Bridging edited

  • View
    161

  • Download
    0

Embed Size (px)

DESCRIPTION

 

Transcript

  • 1. DEPARTMENT OF EDUCATION WHAT WHY HOW Bridging the Languages........
  • 2. DEPARTMENT OF EDUCATION Objectives: At the end of the session, participants are expected to: 1. explain the what, how and why of bridging/translaguaging; 2. discuss the importance of bridging/translaguaging in the MTB-MLE program ; and 3. express appreciation on the value of learning languages through a bridging program.
  • 3. DEPARTMENT OF EDUCATION Anticipation Guide Directions: For each of the statements put a check under: AGREE or DISAGREE to show how you feel. AGREE DISAGREE 1. ______ MTB-MLE is the effective use of more than two languages __________ for literacy and instruction. 2. ______ Learning to read in the L1 develops skills that transfer to __________ reading any other languages. 3. ______ The end goal of the K to 12 Curriculum is to produce a __________ functionally literate and holistically developed Filipino Learners. 4. ______ There are 15 Domains covered in the languages curriculum __________ 5. ______ These domains should be covered throughout the learners __________ levels of schooling.
  • 4. DEPARTMENT OF EDUCATION Write as many words as you can remember that are similar in terms of spelling, pronunciation, and meaning in your Mother Tongue to Filipino and/or English. Use these words in a sentence. Activity: Think Tank Activity 1
  • 5. DEPARTMENT OF EDUCATION Mother Tongue Filipino English(Optional ) Noun Ulo Ulo (Head) Sentence Sakit ang akong ulo. Masakit ang aking ulo. My head is aching. Verb Sayaw Sayaw Dance Sentence Sayaw ta Manayaw ta. Sayaw tayo Sumayaw tayo. Lets dance. Adjective Normal Normal Normal Setence Normal lang ang akong gibati Normal lang ang pakiramdam ko I feel normal/ok today. Example: (Similar) Sinugbuanong Binisaya
  • 6. DEPARTMENT OF EDUCATION Write as many words as you can remember that are similar in terms of spelling and pronunciation but are different in meaning in your Mother Tongue to Filipino and/or English. Use these words in a sentence. Activity 2
  • 7. DEPARTMENT OF EDUCATION Mother Tongue Filipino English (Optional) Noun Langgam (bird) Langgam (ant) Bird Sentence Naglupad-lupad ang langgam Kinagat ako ng langgam * The bird is flying. Verb Sira (close) Sira (distroyed/insane) Close Sentence Isira ang pultahan Sira ang pintuan. * Close the door. Adjective Kamao (learned/know) Kamao (fist) Fist Sentence Kamao siya musulat Malaki ang kamao niya * He/She knows how to write Example: (Different) Sinugbuanong Binisaya
  • 8. DEPARTMENT OF EDUCATION 1. What does this activity reveal about language? 2. What insights have you gained from the sharing?
  • 9. DEPARTMENT OF EDUCATION
  • 10. DEPARTMENT OF EDUCATION 1. What have you noticed in the letter? 2. Why do you think the learner is writing that way? 3. How do you relate this situation to the learners first language? 4. What should we do as a teacher?
  • 11. DEPARTMENT OF EDUCATION WHAT Bridging the Languages........
  • 12. DEPARTMENT OF EDUCATION Bridging The use of cross-linguistic strategies to maximize the totality of childrens diverse language/literacy skills for effective thinking, problem solving, communicating and learning. Sometimes called translaguaging More flexible and spontaneous. It occurs during the bridge and whenever teachers and pupils make connections between languages. Bridge The part of the instruction unit that has been planned and organized by the teacher. (Beeman and Urow)
  • 13. DEPARTMENT OF EDUCATION WHY Bridging the Languages........
  • 14. DEPARTMENT OF EDUCATION Assumptions about Language Acquisition
  • 15. DEPARTMENT OF EDUCATION Jim Cummins Common Underlying Proficiency Principle There is a common underlying base of knowledge that bilingual and multilinguals leverage when they use their L1 to facilitate L2 learning. Knowledge gained in one language facilitates learning in the second.
  • 16. DEPARTMENT OF EDUCATION 16 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. Dina S. Ocampo
  • 17. DEPARTMENT OF EDUCATION STATEMENT FROM PRES. NOYNOY AQUINO My view on this is larger than just the classroom. We should become tri-lingual as a country; Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your mother tongue and connect to your heritage."
  • 18. DEPARTMENT OF EDUCATION OUR CHILDREN SHOULD BE.............. Multilingual Multi-literate Multi-cultural
  • 19. DEPARTMENT OF EDUCATION
  • 20. DEPARTMENT OF EDUCATION HOW Bridging the Languages........
  • 21. DEPARTMENT OF EDUCATION Regarding the good Bridge KNOWN UNKNOWN ChildsKnowledge Structures ChildsWorldView ChildsFirstLangauge
  • 22. DEPARTMENT OF EDUCATION In Kinder to Grade 3, the childs dominant language is used as the language of learning. Mother Tongue-Based Multilingual Education (MTB-MLE) DEPARTMENT OF EDUCATION The learners retain their ethnic identity, culture, heritage and values. Children learn better and are more active in class and learn a second language even faster when they are first taught in a language they understand. Filipino and English language proficiency is developed from Kinder to Grade 3 but very gradually. Mother Tongue is used in instruction and learning materials of other learning areas.
  • 23. DEPARTMENT OF EDUCATION MTB-MLE Bridging Framework DEPARTMENT OF EDUCATION Mother Tongue Literate in L1 Filipino English Literate in L1 and L2 A multi-literate Filipino learner
  • 24. DEPARTMENT OF EDUCATION Languages in MTB MLE: What is the goal for children in local language communities? They will build a strong educational foundation in their first language (L1 for cognitive development); They will also learn one or more additional languages (L1 as the foundation for learning L2, L3, etc.) and They will use both / all languages for life-long learning.
  • 25. DEPARTMENT OF EDUCATION First learners listen to L2 and respond with actions The best [language learning] methods do not force early [speaking] in the L2 but allow students to [speak] when they are ready, recognizing that improvement comes from supplying communicative and comprehensible input [hearing], and not from forcing and correcting [speech] (Krashan, 2001).
  • 26. DEPARTMENT OF EDUCATION Then, when they are ready, they begin speaking in L2. comprehensible output, as an adjunct to comprehensible input, helps students become aware of the structure of the language and helps them become more competent in its use. (Cummins, 2001).
  • 27. DEPARTMENT OF EDUCATION Finally, they use their knowledge on reading and writing in L1 AND their knowledge on oral L2 to bridge to reading and writing in L2 Children's knowledge and skills transfer across languages from the mother tongueto the school language (Jim Cummins, 2000)
  • 28. DEPARTMENT OF EDUCATION In other words: L1 literacy + BICS in ORAL L2 = L2 Literacy with CONFIDENCE! Build oral L1 Continue oral L1 Begin literacy in L1 Continue oral and written L1 Begin oral L2 Continue oral and written L1, oral L2 Begin literacy in L2 Continue oral and written L1 and L2, for daily communication and for learning academic content Language Education Process
  • 29. DEPARTMENT OF EDUCATION What are the AREAS for Bridging Learning Environment Similarities and Differences in: a. Sound symbol correspondences b. Word structure/morphology c. Syntax and grammar d. Culture surrounding the language use (pragmatics)