Professional Documents
Culture Documents
Bridging Among Languages
Bridging Among Languages
languages
Felicitas E. Pado
The Language/s for Literacy
Development (K to Grade 3)
• Mother Tongue
• Filipino
• English
Felicitas E. Pado
Multilingual Literacy and Oral
Language Development
Oral Language Development
Literacy
in L1
Literacy
in L2
Literacy
in L3
Literacy Development:
Kindergarten to Grade 3
Felicitas E. Pado
Kindergarten:
The Emergent Readers
How are the emergent readers
prepared for literacy?
Felicitas E. Pado
By giving them lots of listening and talking activities
By giving them opportunities to listen to the sounds
of the language
By exposing them to books in order to have a feel of
a book and to realize how print works
By reading stories to them
By introducing them to the letters of the alphabet:
name and sound of each letter; upper and lower
case.
By teaching them to write the letters
Felicitas E. Pado
The Domains
Phonological awareness
Felicitas E. Pado
By teaching them to recognize words
By introducing what the words mean, and
By writing the words correctly
By letting them read a series of words with
accuracy, automaticity and proper
expression
By giving them opportunities to put down
their ideas in writing
By encouraging them to use correct
grammatical structures when speaking and
writing
Felicitas E. Pado
By helping them understand what the
words listened to or read mean
By developing their ability to
understand what they read
By equipping them with skills that will
help them in studying as well as
understanding the content subjects
Felicitas E. Pado
By teaching them to
recognize words
The Domains
•Phonics and Word
recognition
•Vocabulary
Development
•Spelling
Writing/ Composing
By encouraging them
Grammar
to use correct
awareness
grammatical structures
when speaking and
writing
Felicitas E. Pado
By helping them
understand what the
words listened to or read
mean
Vocabulary
development
By developing their
Reading
ability to understand what Comprehension
they read
By equipping them with
skills that will help them
in studying as well as
understanding the
content subjects
Felicitas E. Pado
Study skills
Introduced/
Developed
in K
Grade 1:
Literacy in the
Mother Tongue
•
•
•
•
•
•
•
•
Oral language
Phonological awareness
Book and print orientation
Alphabet knowledge
Handwriting
Listening comprehension
Attitude toward LLL
Phonics and word
recognition
• Spelling
• Fluency
• Reading Comprehension
• Grammar awareness
• Composing
Felicitas E. Pado
• Study Skills
Grade 1 Class Program
SUBJECTS
Languages
1ST Q
•Mother Tongue
•Filipino
50
mins
•English
50 mins
40 mins
Math
Araling Panlipunan
40 mins
30 mins
MAPEH
Edukasyon sa Pagpapakatao
All the Grade 1 subjects areFELICITAS
taught inE. PADO, PhD
the Mother Tongue, except Filipino and
2nd Q
30
mins
3rd Q
30
mins
4th Q
Grade 1 Beginning
Reading
Mother
Tongue
Oral
Language
Development
Oral
Language
Development
Felicitas E. Pado
Filipino
English
Grade 2-3 Class Program
SUBJECTS
Languages
1ST Q
•Mother Tongue
•Filipino
50 mins
50 mins
50 mins
•English
50 mins
40 mins
Math
40 mins
Araling Panlipunan
30 mins
MAPEH
Edukasyon sa Pagpapakatao
All the Grade 2 subjects are taught in
the Mother Tongue, except Filipino and
FELICITAS E. PADO, PhD
English.
2nd Q
3rd Q
4th Q
Grade 2 Beginning
1st
Reading
semester (con’t)
Mother
Tongue
Beginning
Reading
Filipino
Oral
Language
Development
English
Felicitas E. Pado
Grade 2, First Semester
Literacy in the Mother Tongue and Filipino
Filipino
Mother Tongue
Phonics and word
recognition
Spelling
Fluency
Reading
Comprehension
Grammar awareness
Composing
Study Skills
Developmental
Reading
(con’t)
Beginning
Reading
(con’t)
Beginning
Reading
Felicitas E. Pado
Mother
Tongue
Filipino
English
Grade 2, 2nd Semester Literacy in
Mother Tongue, Filipino and English
Mother Tongue
Filipino
English
Developmental
Reading
Mother
Tongue
Filipino
Beginning
Reading
Felicitas E. Pado
English
Grade 3
Filipino
Phonics and word
recognition
Spelling
Fluency
Vocabulary devt.
Reading Comprehension
Grammar awareness
Attitude towards
LLL
Composing
Study Skills
Felicitas E. Pado
English
Oral language devt
Phonological awareness
Alphabet knowledge
Phonics and word
recognition
Spelling
Fluency
Grammar awareness
Vocabulary devt
Attitude towards LLL
Reading comprehension
Study Skills
B
R
I
D
G
I
N
G
Felicitas E. Pado
Bridge
The instructional moment when teachers
• bring the languages together to
encourage students to explore the
similarities and differences
between/among languages, and
• transfer what they have learned from
one language to the other.
