Mother Tongue-Based Multilingual Education: Module Content PDF

MODULE CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE CHAPTER 3: MOTHER TONGUE-BASED MULTILINGUAL EDUCATION OBJECTIVES: a. Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity....

MODULE CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE CHAPTER 3: MOTHER TONGUE-BASED MULTILINGUAL EDUCATION OBJECTIVES: a. Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity. b. Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and c. Simulate different classroom situation using own mother tongue. Basic Terminologies Mother tongue – means one’s native language, the language learned by children and passed from one generation to the next. Language – is the expression of ideas by means of speech-sounds combined into words. o L1 – 1st Language o L2 – 2nd Language Bilingual – the use of two languages. 1. Multilingual – the use of two or more languages. 2. Diversity – the inclusion of different types of people in a group. Literacy – the ability to read and write. What is Language? A system of conventional spoken, manual, or written symbols by means of which human beings, as members of a social group and participants in its culture, express themselves. Language is the foundation of every culture. It is an abstract system of word Written characters meaning and symbols for all Gestures aspects of culture. Numerals Language includes: Expressions of non- verbal Speech communication Symbols UNESCO’s Principles on Language and Education Developing a writing system for a hitherto unwritten language often has an educational purpose – whether to record and transmit local history and knowledge to the next generation, to use the language in formal schooling, or to facilitate adult literacy acquisition. Page19/114  MODULE CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE The educational use of a language depends, except in the most informal settings, on a written form which can be employed in learning. United Nations Educational, Scientific and Cultural Organization (UNESCO) UNESCO’s Three (3) Principles of Education in Multilingual World Principle 1: UNESCO supports mother tongue instruction as a means of improving educational quality by building upon the knowledge and experience of the learners and teachers. Principle 2: UNESCO supports bilingual and/or multilingual education at all levels of education as a means of promoting both social and gender equality and as a key element on linguistically diverse societies. Principle 3: UNESCO supports language as an essential component of intercultural education in order to encourage understanding between different population groups and ensure respect to fundamental rights. MOTHER TONGUE BASED- MULTILINGUAL EDUCATION MLE refers to “first-language-first” education that is schooling which begins in the mother tongue and transitions to additional languages. MLE is the use of more than two languages for literacy and instruction. It starts from where the learners are, and from what they already know. PURPOSE OF MTB-MLE To develop appropriate cognitive and reasoning skills enabling children to operate equally in different languages – starting in the mother tongue with transition to Filipino and then English and to preserve the Philippine cultural treasure as well. The languages considered by DepEd in its MTB-MLE implementation Iloko, Pangasinan, Kapampangan, Tagalog, Bikol, Waray, Hiligaynon, Cebuano, Meranao, Chavacano, Maguindanaon and Tausug Why teaching mother tongue as a subject in school important? ✓ It will preserve our country’s cultural treasure. ✓ They provide learners with a strong educational foundation in the first language in terms of instruction. ✓ It is a stepping stone in achieving the aims of education as well as the goal of functional literacy.’ Benefits of MTBMLE Reduced drop-out Children are learning Reduced repetition Parents and community are Children are attending school involved Page20/114  MODULE CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE If MTB-MLE is not used: Loss of confidence of students in themselves as learners. Inability to learn the official school language well. High repetition and drop – out rates. Allienation from heritage language and culture, from parents and community. Loss of languages, cultures and of knowledge systems. TYPICAL MLE PROGRAMS “STRONG FOUNDATION” - Research shows that children whose early education is in the language of their home tend to do better in the later years of their education (Thomas and Collier, 1997). “STRONG BRIDGE” - An essential difference between MLE programs and rural “mother tongue education” programs is the inclusion of a guided transition from learning through the mother tongue to learning through another tongue. Stages of a MLE Program A widespread understanding of MLE Programs suggests that instruction takes place in the following stages. 1. Stage I – Learning takes place entirely in the child’s home language. 2. Stage II – Building fluency in the mother tongue. Introduction of oral L2. 3. Stage III – Building oral fluency in L2. Introduction of literacy in L2. 4. Stage IV – Using both L1 and L2 for life long learning. MLE proponents stress that the L2 acquisition component is seen as a “two-way” bridge, such that learners gain the ability to move back and forth between their mother tongue and the other tongue(s), rather than simply a transitional literacy program where reading through the mother tongue is abandoned at some stage in the education. OVERVIEW This video has a content of information about MTB-MLE to understand well what was the use and importance of MTB-MLE when it’s included in the education system. For More Knowledge: https://youtu.be/uNZMHAAjAzM When will children start learning Filipino and English? As they develop a strong foundation in their L1, children are gradually introduced to the official languages, Filipino and English, as a separate subject, first orally, then in the written form. 1. Education begins with what the learners already know, building on the language and culture, language and experience that they bring with them when they start school. Page21/114  