University of San Jose- Recoletos 1

COLLEGE OF EDUCATION
Department of Teacher Education
First Semester, SY 2017-2018

COURSE NUMBER: MTB -MLE

COURSE TITLE: Mother Tongue Based Multilingual Education

COURSE UNITS: 3.0 units

USJ-R’s Vision
We envision the University of San Jose-Recoletos to be a premier Gospel and community-oriented educational institution committed to transforming
individuals to become more responsive leaders of the society through innovative integral formation.
Mission
1. Actively infuse Gospel values into curricular offerings.
2. Continuously develop and undertake innovative curricular and research programs and provide facilities that ensure excellent quality Christian community
– oriented education.
3. Tirelessly cultivate the stakeholders’ manifold gifts to enhance their holistic and full growth enabling them to become responsive leaders in the society.
4. Conscientiously integrate Augustinian Recollect charism and core values in all programs in order to live out St. Augustine’s motto of “Caritas et Scientia”
(Love and Knowledge).
5. Efficiently, effectively, and ethically implement measures to ensure economic viability and social desirability of programs.
Core Values (I.N.S.P.I.R.E.)
1. Interiority 2. Nationalism, 3. Service, 4. Pioneerism, 5. Integrity, 6. Responsibility 7. Excellence
University of San Jose-Recoletos
PILO
Program Intended Learning Outcomes
1. Ability to describe contrasting policy environments for language for learner from on-dominant language communities and approaches to the
implementation of MTB-MLE as applied in different national or regional context
2. Ability to demonstrate understanding and appreciation of language to human lives and society as the students explain the details of linguistic structure.
3. Ability to demonstrate belief in the importance of teacher’s proficiency in the languages of instruction, particularly the first language of the pupils.
4. Ability to summarize the basic concept of the behaviorist theory, the theory of innate universal language ability I humans, and the social interactionist
theories of first language acquisition.
5. ability to compare the benefits and challenges of various models of MTB MLE from around the world.
6. Ability to demonstrate understanding of underlying theories and principles that support the use of appropriate instruction strategies in the Integrated
Language Arts Curriculum, in general, and of the Mother Tongue Based Multilingual (MTB MLE) Curriculum in particular.
7. Ability to create strategies in the macro skills in the Mother Tongue.
8. Ability to apply basic guidelines ad principles in developing lesson plan in the Mother Tongue.
9. Ability to trace the historical development of the language policy in the Philippines.
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University of San Jose-Recoletos

CILO
Course Intended Learning Outcomes
1. Demonstrate understanding on the evolution of measurement and testing with young children, role of program evaluation, and the roles of teaching
in assessing young children and he principles I preschool assessment.

2. Produce a big book that contains the sample of MTB MLE.

3. Conduct actual interview with Child’s parent during Home Inventories.

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University of San Jose-Recoletos

COURSE COMPONENTS:
COMPETENCIES LEARNING (PRODUCT/ OTHER LEARNING VALUES/ SOCIAL RESOURCES
CONTENT PERFORMANCE) ASSESSMENTS ACTIVITIES ISSUES MATERIALS
OUTCOME INTEGRATION
a. Tell the mission, ORIENTATION Classroom rules, Oral Recitation Lecture Excellence PowerPoint
vision of USJ-R a. USJ-R VMG regulations, expectations
b. Name the goals of b. Course and requirement Giving of insights One Stay Team Interiority handbook
the institution description Stray
c. Explain the c. Giving
underlying core Expectations
values of the d. Rules and
university Regulations
d. Express one’s e. Grading
idea on how to System
live up the schools
VMG
a. Describe , Lesson 1 : Overview Description ad Illustration Language Policy Number Heads Understanding the Activity strips
determine and of Language Policy of Key concepts about Together Language Policy
understand the and Practice in MTB MLE and the policies around the world PowerPoint
key concepts and Education Around
processes in the World
instrument - Language
selection and Policy and Oral Recitation
administration Planning Tabular
b. Identify and - Language Dyad Activity information of
discuss the Policy in the advantages and
purposes and Philippines Reflection Paper disadvantages o
underlying assessment
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assumptions in
assessment of
early childhood
education
c. Manifest the
value of
willingness to
cooperate and
participate in the
assessment tasks
and motivation
Diagram mapping
d. Illustrate and concepts
constructs the key Taba Method Mind mapping
concepts mapping strips
of assessment and
its application
through
situational
analysis
Lesson 2: Activity:
a. describe , Understanding The teacher will
comprehend ad Language PAPET show a video about Fairness Video clips
find out some - Nature of aggressive children
aspects that affect Human Interpretation of in the classroom. Activity sheets
the accuracy and Language evaluation of Just
reliability of - Study of observation Situational analysis
observation Human
Language Essay Test Abstraction Balance Observation Rep
- Grammar of
Philippines Situational analysis Application Box
Languages rubrics through actual
- Language Observation
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Change
- The Think-pair-share
Philippine
Linguistic Typological Child-
Situation Observer
Relationship
Method
a. describe , Lesson 3:
compare and Understanding Essay Test Questions and Sample tables fo
discuss the Multilingualism Answer Method Observation
similarities and - Types of
differences of Individual
formal informal, Multilingualis Situational Report Observation Authenticity Activity Sheets
closed methods of m 6 Thinking Hats Method
recording and - Multilingual Compilation of Type of
observing Behavior Multilingualism
behavior - Benefits of approaches and pedagogy
Multilingualis
b. conduct actual m Observation Grid Plan PIIF Method Fairness Observation For
observation using - Multilingual
the varied method in the ( Preferred
of recording and Philippines Behavior,
observing. - Selecting a Interpretation,
medium of intervention to be
c. Show the value of Instruction made and follow up
authenticity and method)
accuracy in
reporting and
conducting
observation.

