Republic of the Philippines

Commission on Higher Education

Region V
CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur

MODULE 6

MTB-MLE
Mother Tongue-Based Multilingual
Education Framework: Its
Implementation in the Basic Education
Curriculum

A. LEARNING TARGETS

At the end of the lesson, the students should be able to:

1. Explain the basic elements of the Mother Tongue-Based Multilingual Education

Curriculum framework.
2. Apply concepts and processes of the MTB-MLE curriculum framework in teaching-
learning situations

B. WARM UP

Agree Disagree

[Link] first language is by far the easiest way for children to access the unfamiliar world of school learning. ___ ___
[Link] to read in the L1 developes skills that transfer to reading any other languages. ____ ____

[Link] language learning should focus first on occuracy before meaning. ____ ____

[Link] teaching a second language, the L1 is used to support learning when the L2 is not sufficiently developed

To be Used alone. ____ _____

[Link] is not important to understand the fourteen domains of literacy as long as competencies are clear . ____ _____

[Link] who transfer from L1 instruction to L2 instruction after to four years can continue to perform. ____ _____

C. OVERVIEW
From birth, children are exposed to the language of their families. They learn the
words their families use and develop their own grammar style to combine and change
words in order to communicate ideas and interact with the world. Such prior learning and
insights gained each day about life at home and the world at large are tightly incorporated
in their First Language or Mother tongue.
Childrens speaking and listening skills lead the way to their reading and writing
skills. These four languages skills are the primary tools of the mind for all learning .For
this reason, it is important for the primary teachers to learn all they can about language
and literacy development in the early years. What these teachers know and do makes a
difference in the quality of early learning, which can build the foundations for their
students language and literacy development for effective communication over a lifetime.

D. LESSON PROPER

Since Lingua Franca Education Project (LFEP) in 1999, Mother Tongue Based Multilingual
Education Program is the most vital reform for the country’s basic education and school system
as a whole , The lessons from the findings of various international and national studies on
language use in education under taken by UNESCO are one in affirming the benefits and
relevance of MTB-MLE which are in conformity with the recommendations given by the Basic
Education Sector Reform Agenda (BESRA) to improve learning outcomes and promote
Education for All (EFA).
As research shows… the first language is the language of learning. It is by far easiest way
for children to interact with the world.
With the end goal of making Filipino children lifelong learners in their L1 or Mother Tongue, L2
(Filipino, the National Language) and L3 (English, the global language), the learners are more
than prepared to develop the competencies in the different learning areas. This will serve as their
passport to excellent achievement in the mainstream educational system and productive
contribution to their community and to the larger society as multilingual, multiliterate and multi-
cultural citizens.
MTB-MLE is a theoretically based, well planned educational program that provides a
strong foundation for literacy using the learners developing cognitive skills and comprehension
of academic content from day one.
We learn to read once only. Learning to read in the L1 develops skills that transfer to
reading any other languages.
Comprehension in reading other languages only occurs after oral proficiency has
developed such that the vocabulary of the written L2 text is already part of the learners spoken
vocabulary.
Learning to read and write in the L1 builds a strong foundation for reading and writing in
other languages.
Prior knowledge- This is essential for comprehending new information. Engaging
learners in a discussion of what is already familiar to them using the home language enables
better learning of the curriculum through integration and application of that knowledge into
current knowledge schemes.
Cognitive Development and Higher Order Thinking Skills (HOTS) As learner
articulate their thoughts and expand ideas, both language and critical thinking are strengthened.
MTB MLE cultivates critical thinking through talking about ideas in the familiar language.
Strong Bridge. MTB MLE provides a good bridge to listening, speaking reading and
writing the L2s (L2,L3) of the classroom using sound educational principles for building fluency
and confidence in using the other languages for lifelong learning.
Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not yet
sufficiently developed to be used alone. The L1 is used for expression and the teacher facilitates
the development of the L2 by explaining L2 terms that will help learners to adequately express
ideas in the L2. In this way, the L1 strengthens the learning of the L2 by supporting the L2
development for communication.

