1. Lead to Go
Love to Grow
Live to Glow
The WHAT, WHY, and HOW of
Mother Tongue – Based
Multilingual Education (MTB-MLE)
JAYSON CLOSA, MAIS- L.I
ESP-III
2. Lead to Go
Love to Grow
Live to Glow
At the end of the session, the participants
should be able to:
understand the concept of MTB-MLE
explain the principles behind MTB-MLE
realize the importance of MTB-MLE
discuss the implementation of MTB-MLE
(Bridging)
25 November 2024
Department of Education Region VIII
2
Learning Objectives
3. Lead to Go
Love to Grow
Live to Glow
Activity
What is your stand on the inclusion of Mother Tongue as a
subject and as a medium of instruction in the K to 12 curriculum?
Please elaborate.
25 November 2024 3
4. Lead to Go
Love to Grow
Live to Glow
25 November 2024
4
The What
5. Lead to Go
Love to Grow
Live to Glow
25 November 2024 5
What is Multilingual Education
Mother tongue-based multilingual
education (MLE) is education, formal or
non - formal, in which the learner’s
mother tongue and additional
languages are used in the classroom.
6. Lead to Go
Love to Grow
Live to Glow
25 November 2024 6
What is Multilingual Education
Learners begin their education in the
language they understand best - their
mother tongue - and develop a strong
foundation in their mother language
before learning additional languages.
7. Lead to Go
Love to Grow
Live to Glow
25 November 2024 7
Multilingual Education
The purpose of a multilingual
education program is to develop
appropriate cognitive and
reasoning skills enabling children
to operate equally in different
languages - starting in the mother
tongue.
8. Lead to Go
Love to Grow
Live to Glow
25 November 2024 8
Multilingual Education
o is a structured program of language
learning and cognitive development
providing:
a strong educational foundation in the
first language
successful bridging to one or more
additional languages
9. Lead to Go
Love to Grow
Live to Glow
25 November 2024 9
Multilingual Education
enabling the use of both/all languages
for life-long learning
o is based in the child’s own known
environment and bridges to the wider
world. “Known to Unknown”
10. Lead to Go
Love to Grow
Live to Glow
25 November 2024 10
Multilingual Education
o Meaning based education enables students
to learn well because they understand what
the teacher is saying.
11. Lead to Go
Love to Grow
Live to Glow
25 November 2024 11
Multilingual Education
o Using the culture the child knows
enables immediate comprehension from
which new concepts can be built – going
from the known to the unknown.
12. Lead to Go
Love to Grow
Live to Glow
25 November 2024 12
Multilingual Education
o Reading in the mother tongue
enables immediate comprehension
o Once we learn to read we never have
to learn again – “ We only learn to
READ once”
13. Lead to Go
Love to Grow
Live to Glow
25 November 2024 13
The Why
14. Lead to Go
Love to Grow
Live to Glow
LEGAL BASES
25 November 2024 14
RA 10533 “Enhanced Basic Education Act”
DepED Order No. 74, s. 2009
“Institutionalizing Mother Tongue-
Based Multilingual Education (MTB-MLE)”
DepED Order No. 16, s. 2012
RA 8980 ECCD Law (Sec 5a)
EFA/MDG/SGD Goals
BESRA KRT 3
15. Lead to Go
Love to Grow
Live to Glow
25 November 2024 15
We are Multilingual - Usec. Dina
16. Lead to Go
Love to Grow
Live to Glow
25 November 2024 16
o One of the goals of effective teaching
is to create a classroom environment
that is both familiar to the learner and
also stretches them beyond their
previous experiences.
How can teachers help bridge young
learners from the learning styles of home
to those of school?
17. Lead to Go
Love to Grow
Live to Glow
25 November 2024 Department of Education Region VIII 17
o Children bring knowledge, opinion,
perspectives and questions to the
classroom.
o Teachers should allow for learners’
different understanding of the world,
and facilitate active reflection on those
ideas and exploration of new ideas.
