Lesson2B-Content-amd-Pedagogy-in-Teaching-MTB-.pptx

pedagogy

1. Lesson 2B: Theoretical /Philosophical Foundations of Mother Tongue Brenda D. Aseral Instructor

2. Vygotsky's sociocultural theory asserts that learning is an essentially social process in which the support of parents, caregivers, peers and the wider society and culture plays a crucial role in the development of higher psychological functions. Vygotsky created three stages of speech and language development: external, egocentric, and inner speech 1. External speech begins at birth to age 3, when babies learn through interactions from their caregivers. Babies learn how to share what they need and also learn that they can earn approvaland disapproval from their caregivers. A baby might learn that saying "please" makes his parentsmore likely to give him what he wants

3. 2. Egocentric speech occurs from ages 3 to 7. It focuses on an egocentric child using the social aspect of thinking out loud to solve problems and then remember them for next time. When preschoolers all have different ideas for a game, but they work together to find something they can all play together, they are demonstrating egocentric speech. 3. Inner speech occurs when older children up to adult age can essentially have two modes for speech: an inner conversation where they talk to themselves and a verbal conversation. An adult who has the reached inner speech does not need to think out loud as they make decisions;they basically talk to themselves and process ideas before they need to speak. For example, a student might use inner speech to remind herself to study for her math test, but use verbal speech to ask the teacher to define a mathematical term

4. What are the 5 theories of language acquisition? Krashen's theory of second language acquisition consists of five main hypotheses: The Acquisition-Learning hypothesis. The Monitor hypothesis. The Input hypothesis. The Affective Filter hypothesis. The Natural Order hypothesis.

5. What are the 7 theories of language acquisition? Plato and Innate Knowledge. ... Descartes and Cartesian Linguistics. ... Locke and Tabula Rasa. Skinner and the Theory of Behaviorism. ... Chomsky and Universal Grammar. ... Schumann and The Acculturation Model. ... Krashen and the Monitor Model (Input Hypothesis)

6. LEGAL BASIS OF MTB What is the legal basis of the MTB MLE in the Philippines?In the Philippines, the state has adopted the MTB-MLE program in its curriculum. This is stipulated in two important laws: Section 5. Medium of Instruction of the law on the Enhanced Basic Education Program (R.A. 10533 of 2013) and The Kindergarten Education Act (R.A. 10157 of 2012 What is the purpose of RA 10533?10533 - AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES.

7. What is DepEd Order No 74 S 2009 all about? The DepEd Order No. 74 issued in 2009 institutionalized Mother Tongue-Based Multilingual Education (MTB MLE) nationwide and mandated the use of the learners' mother tongue (MT) in improving learningoutcomes from Kindergarten to Grade Three (DepEd, 2012

8. Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the of a multilingual classroom. The Department of Education (DepEd) has enacted many policies in recent years that are pertinent to the current language-in-education policy. The DepEd Order No. 74 issued in 2009institutionalized Mother Tongue-Based Multilingual Education (MTB MLE) nationwide and mandated the use of the learners’ mother tongue (MT) in improving learning outcomes from Kindergarten to Grade Three (DepEd, 2012). The DepEd Order No. 16 issued in 2012 indicated the starting school year of the implementation (i.e., 2012-2013) and ordered all public schools to adopt it as part of the K-12 Basic Education Program.

9. This order also included objectives emphasizing the four developments that MTB MLE would greatly influence specifically: (1) language development,(2) cognitive development, (3) academic development, and (4) sociocultural awareness. With the MTB MLE’s implementation, two modes stipulated in the guidelines were expected to be carried out: (1)mother tongue as a subject area, and (2) mother tongue as a medium of instruction in all learning areas excluding Filipino and English, in kindergarten to grade three levels (DepEd, 2013).

10. ELEMENTS OF MOTHER TONGUE Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner program for education as a salient part of the implementation of the K to 12 Basic Education Program. Its significance is underscored by the passing of Republic Act 10523, otherwise known as the “Enhanced Basic Education Act of 2013.” MTBMLE is education, formal or non - formal, in which the learner’s mother tongue and additional languages are used in the classroom. Learners begin their education in the language they understand best - their mother tongue - and develop a strong foundation in their mother language before adding additional languages

11. Research stresses the fact that children with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. Their knowledge and skills transfer across languages. This bridge enables the learners to use both or all their languages for success in school and for lifelong learning. In terms of cognitive development, the school activities will engage learners to move well beyond the basic wh -questions to cover all higher order thinking skills in L1 which they can transfer to the other languages once enough Filipino or English has been acquired to use these skills in thinking and articulating thoughts.

12. With the end goal of making Filipino children lifelong learners in their L1 (MT), 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 enter and achieve well in the mainstream educational system and in the end, contribute productively to their community and to the larger society as well as Multilingual, Multiliterate, and Multi-Cultural Citizens of the country. For the effective implementation of the MTB-MLE, it is suggested that the two-track method be used, that is the primer track to focus on accuracy and the story track to focus on meaning. Learning via the two-track method to gain proficiency in literacy as well as comprehend academic content and gain curriculum mastery, creative and critical thinking skills for decisive decision-making.

13. MTBMLE provides: Literacy. We only learn to read once. 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 vocabulary of the written L2 text is already part of the learners’ spoken vocabulary. Prior knowledge. Engaging learners in a discussion of what is already familiar to them using the home language and culture enables better Learning of the curriculum through integration and application of that knowledge into current knowledge schemes

14. Cognitive development and higher order thinking skills (HOTS). Using the learners’ mother tongue provides a strong foundation by developing cognitive skills and comprehension of the academic content from day one. The knowledge, skills, attitudes, and values gained through the mother tongue better support learning of other languages and learning through other languages later As learners articulate their thoughts and expand ideas, both language and critical thinking are strengthened. MTBMLE cultivates critical thinking through talking about ideas in the familiar language. When teaching only in the L2, critical thinking is postponed until L2 is sufficiently developed to support such analysis

15. Strong Bridge. MTBMLE 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. Reading in the L2 is only introduced after basic L1 reading fluency and L2 oral proficiency are developed. Comprehension in reading the L2 occurs after the development of that spoken L2. Once suffcient oral and written proficiency in the L2 are developed, a gradual transition to using the L2 as medium of instruction can progress without the L1 support.

16. Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently developed to be used alone. The L1 is used for expression and the teacher facilitates the development of the L2 to enable 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. Decoding text requires accuracy, while comprehending texts requires decoding skills within a meaningful context. Both meaning and accuracy are important, but in classrooms that teach only L2 , there is often primary focus on accuracy until the L2 is sufficiently learned. This delays actual meaningful learning until the L2 can support that learning. Confidence building and proficiency development for two or more languages along the following macro-skills ( listening, speaking, reading, writing, and viewing ) for both meaning and accuracy .

17. Performance Task How does teaching in the mother tongue help children understand academic concepts and become proficient in other languages later on? In what way do MTB-MLE cultivates learners’ articulation of their thoughts and expand ideas?

18. Thank you…