Republic of the Philippines

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

Cabambangan, Bacolor, Pampanga

ACADEMIC YEAR 2020-2021

FIRST SEMESTER
Bachelor in Elementary Education
Outcomes-Based Teaching and Learning Plan in Content and Pedagogy for the Mother-Tongue
VISION of DHVTSU: The lead university in producing quality individuals with competent MISSION of DHVTSU: DHVTSU commits itself to provide an environment conducive to continuous creation of
capacities to generate knowledge and technology and enhance professional practices for knowledge and technology towards the transformation of students into globally competitive professionals through
sustainable national and global competitiveness through continuous innovation the synergy of appropriate teaching, research, service and productivity functions.
MISSION of College of Education: The mission of the College of Education is to provide
quality and effective instruction, personal and professional training and advancement, research and CORE VALUES: Excellence, Professionalism and Good Governance
extension services to its clientele to ensure functional undergraduate education.

Content and Pedagogy for the Mother-

Course Title
Tongue
Course Code SPEC
Credit Units 3 Course Pre-/Co-requisites
Revision No. of Times Revised: Date Revised: June 24, 2020
Course Description This course includes both the content and the pedagogy of the mother tongue. The subject matter content includes the structure of the mother tongue as a language,
(Based on CMO No. 74 Series of 2017) literature in the mother tongue, methods and techniques of teaching the language development of instructional materials and assessment.
At the end of this program, graduates will have the ability to commit to its task of producing highly competitive and empowered graduates who can assume
the following roles:
1. A dynamic and efficient conveyor of organized and systematic knowledge giving focus on the changes confronting education.
Program Intended Learning Outcomes
2. An efficient promoter and facilitator of learning that will enable the learners to develop to the fullest their potentials, thus transforming the graduates to become
(PILO) holistically developed
3. A true source of inspiration who possess a clear understanding and appreciation of the human ideals and values that elevate the human spirit and contribute to
man’s sense of satisfaction and fulfillment
At the end of this course, the students should be able to:
1. Provides an overview of language policy and practice in education around the world.
Course Intended Learning Outcomes
2. Presents the underlying theories and principles that support the use of Mother Tongue-Based Multi-Lingual Education Curriculum
(CILO) 3. Develops a communicative competence through planning and executing Mother Tongue-Based Lessons
4. Discuss the importance of multilingualism, and legal bases of MTBMLE
 I. Course Design Matrix

INTENDED LEARNING
DESIRED COURSE TEXTBOOK/ TEACHING ASSESSMENT
OUTCOMES GENDER TIMETABLE
LEARNING CONTENT/ REFERENCES AND OF LEARNING VALUES
(ILO) SENSITIVENESS
OUTCOMES SUBJECT RESOURCE LEARNING OUTCOMES INTEGRATION
(METHODOLOGIES (GAS)
(DLO) MATTER MATERIALS ACTIVITIES (ALO)
AND STRATEGIES)
At the end of the Unit 0: Vision, During the discussion
lesson, the students Mission, Core DHVTSU Code 1. Thorough discussion of and other aspects of SELF 3 hours
must have: Values and the Student Handbook - Brainstorming/ oral and written the instruction, the CONFIDENCE
Outcomes Bachelor of Elementary Asynchronous test following will be
1. internalize and Education Student 2. Creative explanation of observed
demonstrate the I.1. The Handbook the rules and regulation  use non- sexist
vision, mission, University words
core values of Vision, 3. Innovative presentation  show respect
the university, Mission and of their understanding on regardless of
the college and Core the VMGO gender
degree Values;  reduce barriers in
I.2. The College developing a
of Education personal and
Mission and academic success
Goals; created by sexism
I.3. The  recognize gender
Bachelor of issues arising from
Secondary their different
Education social position and
Outcomes gender roles.
Note: This course design is flexible and may include additional topics and activities deemed necessary by the teacher
  use non- SELF- 3 WEEKS
Lecture/discussion Brainstorming Recitation and sexist words CONFIDENCE
Library research Written /Online  show respect
Examination/ regardless of
Portfolio gender
Assessment  reduce
barriers in
developing a
personal and
academic
success
created by
sexism
 recognize
gender issues
arising from
their different
social
position and
gender roles.

