Universal Grammar

I n tPART
roduction.
a n d t h e “ L a n g u a g e PART
01 Acquisition Device 04
First Language PART
PART
05
Social
02
Acquisition.
Interactionism

Behaviosirt Theory PART

PART
06
Second Language
03
(1940-1960)
Acquisition (SLA)
Linguistic Theories of
PART Language PART
07 1
SLA from Chomsky to
Krashen.
Proficiency

0
PART PART
11-12
Cognitive Theories of Principles of SLA
08
SLA Classroom

PART PART
13
Sociocultural
09
Summary
Theories of SLA
 PART
Introduction. W e a k a n d S t r o n g PART
14 Forms of MLE 18
PART PART

15
Historical Context. MTB Instruction
19
Models of PART
PART
16-17
Multilingual Bilingual Education 20
Education
 PART M a i n t e n a n c e M u l t i PART
MTB Bilingual
21
Education. Education 24
PART PART
Immersion of
22
Multi Educ
Foreign Language 25
Instruction
PART PART
26
Conditions of
23
Transitional Multi
Education Program
 Experimental MT
PART PART
Submersion
27
Program in the
Bilingual Educ Philippines
30
PART PART
31-32
characteristics of
28
Mainstream Bilingual
with Foreign Language Successful MTBMLE
Teaching

PART PART
33-34
DEPEd
29
MTB Mutil Educ Summary
 INTRODUCTION
• Communicate

MTBMLE
Part
01
• Read

You can replace your text

here. This is the
placeholder column.

Problems
• Write •What if they cannot
understand the teacher's
question?
•How will they be able to
repond?
 FIRST lANGUAGE ACQUISITION

• How can teachers best • How do they learn their

Part
02 provide
comprehensive
pupils
input
with
and •
second language?
What practices in formal
with opportunity
Y o u to
c a produce
n replace your text instruction will best
here. This is the
clear and explicit output facilitate language
placeholder column.
acquisition?
To answer these questions we
must answer first be asked.

• How the children, or adults,

learn their own language,
their mother tongue?
 Behaviosirt Theory Universal Grammar and the
‘Language Acquisition
(1940-1960) Device’

Part
• Theory of learning based on Part

03 the idea that all behaviors

04
are acquired through • Rejected the Behaviorist
conditioning. You can replace your text Approach
here. This is the
• Operant Conditioning by B.
placeholder column.
F. Skinner • Innate Device or Language
Acquisition Device (LAD)
 Social Interactionism

• the socio-cultural theories of

Part
05 Lev Vygotsky. • Vygotsky states that “speech
plays an essential role in the
• he provide the Ybasis
o u c aof
n rsocial
eplace your text organization of higher
here. This is the psychological function”
interactionist theories which
placeholder column.
attempt to account for the (1978)
role of social interaction in
fostering language
acquisition.
 Second Language
Acquisition (SLA)
• Ellis (2008, a, xx, xxi)
Part  sociocultural theories,
 theories from the field of
06 linguistics, motivated
which draw on Vygotsky's
theory of learning
Chomsky's ideas, including
Stephen Krashen's theory
of the importance of
meaningful input
 cognitive theories, which
examine language in
termes of general principles
of learning and
development,
 Linguistic Theories of SLA
Cognitive Theories of SLA
from Chomsky to Krashen
1.
• Declarative knowledge
Part Part
Krashen's five hypotheses: 2. Procedural knowledge
07 1. The aquisition-learning 08
distinction You can replace your text Learning begins with..
2. The natural
h e r e . T h i sorder
is the
Declarative stage
hypothesis placeholder column.
Next is...
3. The monitor hypothesis
Associative stage
4. The input hypothesis
5. The affective filter
Thirdly...

