transitioning to second language.ppt

8/15/2019 transitioning to second language.ppt

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The Whats, Whys and

Hows of Mother Tongue-Based Multilingual

Education(MTB-MLE)

Transitioning to Second Language


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THE WHATS


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WHAT IS

MULTILINGUAL EDUCATION

Mother tongue-based multilingual education(MLE) is education, formal or non - formal,in which the learner’s mother tongue andadditional languages are used in theclassroom. Learners begin their educationin the language they understand best -their mother tongue - and develop a strong foundation in their mother language beforeadding additional languages.


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MULTILINGUAL

EDUCATION

is a structured program of languagelearning and cognitive developmentproviding

a strong educational foundation in the firstlanguage

successful bridging to one or more additionallanguages

enabling the use of both/all languages

for life-long learning


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MULTILINGUAL

EDUCATION

is based in the child’s own known

environment and bridges to thewider world. “Known to Unknown”


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MULTILINGUAL

EDUCATION

maintains local language and

culture while providing national/international language acquisitionand instruction


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MULTILINGUAL

EDUCATION

promotes learners’ integration

into the national society withoutforcing them to sacrifice theirlinguistic and cultural heritage.


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MULTILINGUAL

EDUCATION

Meaning based education enables

students to learn well becausethey understand what the teacheris saying.


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MULTILINGUAL

EDUCATION

Using the culture the child knows

enables immediate comprehensionfrom which new concepts can bebuilt – going from the known to the

unknown.


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MULTILINGUAL

EDUCATION

Reading in the mothertongue enables immediatecomprehension


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MULTILINGUAL

EDUCATION

Once we learn to read we

never have to learn again – “We only learn to READonce”


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MULTILINGUAL

EDUCATION

The purpose of a multilingualeducation program is to develop

appropriate cognitive and reasoning skills enabling childrento operate equally in different

languages - starting in themother tongue.


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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.


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Read and discuss this paragraph.

La République des Philippines est un paysconstituée d'un archipel de 7 107 îles dontonze d'entre elles totalisent plus de 90 % des

terres et un peu plus de 2 000 seulement sonthabitées, alors qu'environ 2 400 îles n'ontmême pas reçu de nom. On distingue trois zones géographiques : Luçon, les Visayas

et Mindanao. Luçon est l'île la plus vaste et laplus septentrionale, et qui abrite sa capitale,Manille, et la plus grande ville du pays,Quezon City.

http://fr.wikipedia.org/wiki/Archipelhttp://fr.wikipedia.org/wiki/Archipelhttp://fr.wikipedia.org/wiki/Lu%C3%A7on_(Philippines)http://fr.wikipedia.org/wiki/Visayashttp://fr.wikipedia.org/wiki/Mindanaohttp://fr.wikipedia.org/wiki/Lu%C3%A7on_(Philippines)http://fr.wikipedia.org/wiki/Visayashttp://fr.wikipedia.org/wiki/Mindanaohttp://fr.wikipedia.org/wiki/Manillehttp://fr.wikipedia.org/wiki/Quezon_Cityhttp://fr.wikipedia.org/wiki/Quezon_Cityhttp://fr.wikipedia.org/wiki/Quezon_Cityhttp://fr.wikipedia.org/wiki/Quezon_Cityhttp://fr.wikipedia.org/wiki/Quezon_Cityhttp://fr.wikipedia.org/wiki/Quezon_Cityhttp://fr.wikipedia.org/wiki/Manillehttp://fr.wikipedia.org/wiki/Mindanaohttp://fr.wikipedia.org/wiki/Visayashttp://fr.wikipedia.org/wiki/Lu%C3%A7on_(Philippines)http://fr.wikipedia.org/wiki/Archipel


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THE WHYS


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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."


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LEGAL BASES


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LEGAL BASES

DepED Order No. 74, s. 2009

“Institutionalizing Mother Tongue-

Based Multilingual Education (MTB-

MLE)”


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LEGAL BASES

1987 Constitution (Article XIV Sec

7)

For purposes of communication and

instruction, the official languages of the

Philippines are Filipino and, until otherwise

provided by law, English. The regional

languages are the auxiliary official languagesin the regions and shall serve as auxiliary

media of instruction therein.


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LEGAL BASES

1987 Constitution (Article XXVIII Sec

30)

The child has the right to an education and

to learn and use the language of his family.


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LEGAL BASES

RA 9155 or EFA/MDG

Education for all should enableeveryone to speak in the vernacular,

Filipino and English.


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LEGAL BASES

BESRA KRT 3

All persons beyond school-age

regardless of their level of schooling

should acquire the essential

competence to be consideredfunctionally literate in their mother

tongue, in Filipino or in English.


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The Salient

Feature of MTB-

MLE Curriculum


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Language

Development

Socio-Cultural Development

Four Aspects of

Development

Cognitive

Development


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1. Language development :

Students will establish a strongeducational foundation in the language

they know best;


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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.


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2. Cogn it ive Development Cognitive development begins at

home at birth.

School activities will engagelearners 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.


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These higher order thinking skills will:- transfer to the other languages

once enough Filipino or English has

been acquired to use these skills inthinking and articulating thought,

and

- be used in the process of acquiring English and Filipino more

effectively


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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 mainstreameducation system.


