This document outlines the key elements of the Mother Tongue-Based Multilingual Education (MTB-MLE) curriculum framework for basic education in the Philippines. It discusses the 14 domains of literacy covered in the curriculum, including oral language, phonological awareness, book and print knowledge, alphabet knowledge, and others. The goals of the MTB-MLE curriculum are to promote cognitive development, academic achievement, second language acquisition, and lifelong learning through the use of children's mother tongue in early education.

1. Its Implementation
in the Basic Education
Curriculum
Mother Tongue-Based Multilingual
Education Framework :
BELLA LIZA F. TUMALE

2. Learning Outcomes:
The students should be able to:
 Explain the basic elements of the MTB-MLE Curriculum
Framework.
 Apply the concepts and processes of the MTB-MLE
Curriculum Framework in teaching-learning situations.
 Demonstrate understanding of how the fourteen (14)
domains of literacy and their corresponding competencies
are highlighted in the MTB-MLE Curriculum.
 Discuss the effects of early or late language transfer.

3. LEARNING OUTCOMES STANDARDS
-Language Comprehension -Oral Competence
-Reading Comprehension -Linguistic Knowledge
-Critical Language use -Practice and Creative
-Critical Literacy Writing Competence
The Mother Tongue Based—A Strong Foundation
Mother Tongue as a Subject
(Grades 1-10)
Mother Tongue as Language
Of Learning (K, Grades 1, 2 @3)
Cognitive Development (thinking, understanding, remembering)
Academic Development (Math, Science, Arts, Social Science)
Second Language Development (Filipino and English)
Life Long Learning (Communicative and Competence)
ASSESSMENT and FEEDBACK
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POLITICAL-SOCIOLOGICAL FACTORS
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MTB-MLE Curriculum Framework

4. MTB-MLE Basic Elements
 Prior knowledge
 Cognitive development
and higher order
thinking skills (HOTS)
 Strong Bridge
 Scaffolding.
 Teaching for Meaning
and Accuracy
 Literacy

5.  Teaching for Meaning and Accuracy
1. listening, speaking,
reading and writing for
Meaning
2. listening, speaking,
reading, and writing for
Accuracy

6. Story Track Focus on
Meaning
Listening Listen in order to understand, think critically
and respond creatively
Speaking Speak with understanding to communicate
ideas, knowledge, experiences
Reading Read with understanding to apply, analyze,
evaluate, and create new knowledge
Writing Write to communicate knowledge, ideas,
experiences, goals
Viewing View in order to understand, think critically,
respond creatively
Teaching for Meaning and Accuracy

7. Primer Track Focus on
Accuracy
Listening Recognize and distinguish sounds;
recognize parts of words
Speaking Use correct vocabulary, pronunciation,
grammar
Reading Decode by recognizing parts of words,
sentences
Writing Form letters properly and neatly; spell words
accurately: use correct grammar
Viewing Recognize and distinguish print and non print
and be able to critic the materials objectively
Teaching for Meaning and Accuracy

9. The Fourteen Domains of
Literacy in the Philippine
MTB-MLE Curriculum

10. To ignore the impact of MTB-MLE on children's
learning and development is to reject the child-
friendly approach to language that ensures that
children enjoy and understand what they
learn.
MTB-MLE curriculum in the Philippine K-12 Basic
Education Program can help teachers in
promoting the delivery of the curriculum.

11. 1. ORAL LANGUAGE
To communicate with children at the early years of
schooling in a caring, warm and welcoming
classroom environment
Refers to one’s knowledge and use of the
structure, meanings and uses of language in oral
communication.

12. SEMANTICS
developing meanings for the words children hear
and say.

13. MORPHOLOGY
Figuring out how to manifest the smallest units of
meaning in the language called morphemes.
Example: boy
boys

14. SYNTAX
Learning the rules of how words are linked
together

15. PHONOLOGY
Understanding the sound structure of language

16. PRAGMATICS
Understanding the social uses of languages.

17. Sample competencies
KINDERGARTEN
Use polite greetings and courteous expressing
in appropriate situations:
* Good morning/afternoon
* Thank you/You’re welcome
* Please/May I

18. 2. PHONOLOGICAL AWARENESS
The ability to know the phonological or sound
structure of language
Includes word awareness, syllable awareness,
rhyme awareness, and phoneme awareness.
“Phonemic awareness is the main predictor of
whether or not a child will learn to read at the
expected age.”

19. NOTE!
In Grade 2 phonological awareness in
Mother Tongue is no longer taught. It is
expected that by the end of grade 1,
competencies in this domain have already
been mastered.

20. 3. BOOK AND PRINT
KNOWLEDGE
Awareness of how print looks. Also, the ability
to understand that print is made up of letters, that
letters correspond to sounds and words as that text
is read from left to right.

21. 4. ALPHABET KNOWLEDGE
Ability to know the letters of the alphabet and
the understanding that the alphabet
represents the sounds of spoken languages.

22. 5. PHONICS AND WORD
RECOGNITION
To be able to identify a written word by sight or
by deciphering the relationship between Speech
sounds an the letters in written language.

23. 6. VOCABULARY
DEVELOPMENT
Knowledge of words and their meanings in
both oral and print representations.

24. Types
1. EXPRESSIVE VOCABULARY – Express
themselves in oral or written form.
2. RECEPTIVE VOCABULARY – understand when
heard in context or read.

25. 7. SPELLING
To be able to convert oral language sounds
into printed language symbols.

26. 8. GRAMMAR AWARENESS
Both the language we used and the
description of language as a system
Is the ability to understand the rules
of how words are linked together to
convey meanings

27. 9. FLUENCY
Refers to the fluidity of utterances
(oral fluency) or the oral reading of
texts smoothly (reading fluency). It is
also writing without thinking about
how to form a letter before writing
(writing fluency)

28. ELEMENTS:
A. Automaticity: to recognized quickly
and without much conscious attention
B. Accuracy: ability to recognized
words correctly.
C. Prosody or Proper Expression:
ability to read aloud with appropriate
intonations and pauses.

29. 10. READING
COMPREHENSION
Constructive, interactive process
involving three factors – the readers,
the texts and the context
Goal is to understand the meaning of
written languages

30. A. Schema. Organized knowledge that an
individual has about people, places, things
and events
B. Activating prior knowledge. Is the unique
set of knowledge each individual learner
brings to the reading experiences.
C. Comprehension knowledge.
Comprehension strategies include
preparing, organizing, elaborating, releasing
and monitoring the reading process.

31. The complexity of words and sentences,
including comprehending informational or
actual texts.
Conceptual Complexity
Learners’ background knowledge about the
topic
Text types: Narrative Texts, stories, fantasy
novels, bedtime stories, historical fiction
informational texts.

32. 11. WRITING AND
COMPOSING
The process of using he writing
system or orthography in the conduct
of peoples lives and in the
transmission of their culture to the
next generation
Process or result of recording
language graphically by hand or by
other means as by letters, logograms,
and other symbols.

33. 12. HANDWRITING
The ability to form letters through
manuscript and cursive styles.
Performance by the end of the
third grade is writing legibly in
cursive style.

34. 13. ATTITUDE TOWARDS
LANGUAGE, LITERACY, AND
LITERATURE
The process of reflecting ethical
consideration on the use of ideas
and information.
The use of language in
appreciating contexts and
situations considering the culture
of the audience.

35. 14. STUDY STRATEGIES
Deliberate, planned procedures
designed to help a learner reach
a goal.
Refers to techniques and
strategies that help an individual
effectively learn for specific
purpose.

36. THANK YOU!!