Teaching for meaning and accuracy

The framework shows the interdependence and interrelationships of the macro skills of the
language such as listening, speaking, reading and writing and the development of thinking
kills (Critical , creative and metacognitive) allowing this learners to make meaning through
language.
1. Listening, speaking, reading and writing for MEANING and
2. Listening, speaking, reading and writing for ACCURACY
STORY TRACK Focus on meaning PRIMER TRACK Focus on accuracy
Listening Listen in order to understand, think critically, and respond creatively Recognize and distinguish sounds,
recognize parts of words
Speaking Speak with understanding to communicate ideas, knowledge, Use correct vocabulary pronunciation,
experiences grammar
Reading Read with understanding to apply, analyze, evaluate and create new Decode by recognizing parts of words,
knowledge sentences
Writing Write to communicate knowledge, ideas, experiences, goals Form letters properly and neatly , spell
words accurately, use correct grammar.
Viewing View in order to understand, think critically, respond creatively Recognize and distinguish print and non
print and be able to critic the materials
objectively.

The Required Learning Areas from Kindergarten to Grade 6

The Kindergarten Curriculum Domains

The Department of Education recognizes the importance of preschool education to
support the holistic development of every Filipino child through the inclusion of Kindergarten in
the K-012 Philippine Basic Education Program.
Republic Act 10157 also known as the Kindergarten Education Act signed into law by
President Benigno Aquino III on January 20, 2012. Makes Kindergarten “the first stage of
compulsory and mandatory formal education.” For public schools, the kindergarten education
program will be comprised of one year of preschool education for children aged five and above.
Kindergarten are constantly developing in different domains, Beginning at early age ,
they must be cared for and given all opportunities to address current developmental needs and to
prepare them for life long . This Domains are as follows.
1. Physical health, well being and motor development
2. Creative and aesthetic development
3. Socio-emotional development character and values development
4. Cognitive/intellectual development
5. Character and values development
6. Language development.

The Fourteen Domains of Literacy in the Philippine MTB-MLE Curriculum

MTB MLE curriculum in the Philippine K to 12 Basic Education Program has fourteen domains
of literacy.
1. Oral Language
The primary purpose of language is to communicate with children at the early years of
schooling in a caring, warm and welcoming classroom environment to encourage them to
freely express their thoughts and feelings.
Roskos [Link] (2009) Oral Language has Five primary Areas
a) Semantics: developing meanings for the words children hear and say in their
conversation with other.
b) Syntax(Grammar) Learning the rules of how words are linked together.
c) Morphology: Figuring out how to manifest the smallest units of meaning in the
language called morphemes.
d) Phonology: Understanding the sound structure of language. From birth onward
or even before childbirth children learn all the sounds or morphemes of their
language.
e) Pragmatics: Understanding the social uses of language and basic social rules like
saying “hello” and “goodbye” saying “please” and “thank You” and taking turns
in a conversation.
2. Phonological Awareness
This refers to the ability to know the phonological or sound structure of language as
distinct from its meaning. Types of phonological awareness: syllable awareness, rhyme
awareness, and phoneme awareness.

Phonemic awareness is the understanding that spoken words or syllables can be thought
of as a sequence of phonemes.
The key to learning to read is the understanding that words are made up of one or more sounds.
Children need to understand that each letter of the alphabet systems has one or more sounds and
that these letter sounds are used to make words. , It has been stressed that” phonemic awareness
is the main predictor of whether or not a child will learn to read at the expected age”.(Christina
and Lynch 2000)
Sample Competencies:
Kindergarten
 Identify whether ot not two words begin with the same sound.
 Identify the sounds of letters heard
 Tell the number of syllables in a given word.
Grade One
 Identify rhyming words in nursery rhymes, song jingles, poem and charts
 Tell whether a given pair of words rhyme.
Note: In Grade Two, phonological awareness in mother tongue is no longer taught. It is
expected that by end of grade one, competencies in these domain have already been mastered.

