This document discusses the importance of using a learner's mother tongue or Filipino as the medium of instruction when teaching the EPP subject in grades 4-5. It outlines the principles of mother tongue-based multilingual education, which involves initially using the learner's first language for instruction before transitioning to a second and then third language. Research shows that using the mother tongue helps learners develop identity, thinking skills, and better understand curriculum concepts, which then transfers more easily when switching to another language. The document encourages teachers to find ways to support learners whose home language differs from the language of instruction.
This document discusses the importance of using a learner's mother tongue or Filipino as the medium of instruction when teaching the EPP subject in grades 4-5. It outlines the principles of mother tongue-based multilingual education, which involves initially using the learner's first language for instruction before transitioning to a second and then third language. Research shows that using the mother tongue helps learners develop identity, thinking skills, and better understand curriculum concepts, which then transfers more easily when switching to another language. The document encourages teachers to find ways to support learners whose home language differs from the language of instruction.
This document discusses the importance of using a learner's mother tongue or Filipino as the medium of instruction when teaching the EPP subject in grades 4-5. It outlines the principles of mother tongue-based multilingual education, which involves initially using the learner's first language for instruction before transitioning to a second and then third language. Research shows that using the mother tongue helps learners develop identity, thinking skills, and better understand curriculum concepts, which then transfers more easily when switching to another language. The document encourages teachers to find ways to support learners whose home language differs from the language of instruction.
This document discusses the importance of using a learner's mother tongue or Filipino as the medium of instruction when teaching the EPP subject in grades 4-5. It outlines the principles of mother tongue-based multilingual education, which involves initially using the learner's first language for instruction before transitioning to a second and then third language. Research shows that using the mother tongue helps learners develop identity, thinking skills, and better understand curriculum concepts, which then transfers more easily when switching to another language. The document encourages teachers to find ways to support learners whose home language differs from the language of instruction.
TEACHING EPP August 31, 2023 Ateneo de Naga University Objective for the day: appreciate the importance of using a language best understood by the pupils, particularly in the EPP subject MEDIUM OF INSTRUCTION in TEACHING EPP SUBJECT: • Grades 4-5: MTB and/or Filipino • Grades 6: English
(Mother Tongue-Based Multilingual Education)
Mother Tongue-Based Multilingual Education
• It is education in several languages based on the mother
tongue. The beginning language of teaching mother tongue, termed as language 1 (L1). This leads to the learning of a second language, called Language 2 (L2) and a third language called Language 3. Guiding Principles: • Effective language learning proceeds from the known to unknown. • This means that you begin with what the learners know and used what they know to learn what they do not yet know. • This is building on what students know and gradually proceeding to the unknown. • Language learning, and all other kinds of learning for that matter, is an active process. Learners must be actively involved in the learning process in order to learn. To learn to speak, read, and write a particular language, learners must speak, read and write the language. Guiding Principles • There is no other way to learn a language except to speak, read, and write the language. Successful language learning focuses on meaning, accuracy and fluency not either fluency or meaning or accuracy but both meaning, accuracy and fluency.
• The second language known as the L2, should be taught
systematically to the learners can gradually transfer skills from the familiar language to the unfamiliar one. THE BRIDGING PROCESS 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, or both L1, and L2 are used as media of instruction. IMPORTANCE OF MTB AND/OR FILIPINO IN TEACHING EPP: • Makes it easier for children to pick up and learn other languages. • Mother tongue develops a child’s personal, social and cultural identity. • Using mother tongue helps a child develop his/her critical thinking and literacy skills. • Research shows that children learning in mother tongue adopt a better understanding of the curriculum. • Skills learnt in mother tongue do not have to be re-taught when the child transfers to a second language. IMPORTANCE OF MTB AND/OR FILIPINO IN TEACHING EPP: • Children learning in mother tongue enjoy school more and learn faster due to feeling comfortable in their environment. • Self-esteem is higher for children learning in mother tongue. • Parent-child interaction increases as the parent can assist with homework. Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in early childhood and early primary school years Prepared by Jessica Ball, M.P.H., Ph.D. University of Victoria
• Many children speak a home language that differs from the language of instruction in education programs. Research confirms that children learn best in their mother tongue as a prelude to and complement of bilingual and multilingual education. Whether children successfully retain their mother tongue while acquiring additional languages depends on several interacting factors. • Studies show that six to eight years of education in a language are necessary to develop the level of literacy and verbal proficiency required for academic achievement in secondary school. To retain their mother tongue, children whose first language is not the medium of instruction must have: (1) continued interaction with their family and community in their first language on increasingly complex topics that go beyond household matters; (2) ongoing formal instruction in their first language to develop reading and writing skills; and (3) exposure to positive parental attitudes to maintaining the mother tongue, both as a marker of cultural identity and for certain instrumental purposes (e.g., success in the local economy or global trade). Pause and Think: How important is the need of teaching EPP subject in a language best understood by learners?
What will you do to learners whose language differ from the
medium of instruction of your subject being taught? research-BASED INSIGHT PAPER: • Look for a journal article that justifies how medium of instruction affects the learning development of learners in learning EPP subject.
• Use the format attached in google classroom.
References: • Ball, J. Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in early childhood and early primary school years. http://www.ecdip.org/docs/pdf/UNESCO%20Mother-tongue%20based%20E Y%202010-1.pdf
