Course Code Content and Pedagogy for the Mother Tongue

and Title:
Term 1st semester, 2020-2021 Class Schedule BEED 2-1 9:00-10:30TF
BICOL UNIVERSITY ILS-5; BEED 2-2 10;30-
Legazpi City 12:00TF TH3-A; BEED 2-
3 9;00-10:30 MTh ILS-2;
BEED 2-5 9:00-10:30
MTh ILS-6; BECED 2
1:00-2:30 KR 1.
Revision Date July 18, 2020 Co-Requisite/s None
Credit 3 units Pre-Requisite/s None
Course Placement 1st semester, 2nd year Type of course Lecture
College: College of Education Faculty Miguela R. Requiero/Creslita G. Consultation Hours 2:00-4:00 TF
Antonio
Department: Early and Late Childhood Department Contact Details gierequiero21@gmail.com Dr. Lorna M. Mina
Dean/Director
Program: Bachelor of Elementary Education Department Chair Dr. Norilyn De Chavez
A world-class university producing leaders and
Vision change agents for social transformation and Core Values Scholarship, Leadership, Character, Service
development
Give professional and technical training, and Bicol University commits to continually strive for excellence in instruction, research and
provide advanced and specialized instruction in extension by meeting the highest level of clientele satisfaction and adhering to quality
Mission literature, philosophy, the sciences, and arts Quality Policy standards and applicable statutory and regulatory requirements
besides providing for the promotion of scientific and
technological researches (RA5521, Section 3.0)

Institutional Learning Outcomes:

Every BU graduate should:
1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.

Program Learning Outcomes:

Graduates of the BECED Program are teachers who:
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
2. Manifest meaningful and comprehensive pedagogical content knowledge of the different subject areas;
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes;

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 4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional; and
6. Manifest a desire to continuously pursue personal and professional development.

Course Description: This course discusses on the philosophical and legal basis of Mother Tongue-Based Multilingual Education (MTB-MLE) program. It highlights the
elements of Mother Tongue, appreciation of local literature, and use developmentally appropriate language teaching strategies for the Mother Tongue to
facilitate teaching and learning.

Course Learning Outcomes:

Course Learning Outcomes P1 P2 P3 P4
At the end of the course, the pre-service teachers can:
A. demonstrate knowledge and understanding on the philosophical and legal
bases of MTB-MLE;
B. utilize varied differentiated teaching in the Mother Tongue, Filipino and English
to facilitate teaching and learning;
C. appreciate the use of local literature to enhance literacy skills and to
strengthen the use of MTB-MLE (1.4.1) and nurture and inspire learner participation;
D. show skills in the selection, development and use of variety of teaching and
learning resources including ICT to address the learning goals of Mother Tongue;
E. demonstrate familiarity with a range of strategies for communicating learner
needs and progress in the use of Mother tongue;
F. demonstrate knowledge of teaching strategies that are inclusive of learners
from indigenous groups;
G. implement teaching strategies that are responsive to the learners’ linguistic,
cultural, socio-economic and religious backgrounds;
H. demonstrate an understanding of the range of verbal and non-verbal
classroom communication strategies that support learner understanding, participation,
engagement and achievement; and
I. demonstrate knowledge of the design, selection, organization and use of
diagnostic, formative and summative assessment strategies consistent with curriculum
requirements.
Legend: I - Introduced concepts/principles; P - Practice with supervision; D - Demonstrated across different settings with minimal supervision

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Course Outline:

Specific Learning Outcomes Learning Content Instructional Delivery Instructional Performance Assessment Time
Resources Standard Tasks/Outputs Allotment

Students can: A. Introduction Oral presentation/discussion Course Guide (E-  Explain the Response to questions
1. Vision and Mission of the and essay writing of the copy) Module (E- connection or prompts: Week 1
Discuss the vision and mission of the University significance of the course to the copy) LMS,FB between the ● How is the course
university and the VMGO of BUCE 2. VMGO of BUCE vision and mission of the messenger, e- course outcomes aligned to BU’s
Analyze the significance of the course to 3. Course Overview, university and the VMGO of mail, SMS and the VMGO VMGO?
the vision and mission of the university and Expectations. And BUCE (mobile phone)
to the VMGO of BUCE Requirements depending on  Share What do you expect
what is expectations on from the course, the
accessible to the Course teacher, your
students classmates and
yourself?

