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Mother Tongue-Based
Multilingual Education
20 February 2018 – 22 February 2018
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Cotabato City
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The What, Why and
How of MTB-MLE
Dr. Rosalina Villaneza
2 Hours
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Objectives: 3
• At the end of the session, the participants should be able to:
• Understand the concept of MTB-MLE
• Explain the principles of MTB-MLE
• Realize the importance of MTB-MLE
• Discuss techniques in the
implementation of MTB-MLE the HOW
(Oral Language and Bridging)
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Activity
• Mother tongue-based multilingual education (MLE)
is education, _____ or non - ______, in which the
learner’s ________________and ___________
__________ are used in the classroom. Learners
begin their education in the language they
_______________- their mother tongue- and
develop a __________ _______ in their mother
language ______ learning additional languages.
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Analysis
• How many correct answers did you get?
• Why were you not able to fill in the correct
answers?
• What is the implication of these to us as a
teacher?
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Analysis
• 1. How many correct answers did you get?
• 2. Why were you not able to fill in the correct answers?
• a) background/schema/experiences
• b) out of context (we are parents and teachers, we are not merchants)
• c) language (our language is different from the merchants, we don't know some
of those words – its not part of our vocabulary)
• 3. What is the implication of these to us as a teacher?
• * Our background/schema/experiences help us better understand what we read
• * Our vocabulary helps us better comprehend what we read
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Abstraction 1 (30:15) 7
(Film viewing)
1. What is Mother Tongue/MTB-MLE?
2. What is the goal of MTB-MLE?
3. Why is MT important in the early years of the
child’s education?
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Abstraction 1 8
(30:15) 8
(Film viewing)
1. What is Mother Tongue/MTB-MLE?
• In the context of DepEd, Mother Tongue is the first
language of the child, the language that is use at
home of which the child is familiar with.
• MTB-MLE is education formal or non-formal, in which
the learner’s mother tongue and additional language/s
are used in the classroom.
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Abstraction 1 9
(30:15)
(Film viewing)
• What is the goal of MTB-MLE?
To develop appropriate cognitive and reasoning
skills that will enable the learners to operate
equally in different languages later
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Abstraction 1 10
(Film viewing)
Why is MT important in the early years of the child’s education?
• Effective education must begin with engaging learners in examination of prior
experiences and beliefs in relation to the new information and ideas.
• The level of development of learner’s MT is a strong predictor of his/her second
language development.
• Children with solid foundation in their MT develop stronger literacy abilities in the
second or third language.
• The most important single factor that influence learning is what the learner’s already
know. We need to ascertain this and teach them accordingly.
• Reading in the mother tongue enables immediate comprehension.
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Activity 2 • Oral Language Practice
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• Directions:
• Choose a
volunteer to talk (tell a
story) about the given
picture/illustration using
their own mother
tongue.
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Activity 2
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Do you think the students can tell story out of
the given picture/illustration in their mother
tongue? Why?
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Abstraction 2
• Film viewing: Oral Language
1. What is oral language?
2.What is oral language development and
why is it important?
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Abstraction 2 14
1. What is oral language?
Oral language means communicating with other people
2. What is oral language development and why is it important?
• Oral language development across the curriculum does not mean
teaching children to speak as much as we mean improving their
ability to talk or communicate more effectively.
• To speak in more effective ways requires particular attention and
constant practice.
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Abstraction 3 15
• Film viewing: Bridging
1. What is a bridge?
2. What is bridging?
3. Why do we need to bridge?
4. What are the areas for bridging?
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Abstraction 3 16
1. What is a bridge?
The part of the instruction unit that has been planned
and organized by the teacher.
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Abstraction 3 17
2. What is bridging?
• The use of cross-linguistic strategies to maximize the totality of
children’s diverse language/literacy skills for effective thinking,
problem solving, communicating and learning.
• - Sometimes its called “translanguaging”
• - More flexible and spontaneous. It occurs during the bridge
and whenever teachers and students make connections
between languages.
• - Bridge is part of bridging
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Abstraction 3 18
3. Why do we need to bridge?
• “There is a common underlying base of
knowledge that bilingual and multilingual
leverage when they use their L1 to facilitate L2
learning. Knowledge gained in one language
facilitates learning in the second.”
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Abstraction 3 19
4. What are the areas for bridging?
• . Learning Environment
• -. Similarities and differences in:
a. Sound – symbol correspondences
b. Word structure/morphology
c. Syntax and grammar
d. Culture surrounding the language use (pragmatics
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Closure 20
•“The SUCCESS of starting from the
Mother Tongue to Multilingualism
(L1-L2-L3 or MTB-MLE) is greatly
dependent on the QUALITY of the
transition process or the bridging
program.”
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Want big impact?
Use big image.
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PROGRAM MANAGEMENT OFFICE
DepEd-ARMM, ORG Compound
Cotabato City, 9600 Philippines
Tel. No.: +63 (064) 557 2274
E-mail: [email protected]
Website: www.pathways.ph
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@pathwaysdotph
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