MTB-MLE

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MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MTB-MLE):

MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MTB-MLE)

MEANING OF MTB-MLE:

MEANING OF MTB-MLE As the name implies MTB-MLE is education in several languages based on the mother tongue. The beginning language of teaching and learning is the mother tongue, termed as language 1 (L1). This leads to the learning of a second language (L2) and a third language called (L3)

DepEd’s 19 MAJOR LOCAL LANGUAGES (2014):

DepEd’s 19 MAJOR LOCAL LANGUAGES (2014) Tagalog Kapampangan Pangasinense Iloko Bikol Cebuano Hiligaynon Waray Tausug Maguindanaoan Maranao Chabacano Ybanag Ivatan Sambal Aklanon Kinaray -a Yakan Surigaonon

END GOALS OF MTB-MLE:

END GOALS OF MTB-MLE COGNITIVE DEVELOPMENT ACADEMIC DEVELOPMENT SECOND LANGUAGE DEVELOPMENT LIFELONG LEARNING, COMMUNICATIVE COMPETENCE

LEARNING AREA STANDARD OF MTB-MLE:

LEARNING AREA STANDARD OF MTB-MLE Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences, contexts and purposes including learning other content subjects and languages, demonstrate appreciation of various forms of literary genres and take pride in one’s cultural heritage. – DepEd Curriculum Guide of MTB-MLE

Malone (2007):

Malone (2007) “… the loss of language is part of the loss of whole cultures and knowledge systems…” “MTB-MLE is also one way of making a school more welcoming to young children. Using the language children have known before they enter school adds a sense of familiarity…”

KEY STAGE STANDARD:

KEY STAGE STANDARD By the end of Grade 3, students will enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using vocabulary and phrases; read L1 texts with understanding and create their own stories and texts in L1.

GRADE LEVEL STANDARDS:

GRADE LEVEL STANDARDS K GRADE 1 GRADE 2 GRADE 3 Demonstrates skills and strategies in phonological and phonemic awareness, alphabet knowledge, sound-letter correspondences, decoding, vocabulary and comprehension as they enjoy listening and responding to a variety of texts in their mother tongue Demonstrates basic communication skills in talking about familiar topics using simple words and both verbal and non-verbal cues to understand spoken language, shows understanding of basic vocabulary and language structures, reading process, writing system and appreciates aspects of one’s culture. Demonstrates communication skills in talking about variety of topics using developing vocabulary and simple phrases and sentences, simple to complex spoken language using both verbal and non-verbal cues, understands vocabulary and language structures, appreciates and understands the cultural aspects of the language and the writing system used, and reads and writes simple and short literary and informational texts. Demonstrates communication skills in talking about variety of topics using expanding vocabulary and phrases, shows understanding of spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the language, reads and writes literary and informational texts.

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTB-MLE:

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTB-MLE Effective language learning proceeds from the known to the unknown. L anguage learning, and all other kinds of learning for that matter, is an active process. Successful language learning focuses on meaning, accuracy and fluency not either fluency or meaning or accuracy but both meaning, accuracy and fluency.

Slide 10:

4. The second language, L2, should be taught systematically so that learners can gradually transfer skills from the familiar language to the unfamiliar one. - Cummins’ interdependence theory (1999) - concept of common underlying proficiency

THE BRIDGING PROCESS:

THE BRIDGING PROCESS “ transitioning from learning one language to another” TWO KINDS OF TRANSITION Early-exit transition - mother tongue or L1 is the medium of instruction (MOI for 2-3 years, then switch to L2 and or L3 as MOI

Slide 12:

2. Late-exit transistion - the mother tongue or L1 is the medium of instruction for 5-6 years or more, then switch to L2 and or L3 as an MOI

PROGRESSION PLAN FOR TEACHING THREE LANGUAGES:

PROGRESSION PLAN FOR TEACHING THREE LANGUAGES K1 K2 GR.1 GR.2 GR.3 GR.4 GR.5 GR.6 Build fluency in oral L1 Continue oral L1 Begin written L2 Begin oral L2 (late in the year) Continue oral and written L1, oral L2 Begin written L2 (late in the year) Continue oral and written L1, L2 Continue oral and written L1, L2 Begin oral L3 Continue oral and written L1, L2, oral L3 Begin written L3 Continue oral and written L1, L2, L3 Continue oral and written L1, L2, L3 L1 for teaching L1 for teaching L1 for teaching L1 for teaching L1-L2-L1 for teaching L1-L2-L1 for teaching L1-L2-L1 for teaching L2-L1 for teaching

LANGUAGE PROGRESSION PLAN: 2 LANGUAGES, 1 SCRIPT:

LANGUAGE PROGRESSION PLAN: 2 LANGUAGES, 1 SCRIPT K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 Build oral L1 and confidence Continue Oral and literacy L1 (Filipino) Continue Oral and literacy L1 Continue Oral and literacy in L1 Continue Oral and literacy in L1 (Filipino) Continue Oral and literacy in L1 (Filipino) Continue Oral and literacy in L1 (Filipino) Begin L1 literacy (reading and writing Begin oral L2 English Continue Oral L2 ( English) Begin L2 literacy 4 th quarter Continue Oral and Literacy L2 Continue Oral and Literacy L2 Continue Oral and Literacy L2 Continue Oral and Literacy L2 Continue Oral and Literacy L2 Use L1 as LOI Use L1 as LOI in all subjects Use L1 as LOI in all subjects Including science Use Filipino as LOI in EsP , AP, Filipino, MAPEH, EPP Use English L2 in Math, Science, English (TLE in Grade

Why Mother Tongue-Based Multilingual Education? “We thought we are going global. Are we progressing or retrogressing? Why are we back to the mother tongue?:

Why Mother Tongue-Based Multilingual Education? “We thought we are going global. Are we progressing or retrogressing? Why are we back to the mother tongue?

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