Students can:  Online, synchronous/ Readings/ Participate on the Short quiz on the
At the end of the week, the pre-service A. Theoretical asynchronous via clipped interactive theories and
teacher (PST) can: /Philosophical Foundations messenger/ videos/power Discussion on philosophical
of Mother Tongue Email/google classroom point slides on Theoretical foundations of mother
a. identify the theories and philosophical Offline, electronic copy of the theoretical/Philos /Philosophical tongue
foundations of mother tongue; learning materials via flash ophical Foundations of
drive Foundations of Mother Tongue
b. explain the application of the theories Mother Tongue
philosophical bases of teaching mother
tongue; and

c. demonstrate knowledge and

understanding on the theoretical
philosophical foundations of mother
tongue.
Students can:  Online, synchronous/ Readings/ Get involved Scoring rubric (reflection
B. Legal Bases of Mother asynchronous via clipped Panel Discussion paper) on the legal
At the end of the week, the pre-service Tongue messenger/ videos/power on the legal Bases bases of mother tongue
teacher (PST) can: Email/google classroom point slides on of Mother Tongue
a. discuss the legal bases of mother Offline, electronic copy of the the legal bases of
tongue; and learning materials via flash mother tongue
b. write a reflection on the legal bases of drive
mother tongue.

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 At the end of the week, the pre-service  Online, synchronous/ Readings/ Students will be
teacher (PST) can: C. Researches of Teaching asynchronous via clipped able to a. Synthesis on the
a. reflect on experiences of teaching and and Learning in the Mother messenger/ videos/power  Share of the shared research findings
learning in the mother tongue; and Tongue Email/google classroom point slides on results of
Offline, electronic copy of the researches on researches on b. Scoring rubric on an
b. synthesis researches on teaching and learning materials via flash teaching and the benefits of interview on the
learning in the mother tongue. drive learning in the mother tongue experiences of Teaching
mother tongue and Learning Mother
• Conduct an Tongue
interview on the
experiences of
Teaching and
Learning Mother
Tongue via online
At the end of the week, the pre-service  Online, synchronous/ Readings/
teacher (PST) can: D. Elements of Mother asynchronous via clipped Make a concept Accomplished concept
a. identify the elements of mother Tongue messenger/ videos/power map on the map by groups
tongue; and Email/google classroom point slides on Elements of • Scoring rubric (concept
Offline, electronic copy of the elements of Mother Tongue maps)
b. create a concept map on the learning materials via flash mother tongue
elements of mother tongue. drive

 Online, synchronous/ Readings/ clipped Get involved

Mother Tongue- Based Multi asynchronous via videos/power Panel Discussion • Scoring rubric
lingual Framework: Its messenger/ point slides on on Mother
Implementation in Early Email/google classroom the Mother Tongue- Based • Panel Discussion on
Childhood Education Offline, electronic copy of the Tongue-Based Multi lingual Mother Tongue- Based
learning materials via flash Multilingual Framework: Its Multi lingual Framework:
drive Framework: Its Implementation in Its Implementation in
Implementation in Early Childhood Early
Early Childhood Education
Education
At the end of the week, the pre-service F. Guiding Principles for  Online, synchronous/
teacher (PST) can: Teaching and Learning MTB asynchronous via Readings/ clipped Participate in the • Scoring rubric on
– MLE in Early Childhood messenger/ videos/power Dyadic Discussion
a. expound on the Guiding Principles for Education Email/google classroom point slides on on the Guiding • Dyadic Discussion on
Teaching and Learning MTB – MLE in Offline, electronic copy of the Guiding Principles for the Guiding Principles
Early Childhood Education; and learning materials via flash Principles for Teaching and for Teaching and
drive Teaching and Learning MTB – Learning MTB – MLE in
b. cite situations for each guiding Learning MTB – MLE in Early Early Childhood
principle. MLE in Early Childhood Education
Childhood Education

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 Education
At the end of the week, the pre-service  Online, synchronous/ Readings/ clipped
teacher (PST) can: G. Integrating Macro Skills asynchronous via videos/power Watch Videos on • Scoring rubric on
in Mother Tongue Lessons messenger/ point slides on integrating the 4 demonstration lessons
a. Identify the Macro Skills in Mother Email/google classroom the different macro Skills in
Tongue Lessons; and Offline, electronic copy of the macro skills in teaching mother
learning materials via flash mother tongue tongue
b. Integrate the macro Skills in Mother drive
Tongue through demonstration lessons.
• Conduct Group
Demonstration
lessons on 4
macro skills

