LESSON 1 Mother Tongue-Based Multilingual Education – An Introduction

The Nature of Language

- Language is a system of signs and symbols formed to represent vocal symbols.

- Language is interwoven with all phases of thinking and learning processes.
- Thoughts, values, and understandings are developed and expressed through language.

Proficiency in the language enables people to access, process, and assess information, to engage with the wider and more diverse
communities, and to learn more about the role of language in their own lives, and in their own and other cultures.
Language acquisition - a natural process and involves “picking up” language in a nonconscious way through exposure to language, not by
studying it.
Language Acquisition and Language Learning complements each other.
- Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression).
- By learning and incorporating new language structures into their repertoire and using them in a variety of contexts, student
develop language fluency and proficiency.
Mother Tongue-Based Multilingual Education
- The implementation of the K-12 Basic Education Program puts high premium on the learner’s mother tongue and other languages
used in the classroom.
- The framework of MTB-MLE starts from where the learners are at and from what they already know, proceeding from the known
to the unknown.

MTB-MLE - Learners learn best when they are able to understand and express in the language they grew up speaking from childhood.
Thus, they are able to build a strong scaffold in terms of comprehension, construction and communication.

Mother Tongue-Based Multilingual Education

L1: Mother tongue L3: English (global language)

L2: Filipino (National language) L4: Foreign language

Students’ knowledge and skills transfer across languages. Language proficiency serves as a bridge to succeed in academics and most of
all for life-long learning.

Mother Tongue-Based Multilingual Education: A Rationale

How MTB-MLE started? Lingua Franca Education Project

- Defined and implement a national bridging program from the vernacular to Filipino, and later English to develop initial literacy for
use in public schools.
- In this bridging program, an alternative curriculum will be used in acquiring basic literacy and numeracy skills with the local lingua
Franca as the language of instruction.

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, page 4).

Mother Tongue-Based Multilingual Education

MTB-MLE is a theoretically-based and well-planned educational program that provides a strong foundation for literacy using the
learners developing cognitive skills and comprehension of academic content.

Aims of MTB-MLE
1) Literacy - Learning the Macro-skills. Comprehension in reading other languages only occurs after oral proficiency has developed
2) Prior knowledge - Learning of the curriculum through integration and application of that knowledge into current knowledge schemes.
3) Cognitive Development and Higher Order Thinking Skills (HOTS) - MTB-MLE cultivates critical thinking through talking about ideas in the
familiar language.
4) Strong bridge - MTBMLE provides a good bridge to the Macroskills for building fluency and confidence in using the other languages for
lifelong learning.
5) Scaffolding - The Mother tongue strengthens the learning of the second language by supporting the second language development for
communication.
6) Teaching for meaning and accuracy - Decoding text requires accuracy, while comprehending text requires decoding skills within a
meaningful context
Confidence building and proficiency development for two or more languages along the following macro-skills (listening, speaking, reading,
writing, and viewing ) for both meaning and accuracy

Performance standards for grade k-3

Grade Level Standards: Kinder

The learner must demonstrate skills and strategies in the following:
- phonemic awareness,
- alphabet knowledge,
- sound-letter correspondences,
- decoding,
- vocabulary and comprehension
- listening and responding to a variety of texts in their Mother Tongue.
Grade Level Standards: Grade 1
The learner must demonstrate basic communication skills in the following:
- talking about familiar topics using simple words and both verbal and non-verbal cues to understand
spoken language
- shows understanding of basic vocabulary and language structures, reading process,
writing system
- appreciates aspects of one’s culture.
-
Grade Level Standards: Grade 2
The learner must demonstrate communication skills in the following:
- talking about variety of topics using developing vocabulary and simple phrases and sentences, simple to
complex spoken language using both verbal and non-verbal cues,
- understands vocabulary and language structures
- appreciates and understand the cultural aspects of the language and the writing system used
- reads and writes simple and short literary and informational texts.

Grade Level Standards: Grade 3

The learner must demonstrate basic communication skills in the following:

- talking about variety of topics using expanding vocabulary and phrases,

- shows understanding of spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language
structures, cultural aspects of the language,
- reads and writes literary and informational texts.

Constructivist Theory in Teaching MTB-MLE

- Learning by doing.

