DEPARTMENT OF EDUCATION
WHAT WHY HOW
Bridging the Languages........
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.
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 learner’s __________ levels of schooling.
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
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 tayoSumayaw tayo.
Let’s 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
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
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
DEPARTMENT OF EDUCATION
1. What does this activity reveal about language?
2. What insights have you gained from the sharing?
DEPARTMENT OF EDUCATION
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 learner’s first language?4. What should we do as a teacher?
DEPARTMENT OF EDUCATION
WHAT
Bridging the Languages........
DEPARTMENT OF EDUCATION
Bridging• The use of cross-linguistic strategies to maximize the
totality of children’s 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)
DEPARTMENT OF EDUCATION
WHY
Bridging the Languages........
DEPARTMENT OF EDUCATION
Assumptions about Language Acquisition
DEPARTMENT OF EDUCATION
Jim Cummin’s 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.”
DEPARTMENT OF EDUCATION
16We 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
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."
DEPARTMENT OF EDUCATION
OUR CHILDREN SHOULD BE..............
Multilingual
Multi-literate
Multi-cultural
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
HOW
Bridging the Languages........
DEPARTMENT OF EDUCATION
Regarding the good Bridge
KNOWN UNKNOWN
Chi
ld’s
Kno
wle
dge
Stru
ctur
es
Chi
ld’s
Wor
ld V
iew
Chi
ld’s
Firs
t Lan
gaug
e
DEPARTMENT OF EDUCATION
In Kinder to Grade 3, the child’s 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.
DEPARTMENT OF EDUCATION
MTB-MLE Bridging Framework
DEPARTMENT OF EDUCATION
Mother Tongue
Literate in L1
Filipino
EnglishLiterate in L1 and L2
A multi-literate Filipino learner
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.
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).
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).
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 tongue…to the school language
(Jim Cummins, 2000)
DEPARTMENT OF EDUCATION
In other words:
L1 literacy + BICS in ORAL L2 = L2 Literacy with CONFIDENCE!
Build oral L1
Continue oral L1Begin literacy in L1
Continue oral and written L1Begin 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
DEPARTMENT OF EDUCATION
What are the AREAS for Bridging
• Learning Environment• Similarities and Differences in:
a. Sound – symbol correspondencesb. Word structure/morphologyc. Syntax and grammard. Culture surrounding the language use
(pragmatics)
DEPARTMENT OF EDUCATION
Bridging from the Mother Tongue
(L1) to the National Language (L2)
DEPARTMENT OF EDUCATION
Review the MT Alphabet (to check mastery) (letter names, sounds, and key words/pictures)
Patingog (vowel) (5)
a - apa e - eroplano i - itik o - okra u - ulan
DEPARTMENT OF EDUCATION
Review the MT Alphabet (letter names, sounds, and key words/pictures) Katingog (consonants) (15)
B – /b/ (baka)K - / k/ (kaka)D - /d/ ( dalan)G – /g/ (gatas)H – /h/ (halas)L – /l/ (lata)M – /m/ (mata)
N – /n/ (nanay)Ng - /ng/ (ngipon)P – /p/ (pana)R –/ r /(relo)S – /s/ (saya)T – /t/ (tasa)W - /w/(wati)Y - /y/(yaya)
DEPARTMENT OF EDUCATION
Review the MT Alphabet (letter names, sounds, and key words/pictures) Diphthongs and Consonant blends (optional – this can be done when it’s time for you to discuss this concept in the L2 and/or L3 Lessons.
ay /ay/ sudlayaw /aw/ adlawoy /oy/ kahoybl /bl/ blangkopl /pl/ plato
pr /pr/ prutastr /tr/ trapogr / gr/ gripokw/kw/ kwarta
DEPARTMENT OF EDUCATION
Suggested Activity
• Outdoor or indoor games Find me or bring me games Partner game (learners are given flashcards
of the letters of the alphabet (big, small, & pictures)
Note: This will help you check the mastery level of the learners on the letter names, sounds, symbols and even key words.
DEPARTMENT OF EDUCATION
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
Bridging from L1 to L2 cont.
