Lesson 1: Language and Identity
Lesson 1: Language and Identity
What is language?
Language — is a unique attribute of human beings
—crucial tool for communication
— allows to share knowledge or interact with others
— key to humanity
Linguistic elements of language:
FORM
How we say it(phonology, morphology, Syntax)
Word order, word endings, speech
CONTENT
What we say(semantics)
Word meanings, ways word meanings link together, sequencing
USE
Why we say it(Pragmatics)
Conversation, social rules, matching language to situation
Linguistic elements focus on FORM:
Phonology - the sound system of a language, composed of speech sounds called phonemes.
Phoneme - smallest unit of speech
Category of phonemes:
• Segmental phonemes - vowel sounds, consonant sounds, dipthongs and tripthongs
• Suprasegmental phonemes - stress, intonation, pauses and junctures
Morphology - the study of structure of words and how words are formed(morphemes).
Morpheme - the smallest unit of language that carries meaning.
Free morpheme - function independently and is considered as the root word
Can stand alone with a specific meaning, (ex. table, run, strong)
Bound morpheme - must be used with other morphemes like affixes or inflections
Morphemes include two separate classes called bases and affixes. A base is a word form that other morphemes can attach to. An affix is a bound morpheme that appears before or after a base.
Prefix - An affix that comes before a base Examples of prefixes are im-, re-, and dis-,
Suffix is what is called by an affix that
An affix can be either derivational or inflectional.
Derivational affixes change the meaning of a word, while inflectional affixes serve grammatical functions.
Syntax - the study of the structure of sentences
The arrangement of words that make a sentence
Experiences what the word means
Linguistic elements of CONTENT:
Semantics - the study of meaning in language
play an important part in our daily communication, understanding, and language learning because it helps us with our reading comprehension and as well as our comprehension of other people's words in our day-to-day conversation.
Elements of language that emphasize on FUNCTION or USE:
Pragmatics - the study of meaning and how it can be interpreted in context.
the appropriate use of language in different contexts.
deals with how the listener arrives at the intended meaning of the speaker
Halliday - determine the seven language functions of young language learners.
1. Instrumental - language is used to fulfill a need like to obtain food, drink or comfort.
2. Regulatory - this includes the use of language to influence the behavior of other people
involves persuading, requesting, commanding or ordering others to do things
3. Interactional - children use language to develop or form social relationships.
4. Personal - language is used to express personal preferences, opinions, attitudes and feelings.
Language becomes a tool to express the speaker's identity.
5. Representational/informative - language is used to relay or request information.
6. Heuristic - language is used to explore, discover and learn.
7. Imaginative - children use of language to tell stories and create an imaginary environment.
Why language and Identify intertwined?
Language reflects one's background, culture, and origins
Dialects and accents provide clues about a person's regional or cultural affiliation, shaping their linguistic identify.
Lesson 2: First and Second Language Acquisition
First language - a language first acquired by a child. (Mother tongue and native language)
Second Language - not the native language of the speaker, but is learned later(in 1987 Philippine Constitution, English and Filipino are two official languages of business and industry)
Foreign language - non-native language that has no official status in the country (Spanish that was used during the 60’s and 70’s)
Heritage language - learned other than a person's first language
learned by choice, out of interest in culture
not dominant language
used to identify languages other than the dominant language(Tagalog, Cebuano)
Dialect - regional or social variety of language distinguished by pronunciation, grammar or vocabulary
Mutual intelligibility - relationship between language or dialects.
Theories that explain the first language acquisition:
Behaviorist Perspective:
Theory founded by John B. Watson
Believe that like other knowledge skills, and values, language can be taught and learned through repetition, imitation, and habituation.
Emphasizes that babies learn oral language via role models
Positive reinforcement: praises, complements
Negative reinforcement: punishments
Constructivist Perspective: (Jean Piaget(Cognitive Development stages)
Opposite of behaviorist theory
Focus on the active role that learners play in creating knowledge and understanding through their experience and reflecting on their experiences.
Adaptation - cognitive structures develop through assimilation and accomodation
Assimilation - when learners add new information to their schema or knowledge framework
Occurs when we use our existing schema to deal information
Accomodation - occurs when we modify our schema to deal with new information
Lev Vygotsky (sociocultural viewpoint)-
highlights the role of culture and social interactions.
