Structured Learning Episode on Bridging the Languages

Rosalina J. Villaneza, Ph.D.

I - Introduction:
The success of developing literacy in the mother tongue first, and using it as
medium of instruction in the early years of education is measured with the learners
aility to transition from their !T "#$% to second and other languages.
When children continue to develop their abilities in two or more languages
throughout their primary school years, they gain a deeper understanding of language
and how to use it effectively. They have more practice in processing language,
especially when they develop literacy in both, and they are able to compare and
contrast the ways in which their two languages are used to talk about the world.
&ummins, 'a(er, and )(utna*+angas, ,--.
This module aims to understand the what, why, and how languages are
transitioned and ridged.
II - Time: , hrs.
III - Objectives:
/t the end of the two * hour session, participants are e0pected to1
$. e0plain the what, how and why of ridging2translaguaging3
,. discuss the importance of ridging2translaguaging in the !T'*!#4 program 3
and
5. e0press appreciation on the value of learning languages through a ridging
program.
IV Materias:
/ctivity sheets, manila paper, pentel pen, mas(ing tape
V !e"erences:
#im $ummins %&''()* 6nstructional &onditions for Trilingual Development. 6J'4' 7"$%,
8$*98.
+ennis and Susan Maone, ,-$-, The Two : Trac( !ethod adapted from )tringer
$.;8
VI !e,uired !eading:
/ttachment ,

VII - -rocedure:
-riming .ctivit/: %('min)
.nticipation 0uide:
Sa/:
<our (nowledge, eliefs, and attitudes aout language affect how you
teach your pupils. )tudy each statement elow and respond to it y chec(ing /gree or
Disagree. Decide among yourselves, your group responses. =e will tally your answers
on a chart.
+irections:
Put a chec( mar( "2% on the appropriate space for each statement to show
if you agree or disagree. Discuss your answers and come up with a response to each
item.
/>R44 D6)/>R44
$. ??????? !ultilingual students have linguistic resources in multiple ???????
languages3 their (nowledge ase is shared across
languages.
,. ??????? The e0tent to which two languages share features, ???????
hinders transfer.
5. ??????? #anguage transfer is facilitated when languages share ???????
written systems.
7. ??????? /s teacher, we need to e0plicitly teach what is the same ???????
and what is different etween languages.
@. ??????? 'ridging is also (nown as AtranslanguagingB. ???????
/nswer1 $. / ,. D 5. / 7. / @. /
6ntroduce yourself, the topic that you will e handling, the timeframe and the oCectives.
>roup the participants into @ groups. 6ntroduce the priming activity.
Dsing a chart, mar( the groups response to each statement. +eep it posted on
the wall to chec( their responses after the astraction.
6tem >roup 6 >roup 66 >roup 666 >roup 6V >roup V
$
,
5
7
@
. - .ctivit/: Thin1 Tan1 %&' min)
Divide the participants into 8 groups "if possile according to language%. Eave
each group wor( on the different tas( provided. Eave them present their output after $-
min.
.ctivit/ :
Set .:
=rite as many words as you can rememer that are similar in terms of spelling,
pronunciation, and meaning in your !other Tongue to Filipino and2or 4nglish.
Dse these words in a sentence.
40ample1 ")inuguanong 'inisaya%
.2 Simiar
$. >roup 6 * Gouns
,. >roup 66 * Vers
5. >roup 666 * /dCectives
!other Tongue Filipino 4nglish"Hptional%
Goun Dlo Dlo "Eead%
)entence )a(it ang a(ong
ulo.
!asa(it ang a(ing
ulo.
!y head is aching.
Ver )ayaw )ayaw Dance
)entence )ayaw
ta2!anayaw ta.
)ayaw
tayo2)umayaw
tayo.
#ets dance.
/dCective Gormal Gormal Gormal
)etence Gormal lang ang
a(ong giati
Gormal lang ang
pa(iramdam (o
6 feel normal2o(
today.
Set B:
=rite as many words as you can rememer that are similar in terms of spelling
and pronunciation ut different in meaning in your !other Tongue to Filipino
and2or 4nglish. Dse these words in a sentence.
a. >roup 6 * Gouns
. >roup 66 * Vers
c. >roup 666 : /dCectives
!other Tongue Filipino 4nglish
"Hptional%
Goun #anggam "ird% #anggam "ant% 'ird
)entence Gaglupad*lupad
ang langgam
+inagat a(o ng
langgam
The ird is flying.
Ver )ira "close% )ira
"distroyed2insane
%
&lose
)entence 6sira ang
pultahan
)ira ang pintuan. &lose the door.
/dCective +amao
"learned2(now%
+amao "fist%
)entence +amao siya
musulat
!ala(i ang
(amao niya
)he2Ee (nows
how to write.
B - .na/sis: %&' min)
/s(1
$. =hat does this activity reveal aout languageI
,. =hat insights have you gained from the sharingI
#eave the participants group outputs on the wall for the deepening during
the astraction.
Present the slide of a letter sent y the learner to the teacher. Eave the
participants read it.
3ote:
/nswers on the analysis Juestions should e written on the meta cards to e
pasted on the oard or manila paper.
/s(1
$. =hat have you noticed in the letterI
,. =hy do you thin( the learner is writing that wayI
5. Eow do you relate this situation to the learners first languageI
7. =hat should we do as a teacherI
$ .bstraction %(hr)
Power point presentation "The what, why, and how of 'ridging%
/fter the presentation as( the following JuestionsI
$. Eow does !other Tongue facilitate the learning of other languagesI
,. Eow can a teacher help in the transfer of these (nowledge and s(ills
developed in the !other Tongue to Filipino "#,% and even to 4nglish "#5%
+ .ppication %('min)
=rite in your Cournal at least 5 new learning on ridgingI
E $incher:

refer to the responses in the activity to deepen their understanding of
the concept.
go ac( to their responses in the anticipation guide to confirm and
affirm to what they have agreed or disagreed.
There is a common underlying base of knowledge that
bilingual and multilinguals leverage when they use their L1 to
facilitate L learning. !nowledge gained in one language facilitates
learning in the second.
"im #ummins