18. Lead to Go
Love to Grow
Live to Glow
24 November 2024 Department of Education Region VIII 18
The most basic of all pedagogical
principles is this:
Understand what the learner already
knows and begin with that.
“START FROM WHERE THE LEARNERS ARE”
David Ausubel, 1968
19. Lead to Go
Love to Grow
Live to Glow
25 November 2024 19
Effective education must begin
with engaging students in
examination of prior experiences
and beliefs in relation to the new
information and ideas of the
curriculum.
20. Lead to Go
Love to Grow
Live to Glow
25 November 2024 20
Why begin with the Mother Tongue?
“ The level of development of children’s MT is a
strong predictor of their second language
development….
“ Children… with a solid foundation in their
mother tongue develop stronger literacy abilities
in the school language…
“ Children’s knowledge and skills transfer across
language from the MT… to the school language….
Jim Cummins
21. Lead to Go
Love to Grow
Live to Glow
25 November 2024 Department of Education Region VIII 21
Four Aspects of Development
Language
Development Cognitive
Development
Academic
Development Socio-Cultural
Development
22. Lead to Go
Love to Grow
Live to Glow
25 November 2024 Department of Education Region VIII 22
The How
23. Lead to Go
Love to Grow
Live to Glow
25 November 2024 23
MTB-MLE Bridging Framework
Mother Tongue
Filipino
English
A multi-literate
Filipino learner
Literate in L1
and L2
Literate in L1
24. Lead to Go
Love to Grow
Live to Glow
25 November 2025 24
Kindergarten Grade I Grade 2 Grade 3
Build fluency in
oral L1
L1 pre reading &
pre writing
MT as Subject
Build fluency in oral L1
Introduce L1 literacy
Begin oral Filipino, (Second
grading)
Begin Oral English
(Second Semester or Third
Grading)
Math
Araling Panlipunan,
Edukasyon sa
Pagpapakatao, MAPEH in
L1
MT as subject
Introduce
Literacy in Filipino (L2)
Continue building oral
English
Introduce L2 Literacy in the
2nd
grading
Math
Araling Palipunan,
Edukasyong sa
Pagpapakatao, MAPEH in L1
MT as subject
Bridging to Filipino
Literacy
Bridging to English
Literacy
Math, Science, Araling
Panlipunan, Edukasyon
sa Pagpapakatao,
MAPEH in L1 with
bridging in language of
learning
L1 as LOI L1 as LOI Begin introducing L2
& L3 Word Bank
L2-reading & writing L3-oral
L1 as LOI
L1-L2-L1 as LOI
L1-L3-L1 as LOI
L2 – L1- L2
L3 – L2 – L3
25. Lead to Go
Love to Grow
Live to Glow
25 November 2024
Department of Education Region VIII
25
Learning Area Time Allotment Medium of Instruction
Edukasyon sa
Pagpapakatao
40 Mother tongue
Math 40 MT
Araling Panlipunan 30 MT
MAPEH 30 MT
Mother Tongue 40
English 30 (oral fluency)
Filipino 30 (oral fluency)
GRADE II – Learning Areas
26. Lead to Go
Love to Grow
Live to Glow
25 November 2024 Department of Education Region VIII 29
MTBMLE Bridging Plan in a 3 year program
First Language as L1, Filipino as L2, English as L3
Grade III L1 Math Sci MAPEH Edukasyon
sa
Pagpapaka
tao
Araling
Panlipuna
n
Fil Eng
Grade II L1 Math MAPEH Edukasyon
sa
Pagpapaka
tao
Araling
Panlipuna
n
Fil
LSRW
Oral then
RW Eng
Grade I L1 - L, S, R,
W, V
Math MAPEH Edukasyon
sa
Pagpapaka
tao
Araling
Panlipuna
n
Oral
Fil
Oral
Eng
K Mother Tongue - language, math, values etc.
