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Module 2: Methods and Techniques in Mother Tongue-Based Multilingual Education

Topic Objective/s:

1. Determine and demonstrate the methods and techniques used in MTB-MLE instruction.

Introduction
Several literature list a number of professional standards for language teachers. Among the
standards stressed was pedagogic knowledge. Day and Conklin (1992) described it as “knowledge
generic teaching strategies, beliefs, and practices. The “how to teach” is the simplest phrase to
describe pedagogic knowledge (Mata, 2014). Recognizing its importance, SIL LEAD (Language,
Education, and Development) included teacher training as one of the essential elements of a
successful MTB-MLE programs. The best time to train future teachers to the craft in language
teaching is now.

In this module, a list of methods and techniques will be described. This will also be
supplemented with videos and handouts in seminars and trainings related to MTB-MLE and
resources adopted from SIL LEAD and the Department of Education’s K to 12 Curriculum Guide,
Teacher’s Guide, and Learner’s Guide in the Mother Tongue.

Keywords
Look for keywords in Module 2. Write it inside the box.

Methods and Techniques

1. Two-Track Approach
Language education programs aims to build students’ fluency in the four essential
components of language namely listening, speaking, reading, and writing. According to Stringer &
Faraclas (2001) as cited by Malone and Malone (2013), effective language education focused both on
accuracy and meaning in all the four components from the very beginning. To achieve this, the two-
track method is recommended.

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Components Meaning Track Accuracy Track

(emphasis on meaning; focus on (emphasis on accuracy; focus on
whole texts) parts of the language)
Listening Students listen in order to understand They recognize and distinguish
and respond to what they hear. sounds, syllables, words, and
sentences.
Speaking They speak in order to community They use correct vocabulary,
their thoughts and ideas to others. pronunciation, and grammar.
Reading They read for enjoyment and to They recognize parts of words
understand and use new ideas and (letters, syllables, tone marks, etc.),
information. sentences, and paragraphs, and can
sound them out.
Writing They write in order to communicate They form letters properly and neatly,
their thoughts and ideas. spell words correctly, and use correct
grammar.

This two-track approach to teaching reading and writing emphasizes “meaning,” that is,
understanding whole texts and “accuracy,” learning word identification strategies. A sample
activities is provided below to enable you to identify activities that focus on meaning and accuracy.
Accuracy Track Meaning Track
Shared Reading Picture and Keyword
Experience Story Big Box
Listening Story and Library Time Sentence-making
Creative Writing Spelling and Handwriting

The following are samples of meaning track and accuracy lesson adopted from the multi-
strategy method developed by Mary Stringer published by Malone and Malone (2013).

MEANING TRACK LESSON #1 (minimum of 40 minutes)

Shared Reading Story, Creative Writing, Library Time

SHARED READING (20 minutes)

Preparation (Do this before class begins.)
If you are using a Big Book or Poster Story:

 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.

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If you are using small books:

 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.

1. Introduce the Shared Reading story

- 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.

2. Read the story using the Reading Plan

▪ 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, “What do you think will
happen next?” Encourage students to share their ideas freely (no incorrect answers!)
▪ 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.

3. Do the Matching Word activity.

▪ Show the students the Matching Word cards that you prepared.
▪ 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.)
▪ Call for volunteers for each Matching Word card. Volunteers take turns putting their word
cards under the matching words in the sentence. Invite a classmate to help anyone that has
trouble finding the correct matching words. When they match the word correctly, read the
word with them and everyone clap.
If you are using a small book, write the words on the chalkboard rather than on cards. Show
students one of the words you wrote on the chalkboard and tell them to open their books to that
page, hold up their books and point to the matching word. Check that they are pointing to the
correct word.

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4. Do the Hide-a-Word activity.

▪ Find the first sentence that you chose for the Hide-A-Word activity. Read that sentence with
the students.
▪ Hold a small piece of paper over one of the important words in that sentence.
▪ Read the sentence again, including the word that is covered, with the students.
▪ Ask the students, “Which of the words in that sentence did I cover?”
▪ 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.
▪ Do this with the other “Hide-A-Word” sentences.