hypothesis Autonomous stage

 Sociocultural Theories of SLA

• •
Part
09
You can replace your text
here. This is the
placeholder column.
 Language Proficiency
• •
Part
10
You can replace your text
here. This is the
placeholder column.
 Principles of
SLA Classroom
ELLIS TEN PRINCIPLES OF 3. Instruction needs to ensure
Part
11-12 SLA CLASSROOM that
form.
learners also focus on

1. Instruction needs
Y o u cto
a n ensure
replace your text
here. This is the
that learners develop both a 4. Instruction needs to focus
placeholder column.
rich repertoire of formulaic on developing implicit
expressions and a rule-based knowledge of the second
competence. language while not neglecting
explicit knowledge.
2. Instruction needs to ensure
that learners focus 5. Instruction needs to take
predominantly on meaning. into account the learner’s
built-in syllabus.
 Principles of
SLA Classroom
6. Successful instructed 10. In assessing learners’
Part
11-12
language learning requires second language proficiency it
extensive second language is important to examine free
input. You can replace your text as well as controlled
here. This is the
production.
placeholder column.
7. Successful instructed
language learning also requires
opportunities for output.

9. The opportunity to interact

in the second language is
central to developing second
language proficiency.
 Introduction .
•
(anj) Part
Part
13 Summary 14
You can replace your text
here. This is the
placeholder column.
 Historical Context.
• People often assume English
• Mother tongue-based is the key to economic
Part
15 education. advantage.
 Standard educational • Japan, South Korea,
approach. Y o u c a n r e p l a c e y o u r t e x t Singapore, Australia,
here. This is the countries of Europe and
 Speakers of dominant
placeholder column.
languages. North America.
• Second language immersion  provide mother tongue-
education. based education to
 Dominant approach citizens instead of other
 Minority or non- dominant languages,
dominant language such as English.
speakers.  economically advanced
countries
 Historical Context.
• The Philippines and many • In reality, multiple
Part
15 other post-colonial countries identities exist and valuing
all identities is far more
 provided Yeducation
o u c a n r e p l in
ace your text empowering than valuing
here. This is the
the colonizers' one as more important.
placeholder column.
languange(s) at the
expense of local
languages.

 lower academic
achievement
 Models of Multilingual
Education
Bilingual Education
Part
16-17 models
Ball (2011)
of
outlines
bilingual
several
or
• Two languages are used as the
media of instruction. This type
multilingual education:
You can replace your text of instruction is also known as
here. This is the
'dual language instruction' in
placeholder column.
Mother Tongue-Based which children who speak both

Education -The learning the minority and majority

program is delivered entirely languages are taught in both

in children's L1 (first language). majority and minority/non-

dominant languages.
 Models of Multilingual
Education Multilingual Education -Formal

CUMMINS 2001, WALTER AND DEKKER 2011

Mother Tongue-Based Bilingual use of more than two languages
Part
16-17 Education -L1 (first language)
• is used as the primary
in the curriculum.

Transitional Bi/Multilingual
medium of instruction
Y o u c a n during
replace your text
h e r e . T Then
h i s i s L2
the Education or 'Bridging' -This type
all of primary school.
placeholder column. of instruction is aimed at planning
(second language) is
a transition for children to move
introduced as a subject of
from learning in L1 to learning in
study to prepare children for
L2. Such transition can be done
eventual transition to using
abruptly after a few years or after
L2 as the medium of learning
a longer period during which the
in some academic classes.
child has become fully fluent
academically in his/her L1.
 Models of Multilingual
Education Immersion or Foreign Language
Maintenance Bi/Multilingual Instruction
Part
16-17 •
Education • The entire education program
Even after L2 has been is provided in a language that
introduced, children
Y o u c a n r e pare
lace your text is new to the child.
instructed in L1
h e rand
e . T h iL2.
s i s L1
the