27. Lead to Go
Love to Grow
Live to Glow
25 November 2024 Department of Education Region VIII 30
MTBMLE Bridging Plan in a 3 year program
L1 as Filipino, L2 as English, another L3
Grade
III
L1 Fil Math Sci MAPEH Edukasyon
sa
Pagpapaka
tao
Araling
Panlipuna
n
L3 LSRW Eng
Grade II L1 Fil Math MAPEH Edukasyon
sa
Pagpapaka
tao
Araling
Panlipuna
n
Oral
L3
Oral then
RW Eng
Grade I L1 - L, S, R,
W, V
Math MAPEH Edukasyon
sa
Pagpapaka
tao
Araling
Panlipuna
n
Oral
L3
Oral
Eng
K Mother Tongue - language, math, values etc.
28. Lead to Go
Love to Grow
Live to Glow
25 November 2024 Department of Education Region VIII 31
MTBMLE Bridging Plan in a 3 year program
L1 as English, L2 as Filipino, another L3
Grade III L1 Eng Math Sci MAPEH Edukasy
on sa
Pagpapa
katao
Araling
Panlipun
an
Fil LSRW Oral
then RW
L3
Grade II L1 Eng Math MAPEH Edukasy
on sa
Pagpapa
katao
Araling
Panlipun
an
Oral
Fil
Oral L3
Grade I L1 - L, S,
R, W, V
Math MAPEH Edukasy
on sa
Pagpapa
katao
Araling
Panlipun
an
Oral
Fil
Oral L3
K Mother Tongue - language, math, values etc.
29. Lead to Go
Love to Grow
Live to Glow
25 November 2024 Department of Education Region VIII 32
MTBMLE Bridging Plan in a 3 year program
L1 First Language, L2 Filipino, L3 English,
L4 Arabic
Grade III L1 Math Sci MAPEH Edukasy
on sa
Pagpapa
katao
L2 Araling
Panlipun
an
L4 Eng
Grade II L1 Math MAPEH Edukasy
on sa
Pagpapa
katao
L2
LSRW
Araling
Panlipun
an
L4
Oral then
RW
Eng
Grade I L1 - L, S,
R, W, V
Math MAPEH Edukasy
on sa
Pagpapa
katao
Oral L2 Araling
Panlipun
an
L4 Oral
Eng
K Mother Tongue - language, math, values, socio-cultural processes etc.
30. Lead to Go
Love to Grow
Live to Glow
What is bridging?
- The part of the instruction unit that has
been planned and organized by the teacher.
- The use of cross-linguistic strategies to
maximize the totality of children’s diverse
language/literacy skills for effective thinking,
problem solving, communicating and
learning.
31. Lead to Go
Love to Grow
Live to Glow
- “There is a common underlying base of
knowledge that bilingual and multilingual
leverage when they use their L1 to facilitate
L2 learning. Knowledge gained in one
language facilitates learning in the second.”
Why do we need to bridge?
32. Lead to Go
Love to Grow
Live to Glow
What are the areas for bridging?
- 1. Learning Environment
- 2. Dissimilarities and differences in:
a. Sound – symbol correspondences
b. Word structure/morphology
c. Syntax and grammar
d. Culture surrounding the language use
(pragmatics)
What are the areas for bridging?
33. Lead to Go
Love to Grow
Live to Glow
“The SUCCESS of starting from the Mother
Tongue to Multilingualism (L1-L2-L3 or
MTB-MLE) is greatly dependent on the
QUALITY of the transition process or the
bridging program.”
34. Lead to Go
Love to Grow
Live to Glow
25 November 2024 37
Maraming Salamat Po!
Balbaleg Ya Salamat Ed Sikayon Amin!
Daghang Salamat Sa Inyong Tanan!
Dios Mabalos!
Agyamanak Unay Kadakayo Amin!
Madamo Gid Nga Salamat Sa Inyo Nga Tanan!
Muchas Gracias!
Sukran!
#3:You may also share some of your thoughts (best practice, issues and concerns, and recommendations) related to the MTB-MLE program implementation.
(Volunteer)
#44:As participants in the LDM Course 1 for School and Division Leaders, you are encouraged to constitute LACs with your peers to amplify your strengths and help mitigate challenges in ensuring effective implementation of the Learning Delivery Modalities in schools and divisions nationwide.