Jean Piaget

- Children are active learners who construct meaning from their experiences and environment.
- Learning should be related to the learner’s stage of cognitive development.

Lev Vygotsky

- Knowledge develops from how people interact with each other, their culture, and society at large.
- Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge
and reality.

Constructivist Learning Theory

- It is a process of learning by doing wherein the learner is actively engaged in the process.
- Learning is a mental process that involves actual doing and reflective action.
- Learning is a web process where the learner learns other concepts or procedures related to what is being learned.
Implications to teachers

- Provide the learners with activities with hands on learning.

- Give opportunities to experiment and manipulate the objects of the world
- Help the learners understand the world

Pedagogical competencies in teaching mother tongue

- Your ability to understand deeper the target language and the culture in which the language is situated
- Your ability to design and execute instructional plans in teaching mother tongue
- Your ability to create assessments to ensure that learning is taking place

A student’s beliefs, attitudes, and subjective norms are all circumscribed in culture. Most of the time culture affects in a variety of ways,
how different students prefer to learn.

Culturally-Responsive Education

- An approach that integrates elements of the students’ lifestyles and experiences in the instructions and the curriculum (Taylor &
Sobel, 2011)
- To use the experiences and frames of reference based on the diverse culture of the students (Gay, 2010)
- Focusing on diversity can make students open-minded and eliminate racial and cultural discrimination.
- Incorporating social and political issues in classroom conversation can prompt opportunities for students to engage in critical
thinking.

Linguistic interdependence hypothesis

- Language proficiency skills (reading, writing, speaking, listening and viewing) developed using one language may also transfer to
higher language proficiency skills in another language.
- If children are already literate in their L1 when they are introduced to the L2, they will learn to read more rapidly in the second
language

Aspects of language
Phonology- The study of sounds and manual units and how they change in different contexts within and among languages
Morphology – The rules of language that govern word formation
Syntax – the study of the formation of sentences and the relationship of their component parts. Focused on the structure and the
rules of grammar.
Semantics – the study of meaning, changes in meaning, and the principles that govern the relationship between sentences or
words and their meanings.
Pragmatics – the study of unseen or hidden meanings in different languages apart from its content. This meaning is provided by
the context and a pre-existing knowledge of the perceiver about the utterance.

LESSON 2 Instructional planning for the mother tongue

Guiding principles for teaching and learning in mtb-mle

1) Known to the unknown - We learn when we use what we already know to help us understand what is new. Language learners
use what they know in their own language to help develop other languages.
2) Language and academic development- Students with well-developed skills in their first language have been shown to acquire
additional languages more
easily and fully and that, in turn, has a positive impact on academic achievement.
3) Cognitive development - Students who use their multilingual skills have been shown to develop both cognitive
flexibility and divergent thinking. In all subjects, focus on activities that build understanding and that encourage students to
apply, analyze, and evaluate what they have learned to create new knowledge.
4) Discovery learning - Learning does not equally absorb what was said or read but actively seeks answers and solutions. Teaching
that is based on the student finding things out for themselves, looking into problems, and asking questions.
5) Active learning – learning activities should involve peer interaction, total physical response, and purposeful talk.
6) Meaning and accuracy - Successful language learning involves hearing, speaking, reading and writing activities that focus on
both meaning and accuracy.
7) Language learning/language transfer - Second language learners benefit from opportunities to receive feedback in a
respectful and encouraging way. It is helpful when teachers respond first to the content of what the student is saying or writing.
 8) Affective component - Valuing students with talents in their home language more powerfully enables learning than just valuing
learners of English whose home language is irrelevant to academic success.

Teaching for meaning and teaching for accuracy across language skills

Language skills for successful learning

1) Read letters, words, and sentences correctly
2) Listen and read with understanding
3) Speak and write correctly
4) Speak and write to communicate thoughts, ideas, needs, and experiences

Listening
(Teaching for Meaning) Read for meaning and understanding.
(Teaching for accuracy) Decode words by recognizing their parts (letter, syllables, tone marks, etc).
Writing
(Teaching for Meaning) Write creatively in order to communicate thoughts, ideas, needs, and experiences.
(teaching for accuracy) Form letters properly and neatly spell words accurately, and use grammar correctly.
Viewing
(teaching for meaning) Give interpretation and express understanding about pictures, diagrams, tables, maps, and charts that contains
information.
(teaching for accuracy) Understanding and connecting visual images to accompanying spoken or written words.

