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Big Picture
Week 7-8: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
e. examine the issues and considerations of the basic education
language program and policy in the Philippine educational system.

Big Picture in Focus: ULOe. examine the issues and considerations of the
basic education language program and policy in the Philippine educational
system.

Metalanguage

For you to demonstrate ULOe, you will need to have an operational understanding
of the following terms below. Please note that you will also be required to refer to the
previous definitions found in the previous sections.

a. MTB-MLE- refers to “first-language-first” education that is, schooling which begins

in the mother tongue and transitions to additional languages particularly Filipino
and English. It is meant to address the high functional illiteracy of Filipinos where
language plays a significant factor.
b. Philippine Basic Education – basic education comprises six years of primary
education, four years of Junior High School, and two years of Senior High School.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.

MOTHER-TONGUE BASED MULTILINGUAL EDUCATION

CURRICULUM FRAMEWORK

CC’s Voice: This section is intended for the discussion of the MTB-MLE and English
Language Arts basic education language program and policy in the Philippine educational
system. Specifically, this will examine the rationale, the aims and outcomes, and the
programs that the Department of Education has put in place as stated in the K-12
Curriculum Guide.
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Guiding Principles for Teaching and Learning in MTB-MLE

Principle 1. Known to the unknown

1.1 Learning requires meaning.

• We learn when we use what we already know to help us understand what is new.
• “The most important single factor influencing learning is what the learner already
knows. Ascertain this and teach him/her accordingly.” Ausubel, D.P.(1968).
Educational Psychology. A Cognitive View. New York: Holt, Rinehart & Winston
• Application: Start with what the learners already know about a topic and use that
to introduce the new concept. Beginning with the learners’ first language and
culture will better facilitate mastery of the curriculum content.
• “Nowhere is the role of prior knowledge more important than in second language
educational contexts. Students who can access their prior knowledge through the
language and culture most familiar to them can call on a rich array of schemata,
whereas students who believe they can only use that knowledge they have
explicitly learned in the second language are limited in their access.”(Chamot,
1998, p.197).
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1.2 Second language learners use what they know in their own language to help
develop other languages.
• This positive transfer effect has been found to be significant in reading.
• Application: Develop an awareness of how the L1 works to support learning the
L2, L3.

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 that, in turn, has a positive
impact on academic achievement.
• Application: Continue the oral development of L1 and begin reading in L1 to
strengthen L2 and L3 learning as well as academic achievement across the
curriculum.

Principle 3. Cognitive Development

3.1 Students who use their multilingual skills have been shown to develop both
cognitive flexibility and divergent thinking.
• Application: Continue developing critical thinking in the L1 as well as in L2 and L3.
Jim Cummins. Multilingual Matters, 2001.

3.2 Higher Order Thinking Skills

• When we truly learn something, we can explain it, apply it, analyze it, evaluate it,
and use it to create new ideas and information.
• Application: In all subjects, focus on activities that build understanding and that
encourage students to apply, analyze, and evaluate what they have learned to
create new knowledge. CF Bloom’s Revised Taxonomy.

Principle 4. Discovery Learning

4.1 We learn when someone who already understands the new idea or task helps
us to “discover” the new idea and then use it meaningfully.
• Application: Find out what the students already know about a topic. Then provide
activities that let them use their knowledge to learn the new concept or task.

Principle 5. Active Learning

5.1 Peer interaction. Children learn best through peer interactions in which they
work together creatively to solve problems.
• Application: Do most class activities in teams or pairs. Encourage students to talk
with each other and compare ideas in order to solve problems.
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5.2 Second language active learning. Young children gain confidence in learning a
new language when they begin with “hear-see-do” (Total Physical Response )
activities.
• Application: Begin the L2 language learning time by focusing on listening and
responding to oral language. Children listen to a command, observe someone
respond to the command and then respond in action (no talking at first).

5.3 Purposeful Talk.

• Talking helps us make sense of new ideas and information.
• Application: 1) Ask a lot of “higher level” questions and give students time to think
and then respond. 2) Provide plenty of opportunities for students to work in teams,
sharing and comparing their ideas.

Principle 6. Meaning and Accuracy

• Successful language learning involves hearing, speaking, reading and writing
activities that focus on both meaning and accuracy. Application: Include plenty of
activities that focus on both MEANING and ACCURACY.

Principle 7. Language Learning/Language Transfer

7.1 We learn a new language best when the learning process is non-threatening
and meaningful and when we can take “small steps” that help us gain confidence
in our ability to use the language meaningfully.
• Application: Begin the L2 language learning time by focusing on “hear-see-do”
activities than enable students to build up their “listening vocabulary” before they
are expected to talk. Introduce reading and writing in L2 only when they have built
up a good hearing and speaking vocabulary.

