CONTENT AND

PEDAGOGY
FOR
MOTHER TONGUE
 MOTHER TONGUE MULTILIGUAL-EDUCATION

MOTHER
Bilingual Multilingual
TONGUE

First Language  The use of  The use of

The language that two two or
you use at home languages more
languages
 Why did the
As future Department of
educators, why do Education
we need to learn require schools
and use the mother to use the
tongue in the mother tongue
lowest primary as a subject
grades in school? and as a
language for
teaching and
learning from
kindergarten
up to Grade 3?
 February 21 – UNESCO advocates the use
of mother tongue and celebrates Mother
Tongue Day
 Department of Education issued
Department Order No. 74, s. 2009
Institutionalizing Mother Tongue-Based
Multilingual Education (MTB- MLE)
Learn English well and connect to the
world,

Learn Filipino well and connect to

your country

Retain your dialect and connect to

your heritage

- Benigno Aquino, Jr.

TEN FUNDAMENTAL REQUIREMENTS (DepEd
Order 74, s. 2009)

The
The inclusion
Development,
Mother Tongue
usesecondary
of of additional
production
orlevel,
the learner’s and
thefirst
firstlanguages
distribution
language
language of
(L1)
InA the
working
inexpensive orthography
instructional for the Filipino
local
materials
and
language
with special
such
(L1) as Filipino
as theasprimary
a subject language
medium and so or
ofainstruction
language from
for
English shall be the primary
priority to beginning reading and children’s
English
pre-school
teaching
literature.
and
As
other
until
that is acceptable
and
much
at to
as
local
least or
Gradeforeign
the majority
learning
possible, the
3. It
of the
will shall
be
materials
medium
shall
be be
the of instruction
introduced
main as
vehicle (MOI).
separateto The teach
should be
introduced original,
stakeholders and inlocalized
promotesgrade in terms
one of people,
intellectualization for
learner's
understanding
subjects
events, L1
in a shall
and
carefully
realities, still be
mastery utilized
planned
and appropriate ofto thethe
conceptual
as an
subjects. understanding.
auxiliary medium of
languages., age
pacing programs.ofand
the culture
language of the learners.
instruction.
TEN FUNDAMENTAL REQUIREMENTS (DepEd
Order 74, s. 2009)

Other
There
The
There thanbe
must
language
must English,
be aa Filipino
continuing
ofcontinuing
instruction or Arabic
in-service
(teaching)
in-service forshall
training
training Madaris
also
(INSET)
Ensuring
(INSET)
schools,
be
in inthe
the primary
partnership
critical
partnership
choice
language
with MLE
awareness,
ofwith MLEtesting
additional
for
specialists
maximum
specialists
languages
on allonregular
in effective
the the
shall
use
participation,
effective
be
of L1 the
as use
behest
language of L1 and
of
of as support
language
school-based and system- wide examinationslocal
at parents
instruction andof from
instruction
endorsed
(teaching) the
to byLocal
facilitate
and
(teaching)
Government
reading,
stakeholders
in to
all internationalfacilitate
cognitiveand Units
academic
as reading, cognitive
(LGUs), parents,
language
resources
benchmarking academic
Whenand
proficiency,
permit.
and assessment and
the
language
development
pupils are proficiency,
of
ready, cognitive and
Filipino development
and
and higher
Englishorder of cognitive
thinking
shall be
exercises.
community It shall
for bethe maintained that
implementation the focus
of of
and
skills higher
(HOTS)
gradually order
usedof the thinking
learners.
as MOI noshall skills
INSET (HOTS)
earlier shall of the
likewise equip
educational assessment be than grade on
specifically
the language
learners.
educators
three.
INSET
to develop
However,
and
shall literacy
likewise
cultural equipprogram
educators
sensitivity
LI shall be effectively and enhance
used to
to
the learner's
develop cultural
understanding
sensitivity
of the subject
strategy.
appreciation for cultural and and enhance
linguistic appreciation
diversity.
scaffold
content learning.
and not be muddled
for cultural and linguistic diversity. on language testing.
The Benefits: Why
Use the Mother
Tongue?
 In the Philippines, studies have been
implemented to strengthen the
understanding and identify the benefits in
the learning and use of the mother tongue
(L1). Among others, there are the First and
Second Iloilo Experiment (1948-1954 and
1961-1964); Rizal Experiment (1960-
1966); First Language Component Bridging
Program (FLC-BP) in 1986 -1993; the Ligua
Franca Education Pilot Study in 1999-2002;
and the Lubuagan Kalinga MLE Program
BENEFITS OF MOTHER TONGUE BASED-
MULTILINGUAL EDUCATION
ASPECTS OF
DEVELOPMENT BENEFITS OF MTB-MLE