At the end of the I. Overview of Young, C. et.al. (2016). Lecture/discussion Quizzes Recitation and During the discussion 3 Weeks
lesson, the Language Policy and Mother Tongue-Based Library research Brainstorming Written /Online and other aspects of SELF
students must Practice in Education Multilingual Education: Small group discussion Asynchronous/Bl Examination/ the instruction, the CONFIDENCE
have: Around the World Guide for Teacher Portfolio ended/ Project Portfolio following will be
Educators and Students Reflection Paper Based Assessment observed Social Confidence
1.Describe - Language Learning/Synchr  use non- sexist
contrasting policy Policy and Alcudia, F. et.al. (2016). onous /Remote words Integrity
environments for Planning Mother Tongue: for learning thru  show respect
language - Language Teaching and Learning Digital Platforms regardless of
education for Policy in the gender
learners from non- Philippines  reduce barriers in
dominant developing a
language personal and
communities and academic success
approaches to the created by sexism
implementation of  recognize gender
MTB-MLE as issues arising from
applied in
different national
or regional
contexts
2. Develop the
confidence to
dialogue
effectively about
policy change and
approaches to the
implementation of
MTB-MLE with
stakeholders from their different
multiple sectors. social position and
3. Have grown gender roles.
capacity to plan
and implement
advocacy
strategies to better
advance and
support language
education for
speakers of non-
dominant
language
communities.

At the end of the II. Understanding Young, C. et.al. (2016). Lecture/discussion Asynchronous/Bl Recitation and During the discussion
lesson, the Language Mother Tongue-Based Library research ended/ Project Written /Online and other aspects of SELF
students must - The Nature of Multilingual Education: Portfolio Based Examination/ the instruction, the CONFIDENCE
have: Human Guide for Teacher Reflection Paper Learning/Synchr Portfolio following will be
1. Demonstrate Language Educators and Students onous /Remote Assessment observed
understanding and - The Study of learning thru  use non- sexist Social Confidence
appreciation of Human Alcudia, F. et.al. (2016). Digital Platforms words
language to Language Mother Tongue: for  show respect Integrity
human lives and - The Grammar Teaching and Learning regardless of
society. of Philippine gender
2. Explain the Languages  reduce barriers in
details of - Language
linguistic structure Change
3. Explain the - The
arbitrariness of the Philippine
language and how Linguistic
it changes over Situation developing a
time. personal and
4. State the basic academic success
demographic facts created by sexism
about the world’s  recognize gender
and the Philippine issues arising from
languages and its their different
distribution social position and
5. Differentiate gender roles.
the basic concepts
and terminologies
relating to
language and
linguistics.
At the end of the III. Understanding Young, C. et.al. (2016). Project Method Quizzes Quiz During the discussion 3 weeks
lesson, the Multilingualism Mother Tongue-Based Lecture/discussion Brainstorming Project and other aspects of SELF
students must - Types of Multilingual Education: Library research Asynchronous/Bl Presentation the instruction, the CONFIDENCE
have: Individual Guide for Teacher Portfolio ended/ Project Recitation and following will be
Multilingualism Educators and Students Reflection Paper Based Written /Online observed Social Confidence
1.Define - Multilingualism in Learning/Synchr Examination/  use non- sexist
multilingualism society Alcudia, F. et.al. (2016). onous /Remote Portfolio words Integrity
2. Describe the - Multilingual Mother Tongue: for learning thru Assessment  show respect
effects of behaviors Teaching and Learning Digital Platforms Recitation and regardless of
multilingualism - Benefits of Written /Online gender
3. Describe the Multilingualism Examination/  reduce barriers in
behavior of - Multilingualism in Portfolio developing a
multilingual the Philippines Assessment personal and
person - Selecting a academic success
4. Explain the Medium of created by sexism
effects of Instruction  recognize gender
multilingualism - issues arising from
their different
social position and
 gender roles.
At the end of the IV. Language Young, C. et.al. (2016). Discussion Method Quizzes Quiz During the discussion
lesson, the Acquisition Mother Tongue-Based Brainstorming Method Brainstorming Recitation and and other aspects of SELF
students must -First Language Multilingual Education: Lecture/discussion Asynchronous/Bl Written /Online the instruction, the CONFIDENCE
have: Acquisition Guide for Teacher Library research ended/ Project Examination/ following will be
1. Explain the -Second Language Educators and Students Portfolio Based Portfolio observed Social Confidence
basic concepts of Acquisition Reflection Paper Learning/Synchr Assessment  use non- sexist
that characterize - Ellis’ Ten Principles Alcudia, F. et.al. (2016). onous /Remote words Integrity
the linguistic for the SLA Mother Tongue: for learning thru  show respect
theories Classroom Teaching and Learning Digital Platforms regardless of
2. Apply the gender
theories to  reduce barriers in
language developing a
teaching-learning personal and
situations academic success
created by sexism
 recognize gender
issues arising from
their different
social position and
gender roles.
At the end of the V. Models of Young, C. et.al. (2016). Lecture/discussion Quizzes Quizzes During the discussion 3 weeks
lesson, the MTBMLE Mother Tongue-Based Library research Brainstorming Recitation and and other aspects of SELF
students must - Models of Multilingual Education: Portfolio Asynchronous/Bl Written /Online the instruction, the CONFIDENCE
have: Multilingual Guide for Teacher Reflection Paper ended/ Project Examination/ following will be
1. Contrast the Education Educators and Students Based Portfolio observed
weak and strong -Weak and Strong Learning/Synchr Assessment  use non- sexist
forms of MLE Forms of MLE onous /Remote words
2. Explain the -Mother Tongue- Alcudia, F. et.al. (2016). learning thru  show respect
characteristics of Based Instruction Mother Tongue: for Digital Platforms regardless of
successful MTB -Bilingual Education Teaching and Learning gender
MLE programs -Mother Tongue-  reduce barriers in
Based Bilingual Pado,F.(n.d.) The Mother developing a
Education Tongue-Based personal and
-Multilingual Multilingual Education academic success
Education (MTB-MLE) in the K-12 created by sexism
-Characteristics of Program  recognize gender
Successful MTB MLE issues arising from
 Program their different
social position and
gender roles.

