Dr. tayao

Meeting the Challenge of Using a Second Language (English)

as Medium of Instruction in a Multilingual Environment

DevelopingFunctionalLiteracy

Cognitive Deficit

Semilingualism

Goal of Basic Education Concerns

Addressing the Issues in Multilingual Education

Medium of Instruction

Levels of Education

Elementary

Secondary

Tertiary

Language

Native language

Second language

Foreign language

Language Proficiency

Content Mastery

DepEd Order No. 74 series 2009 ”Institutionalizing Mother Tongue-Based

Multilingual Education (MLE)”

A.The learner’s first language (L1) will be used as *the primary medium of instruction from preschool to

at least Grade 3 *the main vehicle to teach understanding and mastery

of all subject areas like Math. Science, Makabayan, and language subjects like Filipino and English

B.The mother tongue as a subject and a language of teaching and learning will be introduced in Grade 1 for conceptual understanding

C.Other additional languages such as Filipino, English, etc. are to be introduced no earlier than Grade 2

Experiment Iloilo (I) 1948-1954

Rizal 1960-1966 Iloilo (II) 1961-1964

Lubuagan 1998-2006

Medium of Instruction

Hiligaynon (Grades I & 2)

English (Grades 3 - 6)

Tagalog (Grades I & 2 or I to 4)

English (rest of the grades)

Hiligaynon (Same as in Iloilo (i) Experiment)

Lilubuagan (Grades 1 to 3) with the same matter taught later in English and Filipino

Results: A.Group that

excelled

B.Subjects superior in

Experimental group after Grades 1 & 2

language reading arithmetic social studies

Control Group End of Grade 4 In English tests

English, arith. computation health & science

social studies

Best with Hiligaynon as medium of instruction to introduce in Grade 1 both Tagalog & English

Outperformed other schools In 2006 Nat’l Achievement Test for 3rd Grade reading

After Grades 3 to 6 : arith. social studies reading

In Tagalog tests arith. problems social studies

health & science

Issues on the Preschool and Elementary Level

Languages other than the mother tongue are to be introduced no earlier than Grade 2

To avoid semilingualism

To prevent cognitive deficit

Mother tongue – a subject in Grade 1 for conceptual understanding

•Focus on decoding skills

• Lack of instructional materials in the minor local languages

Addressing the Issues in the early grades

Preschool

*Production of instructional materials in the local language (songs, rhymes, etc.)

*Introduction to the written code

Lower Elementary

*Developing decoding and cognitive skills in the local language

*Transitioning to Filipino and English using L2 approaches to language learning

Upper Elementary

Developing literacy and language skills: *study skills for information search *macro language skiils *oral interaction in English & Filipino *developmental reading skills

Developing language learning strategies

Issues on the Secondary Level

•Although classes will be taught in Filipino and English, L1 will be used as auxiliary medium of Instruction to explain concepts to make sure students understand them.

•Cognitive skills are to be developed in one’s L1 first for transfer in their L2 later.

Encourages code switching

Thrust will be on decoding skills

Fails to develop learner autonomy in making sense of concepts expressed in a foreign language in information-dense texts

Addressing the Issues in the Secondary Level

Limited practice in oral skills

Pair work

Small group discussions

Fish-bowl technique

Task-based methodology

Code- switching and telegraphic responses

CLL Methodology

Expansions and follow-up sentences

Issues on the Tertiary Level

The use of more than two languages for literacy and instruction remains a fundamental policy and program in the whole stretch of formal education

*With English now as the global lingua franca in today’s information age, isn’t there a need for more practice in English to enable one to make sense of and use the wealth of materials written in English?

*To develop learner autonomy, shouldn’t the thrust be on strategy training to attain content mastery?

*Don’t content-area teachers also serve as models of the language they use as medium of instruction in the subjects they teach??

Language Across the Curriculum

Content-basedInstruction (CBI)

English for Specific Purposes

Possible cognitive deficit in the content-areas (mathematics and science) where English is used as medium of instruction

Addressing the Issues in the Tertiary Level

CBI – Content Based InstructionCBI – Content Based InstructionESP – English for Specific PurposesESP – English for Specific Purposes

Sustained

Content-Based Instruction Models

Model Teacher Focus & Materials Used

1.Theme-based

English teacher Themes/topics are chosen and materials used are taken from different content areas

3.Sheltered class

Content-area teacher

Uses comprehensible input strategies

2. Adjunct model

English teacher in consultation with the content-area teacher

Skills needed to make sense of the content-area texts

4.Sustained English teacher Materials focused on only one content-area

Enabling Readers to Make Sense of Information Dense Scientific and

Technical Texts

-Noting the vocabulary skills that the text would call for

*On the Word or Lexical Level

VocabularySkills

AffixationClusters

Noun Compounds

TechnicalSub-technical

Terms

Lexical Problems

Technical TermsHighly specialized vocabulary in a given discipline which is primarily the concern of the subject specialist.

Sub-Technical VocabularyWords which occur with high frequency across disciplines, some of which take on special meaning in specific and technical fields. This, too, is the primary concern of the subject specialist but the language teacher can be of assistance if there is a team-up between the English teacher and the subject specialist.