Developing instructional plans for mother tongue instruction

Curriculum guide

- It serves as the teacher’s blueprint for planning and designing the curriculum.
- It should not be taught as is.
- It contains standards which are broad guidelines for student achievement.

Unpacking - Extracting the component knowledge and skills required by a standard in order to understand the learning expectations and can
clearly articulate those expectations to students and parents.

1) Analysis of the standards

Standards - These articulate what a student should be able to know, understand, and do by the end of the year, and they set equitable
benchmarks across classrooms and schools.
Content standards - Answers the questions “What do students want to know, be able to do and understand?”
Performance standards - Answers the question, “what do we want students to do with their learning or understanding?” and “How do we
want them to use their learning or understanding.

Content standards Performance standards

Defines what students are expected to know (Knowledge: facts and Defines the expected proficiency level
information), and what they should be able to do (process or skills)
with what they know
The meanings or understanding that they construct or make as Products and/or performances as evidence that students can
they process the facts and information. transfer or use their learning in real-life situations.

Learning area Standard – defines the broad outcomes for the MTB-MLE learning area.
Key Stage Standard defines the specific outcomes for key stages such as K-Grade 3, Grade 4-6, and Grades 7-10.
Grade Level Standard – defines the specific outcomes for the language domains of each grade level.

Nature of competencies

Oral Language (OL) – the use of language to communicate orally and interact with others (audience) for a variety of purposes.
Phonological Awareness (PA) – the understanding of the series of sounds and those sounds occur within a particular order in a spoken
language.
Book and Print Knowledge (BPK) understanding of the basic features of a book and how print works, as a prerequisite for reading
Phonics and Word Recognition (PWR)- A process of determining the meaning and pronunciation of a word.
Composing (C) The ability to formulate ideas following the conventional format/patterns of written language.
Fluency (F) - This is the ability to use the language macroskills in a smooth, rapid, and effortless manner.
Grammar Awareness (GA) The ability to speak and write effectively for different purposes by paying attention to both structure (syntax) and
meaning.
Reading Comprehension (RC) The process of constructing and negotiating meaning from print.
Attitude towards Reading (ATR) Having positive attitude towards language, literacy, and literature.
Study Skills (SS) it includes the use of advance organizers, marginal notes, research, etc.
Listening Comprehension (LC) The ability and capacity for understanding constructing and negotiating meaning from text via listening.
Vocabulary and Concept Development (VCD) it consists of the individual words that an individual understands or knows the meanings of
The target of the competency maybe either of the following domains.

- Knowledge refers to conceptual and factual understanding

- Skills means the ability to perform or demonstrate linguistic skills and activities
- Values is the appreciation for the language, development of the right attitudes and dispositions.

Assessment Strategies

- Constructive Alignment is the “coherence among the learning outcomes, assessment, and learning experiences in an educational
program.
- Alignment basically means the “perfect match” of four things, namely:
1) What it important for the leaners to learn
2) What we teach them
3) How we teach them
4) What we assess when we ask them to perform

Plan Learning Experiences - With the learning goals and assessment methods established, the instructor will have a clearer
vision of which strategies would work best to provide students with the resources and information necessary to attain the goals

Target competency Learning activities/experiences

- Recognize letters of the alphabet, tone marks, and - Read/say the sound of letters in isolation
other language features - Read/sound out short words in Isolation
- Write the letters of the alphabet
- Read and write own name correctly

Design learning materials

Characteristics of effective language Materials

- Expose the learners to language in authentic use

- Help learners to pay attention to features of authentic input
- Provide the learners with opportunities to use the target language to achieve communicative purposes
- Provide opportunities for outcome feedback
- Achieve impact in the sense that they arouse and sustain the learners’ curiosity and attention
- Stimulate intellectual, aesthetic, and emotional involvement

Language macro skills

Macroskills
- The skills which are needed in order to acquire and master language and to communicate effectively.
- Macro skills are language skills or the skills that we used in learning and using the language.
1) Listening 2) Speaking 3) Reading 4) Writing 5) Viewing