• Education begins with the use of the first language of the

learners, a language that they understand.
ASPECTS OF
DEVELOPMENT • The macroskills in BENEFITS OF MTB-MLE
communication are developed for effective
meaning-making and accuracy.
• School children will have a good language bridge to the
- Listening: Learners listen to understand and use what
next language which is needed to succeed in school and
Language they hear.
Language for -lifelong learning. The first language that children
Speaking: Learners speak with understanding to
master will provide
communicate a strong
their thoughts andeducational
ideas clearly.foundation
- Reading: Learners read to understand, apply, analyze,
critique and use information from printed or digital materials.
- Writing: Learners write creatively to communicate
thoughts and feelings clearly and accurately to others.
BENEFITS OF MOTHER TONGUE BASED-
MULTILINGUAL EDUCATION
ASPECTS OF
DEVELOPMENT BENEFITS OF MTB-MLE

• The first language becomes the language of

thinking, doing, applying and creating

Cognitive • School children in the early years learn

beyond the who, what, when, and where
and progress to higher order thinking skills
because they use the first language
BENEFITS OF MOTHER TONGUE BASED-
MULTILINGUAL EDUCATION
ASPECTS OF
DEVELOPMENT BENEFITS OF MTB-MLE

• Begining school learners express themsleves easily

and freely.
• School learners participate actively in class activities.
• Learners are able to process instruction easily without
doing mental translation
Academic • Begining school learners academically perform better
than those using the second or third languages.
• Parents are more likely to participate in the children's
learning.
• Teachers can easily scaffold the learning of children.
 BENEFITS OF MOTHER TONGUE BASED-
MULTILINGUAL EDUCATION
ASPECTS OF
DEVELOPMENT BENEFITS OF MTB-MLE

• School learners bring to the class prior

knowledge, lived experiences, language, and
culture

• Lessons incorporate the best of cultural values in

arts, music, literature, tradition, and others
Socio-Cultural
• The daily experiences of the learners are
included and developed in the various concepts
in the curriculum

• Learners preserve their heritage and culture.

MORE BENEFITS

Listen with
Speak with
understanding
Read with
understanding
Write with
understanding
View with
understanding
MORE BENEFITS
Understanding means making meaning
out of what has been heard, read,
spoken, written, or seen.
It has also been observed in many countries
that without the use of the mother tongue in
teaching and learning, children's potentials
are often wasted. This condition tends to
result to less development or even
educational failure.
 What is language?
System of human It can be any
Language communication particular system of
which consists of the communication such
is primarily structured as the English
arrangement of language, the Filipino
spoken. strings of sounds language, the
Hiligaynon language,
that are put or the Kapampangan
 Components of
Phonetics
Language
Phonology Syntax
- sound pattering - how these strings of
is the study of sounds are put
together, in a board
speech sounds - It refers to how term.
- Arrangement and
each sound is put
and their form of the words.
together to form a - It is the part of
production and string of sounds in language which links
order to produce together the sound
perception patterns and the
word. meaning.
 Components of
Language
Semantics Pragmatics
- It deals with how
- meaning of members of a
words or how speech community
use language to
these words are communicate in
used in a speech ways that cannot be
predicted from
community. linguistic knowledge
alone.
 The
Phonologica
l System
 THE PHONOLOGICAL SYSTEM

phonemes Speech sounds

Segmental phonemes

Suprasegmental phonemes
International
Phonetics
Alphabet
Is a universally
established and
standardized set of
codes or system that
can be used to
1. Vowel
Phonemes
Are the sounds produced by the articulation
of the mouth without any oral impediment.
2. Diphthongs &
Triphtongs
Diphtongs are two vowel phonemes
combined to produce the correct sound of a
syllable. Triphtong is a monosyllable that
contains three vowel phonemes.
 The
Morphologic
al System
Morpheme
FREE BOUND AFFIX/

