MODULE II

MODELS, LITERACIES AND GUIDING

PRINCIPLES FOR TEACHING AND
LEARNING MOTHER TONGUE

Lesson 1 Models of MTB-MLE

Literacies in the Mother

Lesson 2 Tongue- Based Multilingual
Education (MTB-MLE):
Teaching Strategies

Guiding Principles for Teaching

Lesson 3 and Learning in MTB-MLE

Strategies for Oral Language

Lesson 4
Development

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MODULE II

Models of MTB-MLE

 INTRODUCTION

This module shows the following lessons; Models of MTB-MLE;

Literacies in the Mother Tongue- Based Multilingual Education (MTB-MLE):
Teaching Strategies; Guiding Principles for Teaching and Learning in MTB-
MLE and; Strategies for Oral Language Development.

OBJECTIVES

After studying the module, you should be able to:

1. Compare the benefits and challenges of various models of MTB-

MLE from around the world
2. Contrast weak and strong forms of MLE.
3. Explain the characteristics of successful MTB-MLE programs; and
4. Explain the MTB-MLE Framework

 DIRECTIONS/ MODULE ORGANIZER

There are four lessons in the module. Read each lesson carefully then
answer the exercises/activities to find out how much you have benefited
from it. Work on these exercises carefully and submit your output to your
professor.

In case you encounter difficulty, discuss this with your professor

during the face-to-face meeting.

Good luck and happy reading!!!

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Lesson 1

 MODELS OF MTB-MLE

Historical Context

Mother tongue- based education is the standard educational approach

in many parts of the world for speakers of dominant languages while second
language immersion education has been the dominant approach for minority
or non-dominant language speakers around the globe. In second language
education learners begin schooling submerged in second and third languages
such as Filipino and English. This denies learners opportunity to continue
any previous learning done through MT, or gain literacy skills first in their
MT. it should be noted that mother tongue educational approach in
countries that evidence greater economic advancement.

People often assume that English is the key to economic advantage

and thus push for English education at the expense of local language. But in
reality, economically advanced countries provide mother tongue based
education to citizens while teaching other dominant language such as
English, as second languages. Such countries include Japan, South Korea,
Singapore, Australia and countries of Europe and North America. The
Philippines and many other post-colonial countries have historically
provided education in the colonizers’ language(s) at the expense of local
languages. This has resulted in lower academic achievement and a devaluing
of local languages in the learning process (Tupas, 2014).

Models of Multilingual Education

Different models, or programs, of multilingual education are based on

either the intent of assimilation or language maintenance. Assimilation is
movement away from languages into dominant languages (e.g. Filipino and
English), relegating the home language as a social language only. Language
maintenance education refers to supporting and developing home language
and cultural identity while learning additional languages (Filipino and
English). Stagnant language maintenance aims to maintain language skills at
the level when entering education (for example oral MT without MT
literacy)to prevent home language loss. Developmental maintenance aims to
develop learnenr’s MT to full proficiency and full literacy equal to that of
the domain languages, leading to multiculturalism and linguistic diversity.

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Baker (2001) references ten different aims of mother tongue based

multilingual education:
1. To assimilate learners or communities into mainstream (Filipino)
society
2. To create unity within a multi-ethnic and multilingual society
3. To develop proficiency in the global language for communicating with
outsiders
4. To develop marketable language skills
5. To preserve ethnic and religious identity
6. To reconcile and mediate different linguistic and political
communities
7. To spread the use of the colonial/global language, socializing the
population into the colonial/global existence.
8. To strengthen elite groups and preserve their societal positions
9. To create equal status by law to two socially unequal languages
[Link] strengthen understanding of language and culture

While these ten aims of MLE may help us to understand different MTB
MLE programs, it should be noted that in reality models change and adapt to
different contexts all the time. Ball (2011) outlines several models of
bilingual or multilingual education in the chart below:

Mother tongue-Based Instruction The learning program is delivered

entirely in children’s L1
Bilingual Education  Two languages are used as the
media of instruction. This type
of instruction is also known as
‘dual language instruction’ in
which children who speak
both the minority languages
and the majority languages
are taught in majority and
minority/ non-dominant
languages.
Mother Tongue Based Bilingual  L1 is used as the primary
Education medium of instruction during
all of primary school. Then L2
is introduced as a subject of
study to prepare children for
eventual transition to using L2
as the medium of learning in
some academic classes.
Multilingual Education  Formal use of more than two

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languages in the curriculum.

Transitional Bi/Multilingual  This type of instruction is
Education or ‘Bridging’ aimed at planning a transition
for children to move from
learning in L1 to learning in
L2. Such transition can be
done abruptly after a few
years or after a longer period
during which the child has
become fully fluent
academically in his/ her L1.
Maintenance Bi/ Multilingual  Even after L2 has been instructed,
Education children are instructed in L1 and
L2. L1 continues, often as a
subject of study, to ensure
ongoing support for children to
become academically proficient in
L1. This is also called ‘additive
bilingual education’ because one
or more languages are added but
do not displace L1.
Immersion or Foreign Language  The entire education program is
Instruction provided in a language that is new
to the child.
Submersion  Speakers of non-dominant
languages have no choice but to
receive education in a language
they do not understand. The
approach promotes subtractive
bilingualism, i.e., learning L2 at
the expense of L1.
Sources:
Ball, J. 2011. Mother Tongue- Based Bilingual or Multilingual; Education in the Early Years. UNESCO:
[Link]
Young, [Link], Mother tongue-Based Multilingual Education: Guide for Teacher Educators and Students. Lorimar
Publishing Inc. 2016.

Weak and Strong Forms of MLE

Strong forms of MLE recognize the importance of developing there

learners’ first language to support all learning well. When the learner
understands what the teacher is saying he or she is able to process the
lesson and learn the subject matter. If the learner does not yet understand

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well or speak well the language of the classroom, learning is slowed

significantly while the classroom language is in focus and academic content
remains irrelevant. Academic subject matter, second language learning,
literacy development, creativity and higher level thinking skills are all more
easily facilitated when the learners’ mother tongue, or first language, is
used as the language of instruction.

In strong MLE programs the MT is considered a resource that does not

hinder learning other languages but rather contributes to development of
second languages through comprehension while supporting strong literacy
development, academic development and social identity by developing MT
(Cummins 2001;Walter &Dekker 2011). Thus, strong forms of MLE are
additive in nature in that they add new languages without subtracting or
losing the first language and its associated culture and identity(Baker 2001).

Weak forms of multilingual education generally focus on the learner’s

mother tongue only for a short time, in order to strengthen second language
learning, or only in code-switching. Thus the MT is not considered necessary
for developing high levels of thinking or academic subjects but only as an
auxiliary language to aid in initial second language learning as opposed to
functional language of learning.

In weak forms of MLE once basic L2 vocabulary such as color names,

numbers and basic greetings, is evidenced by the learner, it is wrongly
assumed that learners are fully able to use their second languages for
learning. However, the assumption that the second language is more
important than learning to comprehend and think with one’s first language
has not been found to be effective among many students of low
socioeconomic status (Cummins, 2013). Research indicates that students
achieve higher scores and stay in school longer when they learn in a
multilingual environment that builds on their first language while developing
second languages (Cummins, 2001; Walter &Dekker,2011). Without the MT
as language of instruction learners commonly take more time to master
content. A resulting common perspective considers the mother tongue as
unhelpful for academic work. This weak form of education is commonly
called assimilation (Baker 2001).

Mother Tongue- Based Instruction

Mother tongue education focuses on teaching learners through their

mother tongue so that learning occurs naturally and easily and is focused on
the subject matter (conceptual development) rather than on language
learning alone (memorization and repetitive learning). Students learn within

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the framework of their everyday knowledge are highly experiences, where

their home culture and prior knowledge are highly valued. This builds strong
academic achievement and self- confidence.