3. Book and Print Knowledge

This domain pertains to knowing the parts of a book and how print works. It also refers to
the awareness of how print looks. It is the ability to understand that print is made up of
letters, that letters correspond to sounds and words as that text is read form left to right
across the page.
Sample Competencies
Kindergarten:
 Hold the book right side up
 Identify parts of a book (front and back cover, and its pages)
Grade One:
Use the terms referring to conventions of print:
 Front and back cover
 Beginning, ending and title page
 Author and illustrator
 Follow words from left to right, top to bottom and page by page
4. Alphabet Knowledge
It is the ability to know the letters of the alphabet and the understanding that the alphabet
represents the sounds of spoken languages.
An emergent reader should know that each letter of the alphabet has a name, distinct
sound and an upper and lower case. Alphabet letters are the building blocks of the writing
system.
Alphabet knowledge also refers to the understanding that the left to right spelling of
printed works represents their phonemes from first to last.
Sample Competencies
Kindergarten:
 Name the letters of one’s name
 Notice and be able to name the beginning letters of family members and friends name
and names of common things one uses.
 Name all the letters of the alphabet (Mother Tongue)
 Sound out all the upper and lowercase letters of the alphabet
 Identify names of letters and produce the sounds of the letters

5. Phonics and Word Recognition

One of the goals of beginning reading is to be able to identify a written word by
sight or by deciphering the relationship between speech sounds and the letters in written
language.
Emergent and beginning readers are expected to understand the system of
matching the sounds we speak with printed letters that are used for reading and writing.
Mother Tongue, like other languages that use alphabets provides a systematic
code that allows learners to recognize words accurately.
To crack the printed sound code, children must leap from phonemic awareness to
understanding the print sound code, symbols of letters represent particular sounds.
Sample Competencies:
Kindergarten Auditory Perception and Discrimination:
 Identify familiar sounds in the environment
 Tell who/what is producing sound
 Identify the direction where the sound is coming from
Grade One
 Give the name and sound of each letter
 Give the beginning letter/sound of the name of each picture
 Match words with pictures and objects
Grade Two
 Read with understanding words with blends, clusters and diagraphs
 Read content areas-related words (mathematics and Science terms)
Note: Grade three, children are no longer taught the decoding skills in domain.
It is expected that early fluency should be demonstrated by third graders at the start of the year.

6. Vocabulary Development
This refers to the knowledge of words and their meanings in both oral and print
representations.
Vocabulary is organized into two large types.
Types:
a) Expressive vocabulary those words children can use to express themselves in oral or
written form.
b) Receptive Vocabulary those words children can understand when heard in context or
read. Roskos et al (2009).
In the primary grades, learning what words mean and how to use them is a vital
undertaking. Words help children richer vocabularies children have, the better they are
able to learn and do. As many have said “build the word and Build the world”
Sample Competencies
Kindergarten: Code
Grade One
 Name common objects/things in the environment (home, school, community)
 Describe common objects/things in the environment based on color, shape, size or
function.
 Use vocabulary referring to ,people(self, family, friends) animals, objects, musical
instruments and environment
 Give meaning of words through:
a) Realia
b) Picture clues
c) Actions or gestures
Grade two:
 Identify and use compound words in sentences appropriate to the grade
Grade three:
 Recognize common abbreviations (e.g. Jan. Sun. St. Mr. Mrs.)
 Use unlocked words during story reading in meaningful tests.
 Use the combination of affixes and root words as clues to get meaning of words.

7. Spelling
Early beginning readers and writers should be able to convert oral language sounds into
printed language symbols.
All children should be exposed to learning experiences characterized by an
abundance of language in their day to day living, Here, conversations are not empty
chatter but rather that tells about ideas, people, events and other topics that help children
understand new knowledge and make meaning in social and academic situations.
Children have to make the mental connection that the visual symbols of letters
and spelling represent distinct sounds. Spelling sound pattern in Filipino languages are
easy to learn but in English, irregularities between sound and letters are very evident.
Research makes clear that once children learn the systematic way that spelling
stand for sounds, they extend this knowledge in discovering spelling regularities when
they encounter the same spelling pattern again and again especially in repetitive and
predictable texts.
Sample Competencies
Grade One:
 Spell and write correctly grade one level words consisting of letters already learned.
 Use inverted and conventional spelling in expressing ideas in written form.
Grade two:
 Correctly spell words in the vocabulary list and words in the selections read.
Grade three:
 Correctly spell words in the vocabulary list and words in the selections read.

