LESSON 3: CONTENT OF THE MTB-MLE

In support of MTB-MLE, in 2013, DepEd issued DO #28, s. 2013— Additional Guidelines to DepEd Order No. 16, s. 2012 (Guidelines on the Implementation of the Mother Tongue-Based Multilingual Education MTB-MLE).

Reality dictates that learners learn best when they are able to understand and express in the language they grew up speaking from childhood. Thus, they are able to build a strong scaffold in terms of comprehension, construction, and communication. Moreover, research stresses that children with a solid foundation in the language they grew up speaking or their mother tongue develop stronger literacy abilities in the school language.

III. ABSTRACT

In groups of three, you need to answer the questions listed below. You are encouraged to research and cite credible sources in answering each question. 1. What is acquisition? 2. How is language acquisition different from language learning? 3. How do children learn their first language? 4. What is second language acquisition? 5. Is language acquisition true for all children?

Prepare to share your answers to the class.

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 (English Curriculum Framework: Australia, 1998).

Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Thoughts, values, and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contribute to the development of their personal perspectives of the global community. Therefore, proficiency in the language enables people to access, process, and assess 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 (Malone, 2006).

Language acquisition (a natural process and involves "picking up" language in a nonconscious way through exposure to language, not by studying it) and language learning (is conscious, intentional, involves study and pays attention to grammar rules) is an active process from cradle to grave, 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 (Cummins, 1991).

Armed with the capability to read in their mother tongue, learners are able to cross over and read in other languages. Their knowledge and skills transfer across languages. This bridge then enables the learners to use both or all their languages for success in academics and most of all for lifelong learning.

IV. APPLY

Having the end in mind of instilling lifelong learning over and above academic excellence in Filipino learners, language learning in the mother tongue (L1), in Filipino (L2-the national language), in English (L3-the global language), and the possibility of a foreign language (L4), equips the learners to be more than prepared to develop the competencies in the different learning areas they will hurdle.

For your final task in this lesson, form a group of five and discuss the following: 1. Who is learning another language at the moment? 2. Who has tried to study another language out of passion or curiosity, or out of obligation to fulfill a duty? 3. If a second language was learned, how was the experience? 4. Is there someone in the group who can read books or newspapers and listens to radio/TV in another language apart from English and Tagalog? Each group must prepare for a presentation of their key discussion points.

Language acquisition (a natural process and involves "picking up" language in a nonconscious way through exposure to language, not by studying it) and language learning (is conscious, intentional, involves study and pays attention to grammar rules) is an active process from cradle to grave, 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 (Cummins, 1991).

Armed with the capability to read in their mother tongue, learners are able to cross over and read in other languages. Their knowledge and skills transfer across languages. This bridge then enables the learners to use both or all their languages for success in academics and most of all for lifelong learning. '

IV. APPLY

Having the end in mind of instilling lifelong learning overand above academic excellence in Filipino learners, language learning in the mother tongue (L1), in Filipino (L2-the national language), in English (L3-the global language), and the possibility of a foreign language (L4), equips the learners to be more than prepared to develop the competencies in the different learning areas they w ill hurdle.

For your final task in this lesson, form a group of five and discuss the following: 1. Who is learning another language at the moment? 2. Who has tried to study another language out of passion or curiosity, or out of obligation to fulfill a duty? 3. If a second language was learned, how was the experience? 4. Is there someone in the group who can read books or newspapers and listens to radio/TV in another language apart from English and Tagalog? Each group must prepare for a presentation of their key discussion points.