EGED 111 Module 2
EGED 111 Module 2
EGED 111 Module 2
Module II
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MODULE II
Models of MTB-MLE
INTRODUCTION
OBJECTIVES
There are four lessons in the module. Read each lesson carefully then
answer the exercises/activities to find out how much you have benefited
from it. Work on these exercises carefully and submit your output to your
professor.
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Lesson 1
MODELS OF MTB-MLE
Historical Context
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While these ten aims of MLE may help us to understand different MTB
MLE programs, it should be noted that in reality models change and adapt to
different contexts all the time. Ball (2011) outlines several models of
bilingual or multilingual education in the chart below:
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Bilingual Education
Multilingual Education
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Transitional MLE begins with the official use of the learner’s mother
tongue in the early years for the purpose of enhancing the learning of the
second language. This approach aims toward assimilation into the dominant
languages. This early transition from the mother tongue into the second
languages has been criticized as being remedial, compensatory and
segregated (Baker,2011) while valuing the dominant society over non-
dominant or minority learners and thereby perpetuating inequality.
Outcomes are generally poor comparatively. The DepEd policy suggests a
gradual transition from the MT to Filipino and English in grades four to six.
Such a gradual transition permits a strong version of MTB MLE. Development
of a framework of the gradual transition to L2 and L3, materials and teacher
training are still needed.
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The conditions that made this program successful do not exist in the
Philippines:
The original Bilingual Policy for the Philippines, using Tagalog and English
as two languages of immersion, aimed to achieve fully bilingual learners just
as the Canadian immersion program did. However, high levels of academic
performance are often not achieved by less socially and economically
advantaged learners in the Philippines (Cummins,2001, DeVillar
&Jaing,2011, OECD 2010; Nolasco,2008,2015). Additionally, Filipino (or
Tagalog) was the first language of only 33% of the entire population, and
English was generally not used as a mother tongue except by a small
percentage of elite families.
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After the program has been implemented across the country it may
take a number of additional years before the real fruit of labor, in the form
of strong student achievement, will be fully realized. Teachers and school
leaders require time to develop their craft around the new framework of
MTB MLE. In the meantime, improved learning and enjoyment of education
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among students and teachers alike is an obvious result where the policy has
been embraced and is well supported as educators work toward a strong
MTB MLE program.
Since 1904, multiple studies in the Philippines have revealed that the
use of English as the medium of instruction in school has not fully benefited
the many speakers of non-dominant languages. Alan Bernardo (2004)
references the Monroe Survey Commission of 1925 that the single greatest
difficulty of Filipino students is in learning the foreign language in order to
learn academic content. As early as 1939 the DepEd allowed teachers to
supplement English with the learner’s first language. This led to several
experiments on the effect of using the mother tongue as the primary
medium of instruction. Each study showed significant academic identity
benefits in using the mother tongue as MOI and teaching English as a
subject. In the 1950s nad ‘60s the Iloilo experiment and Rizal experiemnts
showed increases in achievement when the MT was used as MOI. In the
1980s the Tuwali experiment showed increased learning as did, to a lesser
degree, the Lingua Frnaca program of thre late 1990s. the experiement in
Lubuagan in 2006 and following showed exceptional gains in academic
performance, as well as English Language learning, when using Lilubuagan as
MOI. The successes of all these experiments, led the DepEd (DepEd 2009) to
bravely take all the challenge and begin the enormous effort required to
change the language policy and provide MT based MLE in the largest
languages of the archipelago while permitting local communities who
desired to do the same with their smaller languages.
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who first learn to read in a language they already speak can comprehend
what they read early on, while learning to read in a L2 requires gaining
adequate knowledge of the language and ability to use it conversationally in
order to read ot with comprehension. L2 literacy is significantly
strengthened by MT literacy (Sparks et al, 2010; Sparks,2012). Teachers thus
need to have available MT materials.
Teachers may have previously used their own mother tongues only in
oral conversation and therefore now welcome instruction on the MT
alphabet, grammar rules and MT writing guidelines. These guidelines will
not only strengthen their own MT literacy skills but also help them produce
MT materials and teach MT literacy. Teachers also need to be given
adequate time away from their regular duties to work together to write,
edit, re-write and illustrate high quality MT materials to use in the
classroom.
This does not mean that every teacher should create their own full
set of materials. Rather all teachers should have sufficient and growing
numbers of grade level materials in the languages of instruction, while
continuously contributing to the ongoing production of such materials. A
basic set of L1 materials should be expanded each year through sharing
across language groups the best of what teachers produce, and through
fostering ongoing development of MT materials that can be used or adapted
by all teachers.
