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2. BEED 36 Content AND Pedagogy FOR THE Mother Tongue Topics
Elementary Statistics (STAT 1)
Cavite State University
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CONCEPT CLARIFICATION: MOTHER TONGUE, MTB- MLE LANGUAGE POLICY OFFICIAL AND
NATIONAL LANGUAGES, LANGUAGE OF INSTRUCTION
WHAT IS MTB-MLE?
Before the k12 program, Filipino and english were recognized as the official medium of instruction in the country, DESPITE ITS UNDENIABLE CULTURAL AND LINGUISTIC DIVERSITY Consistent low performance of students in standardized exams that would prove the lack—or even absence- of meaningful learning in the classroom. MTB-MLE is an initiative that recognizes the pivotal role of language in facilitating learning. It is anchored on the idea that learning new concepts will effectively happen if the language use to teach these new concepts are familiar or accessible to the young learners. We thrive in a bilingual, or even in a multilingual, world. This is the rationale why MT, Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another. DepEd Order No. 74 s. 2009 - Mother Tongue - Based Instruction RA 10533 - Enhanced Basic Education Act of 2013 DO 16 s. 2012 - Guidelines in the Implementation of MTB-MLE
Having the end in the mind of instilling lifelong learning over and above academic excellence in Filipino learners, language learningin the MT (L1), in Filipino (L2 - the national language), in English (L3 - the global language) and the possibility of a foreign language, equips the learners to be more than prepared to develop the competencies in the different learning areas they will hurdle.
WHY MTB-MLE?
Language is an invention of groups of people in order to communicate effectively with each other in their local/particular community.
Language represents concepts that are particular to a specific culture
Language represents the people, the culture, history and heritage.
When we accept the language, we accept the culture
Most language environments have words that are specialized are used only in those environments.
Age does not really determine difference in language style.
The structure of language affects the way in which its respective speakers conceptualize their world or otherwise influences their cognitive process.
New meanings are continually created as people change their ideas, feelings, and activities
As people think, read, travel, make friends, and experience life, associations and connections that words have for these people change.
Language determines how one thinks and processes information
It is important that you fully understand how we ended up adopting the MTB-MLE. It all began with the Lingua France Education Project (LFEP) where:
The DECS embarked on a pilot study called LFEP in SY 1999-2000 which was aimed to define and implement a national bridging program from the vernacular to Filipino, and later English to develop initial literacy for use in public schools. Through it, an alternative curriculum will be used in acquiring basic literacy and numeracy skills with the local lingua franca as the language of instruction. The pilot study involved two Grade 1 classes from each of the 16 regions. One was the experimental class, and the other the control class. Two Grade 1 teachers, with the principal underwent training DECS Memo No. 144, s. 1999 - MTB-MLE As research shows (BESRA, UNESCO, World Bank) quality education occurs most effectively when the mother tongue is used for initial learning. ... the first language is the language of learning. It is by far the easiest way for children to interact with the world. And when the language of learning and the language of instruction do not match, learning difficulties are bound to follow (World Bank, 2006, p. 4) MTB-MLE is a theoretically-based and well-planned educational program that provided a strong foundation for literacy using the learners developing cognitive skils, and comprehension of academic content.
THEORIES, RATIONALE AND EVIDENCE
SUPPORTING MTB-MLE DEVELOPMENTAL
LEARNING THEORIES
THE 5 HYPOTHESES OF KRASHEN'S THEORY OF
SECOND LANGUAGE ACQUISITION
Krashen's theory of second language acquisition consists of five main hypotheses:
1. Acquisition-Learning Hypothesis
The Acquisition-Learning distinction is the most fundamental of the five hypotheses in Krashen's theory and the most widely known among linguists and language teachers. According to Krashen there are two independent systems of foreign language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.
The "learned system" or "learning" is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. A deductive approach in a teacher-centered setting produces "learning", while an inductive approach in a student-centered setting leads to "acquisition".
According to Krashen 'learning' is less important than 'acquisition'. (See here our in-depth analysis of the Acquisition/Learning hypothesis and its implications).
2. Monitor Hypothesis
The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met:
The second language learner has sufficient time at their disposal. They focus on form or think about correctness. They know the rule. It appears that the role of conscious learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is minor, being used only to correct deviations from "normal" speech and to give speech a more 'polished' appearance.