7.2 Research in second-language acquisition indicates that it takes a minimum of

2 years to learn basic communicative skills in a second language when society
supports that learning.It takes five years or more to learn enough L2 for learning
complex academic concepts. Thomas & Collier, 2003; Cummins, 2006
7.3 “Errors” are a normal part of second-language learning.
• Second language learners benefit from opportunities to receive feedback in a
respectful and encouraging way. It is helpful when teachers respond first to the
content of what the student is saying or writing... focusing on one or two errors at
a time. Patsy M. Lightbown and Nina Spada. How Languages Are Learned, 3rd
ed., Oxford University Press, 2006.
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Principle 8. Affective component: Valuing the home language/culture

8.1 Valuing 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.
• Application: Learners are encouraged when they know they are valued in the
classroom and their language and heritage are seen as resources.

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; encourage their use of their L1; provide books, visual
representations, and concrete objects that reflect their backgrounds and interests.

K-12 ENGLISH CURRICULUM

THE FRAMEWORK
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Philosophy and Rationale

Language is the basis of all communication and the primary instrument of thought.
Thinking, learning, and language are interrelated. Language is governed by rules and
systems (language conventions) which are used to explore and communicate meaning.
It defines culture which is essential in understanding oneself (personal identity), forming
interpersonal relationships (socialization), extending experiences, reflecting on thought
and action, and contributing to a better society. Language, therefore, is central to the
peoples’ intellectual, social and emotional development and has an essential role in all
key learning areas .

Language is the foundation of all human relationships. All human relationships are
established on the ability of people to communicate effectively with each other. Our
thoughts, values and understandings are developed and expressed through language.
This process allows students to understand better the world in which they live and
contributes to the development of their personal perspectives of the global community.
People use language to make sense of and bring order to their world. Therefore,
proficiency in the language enables people to access, process and keep abreast of
information, to engage with the wider and more diverse communities, and to learn about
the role of language in their own lives, and in their own and other cultures.

Guiding Principles
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the
following language acquisition, learning, teaching and assessing principles.

• All languages are interrelated and interdependent. Facility in the first language
(L1) strengthens and supports the learning of other languages (L2). Acquisition of
sets of skills and implicit metalinguistic knowledge in one language (common
underlying proficiency or CUP) provides the base for the development of both the
first language (L1) and the second language (L2) . It follows that any expansion of
CUP that takes place in one language will have a beneficial effect on the other
language(s). This principle serves to explain why it becomes easier and easier to
learn additional languages.

• Language acquisition and learning is an active process that begins at birth

and continues throughout life. It is continuous and recursive throughout
students’ lives. Students enhance their language abilities by using what they know
in new and more complex contexts and with increasing sophistication (spiral
progression). They reflect on and use prior knowledge to extend and enhance their
language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students
develop language fluency and proficiency. Positive learning experiences in
language-rich environments enable students to leave school with a desire to
continue to extend their knowledge, skills and interests.
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• Learning requires meaning . We learn when we use what we know to understand

what is new. Start with what the students know; use that to introduce new concepts.
They use language to examine new experiences and knowledge in relation to their
prior knowledge, experiences, and beliefs. They make connections, anticipate
possibilities, reflect upon ideas, and determine courses of action.

• Learners learn about language and how to use it effectively through their
engagement with and study of texts. The term ‘text’ refers to any form of written
(reading and writing), oral (listening and speaking) and visual communication
involving language . The texts through which students learn about language are
wide-ranging and varied, from brief conversations to lengthy and complex forms of
writing. The study of specific texts is the means by which learners achieve the
desired outcomes of language, rather than an end in itself. Learners learn to create
texts of their own and to engage with texts produced by other people.

• Successful language learning involves viewing, listening, speaking, reading

and writing activities . Language learning should include a plethora of strategies
and activities that helps students focus on both MEANING and ACCURACY.

• Language learning involves recognizing, accepting, valuing and building on

students’ existing language competence, including the use of non-standard
forms of the language, and extending the range of language available to
students. Through language learning, learners develop functional and critical
literacy skills. They learn to control and understand the conventions of the target
language that are valued and rewarded by society and to reflect on and critically
analyze their own use of language and the language of others.

Needs of the Learners : the Context

The generation born after the year 1994 until 2004 is referred to as Generation Z.
This is the first generation to be born with complete technology. They were born with PCs,
mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not
know life without technology. Hence, they are often termed as digital natives and are
extremely comfortable with technology. They can email, text and use computers without
any problems. In addition, members of Generation Z can understand and master
advancement in technology. Unfortunately, this reliance on technology and gadgets has
had a negative effect on the members. They rather stay indoors and use their electronics
than play outdoors and be active. They are leading a sedentary life that can result in
health problems later on.

