This document discusses language acquisition and learning. It notes that language acquisition is a natural and subconscious process that occurs when people are exposed to a language from an early age, as is the case with first language acquisition in children. Language learning, on the other hand, is a more conscious process that can involve studying grammar rules. The document also discusses second language acquisition and notes some key differences from first language acquisition, including the importance of exposure, comprehension, and interaction/practice. The remainder of the document discusses the history of adopting mother tongue-based multilingual education (MTB-MLE) in the Philippines, including an initial pilot project, and highlights research showing cognitive, educational, and proficiency benefits of using students' mother tongues

1. Lesson 2

2. Strong Agree
Agree with
Reservations
03
Activate and Analyze
Decide whether you:
Somewhat
undecided and
most likely can
be swayed to
either side
Strong
Disagree
Justify your side.

3. Language is an invention of
groups of people in order to
communicate effectively with
each other in their
local/particular community.
Cite an example.
Activate and Analyze

4. Language represents concepts
that are particular to a
specific culture.
Activate and Analyze

5. Language represents the
people, the culture, history
and heritage.
Activate and Analyze

6. When we accept language,
we accept the culture.
Activate and Analyze

7. Most language environments
have words that are
specialized and are used only
in those environments.
Activate and Analyze

8. Age does not really determine
difference in language style.
Activate and Analyze

9. The structure of language
affects the way in which its
respective speakers
conceptualize their world or
otherwise influences their
cognitive process.
Activate and Analyze

10. New meanings are continually
created as people change
their ideas, feelings, and
activities.
Activate and Analyze

11. As people think, read, travel,
make friends, and experience
life, the associations and
connections that words have
for these people change.
Activate and Analyze

12. Language determines how
one thinks and process
information.
Activate and Analyze

13. Differentiate

14. Acquisition – the process of learning skills
or getting knowledge
Language learning is conscious or intentional process which may involve
studying the language, paying attention to grammar rules.
Language acquisition is a natural process and involves “picking up”
language in a nonconscious way through exposure to language, not by
studying it.
Children “acquire” their first language and get to know its rules
through exposure and by being exposed to examples of the
language and by using it. This part of the theory of “first language
acquisition”.
Second language acquisition is the process, and study of the
process , by which people learn a language that is not their native
language.
Second Language Learning

15. Teachers and theorists believe that we do learn a second
language by “acquiring” or “picking up” a language, but there
are some important considerations for second language learners.
Second language learners acquire language through exposure to many
different examples of the language, by reading it, and by hearing it.
We listen and read and develop an understanding of language
over a period of time before we eventually use it ourselves.
The period, when learners are taking in language, processing it and
perhaps silently practicing it, is known as the “silent period” and is
thought to be an important state in language acquisition.
Once we use the language, it is important that there is an
opportunity for interaction, so we can use the language, to
experiment, to make the language work in communication.
Second Language Learning

16. Second Language Learning

17. It all began with the Lingua Franca
Education Project (LFEP)
DECS embarked on a pilot study called Lingua Franca
Education Project in SY 1999 – 2000.
LFEP aimed to define and implement a national bridging program from
the vernacular to Filipino to English to develop initial literacy for use in
public schools.
Through the bridging program, an alternative curriculum will
be used in acquiring basic literacy and numeracy with the
local lingua franca as the language instruction.
The pilot study involved two Grade 1 classes from each of the 16
regions. One was the experimental class and the other the control
class.
How we ended up adopting the MTB –
MLE?

18. Two Grade 1 teachers from each of the experimental schools, together
with the principal, underwent training before the pilot study. One teacher
handled the Grade 1 experimental class while the other taught the
alternate class.
The Lingua Franca used in the pilot study were as follows:
• Regions I, II, CAR – Ilocano
• Regions III, IV, V, VII, XII, NCR – Tagalog
• Regions VII, VIII, IX, X, XI, CARAGA - Cebuano
How we ended up adopting the MTB – MLE?
Since the LFEP, DECS Memo No. 144 s. 1999, Mother
Tongue-Based Multilingual Education Program is the
most vital reform for the country’s basic education and
school system as a whole.

19. The lessons from the findings of various international and national studies on
language used in education undertaken by UNESCO are one in affirming the benefits
and relevance of MTB-MLE which in conformity with the recommendations given by
the Basic Education Sector Reform Agenda (BESRA) to improve learning outcomes and
promote Edcstion for All (EFA).
As research shows, (Dutcher, 1994: Tucker, 1998; Klaus, 2001:
Thomas, 2002; Dekker and Young, 2007; Durnnian, 2007; UNESCO,
2007 b; Dekker, Duquiang, 2008; Noorlander & Van, 2008,) quality
education occurs most effectively when the mother tongue, the
learner’s home language, is used for initial learning – 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 language of instruction do not much, learning
difficulties are bound to follow (World Bank, 2006, page 4)
How we ended up adopting the MTB – MLE?

20. • Literacy
• Prior Knowledge
• Cognitive Development and Higher Order Thinking Skills
• Strong Bridge
• Scaffolding
• Teaching For Meaning and Accuracy
• Confidence Building and Profeciency Development for 2 or more
Languages along the Macro Skills of Communication.

21. Interview an elementary teacher who has taught or is teaching
MTB as a learning area. (chat or f2f)
Advantages of teaching MTB as a subject for both the learners
and the teacher;
Challenges or problems encountered;
Solutions that were created so far to address the
problems
Further recommendations to better achieve the goals of MTB-
MLE.
Task 2:

22. Thank
You