Bilingual Education

Bilingual education uses two languages for instruction, typically one

of which is the MT of the learners and the other a second language. This
type of instruction is also known as “dual language instruction” (Baker,
2001).
Two-way bilingual education facilitates high levels of bilingualism by
including MT development of two different language groups in the classroom
and works to ensure that both groups are equally represented. That is, half
the class speaks another language as a MT. Typically one language is
dominant while the other is non-dominant. Both languages are developed
through biliteracy and bilingual instruction with the aim that all students
will be enriched through developing high levels of proficiency in both
languages. This does not occur in the Philippines, mostly due to the desire
to learn English rather than other Philippine languages. In addition, it is rare
for a school to serve equal numbers of students from only two different
mother tongues. While there are cases of mixed languages in the classroom,
it does not appear to be MT speakers of two languages within one school
desiring to learn each other’s language. Bilingual education in the
Philippines created a double barrier for students as the program became
double immersion.

Mother Tongue- Based Bilingual Education

Mother tongue-based bilingual education is a common type of

bilingual education outside of the Philippines where two languages are used
for instruction and one of the languages is the MT of the learners. Generally
L1 is used as the primary language of instruction while L2 is taught as
subject through elementary school. Later, students transition into L2
instruction in some of the basic academic classes. The aim is to develop
both languages for academics, biliteracy and learning and thus MT teaching
continues through at least six years of schooling.

Multilingual Education

In multilingual education three or more languages are used in formal

education, aiming to produce multilingual and multicultural citizens.

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Transitional Multilingual Education

Transitional MLE begins with the official use of the learner’s mother
tongue in the early years for the purpose of enhancing the learning of the
second language. This approach aims toward assimilation into the dominant
languages. This early transition from the mother tongue into the second
languages has been criticized as being remedial, compensatory and
segregated (Baker,2011) while valuing the dominant society over non-
dominant or minority learners and thereby perpetuating inequality.
Outcomes are generally poor comparatively. The DepEd policy suggests a
gradual transition from the MT to Filipino and English in grades four to six.
Such a gradual transition permits a strong version of MTB MLE. Development
of a framework of the gradual transition to L2 and L3, materials and teacher
training are still needed.

Maintenance Multilingual Education

Maintenance multilingual programs aim to develop multilingual

societies by focusing on academic development in the MT through the school
years while developing two or more additional languages. Extended
development of the MT contributes to second language development,
cognitive development, academic development and strengthening cultural
identity (Cummins 2001). Such a policy also become a maintenance MLE
program in the Philippines when the gradual transition in grades four to six
is adequately defined and the MT is taught as a subject at least through high
school.

Immersion or Foreign Language Instruction

Immersion education is a program aimed to help learners develop

second language proficiency. Immersion programs immerse language
learners in a second language aiming to develop fully proficient second
language speakers. In the case of the Philippines, the traditional BE policy
immersed learners in both Tagalog and English. Non- Tagalog or non-Filipino
speakers were immersed in two new languages (Tagalog or Filipino, and
English) without the support of their own MT.

Immersion bilingual education was originally developed in Canada for

building fluency in both official languages, French and English. Both French
and English have a long history of literature and language development.
Johnson and Swain (In Cummins 2000) identified the core features of
Canadian immersion programs:

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 The L2 is a medium of instruction

 The immersion curriculum parallels the L1 curriculum
 Overt support exists for the L1
 The program aims additive bilingualism
 Exposure to the L2 id largely confined to the classroom
 Students enter with similar (and limited) levels ofL2 proficiency
 The teachers are bilingual
 The classroom culture is that of the local L1 community.

The program focused on immersing MT English speakers in French while

developing the MT in order to develop balanced proficiencies in bith the
languages. It was highly successful and fully funded all the way down to the
classroom level. Fully bilingual teachers were trained in bilingual
pedagogies (how to develop both languages instructionally),has large
amounts of materials in both languages, and also taught MT literacy
(English) alongside French literacy.

The conditions that made this program successful do not exist in the
Philippines:

 There traditionally has not been a local L1 curriculum in Philippine

BE(Basic Education) system
 There was support for the L1 only as an auxiliary (helping) language
 Classroom culture traditionally supported English only policies
 Filipino and English are not two equally prestigious dominant
languages
 Filipino (and other languages) are still developing academic
terminology
 Filipino teachers generally do not have a wide variety of materials in
any language
 Teachers are not traditionally trained in bilingual pedagogies.

The original Bilingual Policy for the Philippines, using Tagalog and English
as two languages of immersion, aimed to achieve fully bilingual learners just
as the Canadian immersion program did. However, high levels of academic
performance are often not achieved by less socially and economically
advantaged learners in the Philippines (Cummins,2001, DeVillar
&Jaing,2011, OECD 2010; Nolasco,2008,2015). Additionally, Filipino (or
Tagalog) was the first language of only 33% of the entire population, and
English was generally not used as a mother tongue except by a small
percentage of elite families.

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Today many parents have chosen to use Filipino or English in the

home to give their children a head start in school. This practice has,
unfortunately, contributed to the demise of several Philippine languages
(c.f. [Link]/Asia/Philippines), bringing about a loss of important
knowledge embedded within those languages.

This chart outlines the contextual factors supporting Canadian immersion

education and the realities in the Philippines.

Canadian Immersion Education Philippine Educational Context

Fully bilingual teachers confident in
Varying degrees of language fluency
teaching both French and English for
and confidence exist among Filipino
all subjects. Teachers generally were
teachers. Some teachers are MT
MT speakers of either French or speakers of Filipino but few teachers
English are MT speakers of English.
First language literacy held an First language literacy in all
important place in immersion
languages, except Filipino, did not
education. exist in Philippine Bilingual
Education.
Teachers were trained in bilingual Teachers were instructed to teach
pedagogies through the required language of
instruction but training in bilingual
education strategies was not
common.
Schools had extensive materials in Schools have limited materials in all
both languages languages and traditionally no
materials at all in local languages.
Parents valued both languages for Parents tend to value English only for
education. education.

Mainstream with Foreign Language Teaching

Mainstream education is based on using the language of the majority

group while teaching another language, such as English, as a second
language. In the case of the Philippines, the dominant language is Filipino
by virtue of the fact that it is the national language and an official language
of education. Mainstream education with foreign language teachings gives
distinct advantages to the Tagalog mother tongue speakers, as they have
access to a form of mother tongue education that speakers of other
languages do not have.

Non-dominant language speakers, such as Aklanons, Bikolanos,

Ilocanos, Kalingas, Maguindanaoans, Tausugs and all other non-dominant
language speakers of the Philippines, were not traditionally educated in

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their mother tognue except in the cases of select experimental programs.

Thus the traditional BEP most closely resembles the model of mainstream
Tagalog based education with foreign language teaching.

Mother Tongue- Based Multilingual Education

Mother tongue-based multilingual education or MTB_MLE was

developed to provide comprehension of lessons while strengthening
cognitive development. The mother tongue acts as strong bridge by teaching
lessons from the perspective of what the learner already knows, positioning
lessons in the child’s world-view- the way they understand the world around
them- and using their first language to help them understand what they are
learning. When young children have the opportunity to learn through their
MT they are more likely to succeed in school (Konsonen 2005; Walter and
Dekker,2011) and their parents are more involved in their education
(Benson, 2002).

Formerly in the Philippines local languages were avoided in favor of

the dominant national and international languages. However, policies which
promoted the teaching of dominant languages produced levels of academic
achievement and language development that did not reflect the actual
ability of learners and required them to sacrifice their own heritage identity
and MT literacy development (Nolasco,2008,2015). The result was that many
students either dropped out of school or never achieved academically up to
their full potential. Assumptions falsely pointed to lack of motivation or low
intellectual capacity of learners rather than identifying the mismatch
between learners’ home language and cultures and the languages and
cultures of the school.

The Philippines is one of the first post-colonial countries to officially

order MTB MLE as the national language-in-education policy. This policy
understandably, requires broadly applied, comprehensive re-training of
teachers, developing mother tongue materials in a large number of
languages, engaging with communities to explain the scientific rationale of
the policy change, and re-framing the teacher training curriculum within
higher education. The DepEd has courageously committed to tackle this
huge undertaking by initiating and guiding the implementation of this MTB
MLE. It is widely recognized that such an undertaking will take a minimum
of ten years, and probably more, to reach full implementation.

After the program has been implemented across the country it may
take a number of additional years before the real fruit of labor, in the form
of strong student achievement, will be fully realized. Teachers and school
leaders require time to develop their craft around the new framework of
MTB MLE. In the meantime, improved learning and enjoyment of education

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among students and teachers alike is an obvious result where the policy has
been embraced and is well supported as educators work toward a strong
MTB MLE program.