s The morphological system studies the

MORPHEME MORPHEME
smallest unit of meaning.
INFELVCTION

There
give is free morphemes
giving which-ing
functions
beauty independently
beautiful and as -ful
considered as the root word.
Bound morpheme which must be used
with other morphemes such as affixes or
inflections
 The
Syntactic
System
Syntactic
system
It is the grammatical structure or
the word order in a language. This
expresses an idea or content as
captured by what the words mean.
It includes the governing rules of
word formations as well as the rules
explaining the relationship of words
within a sentence or between and
The content
The content is the meaning intended by
the speaker. The word meaning of an
item or concept may vary across
cultures because members of a speech
community capture their view of reality
using the morphemes or words as labels
of their experiences. How they perceive
things and their practices vary; hence,
language is a rich representation of
Pragmatics
Pragmatics is a branch of linguistics
which studies those aspects of meaning
which cannot be captured and predicted
from linguistic knowledge alone. It deals
with how the listeners arrive at the
intended meaning of the speakers. It
tries to explain how interlocutors
(speaker- listener) observe the
principles of communicating by applying
Module 2: What is
Language?
Lesson 2.2 My Mother
Tongue: The Language I
Learned First
Language is
dynamic
The Philippines is a multilingual
country.
Languages are not usually spoken in
the same manner from one part of the
country to the another. The differences
in the way members of a speech
community speak are described as
regional or social variations.
Langua
ge Human communication
The system consists of structured
arrangement of sounds and their written
representations that can lead to larger unit.
Usually not spoken in exactly the same way
from one area to another area in the country.
Dialect
Variety of a language spoken in one part of a
country such as in a regional dialect, or by people
belonging to a particular social class
Different from the identified main language
with main language with respect to some
words, grammar, forms, and pronunciation.
Associated with a particular accent.
The best way to distinguish one
from the other is to temporarily
consider two reasons:

To label geographically the distinct varieties; and

As a result of standardization
 SET A SET B
METATHESIS, CONSONANT CHANGE, Shift stress to the right
VOWEL LOSS, ASSIMILATION OF THE 1. Basa
NASAL TO THE CONSONANT
2. Sadya
3. Lakat
1. manlaba
4. Tapos
2. Kinataw-an
3. Tamnan 5. Kanta
4. Islan Shift stress to the left
5. Imnon 6. sakay
6. Bayaran 7. Lagas
7. Kadton 8. patay
8. mandakop 9. Sulod
9. Bas-on 10. dala
10.Sugilanon
 SET A SET B
Shift stress to the right METATHESIS, CONSONANT CHANGE,
1. kanta VOWEL LOSS, ASSIMILATION OF THE
2. lakat NASAL TO THE CONSONANT
3. sadya 1.Sugilanon
4. basa 2. Tamnan
3. Islan
5. tapos
4. Kadton
Shift stress to the left
5. Mandakop
6. sulod
6.bas-on
7. patay 7. Imnan
8. sakay 8. kinataw-an
9. dala 9. Manlaba
10. lagas 10. Bayaran
Module
4:RULES IN SPELLING
Rules in
RULES EXAMPLES

Spelling
Rule 1. Spelling should be in
accordance with the phonetic sound of
the word.
Bulsa
Semana
gid
Rule 2. Use of O and U Umpisa
Suman
a. If the first syllable of the word has O or Uling
U sound, U is usually used.

b. If the last syllable of the word has O or Kuno

U sound, O is usually used except when it Dulom
precedes M (except when there is a U-O Itum
pattern) and when the word has a grave or Exception: bayu, amu
circumfles accent.
Rules in
RULES EXAMPLES
Spelling
c. If a word has three O or U sound, the
first and the second shall be U and the last
Tinutuyo

shall be 0.

d. If the word has four O or U sound, the Pumuluyo

first three shall be U and the fourth shall
be 0.

e. The terminal letter O is changed to U Kumpleto + ha = kumpletuha

when a suffix is added to the word.