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4. SOCIAL-CULTURALDEVELOPMENT:

Students will be proud of their

heritage language and culture, and

respect the languages and culturesof others;

they will be prepared to contributeproductively to their own community

and to the larger society.


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THE END RESULT: CHILDREN WHO ARE …

Multilingual

Multi-literate

Multi-cultural


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Competencies

to be achieved

by the end of

Grade 3

Same competencies but different paths

Mainstreamchildren who

speak the

school language

L1 (school

language)

Mainstream

children who do

NOT speak theschool language


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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


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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


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B. THE LINGUA FRANCA EDUCATION (LFE)

PILOT STUDY – 1999-2002

Define and implement national bridging program from mother tongue to Filipino andEnglish to develop initial literacy


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Use 4 of largest lingua francas as MOI ingrades 1 and 2:Tagalog, Hiligaynon,

Cebuano and Ilocano

Attempt to bridge learned concept from MTto Filipino and English


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C. LUBUAGAN

K ALINGA

MLEPROGRAM

Implemented by Summer Institute of Linguistics for 10 years

3 experimental classes implementing MTB-

MLE approach


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R ESULTS OF DIFFERENT INITIATIVES

Children who began school in first language with bridging totwo 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


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THE HOWS


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MTB MLE F OR R ELEVANT

AND Q UALITY E DUCATION F OR ALL

C HILDREN

VISION:


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Desired Impact: Learners are enjoying relevant and

quality education which supports their

home languages and cultures; learningoutcomes are improved countrywide;and the Philippine is succeeding in itsgoal for

Education for All.


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TAKING THE RIGHT STEPS….

National Strategic Planning for the Country-wideImplementation of Mother Tongue – BasedMultilingual Education (MTB-MLE)

a. Draft of Strategic Plan – November 2009 participated by 60+ educators,advocates, NGO educationpractitioners and DepEd personnel

b. Final Strategic Plan – February 2010

COMPONENTS OF MTB MLE STRATEGIC


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SixFocused

Areas

Social

Preparationand

Advocacy

In-Service

Training

(INSET)

of Teachers

and School

Managers

Materials

Development

Pre-Service

Teacher

Education

PolicyDevelopment

and Resource

Mobilization

Assessment,

Monitoring

and

Evaluation

COMPONENTS OF MTB-MLE STRATEGIC

PLAN

MOI PER GRADE LEVEL AND SUBJECT AREA

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MOI PER GRADE LEVEL AND SUBJECT AREA

High School Mother

Tongue

Subject

Math Science Araling

Panlipunan

Filipino English

Grade VI MT Math Science Araling

Panlipunan

Filipino English

Grade V MT Math Science Araling

Panlipunan

Filipino English

Grade IV MT Math Science Araling

Panlipunan

Filipino English

LSRW

Grade III MT Math Science Araling

Panlipunan

Filipino

LSVRW

English

LS VRW

Grade II MT, Math, Edukasyong Pagpapakatao,

Araling Panlipunan in Mother Tongue as Language of

Instruction (LOI)

Filipino

LSRWV

English

Oral -

LSRWV

Grade I

MT, Math, Edukasyong Pagpapakatao, Araling Panlipunan

in Mother Tongue as Language of Instruction (LOI)

Filipino

Oral

English

Oral

Kindergarten

Mother Tongue as Language of Instruction - all subjects

Start of the Transition Period

Transition Period/Bridging


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HOW MOTHER TONGUE WILL BRIDGE

LEARNING

Primary medium of instruction for all pre-

school subjects;

Use L1 in MT subject, Math, Eduk.

Pagpapakatao, Araling Panlipunan for grades I,

II and III


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Strongly scaffold English/Filipino as MOI in

grade I

Language Arts/Culture subjects from grade

IV to high school will strengthen literacy in L1

develop awareness on local socio-cultural

concerns

address learning difficulties in classes withL2/L3 MOI


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HS L1English

Math Sci AralingPanlipunan Fil L3

Grade VI L1 Eng Math Sci AralingPanlipunan

Fil L3

Grade V L1 Eng Math Sci AralingPanlipunan

Fil L3

Grade IV L1 Eng Math Sci AralingPanlipunan

Fil L3

Grade III L1 Eng Math Sci AralingPanlipunan

Fil

LSRW

Oral then

RW L3

Grade II L1 Eng Math Sci AralingPanlipunan OralFil

Oral L3

Grade I L1 - L, S,

R, W, VMath Sci Araling

PanlipunanOral

Fil

Oral L3

K Mother Tongue - language, math, values etc.

MTBMLE BRIDGING PLAN IN A 12 YEAR PROGRAM

L1 AS ENGLISH, L2 AS FILIPINO, ANOTHER L3

GRADE I L i A


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GRADE I – Learning Areas

Learning Area Time Allotment Medium of Instruction

Edukasyon sa

Pagpapakatao

40 Mother tongue

Math 40 MT

Araling Panlipunan 30 MT

MAPEH 30 MT

Mother Tongue 40

English 30 (oral fluency)

Filipino 30 (oral fluency)


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“It Takes a Village to Raise a Child”


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THANK YOU!

andGOOD DAY!

transitioning to second language.ppt

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