8. Grammar Awareness
This refers to both the language we use and the description of language as a
system.
It is the ability to understand the rules of how words are linked together to convey
meanings.
From birth, children acquire their home language by their exposure to family
conversations and daily activities. They learn the words their family members use and
form their own grammar rules in putting words together to express their ideas, reactions,
opinions. According to researchers, by age 4 most children have grasped the grammar
rules of their home language and increasingly use language for many functions.
Teachers should purposively teach children about language and how to effectively
develop listening, speaking, reading, writing and viewing skills and strategies.
In learning mother tongue using two track method, meaning precedes accuracy.
Here children about the language in meaningful contents by listening to stories, rhyme,
chants, poems and other test types through read aloud,.substantive conversations total
physical response (TPR): body , [positive, object , story.

Sample Competencies
Grade One:
 Identify naming words (person, places, things, animals, common and proper names)
 Use naming words in sentences ; common and proper nouns, noun number.
Grade two:
 Classify naming words into different categories
 Identify the parts of a sentence (subject and predicate)
Grade three:
 Differentiate count name from mass noun
 Identify and use abstract nouns

9. Fluency
This refers to the fluidity of utterances (oral fluency) or the oral reading of texts smoothly
(reading fluency) not hindered by word by word reading and other word recognition
problems that might adversely affect comprehension. It is also writing without thinking
about how to form a letter before writing (writing fluency) (Crystal, 1994)

In the MTB MLE Curriculum Guide the notion of fluency seems confined only to reading
fluency:
Reading fluency has three elements , namely:
a) Automaticity: The ability to recognize words quickly and without much conscious
attention.
b) Accuracy: The ability to recognize words correctly. It reflects two important
concepts; knowledge of the print sound relationship and an understanding of
meaning.
c) Prosody or proper expression: The ability to read aloud with appropriate
intonations and pauses indicating that the learners understand the meaning of the
text.
Sample Competencies
Grade One:
 Read grade one level words, phrases and sentences with apptopriate speed and accuracy.
Grade two
 Read Grade one level texts with an accuracy rate of 95-100%
 Read aloud grade two level text with an accuracy rate of 95-100%
Grade three
 Read grade two level text with appropriate intonation, expressions, and punctuation.
 Read grade three level texts with appropriate speed, intonation, expression, and
punctuation.

.
E. DO IT YOURSELF

Performance Task

Go back to your individual answer to the Anticipation Guide. Select 5 of your classmates and

Share your answer to your

classmates and decide what collective answer are.

Assessment Task

[Link] back to the MTB MLE Curriculum Framework. Explain its basic
elements.________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
[Link] at least two concepts and processes of the MTB MLE framework. How do you
apply each in the teaching learning
situation_________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
[Link] are the 4 domains of literacy? Give an example of a competency per domain.
________________________________________________________________________
________________________________________________________________________
-_______________________________________________________________________

F. REFERENCES
Baker C. (1996) Foundations of Bilingual education and lingualism (2nd ed.) Clevedon: Multilingual
Matters.
Benson, Carol Ph.D. (2008) Center for Teaching and Learning (UPC) University in UNESCO, Bangkok
Publication
Department Order No. 31 s.2012
Department Order No. 31 s.2013
DepEd Order No. 21, s. 2012 (Mar.20,2012) Policies and guidelines on the implementation of the
universal K E prog.

