The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
1. Legal Bases and Benefits
Of Teaching and
Learning Mother Tongue
2. Intended Outcomes:
✘ Named the fundamental
requirements for a strong
Mother Tongue Based-
Multilingual Education
(MTBLE)
✘ Identified the provision
of DepED Order 74, s.
2009
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3. Hello!
✘ Have you heard MTBMLE before?
✘ What was the 1st language you uttered when you
1st talk?
✘ Do you understand, what you are saying when you
speak the language you use at home?
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4. 1. United Nations Education Scientific
Culture Organization (UNESCO)
Febuary 21 every year is the celebration of
Mother Tongue Day.
5. “Learn English well and connect to the word.”
“Learn Filipino well and connect to your country.”
Learn your dialect and connect to your heritage.”
Benigno Aquino Jr.
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7. Source: Department of Education In order to provide
a strong MTBMLE program, there are Ten
Fundamental Requirements needed according to
DepEd Order 74, s. 2009.
1. A working orthography (alphabet and spelling) for the
local language that is acceptable to the majority of the
stakeholders and promotes intellectualization of that
language.
2. Development, production and distribution of
inexpensive instructional materials with special priority
to beginning reading and children's literature. As much
as possible, the materials should be original, localized
in terms of people, events, realities and appropriate to
the language, age, and culture of the leaners.
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8. 3. The use of the learner's first language (LI) as
the primary medium of instruction from pre-
school until at least Grade 3. shall be the
main vehicle to teach understanding and
1astery of the subjects.
4. Mother Tongue or the first language (L1) as a
subject and language for teaching and
learning will be introduced in gad one for
conceptual understanding.
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9. 5. The inclusion of additional languages such as
Filipino or English and other local or foreign
languages shall be introduced as separate
subjects in a carefully planned pacing
programs.
6. In the secondary level, Filipino and English
shall be the primary medium of instruction
(MO1). The learner's LI shall still be utilized
as an auxiliary medium of instruction.
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10. 7. Other than English, Filipino or Arabic for
Madaris schools, the choice of additional
languages shall be at the behest of parents
and endorsed by local stakeholders and as
resources permit. When the pupils are ready,
Filipino and English shall be gradually used
as MO no earlier than grade three. However,
LI shall be effectively used to scaffold
learning.
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11. 8. The language of instruction (teaching) shall
also be the primary language for testing in all
regular school-based and system wide
examinations and in all international
benchmarking and assessment exercises. It
shall be maintained that the focus of
educational assessment shall be specifically
on the learner's understanding of the subject
content and not be muddled on language
testing.
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12. 9. There must be a continuing in-service training
(INSET) " partnership with MLE specialists on
the effective use of Las language of
instruction (teaching) to facilitate reading,
cognitive academic language proficiency, and
development of cognitive and higher order
thinking skills (HOTS) of the learners. INSE
shall likewise equip educators to develop
cultural sensitivity AD enhance appreciation
for cultural and linguistic diversity.
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13. 10. Ensuring critical awareness, maximum
participation. support from the Local
Government Units (LGUs), parents,
community for the implementation of the
language and literacy program strategy.
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