Experimental MT Programs in the Philippines

Since 1904, multiple studies in the Philippines have revealed that the
use of English as the medium of instruction in school has not fully benefited
the many speakers of non-dominant languages. Alan Bernardo (2004)
references the Monroe Survey Commission of 1925 that the single greatest
difficulty of Filipino students is in learning the foreign language in order to
learn academic content. As early as 1939 the DepEd allowed teachers to
supplement English with the learner’s first language. This led to several
experiments on the effect of using the mother tongue as the primary
medium of instruction. Each study showed significant academic identity
benefits in using the mother tongue as MOI and teaching English as a
subject. In the 1950s nad ‘60s the Iloilo experiment and Rizal experiemnts
showed increases in achievement when the MT was used as MOI. In the
1980s the Tuwali experiment showed increased learning as did, to a lesser
degree, the Lingua Frnaca program of thre late 1990s. the experiement in
Lubuagan in 2006 and following showed exceptional gains in academic
performance, as well as English Language learning, when using Lilubuagan as
MOI. The successes of all these experiments, led the DepEd (DepEd 2009) to
bravely take all the challenge and begin the enormous effort required to
change the language policy and provide MT based MLE in the largest
languages of the archipelago while permitting local communities who
desired to do the same with their smaller languages.

Characteristics of Successful MTB MLE Programs

Prerequisites of a strong and sustainable MTB MLE program musty

include significant understanding and support fir the program from
teachers, school leaders, parents and the wider community. If parents and
participants do not understand the rationale of the program and therefore
do not support it, the program will likely fail as a result of weak
implementation. Facilitating ongoing advocacy work which promotes
dialogue among stakeholders, will provide the deep understanding that is
necessary for widespread support and successful implementation.

Availability of MT materials is a prerequisite of strong and sustainable

MTB MLE programs. Without MT materials- including curricula- teachers may
not know how to teach academics in the MT and cannot develop MT literacy,
which is a key foundational component of any MTB MLE program. Leanrers

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who first learn to read in a language they already speak can comprehend
what they read early on, while learning to read in a L2 requires gaining
adequate knowledge of the language and ability to use it conversationally in
order to read ot with comprehension. L2 literacy is significantly
strengthened by MT literacy (Sparks et al, 2010; Sparks,2012). Teachers thus
need to have available MT materials.

Teachers may have previously used their own mother tongues only in
oral conversation and therefore now welcome instruction on the MT
alphabet, grammar rules and MT writing guidelines. These guidelines will
not only strengthen their own MT literacy skills but also help them produce
MT materials and teach MT literacy. Teachers also need to be given
adequate time away from their regular duties to work together to write,
edit, re-write and illustrate high quality MT materials to use in the
classroom.

This does not mean that every teacher should create their own full
set of materials. Rather all teachers should have sufficient and growing
numbers of grade level materials in the languages of instruction, while
continuously contributing to the ongoing production of such materials. A
basic set of L1 materials should be expanded each year through sharing
across language groups the best of what teachers produce, and through
fostering ongoing development of MT materials that can be used or adapted
by all teachers.

In order to develop strong MLE any successful MTB MLE program

should at least include the following components and prepare teachers for
implementing all these components:

 MT literacy development through the entire range of school years

 MT language development
 MT for cognitive development and content comprehension
 MT as a subject each year beyond the elementary years- i.e. in high
school and college
 Teaching Filipino oral proficiency
 Adding Filipino literacy development
 Continuing English development through academic’s literature
 Understanding how to use the MT in the higher grades both for
comprehension, academic development, and language and language
development
 Deep understanding of transfer of knowledge and skills between
languages

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 Deep understanding of the value of all languages throughout the

entire learning process.
 (Please include your own ideas of characteristics of a strong MTB MLE
program here)

The current DepEd policy as outlined by DO 74,s.2009 and DO 16, s.2012

requires MT as a subject (meaning MT development and MT literacy) and MT
as a medium of instruction in academic subjects as well as the teaching of
Filipino and English as second language in kindergarten through grade
three. What remains unclear is how grade four teachers will proceed.

Some teachers in higher grades understand that they will use the MT
as primary MOI while increasing development of Filipino and English, while
other teachers assume that the prior BEP of using Filipino and English
exclusively for teaching still applies from grade four. Since DepEd aims to
facilitate a strong MLE program rather than a week program, a framework
from grades four through six is required while the DepEd continues
strengthening training, materials development, curriculum adjustment and
implementation of K-Gr. 3.

The table below contains a plan for language development and medium
of instruction suggested by Dr. Susan Malone

Day K2 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Care
Build Continue Cont. Cont. Cont. Cont. Cont. Cont.
fluency Oral L1 oral & oral & oral & oral & oral & oral &
in oral written written written written written written
L1, L2, L1, L2,
L1 L1,oral L1, L2 L1, L2 L1, L2,
L3 L3
L2 oral L3
Begin Begin Begin Begin
oral L2 written oral L3 written
(late in L2 (late L3
the in the
year) year)
L1 for L1 for L1 for L1 for L1-L2-L1 L1-L2-L1 L1-L2-L1 L2-L1 for
teaching teaching teaching teaching for for for teaching
teaching teaching teaching
Sources: Malone, Susan.2007. Mother Tongue-Based Multilingual Education: Implications for Education Policy SIL
International. Accessed[Link]
[Link]?sequence-1
Young, [Link], Mother tongue-Based Multilingual Education: Guide for Teacher Educators and Students. Lorimar
Publishing Inc. 2016.
The following table represents a framework for the use of three
languages in school,i.e., trilingual language development, the MOI, the
transitional MOI, and the language testing:

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Day care Kinder Gr.1 Gr.2 Gr.3 Gr.4 Gr.5 Gr.6

L1 Build Cont. Cont. Cont. Cont. Cont. Cont. Cont.
fluency oral L1, oral and oral and oral and oral and oral and oral and
in oral begin L1 written written written written written written
L1 literacy L1 L1 L1 L1 L1 L1
L2 Begin Cont. Cont. Cont. Cont. Cont. Cont.
oral L2 oral L2, oral L2, oral L2, oral L2, oral L2, oral L2,
late in add add add add add add
year written written written written written written
L2 L2 L2 L2 L2 L2
L3 Begin Cont. Cont. Cont. Cont. Cont.
oral L3 oral,add oral & oral & oral & oral &
in 3rd written written written written written
quarter L3 L3 L3 L3 L3
MOI L1 for L1 for L1 for L1 for L1 for L1-L2-L1 L2-L1-L2 L2-l1-
teaching teaching teaching teaching teaching And L1- and L3- and L3-
L3-L1 for L1-L3 for L1 for
teaching teaching teaching
Testing Test in Add L2 Add L3 Test
L1 testing testing inL2 &
L3

THINK!

1. Define and defend your personal definition of MTB

MLE
2. Contrast weak and strong forms of MLE

Lesson 2


LITERACIES IN THE MOTHER TONGUE-
BASED MULTILINGUAL EDUCATION
(MTB-MLE): TEACHING STRATEGIESModule II
 16

Mother Tongue – Based Multilingual Education (MTB-MLE) is the

government’s banner program for education as a salient part of the
implementation of the K to 12 Basic Education Program. Its significance is
underscored by the passing of Republic Act 10523, otherwise known as the
“Enhanced Basic Education Act of 2013.” MTBMLE is education, formal or
non - formal, in which the learner’s mother tongue and additional languages
are used in the classroom. Learners begin their education in the language
they understand best - their mother tongue - and develop a strong
foundation in their mother language before adding additional languages.

Research stresses the fact that children with a solid foundation in their
mother tongue develop stronger literacy abilities in the school language.
Their knowledge and skills transfer across languages. This bridge enables the
learners to use both or all their languages for success in school and for
lifelong learning. In terms of cognitive development, the school activities
will engage learners to move well beyond th basic wh-questions to cover all
higher order thinking skills in L1 which they can transfer to the other
languages once enough Filipino or English has been acquired to use these
skills in thinking and articulating thoughts. With the nd goal of making
Filipino children lifelong learners in their Li (MT), L2 (Filipino, the national
language), and L3 (English, the global language) the learners are more thatn
prepared to develop the competencies in the different learning areas. This
will serve as their passport to enter and achieve well in the mainstream
educational system and in the end, contribute productively to their
community and to the larger society as well as Multilingual, Multiliterate,
and Multi-Cultural Citizens of the country.