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Some teachers in higher grades understand that they will use the MT
as primary MOI while increasing development of Filipino and English, while
other teachers assume that the prior BEP of using Filipino and English
exclusively for teaching still applies from grade four. Since DepEd aims to
facilitate a strong MLE program rather than a week program, a framework
from grades four through six is required while the DepEd continues
strengthening training, materials development, curriculum adjustment and
implementation of K-Gr. 3.
The table below contains a plan for language development and medium
of instruction suggested by Dr. Susan Malone
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THINK!
Lesson 2
LITERACIES IN THE MOTHER TONGUE-
BASED MULTILINGUAL EDUCATION
(MTB-MLE): TEACHING STRATEGIESModule II
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Research stresses the fact that children with a solid foundation in their
mother tongue develop stronger literacy abilities in the school language.
Their knowledge and skills transfer across languages. This bridge enables the
learners to use both or all their languages for success in school and for
lifelong learning. In terms of cognitive development, the school activities
will engage learners to move well beyond th basic wh-questions to cover all
higher order thinking skills in L1 which they can transfer to the other
languages once enough Filipino or English has been acquired to use these
skills in thinking and articulating thoughts. With the nd goal of making
Filipino children lifelong learners in their Li (MT), L2 (Filipino, the national
language), and L3 (English, the global language) the learners are more thatn
prepared to develop the competencies in the different learning areas. This
will serve as their passport to enter and achieve well in the mainstream
educational system and in the end, contribute productively to their
community and to the larger society as well as Multilingual, Multiliterate,
and Multi-Cultural Citizens of the country.
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THINK!
Do the following:
a. Identify the major subfields of linguistics by means of
a graphic organizer
b. Differentiate the basic concepts of language and
linguistics.
Lesson 3
3.1 Students who use their multilingual skills have been shown to
develop both cognitive flexibility and divergent thinking. Application:
Continue developing critical thinking in the L1 as well as in L2 and L3. Jim
Cummins. Multilingual Matters, 2001.
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4.1 We learn when someone who already understands the new idea or
task helps us to “discover” the new idea and then use it meaningfully.
Application: Find out what the students already know about a
topic. Then provide activities that let them use their knowledge to learn
the new concept or task. Bruner, J.S. (1967). On knowing: Essays for the
left hand. Cambridge, Mass: Harvard University Press. Also at
http://www.learning-theories.com/discovery-learningbruner.html
5.3 Purposeful Talk. Talking helps us make sense of new ideas and
information. Application: 1) Ask a lot of “higher level” questions and give
students time to think and then respond. 2) Provide plenty of opportunities
for students to work in teams, sharing and comparing their ideas.
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7.1 We learn a new language best when the learning process is non-
threatening and meaningful and when we can take “small steps” that help
us gain confidence in our ability to use the language meaningfully.
Application: Begin the L2 language learning time by focusing on “hear-see-
do” activities than enable students to build up their “listening vocabulary”
before they are expected to talk. Introduce reading and writing in L2 only
when they have built up a good hearing and speaking vocabulary.
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Cooperation among the individuals and entities and links with existing
programs —government agencies, NGOs and academic institutions—
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Phonology
Vocabulary (Semantics)
Morphology
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cat. Morphology can also include the study of structural analysis—how words
are joined together and build vocabulary by analyzing the morphological
structure of the word (prefix, root, and suffix)—which then helps build upon
the child’s foundation in vocabulary.
Grammar (Syntax)
As children develop their oral language skills, they also develop an
understanding of grammar—the set of structural rules that govern the
combination of words and phrases into sentences, as well as how sentences
are combined into paragraphs. Knowledge of these rules helps children
understand the relationship among words and apply vocabulary and abstract
thinking to their comprehension of oral language.
Pragmatics
THINK!
Lesson 4
1. Substantive Conversation
Clarify-Extend
Question-Tell
Think Aloud
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To master the less obvious oral language skills that are the
foundation of literacy, children need to be given oral language
instruction. They need to be taught, for example to pay attention to
how words rhyme, to manipulate morphemes(e.g., plurals), and to
listen for main ideas.
P.E.E.R.
The basic dialogic reading technique is the P.E.E.R. sequence. This is
where the teacher:
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C.R.O.W.D
There are five types of prompts typically used in dialogic reading. These
can be remembered with the acronym C.R.O.W.D.:
C –Completion prompts
Learners are asked to fill in a blank at the end of a sentence. They are
typically used with rhyme stories or repetitive phrases.
For example: The dog’s name was… Uncle Jim turns off the… The horse
is a good…
R –Recall prompts
Children are asked to say in their own words what has happened so far
in a story or text. They can also be asked to talk about a story they have
already read. Recall prompts help learners understand a text or
remember events. For example: What happened to the boy? What is the
first thing that the girl saw? Who found the book?