At the end of the week, the pre-service  Online, synchronous/ Readings/ clipped
teacher (PST) can: I. The Teaching of asynchronous via videos/power • Conduct Lesson • Scoring rubric on
(Language) Literature and messenger/ point slides Exemplars demonstration lessons
a. demonstrate the skills in teaching How to Teach It Email/google classroom
(specify the language); and • Ilokano Offline, electronic copy of the Videos of the • Watch video
• Ibanag videos via email demonstration of clips
b. conduct lesson exemplars in the teaching • Pangasinan the skills in
of ( Language Literature). • Kapampangan teaching a
• Sambal particular
• Tagalog language
• Tausug
• Hiligaynon
• Bikolano
• Masbateño
• Aklanon
• Others
n. b. (only the language
particular to the place)
1. Conventions of the
(Language Literature)

At the end of the week, the pre-service J. Appreciation of Local  Online, synchronous/ Readings/ clipped • Conduct
teacher (PST) can: Literature asynchronous via videos/power demonstration • Scoring rubric on
a. implement teaching strategies that are messenger/ point slides lessons for each demonstration lessons
responsive to the learners’ linguistic, 1. Folktales Email/google classroom of the:
cultural, socio-economic and religious 2. Poetry Offline, electronic copy of the Videos of the • Folktales
backgrounds; 3. Modern Stories learning materials via flash demonstration of • Poetry
4. Biographies drive the teaching • Modern Stories
b. demonstrate an understanding of the 5. Non fiction strategies that • Biographies

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 range of verbal and non-verbal classroom 6. Graphic Novels (comics) are inclusive for • Non fiction
communication strategies that support learners from • Graphic Novels
learner understanding, participation, indigenous (comics)
engagement and achievement; and groups.

c. demonstrate knowledge of teaching

strategies that are inclusive of learners
from indigenous groups.
At the end of these weeks, the pre-service  Online, synchronous/ Readings/ clipped
teacher (PST) can: K. Developmental asynchronous via videos/power • Conduct • Scoring rubric on
a. show skills in the selection, development Appropriate Language messenger/ point slides individual /group demonstration lessons
and use of variety of teaching and Teaching Strategies in MTB Email/google classroom demonstration
learning resources including ICT to – MLE in Early Childhood Offline, electronic copy of the Videos of the lessons
address the learning goals of Mother Education learning materials via flash demonstration of
Tongue. drive the teaching
strategies that
are inclusive for
learners from
indigenous
groups.
 Online, synchronous/ Readings/ clipped
At the end of these weeks, the pre-service L. Development of asynchronous via videos/power • Design and • Scoring rubric on
teacher (PST) can: Instructional Materials in messenger/ point slides on develop of instructional materials
a. show skills in the selection, mother tongue Email/google classroom how to develop Instructional
development and use of variety of 1. big books Offline, electronic copy of the and design Materials: big and
teaching and learning resources 2. small books learning materials via flash instructional small books,
including ICT to address the learning 3. electronic materials drive materials electronic and
goals of Mother Tongue. 4. other materials other materials
At the end of these weeks, the pre-service  Online, synchronous/ Handout: Sample
teacher (PST) can: K. Planning and Executing asynchronous via of lesson plan in • Write Lesson • Scoring Rubric for
a. identify learning outcomes are aligned Lessons in the Mother messenger/ mother tongue Plans In Mother Lesson Plans
with learning competencies; and Tongue Email/google classroom Tongue
Offline, electronic copy of the
b. write lesson exemplars in mother learning materials via flash
tongue. drive
At the end of the week, the pre-service L. Assessment of Learning  Online, synchronous/ Readings/ clipped
teacher (PST) can: with (Language) as a asynchronous via videos/power • Construct of • Traditional / Authentic
a. identify the nature and purposes of Medium of Instruction messenger/ point slides on Various assessments
assessment; 1. Nature and Purpose of Email/google classroom Assessment of Assessments
b. explain the levels of assessment Assessment Offline, electronic copy of the Learning with
c. use levels of multiple measures for 2. Levels of assessment learning materials via flash (Language) as a
different levels of measurement; and 3. Use of Multiple Measures drive. Medium of
d. demonstrate knowledge of the design, for Different Levels of Instruction

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 selection, organization and use of Measurement
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.