(Beeman and Urrow)
Felicitas E. Pado
Similarities and differences
among languages
• in the phonology (sound
system)
• morphology (word formation)
• syntax and grammar
• pragmatics (language use)
Felicitas E. Pado
Bridging
• Or translanguaging, occurs
during the Bridge, or whenever
students and teachers make
connections among the
languages.
Felicitas E. Pado
Bridging helps students
• transfer academic language
learned in one language to the
other language and
• engage in contrastive analysis
by focusing on the similarities
and differences of the
languages.
Felicitas E. Pado
• What are the connections among the
competencies in the different
domains?
• What are the similarities and
differences between what I learned in
the MT to what I’m learning in Filipino?
In English?
Felicitas E. Pado
• Transfer is facilitated when
languages share written systems
(Bialystok, Luk, Kwan, 2005; Hornberger,
1989;Odlin, 1989).
Felicitas E. Pado
Possibilities for Explicit Bridging
Domains
MT
1. Oral Language
2. Phonological Awareness
3. Book and Print Knowledge
4. Alphabet Knowledge
5. Phonics and word recognition
6. Fluency
7. Spelling
8. Writing and composition
9. Grammar awareness
10. Vocabulary development
11. Listening comprehension
12. Reading comprehension
13. Attitude towards LLL
14. Study Strategies
Felicitas E. Pado
Fil
Eng
What researches say
• Transfer of vocabulary/oral
language is more variable
and limited.
Felicitas E. Pado
Phonological awareness
What skills transfer?
•
•
•
•
rhyming words
no. of syllables
onsets
rimes
Felicitas E. Pado
Skills:
One blends sounds associated with
letters/ symbols to decode a word
The reader combines words to form
sentences
Felicitas E. Pado
• Why is it easier for the pupils to
transfer skill in decoding from the
Mother Tongue to Filipino?
• What are the difficulties of the
beginning readers in transferring the
skill in decoding English?
Felicitas E. Pado
Word Recognition: MT to Filipino
MT (Bikol)
nigo
dayo
sato
guta
paroy
hugay
gurang
magayon
Filipino
paso
puto
damo
kama
gatas
bahay
saging
matamis
Felicitas E. Pado
Remember . . .
• Words in the MT and in Filipino are
phonetically consistent; there is
direct transfer of skill in decoding.
• However, there is a need for
vocabulary development; the need
to explain what each word
means.
Felicitas E. Pado
Grade 2, 2 semester
nd
MT (Bikol)
nigo
guta
dayo
daga
sato
bako
Filipino
wala
sama
mama
buko
gata
kubo
Felicitas E. Pado
English
web
pan
bag
bib
top
bug
fun
Grade 3, 1st semester: PWR in
English
MT: Bikol
Filipino
hugay
paroy
ikos
putol
maray
patis
bagay
buhok
gulay
silid
FEPado
English
cake
late
line
bite
cone
tube
Bridging from MT and Filipino
to English
• Difficulty in word recognition
and spelling
• Intensive vocabulary
development
Felicitas E. Pado
Transfer from Filipino to
English: More Difficulties
Filipino
English
umaga
pare
pain
braso
tubo
umbrella
pare
pain
brace
tube
Felicitas E. Pado
Remember:
• It s more difficult to decode words in
English because not all the words are
phonetically consistent.
• Vocabulary development should be
intensive; the teachers should use
varied effective techniques to ensure
that the learners understand the words
that they can decode.
Felicitas E. Pado
Comprehensionn
• Comprehension strategies transfer
across languages (CaleroBreckheimer& Goetz, 1993).
•
•
•
•
noting details
sequencing events
cause and effect
making inferences . . .
Felicitas E. Pado
Study Strategies
Skills are the same; only the terms
change:
• Alphabetizing
• Directions
• Interpreting graphs . . .
Felicitas E. Pado
On the medium of instruction
Guidelines:
• The teacher should consistently use the
medium of instruction; translation is not
advisable.
• The pupils may use either the Mother
Tongue or Filipino in expressing their answer
IF they find it difficult to use the target
language.
• The teacher, in a very subtle way, translates
the pupils’ answer to the target language.
Felicitas E. Pado
Our Challenge
• How can we teachers help children
make the link between what they
previously learned in the Mother
Tongue to what they are currently
learning in Filipino?
in English?
Felicitas E. Pado
Grade 3: Literacy in the 3
languages: Preparation for
content area learning
• A Grade 3 learner
• A Grade 3 learner
is expected to be
should be ready
literate in
to use his/her
• the Mother Tongue
literacy skills in
understanding the
• Filipino
content subjects
• English
FEPado
THANK YOU!
Felicitas E. Pado