Compare MT (L1) and L2 Alphabet Talk about the similarities and differences between letter names, sounds, and the key words/pictures. For
Vocabulary Development
Iro
Araw Aso
Adlaw
In teaching, we still need to teach what are similar for vocabulary development but not as intensive as in the MT – they already know the letter names and sounds – it is even possible that learners can already read Filipino words consisting of familiar letters. TRY!
DEPARTMENT OF EDUCATION
Sinugbuanong Binisaya
Patingog: Letters Key
Words a - apa e - eroplano i - itik o - okra u - ulan
Filipino
Patinig: Letters Key
Words a - apa e - eroplano i - itak o - okra u - ulan
Bridging from L1 to L2 cont. Compare MT (L1) and L2 Alphabet Talk about the similarities and differences between letter names, sounds, and the key words/pictures. For Vocabulary
Development
DEPARTMENT OF EDUCATION
Katingog:Letters Sound Key
Words B – /b/
(baka) K - / k/
(kaka) D - /d/
(dalan) G – /g/
(gatas) H – /h/
(halas) L – /l/
(lata) M – /m/
(mata)
Katinig:Letters Sound Key
Words B – /b/
(baka) K - / k/
(kasoy) D - /d/
(daan) G – /g/
(gatas) H – /h/
(hamon) L – /l/
(lata) M – /m/
(mata)
Bridging from L1 to L2 cont.
Compare MT (L1) and L2 Alphabet Talk about the similarities and differences between letter names, sounds, and the key words/pictures.
DEPARTMENT OF EDUCATION
Katingog :Letters Sound Key
Words N – /n/
(nanay) NG - /ng/
(ngipon) P - /p/
(pana) R – /r/
(relo) S – /s/
(saya) T – /t/
(tasa) W – /w/
(wati) Y - /y/
(yaya)
Katinig: Letters Sound Key
Words N – /n/
(nanay) NG - /ng/
(ngipin) P - /p/
(pana) R – /r/
(relo) S – /s/
(saya) T – /t/
(tasa) W – /w/
(walo) Y - /y/
(yaya)
Bridging from L1 to L2 cont. Compare MT (L1) and L2 Alphabet Talk about the similarities and differences between letter names, sounds, and the key words/picutres.
DEPARTMENT OF EDUCATION
Sinugbuanong
BinisayaPatingog : a, e, i,
o, u, Katingog: b, k,
d, g, h, l, m, n,
ng, p, r, s, t, w,
y
FilipinoPatinig: a, e,
i, o, uKatinig: b, c,
d, f, g, h, j, k, l, m, n, ng, ñ, p, q, r, s, t, v, w, x, y, z
Proceed teaching the letter names, sounds, and key words of the non familiar letters in L2 giving its equivalent in L1 – bridge if possible e.g. C and K (same sound)
This should be done explicitly (use phonemic awareness task to form words, then to phrases and sentences)
DEPARTMENT OF EDUCATION
Letters Sound Key Word/s Letters Sound Key
Word/s
C – /s/, /k/ Cecil Ñ /nye/ Niño
Crispin Q /kwu/ Quezon
F - /f/ (Filipino) V /v/ Ver
J - /h/, /dz/ (Juan) X /eks/ (Jorge) Z /z/
Zen
Proceed teaching the letter names, sounds, and key words of the non familiar letters in L2 giving its equivalent in L1 – bridge if possible e.g. C and K (same sound)
This should be done explicitly (apply phonemic awareness task to form words, then to phrases and sentences
DEPARTMENT OF EDUCATION
b. Similarities and differences in word structure (morphology) (how words are formed)
S. Binisaya Filipino
Ex. Root word - LabaPast - NaglabaFuture - Maglaba
Ex. Root word - LabaPast - NaglabaFuture - Maglalaba
MT and Filipino languages are both syllabic. Affixes express tenses in terms of the verb. We don’t add “s” to pluralize the noun we use the word “mga”
Ex.Ang bataAng mga bata
Ex.Ang bataAng mga bata
DEPARTMENT OF EDUCATION
c. Similarities and differences in sentence structure (syntax)
S. Binisaya Filipino
Ginatudluan sa maestra ang mga estudyante.