CREATIVE WRITING (15 minutes)

1. Encourage students to think about the weekly theme.

▪ Encourage the students to think about the weekly theme and then to create their own picture
and story about the theme. Encourage them to create a story about something that really
happened to them or something from their imagination.

2. Students draw a picture and write a story.

▪ Go around the room and encourage the students to write freely and to make their stories
interesting. Encourage them to add details to their pictures and stories. Praise them for
their attempts and do not correct spelling or handwriting when they are writing
creatively.7

3. Students share their story with a partner or in small groups or with the whole class.

▪ Each student shows their story to their partner or to other team members. Encourage them
to “read” their stories, pointing to the different parts, just as they have seen you reading
stories to them. In small classes, you can select students to share their story with the whole class.
▪ Each week or each 2 weeks, put an example of the students’ creative writing on the wall, with
their name and date on the front or back. (You can keep these as a record of each student’s
progress.)

Remember that in the beginning, students may not use real letters when writing and they
may be ‘reading’ pictures rather than words when they are reading. If so, that means they
realize that reading and writing are meaningful activities—a very important step in becoming
fluent and confident in both.

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LIBRARY TIME (5 minutes)

Students read big books, poster stories, or small story books alone or with a partner.
- Put a variety of books in a place where everyone can see them. Invite the students to choose a
book to read. Encourage them to read the books silently by themselves or quietly with a partner.
- As they read, walk around the room to encourage them.
- You can also use this quiet time to invite different students to read to you. Let them sit or stand
beside you. If appropriate in your context, you can help them move their finger under the words
as they read to you. If they have trouble, you can read with them. This can be a good opportunity
for you to see how individual students are doing and encourage them.

ACCURACY TRACK LESSON: NEW KEY WORD (40 minutes)

Preparation (Do this BEFORE class begins.)

- Put the key word picture, the key word and syllable boxes and the Big Box on the chalkboard.
- Leave space between the keyword and the Big Box for the “Break-the-Word and Make-the-Word”
activity.
- Leave space below the Big Box for the “Break-the-Sentence and Make-the- Sentence” activity.

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

PICTURE AND KEY WORD (10 minutes)

1. Write the new letter on the chalkboard.
 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.11
2. Introduce the key word picture.
 Point to the key word picture. Tell the students, “This is a picture of a ____.”
3. Introduce the key word.
 Point to the key word and read it to the students.
 Keep pointing to the key word as you read it with the students 2-3 times.
 Do the syllable activity.
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.

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“Clap/left had/right hand” for one syllable key Syllable boxes for two-or three-syllable key
word” word
Point to the key word. ((Example: “tik”) and Point to the key word (Ex: kuli) and read it.
read it.
Point to the first letter of the word and sya the Then point to the sullabes in the syllable boxes
sound: “t”. Point to the second letter (or rime) as you read each syllable distinctly.
and say the sound: “ik”.
ku li

 Read the word again, clapping once: Read each syllable again, clapping once for each
“tik”. syllable. Do this again and have the students
 Swing your left hand to the left and say clap for each syllable with you.
the first sound: “t”
 Swing your right hand to the right and
say the second sound: “ik”
• Clap once and say “tik”.

5. Do the “Break-the-Word” activity

 Write the key word on the left side, under the key word syllable boxes.
 Read the key word with the students.
 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.
 Continue writing each smaller part of the word and reading it with the students.
(This may take only one step or it might take 3 or 4 steps, depending on the
length of the key word.)
 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.
 Read the whole “Breaking Word” column with the students.

6. Do the “Make-the-Word” activity

 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 new letter to the right of the “Breaking Word” Activity and read the
new letter with the students.
 Tell the students, “Now I will write the part of the new word that has our new
letter.”
 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
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and read the word with the students.

Example: New letter “k”:

Breaking the Word Making the Key Word

kuli k
ku ku
k kuli

7. Read the entire key word lesson using Steps 3-5 of the Reading Plan.

BIG BOX (10 minutes)

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.