Course Requirements:
Type of Requirements
Tests and Examinations
Written Works/Outputs
Performance/Presentation
Project
Class Participation
Specific Requirements Modality of Submission Due Date
Midterm Examination Online (via LMS/Google Classroom; Offline (via mail)
Final Examination
Completed Hand-outs/Worksheets/Activity Sheets Online (via Google Classroom, email attachment or FB
Reflection Papers/Research Paper/Narrative messenger); Offline (via Drop-off at BUCE)
Report/Synthesis/Analysis
Short Lesson Guide
Videos of the Demonstration Teaching Online (via Google Classroom, email attachment or FB
messenger);
Compilation of poems, songs, stories, rhymes in Online (via Google Classroom, email attachment or FB
mother tongue; lesson plan in Mother tongue messenger); Google Meet (for group presentation)
Attendance during the Scheduled Meeting via FB FB messenger, e-mail, SMS (mobile phone),
messenger, google meet Google Meet depending on what is accessible to
Responses and Active engagement in the different students
class activities provided in the hand-outs and
module

This syllabus is subject to change as it allows flexibility in the learning experiences or instructional delivery, assessment tasks, schedule and final requirements

Community Engagement: (Not applicable due to pandemic crisis)

Type of Community Engagement Activities N/A

Title/Name of CE Activities N/A
Duration N/A
Locale N/A
CE Requirement N/A

Lifelong Learning Opportunities:

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 The learning content and different tasks/activities in the module will develop the Preservice Teacher’s creativity, problem solving, critical thinking and communication
skills as they practice and apply varied strategies, instructional activities and assessment in teaching literacy among children .The learning experiences in this course will
empower the students to become self-directed and independent learners.

Course Assessment:

a. BU Grading System
This is the Grading System of the university.
1.0 – 99-100% 1.3 – 96% 1.6 – 93% 1.9 – 90% 2.2 – 87% 2.6 – 82-83% 2.9 – 76-77%
1.1 – 98% 1.4 – 95% 1.7 – 92% 2.0 – 89% 2.3 – 86% 2.7 – 80-81% 3.0 – 75% INC - Incomplete
1.2 – 97% 1.5 – 94% 1.8 – 91% 2.1 – 88% 2.4 – 85% 2.8 – 78-79% 5.0 - Failed

b. System of Computing Grades:

MID-TERM
Mid Term Examination 30%
Quizzes 15%
Research Paper & Presentation 25%
Project/Output 30%
FINALS
Outputs 40%
Research/Presentation 25%
Quizzes 20%
Class Participation 15%

Final Grade = 1/3 (Midterm Grade) + 2/3 (Tentative Grade)

References: (APA Format)

Alcudia, Fina Felisa et.al. (2016). Mother Tongue: for Teaching and Learning. LORIMAR Publishing Inc. Quezon City
Andes, Celia D. et al. (2012) Special Topics in Education Volume 2. LORIMAR Publishing Inc. Cubao, Quezon City.
Giron, Paraluman R. et.al. (2016). Teaching and Learning Languages and Multiliteracies: Responding to the MTB-MLE challenge. LORIMAR
Publishing Inc. Quezon City.
Nolasco, Ricardo Ma. Duran (2010). Starting Where The children Are. Talaytayan MLE Inc. Quezon City.
Young, Catherine M.B. et al. (2016). Mother Tongue Based Multilingual Education: Guide for Teachers and Students. LORIMAR Publishing Inc.
Quezon City

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Required Readings:
Journals:
Sahin, I. (2018). A look at mother tongue education in the context of the right to education. Educational Research and Reviews, 13(9), 343-353.
https://eric.ed.gov/?q=pedagogy+in+mother+tongue&id=EJ1178270
Jorolan-Quintero, G. (2018). Oral traditions: an aid to implementation of mother tongue-based multilingual education in the Philippines’ basic education
programme. International Review of Education, 64(6), 759-777. https://eric.ed.gov/?q=pedagogy+in+mother+tongue&pg=6&id=EJ1197707
Ozfidan, B. (2017). Right of knowing and using mother tongue: a mixed method study. English Language Teaching, 10(12), 15-23. https://eric.ed.gov/?
q=pedagogy+in+mother+tongue&id=EJ1159129
Halpern, Mark (2016). How children learn their mother tongue: they don’t. Journal of Psycholinguistic Research, 45(5), 1173-1181. https://eric.ed.gov/?
q=pedagogy+in+mother+tongue&pg=5&id=EJ1112004
Metila, R. A., Pradilla, L. S. & Williams, A. B. (2016). The challenge of implementing mother tongue education in linguistically diverse contexts: the case of the
Philippines. Asia-Pacific Education Researcher, 25(5-6), 781-789. https://eric.ed.gov/?q=pedagogy+in+mother+tongue&pg=3&id=EJ1180912