For the effective implementation of the MTB-MLE, it is suggested

that the two-track method be used, that is the primer track to focus on
accuracy and the story track to focus on meaning. Learning via the two-
track method to gain proficiency in literacy as well as comprehend
academic content and gain curriculum mastery, creative and critical
thinking skills for decisive decision-making.
MTB-MLE Curriculum Framework

Salient Features of MTB-MLE

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Literacy. We only learn to read once. Learning to read in the L1

develops skills that transfer to reading any other languages. Comprehension
in reading other languages only occurs after oral proficiency has developed
such that vocabulary of the written L2 text is already part of the learners’
spoken vocabulary.

 Prior knowledge. Engaging learners in a discussion of what is

already familiar to them using the home language and culture enables
better
 Learning of the Curriculum. learning of the curriculum through
integration and application of that knowledge into current knowledge
schemes.

 Cognitive development and higher order thinking skills (HOTS).

Using the learners’ mother tongue provides a strong foundation by
developing cognitive skills and comprehension of the academic content
from day one. The knowledge, skills, attitudes, and values gained through
the mother tongue better support learning of other languages and learning
through other languages later.

As learners articulate their thoughts and expand ideas, both language

and critical thinking are strengthened. MTBMLE cultivates critical thinking
through talking about ideas in the familiar language. When teaching only in
the L2, critical thinking is postponed until L2 is sufficiently developed to
support such analysis.

Strong Bridge. MTBMLE provides a good bridge to listening, speaking,

reading, and writing the L2s (L2, L3) of the classroom using sound
educational principles for building fluency and confidence in using the
other languages for lifelong learning. Reading in the L2 is only introduced
after basic L1 reading fluency and L2 oral proficiency are developed.
Comprehension in reading the L2 occurs after the development of that
spoken L2. Once sufficient oral and written proficiency in the L2 are
developed, a gradual transition to using the L2 as medium of instruction
can progress without the L1 support.

 Scaffolding. In L2 teaching, the L1 is used to support learning when the

L2 is not sufficiently developed to be used alone. The L1 is used for
expression and the teacher facilitates the development of the L2 to enable
learners to adequately express ideas in the L2. In this way, the L1
strengthens the learning of the L2 by supporting the L2 development for
communication.

 Teaching for meaning and accuracy. Decoding text requires accuracy,

while comprehending texts requires decoding skills within a meaningful
context. Both meaning and accuracy are important, but in classrooms that
teach only L2 , there is often primary focus on accuracy until the L2 is
sufficiently learned. This delays actual meaningful learning until the L2 can
support that learning.

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 Confidence building and proficiency development for two or more

languages along the following macro-skills ( listening, speaking, reading,
writing, and viewing ) for both meaning and accuracy .

THINK!

Do the following:
a. Identify the major subfields of linguistics by means of
a graphic organizer
b. Differentiate the basic concepts of language and
linguistics.

Lesson 3

 GUIDING PRINCIPLES FOR

TEACHING AND LEARNING IN
MTB-MLE Module II
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Principle 1. Known to the unknown

1.1 Learning requires meaning.

We learn when we use what we already know to help us understand

what is new. “The most important single factor influencing learning is what
the learner already knows. Ascertain this and teach him/her accordingly.”
Ausubel, D.P.(1968). Educational Psychology. A Cognitive View. New York:
Holt, Rinehart & Winston Application: Start with what the learners already
know about a topic and use that to introduce the new concept. Beginning
with the learners’ first language and culture will better facilitate mastery
of the curriculum content. “Nowhere is the role of prior knowledge more
important than in second language educational contexts. Students who can
access their prior knowledge through the language and culture most
familiar to them can call on a rich array of schemata, whereas students
who believe they can only use that knowledge they have explicitly learned
in the second language are limited in their access.”(Chamot, 1998, p.197).
1.2 Second language learners use what they know in their own
language to help develop other languages. This positive transfer effect has
been found to be significant in reading. Application: Develop an awareness
of how the L1 works to support learning the L2, L3. Claude Goldenberg.
“Teaching English Language Learners: What the Research Does – and Does
Not – Say.” American Educator, Summer 2008: 8-23.

Principle 2. Language and Academic Development Students

With well-developed skills in their first language have been shown to

acquire additional languages more easily and fully and that, in turn, has a
positive impact on academic achievement.

Application: Continue the oral development of L1 and begin reading

in L1 to strengthen L2 and L3 learning as well as academic achievement
across the curriculum. Fred Genesee, Kathryn Lindholm-Leary, William
Saunders, and Donna Christian. Educating English Language Learners: A
Synthesis of Reasearch Evidence. Cambridge University Press, 2006.

Principle 3. Cognitive Development

3.1 Students who use their multilingual skills have been shown to
develop both cognitive flexibility and divergent thinking. Application:
Continue developing critical thinking in the L1 as well as in L2 and L3. Jim
Cummins. Multilingual Matters, 2001.

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3.2 Higher Order Thinking Skills When we truly learn something, we

can explain it, apply it, analyze it, evaluate it, and use it to create new
ideas and information.

Application: In all subjects, focus on activities that build

understanding and that encourage students to apply, analyze, and evaluate
what they have learned to create new knowledge. CF Bloom’s Revised
Taxonomy.

Principle 4. Discovery Learning

4.1 We learn when someone who already understands the new idea or
task helps us to “discover” the new idea and then use it meaningfully.
Application: Find out what the students already know about a
topic. Then provide activities that let them use their knowledge to learn
the new concept or task. Bruner, J.S. (1967). On knowing: Essays for the
left hand. Cambridge, Mass: Harvard University Press. Also at
[Link]

Principle 5. Active Learning

5.1 Peer interaction. Children learn best through peer interactions in

which they work together creatively to solve problems. Application: Do
most class activities in teams or pairs. Encourage students to talk with each
other and compare ideas in order to solve problems.

5.2 Second language active learning. Young children gain confidence

in learning a new language when they begin with “hear-see-do” (Total
Physical Response ) activities. Application: Begin the L2 language learning
time by focusing on listening and responding to oral language. Children
listen to a command, observe someone respond to the command and then
respond in action (no talking at first).

5.3 Purposeful Talk. Talking helps us make sense of new ideas and
information. Application: 1) Ask a lot of “higher level” questions and give
students time to think and then respond. 2) Provide plenty of opportunities
for students to work in teams, sharing and comparing their ideas.

Principle 6. Meaning and Accuracy

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Successful language learning involves hearing, speaking, reading and

writing activities that focus on both meaning and accuracy. Application:
Include plenty of activities that focus on both MEANING and ACCURACY.

Principle 7. Language Learning/Language Transfer

7.1 We learn a new language best when the learning process is non-
threatening and meaningful and when we can take “small steps” that help
us gain confidence in our ability to use the language meaningfully.
Application: Begin the L2 language learning time by focusing on “hear-see-
do” activities than enable students to build up their “listening vocabulary”
before they are expected to talk. Introduce reading and writing in L2 only
when they have built up a good hearing and speaking vocabulary.

7.2 Research in second-language acquisition indicates that it takes a

minimum of 2 years to learn basic communicative skills in a second
language when society supports that [Link] takes five years or more to
learn enough L2 for learning complex academic concepts. Thomas &
Collier; 2003, Cummins, 2006

7.3 “Errors” are a normal part of second-language learning. Second

language learners benefit from opportunities to receive feedback in a
respectful and encouraging way. It is helpful when teachers respond first to
the content of what the student is saying or writing… focusing on one or
two errors at a time. Patsy M. Lightbown and Nina Spada. How Languages
Are Learned, 3rd ed., Oxford University Press, 2006.

