The MTB-MLE Curriculum Framework is based on cultural, political, social, and psychological pedagogical factors. It aims to develop language skills and higher-order thinking through teaching in the mother tongue and additional languages. Learning outcomes include developing language skills, critical thinking, and academic achievement. Mother tongue is taught through macro skills from grades 1-3, while also being used as the language of instruction from kindergarten to grade 3. The goal is lifelong learning and communicative competence through emphasis on both the mother tongue and additional languages.
The MTB-MLE Curriculum Framework is based on cultural, political, social, and psychological pedagogical factors. It aims to develop language skills and higher-order thinking through teaching in the mother tongue and additional languages. Learning outcomes include developing language skills, critical thinking, and academic achievement. Mother tongue is taught through macro skills from grades 1-3, while also being used as the language of instruction from kindergarten to grade 3. The goal is lifelong learning and communicative competence through emphasis on both the mother tongue and additional languages.
The MTB-MLE Curriculum Framework is based on cultural, political, social, and psychological pedagogical factors. It aims to develop language skills and higher-order thinking through teaching in the mother tongue and additional languages. Learning outcomes include developing language skills, critical thinking, and academic achievement. Mother tongue is taught through macro skills from grades 1-3, while also being used as the language of instruction from kindergarten to grade 3. The goal is lifelong learning and communicative competence through emphasis on both the mother tongue and additional languages.
The MTB-MLE Curriculum Framework is based on cultural, political, social, and psychological pedagogical factors. It aims to develop language skills and higher-order thinking through teaching in the mother tongue and additional languages. Learning outcomes include developing language skills, critical thinking, and academic achievement. Mother tongue is taught through macro skills from grades 1-3, while also being used as the language of instruction from kindergarten to grade 3. The goal is lifelong learning and communicative competence through emphasis on both the mother tongue and additional languages.
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MTB-MLE CURRICULUM FRAMEWORK
The MTB_MLE Curriculum Framework illustrates its varied features and the underlying theories and principles supporting it. The MTB-MLE Curriculum Framework is premised on the cultural factors, political- sociological factors and the psychological- pedagogical factors. The underlying theories in the teaching of MTB-MLE to have a Strong Foundation are : - Nature of the Learner - Nature of Language - Learning theory - Theory of Language - Theory of Language Acquisition The learning outcomes include language comprehension, reading comprehension, oral competence, linguistic knowledge, critical language use practical and creative writing competence, and critical literacy. Mother Tongue as a subject is from Grades1-3 focus on the macro skills [listening, speaking, reading, writing and viewing] that leads to the development of critical thinking, oral competence/confidence, knowledge of language structure and reading and creative writing. Mother Tongue as a language of learning starts from Kindergarten to grade3 which is aimed at comprehension of academic content, curriculum mastery, creative and critical thinking including sign language. Mother Tongue Based- Multilingual Education [MTB-MLE] as a subject and as a language of instruction will lead to the cognitive development more so on the academic development. In MTB –MLE , both the development of L1 [mother tongue] and the development of the second language L2 [Filipino], L3[ English] are given emphasis. The end goal of MTB-MLE is to develop lifelong learning with communicative competence in the use of mother tongue and other languages based from the learning outcomes standards. SALIENT FEATURES OF MTB-MLE LITERACY PRIOR KNOWLEDGE
COGNITIVE DEVELOPMENT AND HOTS
STRONG BRIDGE SCAFFOLDING TEACHING FOR MEANING AND ACCURACY Guiding Principles for Teaching and Learning in MTB-MLE Principle 1: Known to the Unknown 1. 1.1 Learning requires meaning. We learn when we use what we already know to help us understand what is new. 1.2 Second language learners use what they know in their own language to help develop other languages. Principle 2. Language and Academic Development Students with well-developed skills in their first language have been shown to acquire additional languages more easily and fully and have appositive impact on their academic achievement. Principle 3: Cognitive Development 3. Students who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking.3. 3.2. Higher Order Thinking Skills. When students truly learn something, they can explain it, apply it, analyze it, evaluate it, and use it to create new ideas and information. Principle 4: Discovery Learning 4.1 Children learn when someone who already understands the new idea or task helps them to “discover” new idea and then use it meaningfully. Principle 5: Active Learning 5.1 Peer Interaction. Children learn best through peer interaction in which they work together creatively to solve problems. 5.2 Second Language Active Learning. Young children gain confidence in learning new language when they begin with “hear-see-do” activities. Principle 6: Meaning and Accuracy Successful language learning involves hearing, speaking, reading, and writing activities that focus on both meaning and accuracy. Principle 7:Language Learning/Language Transfer 7.1 Children learn a new language best when the learning process is non- threatening and meaningful and when they take ”small step” that help them gain confidence in their ability to use the language meaningfully. 7.2 Research in second- language acquisition indicates it takes a minimum of 2 years to learn basic communicative skills in a second language when society supports that learning. It takes 5 years or more to learn enough L2 for learning complex academic concepts. 7.3.”Errors” are a normal part of a second language learning. Second language learners benefit from opportunities to receive feedback in a respectful and encouraging way. Principle 8: Affective Component : Valuing the Home Language/ Culture 8.1Valuing students with talents in their home language more powerfully enables learning than just valuing learners of English whose home language is irrelevant to academic success. 8.2 The classroom environment. Children from ethno linguistic language groups thrive in a welcoming environment in which teachers and peers value them as a positive presence in the classroom and the school. TRACKS IN TEACHING MTB-MLE STORY TRACK PRIMER TRACK Focus on Meaning Focus on correctness
LISTENING Listen in order to understand, Recognize and distinguish
think critically, respond sounds, recognize parts of creatively. the words
SPEAKING Speak with understanding, to Use correct vocabulary,
READING Read with understanding to Decode by recognizing parts
apply, analyze, evaluate and of words, sentences. to create new knowledge.
WRITING Write to communicate Form letters properly and
knowledge, ideas, neatly, spell words experiences, goals accurately, use correct grammar. VIEWING View in order to Recognize and understand, think distinguish print and non critically respond print materials and be creatively able to critic the materials objectively.