Receptive macro skills

Listening - The process of receiving, constructing meaning from and responding to heard spoken or non-verbal messages.
Reading - It is a complex cognitive process of decoding printed symbols in order to derive meaning from them.
Viewing - This skill is the perceiving, examining, interpreting, and constructing meaning from visual images and is crucial to improving
comprehension of print and non-print materials
Expressive macro skills
Speaking - This is the process of building and sharing meaning through the utterances of verbal and non-verbal symbols, in a variety of
context.
Writing - This is a process through which people communicate thoughts and ideas through written signs and symbols.

How to teach the macro skills? The best way to teach the macro skills is to have the students use them in learning and
using the language.

Receptive macro skills Stages Expressive macro skills

Receiving/Decoding Pre Free stage
Comprehension During Process
Interpretation Post Produce

Lesson 3 – Teaching and Learning Mother tongue

Part to whole - The instruction begins with the most basic unit of language learning and works up to more complex aspects of language
learning. More attention is given to skill- development through drills, and less attention is given to constructing meaning through language.
Whole to part - Teaching method emphasizes the importance of the learners’ understanding of the context in which the language is used.
This teaching method emphasizes the importance of meaning construction in the learner’s use of his or her language.

Balanced Teaching Method - According to Malone (2000), a balanced teaching method allows learners to successfully learn a language by:
- Focusing on the parts of the language (teaching for accuracy).
- Focusing on the whole text (teaching for meaning).

1) A balanced teaching method gradually gives kids more responsibility for their reading and writing.
First, teachers model good reading and writing to their class.
Second, teachers and children share in enriching classroom activities in practicing their skills.
Finally, students are encouraged to implement their skills independently.
2) This method allows children to experience language learning creatively, finding meaning, and enjoying the texts that they read.
3) This method is about balancing explicit language instruction with independent learning and language exploration.

Components of Balanced Teaching Method

- Reading Aloud
- Shared Reading
- Guided Reading
- Independent Reading
- Shared and Independent Writing
Reading aloud
- Students have the opportunity to listen to an adult read in order to hear what effective reading sounds like and to develop an
appreciation of reading.
- The teacher stops at planned points to ask questions to elicit student response while modeling fluency, self-monitoring strategies,
and comprehension strategies to teach students to think more deeply about text.
Shared Reading
- Reading is shared between the teacher and the students.
- The teacher will read the passage aloud to the whole class and stop periodically in order to model how they are thinking through
the text.
- During the shared read, the teacher may also read the selected text aloud a number of different times.
Guided Reading
- In small groups, students of a similar reading level read a text together with teacher support.
- Students read text at their instructional level while the teacher explicitly teaches and students practice the reading skills they need
to develop.
Independent reading
- Students are given time to read independently, choosing texts that spark their interest and applying skills they have learned during
shared reading and guided reading.
- Students may respond to the text in meaningful ways through writing, discussion.
Shared and independent writing
- This includes the teacher modeling and whole class practice of writing skills.
- The teacher models the writing process with a specific focus on the writing strategy/skill students are learning.
- This modeling is done on paper or a surface large enough for all students to see and.
- Like shared reading, students have the opportunity to practice the modeled skill during whole group with teacher and peer
support.