Speech is a prime psychological tool
learners can create their own knowledge instead of depending on teachers.
The Critical Period Hypothesis: This theory suggests that there's a specific window of time (early childhood) during which language acquisition is most effective. After this period, acquiring language becomes significantly more challenging.
Innateness Theory: This theory, championed by Noam Chomsky, posits that humans are born with an innate capacity for language. It proposes the existence of a "Universal Grammar" – an underlying structure common to all languages – that guides language development.
Interactionist Perspective: This perspective emphasizes the role of social interaction in language acquisition. It suggests that language learning is a result of the interplay between a child's innate abilities and their environment, particularly their interactions with caregivers and peers.
Social Learning Theory: This theory, proposed by Albert Bandura, highlights the importance of observational learning in language acquisition. It suggests that children learn language by observing and imitating others, and through reinforcement and conditioning.
Second Language Acquisition Theories:
Observational Learning: This theory, based on Bandura's work, emphasizes the role of observing and imitating others in learning. It highlights four phases: attention, retention, reproduction, and motivation.
Vicarious Learning and Self-Regulated Learning: These are two key concepts within observational learning. Vicarious learning involves learning from observing the consequences of others' actions, while self-regulated learning involves setting personal goals and monitoring progress.
Critical Period Hypothesis: This theory suggests that there's a specific window of time (early childhood) during which language acquisition is most effective. After this period, acquiring a second language becomes more challenging.
Cummins' Interdependence Hypothesis: This theory proposes that proficiency in one language can positively influence learning a second language, suggesting a shared underlying proficiency (CUP) that connects different languages.
Krashen's Natural Approach to Second Language Acquisition
This section of the text explores Krashen's theory of second language acquisition, which emphasizes the importance of "acquisition" over "learning".
Acquisition-learning hypothesis:
- Acquisition refers to the subconscious process of learning a language, similar to how children acquire their native tongue. It involves meaningful interaction and exposure to the target language, focusing on communication rather than grammar rules.
- Learning refers to the conscious knowledge of a second language, focusing on grammar rules, spelling, and pronunciation.
Krashen argues that "acquisition" is more important than "learning". He believes that focusing on conscious grammatical rules can hinder the natural acquisition process.
Other hypotheses:
- Natural order hypothesis: Learners acquire grammatical structures in a predictable order, moving from simpler to more complex.
- Monitor hypothesis: The learned system acts as a monitor, checking for errors before producing utterances.
- Input hypothesis: Comprehensible input is essential for acquisition.
- Affective filter: Emotional factors like self-confidence and motivation can influence acquisition.
Key takeaways:
- Krashen's theory emphasizes the importance of meaningful interaction and exposure to the target language for successful second language acquisition.
- It suggests that focusing on conscious grammar rules may not be as effective as providing opportunities for natural language acquisition.
- The theory highlights the role of affective factors in language learning.
Tips:
- When learning a new language, try to immerse yourself in the language environment and focus on communication rather than memorizing grammar rules.
- Build confidence and motivation by engaging in activities that you enjoy in the target language.
- Seek out opportunities for meaningful interaction with native speakers.
Lesson 3. Understanding Multilingualism
What is Multilingualism?
According to the Merriam Webster Dictionary, “multilingual” is an adjective meaning “of having, or expressed in several languages”.
-. A multilingual person is a person who knows or uses multiple languages.
Another definition based on WordNet by Princeton University describes multilingual as “using or knowing more than one language”, while multilingualism is “the condition of being able to speak several languages”.
The term “bilingual” is firmly reserved for two languages while “multilingual” is for three or more languages.
Multilingualism in the Philippines With the rich cultures inhabiting our country, it’s no doubt that Philippines is a multilingual country. All Philippines languages are Austronesian languages and Hesperonesia (Western Austronesian) languages. Because language is dynamic, a language grows and may become extinct. If people continue to use a language, stability is established. However, if people choose to use another language instead of their own, through time, the younger generations may no longer be able to use it.
Types of Multilingual Person:
- Early: Acquires more than one language before adolescence.
- Late: Acquires a second language after adolescence.
- Simultaneous: Acquires two or more languages at around the same time, early in life.