Tinuturuan ng guro ang mga bata.
Verb first Verb
first
d. Similarities and differences in grammar ( verb tenses are changed through affixes)
Ex. Root word - LabaPast - NaglabaFuture - Maglaba
Ex. Root word - LabaPast - NaglabaFuture - Maglalaba
DEPARTMENT OF EDUCATION
Bridging from L2 to L3
Review the L2 Alpabet ( letter names, sounds and key words/pictures )
FilipinoPatinig : a, e, i, o, u Katinig: b, c, d, f, g, h, j, k, I, m, n, ng, ñ, p, q, r, s, t, v, w, x, y, z
DEPARTMENT OF EDUCATION
Suggested Activity
• Outdoor or indoor games Find me or bring me games Partner game (learners are given flashcards
of the letters of the alphabet (big, small, & pictures)
Note: This will help you check the mastery level of the learners on the letter names, sounds, symbols and even key words.
DEPARTMENT OF EDUCATION
FilipinoPatinig: a, e, i, o,
uKatinig: 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
Bridging from L2 to L3 cont. Compare L2 and L3 Alphabet Talk about the similarities and differences between letter names, sounds, and the key words/pictures. For Vocabulary
DevelopmentIn English (L3) one of the best approaches which is similar to the two-track in the MT and the Marungko in Filipino is the Fuller. Bridging reading in English is quite difficult because MT & Filipino are syllabic while English is 95% phonetic (sounds) and it has 45 phonemes, but the skills applied to learning to read are the same in all languages. Again, the instruction/teaching should be direct, systematic, & explicit.
DEPARTMENT OF EDUCATION
FilipinoVowels: a, e, i, o,
uConsonants: 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
Proceed teaching the letter names, sounds, and key words of the non familiar letters in L3 giving its equivalent in L1 and L2 (if possible)
ant
langgamaraw
sun
For Vocabulary Development
In English (L3) one of the best approaches which is similar to the two-track in the MT and the Marungko in Filipino is the Fuller. Bridging reading in English is quite difficult because MT & Filipino are syllabic while English is 95% phonetic (sounds) and it has 45 phonemes, but the skills applied to learning to read are the same in all languages. Again it should be direct, systematic, & explicit instructions.
DEPARTMENT OF EDUCATION
b. Similarities and differences in word structure (morphology) (how words are formed)
S. Binisaya Filipino English
Ex. Root word - LabaPast - NaglabaFuture - Maglaba
Ex. Root word - LabaPast - NaglabaFuture - Maglaba
WashWashed
MT and Filipino languages are syllabic. While English is 95% phonetic. Affixes express tenses in terms of the verb. We don’t add “s” to pluralize the noun we use the word “mga”
Ex.Ang bataAng mga bata
Ex.Ang bataAng mga bata
Ex.ChildChildren
DEPARTMENT OF EDUCATION
c. Similarities and differences in sentence structure (syntax)
S. Binisaya Filipino English
Ginatudluan sa maestra ang mga estudyante.
Tinuturuan ng guro ang mga bata.
The teacher teaches her
pupils
Verb first
Verb first Subject first
d. Similarities and differences in grammar
Ex. Root word - LabaPast - NaglabaFuture - Maglaba
Ex. Root word - LabaPast - NaglabaFuture - Maglalaba
WashWashed
DEPARTMENT OF EDUCATION
How long is the bridging process?It depends several factors:• Degree of difference between the two languages• linguistic differences and similarities such as
sounds (different alphabet symbols), grammar, semantic differences
• Script differences• Existing knowledge of L2 learners have already
acquired• Age and previous education of the learners
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
“The SUCCESS of starting from the Mother Tongue to Multilingualism (L1-L2-L3 or MTB-MLE) is greatly
dependent on the QUALITY of the transition process or the bridging
program...
DEPARTMENT OF EDUCATION
Maraming Salamat Po!Balbaleg Ya Salamat Ed Sikayon
Amin!Daghang Salamat Sa Inyong Tanan!
Dios Mabalos!Agyamanak Unay Kadakayo Amin!Madamo Gid Nga Salamat Sa Inyo
Nga Tanan!Muchas Gracias!
Sukran!