MARICEL R. LOPEZ
Instructor

Republic of the Philippines

Commission on Higher Education
Region V
CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur

MODULE 7

MTB-MLE
Mother Tongue-Based Multilingual
Education Framework: Its
Implementation in the Basic Education
Curriculum
(Continuation of Modules 6)

[Link] TARGETS

At the end of the lesson, the students should be able to:

1. Demonstrate understanding of how the fourteen (14) domains of literacy and their
corresponding competencies are highlighted in the MTB-MLE curriculum.
2. Know the effects of early or late language transfer.

[Link] UP

Agree Disagree

[Link] first language is by far the easiest way for children to access the unfamiliar world of school learning. ___ ___
[Link] to read in the L1 developes skills that transfer to reading any other languages. ____ ____

[Link] language learning should focus first on occuracy before meaning. ____ ____

[Link] teaching a second language, the L1 is used to support learning when the L2 is not sufficiently developed

To be Used alone. ____ _____

[Link] is not important to understand the fourteen domains of literacy as long as competencies are clear . ____ _____

[Link] who transfer from L1 instruction to L2 instruction after to four years can continue to perform. ____ _____

[Link]

From birth, children are exposed to the language of their families. They learn the
words their families use and develop their own grammar style to combine and change
words in order to communicate ideas and interact with the world. Such prior learning and
insights gained each day about life at home and the world at large are tightly incorporated
in their First Language or Mother tongue.
Children speaking and listening skills lead the way to their reading and writing
skills. These four languages skills are the primary tools of the mind for all learning .For
this reason, it is important for the primary teachers to learn all they can about language
and literacy development in the early years. What these teachers know and do makes a
difference in the quality of early learning, which can build the foundations for their
students language and literacy development for effective communication over a lifetime.

[Link] PROPER

[Link] Comprehension
Comprehension is a constructive , interactive process involving three factors- the readers,
the texts, and the context in which the text is read (Gunning, 2010)

This literacy domain gives prime importance to the ultimate goal of reading which is to
understand the meaning of written languages. Unpacking the text is a complex task that
needs a variety of skills and strategies. Learners must draw on what they already know
about the topic and the words that convey it to be able to make sense of what the author
means to say:
a) Schema. This is the organizes knowledge that can individual has about
people ,places , things and events that are triggered when constructing and
negotiating meaning from print.
b) Activating Prior knowledge. According to Cameron prior knowledge is the unique
set of knowledge each individual learner brings to the reading experience. It is a
combination of the learners attitudes, experience and knowledge.
Cameron (2009) explain that by knowledge we mean:
 What the learner already knows about the reading process
 Topic knowledge
 Concept knowledge
 Vocabulary knowledge
 Text types or genres and their language features.

c) Comprehension Strategies
In the DepEd MTB MLE Curriculum Guide, 2014, comprehension strategies
include preparing, organizing, elaborating, releasing and monitoring the reading
process.
In reading and Writing Grade by Grade, published by Primary Standards for
Kindergarten through Third Grade, The 1999 National Center of Educational and
the Economy and the University of Pittsburg, USA, there are three factors that
influence learners ability to understand text such as:
 The complexity of words and sentences including comprehending
informational or factual texts. These type of texts use top 3 levels of
information topic, main idea and supporting details (Aguirre 2005) These
type present information and ideas and aim to show, tell or persuade the
audience, which include advertisements, amusements, Internet, web sites,
current Affairs, debates, recipes, reports and instructions.
 Conceptual complexity. T simplicity and complexity of the information in
the text affects comprehension.
 Learners background knowledge about the topic. The knowledge and
experience children bring to their reading affects comprehension.
d) Text Types
 Narrative Texts. This type tells a story. Its purpose is to present a view of the
world that entertains or informs the reader or listener. Some example of
narrative text types are:
 Stories
 Fantasy novels
 Bedtime stories (spoken)
 Historical
 Information text
Also known as factorial text
This types uses top[m-3 levels of information: Topic, Main Idea and
Supporting Details
[Link] and Composing
This is the process of using the writing system or orthography in the conduct of peoples lives
and in the transmission of their culture to the next generation.
It also refers to the process or result of recording language graphically by hand or by
other means as by letters, logograms and other symbols.
In the MTB MLE Curriculum Guide, composing refers to the ability to formulate ideas
into sentences, or longer texts and represent them in the conventional or non conventional
orthographic patterns of written language,
Many Authors have stressed the idea that the secret to good writing in the primary grades is a
rich literacy program that requires learners to read, read, and read, and to write, write and write.
They need to learn about a variety of appealing, stimulating and meaningful literacy materials of
different genres.