MODULE CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE 2. Leaners gradually gain confidence in using the new (official) language, before it becomes the only language for teaching academic subjects; and 3. Learners achieve grade level competence in each subject because teachers use their own language, along with the official school language to help them understand the academic concepts. Does MLE only involve changing the language of instruction and translating the materials into the local languages? MLE is an innovative approach to learning. Apart from programming the use of several languages, it also involves the following: MLE will not work when one simply changes the language by translating existing materials into the local language. a. The development of good curricula. b. The training of good teachers in the required languages, content and methodology. c. The production of good teaching materials. d. The empowerment of the community. WHAT KIND OF LEARNERS DOES MLE INTEND TO PRODUCE? MLE aims to produce learners who are: Multi-literate - they can read and write competently in the local language, the national language, and one or more languages of wider communication such as English. Multilingual - they can use these languages in various situations and interactions for learning in school. Multi-cultural - they can live and work harmoniously with people of cultural backgrounds that are different from their own, they are comfortable living and working with people from outside their community while maintaining their love and respect for their home culture and community. What specific weaknesses in the Philippine educational system does MLE seek to address? MLE seeks to specifically address the high functional illiteracy of Filipinos where language plays a significant factor. Why use the other tongue or the L1 in school? One’s own language enables a child to express him/herself easily, as there is no fear of making mistakes. MLE encourages actives participation by childern in the learning process becaus MLE encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them. Page22/114  MODULE CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE Children can immediately use the L1 to construct and explain their world, articulate their thoughts and add new concepts to what they already know. But our children already know their language. Why still learn it in school? ✓ What we and our children know is the conversational language in their everyday variety used for daily interaction. Success in school depends on the academic and intellectualized language needed to discuss more abstract concepts. ✓ According to studies, it takes one to three years to learn the institutional language, but four to seven years to master the academic language under well resourced conditions. Are local languages capable of being used as languages of instruction? Definitely yes. As far back as 1925, during the American colonial period, the Monroe Commission already recommended the use of the local languages in the education. Is it costly to practice MLE? Contrary to popular belief, L1-based education may actually cost less than a system that is based on L2. If we consider the money wasted on drop- outs, repeaters, and failures, as well as the added costs, studies show that L2-based education systems are more costly than L1 systems. OVERVIEW: This video explains worldwide that nearly 7000 languages are spoken today. Many languages are spoken by ethnic minorities who are educationally and economically disadvantaged because of limited language fluency. This language gap must be bridged if countries are to fulfill the Millennium Development Goals and For More Knowledge: https://youtu.be/iJAatN4PMBA Education for All aims. Important task in formulating a community- based MLE program includes the following: 1. Conduct preliminary research 5. Develop curriculum and instructional 2. Mobilize resources and develop materials linkages 6. Develop literature 3. Recruit and train staff 7. Evaluate the program and document 4. Develop a writing system progress 8. Coordinate the program EDUCATIONAL IMPLICATIONS Page23/114  MODULE CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE The learner must be exposed to meaningful use of the L2 outside the classroom situations. The meaningful exposure which comes from: 2. Focusing on the language itself – how it works, how it is used 3. Using the language orally and in writing OVERVIEW: This video of Education and I by EduNetwork Inc (ENI) presents discussions on the concepts, principles, and outcomes of Mother Tongue-based Multilingual Education (MTB-MLE). Diane Dekker, an expert and a proponent of MTB-MLE shares her insights for education practitioners, parents, and learners to better understand and appreciate MTBMLE. For More Knowledge: https://youtu.be/sSZmZ0A3KDQ Essential Features of a Strong and Sustained MLE Program (Susan Malone. SIL) a) Preliminary research to collect information for planning the programme. b) Awareness-raising and mobilization at local, state, national and international levels. c) Orthographies/writing systems that is acceptable to the speakers and to the appropriate government agencies. d) Teaching and learning materials that build on the learners’ language and culture and ensure that they achieve grade level competencies in each subject. e) Graded reading materials in the learners’ home language and in the official language. f) MLE staff with the training and support needed for long-term success g) Evaluation and documentation of each component of the programme, including learners’ academic progress. h) Meaningful reading in a variety of genres Is using mother tongue language instruction hinders the learning of a L2 like English? ❖ No, many studies indicate that students first taught to read in their L1, and then later in an L2 outperform those taught in an L2. Learning to read in one’s own language provides learners with solid foundation for learning to read in any L2. “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 dialect and connect to your heritage." - Former Philippine President Benigno Aquino III REFERENCES: Page24/114