mc seminar mtb mle
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TRANSCRIPT
DEPARTMENT OF EDUCATION Bridging the GAP and Raising the
BAR Through Balanced Multiliteracy Education
Presented by John Medina
The Whats, Whys and Hows of Mother Tongue-
Based Multilingual Education
(MTB-MLE)
THE WHATS
THE WHAT’S?
Mother Tongue
Second Language Bridging
Multilingual Education
Mother Tongue-Based
Multilingual Education
Mother Tongue
Instruction
WHAT IS MOTHER TONGUE? Mother tongue. The language(s)
that one has learned first; referred to as first language (L1), home language or heritage language. Language of the child’s home – his thoughts are encoded in this language.
WHAT IS SECOND LANGUAGE? Second Language (L2). A second
language learned after L1. A second language learned at school for formal educational purposes.
WHAT IS REGIONAL LANGUAGE?
Regional Language refers to the lingua franca or the commonly spoken language of a region
WHAT IS BRIDGING? Bridging is the process of transitioning from learning one language to another. It also refers to the use of L1 as the initial medium of instruction, gradually introducing increasing amounts of instruction in L2, until either L1 is phased out entirely, or both L1 and L2 are used as media of instruction.
Early-exit transition. The mother tongue or L1 is the medium of instruction (MO1 for 2-3 years, then switch to L2 and/or L3 as MO1
Late-exit transition. The mother tongue or L1 is the medium of instruction for 5-6 years or more, then switch to L2 and/or L3 as an MO1.
WHAT IS MULTILINGUAL EDUCATION?
It is term adapted by UNESCO in 1999 to refer to the use of at least three languages, the mother tongue, a regional or national language and an international language in education.
It is education, formal or informal in which the learner’s mother tongue and additional language are used in the classroom.
Mother tongue-based multilingual education is education, formal or non - formal, in which the learner’s mother tongue and additional languages are used in the classroom. Learners begin their education in the language they understand best - their mother tongue - and develop a strong foundation in their mother language before adding additional languages.
WHAT IS MOTHER TONGUE-BASED MULTILINGUAL EDUCATION?
WHAT IS MOTHER-TONGUE-BASED MULTILINGUAL EDUCATION (MTB-MLE)?
MTBMLE is a learner-centered, active basic education which starts in the mother tongue and gradually introduces one or more other languages in a structural manner, linked to children’s understanding in their first language or mother tongue.
WHAT IS MOTHER-TONGUE INSTRUCTION?
generally refers to the use of the learner’s mother tongue as medium of instruction for teaching and learning.
covers both the teaching of and the through teaching the language.
considered as foundation of quality and relevant education.
MULTILINGUAL EDUCATION
is a structured program of language learning and cognitive development providing
a strong educational foundation in the first
language
successful bridging to one or more additional languages
enabling the use of both/all languages for life-long learning
MULTILINGUAL EDUCATION
is based in the child’s own known environment and bridges to the
wider world. “Known to Unknown”
MULTILINGUAL EDUCATION
Meaning based education enables students to learn well because they understand what the teacher is saying.
MULTILINGUAL EDUCATION
Using the culture the child knows enables immediate comprehension from which new concepts can be built – going from the known to the unknown.
MULTILINGUAL EDUCATION
Reading in the mother tongue enables immediate comprehension
THE WHYS
THE WHYS?
Language Acquisition
Language Learning
Benefits of MTBMLE
Legal Foundations of MTBMLE
STATEMENT FROM PRES. NOYNOY AQUINO…
“My view on this is larger than just the classroom. We should become tri-lingual as a country; Learn English well and
connect to the world. Learn Filipino well and
connect to our country. Retain your mother tongue
and connect to your heritage."
MOTHER TONGUE AS MEDIUM OF INSTRUCTION AND AS A SUBJECT
Mother Tongue shall be used as a medium of instruction and as a subject from Grades 1 to 3. English or Filipino shall be used from Grades 4 to 10.
DepEd Order 31, s. 2012
Why should the early graders be taught
(in all subjects) in their MotherTongue
first?
MULTILINGUAL EDUCATION
The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills enabling children to operate equally in different languages - starting in the mother tongue with transition to Filipino and English.
DEFINE THE GOALS/PURPOSES OF EDUCATION AS YOU SEE THEM
prepares students to be responsible, mature, and productive citizens who will uphold the pride of the nation and their parents
WHAT DO PARENTS SAY ABOUT THE PURPOSE OF SCHOOLING?
“I send my child to school
to learn English.”
HOW DO TEACHERS GENERALLY TEACH ENGLISH?
Through teaching reading of
WHAT IS THE NUMBER ONE STATED DIFFICULTY FILIPINO TEACHERS FIND IN THE CLASSROOM TODAY?