- Sequential: Acquires two or more languages at different stages of life, one after the other.
- Balanced: Has similar degrees of proficiency and mastery in two or more languages.
- Dominant: Has greater proficiency in one language (usually his mother tongue) compared to the other languages he knows.
- Compound: Uses one semantic system for the two or more languages he knows since he or she learns the two or more languages in the same environment (e.g., both home and school or both home and community).
- Coordinate: Uses separate semantic systems for the two or more languages he or she knows since he or she learns the languages in different environments (e.g., one in the home and one in the school or one from the father while the one is from the mother).
- Subordinate: Understands and interprets additional languages via the semantic system of one's first language and knows two or more languages, each with their own vocabularies, but he or she relates them to the concepts he or she has developed in his or her first language.
- Folk (also known as natural or circumstantial): A member of a minority language community which does not have high social status and who learns additional languages through requirement or circumstance.
- Elite (also known as academic or elective): A member of a majority language community with high social status that learns one or more languages by choice for additional social or economic value.
- Additive: Learned or can learn additional language/s without losing proficiency in their first language.
- Subtractive: A person whose first language proficiency was negatively impacted in the process of learning additional language/s.
- Incipient: A person beginning to learn additional language/s with basic understanding and little or not speaking ability.
- Receptive (passive bi-/multilingual): A person who can understand another language aside from his or her first language, but cannot speak it.
- Productive: A person who can understand and speak another language aside from his or her first language.
Basis of Classification:
- Age of exposure and acquisition: For early and late types.
- Order of acquisition: For simultaneous and sequential types.
- Extent of acquisition: For balanced and dominant types.
- The way the languages are mentally organized or the way the brain connects vocabulary to meaning: For compound, coordinate, and subordinate types.
- Cultural identity and social status: For folk/natural/circumstantial and elite/academic/elective types.
- Retention of first language (L1): For additive and subtractive types.
- Functional ability: For incipient, receptive, and productive types.
Polyglossia :
coexistence of two or more languages within a speech community
various languages are used for different purposes in the same area
Omnilingualism:
ability to speak or to understand languages
equal or near-equal use of language
it is difficult to identify what language will be used when and where because the language could be used in most situation.
Multipart-lingualism:
side-by-side existence of multiple languages whose speakers come from different groups of population
each group prefers to use their mother tongue for almost all contents.
Code-Switching:
process of mixing two languages by saying few words/sentences in one language, then switch to another language. (Conyo)
Borrowing:
use of individual words originating from another language.
involves use of words that are stile recognize as “foreign” (e.g. “ipa-follow up ko bukas” (I'll follow up tomorrow))
LESSON 4: MODELS OF MTB-MLE
DepEd’s policy on MTB-MLE is a salient part in the implementation of the K to 12 Basic Education Program under Republic Act 10533 otherwise known as the “Enhanced Basic Education Act of 2013.”
Models of Multilingual Education
1. Assimilation is moving from home languages into dominant languages (e.g. Filipino and English), making the home language as a social language only.
2. Language maintenance education refers to supporting and developing home language and cultural identity while learning additional languages (Filipino and English).
-Stagnant language maintenance– maintains language skills at the level when entering education (e.g. oral MT without literacy in MT to prevent home language loss)
-Developmental maintenance aims to develop learner’s MT to full proficiency and full literacy equal to that of the dominant languages, leading to multiculturalism.
Aims of Mother Tongue-based Multilingual Education (Baker, 2001)
1. To assimilate learners/communities into mainstream 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 saleable language skills
5. To preserve ethnic and religious identity
6. To mediate different linguistic and political communities
7. To spread the use of the colonial language into the global existence
8. To strengthen elite groups and preserve their positions in the societies
9. To create equal status by law to two socially unequal languages
10. To strengthen understanding of language and culture
Models & Descriptions
Mother Tongue-based Instruction :
Delivery of the learning program is delivered entirely in children‘s L1
Bilingual Education:
Media of instruction use two languages Known as dual language instruction (use of minority and majority languages)
Mother Tongue-based Bilingual Education :
L1 is used as the primary medium of instruction for the whole of primary school while L2 is introduced as a subject of study in itself to prepare learners for eventual transition to some academic subjects in L2.