At the end of the VI. Literacies in the Young, C. et.al. (2016). Lecture/discussion Quizzes Quizzes During the discussion
lesson, the Mother Tongue-Based Mother Tongue-Based Library research Brainstorming and other aspects of SELF
students must Multilingual Education Multilingual Education: Small group discussion Asynchronous/Bl Recitation and the instruction, the CONFIDENCE
(MTB-MLE) Teaching
have: Guide for Teacher ended/ Project Written /Online following will be
Strategies
1. Explain the Educators and Students Portfolio Based Examination/ observed Social Confidence
- What is Mother
MTB-MLE Tongue-Based
Reflection Paper Learning/Synchr Portfolio  use non- sexist
Curriculum Multilingual Small group discussion onous /Remote Assessment words Integrity
2. Demonstrate Education Alcudia, F. et.al. (2016). Video Presentation learning thru  show respect
the underlying - Salient Features of Mother Tongue: for Digital Platforms regardless of
theories and MTB-MLE Teaching and Learning gender
principles that - Guiding Principles  reduce barriers in
support the use of for Teaching and developing a
appropriate Learning in MTB- personal and
instructional MLE
academic success
strategies - Program Components created by sexism
3. Review the of MTB-MLE
- Domains of Language  recognize gender
different language issues arising from
and Literacy
and literacy their different
- Strategies for Oral
domains of the social position and
Language
DEPEd Development gender roles.
- The Dialogic Reading
Technique
- The Language
Experience Approach
- Teaching Reading in
Mother Tongue
- Best Practices in Oral
Language and
Literacy Learning
- An Authentic Shared
Book Reading Lesson
- A Storytelling Lesson
- Teaching Writing in
the Mother Tongue
At the end of the VII. Strategies in Young, C. et.al. (2016). Lecture/discussion Quizzes Recitation and During the discussion 3 weeks
lesson, the Teaching the Mother Mother Tongue-Based Library research Brainstorming Written /Online and other aspects of SELF
students must Tongue Multilingual Education: Small group discussion Asynchronous/Bl Examination/ the instruction, the CONFIDENCE
have: - Listening and Guide for Teacher ended/ Project Portfolio following will be
1. Create Speaking Strategies Educators and Students Portfolio Based Assessment observed Social Confidence
strategies in - Reading Strategies Reflection Paper Learning/Synchr  use non- sexist
teaching the skills - Writing Strategies Alcudia, F. et.al. (2016). Small group discussion onous /Remote words Integrity
in MTB MLE Mother Tongue: for Video Presentation learning thru  show respect
curriculum Teaching and Learning Digital Platforms regardless of
gender
Pado,F.(n.d.) The Mother  reduce barriers in
Tongue-Based developing a
Multilingual Education personal and
(MTB-MLE) in the K-12 academic success
Program created by sexism
 recognize gender
issues arising from
their different
social position and
gender roles.
At the end of the VIII. Planning and Young, C. et.al. (2016). Lecture/discussion Quizzes Recitation and During the discussion
lesson, the Executing a Lesson in Mother Tongue-Based Library research Brainstorming Written /Online and other aspects of SELF
students must the Mother Tongue Multilingual Education: Small group discussion Asynchronous/Bl Examination/ the instruction, the CONFIDENCE
have: - The Lesson Guide for Teacher ended/ Project Portfolio following will be
1. Apply basic Plan Educators and Students Portfolio Based Assessment observed Social Confidence
guidelines and - Preliminary Reflection Paper Learning/Synchr  use non- sexist
principles in Activities Alcudia, F. et.al. (2016). Small group discussion onous /Remote words Integrity
developing a - Lesson Mother Tongue: for Video Presentation learning thru  show respect
lesson plan in the Presentation Teaching and Learning Digital Platforms regardless of
MTB - Summary gender
2. Integrate - Assessment  reduce barriers in
doable, localized - Assignment developing a
contextualize personal and
strategies in academic success
designing lesson created by sexism
plans in the MTB  recognize gender
3. Execute a issues arising from
lesson the MTB their different
social position and
gender roles.

