MOTHER TONGUE INTRODUCTION PDF

 Mother-tongue- one’s native language, the language learned by children and passed from one generation to the next Language- is the expression of ideas by means of speech sounds combined into words. L1- 1st Language L2 - 2nd Language  Bilingual - the use of two...

 Mother-tongue- one’s native language, the language learned by children and passed from one generation to the next Language- is the expression of ideas by means of speech sounds combined into words. L1- 1st Language L2 - 2nd Language  Bilingual - the use of two languages Multilingual - the use of two or more languages Diversity - the inclusion of different types of people in a group Literacy - the ability to read and write  The introduction of Mother Tongue- Based Multilingual Education (MTB-MLE) in Kindergarten, Grade 1, 2, and 3 made a chage in the Basic Education Curriculum, in support with the goal: “Every Child-A-Reader and A- Writer”. First-language-first is the primary goal of MTB-MLE, it is meant to address illiteracy of Filipinos.  DepEd instituted MTB-MLE through Department Order 94, having the following major languages as medium of instruction in: Kapampangan Tausug Hiligaynon Pangasinense Maguindanaoan Kinaray-a Iloko Chabacano Waray Bikolano Ivatan Yakan Cebuano Akianon Sinurigaonon Behaviorist theory states that, through the processes of stimulus, response and reinforcement (SR-R), all human behavior can be explained, including language acquisition. It believes that language like any other knowledge, skills and values can be taught to children via repetition, imitation and habituation. Noam Chomsky rejected the behaviorist approach as insufficient to explain observations. He noted that ‘children in every language and cultural community (Malone 2012, 2) are able to learn to speak and understand language at a very early age. He believed that children are not just mimicking language patterns, but actually producing meaningful utterances on their own. Chomsky argued that language spoken around by children is very complex and irregular, so that children could not possibly learn a language just by mimicking. Instead, he asserted, there is an innate ability or ‘device’ for acquiring language in human mind that allows all humans to learn and use language almost instinctively. This implies that language can be and is acquired in part because of the human condition, the nature of being human, regardless of the difficulty of the language. The innate device is what Chomsky referred to as a ‘Language Acquisition Device’ or LAD, an innate human ability to learn, process and use language. In addition, Chomsky referred to a ‘Universal Grammar’(UG) to describe those features that he claimed are shared by all languages. He believed that humans have the ability to acquire grammar without being taught because these shared features are innately internalized in the human mind from birth.  Albert Bandura’s Social Learning Theory (SLT) explains that children learn from each other and from others through observation, imitation and modeling.  This theory explains that children imitate the words and language patterns they hear by watching and listening to the models, caregivers and family members in their life. 4 Phases Bandura’s Analysis of Observational Learning 1. Attention Phase – Paying attention to the model 2. Retention Phase – Once teachers and adult have learner’s attention; it is time to model the behavior they want students to replicate and then give learners a chance to practice or rehearse. 3. Reproduction – Learners attempt to replicate the model’s behavior 4. Motivation Phase – Children will imitate a model because they believe that doing so will increase their own chances to be reinforced. ACTIVITY: Create an infographics on how MTB- MLE helps in language acquisition of children, you may use canva.com or any other software you wanted to use. Article XIV, Section 6 of the 1987 Constitution recognizes and promotes the use of regional languages as auxiliary official languages in the regions and the development of a national language, which is Filipino. The Constitution acknowledges the linguistic and cultural diversity of the country. This law, commonly known as the K-12 Law, provides the legal framework for the Philippines' K-12 education system. It introduced changes to the education system, including the implementation of a universal kindergarten, an additional two years of senior high school, and the use of the mother tongue as a medium of instruction in the early grades. Section 4 of RA 10533 explicitly states the importance of the mother tongue as a medium of instruction: "The State shall hereby institutionalize mother tongue-based multilingual education (MTB- MLE) nationally and to utilize English as a second language." This law, commonly known as the K-12 Law, provides the legal framework for the Philippines' K-12 education system. It introduced changes to the education system, including the implementation of a universal kindergarten, an additional two years of senior high school, and the use of the mother tongue as a medium of instruction in the early grades. Section 4 of RA 10533 explicitly states the importance of the mother tongue as a medium of instruction: "The State shall hereby institutionalize mother tongue-based multilingual education (MTB- MLE) nationally and to utilize English as a second language." The State shall hereby adopt the mother tongue- based multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the primary medium of instruction for teaching and learning in the kindergarten level.  The Department of Education, through various DepEd Orders and policies, provides guidelines and specific provisions for the implementation of MTB-MLE in schools across the country. DepEd Order No. 16, s. 2012, which predates RA 10533, was an early issuance that paved the way for MTB-MLE. MTB-MLE in the Philippines aims to enhance learning and cognitive development by using the learner's first language or mother tongue as the medium of instruction in the early years of schooling. The approach facilitates a smoother transition to Filipino and English as the medium of instruction in the later grades while ensuring that students maintain proficiency in their mother tongue. 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 by integrating and applying 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. 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. 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 with the macro-skills for both meaning and accuracy.