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DEPARTMENT OF EDUCATION  Bridging the GAP and Raising the 

BAR Through Balanced Multiliteracy Education 

Presented by John Medina  

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The Whats, Whys and Hows of Mother Tongue-

Based Multilingual Education

(MTB-MLE)

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THE WHATS

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THE WHAT’S?

Mother Tongue

Second Language Bridging

Multilingual Education

Mother Tongue-Based

Multilingual Education

Mother Tongue

Instruction

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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.

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WHAT IS SECOND LANGUAGE? Second Language (L2). A second

language learned after L1. A second language learned at school for formal educational purposes.

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WHAT IS REGIONAL LANGUAGE?

Regional Language refers to the lingua franca or the commonly spoken language of a region

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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.

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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.

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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.

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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?

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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.

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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.

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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

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MULTILINGUAL EDUCATION

is based in the child’s own known environment and bridges to the

wider world. “Known to Unknown”

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MULTILINGUAL EDUCATION

Meaning based education enables students to learn well because they understand what the teacher is saying.

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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.

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MULTILINGUAL EDUCATION

Reading in the mother tongue enables immediate comprehension

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THE WHYS

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THE WHYS?

Language Acquisition

Language Learning

Benefits of MTBMLE

Legal Foundations of MTBMLE

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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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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 

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Why should the early graders be taught

(in all subjects) in their MotherTongue

first?

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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.

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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

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WHAT DO PARENTS SAY ABOUT THE PURPOSE OF SCHOOLING?

“I send my child to school

to learn English.”

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HOW DO TEACHERS GENERALLY TEACH ENGLISH?

Through teaching reading of

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WHAT IS THE NUMBER ONE STATED DIFFICULTY FILIPINO TEACHERS FIND IN THE CLASSROOM TODAY?

Lack of Reading Comprehension

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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  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.  

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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.

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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: 

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Good Morning Children! I am Miss Arce I am your English teacher

FIRST DAY IN GRADE 1 CLASS

What is my teacher saying?

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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.

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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.

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LANGUAGE ACQUISITION AND LANGUAGE LEARNING

How does one acquire a language?

How does one learn other languages?

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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.

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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.

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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.

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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!

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41

THEREFORE…..

Experience Oral

Symbols in L1

Printed Symbols

in L1

Oral Symbols

Printed Symbols In L2

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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

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StrongandEffectiveEducation

KNOWN UNKNOWN

Child’s World View

Child’s First Language

Child’s Knowledge Structures

Greg Dekker 

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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.

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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 strong educational 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. 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.

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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 in thinking 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 mainstream education system.

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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.

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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 Mainstream children who speak the school language

L1 (school language)

Mainstream children who do NOT speak the school language

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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.

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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.

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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.

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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 and English to develop initial literacy

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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

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C. LUBUAGAN KALINGA MLE PROGRAM

Implemented by Summer Institute of Linguistics for 10 years

3 experimental classes implementing MTB-MLE approach

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3 control classes using traditional method of immersion in English and Filipino

Schools are of same SES (Social Economic Status)

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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 

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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

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HEHOWS

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THE HOWS?

MTBMLE in K to 12

DepEd’s MTBMLE

Framework

Bridging, Transitioning and Teaching

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   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. 

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LISTENING, SPEAKING AND VIEWING 

READING, VIEWING AND RESPONDING 

WRITING AND REPRESENTING 

THINKING 

MAKING MEANING THROUGH LANGUAGE 

THINKING  THINKING 

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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  

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DepEd Order No. 74 s. 2009 

“Institutionalizing Mother Tongue-Based Multilingual Education”

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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.

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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

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•  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  

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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 

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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!


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