This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.

1. Bridging Between
Languages

2. ConceptsandDefinitions
Bridging: the process of transitioning from learning one
languagetoanother.

3. • Early-exit transition. The mother tongue or L1 is the
mediumofinstruction(MO1for2-3years,thenswitch
toL2and/orL3asMO1
• Late-exit transition. The mother tongue or L1 is the
medium of instruction for 5-6 years or more, then
switchtoL2and/orL3asanMO1.

4. • Mother tongue. The language(s) that one has
learnedfirst
- - referred to as first language
(L1), homelanguageor
heritagelanguage.

5. • Mother-tongue-based multilingual
education
Learner-centered, active basic
education which starts in the mother
tongue and gradually introduces one or
more other languages in a structural
manner, linked to children’s
understanding in their first language or
mother tongue.

7. Multilingual education
Adopted in 1999 in UNESCO’s
General Conference Resolution 12; the
term refers to the use of at least three
languages.
Ui brad ! Ako
tuod si Totoy.

8. Second language (L2)
- a second language learned after L1
- a second language learned at school for
formal educational purposes.

9. Difference between language and
dialect
From the linguistic point of
view, the distinction between
language and dialect emphasizes
intelligibility.

10. Benefits of MTBMLE
- There is ample research showing that
students are quicker to learn to read and
write and acquire academic skills when first
taught in their mother tongue or L1.
- They learn second language more quickly than
those initially taught to read in an unfamiliar
language.

11. -
MTBMLE programs benefit students
who do not understand or speak
the official/ school language when
they begin their education.

12. Three kinds of development
1. Language development
Students develop fluency and confidence in
understanding, speaking, reading, writing,
viewing and thinking in their first language and
then transfer those abilities to the official/
school language for communication and
lifelong learning.

13. 2. Academic development
Students achieve the required academic
competencies in each subject at the end of
the MTBMLE program.

14. 3. Socio-cultural development
Students are proud of their heritage language
and culture and respect the language and culture of
others. When they complete their education, they
are equipped to contribute actively to the
development of their home, community and to the
nation of which they are part.

15. Components of MTBMLE
Strong foundation
Research show that children who start
education in the language of their home
tend to do better in the later years of their
education ( Thomas and Collier, 1997).

16. Good bridge
Well-planned transition from learning
through the mother tongue or L1 to learning
through other language(s) results in better
learning outcomes.

17. K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Build oral
L1 &
confidence
Continue
oral &
literacy in
L1 Filipino
Continue
oral &
literacy in
L1
Continue
oral &
literacy in
L1
Continue
oral &
literacy in
L1 (Filipino)
Continue
oral &
literacy in
L1 (Filipino)
Continue
oral &
literacy in
L1 (Filipino)
Begin L1
literacy
(reading
and writing)
Continue
oral L2
(English)
Begin oral
L2 English
Begin L2
literacy 4th
quarter
(English)
Continue
oral &
literacy L2
(English)
Continue
oral &
literacy in
L2
Continue
oral &
literacy in
L2
Continue
oral &
literacy in
L2
Continue
oral &
literacy in
L2
Use L1 as
LO1
Use L1 as LO1 in all
subjects
Use L1 as
LO1 in all
subjects
Including
science
Use Filipino as LO1 in Esp, Ap, Filipino,
MAPEH, EPP.
Use English (L2) in Math, Science,
English (TLE in Grade 6)

18. K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Oral L1
(semester)
Continue
oral L1
semester 1
Begin L1
Literacy
semester 1
Continue
oral &
literacy in
L1 & L2
Introduce
reading &
writing
Begin oral
L2
Semester 1
Quarter 2
Continue
oral L3
Continue
oral &
literacy in
L1, L2 & L3
Continue
oral &
literacy in
L2 & L3
Continue
oral &
literacy in
L2 & L3
Continue
oral &
literacy in
L2 & L3
(emergent
literacy)
semester
Begin oral L3
Quarter 3-4
Bridge to L2
literacy
Quarter 4
Bridge to
L3 literacy
Quarter 4
Filipino (L2) LO1 AP, EsP, EPP, MAPEH
in Filipino
English (L3) LO1 Math, in English
Science

19. L1 as LO1 L1, as LO1 L1 as LO1 L1 as LO1 in all
subjects
including
science
L2-L1
L2
L3 to L1
To L3
To check
comprehensi
on
L2-L1-L2
L3-L1-L3
Kumusta? Ako
nga pala si
Tonio.

20. What does research
say about this?

21. Following are some research
studies relating to MTBMLE, first and
second language acquisition, and
language development.
Hi !!! My name is
Tony.

22. The most powerful factor in predicting educational
success for minority learners is the amount of formal
schooling they received in their L1. only those
language minority students who have 5-6 years of
strong cognitive and academic development in their
L1 as well as through L2 did well in Grade II
assessment.
- Thomas and Collier 2001

23. Knowledge gained in one language transfers to
other languages that we learn.
- Cummins, J
The level of development of the children’s
mother tongue is a strong predictor of their second
language development.
- Thomas and Collin, 2001

24. Children … with a solid foundation in their
mother tongue develop stronger literacy
abilities in the school language. Children’s
knowledge and skills transfer across languages
from the mother tongue… to the school
language.
- Cummins, J. 2000

25. The development of the child’s first language with its
related cognitive development is more important
than the mere length of exposure to the second
language; development of the mother tongue is
critical for cognitive development and as a basis for
learning the second language.
- Tucker, G. R., 1990

26. The first language is the language of learning. It is by
far the easiest way for children to interact with the
world. And when the language of learning and the
language of instruction do not match, learning
difficulties are bound to follow.
- World Bank, 2006

27. On the importance of Oral
Language:
 Oral language is the foundation of learning to read
and write. The initial stages, reading builds on an oral
language. Any reading program designed to build
early reading skills must offer support for and
connections to an oral vocabulary in a spoken
language.
- Rashos et al., 2000

28. Planning a “strong foundation and a
good bridge”. What theorists and
researchers say
Building a strong foundation in L1.
• Knowledge gained in one language
transfers to other language that we learn.
-Cummins

29. • The most powerful factor in predicting
educational success for minority
learners is the amount of formal
schooling they received in their L1…
only those language minority students
who had 5-6 years of strong cognitive
and academic development in the L1 –
as well as through L2 – did well in grade
11.
–`Thomas and Collier, 2001

30. Introducing the L2 through
listening and responding (no speaking
at first)
• The best (language learning) methods are: those that supply
“comprehensible input” in low anxiety situations, containing
messages that students really want to hear. These messages do
not force early production in the L2 but allow students to
produce when they are ‘ready’, recognizing that improvement
comes from forcing and correcting production.
- Krasher, 1981 & Wilson, 2001