Multilingual education
Formal use of more than two languages in the curriculum.
Transitional Bi/Multilingual Education (Bridging):
Aims for transition from one language of instruction to another. 1. ‘Short cut‘ or ‘early exit‘ is a term given to programs that involve an abrupt transition to L2 instruction after only 2 or 3 years in school. 2. ‘Late transition‘ or ‘late exit‘ refers to a switch to L2 instruction after a child has become fully fluent academically in L1.
Maintenance Bi/ Multilingual Education
After L2 has been introduced, both (or all) chosen languages are media of instruction. L1 instruction 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 Instruction:
The entire education program is provided in a language that is new to the child.
Submersion:
Speakers of non-dominant languages have no choice but to receive education in languages they do not understand. -This approach is commonly known as submersion‘ or sink or swim‘. -This approach promotes subtractive bilingualism: that is, L2 learning at the expense of L1.
MODULE 2
LESSON 1: LEGAL BASES OF MTB-MLE
1924-1925 – Monroe Survey– In this survey conducted by Paul Monroe and his associates, they highlighted that Philippines struggled “to create a modern educational system” and that there was a foreign language handicap.
1935 Constitution
– The 1935 Constitution provided for a national language based on one of the Philippine languages.
- In December 30, 1937, Executive Order 134 was issued by Commonwealth President Manuel L. Quezon designating Tagalog as basis of the national language. This choice was recommended by the National Language Institute chaired by Jaime C. de Veyra.
- The teaching of the National Language (Tagalog) was obligatory in the elementary curriculum. It was offered as a subject in SY1939-1940 in the public schools.
- Before the Commonwealth, no effort was made to recognize the native dialects for it was believed that English should be the basic official language.
- In 1940, Commonwealth Act No. 570 mandated the Filipino National language
Educational Act 1940
- Shortening of the elementary curriculum from seven to six years to admit more children
- In April 12, 1940, President Quezon through E.O. 263, required the teaching of the National language in the senior year of all high schools and in all teacher training institutions. This E.O. was implemented by the Bureau of Education.
- In June 7, 1940, the Tagalog-based national language, referred to as Filipino National Language, was declared the official language (C.A. No.570) effective July 4, 1946.
- During the Japanese occupation, no official action took place. English was replaced slightly but not successfully by Niponggo, so the Tagalog-based language developed and flourished widely.
1948 Joint Congressional Committee on Education
- Conducted a study on secondary schools and concluded that secondary education was the weakest link in the Philippine educational system.
- Committee recommended the establishment of various types of secondary schools: 1) community high schools in rural and urban sections; 2) industrial vocational secondary schools in strategic centers to prepare students for colleges/universities.
1950 Prator Report
- In 1950, Dr. Clifford H. Prator found the difficulties encountered by children in barrio schools that used second language as medium of instruction. With this, the Committee presented the following proposals:
1) Native language or vernacular is used as the medium of instruction in Grades I and II. The Filipino and English languages are introduced informally.
2) The vernacular is still used as medium of instruction in Grades III and IV and increased time allotments are given to English and the Filipino Language.
3) English is the medium of instruction in Grades V and VI. The Filipino Language, besides being a subject, is also used as medium of instruction in social studies.
4) English is given increasing periods from Grade I to Grade IV in preparation for its use as the medium of instruction in Grades V and VI.
*In Urban areas with a cosmopolitan population, English should be used as the medium of instruction in Grades III and IV to provide those who drop out after Grade IV a working knowledge of the language.
1948-1954 Schools Division Experiments
A. Iloilo Experiment
- Superintendent J.V. Aguilar initiated an experiment in Iloilo using Hiligaynon as medium of instruction in Grades I and II. The results of the experiment in its 5th year showed that the experimental group proved superior Reading, and Arithmetic and Social Studies in which the differences between the mean achievements of the experimental and control groups were statistically significant.
B. 1953-1960 Rizal Experiment
- The Division of Rizal was involved in a six-year experimental project cooperatively sponsored by the Philippine Center for Language Study and the Bureau of Public Schools from 1953-1960. The experiments concluded the following:
1)The Vernacular Tagalog is a more effective medium of instruction in reading, arithmetic, and social studies in Grade 1 than English;
2.) The use of vernacular (Tagalog) as a medium of instruction is more productive of results in teaching children to read than the use of English;
3) Tagalog (vernacular) is more conducive to the development of the ability of first grade learners to compute and solve arithmetic problems;
4) The learners in the experimental group are superior to those in the control group in social studies.
