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Bridging Between Languages
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
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Bridging Between Languages
- 1.
- 2. ConceptsandDefinitions Bridging: the processof transitioning from learning one languagetoanother.
- 3. • Early-exit transition.The mother tongue or L1 is the mediumofinstruction(MO1for2-3years,thenswitch toL2and/orL3asMO1 • Late-exit transition. The mother tongue or L1 is the medium of instruction for 5-6 years or more, then switchtoL2and/orL3asanMO1.
- 4. • Mother tongue.The language(s) that one has learnedfirst - - referred to as first language (L1), homelanguageor heritagelanguage.
- 5. • Mother-tongue-based multilingual education 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.
- 7. Multilingual education Adopted in1999 in UNESCO’s General Conference Resolution 12; the term refers to the use of at least three languages. Ui brad ! Ako tuod si Totoy.
- 8. Second language (L2) -a second language learned after L1 - a second language learned at school for formal educational purposes.
- 9. Difference between languageand dialect From the linguistic point of view, the distinction between language and dialect emphasizes intelligibility.
- 10. 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.
- 11. - MTBMLE programs benefitstudents who do not understand or speak the official/ school language when they begin their education.
- 12. Three kinds ofdevelopment 1. Language development Students develop fluency and confidence in understanding, speaking, reading, writing, viewing and thinking in their first language and then transfer those abilities to the official/ school language for communication and lifelong learning.
- 13. 2. Academic development Studentsachieve the required academic competencies in each subject at the end of the MTBMLE program.
- 14. 3. Socio-cultural development Studentsare proud of their heritage language and culture and respect the language and culture of others. When they complete their education, they are equipped to contribute actively to the development of their home, community and to the nation of which they are part.
- 15. Components of MTBMLE Strongfoundation Research show that children who start education in the language of their home tend to do better in the later years of their education ( Thomas and Collier, 1997).
- 16. Good bridge Well-planned transitionfrom learning through the mother tongue or L1 to learning through other language(s) results in better learning outcomes.
- 17. K Grade 1Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Build oral L1 & confidence Continue oral & literacy in L1 Filipino Continue oral & literacy in L1 Continue oral & literacy in L1 Continue oral & literacy in L1 (Filipino) Continue oral & literacy in L1 (Filipino) Continue oral & literacy in L1 (Filipino) Begin L1 literacy (reading and writing) Continue oral L2 (English) Begin oral L2 English Begin L2 literacy 4th quarter (English) Continue oral & literacy L2 (English) Continue oral & literacy in L2 Continue oral & literacy in L2 Continue oral & literacy in L2 Continue oral & literacy in L2 Use L1 as LO1 Use L1 as LO1 in all subjects Use L1 as LO1 in all subjects Including science Use Filipino as LO1 in Esp, Ap, Filipino, MAPEH, EPP. Use English (L2) in Math, Science, English (TLE in Grade 6)
- 18. K Grade 1Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Oral L1 (semester) Continue oral L1 semester 1 Begin L1 Literacy semester 1 Continue oral & literacy in L1 & L2 Introduce reading & writing Begin oral L2 Semester 1 Quarter 2 Continue oral L3 Continue oral & literacy in L1, L2 & L3 Continue oral & literacy in L2 & L3 Continue oral & literacy in L2 & L3 Continue oral & literacy in L2 & L3 (emergent literacy) semester Begin oral L3 Quarter 3-4 Bridge to L2 literacy Quarter 4 Bridge to L3 literacy Quarter 4 Filipino (L2) LO1 AP, EsP, EPP, MAPEH in Filipino English (L3) LO1 Math, in English Science
- 19. L1 as LO1L1, as LO1 L1 as LO1 L1 as LO1 in all subjects including science L2-L1 L2 L3 to L1 To L3 To check comprehensi on L2-L1-L2 L3-L1-L3 Kumusta? Ako nga pala si Tonio.
- 20. What does research sayabout this?
- 21. Following are someresearch studies relating to MTBMLE, first and second language acquisition, and language development. Hi !!! My name is Tony.
- 22. The most powerfulfactor in predicting educational success for minority learners is the amount of formal schooling they received in their L1. only those language minority students who have 5-6 years of strong cognitive and academic development in their L1 as well as through L2 did well in Grade II assessment. - Thomas and Collier 2001
- 23. Knowledge gained inone language transfers to other languages that we learn. - Cummins, J The level of development of the children’s mother tongue is a strong predictor of their second language development. - Thomas and Collin, 2001
- 24. Children … witha solid foundation in their mother tongue develop stronger literacy abilities in the school language. Children’s knowledge and skills transfer across languages from the mother tongue… to the school language. - Cummins, J. 2000
- 25. The development ofthe child’s first language with its related cognitive development is more important than the mere length of exposure to the second language; development of the mother tongue is critical for cognitive development and as a basis for learning the second language. - Tucker, G. R., 1990
- 26. The first languageis the language of learning. It is by far the easiest way for children to interact with the world. And when the language of learning and the language of instruction do not match, learning difficulties are bound to follow. - World Bank, 2006
- 27. On the importanceof Oral Language: Oral language is the foundation of learning to read and write. The initial stages, reading builds on an oral language. Any reading program designed to build early reading skills must offer support for and connections to an oral vocabulary in a spoken language. - Rashos et al., 2000
- 28. Planning a “strongfoundation and a good bridge”. What theorists and researchers say Building a strong foundation in L1. • Knowledge gained in one language transfers to other language that we learn. -Cummins
- 29. • The mostpowerful factor in predicting educational success for minority learners is the amount of formal schooling they received in their L1… only those language minority students who had 5-6 years of strong cognitive and academic development in the L1 – as well as through L2 – did well in grade 11. –`Thomas and Collier, 2001
- 30. Introducing the L2through listening and responding (no speaking at first) • The best (language learning) methods are: those that supply “comprehensible input” in low anxiety situations, containing messages that students really want to hear. These messages do not force early production in the L2 but allow students to produce when they are ‘ready’, recognizing that improvement comes from forcing and correcting production. - Krasher, 1981 & Wilson, 2001