Principle 8. Affective component: Valuing the home language/culture

8.1 Valuing students with talents in their home language more

powerfully enables learning than just valuing learners of English whose
home language is irrelevant to academic success. Application: Learners are
encouraged when they know they are valued in the classroom and their
language and heritage are seen as resources. Jim Cummins, Promoting
Literacy in Multilingual Contexts, Research Monograph #5, The Literacy and
Numeracy Secretariat, Ontario Ministry of Education, 2007, p. 3

8.2 The classroom environment Children from ethno-linguistic

language groups thrive in a welcoming environment in which teachers and
peers value them as a positive presence in the classroom and the school;
encourage their use of their L1; provide books, visual representations, and
concrete objects that reflect their backgrounds and interests.

Key Components of MTB-MLE

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 Preliminary research that gathers information about the language

situation, the community’s motivation for MLE, and potential
resources for the program (especially people). This includes
preliminary assessment of learner achievement as base line.

 Awareness-raising and mobilization activities that provide

information, generate interest, understanding of the issues and
support for the program within and outside the community
(government, NGOs, universities, donors, businesses).

 Recruitment methods that bring motivated, knowledgeable and

respected minority language speakers into the program alongside
trained educators who train local teachers for implementing the
program.

 On-going training and supervision that help MT speakers—teachers,

writers, artists, editors, supervisors and trainers—gain competence,
creativity, commitment and credibility within and outside the
community.

 A process of developing and testing a writing system that will be

acceptable to the majority of mother tongue speakers, to the
government and will encourage members of the language
communities to continue reading and writing in their language.

 Government-produced curriculum guidelines that can be adapted to a

variety of minority language communities.

 Curriculum adaptation workshops in which local teachers use the

guidelines to develop teaching plans that fit within the local culture.

 A literature production and procurement process that:

Equips minority language speakers to write, illustrate and edit

graded reading materials in their own languages on a variety of
topics that are familiar and interesting to the learners.
Identifies and utilizes localized production processes for
inexpensive production of reading materials for testing in the
communities
Provides graded reading materials in the LWC that are
interesting and relevant to people in the community and help
them bridge into literacy in that language.

 Documentation and evaluation systems that provide information on a

regular basis for strengthening the program and for reporting to
government, donors and other stakeholders.

 Cooperation among the individuals and entities and links with existing
programs —government agencies, NGOs and academic institutions—

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that are committed to supporting appropriate education in ethnic

minority communities.
(Source: [Link]
[Link])

Domains of Language and Literacy

Oral language is the sytem through which we use spoken words to

express knowledge,ideas and feelings. Developing ELs’ oral language, then,
means developing skills and knowledge that go into listening and speaking-
all of which have a strong relationship to reading comprehension and to
writing.

Phonology

Phonology covers the organization or system of sounds within a

language. Once the phonological system has been acquired for basic
listening and speaking, children begin to develop phonological awareness—
the awareness of words in sentences or syllables in words. Other aspects of
phonological awareness include rhyme, alliteration, onset rime (word
families), blending, segmenting, and manipulating sounds. At the most
complex level is phonemic awareness (blending, segmenting, and
manipulating words at the individual sound—or phoneme—level).  

Vocabulary (Semantics)

The development of vocabulary focuses both on expressive and

receptive vocabulary. Expressive vocabulary represents the words a
student actively uses when talking, writing, or otherwise communicating.
Receptive vocabulary represents the words that a student understands—
based on context and background experiences—but may not necessarily use
when speaking or writing. A common misconception is the idea that
vocabulary can be measured simply by the sheer number of words an
individual can understand and use, although this actually pertains only to
the breadth of vocabulary knowledge. To measure the depth of vocabulary
knowledge, a broader definition also includes a focus on such areas as:
multiple meanings of words (homonyms), shades of meaning, figurative
language, and relationships between words (synonym, antonyms, analogies).
 

Morphology

Sometimes considered to be a subset of syntax and sometimes

considered as part of vocabulary (semantics), morphology is focused on the
smallest units of meaning within a word, as well as the rules about how
those words are formed. For example, if we were to examine the word
“cats,” a basic analysis would show there are four phonemes: /k/, /a/, /t/,
and /s/.  However, the word only has two morphemes (meaningful word
parts): “Cat” is a feline animal, and “s” tells us that there is more than one

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cat. Morphology can also include the study of structural analysis—how words
are joined together and build vocabulary by analyzing the morphological
structure of the word (prefix, root, and suffix)—which then helps build upon
the child’s foundation in vocabulary.

Grammar (Syntax)
As children develop their oral language skills, they also develop an
understanding of grammar—the set of structural rules that govern the
combination of words and phrases into sentences, as well as how sentences
are combined into paragraphs. Knowledge of these rules helps children
understand the relationship among words and apply vocabulary and abstract
thinking to their comprehension of oral language.  
 

Pragmatics

Considered by some reading experts as the “hidden curriculum” in a

classroom, pragmatics requires the understanding of the social use of
language. This includes social norms regarding conversational turn-taking,
personal space, and appropriate behavior with peers and authority figures in
a variety of common social situations. In some classroom settings, students
lacking background experience—which can be attributable to cultural
differences in some instances—don’t understand group dynamics and
expectations regarding behavior. Understanding a variety of situations
prepares students for more successful comprehension at later stages,
including both listening and reading.

THINK!

Explain briefly at least three (3) principles of MTB MLE.

Lesson 4

 STRATEGIES FOR ORAL LANGUAGE

DEVELOPMENT
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Strategies for Oral Language Development

1. Substantive Conversation

A form of Talk about concepts, themes, and problems in the discipline

and includes higher order thinking such as making distinctions,
applying ideas, forming generalization, or raising questions, not just
the reporting of experiences, facts, definitions, or procedures.

• Conversation involves the sharing of ideas. Sharing is best

illustrated when participants respond directly to previous speakers by
explaining themselves or asking questions to clarify other speakers’
statements. Conversation of this sort is not completely scripted or
controlled by one party.

• The dialogue builds on participants’ statements to promote a

coherent collective (rather than only individualized) understanding of
a disciplinary concept, theme, or problem. This is illustrated in
seminars or small group discussions that, through sustained
conversations, integrate the contributions of all participants into
common understandings shared by the group.
2. Effective Conversational Strategies

Good conversation is an art. It is especially the case when

adults seek to have substantive conversations with young children.

Here are three conversation strategies that should be a part of

every teacher’s communication skills repertoire: (1) clarify- extend,
(2) Question-Tell, and Think aloud.

Clarify-Extend

Research tells us that adults define words, when they

disentangle confusing ideas and terms, and when they add details to
conversations, children learn more language and are exposed to more
new words (Bloom, 2002).

Question-Tell

Asking questions and telling answers are effective ways to

interact with young children as long as these talk strategies are built
upon the child’s interest and efforts (Wood, MC Mahon, and
Cranstour, 19800.

Think Aloud

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Teachers instill a sense of inquiry in children when they

frequently show how they are thinking and wondering about things
around [Link] they model curiosity and think alod, they expose
children to the abstract uses of language, such as imagining and
demonstrating an attitude of learning (Tough,1981).

3. Effective Instructional Techniques

To master the less obvious oral language skills that are the
foundation of literacy, children need to be given oral language
instruction. They need to be taught, for example to pay attention to
how words rhyme, to manipulate morphemes(e.g., plurals), and to
listen for main ideas.

The Dialogic Reading Technique

Dialogic reading is the process of having a dialogue with students

around the text they are reading. This dialogue involves asking questions
to help children explore the text at a deeper level, including defining
new words, analyzing the components of a story and being able to talk
about the text. In other words, dialogic reading is a form of guided and
scaffolded reading where the focus is on interpretive and critical
comprehension more than on accuracy and fluency.

How do I implement dialogic reading?

By reading the text several times with learners and interacting with
them through prompts and questions at different levels.

P.E.E.R.
The basic dialogic reading technique is the P.E.E.R. sequence. This is
where the teacher:

P – Prompts the child to say something about the text

E – Evaluates the response
E – Expands on the child’s answer by rephrasing it or by adding
information
R – Repeats the prompts to see if the child has learned from the
expansion

What kind of prompts do I give my students?

