Bridging between
Languages
Concepts And Definitions
• Early-exit transition. The mother tongue or L1
is the medium of instruction (MO1 for 2-3
years, then switch to L2and/or L3 as MO1
• Late-exit transition. The mother tongue or L1
is the medium of instruction for 5-6 years or
more, then switch to L2 and/or L3 as an MO1.
• Mother tongue. The language(s) that one
has learned first; the language(s) that one
Concepts And Definitions
▸ Mother-tongue-based multilingual
education. Learner centered, active
basic education which starts in the
mother tongue and gradually
introduces one or more other
languages in a structural manner,
linked to children’s understanding
in their first language or mother
Concepts And Definitions
▸Multilingual Education. Adopted in
1999 in UNESCO’s General Conference
Resolution 12; the term refers to the use
of at least three languages.
○ Mother tongue
○ Regional/ national language
○ International language
“
WHAT IS THE DIFFERENCE
BETWEEN LANGUAGE AND
DIALECT?
BENEFITS OF MTBMLE
▸ There is ▸ They learn ▸ MTBMLE
ample second programs
research language benefit
showing that more quickly students who
students are than those do not
quicker to initially understand or
learn to read taught to speak the
and write read in an official/
and acquire unfamiliar school
academic language. language
3 KINDS OF DEVELOPMENT
▸Language ▸Academic ▸ Socio-cultural
development development development
▸Students ○ Students are
▸Students
develop proud of
fluency and achieve the
their
confidence in required
heritage
understanding, academic
speaking, language
competencies in
reading, and culture
writing, each subject at
and respect
viewing and the end of the
the language
thinking in MTBMLE
their first and culture
program.
language and of others.
COMPONENTS OF MTBMLE
▸Strong foundation ▸Good bridge
▸Research show that ▸Well-planned
children who start transition from learning
education in the through the mother
language of their home tongue or L1 to learning
tend to do better in the through other
later years of their language(s) results in
education ( Thomas and better learning
Collier, 1997). outcomes.
Language Progression Plan: 2 Languages
K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Build oral Continue Continue Continue Continue Continue Continue
L1 & oral & oral & oral & oral & oral & oral &
confidence literacy in literacy in literacy in literacy in literacy in literacy in
L1 Filipino L1 L1 L1 (Filipino) L1 (Filipino) L1 (Filipino)
Begin L1 Continue Continue Continue Continue Continue Continue
literacy oral L2 oral & oral & oral & oral & oral &
(reading (English) literacy L2 literacy in literacy in literacy in literacy in
and writing) (English) L2 L2 L2 L2
Begin oral Begin L2
L2 English literacy 4th
quarter
(English)
Use L1 as Use L1 as LO1 in all Use L1 as Use Filipino as LO1 in Esp, Ap, Filipino,
LO1 subjects LO1 in all MAPEH, EPP.
subjects Use English (L2) in Math, Science,
Including English (TLE in Grade 6)
science
Instructional Strategies
Teacher should use curriculum and teaching/learning
materials which are theme-based and rich with the
knowledge and experience tend learners bring to
school.
Teacher should encourage children to talk about
their home and community experiences, motivate
them to share their ideas/thoughts and feelings,
thereby building their self-confidence.
Teacher need to be proficient in the language they
Instructional Strategies
Building oral fluency and self-confidence and
nurturing creativity in the early years is
“planting the seed” of literacy skills.
Bridging process takes time.
When bridging from L1 to L2 literacy, it is
important to start with common
sounds/alphabet then proceed to the
uncommon unfamiliar ones.
Instructional Strategies
▸ Variety is the spice of life.
▸ Language is a cultural tool.
