MODULE III

CHAPTER 3:

THE NEED OF TEACHING EPP IN THE

INTERMEDIATE GRADES USING A
COMBINATION OF MOTHER TONGUE,
FILIPINO AND ENGLISH AS MEDIUM OF
INSTRUCTION

Prepared by:

SUNSHINE GRACE B. AUSTERO,

LPT
Module Developer

IBRAHIM A. ABDULHALIM, LPT

Course Coach

M-EPP 1 26
 Basilan State College
COLLEGE OF EDUCATION

MODULE 3
Course Code M- EPP 1 Week/Day 3
1 Session (3hrs.)
EDUKASYONG PANTAHANAN AT Duration &
Course Description 7:30 – 9:00 MW
PANGKABUHAYAN Schedule
4:00 – 5:30 MW
Chapter 3: The Need of Teaching
EPP in the Intermediate Grades Using
Lesson/Topic a Combination of Mother Tongue, Lesson No. 3
Filipino, and English as Medium of
Instruction
At the end of this chapter, the student can:
Learning Outcome/s  Appreciate the importance of using a language best understood by the
pupils, particularly in the EPP subject.
Values Integration  Sensitivity and Appropriateness
Principles of Teaching 2 (with TLE) authored by
Brenda B. Corpuz, Ph.D. and Gloria G. Salandanan Ph.D.
Reference/s
Mother Tongue-Based Learning (deped.gov.ph)

Internet
Course Coach IBRAHIM A. ABDULHALIM, LPT

I – ACTIVATION OF PRIOR KNOWLEDGE

With the new day comes new strength and new thoughts. Now, it’s time to gain new
knowledge in this chapter. Have a great day ahead! ♥

REMINDERS!
 Read the learning materials below and do the activities given to you and answer the following questions for
your assessment in your Activity/Answer sheet in every WORKSHEET given at the end of this module.
 Worksheet will be returned to the course coach for record purposes.
 NOTE: DO NOT WRITE ANYTHING ON THE MODULE!



M-EPP 1 27
Trying to figure out what words you can unjumble? Are you ready to arrange the jumbled
letters into words? Challenge yourself with this activity. You may start now! Goodluck and

Activity 1: WORD TWISTER

Direction/s: Arrange the jumbled letters to reveal the hidden English words. Write your answer in the
boxes provided below. Then translate it into Filipino and to your local dialect. (For your answer, please
refer to ANNEX A.)

1. E R C H A T E 2. S E N T D U T

FILIPINO: FILIPINO:

LOCAL DIALECT: LOCAL DIALECT:

3. C A U T I O N E D 4. G LO W E K E N D

FILIPINO: FILIPINO:

LOCAL DIALECT: LOCAL DIALECT:

5. S M A C O R O L S 6. D R E S T U N D A N

FILIPINO: FILIPINO:

LOCAL DIALECT: LOCAL DIALECT:

7. C R O P S E S 8. T I N O C R U S T I N

FILIPINO: FILIPINO:

LOCAL DIALECT: LOCAL DIALECT:

9. H N T K I 10. U N A G L A G E

FILIPINO: FILIPINO:

LOCAL DIALECT: LOCAL DIALECT:

LANGUAGE/DIALECT SPOKEN OR WRITTEN:

M-EPP 1 28
 Wow. Very Good You did it. Congratulations for doing a great job. Hurray! Your activity has somet

II – ENGAGEMENT IN THE LEARNING CONTENT AND APPROPRIATE LEARNING ACTIVITIES

The medium of instruction is the language used by the teacher to teach. Language plays a
crucial role in the teaching and learning process. It is a powerful tool a learner could use to
comprehend and learn. Teaching the language, or educational content, through the target language
increases the amount of exposure the learner gets to it, and the opportunities they have to
communicate in it, and therefore to develop their control of it.

Learning begins with teachers, and empowered teachers and school heads are at the heart of
genuine education reform. It is not enough that our teachers just go along for the ride in our drive toward
quality education. They must lead the way in preparing our children and young people for lifelong learning.
But what are the medium of instruction that teacher must used in the teaching process?

Three Languages used in K-12 Program (Elementary Level):

 Mother Tongue- is introduced in Grade 1 to Grade 3.

 Filipino and English– are introduced as languages of instruction from grades 4 to 6, in
preparation for their exclusive use in junior and senior secondary high school.

This is where the Department of Education (DepEd) gets inspiration in its inclusion of Mother
Tongue-Based Multilingual Education (MTB-MLE) as a feature of the Enhanced Basic Education
Program. It mandates the use of the language that students are familiar with (their first language) as
medium of instruction to allow them to grasp basic concepts more easily.

Currently, DepEd uses 19 languages in MTB-MLE: Tagalog, Kapampangan, Pangasinan, Iloko,

Bikol, Ybanag, Sinugbuanong Binisaya, Hiligaynon, Waray, Bahasa Sug, Maguindanaoan, Maranao,
Chavacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Sinurigaonon. The MTB-MLE is
implemented in two modules: 1) as a learning/subject area and 2) as medium of instruction.