1957 – Swanson Survey
- The Swanson Report was a survey of the Public schools in the Philippines. The survey was done by a group of American professors under the leadership of Prof. J. Chester Swanson with the assistance of Filipino officials of the Bureau of Public Schools.
- The findings and recommendations of the Swanson Report included the following:
1) Teaching of a language which pointed to the “great advantage: of children in Tagalog- speaking areas who learn only one new language in Grades I and II over children in non- Tagalog speaking regions that need to learn new languages (Filipino and English). The more difficulty was experienced by non-Tagalog speaking learners because there were no instructional materials in vernacular.
2) The deterioration of English teaching can be overcome by an improved instructional program by increasing the time allotment for English in Grade I to 40 minutes and in Grade II to 50 minutes, by having better English teachers and by encouraging the use of English outside the classrooms.
* The first major revamp of the educational system involving changes in the elementary and high school levels based on the recommendations of the Swanson team was implemented by the Board of National Education starting with SY 1957-1958.
1970 – The Presidential Commission to Survey Philippine Education (PCSPE)
- Dr. Onofre D. Corpuz chaired the PCSPE. The Commission conducted a comprehensive study on the language of instruction. The following are the recommendations:
1) Filipino as the main LOI at the elementary level with provision for the use of vernacular languages in Grades I and II.
2) Filipino and English as LOI at the secondary and higher levels.
3) On the use of Filipino:
a. Filipino will be used as LOI from Grade I in Tagalog-speaking areas.
b. The dominant vernacular will be used as LOI in Grades I and II with Filipino as auxiliary medium and taught as a language subject. In Grades III and IV, the transition will be made by making Filipino as LOI, with vernacular as an auxiliary.
c. That from Grade V onwards, Filipino will be the medium of instruction in all elementary schools.
d. teachers to train them in the use of vernacular as medium of instruction.
4) On the use of English:
a. English be taught as a double-subject second language beginning in Grade V.
b. The teaching of English be intensified in the sixth year of schooling.
c. Materials be prepared on the teaching of English in Grades V and VI.
1973 Philippine Constitution
- Article XV, (Sec 3, nos. 2 and 3) of the 1973 Constitution stipulated that the National Assembly shall take steps towards the development and formal adoption of a common national language to be known as Filipino and until otherwise provided by law, English and Pilipino shall be the official languages.
- In 1973, the National Board of Education in NBE Resolution No. 73 – 7, s. 1973, “declared that it was the policy of the government to use two languages of instruction – Pilipino and English.”
1974 Bilingual Education Policy (BEP)
- BEP mandated the use of English and Pilipino (changed to Filipino in the 1987 Constitution) as media of instruction in Philippine primary and secondary schools. The purpose of BEP was for the country to become a bilingual nation, competent in both Pilipino and English.
- Under BEP, domains were divided into an English domain (English Communication Arts, Mathematics, and Science) and a Filipino domain(all other subjects) starting from Grade I for Tagalog-speaking areas in School Year 1974-1975 and beginning in Grade One for non- Tagalog-speaking areas in School Year 1978-1979. By the end of School Year 1981-1982, the shift of medium was to start in all high schools.
1987 Philippine Constitution
The 1987 Constitution mandates, to wit:
Sec.6. The national language of the Philippines Filipino. As it evolves, it shall be further developed and enriched on the basis of existing Philippine and other languages. Subject to the provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain the use of Filipino as a medium of official communication and as language of instruction in the educational system.
Sec.7. For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English. The regional languages are the auxiliary media of instruction therein. Spanish and Arabic shall be promoted on a voluntary and optional basis. Sec.8. This Constitution shall be promulgated in Filipino and English and shall be translated into major regional languages, Arabic, and Spanish. Sec.9. The Congress shall establish a national language commission composed of representatives of various regions and disciplines which shall undertake, coordinate, and promote researches for the development, propagation, and preservation of Filipino and other languages.