Noun CompoundsAlso called noun strings, these are two or more nouns plus

necessary adjectives, and sometimes verbs and adverbs that together make up a single concept

number

odd - evenbase - power exponentconstant - variableminus - plusnominal - ordinal

rational

prime

scaleset

integerwhole - fraction - mixedunit

proper - improper

numeral

Arabic - Roman

dividend - divisor multiplicand - multiplier minuend - subtrahend addends

addition

(added to; plus)

quotientinverse

division(divided by)

productpower

multiplication(multiplied by; times)

difference

subtraction(subtracted from;taken away from; less)

Technical or subtechnical

Noun Compounds in English for Science and Technology(from Trimble)

For the language teacher For the content area teacher

More Complex2 or 3+ Noun modifiers + compound noun headword

•Aisle-seal speech interference level•Long term surveillance test planning

Noun Compounds

Simple

Noun modifier + noun headword*Metal Shaft *Metal Spring *Metal cutter

Complex

2 to 3 noun modifiers + noun headword

•Liquid storage vessel •Transport sector investments•Automated nozzle brick grinder

Very Complex

Expanded noun modifiers +compound noun headword

•Full swivel steerable non-retracting tail wheel overhaul

*On the Discourse Level-A. Noting the macro-discourse pattern

The Problem Solution (P-Sn) Pattern

The Topic- Restriction- Illustration (TRI) Pattern

Situation

Problem

Attempted Solution

Result

Evaluation

Topic

Restriction

Illustration

*On the Discourse Level

-B. Noting what one does in the text (Rhetorical Functions)

Definition Description

Classification

InstructionVisual-VerbalRelationship

The Mind-Body RelationshipWestern doctors are beginning to understand what traditional healers have always known – that the mind and body are inseparable. The World Health Organization, in fact, recommends that in some countries, urban doctors might have greater success if they take a traditional healer with them as they visit patients. Until recently, modern urban physicians healed the body, psychiatrists the mind, and priests and ministers the soul. However, the medical world is now paying more attention to holistic medicine – an approach based on the belief that people’s state of mind can make them sick or speed their recovery from sickness.

Topic

Orientation to the topic

Assertion about the topic

Making sense of texts through discourse analysis Whole text: Overall macro-discourse patternParagraphs: Number and functions of physical and conceptual paragraphs

Several studies show that the effectiveness of a certain drug often depends on the patient’s expectations of it. For example, in one recent study, psychiatric patients at a major hospital were divided into two groups. One group was given a tranquilizer to make them calm. The other group was given a placebo; the members of the second group did not know, of course, that their “tranquilizer” had no medication in it at all. Surprisingly, more patients were tranquilized by the placebo than by the actual tranquilizer. It seems likely that a person’s hope of a cure and belief in the physician influence the effect of medication.

In study after study, there is a positive reaction in almost exactly one-third of the patients taking placebos. How is this possible? How can a placebo have an effect on the body? Evidence from a 1997 study at the University of California shows that several patients who received placebos were able to produce their own natural “drug.”

Restriction 1 Mental

*Developed by exemplification

(Example 1 – Use of placebos for tranquilizers )

Problem-Solution

(Example 2 – To explain why

placebos workProblem-Solution

Another study demonstrates the importance of environment on patients’ recovery from illness. A group of doctors and health experts recently changed a Veterans’ Administration hospital from a crowded, colorless building into a bright, cheerful one. Although the doctors expected some improvement, they were amazed at the high rate of recovery. After just three months in this pleasant environment, many patients who had been in the hospital for three to ten years were healthy enough to be released and to lead normal lives.

Restriction 2 Environmental

(Example 3 – To contrast results attributed to improved environment)Problem-Solution

That is, as they took the placebos (which they thought were actual medication) their brains released enkephalins and endorphins – natural chemicals that act like a drug. Scientists theorize that the amount of these chemicals released by a person’s brain quite possibly indicates the amount of faith a person has in his or her doctor.

Restatement Elaboration

Restriction 3 Emotional

(Example 4 – To contrast results of expressing and suppressing stressful emotions)

Evaluation & response to the results (Suport /Proof 1)Problem-Solution

It is even possible that there is a connection between a person’s mind and the risk of developing cancer. Doctors are learning that people who express their emotions by occasionally shouting when they’re angry or shouting when they’re sad might be healthier than people who suppress their feelings. Scientists at the National Cancer Institute studied a large group of patients who had had successful operations for cancerous growths. The scientists discovered that those whose cancer later returned were people who suppressed their emotions, felt angry but denied their anger, and refused to admit that their illness was serious.

There is more evidence every day to prove that our minds and bodies are closely connected. Negative emotions, such as loneliness, depression, and helplessness, are believed to cause a higher rate of sickness and death..

Similarly, it’s possible that positive thinking can help people remain in good physical health or become well faster after an illness. Although some doctors are doubtful about this, most accept the success of new therapies (e.g. relaxation and meditation) that help people with problems such as ulcers, high blood pressure, insomnia (sleeplessness) and migraine headaches.

(Support/ Proof 2)

Conclusion

Who will be taught?

Learner’s Needs

Language Proficiency

Motivation

Learning Strategies

Learning Styles

Multiple Intelligence

Level of Education

Tertiary Secondary

Elementary

Preschool

What is to be taught him/her?

Content Skills

Language

Social Science

Arithmetic

Psycho-motor

Cognitive

Science

For what will it be used and with whom?

Basic interpersonal communication (BICS)

Cognitive academic language use (CALP)or

To establish social relationships

To get things done

or

Encoding

or

Decoding

Oral or Written Language