O –Open-ended prompts
Children are usually asked to focus on the pictures that accompany a
text. The aim is for learners to notice details and to check
comprehension. For example: What is happening in this part of the
story? Where is the police officer? Who can you see in this picture?
W –Wh-prompts
These prompts are usually questions that begin with what, where, when,
why, and how. Children are asked to look for a specific correct
response.
For example: (Pointing to a picture) Who is this? What color is her dress?
What does this animal eat? What’s the weather like?
D –Distancing prompts
Children are asked questions that help them reflect on their own
experiences, based on the input from the text. They help children form
a bridge between a text and the real world.
For example: How do you celebrate your birthday? What would you have
done if you had lost your book? How would you feel if that happened to
you?
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Phonics Instruction
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Fluency
Vocabulary Instruction
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Comprehension Instruction
Good readers are purposeful. They have a purpose for reading. They
may read to find out how a food processor works, read a guidebook to
find information about interesting places, read a magazine for
entertainment, and the like.
Good readers are active. They think actively as they read. To make
sense of what they read, good readers engage in a complicated
process. They use their experiences and knowledge of the world their
knowledge of vocabulary and language structure, and their
knowledge of reading strategies (or plans). They know when they
have problems with understanding and how to resolve these problems
as they occur.
The following strategies appear to have a firm basis for improving text
comprehension.
1. Monitoring comprehension
Students who are good at monitoring their comprehension know when
they understand what they read and when they do not. They have strategies
to "fix" problems in their understanding as the problems arise. Research
shows that instruction, even in the early grades, can help students become
better at monitoring their comprehension.
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2. Metacognition
Metacognition can be defined as "thinking about thinking." Good
readers use metacognitive strategies to think about and have control over
their reading. Before reading, they might clarify their purpose for reading
and preview the text. During reading, they might monitor their
understanding, adjusting their reading speed to fit the difficulty of the text
and "fixing" any comprehension problems they have. After reading, they
check their understanding of what they read.
Look forward in the text for information that might help them to
resolve the difficulty
"The text says, 'The groundwater may form a stream or pond
or create a wetland. People can also bring groundwater to
the surface.' Hmm, I don't understand how people can do
that… Oh, the next section is called 'Wells.' I'll read this
section to see if it tells how they do it."
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"Right There"
Questions found right in the text that ask students to find the one
right answer located in one place as a word or a sentence in the passage.
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Example: Why was Frog sad? Answer: His friend was leaving.
Example: How do think Frog felt when he found Toad? Answer: I think that
Frog felt happy because he had not seen Toad in a long time. I feel happy
when I get to see my friend who lives far away.
Example: How would you feel if your best friend moved away? Answer: I
would feel very sad if my best friend moved away because I would miss her.
5. Generating questions
By generating questions, students become aware of whether they can
answer the questions and if they understand what they are reading.
Students learn to ask themselves questions that require them to combine
information from different segments of text. For example, students can be
taught to ask main idea questions that relate to important information in a
text.
7. Summarizing
Summarizing requires students to determine what is important in what
they are reading and to put it into their own words. Instruction in
summarizing helps students:
Identify or generate main ideas
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The Reading Plan, used in both the Meaning Track and Accuracy Track, is
composed of the following sequence of activities:
1. Teacher reads the entire text to the students. [If the students have
already learned the letters in the text, they read it together to the
teacher.]
2. Teacher reads the text with all the students.
3. Teacher reads one part of the text with one or two student volunteers.
4. One or two student volunteers read part of the text by themselves.
5. Teacher and students read the entire text together.
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IMPORTANT: In Steps 2 & 3, the teacher always reads with the students. Students should not listen to the teacher read a sentence and then repeat it.
Practice reading the story aloud 2-3 times so you can read it fluently
and with understanding. Select 4 words from the story to use for the
Matching Word activity. Write each word on a piece of paper so the
words are the same size as the words in the Big Book or poster story.
Select 3 short sentences from the story that you will use for the “Hide-
a-Word activity. Have a straight stick ready to use as a pointer.
If you are using small books6: Take out the small books.
You should have enough to give one book to every 1 or 2 students.
Practice reading the story aloud 2-3 times so you can read it fluently.
Select 4 words from the story to use for the Matching Word activity and
select 3 short sentences from the story that you will use for the “Hide-
a-Word activity. You will write these words and sentences on the
chalkboard.
Before Reading
Introduce the story topic but do not show students the cover picture
yet. Ask them questions about people and events in their own lives to
encourage them to think and talk about the story topic.
During Reading
If you are using a Big Book, show students the cover picture.
Ask 1-2 students to tell you what they think the story will be
about based on the picture. Encourage them to share their
ideas freely.
Read the title of the story to the students. Move your pointer
smoothly just under the words as you read.
