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Instructional Planning Models For Mother Tongue Instruction

The document discusses instructional planning models for teaching mother tongue languages: [1] It outlines 8 guiding principles for effective mother tongue instruction, including starting with what students already know, developing language skills through active learning, and valuing students' home languages and cultures. [2] It describes 4 common instructional models: planning mother tongue education programs, forward design language teaching, backward design language teaching, and task-based language teaching. [3] Effective mother tongue instruction requires a balanced approach that develops students' listening, speaking, reading and writing skills through a mix of accuracy-focused and meaning-focused activities.

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Ma Elaine Trinidad
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2K views20 pages

Instructional Planning Models For Mother Tongue Instruction

The document discusses instructional planning models for teaching mother tongue languages: [1] It outlines 8 guiding principles for effective mother tongue instruction, including starting with what students already know, developing language skills through active learning, and valuing students' home languages and cultures. [2] It describes 4 common instructional models: planning mother tongue education programs, forward design language teaching, backward design language teaching, and task-based language teaching. [3] Effective mother tongue instruction requires a balanced approach that develops students' listening, speaking, reading and writing skills through a mix of accuracy-focused and meaning-focused activities.

Uploaded by

Ma Elaine Trinidad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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INSTRUCTIONAL PLANNING

MODELS FOR MOTHER TONGUE


INSTRUCTION
I. Activate
GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTB-MLE
Principle 1. Know to Unknown Application
Learning requires meaning. We learn Start with what the learners already know about
when we use what we already know to a topic and use that to introduce the new
help us understand what is new. concept. Beginning with the learners’ first
language and culture will better facilitate mastery
“The most important single factor of the curriculum content.
influencing learning is what the learner
already knows. As certain this and
teach him/her accordingly.”
-Ausubel
Principles 1. Known to the Application
Unknown
Second language learners use what Develop an awareness of how the L1
they know in their own language to works to support learning the L2, L3.
help develop other languages. This ( Claude Goldenberg)
positive transfer effect has been found
to be significant in reading.
Principle 2. Language and Academic Application
Development

Students with well-developed skills in their Continue the oral development


first language have been shown to acquire of L1 and begin reading in L1 to
additional languages more easily and fully strengthen L2 and L3 learning as
and that, in turn, has a positive impact on well as academic achievement
academic achievement. across the curriculum.
Principle 3. Cognitive Development Application

Students who use their multilingual Continue the oral development of L1 and begin
skills have been shown to develop both reading in L1 to strengthen L2 and L3 learning
cognitive flexibility and divergent as well as academic achievement across the
thinking. curriculum.
Jim Cummins.

Higher Order Thinking Skills. In all subjects, focus on activities that build
When we truly learn something, we can understanding and that encourage students to
explain it, apply it, analyze it, evaluate apply, analyze, and evaluate what they have
it, and use it to create new ideas and learned to create new knowledge. CF Bloom’s
information Revised Taxonomy.
Blooms Taxonomy
Principle 4. Discovering Learning Application

We learn when someone who already Find out what the students already know
understands the new idea or task about a topic. Then provide activities that
helps us to “discover” the new idea let them use their knowledge to learn the
and then use it meaningfully. new concept or task.
Principle 5. Active Learning Application
Peer interaction. Do most class activities in teams or pairs.
Children learn best through peer Encourage students to talk with each other
interactions in which they work and compare ideas in order to solve
together creatively to solve problems.
problems.

Second language active learning.


Young children gain confidence in Begin the L2 language learning time by
learning a new language when they focusing on listening and responding to oral
begin with “hear-see-do” (Total language. Children listen to a command,
Physical Response ) activities. observe someone respond to the command
and then respond in action (no talking at
first)
Principle 5 Active Learning Application
Purposeful Talk. Talking helps us 1) Ask a lot of “higher level” questions and
make sense of new ideas and give students time to think and then
information. respond.

