TheBridgingProcessThePhilippineExperience

RosalinaJ.Villaneza

DepartmentofEduca>on

2 We are multilingual

We are by virtue of our geography and history, a multi-lingual people. This gift has for too long been viewed as a liability.

Usec.DinaS.Ocampo

WeareMul>lingual

DepartmentofEduca>on

STATEMENTFROMPRES.NOYNOYAQUINO…

“My view on this is larger than just the classroom. We should become tri-lingual as a country; Ø Learn English well and

connect to the world. Ø Learn Filipino well and

connect to our country. Ø Retain your mother tongue

and connect to your heritage."

StatementfromourPresident

DepartmentofEduca>onDepartmentofEduca>on

MTB-MLE Bridging Framework

DEPARTMENT OF EDUCATION

Mother Tongue

Literate in L1

Filipino IntroduceinGrade1-2ndquarterasOral

Language,Literacystartsinthe4thquarter

English IntroduceinGrade1-4thquarterasOralLanguage,Literacystartsin

Grade2,2ndquarter Literate in L1 and L2

A multi-literate Filipino learner

Kto3

IntroduceinGrade12ndquarterasOralLanguage,Literacystartsinthe4thquarter

WhataretheAREASforBridging

•  LearningEnvironment•  Similari>esandDifferencesin: a.Sound–symbolcorrespondences b.Wordstructure/morphology c.Syntaxandgrammar d.Culturesurroundingthelanguageuse

(pragma@cs)

AreasforBridging

DepartmentofEduca>on

Sinugbuanong Binisaya

Patingog : a, e, i, o, u Katingog: b, k, d, g, h, l, m, n, ng, p, r, s, t, w, y  

Filipino Patinig: a, e, i, o, u Katinig: b, c, d, f g, h, j, k, l, m, n, ng ñ p, q r s t v, w, x, y z

BridgingfromL1toL2a.CompareMT(L1)andL2Alphabetb.Talkaboutthesimilari>esanddifferencesbetweenle]ernames,sounds,andthekeywords/pictures.

ForVocabularyDevelopment

IroAraw Aso

Adlaw

Inteaching,wes>llneedtoteachwhataresimilarforvocabularydevelopmentbutnotasintensiveasintheMT–theyalreadyknowthele]ernamesandsounds–itisevenpossiblethatlearnerscanalreadyreadFilipinowordsconsis>ngoffamiliarle]ers.TRY!

Filipino Patinig: a, e, i, o, u Katinig: b, c, d, f, g,

h, j, k, l, m, n, ng, ñ, p, q, r, s, t, v, w, x, y, z

English Vowels: Short ă, ĕ, ĭ, ŏ, ŭ

Long ā, ē, ī, ō, ū Consonants: b, c, d, f,

g, h, j, k, l, m, n, p, q, r, s, t,

v, w, x, y, z

BridgingfromL2toL3cont.

a.   CompareL2andL3Alphabetb.   Talkaboutthesimilari>esanddifferencesbetweenle]ernames,

sounds,andthekeywords/pictures. ForVocabularyDevelopmentInEnglish(L3)oneofthebestapproacheswhichissimilartothe

two-trackintheMTandtheMarungkoinFilipinoistheFuller.BridgingreadinginEnglishisquitedifficultbecauseMT&FilipinoaresyllabicwhileEnglishis95%phone>c(sounds)andithas45phonemes,buttheskillsappliedtolearningtoreadarethesameinalllanguages.Again,theinstruc>on/teachingshouldbedirect,systema>c,&explicit.

b.Similari>esanddifferencesinwordstructure(morphology)(howwordsareformed)

S.Binisaya Filipino EnglishEx.Rootword-LabaPast-NaglabaFuture-Maglaba

Ex.Rootword-LabaPast-NaglabaFuture-Maglaba

WashWashed

MTandFilipinolanguagesaresyllabic.WhileEnglishis95%phone>c.Affixesexpresstensesintermsoftheverb.Wedon’tadd“s”topluralizethenounweusetheword“mga”

Ex.AngbataAngmgabata

Ex.AngbataAngmgabata

Ex.ChildChildren

c.Similari>esanddifferencesinsentencestructure(syntax)

S.Binisaya Filipino English

Ginatudluansamaestraangmgaestudyante.

Tinuturuanngguroangmgabata.

Theteacherteachesher

pupils

Verbfirst Verbfirst Subjectfirst

d.Similari>esanddifferencesingrammar

Ex.Rootword-LabaPast-NaglabaFuture-Maglaba

Ex.Rootword-LabaPast-NaglabaFuture-Maglalaba

WashWashed

Itdependsonseveralfactors:•  Degreeofdifferencebetweenthetwolanguages

•  Linguis>cdifferencesandsimilari@essuchassounds(differentalphabetsymbols),grammar,seman>cdifferences

•  Scriptdifferences•  Exis>ngknowledgeofL2learnershavealreadyacquired

•  Ageandpreviouseduca>onofthelearners

HowlongistheBridgingprocess?

DepartmentofEduca>on

LanguageAssessmentforPrimaryGrades

TheLanguageAssessmentforPrimaryGradesorLAPGisasystem-basedassessment,wasspecificallydesignedtogaugelanguagelearningofpupilsinthefirstkeystage.

DuringthefirstconductoftheLAPG,itaimedtoestablishabaselinedatafortheFilipinoandEnglishlanguagelearningintheKto12Curriculum.

The Gains

DEPARTMENT OF EDUCATION

12

62.2659.4353.66

57.7863.77

70.18 68.6

55.71

72.769.5671.88

69.7269.1671.9

62.1368.19

84.67

58.82

78.59

70.09

0

10

20

30

40

50

60

70

80

90

100

MeanPe

rcen

tageScore

Overall Test – National Performance by Languages

A comparison of the NAT & the LAPG

DEPARTMENT OF EDUCATION

SY2011-2012

“TheSUCCESSofstar@ngfromtheMotherTonguetoMul@lingualism(MTB-MLE)isgreatlydependentontheQUALITYofthe

transi@onprocessorthebridgingprogram...

DEPARTMENT OF EDUCATION