Krashen also suggests that there is individual variation among language learners with regard to
'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under-users); and those learners that use the 'monitor' appropriately (optimal users). An evaluation of the person's psychological profile can help to determine to what group they belong. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the "monitor".
3. Comprehensible Input Hypothesis
The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language – how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence.
4. Affective Filter Hypothesis
The Affective Filter hypothesis embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self- confidence, anxiety and personality traits. Krashen claims that learners with high motivation, self- confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.
5. Natural Order Hypothesis
The less important Natural Order hypothesis is based on research findings (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical
Psychology. A Cognitive View. New York: Holt, Rinehart & Winston
Application: Start with what the learners already know about a topic and use that to introduce the new concept. Beginning with the learners’ first language and culture will better facilitate mastery of the curriculum content. “Nowhere is the role of prior knowledge more important than in second language educational contexts. Students who can access their prior knowledge through the language and culture most familiar to them can call on a rich array of schemata, whereas students who believe they can only use that knowledge they have explicitly learned in the second language are limited in their access.”(Chamot, 1998, p).
1 Second language learners use what they know in their own language to help develop other languages. This positive transfer effect has been found to be significant in reading.
Application: Develop an awareness of how the L works to support learning the L2, L3. Claude Goldenberg. “Teaching English Language Learners: What the Research Does – and Does Not – Say.” American Educator, Summer 2008: 8-23.
Principle 2. Language and Academic Development Students with well-developed skills in their first language have been shown to acquire additional languages more easily and fully and that, in turn, has a positive impact on academic achievement.
Application: Continue the oral development of L1 and begin reading in L1 to strengthen L2 and L3 learning as well as academic achievement across the curriculum. Fred Genesee, Kathryn Lindholm-Leary, William Saunders, and Donna Christian. Educating English Language Learners: A Synthesis of Reasearch Evidence. Cambridge University Press, 2006.
Principle 3. Cognitive Development 3 Students who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking.
Application: Continue developing critical thinking in the L1 as well as in L2 and L3. Jim Cummins. Multilingual Matters, 2001.
3 Higher Order Thinking Skills When we truly learn something, we can explain it, apply it, analyze it, evaluate it, and use it to create new ideas and information.
Application: In all subjects, focus on activities that build understanding and that encourage students to apply, analyze, and evaluate what they have learned
to create new knowledge. CF Bloom’s Revised Taxonomy.
Rememb er Repeat what we hear or read
Understand Explain what we hear or read
Apply Use what we hear or read
Analyze Examine what we learn to discover patterns
Evaluate Assess what we Hear or Read
Create Use what We learn to discover, Invent, and create
Principle 4. Discovery Learning 4 We learn when someone who already understands the new idea or task helps us to “discover” the new idea and then use it meaningfully.
Application: Find out what the students already know about a topic. Then provide activities that let them use their knowledge to learn the new concept or task. Bruner, J. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press. Also at learning-theories/discovery- learning?bruner
Principle 5. Active Learning 5 Peer interaction. Children learn best through peer interactions in which they work together creatively to solve problems.
Application: Do most clasctivities in teams or pairs. Encourage students to talk with each other and compare ideas in order to solve problems.
5 Second language active learning. Young children gain confidence in learning a new language when they begin with “hear-see-do” (Total Physical Response ) activities.
Application: Begin the L2 language learning time by focusing on listening and responding to oral language. Children listen to a command, observe someone respond to the command and then respond in action (no talking at first).
5 Purposeful Talk. Talking helps us make sense of new ideas and information.
Application: 1) Ask a lot of “higher level” questions and give students time to think and then respond. 2) Provide plenty of opportunities for students to work in teams, sharing and comparing their ideas.
Principle 6. Meaning and Accuracy
Successful language learning involves hearing, speaking, reading and writing activities that focus on both meaning and accuracy. Application: Include plenty of activities that focus on both MEANING and ACCURACY.
Principle 7. Language Learning/Language Transfer 7 We learn a new language best when the learning process is non-threatening and meaningful and when we can take “small steps” that help us gain confidence in our ability to use the language meaningfully.
Application: Begin the L2 language learning time by focusing on “hear-see-do” activities than enable students to build up their “listening vocabulary” before they are expected to talk. Introduce reading and writing in L2 only when they have built up a good hearing and speaking vocabulary.