Further Readings:
Alcudia, F., Bilbao, P. P., Dequilla, M. V., Germinal, A. D., Rosano, D. A., & Violeta, M. M. (2016). Mother Tongue: For Teaching and Learning. Quezon City:
Lorimar Publishing.
Giron, P. R., Aguirre, R., Flojo, O. C., Gutierrez, M. M., & Llagas, A. T. (2016). Teaching and Learning Languages and Multiliteracies: Responding to the MTB-MLE
Challenge. Quezon City: Lorimar Publishing.
West Visayas State University Press. (2015). Primer in Teaching Mother Tongue: Hiligaynon. Iloilo, Philippines: West Visayas State University Press.
Mata, L. (2014). Pedagogical competencies for mother-tongue teacher education. Educational Sciences: Theory and Practice, 14(1), 341-352. https://eric.ed.gov/?
q=pedagogy+in+mother+tongue&pg=3&id=EJ1038700
Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O. & Cammagay, J. W. (2014). Strategies and problems encountered by teachers in
implementing mother tongue-based instruction in a multilingual classroom. IAFOR Journal of Language Learning, 1(1). https://eric.ed.gov/?
q=pedagogy+in+mother+tongue&id=EJ1167236

Suggested Websites:
https://www.up.edu.ph/teaching-in-mother-tongues/
https://www.deped.gov.ph/2016/10/24/mother-tongue-based-learning-makes-lessonsmore-interactive-and-easier-for-students/14/
https://philippines.sil.org/language_development/mother_tongue-based_multilingual_education
https://www.cu.edu.ph/?page_id=3290
https://www.youtube.com/watch?v=W7ClEUYRIrg
https://www.youtube.com/watch?v=gVLb9WuQwmk

Course Policies:

Ethical Policies:
This course will follow proper ethical standards in all types of learning modalities. Students are expected to follow the different ethical policies stipulated in the
Student Handbook.

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 Academic Integrity Policy:
Follow the policies of the university on academic integrity and honesty. This course will strictly implement honesty at all times. Any form of cheating, plagiarism,
use of unauthorized sources and other academic dishonesty shall strictly and promptly be dealt with based on the BU student handbook (see copy of your Student
Handbook).

Policies on Absences and Tardiness:

The attendance of the students will be checked regularly based on the scheduled participation in preferred modality. Students are expected to participate based on
agreed schedules via synchronous, asynchronous or in special arrangements. An absence mark will be given if the students failed to follow the given schedules of
participation (unless uncontrolled circumstances occurred).

Language of Instruction:
English is the formal medium of instruction in this course. However, students may also use Filipino and Mother Tongue (Bikol) if needed in the different learning
activities provided in the module.

Use of the Learning Management System:

The recommended LMS of the university will be used, however, it will depend on the learning modality preferred by the students.

Use of Mobile Phones and Gadgets:

Gadgets like mobile phones, tablets, laptops and others are necessary to facilitate flexible learning through synchronous and asynchronous modalities.
The phones and gadgets will be utilized for teaching and learning purposes only, especially during the agreed schedule of meetings.

Special/Make-Up Quiz/Examinations/Work:
This course will follow specific schedule of class works based on the agreed time and date. Concerns related to missed quizzes/examinations/work should be
communicated to the teacher as soon as possible to make necessary adjustment but this will subject to the careful, principled consideration and approval of the
teacher.

Dress and Grooming Codes:

Students are expected to wear decent attire and apply proper grooming during synchronous classes.
For those using specific accounts that will be used in the online classes, students are required to use appropriate picture/photo in their profile account

Accommodations:
Special accommodation/curriculum modification or adaptation shall be implemented in class to accommodate diverse learners in class. Concerns regarding any
aspect of the course must be communicated directly to the teacher for possible consideration.

Statement on Student Wellness:

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 Student’s health/ well-being is a top priority in the implementation of this course. Students are encourage to stay safe and healthy, keep the spirit of positivity and
live a happy life while learning. If a student will experience academic stress, anxiety or depression, she/he may inform the teacher or seek support from the BUCE
Guidance Counselor.

Advising and Support:

Students who need assistance and support in this course are encouraged to communicate with the teacher during consultation hours. The teacher can offer varied
modes of communication and support every Thursday and Friday from 8:00am – 5:00pm via FB messenger, text or call (see contact numbers in the course guide)
or limited face-to-face visit in the office.

Caveat: The course professor reserves the right to make adjustments or changes throughout the semester if needed. Students are responsible to learn about these
changes if they miss any class time.

Prepared by: Reviewed by: Approved:

Miguela R. Requiero (Signature Over Printed Name)

(Signature/s Over Printed Name/s and Position)

Creslita G. Antonio (Signature Over Printed Names)

(Signature/s Over Printed Name/s and Position)

Committee on Syllabi Review (Position)

Date

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