a. describe, discuss Lesson 4 :

ad utilizes the Language Actual Observation Report Observation Analysis Picture Analysis Truthfulness Observation She
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varied Acquisition with Background

observation - First Information, Home Discovery Home Inventori
exercises. Language Inventories, Observation Write-ups of Approach Form
Acquisition objectives, procedures and Observation Exercises
b. Composed an - Second exercises..
observation and Language Developmental Productivity
exercises using Acquisition Observation Excellence
the different - Elli’s Ten
recording Principles for
techniques. the SLA
Classroom
c. Show the value of
truthful in
dealing actual
children with
challenging
behaviors.

d. Lesson 5:
Models of MTBMLE
- Models of
MTB
- Weak and
Strong forms
of MLE
- MTB
Instruction
- Bilingual
Education
- Multilingual
Education
- Transitional
Multilingual
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Education
- Maintenance
Multilingual
Education
- Immersion or
Foreign
Language
Instruction
Lesson 6:
Literacies in the
Mother Tongue-
Based Multilingual
education : Teaching
Strategies
- MTB MLE
Framework
- Guiding
- Salient
features of
MTB – MLE
- Guiding
Principles for
Teaching and
Learning in
MTB- MLE
- Program
Components
of MTB- MLE
- Domains of
Language
- An Authentic
Shared Book
Reading
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Lesson
- A storytelling
University of San Jose- Recoletos
Lesson – “
The Lion and
the Mouse”
- Teaching
Writing in the
Mother
Tongue

Lesson 8:
Strategies n Teaching
the Mother Tongue
- Listening and
Speaking
Skills
- Reading
Strategies
- Writing
Activities
Lesson 9:
Historical
Background of the
Language Policy in
the Philippines and
Legal Bases of MTB-
MLE
- Historical
development
- Legal Bases of
MTB-MLE
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University of San Jose- Recoletos

ASSESSMENT CRITERIA

Grading Standard: K – 12 Format

Knowledge = (oral recitation, quizzes, and learning logs /participation in circle time) ------- 15%
Process = (Explaining the steps and procedures of making the classroom inclusive,
in making an instructional model for inclusion, in teaching the typical and atypical students , and in making an advocacy campaign) ------------------- 25%

Understanding = (Through Performances, formative assessment, understanding can be assessed if the student follow the steps /procedures from the Process of
Assessing Young Children ---------30%

Product= (Portfolio of Observation and Assessment Forms used of young children)-------- 30%

REFERENCES
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References:
1. Catherine Young, et al. Mother Tongue –Based Multilingual Education. Allyn and Bacon. 2016
2. Maag, John W. Behavior Management. Thomas Wadsworth.2003.
3. Udeshon, Susan. Keys to Curriculum Mapping : Strategies and Tools to Make It Work. Corwin Press. 2005
4. Mendoza, Typical Profile of Today’s Young Filipino. New Jersey : Prentice Hall. 2007.
5.

Online Sources
1. UNESCO. Philippine Education for All 2015 Plan (2005) @ www.unescobkk.org
2. www.deped.gov.ph. www.ed.gov/about/offices/list/osers/osep/ 
3. www.dsq.org.
4. www.mendeley.com

PREPARED BY: Ms. Rhonnette M. Abatayo

DATE: June 2017