7 Research in second-language acquisition indicates that it takes a minimum of 2 years to learn basic communicative skills in a second language when society supports that learning takes five years or more to learn enough L2 for learning complex academic concepts & Collier; 2003, Cummins, 2006
7 “Errors” are a normal part of second-language learning. Second language learners benefit from opportunities to receive feedback in a respectful and encouraging way. It is helpful when teachers respond first to the content of what the student is saying or writing... focusing on one or two errors at a time. Patsy M. Lightbown and Nina Spada. How Languages Are Learned, 3rd ed., Oxford University Press, 2006.
Principle 8. Affective component: Valuing the home language/culture 8 Valuing students with talents in their home language more powerfully enables learning than just valuing learners of English whose home language is irrelevant to academic success.
Application: Learners are encouraged when they know they are valued in the classroom and their language and heritage are seen as resources. Jim Cummins, Promoting Literacy in Multilingual Contexts, Research Monograph #5, The Literacy and Numeracy Secretariat, Ontario Ministry of Education, 2007, p. 3
8 The classroom environment Children from ethno-linguistic language groups thrive in a welcoming environment in which teachers and peers value them as a positive presence in the classroom and the school; encourage their use of their L1; provide books, visual representations, and concrete objects that reflect their backgrounds and interests.
CONSTRUCTIVIST THEORY IN TEACHING
MTB-MLE
Jean Piaget and Lev Vygotsky are two most recognized pillars of constructivist learning theory. Both put high premium on how children acquire and construct meaning, however, unlike the behaviorists, both Piaget and Vygotsky do not view children as empty vessels (tabula rasa) waiting to be filled by an expert or learned adult. Constructivists argue that children are preformed to learn and acquire language as they go through different developmental stages. Jean Piaget (1896-1980) argues that children are active learners who construct meaning from their environment. Piaget is the proponent of cognitive developmental theory that explains the interconnectedness of knowledge acquisition and language acquisition through qualitative changes of their mental processes as they develop (Crystal, 1987; Schickendanz 1993; Vasta et al. 1999). He views children as active learners , constructing knowledge over time, as they interact with their environment through developmental states.
"Constructivism" has been a byword in education for generations, applied both to learning theory and epistemology-both on how people learn and the nature of knowledge. We do not need to adhere if it is simply a new fad, but we need to think about our work in relation to theories of learning and knowledge. So we need to ask: what is constructivism, what does it have to tell us that is new and relevant, and how do we apply it to the universe of MTB-MLE? As they say, it will not take rocket science to understand and employ constructivism. There is nothing dramatically new in constructivism: the core ideas expressed by it have been clearly enunciated by John Dewey among others. Constructivist's perspective of language acquisition is generally centered on brain development. Hung (1965) in Schickedanz (1993) provides a summary of Piaget's Stages of Cognitive Development and how children construct knowledge and acquire a language. Lev Vygotsky's emphasized that private speech, of children talking to themselves, for turning shared knowledge into personal knowledge (Slavin,1997). Vygotsky proposed that children incorporate the speech of others and then use that speech to help themselves solve problems (Slavin, 1997). Vygotsky's theory implies that cognitive development and the ability to use thought to control one's own actions require first a mastery of cultural communication systems and then learning to use these systems to regulate one's own thought processes (Slavin, 1997, Crystal, 1987). If Piaget's view of learning and language acquisition is centered on the children's changes of logical thinking through stages based on maturation
A student’s beliefs, attitudes, and subjective norms are all circumscribed in culture. Most of the time, culture affects, in a variety of ways, how different students prefer to learn. Teachers should consider a diverse method of teaching to suit varied aspects of students different cultures. Even though people are not aware of it, culture governs their thoughts, beliefs, and behavior (Gay, 2010b). Doige (2003) commented that students’ academic achievement improves more when the education is culturally relevant and responsive. For example, in a 2011 study, pupils from an ethnic cultural group did not learn as fast when compared to their mainstream counterparts. This gap was attributed to the language barrier between students and teachers. It was also caused by differences in values towards education. How do you become a good teacher to these students? The answer is that there is no single way of being a good teacher since approaches and relevant topics change in different cultures, language, race, ethnicity, class, and gender (Taylor & Sobel, 2011). How do you change the topic and the approach to make education more relevant in terms of culture? How do you become culturally-responsive? What is culturally responsive education?