1991 Congressional Oversight Committee on Education (EDCOM)
- EDCOM recommended “the adoption of policy guidelines for a language of instruction development to optimize and accelerate learning”.
- It recommended measures “to pave the way for Filipino becoming the medium of instruction by the year 2000.”
- EDCOM further recommended that English be used in the teaching of English itself and that “in Grade 4, Filipino shall be the medium of instruction and will continue to be the language of instruction for all subjects, except English, until the fourth year of secondary education…
1999 – Lingua Franca Education Project – DECS Memorandum No. 144, s. 1999
- DECS embarked on a pilot study called Lingua Franca Education Project in SY 1999-2000.
- This project aimed to provide a national bridging program from vernacular to Filipino and later English. The bridging program provided an alternative curriculum that was used in acquiring basic literacy and numeracy skills with local lingua franca as the language of instruction. The pilot study involved two Grade I classes from each of the sixteen regions. One as experimental class while the others as control class.
- Two Grade I teachers from each of the experimental schools. Together with the principal, underwent training before the pilot study. One teacher handled the Grade I experimental class while the other served as alternate. If there’s only one Grade I teacher in the school, the Grade II teacher will be alternate.
- The following are the lingua franca used in the pilot study: 1) Regions I, II, CAR-Ilocano; 2) Regions III, IV, V, VI, XII, ARMM, NCR – Tagalog; and Regions VII, VIII, IX, X, XI, CARAGA - Cebuano
RA. 10157 – The Kindergarten Education Act of 2012
- Known as “An Act Institutionalizing Kindergarten Education into the Basic Education System”, teachers shall use the mother tongue as medium of instruction in developing the competencies for kindergarten teachers
- DepEd issued DO 16, s. 2012 (Guidelines on the Implementation of the Mother Tongue-Based- Multilingual Education). SY 2012-2013 was the first implementation in all public schools, specifically in Kindergarten, Grades 1, 2, and 3 as part of the K to 12 Basic Education Program. The MTB-MLE shall support the goal of “Every Child-A-Reader and A-Writer by Grade I”
- The 12 major languages or lingua franca utilized as LOI for SY 2012-2013 were following: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, Chabacano.
RA. 10533 – Enhanced Basic Education Act of 2013
- Encompasses at least 1 year of Kindergarten education, 6 years of elementary, and six years of secondary education
- The first batch of graduates who will go through the entire K to 12 Curriculum will be the graduates in 2023. The Act clarified, to wit: The curriculum shall adhere to the principles and framework of Mother-Tongue Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding from the known to the unknown. Instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available.
- DepEd 28, s.2013 (Additional Guidelines to DepEd Order No. 16, s. 2012 (Guidelines on the Implementation of the Mother Tongue-Based-Multilingual Education)
- Apart from the 12 languages of instruction cited in DO No. 16, 2012, 7 languages were used as the LOI for Grade I learners who speak the same languages in the specified regions and divisions starting SY 2013-2014.
LESSON 2: MTB-MLE FRAMEWORK
Secretary Jesli A Lapus signed department order no. 74, s. 2009, entitled “Institutionalizing Mother Tongue-Based Multilingual Education (MLE)
Salient Elements of MTB-MLE
Literacy - –learning to read in 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.
• Prior Knowledge- engaging learners in a discussion of what is already known to them using their first language helps them better understand the curriculum.
• Cognitive development and higher order thinking skills (HOTS) – critical thinking is strengthened because learners develop cognitive skills and comprehension of the academic content faster with the use of their mother tongue.
• Strong Bridge – MTB-MLE provides a good bridge to listening, speaking, reading, and writing the L2s (L2 an dL3) of the classroom using sound educational principles for building fluency and confidence in using other languages for lifelong learning.
• 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 express ideas in the L2.
• Teaching for meaning and accuracy – decoding text requires accuracy, while comprehending texts require decoding skills within a meaningful context. Accuracy and meaning are both important. However, in L2 classrooms, a primary focus is placed on accuracy until the L2 is sufficiently learned. This delays actual meaningful learning until the L2 can support that learning.
The goal in learning both or more languages is for learners to become confident and proficient in a) listening, speaking, reading, and writing for meaning; and b) listening, speaking, reading, and writing correctly (accuracy).
