MTB-MLE Overview and Key Concepts

Mother Tongue-Based Multilingual Education (MTB-MLE)

• MTB-MLE is based on the principle that pupils learn to read, write, and communicate more readily in a second or third language after mastering their first language (mother tongue).
• Basic terminologies include:
  • Mother tongue: one's native language, passed down through generations.
  • Language: expression of ideas using combined speech sounds (words).
  • Bilingualism: use of two languages.
  • Multilingualism: use of two or more languages.
  • Diversity: inclusion of different people types within a group.
  • Literacy: ability to read and write.
• MTB-MLE's introduction to Kindergarten, Grade 1, 2, and 3 changed the Basic Education Curriculum to include the goal, "Every Child-A-Reader and A-Writer."
• The primary goal is to address Filipino illiteracy.
• DepEd (Department of Education) implemented MTB-MLE through Department Order 94, using major languages like Kapampangan, Tausug, Hiligaynon, Pangasinense, Maguindanaoan, Kinaray-a, Iloko, Chabacano, Waray, Bikolano, Ivatan, Yakan, Cebuano, and Akianon, Sinurigaonon as mediums of instruction.

Theoretical/Philosophical Foundations of Mother Tongue

• Behaviorist Perspective (B.F. Skinner):
  • Human behavior, including language acquisition, is explained through stimulus-response-reinforcement (SR-R).
  • Language skills, knowledge, and values are taught through repetition, imitation, and habituation.
• Constructivist Perspective (J. Piaget and Lev Vygotsky):
  • Knowledge is structured through sensory perception/motor activity (Sensorimotor - 0-18 months).
  • Knowledge is developed through intuitive symbols (preoperational - 2-8 years).
  • Knowledge is structured symbolically and logically, focusing on concrete objects and events (Concrete Operational - 7-12 years).
  • Knowledge can be acquired through symbolic logic, hypothetical/deductive thinking and generating possibilities (Formal Operational - 12 years and older ).
• Universal Grammar and the Language Acquisition Device (Noam Chomsky):
  • Chomsky rejected behaviorism.
  • Children have an innate ability to learn language (Language Acquisition Device- LAD / innate human ability) from a young age whether in any language or culture.
  • Language is complex and irregular, implying an innate ability for language acquisition within human nature.
  • 'Universal Grammar' (UG), outlines shared features across all languages innately internalized in the human mind from birth
• Interactionist Perspective (Albert Bandura):
  • Children learn from each other and through observation, imitation, and modeling.
  • This theory explains how children learn the words and patterns they hear, by watching and listening to models such as caregivers and family members.
  • Steps of observational learning: attention phase (paying attention to the model); retention phase(model the behaviour, allowing learner to practice and rehearse); reproduction (learners attempting to replicate the model's behaviour); motivation phase(children tend to imitate because of believing it will gain reinforcement).

Legal Bases of Mother Tongue

• 1987 Constitution, Article XIV, Section 6: recognizes and promotes the use of regional languages as auxiliary official languages, and development of a national language (Filipino). Acknowledges linguistic and cultural diversity.
• Enhanced Basic Education Act of 2013 (Republic Act No. 10533):
  • Provides legal framework for the Philippine's K-12 system.
  • Included changes such as universal kindergarten and two additional years of senior high school.
  • Explicitly states the importance of mother tongue as a medium of instruction in the early grades. The state will institutionalize mother tongue-based multilingual education (MTB-MLE) nationally and use English as a second language.
• RA 10157 (Kindergarten Act of 2011): mandated the use of the mother tongue as the primary medium of instruction in kindergarten.

MTB-MLE in the Philippines

• Aims to enhance learning and cognitive development using the learner's first language in the early years of school.
• Facilitates a smoother transition to Filipino and English later.

MTB-MLE Curriculum Framework (Highlights)

• Assessment and feedback loops.
• Lifecycle learning.
• Mother tongue development ( grades 1–3).
• Language comprehension.
• Language structure (mother tongue & other languages).
• Academic development (math, science, social sciences & arts).
• Cognitive development (mother tongue as subject, comprehension, & critical thinking).
• Mother tongue as language of learning (K-3, Curriculum Mastery, creative, and critical thinking skills, linguistic knowledge, practical, and creative writing competence).
• Culture and socio-cultural process
• Nature of learner
• Nature of language
• Learning theory, language acquisition theory

MTB-MLE Benefits and Methods

• Literacy: Learning to read in one's mother tongue transfers knowledge and skills.
• Prior knowledge: Using prior knowledge helps better learning and application.
• Cognitive development: Fosters higher-order thinking skills (HOTS).
• Strong bridge: Connects listening, speaking, reading and writing to the L2.
• Scaffolding: Uses the L1 (mother tongue) to support initial L2 development.
• Meaningful learning: Prioritizes both meaning and accuracy, learning in the context.
• Confidence & Proficiency: Builds confidence and proficiency in two or more languages.

This quiz explores the principle of Mother Tongue-Based Multilingual Education (MTB-MLE) and its significance in early childhood education. It covers basic terminologies such as mother tongue, bilingualism, and the aim to improve literacy among Filipino children through the use of their native languages. Discover how MTB-MLE reshapes the Basic Education Curriculum for Kindergarten to Grade 3.