For them, social media platforms are a way to communicate with the outside world.
They are not bothered about privacy and are willing to share intimate details about
themselves with complete strangers. They have virtual friends and for them hanging out
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with friends means talking to them over the cell phones, emails and text messages.
However, at the same time, this generation is considered to be creative and collaborative
and will have a significant impact on the way companies work when they join the
workforce.

Members of Generation Z are adept at multi-tasking. They can text, read, watch,
talk and even eat simultaneously. However, this has also led to reduced attention span
leading to what psychologists call acquired attention deficit disorder. This generation is
unable to analyze complex data and information as they cannot focus for very long.

While we do not know much about Gen Z yet...we know a lot about the environment
they are growing up in. This highly diverse environment will make the grade schools of
the next generation the most diverse ever. Higher levels of technology will make
significant inroads in academics allowing for customized instruction, data mining of
student histories to enable diagnostics and remediation or accelerated achievement
opportunities.

Gen Z kids will grow up with a highly sophisticated media and computer
environment and will be more Internet savvy and expert than their Gen Y forerunners.

Outcomes

The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates
who apply the language conventions, principles, strategies and skills in (1) interacting with others,
(2) understanding and learning other content areas, and (3) fending for themselves in whatever
field of endeavor they may engage in.

• Communicative Competence- Communicative Competence is a synthesis of knowledge

of basic grammatical principles, knowledge of how language is used in social settings to
perform communicative functions, and how knowledge of utterances and communicative
functions can be combined according to the principles of discourse. Communicative
competence is classified into the following competences:
o Grammatical/Linguistic Competence means the acquisition of phonological
rules, morphological words, syntactic rules, semantic rules and lexical items.
o Sociolinguistic Competence refers to the learning of pragmatic aspect of various
speech acts, namely, the cultural values, norms, and other socio- cultural
conventions in social contexts. They are the context and topic of discourse, the
participant’s social status, sex, age, and other factors which influence styles and
registers of speech. Since different situations call for different types of expressions
as well as different beliefs, views, values, and attitudes, the development of
sociolinguistic competence is essential for communicative social action.
o Discourse Competence is the knowledge of rules regarding the cohesion
(grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use
and rules of discourse are crucial in interpreting utterances for social meaning,
particularly when the literal meaning of an utterance does not lead to the speaker’s
intention easily.
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o Strategic Competence is to DO with the knowledge of verbal and non-verbal

strategies to compensate for breakdown such as self-correction and at the same
time to enhance the effectiveness of communication such as recognizing discourse
structure, activating background knowledge, contextual guessing, and tolerating
ambiguity.

Multiliteracies

Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at
work within our society. These include traditional literacy practices using texts as well as new
literacy practices using texts of popular culture such as films. Social literacy encompasses how
we communicate and exchange meaning in our society while professional literacy links with the
notion of literacy for school of the workplace.

The curriculum aims to help learners acquire highly-developed literacy skills that enable
them to understand that English language is the most widely used medium of communication in
Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum
aims to help learners understand that English language is a dynamic social process which
responds to and reflects changing social conditions, and that English is inextricably involved with
values, beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-
literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and
understand that the meaning of any form of communication depends on context, purpose and
audience.

Self-Help and References: You can also refer to the sources below to
help you further understand the lesson:
Department of Education. (2016, May). K to 12 Curriculum Guide ENGLISH (Grade 1 to Grade
10). https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

Department of Education. (2016, May). K to 12 Curriculum Guide MOTHER TONGUE (Grade 1

to Grade 3). https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-
CG.pdf

Let’s Check

Activity 1. In 5 sentences, describe the MTB-MLE program of the Philippine Basic

Education System.

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Let’s Analyze

Activity 1. In a 300-word composition, examine three language learning issues that the
guiding principles for teaching and learning in MTB-MLE claim to have or have not
considered or addressed based on your analysis.

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Activity 2. In a 200-word composition, explain the language outcome or goal of the K to

12 English Curriculum.

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Activity 3. Based on the presentation of the MTB-MLE and English Curriculum

Frameworks by the Department of Education, what do you think is the type of bilingual
education program does the Philippine basic education adapt/adopt? Why? Explain and
justify your answer in a 300-word composition.

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In a Nutshell

Activity 1. As a prospect English language teacher, what is your opinion about the
implementation of MTB-MLE in the Philippine basic education?

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Keywords Index

MTB-MLE English Curriculum Curriculum Framework