BRIDGING in the LANGUAGES

Gretel Laura M. Cadiong

Division of Tacloban City
Region VII

DEPARTMENT OF EDUCATION
Snoop It!

DEPARTMENT OF EDUCATION
 Express It!
1. Were you able to comprehend the thoughts of the
letter-sender? Why?
2. Was it evident that the letter-sender was using his
own language on the process of writing the letter?
Explain.
3. If you would rate this letter as an output of your
English language class, to what percentage is the
grade? Why?

DEPARTMENT OF EDUCATION
 Multilingual Literacy & Oral Language
Development

Oral Language Development

Literacy in
Literacy in Literacy in
L1
L2 L3
(Mother
(Filipino) (English)
Tongue)
DEPARTMENT OF EDUCATION
B
R
Mother
I Tongue
D
G
I English Filipino
N
G
DEPARTMENT OF EDUCATION
 OUR CHILDREN
SHOULD BE..............

Multilingual

Multi-literate

Multi-cultural
BRIDGE

DEPARTMENT OF EDUCATION
 BRIDGING
Or TRANSLANGUAGING, occurs
during the BRIDGE, or whenever
students and teachers make
connections among the languages.

DEPARTMENT OF EDUCATION
 How long is the bridging process?
It depends several factors:
• Degree of difference between the two languages
• linguistic differences and similarities such as
sounds (different alphabet symbols), grammar,
semantic differences
• Script differences
• Existing knowledge of second language learners
have already acquired
• Age and previous education of the learners
DEPARTMENT OF EDUCATION
 BRIDGING helps students
• Transfer academic language learned in one
language to the other language
• Engage in contrastive analysis by focusing on the
similarities and differences of the languages
 What are the connections among the
competencies in the different domains?
 What are the similarities and difference
between what I learned in the MT to what I
learned in Filipino? In English?

DEPARTMENT OF EDUCATION
Area of FOCUS for BRIDGING
• Phonology ( sound system)
• Morphology (word formation)
• Syntax and Grammar (sentence
structure)
• Pragmatics (language use)

DEPARTMENT OF EDUCATION
 Bridging in Phonology or Sound System

Teaching the similarities and differences of letter sounds

between L1 & L2 ; L2 & L3

Waray Filipino English

Tiringgan Patining Vowels
a / a / araw Short Long
a /a/ adlaw i / i / isda a ă ā
i / i/ isda u/ u / ulan e ĕ ē
u /u/ uran e / ɛ / eroplano
o / o/ okra i ĭ ī
e / i/ /ɛ/ - edro o ŏ ō
o/ u / - okra u ŭ ū
DEPARTMENT OF EDUCATION
 Bridging in Morphology or Word formation
• Focus on word formations that exist in L1 but not in L2 or in
L2 but not in L3
• Focus on cognates (words with similar origins) and false
cognates
Cognates in L1 & L2 Cognates in L1 & L2
Mother Tongue Filipino Filipino English
mata mata basket basket
ulo ulo bag bag
irong ilong edukasyon education
kiray kilay sosyalismo socialism

DEPARTMENT OF EDUCATION
Bridging in Morphology or Word formation
False Cognates in L1 & L2

Mother Tongue Filipino

buto (explode) buto (seed)
Hangad (look up) Hangad (wish)
takbo (spill) takbo (run)
Kaladkad (boil – Kaladkad (drag)
water)

DEPARTMENT OF EDUCATION
 Bridging in the Syntax or sentence structure

Sentence Pattern Example

Mother Tongue Verb + Noun/ Pronoun Malakat hi nanay.
Adjective + Noun Mahusay hiya
/Pronoun
Filipino Verb + Noun/ Pronoun Aalis si nanay.
Adjective + Noun Maganda siya.
/Pronoun
English Noun/Pronoun + Verb Mother is leaving.
Noun/Pronoun + She is beautiful.
Adjective

DEPARTMENT OF EDUCATION
 Bridging in the Pragmatics or sentence use

• Depend on the culture or practices of the

language users
Example: Filipinos would use gestures to give
directions while Native English speakers is more
precise in giving locations.
• Learners have to realize that the language use
from one language to another would depend on
the practices of its users

DEPARTMENT OF EDUCATION
 Remember...
• Transfer is facilitated when languages share written systems
(Bialystok, Luk, Kwan, 2005; Hornberger, 1989;Odlin, 1989)

• Alphabetic knowledge and word reading are found to transfer

well especially when the two languages are orthographically
comparable.
• Words in the MT and in Filipino are phonetically consistent;
there is direct transfer of skill in decoding.
• It is more difficult to decode words in English because not all
words are phonetically consistent.
• Vocabulary development should be intensive

DEPARTMENT OF EDUCATION
 Strategies for Bridging
1. Create a rich print environment
- Bridging alphabet chart
- Labels on objects around the classroom
- Bridging wall