[Link]
In the MTB MLE curriculum guide of DepEd, this domain refers to the ability to form
letters through manuscript and cursive styles.
Performance standards by the end of the third grade is writing legibly in cursive style.

[Link] towards Language, Literacy and Literature

This domain refers to the process of reflecting ethical consideration on the use of ideas
and information, the use of language in appreciating contexts and situations considering the
culture of the audience.
How the teacher provides the key to the door of discovery of these new worlds is a
tremendous challenge. This starts from how the teacher models being a good herself/himself
and demonstrates being a good language and literacy mentor.

14. Study Strategies

These are deliberate, planned procedures designed to help a learner reach a goal. These
include the use of graphic organizers, marginal notes, research.
They also refers to techniques and strategies that help an individual effectively learn for
specific purpose.

Language Transfer and Language Transition in the K to 12 Cirriculum: Princiuples,

Processes, and Practices

The Enhance Basic Education Act of 2013 (RA10533) state that:

For Kindergarten and the first three (3) years of elementary education, instruction,
teaching materials and assessment shall be in the regional or native language of the learners .
The Department of Education (DepED) shall formulate a mother language transition program
from Grade 4 to 6 that Filipino and English shall be gradually introduced as languages of
instruction until such time when these two languages become the primary languages of
instruction at the secondary level.
Transfer and Transition

Transfer is a scientific concept that explain how we learn languages, Benson C. (2008)

Transition is an educational term indicating the point at which the medium of instruction
shifts from one language to another.

Transition Models
Transition in MTB MLE or bilingual programs begin teaching and learning in the mother tongue
or L1, but shifts over time to L2. The following are language transition are
language transition models:

Transition Early Exit Models

MT or L1 is seen only as a “short cut” to the L2. There is Short term oral use of
the L1 at preschool and/or early primary levels and developing L1 literacy skills
over 3-4 years before transitioning (switching) or changing the language of
literacy and instruction from from the L1 to L2.

Transitional Late Exit Models

MT or L1 is considered a strong foundation and bridge to L2. These MTB MLE

transition models teach MT or L1 as a subject and use it as the language of
learning for 6-7 years. These are strong MTB MLE models.

.
E. DO IT YOURSELF

Performance Task
[Link] the role of prior knowledge in delivering effective instruction i

n the Mother Tongue.

[Link] theorists consider the two track method unnecessary and prefer a

whole language model that only presents sound symbol correspondence

in the context of a meaningful text. What do you think?

Assessment Task

[Link] are the effects of the early or late language transfer?

_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

[Link] briefly the importance of using Mother Tongue for initial learning in order to achieve quality
education.____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

F. REFERENCES
Baker C. (1996) Foundations of Bilingual education and lingualism (2nd ed.) Clevedon: Multilingual
Matters.
Benson, Carol Ph.D. (2008) Center for Teaching and Learning (UPC) University in UNESCO, Bangkok
Publication
Department Order No. 31 s.2012
Department Order No. 31 s.2013
DepEd Order No. 21, s. 2012 (Mar.20,2012) Policies and guidelines on the implementation of the
universal K E prog.
Deped Order No. 74, s 2009 (July 14, 2009) Institutionalizing Mother Tongue Based Multilingual
Education. Meralco Avenue, Pasig City Department of Education
Enhanced Basic Education Act of 2013. RA 10533
MARICEL R. LOPEZ
Instructor

Republic of the Philippines

Commission on Higher Education
Region V
CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur
MODULE 8

MTB-MLE
Mother Tongue-Based Multilingual
Teaching Strategy in MTB MLE
From Oracy to Literacy Development of
Young Learners.