2) Provide plenty of opportunities for


students to work in teams, sharing and
comparing their ideas.
Principle 6. Meaning and Accuracy Application
Successful language learning Include plenty of activities that focus on
involves hearing, speaking, reading both MEANING and ACCURACY.
and writing activities that focus on
both meaning and accuracy.
Principle 7. Language Learning/ Application
Language Transfer
We learn a new language best when the Begin the L2 language learning time by
learning process is non-threatening and focusing on “hear-see-do” activities
meaningful and when we can take “small than enable students to build up their
steps” that help us gain confidence in our “listening vocabulary” before they are
ability to use the language meaningfully. expected to talk. Introduce reading and
writing in L2 only when they have built
Research in second-language acquisition up a good hearing and speaking
indicates that it takes a minimum of 2 vocabulary.
years to learn basic communicative skills
in a second language when society
supports that learning. It takes five years
or more to learn enough L2 for learning
complex academic concepts. Thomas &
Collier
Principles 7 Language Learning/ Application
Language Transfer

“Errors” are a normal part of Begin the L2 language learning time by


second-language learning. Second focusing on “hear-see-do” activities than
language learners benefit from enable students to build up their “listening
opportunities to receive feedback in vocabulary” before they are expected
a respectful and encouraging way. It to talk. Introduce reading and writing in L2
is helpful when teachers respond only when they have built up a good hearing
first to the content of what the and speaking vocabulary.
student is saying or writing…
focusing on one or two errors at a
time. Patsy M. Lightbown and Nina
Spada.
Principle 8. Affective component: Valuing the Application
home language/culture

Valuing students with talents in their home language Learners are encouraged when they
more powerfully enables learning than just valuing know they are valued in the classroom
learners of English whose home language is and their language and heritage are
irrelevant to academic success. seen as resources.

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.
II. Analyze

The aforementioned principles come to life in the classroom through, teaching


and learning activities organized by the teacher when performing the role of
an instructional planner and designer.

Activity B.1 How is Mother Tongue taught in your school? Ask your teacher
about their instructional planning practices. List findings on a table organizer.

Activity B.2 In group of 3-4 members, examine one language teaching


instructional model below in terms of their components, applicability in the
and/or community, merits, and weaknesses. Tell whether this model is used
by the teachers/colleagues you interviewed in the previous activity.
Instructional Model 1 Instructional Model 2
Planning Mother Tongue–Based Education Forward Design Language Teaching
Programs in Minority Language Communities Education
(Malone, 2010) (Richards, 2001)

1. Establish the learning outcomes for each 1. Choose a topic for a lesson.
subject in the program. 2. Select a resource.
2. Establish the indicators for each subject on the 3. Choose instructional methods based on
resource and the topic in the program. the resource and the topic.
3. Develop instructional plan. 4. Choose questions/test type to assess
4. Develop assessment tools (portfolio, student understanding of the material.
material. teacher-administered oral reading tests,
final exams, and learner self-assessment).
Instructional Model 3 Instructional Model 4
Backward Design Language Teaching Task-based Language Teaching
(Wiggins and McTighe) (Richards, 2001)

1 Identify desired results. What will the 1. Identify target task through need
students be able to do by the end of the analysis.
lesson, module unit or course?) 2. Design classroom task.
2. Determine assessment evidence, (How 3. Identify language and others demands of
will students demonstrate what they have the task.
learned?) 4. Choose questions/test type to assess
3. Plan learning experiences and instruction student understanding of the material.
(What types of activities, materials. and resources 5. Follow up language work.
will lead students to the desired results?)
III. Abstract

Malone (2010) indicates that in order for learners to become successful


learners they must be able to:

• listen and read with understanding;


• speak and write to communicate thoughts, ideas, needs, and
experiences.
• read letters, words, and sentences correctly; and
• speak and write correctly.
A "balanced teaching method that enables learners to develop all
four skills can be divided into two "tracks." One track emphasizes
accuracy or correctness and focuses on the parts of the language. The
other track emphasizes meaning and communication and focuses on
whole texts. The table below shows the main features of these
essential components in language education programs.
Emphasis: meaning and Emphasis: accuracy or correctness
communication
Listening Listen in order to understand, Recognize and distinguish sounds;
think critically respond creatively recognize parts of Words.

Speaking Speak with understanding, to Use correct vocabulary, pronunciation,


communicate knowledge, grammar.
ideas, experiences
Reading Read with understanding to apply, Decode by recognizing parts of words,
analyze, evaluate, and to create sentences.
new knowledge

Writing Write to communicate knowledge, Form letters properly and neatly; spell
ideas experiences, goals words accurately; use correct grammar.
-THE END-
Thank you for
listening!!!

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