Bridging edited

DEPARTMENT OF EDUCATION

WHAT WHY HOW

Bridging the Languages........


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.


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.


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


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


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


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


1. What does this activity reveal about language?

2. What insights have you gained from the sharing?


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?


WHAT



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)


WHY



Assumptions about Language Acquisition


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.”


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


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."


OUR CHILDREN SHOULD BE..............

Multilingual

Multi-literate

Multi-cultural


HOW



Regarding the good Bridge

KNOWN UNKNOWN

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Chi

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Firs

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In Kinder to Grade 3, the child’s dominant language is used as the language of learning.

Mother Tongue-Based Multilingual Education (MTB-MLE)


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.


MTB-MLE Bridging Framework


Mother Tongue

Literate in L1

Filipino

EnglishLiterate in L1 and L2

A multi-literate Filipino learner


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.


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).


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).


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)


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


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)


Bridging from the Mother Tongue

(L1) to the National Language (L2)


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


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)


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


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.


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!


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


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.


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.


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)


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


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



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)




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


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.


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.


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.


b. Similarities and differences in word structure (morphology) (how words are formed)

S. Binisaya Filipino English



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.ChildChildren


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



WashWashed


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


“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...


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!

Bridging edited

Education

Transcript of Bridging edited