[Link] TARGETS

At the end of the lesson, the students should be able to:

1. Differentiate oracy from literacy and explain the relationship of it.

2. Plan activities for oracy and literacy development of young learners
3. Evaluate activities proposed for literacy development
4. Discuss major approaches in teaching comprehension

[Link] UP

Read the following statements and tick (/) the line that corresponds to your
position. Then Add a sentence to explain your position.

Statement Strongly Agree Agree

[Link] who spend time speaking with children ____ _____
Promote the latters oracy development.
[Link]’s listening vocabulary is the same as their speaking vocabulary ____ _____
[Link] reading aloud to children at home and in school help build _____ _____
The children’s vocabulary and label possible experiences in their lives.
[Link] experience with other people have little contribution to _____ _____
Their language development.
[Link] precedes oracy; ____ _____

[Link]

Oracy and Literacy are two different are two types of development but very much
related concepts in language development of young learners, much like what people say
about the two sides of coin. Oracy has to do with oral expression and
comprehension,while literacy has to do with the use of reading and writing in written
communication. Nevertheless, being different does not mean that the two opposite each
other; instead, they complement and facilitate each others growth and development to
help learners become literate people who contribute to the progress of society by
productivity performing the expectation of their own social context.
In this lesson you will be able to evaluate activities that help promote oracy and literacy
of children which begin at home and continue in school as they mingle with classmates,
teachers and other people in their community.
Teacher paly a very crucial role in the language development of young children.
The specific teaching functions that encourage the development of language arts and
literacy are listed below

[Link] PROPER

Literacy, Numeracy, Oracy. Which one of the three seems unfamiliar to you?
If it is the last word, then here is one dictionary meaning of oracy- the
proficiency in oral expression and comprehension. This term is coined by a British
researcher and educator Andrew Wilkinson in parallel with the first two terms so
he could emphasize the idea that oral skills have been forgotten in education.
The term oracy presents two concepts. First it refers to the ability to express
oneself in spoken language. Second , it is also the ability to understand spoken
language. These two reflect the connect between speaking and listening, in a way
that the language the children hear/listen to become familiar to them, which
consequently influence their speech to a great extent.

How important is oracy for literacy development of young learners.

Imagine children who are on one side of a river and they need to cross to their side.
What do they need to reach the other side? They must use a bridge to get there.
Such is the role of oracy to bridge childrens literacy [Link] means that
their everyday language use and encounters in communication should not be
limited to speaking and listening alone, but there must be a purposive, deliberate
instruction that allows them to see the role of reading and writing in their daily
communication and real life functions.

Teachers can use the following principles for guiding the literacy development.
1 Reading, writing, speaking, listening and thinking develop simultaneously as
learners grow into literacy.
[Link] learn to read and write by reading, writing and responding to their
reading and writing.
[Link] knowledge and background are major elements in ones ability to construct
meaning.
Comprehension is the process of constructing meaning by relating ideas from a
text to ones prior knowledge and background.

Learners have to understand the concept called alphabet principle, explain to

them that what they say can be written down by using symbols that represent
sounds in spoken words, stringing them together to stand for the words that they
say. This understanding is aided by the learners knowledge of concepts about print,
which are the rules required to record oral language into a written language ,
divided into four categories- books, sentences, words, and letters

Books - cover, title, author, illustrator, beginning, ending, left/right

orientation, top/bottom orientation, print tells stories , not pictures.
Sentences - identifies sentence, beginning, ending, capital letter at beginning,
punctuation, period, comma, question mark, quotations, exclamation.
Words - identifies words
Letters -letter order, upper and lower case.

What activities promote oracy and literacy development?