Guiding Principles for Teaching and Learning in MTB-MLE
1. Known to the unknown. This principle explains the need for teachers to tap learner’s prior knowledge about a topic when introducing new concepts. Using the first language of learners will help them understand their lessons better and master curriculum content.
2. Language and academic development. Learners with well-developed skills in their first language have been shown to acquire additional languages easier and have a positive impact on their academic achievement.
3. Cognitive development. Learners who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking.
4. Discovery learning. Learners understand better when they are guided in discovering new ideas. Hence, teachers need to provide different activities to help learners acquire new ideas or concepts through exploration.
5. Active Learning. Learning of children is best acquired when they interact with each other in order to solve problems creatively. This calls for teachers to plan activities where children can work in pairs or teams. Collaborative activities allow children to communicate with others and compare ideas or solutions to solve problems. The teacher’s role if to facilitate discussions that promote development of higher order thinking skills.
6. Meaning and accuracy. In order to achieve successful language learning, activities involving hearing, speaking, reading, and writing that focus on both meaning and accuracy need to be provided to learners.
7. Language learning/language transfer. Learning a new language can be easier and meaningful if it’s non-threatening. Learners need to be given ample listening activities in L2 before they are made to speak in L2. Research in L2 acquisition indicates that it takes a minimum of two years to learn basic communicative skills in L2 when environment supports that learning. It takes five years or more to learn enough L2 for learning complex academic activities (Thomas & Collier, 2003; Cummins, 2006).
8. Affective component: Valuing the home language/culture. Learners are encouraged to learn when they know that their language and heritage are valued as resources (Cummins, 2007). A classroom environment that allows learners to use their L1 and provides materials like books in their L1 make children feel valued and supported.
The Kindergarten Curriculum Domains
The Department of Education recognizes the importance of preschool education to support the holistic development of every Filipino child. Consequently, Kindergarten was included in the K to 12 curriculum. Republic Act 10157 also known as the Kindergarten Education Act signed by President Benigno Aquino, makes kindergarten “the first stage of compulsory and mandatory formal education. For Philippine public schools, the kindergarten education program will be composed of one year of preschool education for learners aged five and above. Since kindergarten education is part of the child’s formative stage, learners must be provided with plenty of activities which will target their development in various domains such as 1) physical health, well-being, and motor development; 2) creative and aesthetic development; 3) socio- emotional development; 4) character and values development; 5) cognitive/intellectual development; and 6) language development.
Fourteen Domains of Literacy in the Philippine MTB-MLE Curriculum
Oral language - groundwork of learning to read and write.
Phonological awareness - metacognitive understanding that spoken words are composed of a series of sounds.
Book and Print Knowledge - refers to knowing the parts of a book and how print works.
Alphabet Knowledge - the ability to know the letters of the alphabet and the understanding that the alphabet represents the sounds of spoken language.
Phonics and Word Recognition -Identifying a written word by sight or decoding the relationship between speech sounds and the letters in written language is one the goals of beginning reading.
Vocabulary Development - refers to the knowledge of words and their meanings in both oral and written representations. Vocabulary is categorized into two: 1) Expressive vocabulary – those words learners can use to express themselves in oral or written form; 2) Receptive vocabulary – those words learners can understand when heard.
Spelling - the forming of words from letters according to accepted usage; the art of writing words with the proper letters according to standard usage; the representation of the sounds of a language by written or printed symbols.
Grammar Awareness - refers to both the language we use and the description of language as a system.
Fluency - This is the fluidity of utterances (oral fluency) or the reading of text smoothly (reading fluency), not hindered with word-by-word reading and other word recognition problems that might hinder comprehension.
Reading Comprehension - This is the process of constructing and negotiating meaning from print.
Writing and Composing - This is the process of using the writing system or orthography in the conduct of people’s lives and in the transmission of culture to the next generation.
Handwriting - This is the ability to form letters through manuscript and cursive styles.
Attitude towards Language, Literacy, and Literature -It refers to the ability to make choices on the texts to read coming from a wide range of genres that serve the purpose for reading: reading for enjoyment or reading for learning.
Study Strategies -These are deliberate, planned procedures designed to help a learner reach a goal.