DEPARTMENT OF EDUCATION
 Strategies for Bridging
2. Provide a lot of opportunities to hear and
use the language in varied ways
- singing songs in the different languages
- reciting poems in the target languages
- using stories in MT to build on literacy; use
the same story in teaching Filipino; then in
English

DEPARTMENT OF EDUCATION
May’da ako lobo Once I had a balloon
Lumupad ha langit That flew up to the
Ako ay may lobo
Waray ko na kakit- sky
Lumipad sa langit Never was seen it
i Di ko na nakita
Bumoto na ngay- again
Pumutok na pala. It burst up in the sky
an
Kanugon han ak
Sayang ang pera What a waste of my
kwarta ko money
Iginpalit han lobo Binili ng lobo To have bought the
Ha pagkaon kunta Sa pagkain sana balloon
Nabusog pa ako. Nabusog pa ako. I wish I bought some
food
Ginhubad ha Waray ni I could have been so
Gretel Laura M. Cadiong
full.
Contextualized to English by
Gretel Laura M. Cadiong

DEPARTMENT OF EDUCATION
Nag-iinggat nga Kumikislap na bituin Twinkle, twinkle
bituon Kamangha-mangha little star
Urusahon ka ha akon. ka sa akin. How I wonder
Ha igbaw han Sa kaitaasan ng what you are.
kalibutan
mundo Up above the
Diyamante ha
Diyamante ka sa world so high
kalangitan.
kalangitan.
Nag-iinggat nga Like a diamond in
bituon Kumikislap na bituin
the sky
Urusahon ka ha akon. Kamangha-mangha
Twinkle, twinkle
ka sa ‘kin.
Ginhubad ha Waray ni
little star
Gretel Laura M. Cadiong Isinalin sa Filipino ni How I wonder
Gretel Laura M. Cadiong
what you are.

DEPARTMENT OF EDUCATION
AngErrand
An Utos kay
for Ana
Ana
Pag-abot
When AnaniniAna
Pagdating
han
Ana tindahan
Aling ni
sa tindahan
reached
Mana
ni AlingAlita
Alita’s Alita she
store,
kumita
nakakita
saw many hiya
siyahin
ng
items
damo
maramingnga mga
for sale.
tinda.
paninda.
 Strategies for Bridging
3. Use Total Physical Response
- action/gestures
- pictures

DEPARTMENT OF EDUCATION
 The best learning
takes place when
learners listen and
respond to clear,
interesting and non-
threatening input.
Forcing them to speak
too soon and insisting on
correct pronunciation and
grammar hinders their
successful learning.

( Krashen, 2001)
 Concepts / Skills that transfer across
languages
• Phonological Awareness
- rhyming words
- number of syllables
- onsets Word Onset Rime
English
- rimes spit sp it
pat p at
cap c ap
Mother Tongue
Kahon k on
dahon d on
DEPARTMENT OF EDUCATION
 Concepts / Skills that transfer across
languages
• Book & Print Knowledge
- conventions such as cover, pictures about the
story, author, illustrator
- terms changes in another language but the
concepts remain

DEPARTMENT OF EDUCATION
 Concepts / Skills that transfer across
languages
• Phonics and Word Recognition
- Learners are taught to read in the MT
- They shift reading in Filipino ( Q2 in Grade 1)
- They start reading in English ( 2nd Sem in
Grade 2)

DEPARTMENT OF EDUCATION
 Concepts / Skills that transfer across
languages
• Comprehension ( Listening & Reading)
Comprehension strategies transfer across
languages ( Calero-Breckheimer & Goetz, 1993)
- noting details
- sequencing
- cause and effect
- inferencing
- predicting
DEPARTMENT OF EDUCATION
 Concepts / Skills that transfer across
languages
• Study Strategies
Skills are the same; only the terms change
- Alphabetizing
- Following Directions
- Interpreting Graphs

DEPARTMENT OF EDUCATION
 A million-dollar
How can we help children question
make the link between
what the previously
learned in the Mother
Tongue to what they are
currently learning in
Filipino? in English?

DEPARTMENT OF EDUCATION
 Our
Response
Literacy in the 3 Languages: Preparation for
content area Learning
A Grade 3
A Grade 3 learner
learner who should be
is ready to use
literate in his/her
• the Mother literacy skills
Tongue in
• Filipino understandin
• English g the content
subjects
DEPARTMENT OF EDUCATION
 Try it!
• Work with a pair.
• Think of a familiar rhyme, poem or song.
• Have the version of that rhyme, poem or
song in the three languages.
• Plan out how you would use the material
in the classroom so that bridging of the
language will take place.
• Be ready to share it to the group.
DEPARTMENT OF EDUCATION
gretel_cadiong@yahoo.com