The document summarizes the bridging process used in the Philippines to transition students from learning in their mother tongue to becoming multilingual in Filipino, English, and their native language. It describes how students are introduced to Filipino and English starting in grade 1 through a gradual process. It also discusses conducting assessments to establish baselines and measure gains in language learning over time. Key aspects of the bridging process include comparing language similarities and differences in areas like sounds, word structure, grammar and culture. The success of the mother tongue to multilingual approach depends greatly on the quality of the bridging program and transition process.

1. The Bridging Process
The Philippine Experience
Rosalina J. Villaneza
Department of Educa>on

2. 2
We are multilingual
We are by virtue of
our geography and
history, a
multi-lingual people.
This gift has for too
long been viewed as
a liability.
Usec. Dina S. Ocampo
We are Mul>lingual
Department of Educa>on

3. STATEMENT FROM PRES. NOYNOY AQUINO…
“My view on this is larger than
just the classroom. We should
become tri-lingual as a country;
Ø Learn English well and
connect to the world.
Ø Learn Filipino well and
connect to our country.
Ø Retain your mother tongue
and connect to your
heritage."
Statement from our President
Department of Educa>on
Department of Educa>on

4. MTB-MLE Bridging Framework
DEPARTMENT OF EDUCATION
Mother Tongue
Literate in L1
Filipino
Introduce in Grade 1- 2nd quarter as Oral
Language,
Literacy starts in the 4th quarter
English
Introduce in Grade 1 - 4th quarter
as Oral Language, Literacy starts in
Grade 2, 2nd quarter
Literate in
L1 and L2
A multi-literate
Filipino learner
K to 3
Introduce in Grade 1 2nd quarter as Oral Language,
Literacy starts in the 4th quarter

5. What are the AREAS for Bridging
• Learning Environment
• Similari>es and Differences in:
a. Sound – symbol correspondences
b. Word structure/morphology
c. Syntax and grammar
d. Culture surrounding the language use
(pragma@cs)
Areas for Bridging
Department of Educa>on

6. Sinugbuanong
Binisaya
Patingog : a, e, i, o, u
Katingog: b, k, d,
g, h, l, m, n, ng,
p, r, s, t, w, y
Filipino
Patinig: a, e, i, o, u
Katinig: b, c, d, f
g, h, j, k, l, m, n,
ng ñ p, q r s t
v, w, x, y z
Bridging from L1 to L2
a. Compare MT (L1) and L2 Alphabet
b. Talk about the similari>es and differences
between le]er names, sounds, and the key words/
pictures.
For Vocabulary
Development
Iro
Araw Aso
Adlaw
In teaching, we s>ll need to teach what are similar for vocabulary
development but not as intensive as in the MT – they already know
the le]er names and sounds – it is even possible that learners can
already read Filipino words consis>ng of familiar le]ers. TRY!

7. Filipino
Patinig: a, e, i, o, u
Katinig: b, c, d, f, g,
h, j, k, l, m, n,
ng, ñ, p, q, r, s, t,
v, w, x, y, z
English
Vowels: Short ă, ĕ, ĭ, ŏ,
ŭ
Long ā, ē, ī, ō, ū
Consonants: b, c, d, f,
g, h, j, k, l, m, n,
p, q, r, s, t,
v, w, x, y, z
Bridging from L2 to L3 cont.
a. Compare L2 and L3 Alphabet
b. Talk about the similari>es and differences between le]er names,
sounds, and the key words/pictures. For Vocabulary
Development
In English (L3) one of the best approaches which is similar to the
two-track in the MT and the Marungko in Filipino is the Fuller.
Bridging reading in English is quite difficult because MT & Filipino
are syllabic while English is 95% phone>c (sounds) and it has 45
phonemes, but the skills applied to learning to read are the same
in all languages. Again, the instruc>on/teaching should be direct,
systema>c, & explicit.

8. b. Similari>es and differences in word structure
(morphology) (how words are formed)
S. Binisaya Filipino English
Ex.
Root word - Laba
Past - Naglaba
Future - Maglaba
Ex.
Root word - Laba
Past - Naglaba
Future - Maglaba
Wash
Washed
MT and Filipino languages are syllabic. While English is 95% phone>c.
Affixes express tenses in terms of the verb. We don’t add “s” to
pluralize the noun we use the word “mga”
Ex.
Ang bata
Ang mga bata
Ex.
Ang bata
Ang mga bata
Ex.
Child
Children

9. c. Similari>es and differences in sentence structure
(syntax)
S. Binisaya Filipino English
Ginatudluan sa
maestra ang
mga estudyante.
Tinuturuan ng
guro ang mga
bata.
The teacher
teaches her
pupils
Verb first Verb first Subject first
d. Similari>es and differences in grammar
Ex.
Root word - Laba
Past - Naglaba
Future - Maglaba
Ex.
Root word - Laba
Past - Naglaba
Future - Maglalaba
Wash
Washed

10. It depends on several factors:
• Degree of difference between the two
languages
• Linguis>c differences and similari@es such as
sounds (different alphabet symbols),
grammar, seman>c differences
• Script differences
• Exis>ng knowledge of L2 learners have
already acquired
• Age and previous educa>on of the learners
How long is the Bridging process?
Department of Educa>on

11. Language Assessment for Primary Grades
The Language Assessment for Primary
Grades or LAPG is a system-based assessment,
was specifically designed to gauge language
learning of pupils in the first key stage.
During the first conduct of the LAPG, it
aimed to establish a baseline data for the
Filipino and English language learning in the K to
12 Curriculum.
The Gains
DEPARTMENT OF EDUCATION

12. 12
62.26
59.43
53.66
57.78
63.77
70.18 68.6
55.71
72.7
69.56
71.88
69.72 69.16
71.9
62.13
68.19
84.67
58.82
78.59
70.09
0
10
20
30
40
50
60
70
80
90
100
Mean Percentage Score
Overall Test – National Performance by Languages

13. A comparison of the NAT & the LAPG
DEPARTMENT OF EDUCATION
SY 2011-2012

14. “The SUCCESS of star@ng from the Mother
Tongue to Mul@lingualism (MTB-MLE) is
greatly dependent on the QUALITY of the
transi@on process or the bridging
program...
DEPARTMENT OF EDUCATION