1. Students read the letters or syllables in the Big Box.

▪ Students read the letters or syllables in the Big Box as you point to them. First have them read
from left-to-right (or right-to-left, if that is the way the language is written) and then top-to-
bottom if that is how to read in your language.
▪ You can also do the “Clap-left hand-right hand” activity with some of the syllables in the Big
Box (directions in small chart page 11 and 12) to help the students see and hear how the
sounds combine to make the syllables.
▪ Now point to different letters or syllables randomly. Volunteers read each letter or syllable
as you point to it. Correct them if they read anything incorrectly.
NOTE: If the students have trouble reading the letters and/or syllables in the Big Box you can
read with them the first time and then they read it to you. However, first encourage them to
read it by themselves.

2. Students find the new key word in the Big Box.

▪ Invite a volunteer to come and find the letters or syllables that make the new key word. Read
the word with the student that found it.
▪ 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.

3. Students find other words in the Big Box.

▪ Invite volunteers to find other words in the Big Box—as many as possible in the allotted
time.
▪ Read the words with the students as they identify them. Ask the rest of the class if the word is
correct. If not, invite another student to come and point to the correct letters.
▪ 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.

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NOTE: If the students do not identify the “sentence making word” that you will use in the
“Key Sentence Activity” (below), be sure to point it out to them.

BREAK AND MAKE THE SENTENCE ACTIVITY (10 minutes)

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 (see the example on page 15)
Read the sentence with the students.

3. Do the “Break-the-Sentence” activity.

Do the Break-the-Sentence Activity the same way you did the Break-the-Word activity
above.

4. Do the “Make-the-Sentence” Activity.

Build the sentence back up from the word to the whole sentence, the same way you did the
“Make-the-Word” activity above.

Here is an example of the activity using “bit” as the “Break and Make the Sentence” word.

Break-the-Sentence Make-the-Sentence
The dog bit the boy. bit
bit the bit the
boy. bit boy The dog
bit the boy.

5. Read the Break-the-Sentence and Make-the-Sentence activity following Steps 2-5 of the
Reading Plan.

HANDWRITING AND SPELLING (10 minutes)

HANDWRITING (5 minutes)
1. Show the students how to write today’s new letter in the air and on their hand.
▪ With your back to the students, tell them to watch as you “write” the new letter in the air
with your finger. Describe how to form the letter as you write it in the air. Make sure you
make the letter very big so they can see how you do it. Have them practice writing the letter
in the air with you 3-4 times.
▪ 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.
2. Students practice writing the new letter on their paper or slate.
▪ Write the new letter on the chalkboard. Write slowly and make the letter big so everyone
can see it. Describe how to write the letter as you write it on the chalkboard. Write the
letter 3 times like that.

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▪ Students practice writing the letter 10 times.

▪ Go around the room and help anyone that is having trouble forming the letter.
3. Students practice writing the new key word.
▪ Write the new key word in large letters on the chalkboard. Sound out the word as you
write it. Write it 3-4 times so everyone can see clearly how you write it.
▪ Students write the new key word 10 times.
▪ Walk around the room to see how they are doing. Help anyone that is having trouble
writing the word.

SPELLING (10 minutes)

1. Erase the primer lesson from the chalkboard.
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.
7. Write the spelling words and sentence correctly on the chalkboard. Students check their work
and correct any mistakes.13

Reading Plan
The sequence of activities in the reading plan for meaning and accuracy track includes:
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.
Please find attached in Appendix ___ several examples of lessons using the two-track methods.

2. Total Physical Response

TPR is a method of teaching language introduced by Dr. James which uses actions to respond to
verbal inputs. The pupils develop understanding of the target language through listening and
performing physical actions. There is emphasis on developing comprehension skills. The teaching of
speaking skills is delayed until comprehension skills are established.
Please find attached Teachers’ Guide to Introducing English Using Total Physical Response (TPR)
adapted from materials developed by Malone (2015).

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Adopted from the materials developed by Susane Malone distributed under Creative Commons Attribution (2015).