Lack of Reading Comprehension
Together read this paragraph
Melek aksara adalah kemampuan untuk mengidentifikasi, mengerti, menerjemahkan, membuat, mengkomunikasikan dan mengolah isi dari rangkaian teks yang terdapat pada bahan‐bahan cetak dan tulisan yang berkaitan dengan berbagai situasi.
Read and discuss this paragraph. La République des Philippines est un pays constituée d'un archipel de 7 107 îles dont onze d'entre elles totalisent plus de 90 % des terres et un peu plus de 2 000 seulement sont habitées, alors qu'environ 2 400 îles n'ont même pas reçu de nom. On distingue trois zones géographiques : Luçon, les Visayas et Mindanao. Luçon est l'île la plus vaste et la plus septentrionale, et qui abrite sa capitale, Manille, et la plus grande ville du pays, Quezon City.
Learning Language
One does not learn in a language that he does not understand.
When a beginning learner thinks, he uses the language that he
grew up with.
May 9 na gamgam sa sanga kan bayawas. Naglupad si 6 na gamgam. Pirang gamgam an natada sa sanga kan bayawas?
There are 9 birds on the branch of a guava tree. 6 birds flew away. How many birds were left on the branch of the guava tree?
Let’s read this:
Good Morning Children! I am Miss Arce I am your English teacher
FIRST DAY IN GRADE 1 CLASS
What is my teacher saying?
THE LANGUAGE QUESTION
Pupils do not understand what their teacher is saying, and therefore they cannot follow the lesson.
Why? Because the language in school is one that they can hardly understand. The school language is NOT their language.
All children CAN learn to read to read with understanding within the first few
years of schooling . . .
in a language that they use . . .
in a language that they
understand.
LANGUAGE ACQUISITION AND LANGUAGE LEARNING
How does one acquire a language?
How does one learn other languages?
LANGUAGE ACQUISITION AND LANGUAGE LEARNING
Language Acquisition
• natural way of acquiring a language • does not necessitate a formal study • happens naturally at home and in the
child’s immediate environment • good models would help a child
acquire a language well.
LANGUAGE ACQUISITION AND LANGUAGE LEARNING
Language Learning
• the process of acquiring another language in a more formal way.
• usually this happens in school • various approaches are employed in
order for the learner to learn another language.
LANGUAGE ACQUISITION AND LANGUAGE LEARNING
In school . . . there should be a smooth transition
from a child’s home language to learning a second language . . .and
learning using the second language as a medium.
Beginning Literacy in L1
“Naglalaro kami ni kuya ng bola.”
experience oral language
printed symbols
May bola sina Bong at Lani. Naglalaro sila
ng bola.
LANGUAGE ACQUISITION AND LANGUAGE LEARNING
Kami rin!
41
THEREFORE…..
Experience Oral
Symbols in L1
Printed Symbols
in L1
Oral Symbols
Printed Symbols In L2
Learners whose mother tongue is the language of instruction and the language of literacy.
Minority language learners who do not speak the language used when they enter school or an education program
StrongandEffectiveEducation
KNOWN UNKNOWN
Child’s World View
Child’s First Language
Child’s Knowledge Structures
Greg Dekker
BENEFITS OF MTBMLE
There is ample research showing that students are quicker to learn to read and write and acquire academic skills when first taught in their mother tongue or L1.
They learn second language more quickly than those initially taught to read in an unfamiliar language.
Language Development
Socio-Cultural Development
Four Aspects of Development
Cognitive 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 Cognitive development begins at
home at birth.
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 L1, their language of thought.
These higher order thinking skills will: - transfer to the other languages once enough Filipino or English has been acquired to use these skills in thinking and articulating thought, and - be used in the process of acquiring English and Filipino more effectively
3. ACADEMIC DEVELOPMENT:
Students will achieve academic 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. SOCIAL-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.
THE END RESULT: CHILDREN WHO ARE …
Multilingual Multi-literate Multi-cultural
Competencies to be achieved by the end of Grade 3
Same competencies but different paths Mainstream children who speak the school language
L1 (school language)
Mainstream children who do NOT speak the school language
WILL MLE EMPOWER THE LEARNERS? Yes. They can immediately use their L1
to construct and explain their world and articulate their thoughts without fear of making mistakes.
They can now understand what is being
discussed and what is being asked of them, and therefore they can now actively participate in class.
WILL MLE EMPOWER THE TEACHERS? Yes, particularly when they are more
fluent and adept in their L1 than in their L2
Because the students can now express
themselves, their teachers can more accurately assess what has been learned and identify the learning areas where students need help.
WILL MLE EMPOWER THE PARENTS AND THE COMMUNITY?
Yes. The parents can now take an active part in the education of their children because the school language is also their language. MLE makes it possible for the community to produce its own culturally relevant materials, together with the local writers, illustrators, artists and cultural groups.