continues, often pas

l a cae hsubject
o l d e r c of
olumn.
Submersion
study, to ensure ongoing • Speakers of non-dominant
support for children to become languages have no choice but to
academically proficient in L1. receive education in a language
This is also called 'additive they do not understand. The
bilingual education' because approach promotes subtractive
one or more languages are bilingualism, i.e., learning L2 at
added but do not displace L1. the expense of L1.
 Weak and Strong
Forms of MLE
The weak and strong forms of • Academic Subject Matter
Part
18 MLE
Strong Forms of MLE
• Second Language Learning
Litercy Development
• Recognize the Yimportance
o u c a n r e p l aofc e y o u r t e x t • Creativity
developing the h learners
ere. This is the
first • Higher Level Thinking Skills
placeholder column.
language to support all
learner well
 Weak and Strong
Forms of MLE
• Mother Tongue (MT) •
Part
18 Contributes
development
to
of
the
Second
Language You can replace your text

• Comprehension h e r e . T h i While
s is the
placeholder column.
Supporting

• CUMMINS 2001, WALTER

AND DEKKER 2011
BAKER 2001
 Weak and Strong
Forms of MLE
Weak Forms of MLE • Once basic L2 vocabulary
Part
18 • Focus on the mother
tongue only for short time
(colors,
and basic
names, numbers,
greetings.) is
You can replace your text evidence by the learner, it is
here. This is the
• only Code Switching wrongly assumed that
placeholder column.
learners are fully able to use
• MT is not considered their second language for
necessary for learning.
 Developing higher levels • Note been found effective
of thinking among many students of
 Academic subject low socioeconomic status.
• Only as an auxiliary
Language
•
 Weak and Strong MTB Instruction
Forms of MLE Mother Tongue Based Education -

Learners commonly take • Focuses on teaching learners

Part
• • Part
19
through their mother tongue. -
18 more time to master content.
Learning occurs naturally and

• The mother Y o tongue

u c a n r e p l as
ace your text easily, and is focused on the
here. This is the
unhelpful for academic work subject matter rather than on
placeholder column. language learning alone. -

• For academic work Students learn within the

framework of their everyday

• Assimilation knowledge and experiences,

where their home culture and
prior knowledge are highly
valued. This builds strong
academic achievement and self
confidence.
 Bilingual Education
• Uses two language for • Both language developed
Part
20 instruction through biliteracry and

• Mother Tongue (MT) and bilingual instruction

You can replace your text
Second Language • Aims that all students will be

•
here. This is the
Dual Language Instruction enriched through developing
placeholder column. high levels of proficiency in
• Development of two different
language groups in the both language

classroom.
• Works to ensure that both
groups are equally presented.
• One language is dominant
while other is non-dominant.
 MTB Bilingual
Education.
• Common type of Bilingual
Part
21 •
Education
Two languages are used for
instriction You can replace your text

------h e r e . T h i s i s t h e
placeholder column.
(one of the languages is the MT
of the learners)
 MTB Bilingual
Education.

Part
21 L1 IS TAUGHT AS
A SUBJECT
IS TAUGHT AS
A SUBJECT
L2
THROUGH THROUGH
You can replace your
ELEMENTARY text ELEMENTARY
SCHOOL
here. This is the SCHOOL
placeholder column.

DEVELOP BOTH
LANGUAGES
MT TEACHING
TRANSITION INTO
CONTINUES THROUGH L2 INSTRUCTION
AT LEAST SIX YEARS IN SOME OF THE
OF SCHOOLING BASIC ACADEMIC
CLASSES
 MTB Bilingual
Education.
• •
Part
21
You can replace your text
here. This is the
placeholder column.
 Transitional Multi
Multilingual Educcation Education

Part
• Three or more language are • Begins with the use of Part

22 used in formal education. learners mother tongue in the 23

• To produce multilingual or early years.
multicultural citizens.
You can replace your text
• For the purpose of enhancing
here. This is the
the learning of the second
placeholder column.
language.
• Gradual transition from the
MT to Filipino(L2) and
English(L3) in grades 4 to 6.
 Maintenance Multi
Education
• •
Part
24
You can replace your text
here. This is the
placeholder column.
 Immersion of