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C.R.O.W.D
There are five types of prompts typically used in dialogic reading. These
can be remembered with the acronym C.R.O.W.D.:

C –Completion prompts

Learners are asked to fill in a blank at the end of a sentence. They are
typically used with rhyme stories or repetitive phrases.
For example: The dog’s name was… Uncle Jim turns off the… The horse
is a good…

R –Recall prompts
Children are asked to say in their own words what has happened so far
in a story or text. They can also be asked to talk about a story they have
already read. Recall prompts help learners understand a text or
remember events. For example: What happened to the boy? What is the
first thing that the girl saw? Who found the book?

O –Open-ended prompts
Children are usually asked to focus on the pictures that accompany a
text. The aim is for learners to notice details and to check
comprehension. For example: What is happening in this part of the
story? Where is the police officer? Who can you see in this picture?

W –Wh-prompts

These prompts are usually questions that begin with what, where, when,
why, and how. Children are asked to look for a specific correct
response.
For example: (Pointing to a picture) Who is this? What color is her dress?
What does this animal eat? What’s the weather like?

D –Distancing prompts

Children are asked questions that help them reflect on their own
experiences, based on the input from the text. They help children form
a bridge between a text and the real world.
For example: How do you celebrate your birthday? What would you have
done if you had lost your book? How would you feel if that happened to
you?

4. The Language Experience Approach

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The language experience approach (LEA) is a whole language approach

that promotes reading and writing through the use of personal experiences
and oral language. It can be used in tutorial or classroom settings with
homogeneous or heterogeneous groups of learners.

Teaching Reading in Mother Tongue

Phonemic Awareness Instruction

Phonemic awareness instruction typically spans two years,

kindergarten and first grade. Oral activities in kindergarten focus on simple
tasks such as rhyming, matching words with beginning sounds, and blending
sounds into words. In first grade, phonemic awareness tasks are more
advanced, focusing on blending ("Blend these sounds together "mmmm-aaaa-
nnnn), segmentation ("What are the sounds in man?), and the substitution
and manipulation of phonemes (e.g., Change the first sound in man to /r/.
What word do you have?").

Phonemic awareness is the ability to hear, identify, and manipulate

individual sounds-phonemes--in spoken words. Before children learn to read
print, they need to become more aware of how the sounds in words work .

Phonics Instruction

Phonics instruction is a teaching method that teaches the

relationship between sounds and the letters we use to represent them.
Phonics is a long-standing teaching method that is good for teaching
children to decode words. Phonics instruction typically begins by teaching
children that sounds are represented by specific letters. Children then learn
that combinations of letters are grouped together to make more complex
groups of sounds to make words.

Below are several approaches to phonics instruction:

Most teachers are acquainted with several approaches to phonics

instruction, including those listed below. The distinctions between
approaches are not absolute, and some programs of instruction combine
approaches.

Synthetic phonics: Children learn how to convert letters or letter

combinations into sounds, and then how to blend the sounds together to
form recognizable words.

Analytic phonics: Children learn to analyze letter-sound relationships in

previously learned words. They do not pronounce sounds in isolation.

Analogy-based phonics: Children learn to use parts of word families they

know to identify words they don’t know that have similar parts.

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Phonics through spelling: Children learn to segment words into phonemes

and to make words by writing letters for phonemes.

Embedded phonics: Children are taught letter-sound relationships during

the reading of connected text. (Since children encounter different letter-
sound relationships as they read, this approach is not systematic or
explicit.)

Onset-rime phonics instruction: Children learn to identify the sound of the

letter or letters before the first vowel (the onset) in a one-syllable word and
the sound of the remaining part of the word (the rime).(Source:
[Link]

Fluency

Fluency is defined as the ability to read with speed, accuracy, and

proper expression. In order to understand what they read, children must be
able to read fluently whether they are reading aloud or silently. When
reading aloud, fluent readers read in phrases and add intonation
appropriately.

Vocabulary Instruction

Vocabulary refers to the words we must know to communicate

effectively. In general, vocabulary can be described as oral vocabulary or
reading vocabulary. Oral vocabulary refers to words we use in speaking or
recognize in listening. Reading vocabulary refers to words we recognize or
use in prints.

Vocabulary plays an important part of in learning to read. As

beginning readers, children use the words they have heard to make sense of
the words they see in print. Vocabulary is very important in reading
comprehension. Readers cannot understand what they are reading without
knowing what most of the words mean. As children learn to read more
advanced texts, they must learn the meaning of new words that are not part
of their oral vocabulary.

Research reveals that (1) most vocabulary is learned indirectly and

(2) some vocabulary must be taught directly.

Children learn word meanings indirectly in three ways:

 They engage in daily oral language.

 They listen to adults read to them.
 They read extensively on their own.

Word Learning Strategies

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Students need to be able to determine the meaning of words that are

new to them but not taught directly to them. They need to develop
effective word learning strategies that include:

1. Using dictionaries and other reference aids such as thesauruses,

glossaries and the like.
2. Using word parts. Knowing some common prefixes and the meanings
of many new words.
3. Using context clues. Context clues are hints about the meaning of an
unknown word that are provided in the words, phrases, and sentences
that surround the word.

Comprehension Instruction

Comprehension is the reason for reading. If readers can read the

words but do not understand what they are reading, they are not really
reading.

 Good readers are purposeful. They have a purpose for reading. They
may read to find out how a food processor works, read a guidebook to
find information about interesting places, read a magazine for
entertainment, and the like.
 Good readers are active. They think actively as they read. To make
sense of what they read, good readers engage in a complicated
process. They use their experiences and knowledge of the world their
knowledge of vocabulary and language structure, and their
knowledge of reading strategies (or plans). They know when they
have problems with understanding and how to resolve these problems
as they occur.

Text comprehension can be improved by instruction that helps readers use

specific comprehension strategies.

The following strategies appear to have a firm basis for improving text
comprehension.
1. Monitoring comprehension
Students who are good at monitoring their comprehension know when
they understand what they read and when they do not. They have strategies
to "fix" problems in their understanding as the problems arise. Research
shows that instruction, even in the early grades, can help students become
better at monitoring their comprehension.

Comprehension monitoring instruction teaches students to:

 Be aware of what they do understand

 Identify what they do not understand

 Use appropriate strategies to resolve problems in comprehension

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2. Metacognition
Metacognition can be defined as "thinking about thinking." Good
readers use metacognitive strategies to think about and have control over
their reading. Before reading, they might clarify their purpose for reading
and preview the text. During reading, they might monitor their
understanding, adjusting their reading speed to fit the difficulty of the text
and "fixing" any comprehension problems they have. After reading, they
check their understanding of what they read.

Students may use several comprehension monitoring strategies:

 Identify where the difficulty occurs

"I don't understand the second paragraph on page 76."

 Identify what the difficulty is

"I don't get what the author means when she says, 'Arriving in
America was a milestone in my grandmother's life.'"

 Restate the difficult sentence or passage in their own words

"Oh, so the author means that coming to America was a very
important event in her grandmother's life."

 Look back through the text

"The author talked about Mr. McBride in Chapter 2, but I don't
remember much about him. Maybe if I reread that chapter, I
can figure out why he's acting this way now."

 Look forward in the text for information that might help them to
resolve the difficulty
"The text says, 'The groundwater may form a stream or pond
or create a wetland. People can also bring groundwater to
the surface.' Hmm, I don't understand how people can do
that… Oh, the next section is called 'Wells.' I'll read this
section to see if it tells how they do it."

3. Graphic and semantic organizers

Graphic organizers illustrate concepts and relationships between
concepts in a text or using diagrams. Graphic organizers are known by
different names, such as maps, webs, graphs, charts, frames, or clusters.

Regardless of the label, graphic organizers can help readers focus on

concepts and how they are related to other concepts. Graphic organizers
help students read and understand textbooks and picture books.