Choosing On-Grade
and Culturally Relevant Instructional Materials
Choosing On-Grade
and Culturally Relevant Instructional Materials
Choosing On-Grade and Culturally Relevant Instructional Materials
One of the major challenges in the implementation of MTB-MLE in the country is the scarcity of on-grade and culturally relevant
instructional materials using the language of the mother tongue.
On-Grade Instructional Materials
On-Grade Instructional Materials
1) Developmentally appropriate
2) Appropriate to the grade level of the learners
3) knowing about child development and learning
4) knowing what is individually appropriate
5) knowing what is culturally appropriate
Culturally Relevant Instructional Materials
Culturally Relevant Instructional Materials
- Situations and events that are familiar to the students must be used in the materials.
- Concept of family, children’s roles in the school and community must be shown
- Stories, pictures, sentences must show areas or places which are part of the culture.
- Filipino values like unity, industry, respect, kindness, perseverance, etc.
Using Graded Reading Materials
- Graded reading materials are books that have the language level simplified to help language learners read them.
- Graded readers are reading material written in a controlled vocabulary and grammar structure in terms of number and difficulty.
- Characteristics of Graded Reading materials
Characteristics of Graded Reading materials
Level 1
- Reading for new readers.
- The goal of level 1 materials is to make the readers realize that written texts have meaning.
- Materials talk about people, places and activities that are familiar to the readers.
- Sentences are short, easy to read and use vocabulary that the readers know and use.
Level 2
- Reading for learners who are gaining fluency.
- Written in a language that the readers understand and have learned to read.
- New concepts, information and ideas adapted so readers can use their existing knowledge and their language fluency to get
meaning from the text
Level 3
- Reading for learners who want to read in another language that they understand and speak.
- Provide information about the vocabulary and grammar of the languages that readers have learned so they can use the languages
—oral and written—for higher level thinking and learning.
Level 4
- Reading for learners who have become life-long readers and learners.
- Provide readers with information and ideas that are relevant to their life, affirm their heritage language and culture, and help them
learn about the world outside their community.

Being a teacher of Mother Tongue as a learning area, you are also expected to develop your own instructional materials (IM) using the
mother tongue of your class by creating your own IM and translating and adapting written materials into the language of the mother
tongue.
Basic Guidelines in writing stories
 Being a teacher of Mother Tongue as a learning area, you are also expected to develop your own instructional
materials (IM) using the mother tongue of your class by creating your own IM and translating and adapting
written materials into the language of the mother tongue.
- Make sure to keep your stories short and easy-to-read.
- Use natural, familiar language of your readers when composing your story.
- Write about people, places, activities, and experiences that are familiar and relatable to your readers.
- Create stories that can be pictured or illustrated to help your new readers understand the text better.
- Write for a specific person who you think represents the people who will read your story.
Guidelines on illustrations of stories
- Illustrations should show only what is happening in the text.
- Illustrations should be about people, places and objects that are familiar to the readers.
- People and objects should usually be complete figures.
- Illustrations should fill most of the space that is provided.
- The lines should be simple (no unnecessary shading or details).
Illustrations help readers in several ways:
- They help new readers understand the text
- They help them predict what will come next in the text
- They make the written text more interesting

Lesson 4 - Language teaching strategies for mother tongue

Children want the same things we want. To laugh, to be challenged, to be entertained, and delighted..” – Dr. Seuss

Language Teaching and Learning Strategies for LISTENING & VIEWING

Multimodal texts - The use of different modes in a material in order to communicate message or meaning.
- Different modes include written texts, audio, still pictures, moving pictures, use of space, etc.
- Viewing and Listening are the primary macro skills used in comprehending and appreciating multimodal texts.

Listening Viewing
- Learning to listen to the target language improves - This is the active process of attending and
language ability. comprehending visual media.
- To listen successfully to spoken language, you need to be - Viewing helps students develop the knowledge and skills
able to work out what speakers mean when they use to analyze and evaluate visual and multimodal texts.
particular words in particular ways in particular
situations.

Models of processing in listening

Bottom-up processing
- This helps students recognize lexical and pronunciation features to understand the text.
- Direct focus is given on language forms, words and sentence structures and patterns.
- As the learners become more aware of linguistic features of the input, the speed and accuracy of perceiving and processing aural
input will increase.
Top-down processing
- This uses prior knowledge and experience to build the meaning of a listening test using information provided by sounds and
words.
- To arrive at a meaning of a text, the listener draws on personal knowledge of the context, topic, speakers, situations, and the
world, matching it to the aural input.

Teaching strategies for listening

1) listen and draw - To make listening more intentional and test students' spatial skills, have students follow and illustrate your instructions.
Let them compare drawings with peers afterwards.
2) listening with peer interaction - Encouraging interaction with classmates and native speakers through listening expands communicative
contexts and enhances self-confidence.
3) asking questions - Posing questions before the listening task keeps students focused and directed.
4) top-down listening - When students know why they are listening, they are more focused.
- listening for main ideas,
- listening for details,
- listening to make inferences,
Help students develop a sense of why they listen and which skill to use to listen better.

