisition, the student acquires language unconsciously. This is
similar to when a child picks up their first language.

b. The Monitor hypothesis

- states that the learner is consciously learning the grammar rules and functions
of a language rather than its meaning. This theory focuses more on the correctness of the
language. To use the Monitor Hypothesis properly, three standards must be met:
- The acquirer must know the rules of the language.
- The acquirer must concentrate on the exact form of the language.
- The acquirer must set aside some time to review and apply the language rules in a
conversation. Although this is a tricky one, because in regular conversations
there’s hardly enough time to ensure correctness of the language.
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 c. The Natural Order hypothesis
- is based on the finding that language learners learn grammatical structures in
a fixed and universal way. There is a sense of predictability to this kind of learning, which is
similar to how a speaker learns their first language.

d. The Input hypothesis

- places more emphasis on the acquisition of the second language. This theory is
more concerned about how the language is acquired rather than learned. Moreover, the
Input Hypothesis states that the learner naturally develops language as soon as the student
receives interesting and fun information.

e. The Affective Filter hypothesis

- language acquisition can be affected by emotional factors. If the affective filter
is higher, then the student is less likely to learn the language. Therefore, the learning
environment for the student must be positive and stress-free so that the student is open for
input.

f. Cummin’s BICS and CALP

There are two major aspects of language proficiency that must be acquired by second
language learners. Jim Cummins has identified these as Basic Interpersonal Communicative
Skills (BICS), or conversational proficiency, and Cognitive Academic Language Proficiency
(CALP), or academic proficiency. The chart below outlines the differences between BICS
and CALP.

Characteristics of BICS: Conversational Proficiency

 The basic language system used in face-to-face communication in informal contexts

(intimate or colloquial registers)
 Largely acquired in the native language by children in all societies by the age of five
 Does not include literacy
 Includes the vocabulary of conversations
 Proficiency only weakly correlated with academic success

Characteristics of CALP: Academic Proficiency

 Includes formal and academic registers of the language

 Acquired mostly after the age of five, and acquisition continues throughout life
 Includes high levels of literacy
 Includes tens of thousands of specialized words relating to academic and formal
register
 Proficiency strongly correlated with academic success

The differences between these two kinds of language proficiency are evident in a
comparison of a 6-year-old and a 12-year-old native English speaker. Large differences are
found in their ability to read and write English and in the depth and breadth of their
vocabulary knowledge (their academic proficiency), but little difference in their
conversational proficiency. Second language learners can reach peer-appropriate
conversational proficiency within two years, but it takes a minimum of five to seven years
for them to acquire academic proficiency in English. This distinction is important in terms
of providing sufficient support for second language learners.

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 g. Cultural Transmission Model of Learning
Cultural transmission is the way a group of people or animals within a society or culture
tend to learn and pass on new information. Learning styles are greatly influenced by how a
culture socializes with its children and young people.
On the other hand, cultural transmission theory, also known as socialization, posits that
all behavior is learned from the society or culture surrounding a person. These behaviors
can be prosocial or antisocial. For instance, the celebration of certain holidays or lifestyle
habits can be passed between generations and friends.

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 REFERENCES

 Almaden, S.A. (2022). Stephen Krashen’s Five Hypotheses of Second

Language Acquisition. Retrieved from
[Link]
of-second-language-
acquisition#:~:text=The%20Acquisition%2DLearning%20Hypothes
is%20states,picks%20up%20their%20first%20language
 Caguioa, S. B. (2013) Narrative Report on Mother Tongue Based –
Multilingual Education
 Cherry, K. (2022). Piaget’s 4 Stages of Cognitive Development
Explained ‘Background and Key Concepts of Piaget’s Theory’.
Retrieved from [Link]
cognitive-development-
2795457#:~:text=Piaget%27s%20stage%20theory%20describes%
20the,to%20changes%20in%20mental%20operations
 Department of Education (DepEd) order No. 31 series of 2012.
 Department of Education (DepEd) Order No. 31 series of 2013.
 Malone, Susan, Manual on MTB-MLE (Community-Based Program),
(Switzerland: UNESCO, 2006)
 Teemant, A. & Pinnegar, S. (2007). Understanding Langauge
Acquisition Instructional Guide. Brigham Young University-Public
School Partnership. Retrieved from
[Link]
a

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