2. Definitions of Culturally-Responsive Education? To use the experiences and frames of reference based on the diverse culture of the students (Gay, 2010a) An approach to education where the teacher integrates elements of the students’ lifestyles and daily experiences in the instruction and the curriculum (Taylor & Sobel, 2011) A type of pedagogy where teachers are competent in cross-cultural and multicultural setting (Diller & Moule, 2005) Recognizes the uniqueness of the majority and the minority in the body of students (Cartledge, Gardner, and Ford, 2009 as cited in Taylor & Sobel, 2011)
3. Elements of Culture
Culture is composed of many elements. Some of these are values, language (Salvatore, 2012), symbols, objects (Watts, 1981), groups and norms (Hebdige, 2012). These elements may be classified into three: sense making, artifacts and groups.
Elements of Culture Key Questions Sense Making— is the multiple representation of meaning of a given object, person or event. Different people provide different meanings to certain objects. This may depend on their values and their
What values are prominent in the community?
What specific words or phrases to they always use? What do they mean by it?
language (Salvatore, 2012) Artifacts —is defined as anything belonging to a group of people that provides information about the said group’s culture. It may include symbols , traditional objects found in archeological sites, or modern objects like cellphones, televisions, laptops, etc. (Watts, 1981)
What objects does the community use or own? What are their significance?
What symbols or emblems were used by the community? Why?
Groups —different cultures usually have a sub-groups inside which are called subcultures. These are groups that have their own norms and values that sometimes retain a few of the parent culture’s general principles (Hebdige, 2012)
What significant groups can be found in the community? What are the organizations?
What are the expected patterns of behavior or belief in these groups?
4. Knowing the Mother Tongue Linguistic Interdependence Hypothesis mentions that language proficiency skills like speaking, listening, reading, and writing developed using one language, may also transfer to higher language proficiency skills in another language. This means that these skills developed using the mother tongue may also transfer to the students’ secondary language when he/she learns the new language (Paia, Cummins, Nocus, Salaun, & Vernaudon, 2015).
Nelson Mandela, a highly influential South African political leader, was once quoted saying “If your talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” The mother tongue, or any language, may be suited and understood through different aspects. It may be examined using the five knowledge of the language which are: Phonology, Morphology, Syntax, Semantics, and Pragmatics.
DIRECTIONS: Formulate illustrations or examples of each of the five language knowledge using your mother tongue or another language you have studied (except English)
Language Knowledge Examples Phonology- is defined as the study of patterns in speech sound. It consists of knowing about the sounds of a language and of describing the said sound (Brentari, Fenlon, & Cormier, 2018) Phonemes - distinctive units of sound within the language Allophones - the different ways to pronounce a single phoneme
Morphology is defined as the rules of language that govern word formation
Morpheme —the smallest unit of a word that has information about the word’s meaning and purpose. Root Word- A term that form the basis of another word. These are usually nouns, verbs, adjectives, or adverbs. Affixes —morphemes placed either at the beginning, middle, or end of a root word to come up with a new meaning. Compound Words- a combination of two root words to form a new meaning. Syntax is defined as the set of statuses and principles that govern sentence structure and word order in a language
What is the common order of subject, verb, and object or predicate in the language being studied? Write an example on the right? Constituents- the sub-units in a sentence that provide a complete thought Syntactic Category- a family of expressions that can be substituted for one another without losing proper grammar. Semantics is defined as the study of linguistic meanings Anomaly is a situation when specific words or phrases cannot be combined to make sense. Metaphor- a figure of speech where one object or idea is used to refer to another object or idea for rhetorical purposes. Idioms- expressions established by societal norms to have meaning aside from what it literally indicates. Pragmatics is defined as the study of the unseen or hidden meanings in different languages apart from its content. This meaning is provided by the context and a pre-existing knowledge of the perceiver about the utterance. Physical Context refers to the actual location, apart from the utterance, that provides the context. Linguistic Context refers to the context provided by the utterance itself. Deixis- words that cannot be identified without the context. References- the act of which the speaker specifies an orientation or a position of the deixis. Inference- the perceiver’s use of additional information not provided in the utterance in order to understand the message Anaphora- another term, for instance a
pronoun, used to identify an object that is being referred to for the second time
2. BEED 36 Content AND Pedagogy FOR THE Mother Tongue Topics
Course: Elementary Statistics (STAT 1)
University: Cavite State University
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