3. Songs (Mother Tongue)

Singing is one of the naturally common activities in early childhood settings. Music captivates
every single soul. When music is played or songs are sung, a child dances with its rhythm; hums with
its melody; or listens to its lyrics. In language classrooms, songs serve different purposes. According
to Fagsao (2109), songs as pedagogical tools can enable teachers to improve pupils listening;
pronunciation skills and teach simple vocabulary and simple sentence structure; and promote
student motivation due to its pleasurable and entertaining value. In the arguments of Brewster, et.al
(1992), the use of songs in class offered several advantages to include improvement of listening skills,
attention span, concentration, vocabulary, pronunciation, and communication; and promotion of
pleasure of learning (Huertas & Parra, 2014). The use of songs, however, cannot be exclusive to one
subject only. Songs that are introduced in the Mother Tongue class can also be integrated in other
subjects where they are relevant and applicable. As an instructional tool, it promotes the
development of children in different domains. Among other things, it helps them learn concepts;
recognize patterns and sequence; boost memory, and enhance learning; learn self-regulation; and
promotes fine and gross motor skills development.

4. Questioning
According to Darn (n.d), asking questions is a natural feature of communication. He also
averted that it is an essential feature in the classroom where teachers can engage students with
content; encourage participation and increase understanding. Questions per se do not automatically
make the children learn the language. It is knowing and asking the right questions that makes it an
effective language teaching strategy. Literature into what works with questioning has been
published to serve as guides to educators.

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Below are some types of broad categories of questions adapted from Darn (n.d.).
a. Display/Referential
Types of Questions Definition Examples:
 Elicit learner’s prior Unsay imong gibati samtang
knowledge and check nagkanta sa “Kon Kita
Display Questions comprehension Magatigon”?
Unsa man imong
nahinumduman sa hulagway
nga imong nakit an?

 Focus on the form or Unsa ang sound sa unang letra

meaning of language sa pulong nga “mata”?
structures and items
Pila ka syllable ang pulong nga
“mata”?
Referential Questions  require the learner to Unsa man nga klase nga higala
provide information, give ang imong ganahan?
an opinion, explain or
clarify Nganong napildi man ang Hare
 focus on content rather sa Tortoise sa kontes?
than language
 require ‘follow-up’ or
‘probe’ questions, and the
answer is not necessarily
known by the teacher.

Types of Questions Definition Examples:

Divergent  Broad answers Unsa man ang mga kinaiya nga
 have multiple answers ganahan or dili nimo kang
 require a higher level of Tortiose?Hare?
thinking Unsa man imong buhaton arun
mudaog ka ug kontes nga
imong apilan?
Convergent  Narrow defined answers Asa nipahulay ang Hare?
Unsa ang gibuhat sa Tortoise
samtang nipahulay ang Hare?

5. Literacy Centers
It is a physical area or station where pupils are provided with appropriate materials to work
independently or collaboratively to achieve certain literacy goals (www.Reading Rockets.org). This
webpage cites several authors underscoring the importance of integrating it in the academe. Literacy
centers can “support improvement in reading comprehension, language, social and writing
development (Fountas & Pinell, 1996; 2000; Morrow, 1997; 2003). It can also facilitate problem-
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solving because it provides opportunities for students to explore, invent, discover, and create alone
or with others at centers (Stone, 1996).

The Reading Rockets recommended the following ideas for literacy centers:
 computer center
 ABC center
 writing center
 listening center
 memory card games
 word family center
 book club center
 building/manipulatives center
 art center
 buddy reading center
 poetry center
 journal center
 math center
 science center
 social studies center

On the succeeding pages are sample lessons from Week 1, Day 1 to 5 adopted from the
Department of Education Teacher’s Guide for Mother Tongue-Based – Multilingual Education Grade
II. Complementary to this Teacher’s Guide is also the the Kagamitan ng Mag-aaral (Learner’s Guide)
Sinugbuanong Binisaya for Grade 2, Week 1.

Enabling Activities

Refer to C. Enabling Activities for Module 2, M2-2 on page 21.

Summary
This module introduces some of the methods and techniques in teaching mother tongue to
include two-track method, total physical response, use of songs, questioning, and literacy centers.
Several literacy activities are also used by the teacher in developing the different language
components such as shared reading, experiencing a story, listening to story and library time, creative
writing, etc.

Maj-GEd 210: Content & Pedagogy for the Mother Tongue

Summer, 2019-2020