Foreign Language Instruction

• •
Part
25
You can replace your text
here. This is the
placeholder column.
 Conditions of Program

The conditions that made this • Filipino and English are not
Part
26 program successful do not exist two equally prestigious
in the Philippines: dominant languages
• here traditionally
Y o u c ahas
n r e pnot
lace your text • Filipino (and other
been a local L1 hcurriculum
ere. This is the
in language) are still
placeholder column.
the Philippine BE program developing academic
• There was support for the L1 terminology
only as an auxiliary (helping) • Filipino teachers generally
language do not have a wide variety
• Classroom culture of materials in any
traditionally supported language
English only policies
 Conditions of Program

• Teachers are not traditionally advantaged learners in the

Part
26 trained in bilingual pedagogies Philippines (Cummins, 2001,
DeVillar & Jaing, 2011, OECD

The origin Bilingual

Y o u cEducation
an replace your text 2010, Nolasco, 2008, 2015).
here. This is the
Policy for the Philippines, using Additionally, Filipino (or

Tagalog and
placeholder column.
English as two Tagalog) was the first

languages of immersion, aimed to language of only 33% of the

achieve fully bilingual learners entire population, and English

just as the Canadian immersion was generally not used as a

program did. However, high mother tongue except by a

levels of academic performance small percentage of elite

are often not achieved by less families.

socially and economically

 Conditions of Program

Today many parents have • This chart outlines the

Part
26 chosen to use Filipino or English contextual factors
in the home to give their supporting Canadian
children a head start
Y o u cin
a n school.
replace your text immersion education and
here. This is the the realities in the
This practice has,
placeholder column.
unfortunately, contributed to Philippines.
the demise of several Philippine
languages (c.f.
Ethnologue.com/Asia/Philippine
s), bringing about a loss of
important knowledge embedded
within those languages.
 Conditions of Program
Canadian Immersion Education
Part
26
Fully bilingual teachers confident in
teaching both French and English for
all subjects Teachers generally were
MT speakers of either French or
English. You can replace your text
here. This is the
First language literary held an
important place in immersion
placeholder column.
education.
Teachers were trained in bilingual
pedagogies.
Schools had extensive materials in
both languages.
Parents valued both languages for
education.
Philippine Educational Context
Varying degrees of language fluency
and confidence exists among Filipino
teachers. Some teachers are MT
speakers of Filipino but few teachers
are MT speakers of English.
First language literacy in all
languages, except Filipino, did not
exist in Philippine Bilingual
Education.
Teachers were instructed to teach
through the required language of
instruction but training in bilingual
education strategies was not common.
School have limited materials in all
languages and traditionally no
materials at all in local languages.
Parents tend to value English only for
Education.
 Submersion Bilingual Educ

• •
Part
27
You can replace your text
here. This is the
placeholder column.
 Mainstream Bilingual with
Foreign Language Teaching

Mainstream education is • Mainstream education with

Part
28 based on using the language of
the majority group while
foreign language teaching
gives distinct advantages to
teaching another language,
Y o u c a n r esuch
place your text the Tagalog mother tongue
as English, ash e r ea. T h second
is is the
speakers, as they have
placeholder column.
language. In the case of the access to a form of mother
Philippines, the dominant tongue education that
language is Filipino by virtue of speakers of a other
the fact that it is the national languages do not have.
language and an official
language of education
 Mainstream Bilingual with
Foreign Language Teaching