Show the students the picture that goes with the first page of
the text. Ask them to describe the picture. Then say, “Let me
read this page to you.” Read the text for that page, moving
the pointer smoothly under the text as you read. Do the same
for each page. As you are reading, stop 2 or 3 times to ask,
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When you have finished reading the entire story, ask the
students some simple comprehension questions (what? who?
where? when?) and some higher level questions like these:
“Why do you think that happened?” or “What would have
happened if…?” or What part of the story did you like the best?
What part didn’t you like? Why?
Then follow Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and the students read.
After Reading
Then show them the Big Book (or Poster Story) sentence that
has the same words as the word cards. (See the gray
“Preparation” box above.)
Find the first sentence that you chose for the Hide-A-Word
activity. Read that sentence with the students.
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If they say the correct word, uncover the word and praise
them. Then read the sentence again with the students.
If they say the wrong word, point to the word they said to
show them that this is not the word that is covered. Read the
sentence again and let them try again to identify the covered
word.
IMPORTANT: The teacher should never read anything to the students that
they can read themselves. In a normal Accuracy Track lesson, the only thing
that is new is the letter/sound that is introduced in the key word. All the
other words and sentences use letters that the students have already
learned. Students feel encouraged when they read words and sentences
without the teacher’s help. So help them when necessary, but always let
them try to read by themselves first.
Point to the new letter. Ask the students to say the name of the
letter. Let a volunteer find the letter on the Alphabet Chart.
Tell them, “Today we are going to learn the sound of the letter
__ when we read it in words and sentences.
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Keep pointing to the key word as you read it with the students 2-
3 times.
NOTE If the key word has only one syllable, do the activity on the
left. If the key word has more than one syllable, do the activity on
the right.
“Clap/ left hand / right hand” for Syllable boxes for two- or three-
one syllable key word12 syllable key word
Point to the key word (Ex: “tik”) and Point to the key word (Ex: kuli) and
read it. read it.
Point to the first letter of the word Then point to the syllables in the
and say the sound: “t”. Point to the syllable boxes as you read each
second letter (or rime) and say the syllable distinctly
sound: “ik”
Read the word again, clapping once: Read each syllable again, clapping
“tik”. • Swing your left hand to the once for each syllable. Do this again
left and say the first sound: “t” • and have the students clap for each
Swing your right hand to the right syllable with you.
and say the second sound: “ik” •
Clap once and say “tik”.
Write the key word on the left side, under the key word
syllable boxes.
Then say, “Now I will write the part of the key word that has
our new letter for today.” Write that part of the word under
the key word so the new letters are in a straight column. Read
the part of the word with the students.
When only the new letter is left, write it directly under the
new letter in the line above. Read the new letter with the
students.
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Tell the students, “First we “broke” the new word apart, down
to the new letter. Now we will “make” our new word by
putting the parts together again. First I will write our new
letter by itself.
Write the part of the word under the new letter so the new
letters are in a straight column. Then read that part of the
word with the students.
Follow that pattern, using as many steps as you did with the
“Break-the-Word” activity. Finally, write the entire word so
the new letters are in a straight column and read the word
with the students.
Preparation (Do this BEFORE class begins.) Draw the Big Box on the
chalkboard, with the letters or syllables exactly as they are shown for
this lesson in the Primer.
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Ask the class it that word is correct. If so, write the key word
on the chalkboard and have the students read it. If the word is
not correct, ask another student to point to the correct parts
of the key word. Then you write it correctly on the chalkboard.
Have the students read all the “Big Box words” on the
chalkboard to you as you point to them. If they have trouble
reading to you, read the words with them.
1. Write the “Break and Make the Sentence” word on the chalkboard.
Write the word on the chalkboard, under the Big Box. Ask the students if
they remember seeing this word in the Big Box. Point out that it is the
word they will use to “break and make” a sentence today.
2. Write the sentence for today to the left under the Big Box .Read the
sentence with the students.
Break-the-Sentence Make-the-Sentence
The dog bit the boy. bit
bit the boy. bit the boy
bit The dog bit the boy.
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HANDWRITING (5 minutes)
1. Show the students how to write today’s new letter in the air and
on their hand.
Then show them how to write the letter on the palm of one
hand using the finger of the other hand. Have them do this
with you 3-4 times.
Walk around the room to see how they are doing. Help
anyone that is having trouble writing the word.
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2. Say the key word from today’s lesson to the students slowly, 2 times.
They write it.
3. Say the key word from the last lesson slowly, 2 times. They write it.
4. Say 2-5 key words from earlier lessons slowly, 2 times each. They write
each word before you go to the next one.
5. Say the sentence from today’s lesson to the students. They write it.
6. Walk around the room as they write to encourage them and help them.
LEARNING ACTIVITY
MODULE SUMMARY
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SUMMATIVE TEST
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