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Planning/Contextualizing Teaching and Learning Materials

Nemia Bulao-Cedo Naga City Division Region V

Goals of Good MTB-MLE Programs


Children from non-dominant language communities will . . . . Progress successfully through school and achieve their educational goals; Remain a vital part of their heritage community and culture; and Be an engaged and productive part of the national community.

Principles to remember in planning curriculum and instructional


Principle 1

Start with what the learners already know; help them use what they already know to gain new knowledge

Principle 2
Make sure that the governments standards/competencies for each subject and each grade are clearly represented in the MLE curriculum, instructional materials, lesson plans and activities.

Additional principles to remember in developing teaching and learning materials for MTB-MLE.

Ensure that teaching and learning activities and materials reflect the communitys and parents. * Values Which ideas, actions and behaviors do they consider good and honorable? Which do they reject as bad or dishonorable? * Goals What do they want their children to be like, to know, to be able to do when they finish their education?

Ensure that teaching and learning materials and activities focus on.
* Language development * Concept development

* Socio-cultural development

Focus on meaning as well as accuracy in all learning activities for all subjects in all grades

Emphasize higher level thinking In all subjects


Evaluate
Synthesize Analyze Apply Comprehend Know Able to recall what was taught Able to use what was taught Able to see patterns, compare and contrast Able to use what was learned to create new knowledge Able to think critically about what's taught

Able to explain what was taught

Help students develop fluency and confidence in using their MT and additional languages for everyday communication (BICS) and for academic learning (CALP)

Use the traditional Wisdom, knowledge, culture, and experiences from the students heritage community as the foundation for academic learning.

Include plenty of peer teaching/learning working with partners and in teams.

Cooperative Learning

Encourage talking!
Ask questions that encourage students to describe, predict, explain, analyze, evaluate and create oral and written texts.

Make sure there are plenty of graded reading materials in all the school languages.

4 Stages of Literature Development


Stage 1- for people who are just beginning to read in their L1. Stage 2 for people who are becoming fluent readers in their L1. Stage 3- for people who have learned to read in L1and now want to read in L2. Stage 4 for people who are fluent readers in both their L1 and L2 and want to continue reading in both languages, and for variety of purposes.

How to Contextualize Learning Materials


Contextualizing is different from translating. Why?

Pointers to Remember when translating materials


The most important thing to remember is that you want to communicate the ideas and information from the original text into your language. You do not want to use the same words or word order that were in then original text.

A good translation is
1. CLEAR
When people read the translation, it makes sense to them.
They are able to understand each thought.

2. ACCURATE
When the original author wrote the original book, he/she wanted to communicate specific ideas to a specific group of readers. A good translation communicates the same ideas, only to a different group of readers. New ideas are not added and none of the original ideas are removed.

3. NATURAL

Local readers find the translation easy to read because it is in style that is familiar to them.

Types of Translations
1. Word for Words Translation The translators concentrate on translating each word or phase into the other language and give less attention to the overall meaning of the text. It is the literal way of translation.

Example: Translate one word at a time


The sun is a great ball of extremely hot gas. Precautionary measures should be observed before, during, and after typhoons.

Check your translation:


Ask yourself 1. Does the translation makes sense? (It is clear?) 2. Does it have the same meaning as the original? (Is it accurate?) 3. Is it written in the way people talk in your language? (Is it natural?)

2. Dynamic Translations
The translators concentrate on translating the ideas and information from the original. Why? 1. The same message is communicated 2. The translation makes sense to the new readers. 3. The format remains the same

Example:
Pick the correct answer inside the box. Pitasin ang tamang sagot sa loob ng kahon.

x
Piliin an tamang sagot sa loob ng kahon.

Steps in Translating Ideas and Information Dynamically


1. First, read through the material and answer these questions: a. What is the main point of that the author is trying to communicate in this material? b. What format did the author use to communicate the main point? (story, poems, directions) c. Can you use the same format for your intended readers? d. Do you think you will be able to translate it so it is clear, acccurate and natural?

2. Begin translating. Read one page or two at a time and as you read, think of the questions: a. What is the main idea of this page or section? b. Are there specific points of information? If so, what are they? c. What action takes place?

3. Based on your answers to the questions decide on how you can write the same message in your own language.
Remember you want to translate the ideas and the information, not each word. Write your translation on a separate piece of a paper.

4. Go through each page like that. When you have finished translating all the text, read through your translation.
Answer the following questions:

1. Is the message in the translated text the same as it was in the original text? 2. Are the original sub-points included? 3. Is the language clear and natural? 4. If it is an information book, will your readers get the correct information? 5. If the material is a storybook, will your readers understand the story?

6. Read through your completed translation. Make any changes in the translation that you think are needed to make it clear, accurate and natural. 7. Ask another mother tongue speaker of your language to read the text. Ask them to make any changes they think would make it more understandable to readers. 8. When you (and your editor) are satisfied that the text is ready. You are now ready to reproduce the materials.

Keep In Mind!
Consider the age appropriateness of the materials, especially the used of language. The target readers are our pupils. Approved writing system/orthography of the dialect. Written by native speaker. Indigenized /localized materials.

To generalize contextualized materials must be CLEAR, ACCURATE and NATURAL.

Brief Overview: BIG BOOKS Beginning Reading Material (Primer Lesson)

Teacher is the Best Teaching Material!

THANK YOU! SALAMAT! DIYOS MABALOS!

Characteristic of Graded Reading Materials: Stage I to 4


Stage 1 Purpose Help new learners learn how to get meaning from written texts; provide reading practice; affirm their language and culture Learners L1 Familiar and interesting to the learners; reinforces what they have already learned Short, easy sentences (no restriction on symbols) 1 on each page; about familiar people, objects and activities; illustrations help readers understand the text Early Level 1: 4-18 pages, 1-2 short sentences per page Later Level 1: 6-10 pages, 2-3 sentences per page Stage 2 Help learners gain fluency and confidence in their reading ability; affirm their language and culture Learners L1 Familiar and interesting to the learners; introduces new ideas and information Longer, more complex sentences; no restriction on vocabulary 1 on every 1-2 pages Stage 3 Enable readers who are fluent in their MT and understand the majority language to transfer to reading the majority language Learners L1 plus majority language Familiar topics (in majority language) Stage 4 Enable learners to read about a variety of topics that are interesting and relevant to them Language Content Learners L1 plus majority language Variety of familiar and new topics

Level of Difficulty

From very simple (alphabet books) to moderately complex Appropriate for the format

No restrictions

Illustrations

No Restrictions

Suggested length (stories or information)

Early Level 2: 10-20 pages, 2-3 sentences per page Later Level 2: 15-20 pages, 2-3 sentences per page

Depends on the type of materials

No Restrictions