Mother Tongue Education focuses on the development of speaking, reading, and writing from
Grades 1 to 3 in the mother tongue. As a medium of instruction, the mother tongue is used in all learning
areas from Kinder to Grade 3 except in teaching Filipino and English subjects.

Filipino is introduced in the second quarter of Grade 1 for oral fluency (speaking). For reading
and writing purposes, it will be taught beginning in the third quarter of Grade 1. The four other macro skills
which are listening, speaking, reading, and writing in Filipino will continuously be developed from Grades 2
to 6.
The purpose of a multilingual education program is to develop appropriate cognitive and reasoning
skills, enabling children to operate equally in different languages – starting with the first language of
the child.

Four Aspects of Development

1. Language Development. Students will establish a strong educational foundation in the language they
know best; they will build a good “bridge” to the school language(s), and they will be prepared to use
both/all of their languages for success in school and for life-long learning.

2. Cognitive Development. School activities will engage learners to move well beyond the basic
questions of who, what, when, and where to cover all higher order thinking skills in the learners’
language of thought.

M-EPP 1 29
These higher order thinking skills will:

(1) transfer to the other languages once enough Filipino or English has been acquired to use these skills
in thinking and articulating thought; and

(2) be used in the process of acquiring English and Filipino more effectively.

3. Academic Development. Students will achieve the necessary competencies in each subject area and,
at the end of the program, they will be prepared to enter and achieve well in the mainstream education
system.

4. Socio-Cultural Development. Students will be proud of their heritage language and culture, and
respect the languages and cultures of others; they will be prepared to contribute productively to their
own community and to the larger society.

Furthermore, students will learn and develop holistically. When learners are first instructed in the
language they know best, they are able to build a good “bridge” toward learning another language.
Multilinguals also enjoy benefits that go beyond linguistic knowledge. They are also able to learn with more
flexibility.

The frameworks of Mother Tongue-Based Multilingual Education, Filipino and English teaching in
the K-12 Curriculum.K-12 Curriculum is a program that covers Kindergarten and 12 Years of Education and
provides sufficient time for mastery of concepts and skills.

The Importance of Mother Tongue

The importance of mother tongue is studied because when children develop their mother tongue,
they are simultaneously fostering a whole host of other essential skills, such as critical thinking and literacy
skills. It is these skills that they take with them into formal education, and research tells us that any
skills and concepts gained in the learner’s home language don’t have to be re-taught when they
transfer to a second language.

For example, if a child has developed the ability to guess the meaning of a word through
its context, or to infer meaning by reading between the lines, these skills are easily transferred when
they begin studying in a second language. It is much harder, however, to teach these abstract skills
directly through a second language.

Role of Mother Tongue in Child Development

It’s also well known that a strong mother tongue foundation equips children with the skills they
need to learn additional languages, allowing them to transfer their understanding of the structure of
language to several new languages. The intuitive understanding of grammar that develops when children
learn their first language can easily be passed on to other languages.

With multilingualism becoming an increasingly sought-after attribute within the workplace, this
advantage cannot be overstated; globalisation and increased cooperation between nations mean that,
in many organisations, it has become a requirement to have language skills in addition to being a
specialist within a particular field.

Language and mother tongue also play a huge role in the development of personal, social and
cultural identity. Children with a strong foundation in their first language often display a deeper
understanding of themselves and their place within society, along with an increased sense of well-being
and confidence. Naturally, this flows down into every aspect of their lives, including their academic
achievement.

Advantages of Mother Tongue in Education

There are many benefits to a child learning in their mother tongue language in the classroom:

 Mother tongue makes it easier for children to pick up and learn other languages.
 Mother tongue develops a child’s personal, social and cultural identity
 Using mother tongue helps a child develop their critical thinking and literacy skills
M-EPP 1 30
 Research shows that children learning in mother tongue adopt a better understanding of the curriculum
 Skills learnt in mother tongue do not have to be re-taught when when the child transfers to a second
language
 Children learning in mother tongue enjoy school more and learn faster due to feeling comfortable
in their environment
 Self-esteem is higher for children learning in mother tongue
 Parent child interaction increases as the parent can assist with homework
 Studies show that children that capitalise on learning through multilingualism enjoy a higher
socioeconomic status earn higher earnings

The Medium of Instruction in Teaching EPP Subject

Filipino is the medium of instruction for Grades 4 to 5. English is used as medium of instruction in
Grade 6 EPP in preparation for teaching of TLE in English starting Grade 7.
Kindly examine the EPP Curriculum Guide as your reference for lesson planning in EPP, the
Curriculum Guide for Grade 6 EPP is in English while that of Grade 4 and 5 is in Filipino. Please be guided!