Pre-listening
The teacher will review the concept of preposition of place. The teacher will show a box and a pen. The teacher will place the pen in several
position around the box. The students will identify the preposition of place based on the location of the pen.
During Listening
The students need a pen and a paper and follow the instructions to be dictated by the teacher.
1. Draw a big square in the middle of your paper.
2. Draw a big circle on top of the square.
3. Draw a small triangle on top of the circle.
4. Draw two small square inside the circle.
5. Draw a curve line below the two small squares.
Post listening
1. Draw a big square in the middle of your paper.
2. Draw a big circle on top of the square.
3. Draw a small triangle on top of the circle.
4. Draw two small square inside the circle.
5. Draw a curve line below the two small squares.

Viewing - Visual aids became rampant as these effectively catch the learners’ attention. Furthermore, graphs in different types and graphic
organizers are incorporated on topics. Thus, the learners turned to learn concepts visually.

- What is the material representing?

- What is the purpose of the material?
- To whom is the material directed?
- How is the material constructed?
- What assumptions, interests, beliefs, biases, and values are portrayed by the text?
- What is my reaction to the text? What causes this reaction?

Teaching viewing process

1. Pre-viewing - Students prepare to view the material by activating their schema, anticipating a message, predicting, speculating, asking
questions and setting a viewing purpose.
2. During viewing - Students view the visual text to understand the message by seeking and checking understanding, making connections,
making and confirming predictions and inferences, interpreting and summarizing, pausing and reviewing, and analyzing and evaluating
3. After viewing/responding - Students respond personally, critically, and creatively to visual texts by reflecting, analyzing, evaluating, and
creating.
The 3Cs framework for film and Video

Color Camera
- What Colors do you see? - What shots have been used?
- What do the colors make you feel? - Through whose eyes do we see the story?
- Why do you think certain colors are used? - When do we see different characters' point of view?
- What mood do you think the colors create? - When does the camera move and when does it stay still?
Character Story
- What do the main characters look like? - What happens in the story?
- How do they speak and what do they say? - What are the most important events in the story?
- How do they behave? - How do we know where the story takes place?
- Which character interests you the most? Why? - How long does the story take place in "real" time?
Setting Sound
- Where does the action take place? - How many different sounds do you hear? What are they?
- When and how does the setting change? - How does the music make you feel? Are there any
- How could you tell where the story was taking place? moments of silence?
- How could you tell when the story was taking place? - Can you hear any sound effects?

Visual Thinking Strategies - Students silently examine carefully selected art images. The teacher asks these three open-ended questions:

1. What is going on in this picture?

2. What do you see that makes you say that?
3. What more can we find?

Students Teacher
- Look carefully at the image - Listens carefully to each comment
- Talk about what they observe - Paraphrases student responses demonstrating language
- Back up their ideas with evidence use
- Listen and consider the views of others - Points to features described in the artwork throughout
- Discuss many possible interpretations the discussion
- Construct meaning together - Facilitates student discussions
- Encourages scaffolding of observations and
interpretations
- Validates individual views
- Links related ideas and points of agreement/
disagreement
- Reinforces a range of ideas

Language Teaching and Learning Strategies for Reading

Reading is the process of relating written symbols to oral language, of constructing meaning from written text. It is an interactive process
that involves the reader, the text, and the writer.
Decoding the ability to figure out the pronunciation of printed words and determine the word’s meaning.
Comprehension is the ability to construct meaning by interacting with a text.
Early reading instruction is focused on decoding and as a child progresses in his or her reading, the focus shifts from decoding to
comprehension
The curriculum for Mother Tongue (from K to Grade 3) reflects the competencies needed by a child to successfully decode and comprehend
printed texts using his or her mother tongue.

Fundamental skills in reading

- Understand the alphabet
- Decode
- Develop sight vocabulary to read fluently (with automaticity)
- Develop strategies to help with comprehension and fluency
- Read texts that match his/her reading level and interests;
- Engage in extensive reading.