Graphic organizers can:

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 Help students focus on text structure differences between fiction and

nonfiction as they read

 Provide students with tools they can use to examine and show
relationships in a text
 Help students write well-organized summaries of a text
 Used to compare or contrast information from two sources.
 Used to order or sequence events within a text. For example, listing
the steps for brushing your teeth.
 Used to chart the story structure. These can be organized into fiction
and nonfiction text structures. For example, defining characters,
setting, events, problem, resolution in a fiction story; however in a
nonfiction story, main idea and details would be identified.
 Used to illustrate the cause and effects told within a text. For
example, staying in the sun too long may lead to a painful sunburn.
4. Answering questions
Questions can be effective because they:
 Give students a purpose for reading

 Focus students' attention on what they are to learn

 Help students to think actively as they read
 Encourage students to monitor their comprehension
 Help students to review content and relate what they have learned to

what they already know

The Question-Answer Relationship strategy (QAR) encourages
students to learn how to answer questions better. Students are asked to
indicate whether the information they used to answer questions about the
text was textually explicit information (information that was directly stated
in the text), textually implicit information (information that was implied in
the text), or information entirely from the student's own background
knowledge.

There are four different types of questions:

 "Right There"
Questions found right in the text that ask students to find the one
right answer located in one place as a word or a sentence in the passage.

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Example: Who is Frog's friend? Answer: Toad

 "Think and Search"

Questions based on the recall of facts that can be found directly in the
text. Answers are typically found in more than one place, thus requiring
students to "think" and "search" through the passage to find the answer.

Example: Why was Frog sad? Answer: His friend was leaving.

 "Author and You"

Questions require students to use what they already know, with what
they have learned from reading the text. Students must understand the text
and relate it to their prior knowledge before answering the question.

Example: How do think Frog felt when he found Toad? Answer: I think that
Frog felt happy because he had not seen Toad in a long time. I feel happy
when I get to see my friend who lives far away.

 "On Your Own"

Questions are answered based on a student's prior knowledge and
experiences. Reading the text may not be helpful to them when answering
this type of question.

Example: How would you feel if your best friend moved away? Answer: I
would feel very sad if my best friend moved away because I would miss her.

5. Generating questions
By generating questions, students become aware of whether they can
answer the questions and if they understand what they are reading.
Students learn to ask themselves questions that require them to combine
information from different segments of text. For example, students can be
taught to ask main idea questions that relate to important information in a
text.

6. Recognizing story structure

In story structure instruction, students learn to identify the
categories of content (characters, setting, events, problem, resolution).
Often, students learn to recognize story structure through the use of story
maps. Instruction in story structure improves students' comprehension.

7. Summarizing
Summarizing requires students to determine what is important in what
they are reading and to put it into their own words. Instruction in
summarizing helps students:
 Identify or generate main ideas

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 Connect the main or central ideas

 Eliminate unnecessary information
 Remember what they read

Best practices in Oral Language and Literacy Learning

THE “TWO-TRACK” APPROACH

Language education programs help students build fluency and

confidence in speaking, listening, reading and writing their own language as
well as other languages they are expected to learn in school. Effective
language education programs focus on both meaning and accuracy in all four
components, from the very beginning.

Skill Meaning Accuracy

Listening Listen in order to Recognize and
understand, think distinguish sounds;
critically about what is recognize parts of
said and understand words; follow directions
texts read to them
Speaking Speak with Use language correctly,
understanding in order pronounces words
to communicate correctly. Use correct
thoughts, ideas needs, grammatical structures
information, experience
Reading Read for meaning and Decode words by
understanding recognizing their parts
(letters, syllables, tone,
marks, etc.)
Writing Write creatively in Form letters properly
order to communicate and neatly; spell words
thoughts, ideas, needs, accurately; use correct
information, grammar; use
experiences capitalization and
punctuation.
THE READING PLAN

The Reading Plan, used in both the Meaning Track and Accuracy Track, is
composed of the following sequence of activities:
1. Teacher reads the entire text to the students. [If the students have
already learned the letters in the text, they read it together to the
teacher.]
2. Teacher reads the text with all the students.
3. Teacher reads one part of the text with one or two student volunteers.
4. One or two student volunteers read part of the text by themselves.
5. Teacher and students read the entire text together.

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IMPORTANT: In Steps 2 & 3, the teacher always reads with the students. Students should not listen to the teacher read a sentence and then repeat it.

SHARED READING (20 minutes)

Preparation (Do this before class begins.)

If you are using a Big Book or Poster Story5:

Practice reading the story aloud 2-3 times so you can read it fluently
and with understanding. Select 4 words from the story to use for the
Matching Word activity. Write each word on a piece of paper so the
words are the same size as the words in the Big Book or poster story.
Select 3 short sentences from the story that you will use for the “Hide-
a-Word activity. Have a straight stick ready to use as a pointer.

If you are using small books6: Take out the small books.
You should have enough to give one book to every 1 or 2 students.
Practice reading the story aloud 2-3 times so you can read it fluently.
Select 4 words from the story to use for the Matching Word activity and
select 3 short sentences from the story that you will use for the “Hide-
a-Word activity. You will write these words and sentences on the
chalkboard.

Before Reading

1. Introduce the Shared Reading story

Introduce the story topic but do not show students the cover picture
yet. Ask them questions about people and events in their own lives to
encourage them to think and talk about the story topic.

During Reading

2. Read the story using the Reading Plan

 If you are using a Big Book, show students the cover picture.
Ask 1-2 students to tell you what they think the story will be
about based on the picture. Encourage them to share their
ideas freely.

 Read the title of the story to the students. Move your pointer
smoothly just under the words as you read.

 Show the students the picture that goes with the first page of
the text. Ask them to describe the picture. Then say, “Let me
read this page to you.” Read the text for that page, moving
the pointer smoothly under the text as you read. Do the same
for each page. As you are reading, stop 2 or 3 times to ask,

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 36

“What do you think will happen next?” Encourage students to

share their ideas freely (no incorrect answers!)

 When you have finished reading the entire story, ask the
students some simple comprehension questions (what? who?
where? when?) and some higher level questions like these:
“Why do you think that happened?” or “What would have
happened if…?” or What part of the story did you like the best?
What part didn’t you like? Why?

 Then follow Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and the students read.

After Reading

3. Do the Matching Word activity.

 Show the students the Matching Word cards that you

prepared.

 Then show them the Big Book (or Poster Story) sentence that
has the same words as the word cards. (See the gray
“Preparation” box above.)

 Call for volunteers for each Matching Word card. Volunteers

take turns putting their word cards under the matching words
in the sentence. Invite a classmate to help anyone that has
trouble finding the correct matching words. When they match
the word correctly, read the word with them and everyone
clap.

If you are using a small book, write the words on the

chalkboard rather than on cards. Show students one of the
words you wrote on the chalkboard and tell them to open their
books to that page, hold up their books and point to the
matching word. Check that they are pointing to the correct
word.

4. Do the Hide-a-Word activity.

 Find the first sentence that you chose for the Hide-A-Word
activity. Read that sentence with the students.

 Hold a small piece of paper over one of the important words

in that sentence.

 Read the sentence again, including the word that is covered,

with the students.

 Ask the students, “Which of the words in that sentence did I

cover?”

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 If they say the correct word, uncover the word and praise
them. Then read the sentence again with the students.

 If they say the wrong word, point to the word they said to
show them that this is not the word that is covered. Read the
sentence again and let them try again to identify the covered
word.

 Do this with the other “Hide-A-Word” sentences.

(Source:[Link]

Primer Track Lesson: New Key Word

ACCURACY TRACK LESSON: NEW KEY WORD (40 minutes)

Preparation (Do this BEFORE class begins.)

Put the key word picture, the key word and syllable boxes and the
Big Box on the chalkboard.
Leave space between the keyword and the Big Box for the “Break-
the-Word and Make-the-Word” activity.
Leave space below the Big Box for the “Break-the-Sentence and
Make-the Sentence” activity.

IMPORTANT: The teacher should never read anything to the students that
they can read themselves. In a normal Accuracy Track lesson, the only thing
that is new is the letter/sound that is introduced in the key word. All the
other words and sentences use letters that the students have already
learned. Students feel encouraged when they read words and sentences
without the teacher’s help. So help them when necessary, but always let
them try to read by themselves first.

PICTURE AND KEY WORD (10)

1. Write the new letter on the chalkboard.

 Point to the new letter. Ask the students to say the name of the
letter. Let a volunteer find the letter on the Alphabet Chart.

 Tell them, “Today we are going to learn the sound of the letter
__ when we read it in words and sentences.

2. Introduce the key word picture.

 Point to the key word picture. Tell the students, “This is a

picture of a ____.”

3. Introduce the key word.

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 38

 Point to the key word and read it to the students.