Thus, the traditional BEP most

Part
28
Non dominant language closely resembles the model of
speakers, such as Aklanos, mainstream Tagalog based
Bikolanos, Ilokanos,
Y o u cKalingas,
an replace your text education with foreign
Maguindanaoans, h Tausugs
e r e . T h i s iand
s the
language teaching.
placeholder column.
all other non-dominant language
speakers of the Philippines, were
not traditionally educated in
their mother tongue except in the
cases of select experimental
programs.
 MTB Mutil Educ
• The child’s local language or • 8)Waray 9)Tausug
Part
29 mother tongue is used as the
foundational language of
10)Maguindanaoan
11)Maranao 12)Chabacano
education. You can replace your text • Institute the MTB-MLE
• Children learn horal
ere. This is the
language Teacher Development
placeholder column.
in Filipino and English while Program
they learn literacy in their
dominant language.
• Twelve (12) lingua franca:
1)Tagalog 2)Kapampangan
3)Pangasinense 4)Iloko 5)Bikol
6)Cebuano 7)Hiligaynon
 Experimental MT Program
in the Philippines
• 1904- the use of English has • 1950s and 1960s- Iloilo and
Part
30 not
speakers
fully
of
benefited
non-dominant
the Rizal
increased
experiment
in
showed
achievement
languages. You can replace your text when MT was used as MOI.
• 1925- greatest h edifficulty
re. This is the
of • 2006- Lubuagan experiment
placeholder column.
Filipino students is in showed exceptional gains in
learning foreign language in academic performance, as
order to learn academic well as learning English
content. language when using
• 1939- DepEd allowed teachers Lubuagan as MOI.
to supplement English with • 2009- DepEd required to
the learner’s first language. change the language policy.
 Characteristics of
Successful MTBMLE
• •
Part
31
You can replace your text
here. This is the
placeholder column.
 Characteristics of
Successful MTBMLE
• Other ways of creating MT Language Experience Strategy
Part
32 reading
selection
materials
of
include
outstanding
or book contests, may
contribute to the development
also

student writingY for

o u cuse
a n in
r e pthe
lace your text of MT materials. In this way a
here. This is the
classroom and duplication for culture of value in the MT and
placeholder column.
the entire language pride in creating interesting
community. Selection of MT literature will both
excellent class-written stories, contribute to the prestige of
such as those created in the the MT and ensure ongoing
literature development.
 Characteristics of
Successful MTBMLE
Teachers who have themselves order to adequately prepare
Part
32 only experienced second incoming teachers for MTB MLE.
language education need to be
re-trained and Y ooriented
u c a n r e p l to
ace your text In order to develop
here. This is the strong MLE any successful MTB
multilingual pedagogies and to
placeholder column.
teaching MT. Most teachers do MLE program should at least
not understand MT teaching include the following components
pedagogy or bilingual and prepare teachers for
pedagogies. Teachers often do implementing all of these
not know the grammatical components:
structure of their own MT since • MT literacy development
their own literacy develop through the entire range of
understanding of these topics in school years
 Characteristics of
Successful MTBMLE
• MT language development • Continuing English
Part
32 • MT for cognitive development through
development and content academics and literature
comprehension Y o u c a n r e p l a c e y o u r t e x t • Understanding how to use the
here. This is the MT in the higher grades both
• MT as a subject each year
placeholder column.
beyond the elementary years for comprehension, academic
i.e. in highschool and college development, and language
• Teaching Filipino oral development .
proficiency • Deep understanding of
• Adding Filipino literacy transfer of knowledge and
development. skills between languages
 Characteristics of
Successful MTBMLE
• Deep understanding of the •
Part
32 value of
throughout
all
the
languages
entire
learning process.
You can replace your text
here. This is the
placeholder column.
 DEPED

• The current DepEd policy • Other teachers assume that

Part
33 requires MT as a subject and
MT as a medium of
the prior
Filipino and
BEP of using
English
instruction in
Y o u cacademic
an replace your text exclusively for teaching
here. This is the
subjects as well as the applies from grade four.
placeholder column.
teaching of Filipino and Since the DepEd aims to
English as a second language facilitate a strong MLE
in kindergarten through program rather than a
grade 3. weak program, a
framework for grades 4
through 6 is still required.
 SUMMARY
• •
Part
33
You can replace your text
here. This is the
placeholder column.