Rule 3. When a root word is repeated, Tiyog-tiyog not tiyug-tiyug

the spelling is not changed. Sunod-sunod not sunud-sunud
Rules in
RULES EXAMPLES
Spelling
Rule 4. Use and Non-use of Hyphen

a. There should be a hyphen between a consonant Luy-a

and a vowel, only if it is to avoid confusion.

b. A hyphen is necessary between two repeated Tawo-tawo ( likeness of a person)

words if they tell either similarity or likeness, Lain-lain ( an ill feeling becoming worse or intense)
intensity, or repeated action. Note: Root words
which are composed of repeated syllables do not Huyahuya (makahiya plant)
carry a hyphen.

c. A hyphen is necessary between the prefix and a Taga-Iloilo

proper noun. Taga-Kabankalan

d. A hyphen is used as a replacement for a vowel that kaon- + a = kan-a

is deleted.

e. A hyphen is used between a root word and a one- Pili-a

vowel suffix in words of order or request.

f. A hyphen is used in some compound words. Tupad-balay

Rules in
RULES EXAMPLES

Spelling
Rule 5: Use of WA, WE, WI instead of ua,
ue, ui and YA, YE, YO instead of ia, ie, io
in coinmon nouns.
Kwarta
Kambyo

Exceptions: liempo, tuangge

Rule 6: Use of Prefixes
a. The use of prefixes (a-, i-, al-, pala-, Palahambal
mala-, dulo-, hulo, etc.) does not change Inugdugang
the spelling of the word.

b. The prefix pang- or mang- when with Pamulak (pang+bulak)

words beginning in consonants except g, Pangudal (pang+kudal)
h, m, n, r w, y undergo consonant change Panuhol (pang+duhol)
or assimilation. Mamulak (mang+bulak)
Mangudal (mang+kudal)
Rules in
RULES EXAMPLES
Spelling
Rule 7: Use of Infixes
Kinadlaw
a. The use of infixes (-in-, -um-, -ul-, etc.) Lumumpat
does not change the spelling of the word. Bululngan
Rule 8: Use of Suffixes
a. Some words ending in d when with suffixes Patawara (patawad+a)
-a, -an/han, i, -on, -anay change to r. Those Katawhan (ka+tawo+han)
ending in o when with these suffixes
change to w.

b. Some words with r in the last syllable when Sugilanon (sugiran+on)

with suffixes change to I. Those with g in Kadton ( kagat+on)
the last syllable change to d when with
suffixes.
Imnon (inom-on)
c. The addition of the suffixes -a, -an, -i, -on, Sudlan (sulod+an)
ukon -anay enables the word to employ Baslan (balos-an)
metathesis.
PARTS
OF
SPEECH
NOUN
PRONOUNS
ACTION WORDS
ADJECTIVES
ADVERBS
CONJUNCTION
PREPOSITION
INTERJECTION
Teaching
Methodologies
that Enliven the
Class
TWO-TRACK APPROACH

TOTAL PHYSICAL
RESPONSE
AUDIO-LINGUAL
METHOD
LANGUAGE EXPERIENCE
APPROACH
 TWO-Track
Approach
Meaning Track
Focus on the whole texts

Accuracy Track
Focus on the sounds
of the language
The Meaning
Track
There are four
major steps in the
Meaning Track.
 The Meaning
Track
There are
Shared four
reading
Experienced Story
major steps
Listening and Libraryin the
Story
Reading Alon and Creative Writing
Meaning Track.
 Reading Plan
1. Teacher reads the entire text to the students. [If the
students have already learned the letters in the text,
they read it together to the teacher.

2. Teacher reads the text with all the students.

3. Teacher reads one part of the text with one or two

student volunteers.

4. One or two student volunteers read part of the text by

themselves.

5. Teacher and students read the entire text together.

STEP 3: Do the Matching Word
Activity

STEP 4: Do the Hide-A-Word

Activity
STEP 3: Do the Matching Word
Activity

STEP 4: Do the Hide-A-Word

Activity
STEP 3: Do the Matching Word
Activity

STEP 4: Do the Hide-A-Word

Activity
STEP 3: Do the Matching Word
Activity

STEP 4: Do the Hide-A-Word

Activity