Transitioning To Second Language
Transitioning To Second Language
Transitioning To Second Language
THE WHATS
MULTILINGUAL EDUCATION
is
MULTILINGUAL EDUCATION
is
based in the childs own known environment and bridges to the wider world. Known to Unknown
MULTILINGUAL EDUCATION
maintains
local language and culture while providing national/ international language acquisition and instruction
MULTILINGUAL EDUCATION
promotes learners integration into the national society without forcing them to sacrifice their linguistic and cultural heritage.
MULTILINGUAL EDUCATION
Meaning
based education enables students to learn well because they understand what the teacher is saying.
MULTILINGUAL EDUCATION
Using
the culture the child knows enables immediate comprehension from which new concepts can be built going from the known to the unknown.
MULTILINGUAL EDUCATION
Reading
MULTILINGUAL EDUCATION
Once
we learn to read we never have to learn again We only learn to READ once
MULTILINGUAL EDUCATION
The
THE WHYS
LEGAL BASES
LEGAL BASES
DepED
LEGAL BASES
1987
7)
For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English. The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein.
LEGAL BASES
1987
30)
The child has the right to an education and to learn and use the language of his family.
LEGAL BASES
RA
LEGAL BASES
RA
9155 or EFA/MDG
Education for all should enable everyone to speak in the vernacular, Filipino and English.
LEGAL BASES
BESRA
KRT 3
All persons beyond school-age regardless of their level of schooling should acquire the essential competence to be considered functionally literate in their mother tongue, in Filipino or in English.
Socio-Cultural Development
1. Language development:
Students
will establish a strong educational foundation in the language they know best;
they
they
will be prepared to use both / all of their languages for success in school and for life-long learning.
2. Cognitive Development
Cognitive development begins at home at birth.
School activities will engage learners to move well beyond the basic questions of who, what, when and where to cover all higher order thinking skills in the learners L1, their language of thought.
These higher order thinking skills will: - transfer to the other languages once enough Filipino or English has been acquired to use these skills in thinking and articulating thought, and - be used in the process of acquiring English and Filipino more effectively
3. ACADEMIC DEVELOPMENT:
Students will achieve academic competencies in each subject area and, at the end of the program;
they will be prepared to enter and achieve well in the mainstream education system.
4. SOCIAL-CULTURAL DEVELOPMENT:
Students will be proud of their heritage language and culture, and respect the languages and cultures of others;
productively to their own community and to the larger society.
Multilingual
Multi-literate
Multi-cultural
INITIATIVES IN MLE
A. Experiments:
a. First Iloilo Experiment (1948-1954) : Hiligaynon as MOI in Grades 1 & II Second Iloilo Language Experiment (19611964) Hiligaynon is used in first two grades
b.
c.
Rizal Experiment (1960 1966) - Tagalog as MOI in Grade I First Language Component-Bridging Program (FLC-BP) on transitional education (1986 1993) Childrens L1 in Grades 1 & 2 and transition to Filipino and English
d.
and implement national bridging program from mother tongue to Filipino and English to develop initial literacy
Use
4 of largest lingua francas as MOI in grades 1 and 2:Tagalog, Hiligaynon, Cebuano and Ilocano to bridge learned concept from MT to Filipino and English
Attempt
Summer Institute of Linguistics for 10 years experimental classes implementing MTBMLE approach
Children who began school in first language with bridging to two second languages
were significantly more competent in all areas of study than their counterparts outperformed English-taught students in reading, math and social studies learn to read more quickly and learn better in Math and Science were observed to be actively participating in different classroom activities o Drop-out and repetition rates decreased
THE
HOWS
VISION:
MTB MLE FOR RELEVANT AND QUALITY EDUCATION FOR ALL CHILDREN
Desired Impact: Learners are enjoying relevant and quality education which supports their home languages and cultures; learning outcomes are improved countrywide; and the Philippine is succeeding in its goal for Education for All.
Strategic Planning for the Country-wide Implementation of Mother Tongue Based Multilingual Education (MTB-MLE) a. Draft of Strategic Plan November 2009 participated by 60+ educators, advocates, NGO education practitioners and DepEd personnel b. Final Strategic Plan February 2010
Materials Development
Grade VI
Math
Science
Filipino
English
Grade V
MT
Math
Science
Filipino
English
Grade IV
MT
Math
Science
Filipino
Transition Period/Bridging
Grade III MT Math Science
Grade I
Use L1 in MT subject, Math, Eduk. Pagpapakatao, Araling Panlipunan for grades I, II and III
strengthen literacy in L1 develop awareness on local socio-cultural concerns address learning difficulties in classes with L2/L3 MOI
HS
L1 Math English
Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan Araling Panlipunan
Fil Fil Fil Fil Fil LSRW Oral Fil Oral Fil
L3 L3 L3 L3
Oral then RW L3
Grade II
Grade I K
L1 Eng Math
L1 - L, S, Math R, W, V
Sci
Sci
Araling Panlipunan
Araling Panlipunan
Oral L3
Oral L3
Edukasyon sa Pagpapakatao Math Araling Panlipunan MAPEH Mother Tongue English Filipino
40 40 30 30 40 30 30
Mother tongue MT MT MT