“K TO 12 CURRICULUM GUIDE EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)

and TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) Grade 4 to Grade 6”

(https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf )

Woaah! Hurray! This is the end of our lesson for the chapter 3 Now, let me know what have you under

III– REFLECTION AND RESPONSE/ACTION

Activity 2: LESSON PLAN TEMPLATE

Direction/s: Choose only one topic in the EPP curriculum guide, then make an outline of your lesson plan
using the template below. (Please refer to Annex B to answer the activity indicated at the end of the
lesson.)

Subject: Name:
Grade: Date:
Lesson Topic: Length of Period:
LEARNING OBJECTIVES
At the end of the lesson, the learners should be able to:
A. (Cognitve Domain)
B. (Affective Domain)
C. (Psychomotor Domain)

Skills learners are acquiring:

Values inculcated in learner: STRUCTURE/ACTIVITY
Resources:Introduction/Motivation Materials Needed: Modeling

M-EPP 1 31
 Guided Practice/ Activity Independent Practice

Closure

ASSESSMENT/EVALUATION

Let’s do this task!  Challenge yourself without looking at your notes.

“CHEATING IS EASY… TRY SOMETHING MORE CHALLENGING…

LIKE BEING FAITHFUL AND HONEST.”   

IV – SUMMATIVE ASSESSMENT

I – Essay Test
Direction/s: Before you begin writing, read the questions carefully and plan what you will say. Your essay
should be as well as organized and as carefully written as you can make it. (Please refer to Annex C to
answer the activity indicated at the end of the lesson.)

 What is the primary advantage of using mother tongue as a medium of instruction in teaching EPP
subject in the intermediate grades?
 Which medium of instruction do you prefer the most in teaching EPP subject? Justify your answer.

Essay Evaluation Rubric (30 points)

EXCELLENT SATISFACTORY FAIR POOR

CRITERIA (30) (20-29) (10-19) (0-9)
100% 90%-99% 80%-89% 75%-79%
Every detail and area Enough amount of Very little information No idea was given
asked by the question knowledge and idea was given in the whatsoever about
Content
was covered. was gathered by the essay. the question being
writer. asked.
Majority of the content Most of the content Just a few content The relevance of
given was accurate to given was aligned with connects with the the essay was
Relevance the question and to the the question and the question and also none existent.
lesson lesson. the lesson.

M-EPP 1 32
 It was logically Dominantly the essay No consistency in the No organization for
structured and easy was structured well and flow of the essay, the essay, no
to understand. there was only little the topics swings structure
Organization
faults and gaps in its back and forth, and whatsoever and no
consistency. it is hardly consistency.
understandable.
All grammar, usage, Few grammar , usage, Some grammar , Frequent grammar
punctuation, and punctuation, or spelling usage, punctuation, , usage,
Mechanics spelling are correct errors. or spelling errors. punctuation, or
spelling errors

Clean, neat and well- Fairly neat and clean. Not well organized. A Messy and
Neatness
organized. little cluttered. unorganized

V - FEEDBACK

CONGRATULATIONS! You are done with Module 3. Your responses to the following statements a

Direction/s: Put a check [] and rate each statement honestly based on what have you learned and how
well have you understood the lesson in this module using the following scales.

SA – Strongly Agree A – Agree D – Disagree SD – Strongly Disagree

CRITERIA SA A D SD
1. CONTENT
1.1 The module provides succinct information about the topics covered and clear
instruction on its assessment details.
1.2 The module content helps me to understand the subject better.
1.3 The module enhances my skills necessary for my future career undertakings.
1.4 The module content is up to date.
1.5 The topics discussed are relevant to my course.
2. TEACHING AND LEARNING
2.1 The subject matter covered on the module is interesting.
2.2 Lessons are explicitly explained in the module.
2.3 The module is intellectually stimulating.
2.4 The teaching methods used in the module facilitate better understanding of
the lessons discussed.
2.5 The quality of teaching reflected in this module is good.
3. MODULE SUPPORT
3.1 The module is well-organized.
3. The learning resources as suggested in the module are helpful to my learning.
3.3 The reading list is helpful.
3.4 The course coach is accessible and available anytime through any available
means of communication.
3.5 The course coach is approachable and helpful to all my module related
concerns.

M-EPP 1 33
 4. MODULE ASSESSMENT AND FEEDBACK
4.1 The assessment requirements and marking criteria are clear.
4.2 The assessment task and associated marking criteria are bearable and
manageable.
4.3 The balance between teaching (e.g. lectures, seminars, online) and
independent learning is appropriate.
4.4 The module prepares me thoroughly for the assessment tasks.
4.5 Feedback throughout the module helps me to develop and improve all facets
of my learning process (this may include feedback on formative/summative
assessments, Q&A sessions, tutorials, email communications).
5. OVERALL SATISFACTION
5.1 In general, I am satisfied with the quality of this module.

NO TE: Please refer to ANNEX D indicated at the end ot this module.

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