The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that the Philippines has over 170 living dialects. MTB-MLE aims to address linguistic discrimination in education by using students' native languages as the primary language of instruction, while also teaching them Filipino and English. The program was implemented nationally in 2012 as part of expanding basic education to K-12. Advocates say MTB-MLE helps students gain proficiency in their mother tongue, Filipino, and English. It provides benefits like literacy development, building on prior knowledge, and confidence building.

1. MTB- MLE
(Mot her Tongue-Based
Mult i Lingual
Educat ion)

2. ACTIVITY
HALI! MAG
TIGMO
TIGMO
TA!

3. Kabayo ni Adan, dili
mokaon kon dili sakyan
A. Kaguran
B. Motor
C. Salbabida

4. Kaban sa pari di
mauli
A. Ilong
B. Mani
C. Purtahan

5. Sa gamay pa gisanina-
an, sa dako na gihubu-
an
A. Libro
B. Kawayan
C. Rebulto

6. A. Ahos
B. Aso
C. Atop
Malingin daw kahil, maputi
daw papil, mahalang daw sili,
tag-ana unsa kini

7. Kahoy sa Manila putlon
dili malaya
A. Buhok
B. Sapiring
C. Silhig

8. Magalangoy kong
magabie, magabatog
kong maadlaw
A. Alkuba
B. Banig
C. Lampara

9. Kita ang gidala, kita na
hinuon ang nagdala
A. Bandera
B. Baroto
C. Botas

10. Kahoyng matanos
nakigsulti sa Dios
A. Alkansya
B. Kasoy
C. Kandila

11. Lima ka magsuon
nagababa mga kalaha
A. Kaldero
B. Kamot
C. Kuko

12. Nalata na ang daba, ang
bugas hilaw pa
A. Bayabas
B. Mais
C. Pakwan

13. PROCESSING
• How do you feel about the activity? Was it
easy or difficult? Why?
• What do you think is the situation of the
usage of Mother tongue language here in our
country, the Philippines?
• What is the challenge of the teachers
nowadays in the implementation of MTB-MLE
program?

14. MTB- MLE
(Mot her Tongue-Based
Mult i Lingual
Educat ion)

15. The Philippines is an
archipelago in t he Pacif ic wit h
rich linguist ic and cult ural
diversit y.

16. According t o t he
Et hnologue, t here are
171 living dialect s spoken
in t he Philippines t oday.

17. Making English and Filipino t he of f icial
languages of t he Philippines is a
pract ical move, seeing as t here needs
t o be language t hat can be used t o do
business and t rade as well as t o
communicat e on bot h nat ional and
int ernat ional levels.

18. The linguist ic
discriminat ion is
present in t he
educat ional syst em in
part icular.

19. bot h
psychologically and
culturally
damaging

20. On t he psychological level, a child’s sense
of ident it y is grounded in his or her
mot her t ongue. I f children ar e
condit ioned t o pair English wit h success,
t hey will increasingly view t heir own
nat ive language as ir relevant . They may
not see t he need t o pass it on t o t he
next generat ion, causing event ual
language endanger ment f or minorit y
languages, a signif icant cult ur al loss.

21. There are t wo maj or
component s of t he bill t hat
dramat ically change t he f ormat
of Philippine schools, st art ing in
2012.

22. 1
ext ension of
secondar y school (K-
12)

23. The Philippines adopt ed a K-12 cycle
t o ensure t hat st udent s are prepared
t o go t o universit y by t he t ime of
graduat ion f rom grade 12.

24. addresses t he linguist ic
discriminat ion t hat occurs in
emphasizing English educat ion,
by implement ing Mot her Tongue
Based, Mult ilingual Educat ion
(MTB-MLE)
2

25. This model promot es language of
inst ruct ion in t he mot her t ongue
of t he school dist rict , rat her t han
Filipino or English.

26. However, t hese ot her languages
will be t aught and incorporat ed
int o t he curriculum gradually.

27. Advocat es of t his approach point t o
pilot programs in t he Philippines t hat
have been successf ul in helping
st udent s gain f ull prof iciency in t he
mot her t ongue, t he nat ional language
Filipino, and t he global language,
English.

28. Mot her Tongue –Based Mult ilingual
Educat ion (MTB-MLE) is t he
government ’s banner program f or
educat ion as a salient part of t he
implement at ion of t he K t o 12 Basic
Educat ion Program. I t s signif icance is
underscored by t he passing of Republic
Act 10533, ot herwise known as t he
“Enhanced Basic Educat ion Act of 2013.”

29. Eight (8) maj or languages or Lingua Fr anca and
ot her s as cit ed below shall be of f ered as a
lear ning ar ea and ut ilized as language of
inst r uct ion f or SY 2012-2013:
(DO 16, s. 2012 - Guidelines on t he I mplement at ion of t he Mot her Tongue-Based- Mult ilingual
Educat ion )
a. Tagalog; g. Hiligaynon;
b. Kapampangan; h. Waray;
c. Pangasinense; i. Tausug;
d. I loko; j . Maguindanaoan;
e. Bikol; k. Maranao; and
f . Cebuano; l. Chabacano

30. 7 dialect s recent ly added by t he
DepEd:
I banag (Tugegarao Cit y, Cagayan and I sabela)
I vat an (Bat anes gr oup)
Sambal (Zambales)
Aklanon (Aklan, Capiz)
Kinaray-a (Capiz, Aklan)
Yakan (Aut onomous Region of Muslim Mindanao)
Surigaonon (Sur igao)

31. MTB-MLE is educat ion, f ormal or
non -f ormal, in which t he learner’s
mot her t ongue and addit ional
languages are used in t he classroom.

32. This bridge enables t he learners t o
use bot h or all t heir languages f or
success in school and f or lif elong
learning.

33. Wit h t he end goal of
making Filipino
children lif elong
learners in t heir L1
(MT), L2 (Filipino, t he
nat ional language), and
L3 (English, t he global
language) t he learners
are more t hat
prepared t o develop
t he compet encies in
t he dif f erent learning
areas.

34. MTB-MLE provides:
Lit eracy
.Prior
knowledge.
Cognit ive development and HOTS.
St rong Bridge.
Scaf f olding.
Teaching f or meaning and accuracy
Conf idence building and prof iciency development

35. LITERACY

36. PRIOR
KNOWLEDGE

37. Cognitive development
and higher order
thinking skills

38. Strong Bridge

39. Scaffolding

40. Teaching for
meaning and
accuracy

41. Confidence building
and proficiency
development

42. “Weshouldbecometri-lingualasacountry. LearnEnglishwelland
connecttotheWorld. LearnFilipinowellandconnecttoourcountry.
Retainyourdialectandconnecttoyourheritage.”
-Benigno Aquino I I I