Teachers can incorporate writing and how it can satisfy everyday needs as
they concentrate on exposing children tp printed words rather than
starting actual writing practice in alphabet letter formation.
The table below lists down common oracy -literacy activities appropriate
for young learners.
Oracy Activities Literacy Activities
 Introduce words by using poems,  Let them do the following
nursery rhymes and song.  Tracing and cutting
 Fill in the blank at the end of  Using marking tools
lines, so they can demonstrate  Dictating words or sentences
what they know about sounds  Creating their own stories
and the word within the context  Attempting simple dot to dot
 Read aloud decodable text, drawings
alliterative books, and books with  Making lines and simple shapes
tongue twisters  Discussing uses of writing in
 Familiarize themselves to a sense everyday life
of rhythm, sequence, and  Turning the pages of a book
patterns of something heard. from left to ruight
 Recite their own simple rhyme,  Creating and invent their own
and word plays. codes for writing.
 Tell a story with picture clues

The teachers’s skills in planning for oracy-literacy instruction should also be

honed so that children use of oral language can find a significant place in their
learning experiences characterized as funfilled, enjoyable and satisfying as
they are integrated in the children’s real life context.

This chapter adopts the list to remind teachers of the importance of their
planninh for and facilitating learning process of comprehension;
1. The teacher serves as a model of everyday language use, What is
communicated and how it is communicated are important
2. The teacher is a provider of experiences. Many of these events are planned,
others happen in normal course of activities.
3. The teacher is an interactor, sharing experiances with the children and
encouraging conversation.
Literature Based Approach (LBA)
LBA is derived from the use of children’s literature as the medium from which
reading and literacy instruction are given, beginning in shared reading books
containing traditional easy stories which the teacher read aloud, with the children
following as the teacher points at the word being read.
This approach supports integrated as opposed to segregated skills. As a
result, its associated activities usually target in on elesson all the skills involved in
reading, writing, listening and speaking.
The teacher’s role as model, provider of experiences, and interactor are at work in
LBA during the prereading, actual reading and post reading phases of the
[Link] planning the thematic organization and choosing appropriate
stories around it, teachers become provider of learning experiences, when they
conduct read aloud and shared writing activities, teachers act as coach and model
of grammar, usage, and spelling.
Mcwilliams (1993) uses five components of story in the choice of literature: time
and sstting, characters with personality, a major problem, attempts to solve the
problem, and has a quick resolution and ending.
Whole Language Approach (WLA)
WLA (Also known as “the psycho linguistic approach to reading in the 1960 and
70s) is considered as a philosophy, framework , theory, and orientation. It is also
called an instructional method of teaching, children to read by recognizing words
as whole pieces of language.
Language Experience Approach (LEA)
LEA is a beginning reading instruction method. Based on the techniques and
strategies that derive from the natural language environment of the child, and that
usually incorporate oral language , literature and writing. It is also called a literacy
development approach that has been long been used for early reading development
with first language learners, but is also suitable for diverse classroom

E. DO IT YOURSELF

Performance Task

1 .What is the difference between oracy and literacy?

________________________________________________________________
2. How important is oracy for literacy development of young learners.?
_______________________________________________________________

3 .Are oracy and literacy related? Show how?

Assessment Task

[Link] are the major approaches in teaching comprehension? Discuss._______________________

[Link] a competency in the K to 12 Curriculum Guide. Choose and demonstrate teaching approach
appropriate for the selected competency._________________________________________________

F. REFERENCES
Baker C. (1996) Foundations of Bilingual education and lingualism (2nd ed.) Clevedon: Multilingual
Matters.
Benson, Carol Ph.D. (2008) Center for Teaching and Learning (UPC) University in UNESCO, Bangkok
Publication
Department Order No. 31 s.2012
Department Order No. 31 s.2013
DepEd Order No. 21, s. 2012 (Mar.20,2012) Policies and guidelines on the implementation of the
universal K E prog.
Deped Order No. 74, s 2009 (July 14, 2009) Institutionalizing Mother Tongue Based Multilingual
Education. Meralco Avenue, Pasig City Department of Education
Enhanced Basic Education Act of 2013. RA 10533

MARICEL R. LOPEZ
Instructor