- “The more that you read, the more things you will know. The more that you learn, the more places you'll go.” – Dr. Seuss

Approaches to teaching reading

Phonics approach - This approach is concerned with helping a child learn how to break words down into sounds, translate sounds into
letters and combine letters to form new words.
Whole language - This approach focuses on reading at the word level or learning to say the word by recognizing its written form. Building
vocabulary is the goal of this approach.
Language experience - Teaching reading is grounded in personalized learning where the words taught are different for every child. The idea
is that learning words that the child is already familiar with will be easier.

Language teaching and learning strategies for speaking

- In this macro skill, A speaker needs to find the most appropriate words and correct grammar to express meaning accurately and
specifically and needs to organize the discourse so that the listener will understand.
- Teaching speaking is training students how to communicate ideas without articulation difficulties. The objective of the language
teaching is the production of the speaker’s competence to communicate in the target language.

Teaching students to:

- Produce the English speech sound and sound patterns

- Use words and sentences stress, intonation patterns, and the rhythm of the second language
- Select the appropriate words and sentences according to the proper social setting, audience, situation and subject matter
- Organize their thoughts in a meaningful and logical sequence
 - Use the language quickly and confidently with few unnatural pauses, which is called as fluency

Roles of the teacher in teaching speaking

- Introducing and practicing patterns in ways that feel meaningful to the children, such as in games, in situation where the children
genuinely want to express themselves, and through personalization
- Practicing new patterns in combination with the other patterns the children have learned, so the children can internalize them
more easily.
- The teachers participate in the discussion by introducing new information and by ensuring the continuation of students’
engagement. Giving new opportunities to use the patterns being taught.
- Giving the children confidence to speak out in front of others by talking independently with other children and the whole class.
- The teachers can give some feedbacks by giving helpful and gentle correction and by telling the students about their performance.
Besides that, they should avoid over-correction, since it might lead to students’ reluctance to continue the dialogue

Strategies in teaching speaking

Speaking drills Role play

- This is used to practice new language. It involves the - Students pretend they are in various social contexts and
teacher modelling a word or a sentence and the learners have a variety of social roles. In role-play activities, the
repeating it. teacher gives information to the learners such as who
- It is based on the notion that one can learn the language they are and what they think or feel.
by developing habits based on the patterns of language - Role Play activities are those where students are asked to
imagine that they are in different situation and act.
Information gap Brainstorming
- In this activity, students are supposed to be working in - On a given topic, students can produce ideas in a limited
pairs. One student will have the information that other time. Depending on the context, either individual or
partner does not have and the partners will share their group brainstorming is effective and learners generate
information. Information gap activities serve many ideas quickly and freely.
purposes such as solving a problem or collecting
information.

Storytelling Picture analysis

- Story telling fosters creative thinking. It also helps - One way to make use of pictures in a speaking activity is
students express ideas in the format of beginning, to give students just one picture and having them
development and ending, including the characters and describe what it is in the picture.
setting a story has to have. - For this activity students can form groups and each group
- They may create their own stories to share in the class or is given a different picture.
retell a story they know.
Dialogues Brainstorming
- Dialogues provide learners with grammatically controlled - Language games make learners use the language instead
scripts that they can use in real life. of thinking about learning the correct forms.
- Whenever, possible, the dialogues should be based on - The use of games in teaching speaking can provide good
the types of real and make- believe conversations that communicative activities and can be a powerful tool in
children have when they work and play. teaching language.

Language teaching and learning strategies for writing

Process in Teaching Writing

Model - Demonstrate the practice and explain the thought process behind it.
Practice - Have students incorporate the practice in their work.
Engage - Engage students in analyzing how the practice worked and outcomes.

Strategies in teaching writing

- Using sentence starter to prompt students to think critically about the writing activity.
- Synthesizing multiple texts or multiple perspectives on the same text.
- Sharing examples of different writing styles (persuasive, descriptive, narrative, reflective)
- Doing a copy/ change exercise to apply different writing structures to the student’s own work.

Stages of emergent writing

Drawing and imitative writing - The child attempts to communicate through scribbles that imitate “grown-up writing”.

Copying words - The child copies words from familiar resources like books, posters, and word wall.

Drawing and strings of letters - The child writes random letters, but the letters have no relationship to sounds.

Early phonetic writing - The child writes words to represent words and sounds

Phonetic writing – The child writes words using letters to represent each sound that is heard.

Conventional writing - The writing shows an emerging voice of the writer.1