At the end of the IX. Historical Young, C. et.al. (2016). Lecture/discussion Quizzes Recitation and During the discussion
lesson, the Background of the Mother Tongue-Based Library research Brainstorming Written /Online and other aspects of SELF
students must Language Policy in the Multilingual Education: Small group discussion Asynchronous/Bl Examination/ the instruction, the CONFIDENCE
have: Philippines and Legal Guide for Teacher ended/ Project Portfolio following will be
1. Trace the Bases of MTB-MLE Educators and Students Portfolio Based Assessment observed Social Confidence
historical Reflection Paper Learning/Synchr  use non- sexist
development of Alcudia, F. et.al. (2016). onous /Remote words Integrity
the language Mother Tongue: for learning thru  show respect
policy in the Teaching and Learning Digital Platforms regardless of
Philippines gender
2. State the legal Pado,F.(n.d.) The Mother  reduce barriers in
bases of MTB- Tongue-Based developing a
MLE Multilingual Education personal and
(MTB-MLE) in the K-12 academic success
Program created by sexism
 recognize gender
issues arising from
their different
social position and
gender roles.

FINAL EXAMINATION

I. References

Young, C. (2016). Mother Tongue-Based Multilingual Education: Guide for Teacher Educators and Students, Lorimar Publishing, INC.
Alcudia,F. (2016). Mother Tongue: for Teaching and Learning, Lorimar Publishing, INC.
Pado,F.(n.d.) The Mother Tongue-Based Multilingual Education (MTB-MLE) in the K-12 Program. Downloaded from
https://www.ceap.org.ph/upload/download/20136/417420447_1.pdf
II. Criteria for Grading

Recitation 30%
Quizzes & Assignments 25%
Examinations (Midterms & Finals 25%
Character (Conduct) 10%
Attendance 10%
____
100%

III. Other Requirements:

Portfolio/Project
Oral Presentation /Video Presentation
Recitation
Quizzes and Assignments
Attendance
Examinations

Revised: Noted: Approved:

CATHERINE G. DANGANAN, Ph.D. JENELYN T. PEÑA, Ed.D. RIZA B. LINTAG, Ed.D.

Instructor (First Semester, A.Y. 2020-2021) Chairperson, BEED Program Dean, College of Education