Professional Documents
Culture Documents
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
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.
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.
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.
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.
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.
Level of Difficulty
From very simple (alphabet books) to moderately complex Appropriate for the format
No restrictions
Illustrations
No Restrictions
Early Level 2: 10-20 pages, 2-3 sentences per page Later Level 2: 15-20 pages, 2-3 sentences per page
No Restrictions