INITIATIVES IN MLE
A. Experiments: a. First Iloilo Experiment (1948-1954) : Hiligaynon as MOI in Grades 1 & II b. Second Iloilo Language Experiment (1961- 1964) Hiligaynon is used in first two grades
c. Rizal Experiment (1960 – 1966) - Tagalog as MOI in Grade I d. First Language Component-Bridging Program (FLC-BP) on “transitional” education (1986 – 1993) – Children’s L1 in Grades 1 & 2 and transition to Filipino and English
B. THE LINGUA FRANCA EDUCATION (LFE) PILOT STUDY – 1999-2002
Define and implement national bridging program from mother tongue to Filipino and English to develop initial literacy
Use 4 of largest lingua francas as MOI in grades 1 and 2:Tagalog, Hiligaynon, Cebuano and Ilocano
Attempt to bridge learned concept
from MT to Filipino and English
C. LUBUAGAN KALINGA MLE PROGRAM
Implemented by Summer Institute of Linguistics for 10 years
3 experimental classes implementing MTB-MLE approach
3 control classes using traditional method of immersion in English and Filipino
Schools are of same SES (Social Economic Status)
GRADE1 GRADE2 GRADE3
CONTROL EXPER. CONTROL EXPER. CONTROL EXPER.
Reading 52.8 75.5 54.9 78.3 53.4 79.2
Math 48.9 82.1 61.9 80.3 49.5 76.2
Filipino 57.1 68.4 51.9 81.4 62.9 70.6
Makabayan 57.9 81.4 60.9 80.8 50 74.7
English 52.8 72.4 54.9 62.1 53.4 77.1
Overall 53.5 75.9 56.9 77.8 53.9 75.1
RESULTS OF DIFFERENT INITIATIVES
Children who began school in first language with bridging to two second languages were significantly more competent in all
areas of study than their counterparts outperformed English-taught students in
reading, math and social studies learn to read more quickly and learn better
in Math and Science were observed to be actively participating in
different classroom activities o Drop-out and repetition rates decreased
HEHOWS
THE HOWS?
MTBMLE in K to 12
DepEd’s MTBMLE
Framework
Bridging, Transitioning and Teaching
MTBMLE in the K to 12 Basic Education Curriculum
Three years ago, a bold step pertaining to the language issue
was made at the DepEd.
LISTENING, SPEAKING AND VIEWING
READING, VIEWING AND RESPONDING
WRITING AND REPRESENTING
THINKING
MAKING MEANING THROUGH LANGUAGE
THINKING THINKING
LISTENING SPEAKING AND VIEWING
READING VIEWING AND RESPONDING
WRITING AND REPRESENTING
THINKING
MAKING MEANING THROUGH LANGUAGE •for different purposes • on a range of
topics • on a variety of
audiences THINKING THINKING
MAKING MEANING THROUGH LANGUAGE • for different purposes •on a range of topics •on a variety of audiences
DepEd Order No. 74 s. 2009
“Institutionalizing Mother Tongue-Based Multilingual Education”
vision: MTB MLE For Relevant And
Quality Education For All Children
Desired Impact: Learners are enjoying relevant and quality education which supports their home languages and cultures; learning outcomes are improved countrywide; and the Philippine is succeeding in its goal for Education for All.
Six Focused Areas
Social Preparation
and Advocacy
In-Service Training (INSET)
of Teachers and School Managers
Materials Development
Pre-Service Teacher
Education
Policy Development and Resource Mobilization
Assessment, Monitoring
and Evaluation
COMPONENTS OF MTB-MLE STRATEGIC PLAN
• Nation‐wide initiated Write‐shops on Materials Development – Graded Reading Big Books for 15 Languages (8 + Yakan, Chavacano, Maguindanaon, Manobo, Sambal, Maranao, Tiboli
• Adapted Curriculum
• Lessons Exemplars
• Primer lesson for 15 languages
HS Language Arts
Math Science Makabayan Filipino English and Other Foreign Languages
Grade VI Language Arts
Math Science Makabayan Filipino English
Grade V Language Arts
Math Science Makabayan Filipino English
Grade IV Language Arts (M.T.)
Math Math
Science Science
Makabayan Makabayan
Filipino Filipino
English English
Grade III Mother Tongue Language, Reading, Writing, Math Sibika, Science
English LSRW
Filipino Filipino LSRW
Grade II Grade I
Mother Tongue Language, Reading, Writing, Math Sibika, Science Mother Tongue Language, Reading, Writing, Math Sibika, Science
Filipino LSRW Oral Filipino
Oral English Oral English
Kindergarten Mother Tongue all subjects
Maraming Salamat Po! Balbaleg Ya Salamat Ed Sikayon Amin! Daghang Salamat Sa Inyong Tanan!
Dios Mabalos! Agyamanak Unay Kadakayo Amin!
Madamo Gid Nga Salamat Sa Inyo Nga Tanan!
Muchas Gracias! Sukran!
Thank You Very Much!