 Keep pointing to the key word as you read it with the students 2-
3 times.

 Do the syllable activity.

NOTE If the key word has only one syllable, do the activity on the
left. If the key word has more than one syllable, do the activity on
the right.

“Clap/ left hand / right hand” for Syllable boxes for two- or three-
one syllable key word12 syllable key word

Point to the key word (Ex: “tik”) and Point to the key word (Ex: kuli) and
read it. read it.

Point to the first letter of the word Then point to the syllables in the
and say the sound: “t”. Point to the syllable boxes as you read each
second letter (or rime) and say the syllable distinctly
sound: “ik”

Read the word again, clapping once: Read each syllable again, clapping
“tik”. • Swing your left hand to the once for each syllable. Do this again
left and say the first sound: “t” • and have the students clap for each
Swing your right hand to the right syllable with you.
and say the second sound: “ik” •
Clap once and say “tik”.

4. Do the “Break-the-Word” activity

 Write the key word on the left side, under the key word
syllable boxes.

 Read the key word with the students.

 Then say, “Now I will write the part of the key word that has
our new letter for today.” Write that part of the word under
the key word so the new letters are in a straight column. Read
the part of the word with the students.

 Continue writing each smaller part of the word and reading it

with the students. (This may take only one step or it might
take 3 or 4 steps, depending on the length of the key word.)

 When only the new letter is left, write it directly under the
new letter in the line above. Read the new letter with the
students.

Module II
 39

 Read the whole “Breaking Word” column with the students.

5. Do the “Make-the-Word” activity

 Tell the students, “First we “broke” the new word apart, down
to the new letter. Now we will “make” our new word by
putting the parts together again. First I will write our new
letter by itself.

 Write the new letter to the right of the “Breaking Word”

Activity and read the new letter with the students. Tell the
students, “Now I will write the part of the new word that has
our new letter.”

 Write the part of the word under the new letter so the new
letters are in a straight column. Then read that part of the
word with the students.

 Follow that pattern, using as many steps as you did with the
“Break-the-Word” activity. Finally, write the entire word so
the new letters are in a straight column and read the word
with the students.

BIG BOX (10 minutes)

Preparation (Do this BEFORE class begins.) Draw the Big Box on the
chalkboard, with the letters or syllables exactly as they are shown for
this lesson in the Primer.

1. Students read the letters or syllables in the Big Box.

 Students read the letters or syllables in the Big Box as you

point to them. First have them read from left-to-right (or
right-to-left, if that is the way the language is written) and
then top-to-bottom if that is how to read in your language.

 You can also do the “Clap-left hand-right hand” activity with

some of the syllables in the Big Box (directions in small chart
page 11 and 12) to help the students see and hear how the
sounds combine to make the syllables.

 Now point to different letters or syllables randomly.

Volunteers read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.

NOTE: If the students have trouble reading the letters and/or

syllables in the Big Box you can read with them the first time and
then they read it to you. However, first encourage them to read it
by themselves.

Module II
 40

2. Students find the new key word in the Big Box.

 Invite a volunteer to come and find the letters or syllables that

make the new key word. Read the word with the student that
found it.

 Ask the class it that word is correct. If so, write the key word
on the chalkboard and have the students read it. If the word is
not correct, ask another student to point to the correct parts
of the key word. Then you write it correctly on the chalkboard.

3. Students find other words in the Big Box.

 Invite volunteers to find other words in the Big Box—as many

as possible in the allotted time. Read the words with the
students as they identify them. Ask the rest of the class if the
word is correct. If not, invite another student to come and
point to the correct letters.

 Have the students read all the “Big Box words” on the
chalkboard to you as you point to them. If they have trouble
reading to you, read the words with them.

NOTE: If the students do not identify the “sentence making word”

that you will use in the “Key Sentence Activity” (below), be sure to
point it out to them.

BREAK AND MAKE THE SENTENCE ACTIVITY (10 minutes)

1. Write the “Break and Make the Sentence” word on the chalkboard.

Write the word on the chalkboard, under the Big Box. Ask the students if
they remember seeing this word in the Big Box. Point out that it is the
word they will use to “break and make” a sentence today.

2. Write the sentence for today to the left under the Big Box .Read the
sentence with the students.

3. Do the “Break-the-Sentence” activity. Do the Break-the-Sentence

Activity the same way you did the Break-the-Word activity above.

4. Do the “Make-the-Sentence” Activity. Build the sentence back up from

the word to the whole sentence, the same way you did the “Make-the-
Word” activity above. Here is an example of the activity using “bit” as the
“Break and Make the Sentence” word.

Break-the-Sentence Make-the-Sentence
The dog bit the boy. bit
bit the boy. bit the boy
bit The dog bit the boy.

Module II
 41

6. Read the Break-the-Sentence and Make-the-Sentence activity

following Steps 2-5 of the Reading Plan.

Teaching Writing in the Mother Tongue

HANDWRITING AND SPELLING (10 minutes)

HANDWRITING (5 minutes)

1. Show the students how to write today’s new letter in the air and
on their hand.

 With your back to the students, tell them to watch as you

“write” the new letter in the air with your finger. Describe
how to form the letter as you write it in the air. Make sure
you make the letter very big so they can see how you do it.
Have them practice writing the letter in the air with you 3-
4 times.

 Then show them how to write the letter on the palm of one
hand using the finger of the other hand. Have them do this
with you 3-4 times.

2. Students practice writing the new letter on their paper or slate.

 Write the new letter on the chalkboard. Write slowly and

make the letter big so everyone can see it. Describe how to
write the letter as you write it on the chalkboard. Write the
letter 3 times like that.

 Students practice writing the letter 10 times.

 Go around the room and help anyone that is having trouble

forming the letter.

2. Students practice writing the new key word.

 Write the new key word in large letters on the

chalkboard. Sound out the word as you write it. Write it 3-
4 times so everyone can see clearly how you write it.

 Students write the new key word 10 times.

 Walk around the room to see how they are doing. Help
anyone that is having trouble writing the word.

Module II
 42

SPELLING (10 minutes)

1. Erase the primer lesson from the chalkboard.

2. Say the key word from today’s lesson to the students slowly, 2 times.
They write it.

3. Say the key word from the last lesson slowly, 2 times. They write it.

4. Say 2-5 key words from earlier lessons slowly, 2 times each. They write
each word before you go to the next one.

5. Say the sentence from today’s lesson to the students. They write it.

6. Walk around the room as they write to encourage them and help them.

7. Write the spelling words and sentence correctly on the chalkboard.

Students check their work and correct any mistakes.13
Source:
[Link]

 LEARNING ACTIVITY

Give at least three (3) reasons why children learn

better while using their mother tongue.
How does the development of oral language provide a
solid foundation for the development of literacy skills?

 MODULE SUMMARY

Module 2 composed of four (4) lessons, such as Models of MTB-MLE;

Literacies in MTB- MLE Teaching Strategies; Guiding Principles for Teaching
and Leaning in MTB-MLE and lastly; the Strategies for Oral Language
Development.

In lesson 1, you have read about the historical context, Models of

Multilingual Education; Weak and Strong Forms of MLE, MTB- Instruction,
MTB-MLE; Experimental MT Programs in the Philippines; Characteristics of
Successful MTB-MLE Program.

Module II
 43

Lesson 2, talks about the literacies in Mother Tongue Based

Multilingual Education. It is composed of two (2) topics MTB-MLE Curriculum
Framework and; Salient Features of Mother Tongue Based Multilingual
Education.

Lesson 3 is all about the Understanding Multilingualism. The said

lesson composed of the following topics: Principles for Teaching and
Learning MTB-MLE and the Domains of Language and Literacy.

Lesson 4 discussed the Strategies for Oral Language Development. It

has two (2) topics namely; Teaching Reading in Mother Tongue and Teaching
Writing in Mother Tongue.
Congratulations! You have just studied Module II. Now you are ready
to evaluate how much you have benefited from your reading by answering
the summative test. Good Luck!!!

 SUMMATIVE TEST

1. Explain how the Language Experience Approach or LEA link language

and existence to spoken and written language.

2. Compare the benefits and challenges of various models of MTB MLE

from around the world.

Module II