lecture 1 dr isabel tayao
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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