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https://www.youtube.com/watch?v=Sn8IFeziW4k
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Special Request: Active Participation
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EYETOEYEPIX//GETTY IMAGES
Discussion
https://www.chanty.com/
Group Activity
https://www.insightsintoimpact.com/
Individual Activity
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Group Activity
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https://www.afairs.com/
https://www.chanty.com/
Draw an image that represents your idea of
“transition”.
Drawing: 10 minutes
Presentation: 2 minutes
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“TRANSITION”: Google Image Search
https://www.afairs.com/
https://www.katieroberts.com.au/
https://isg-one.com/
https://www.theconfidentteacher.com/
https://otr.anmfvic.asn.au/
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Discussion
EYETOEYEPIX//GETTY IMAGES
How similar to or different from
(any of) the following images
is your image?
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https://www.afairs.com/
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https://www.afairs.com/
LANGUAGE TRANSITION
PROCESS
Portia P. Padilla
College of Education
University of the Philippines Diliman
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Objectives
https://www.afairs.com/
• explain the importance of language in literacy acquisition
and development
• describe how languages are transitioned to support
literacy acquisition and development
• apply a language transition strategy to support
literacy acquisition and development
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Relevant Background
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1. Language and thought: interaction
and interconnection (Santrock, 2004)
https://www.linkedin.com/
2. Speaking more than one language:
cognitive advantages (Bialystok, 2015)
http://www.ipim.co.uk/
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Relevant Background
https://www.afairs.com/
3. More than half of the people in the world :
bi/multilingual (Dörnyei & Csizér, 2002)
https://www.inzonedesign.com/
4. Philippines: multilingual country, with more than
180
languages spoken (Simons & Fennig, 2018)
https://stories.thinkingmachin.es/
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Relevant Background
https://www.afairs.com/
5. Typical language development: usually viewed in terms of
monolingual development, but multilingual development
is different (Brice, 2015)
6. Language processing: may change as a result of the acquisition
of additional languages (Higby, Kim, & Obler, 2013)
https://isg-one.com/
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Three Types of Knowledge Used When Reading
https://www.afairs.com/
What I can write,
I can read.
AT FIRST…
What I can think,
I can say.
Experience
Oral Language
What I can say,
I can write.
Printed Symbols
(Hermosa, n.d.)
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THEN…
https://www.afairs.com/
What I can think,
I can say.
Experience
What I can write,
I can read.
What I can say,
I can write.
Oral Language
What I can say,
I can think.
Printed Symbols
What I can read,
I can say.
What I can read (and write),
I can think.
(Hermosa, n.d.)
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L1 and Beginning Literacy
(and Content Area Instruction)
https://www.afairs.com/
L1: most efficient language for beginning literacy
(as well as) content area instruction (Cummins, 1999; Dutcher, 1995)
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Discussion
EYETOEYEPIX//GETTY IMAGES
Why is L1 the most efficient language
for beginning literacy
(and content area instruction as well)?
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https://www.afairs.com/
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L1 and Beginning Literacy
(and Content Area Instruction)
https://www.afairs.com/
https://img.freepik.com/
https://img.freepik.com/
The most important single factor influencing learning
is what the learner already knows. Ascertain this
and teach [her or] him accordingly. (Ausubel, 1968, page 163)
…the first language is the language of learning. It is by far the
easiest way for children to interact with the world. And when
the language of learning and the language of instruction
do not match, learning difficulties are bound to follow
(World Bank, 2006, page 3).
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Literacy Among Multilinguals
Experie
nce
Oral
Langua
ge
(L1)
Printed
Symbol
s
(L1)
Oral
Langua
ge
(L2)
Printed
Symbol
s
(L2)
Oral
Langua
ge
(L3)
https://www.afairs.com/
Printed
Symbol
s
(L3)
(Ocampo, n.d.)
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Literacy Among Multilinguals
https://www.afairs.com/
“ The level of development of
children’s MT is a strong predictor
of their second language
development….” Cummins
(Ocampo, n.d.)
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Literacy Among Multilinguals
https://www.afairs.com/
“Children… with a solid foundation
in their mother tongue develop
stronger literacy abilities in the
school language…” Cummins
(Ocampo, n.d.)
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Literacy Among Multilinguals
https://www.afairs.com/
“Children’s knowledge and skills
transfer across language from
the MT… to the school language….”
Cummins
(Ocampo, n.d.)
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https://www.afairs.com/
(Villaneza, 2022)
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https://www.afairs.com/
(Villaneza, 2022)
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https://www.afairs.com/
(Villaneza, 2022)
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Bridging and Cross-Language Transfer
https://www.afairs.com/
https://img.freepik.com/
Children’s knowledge and skills transfer across
languages… from the mother tongue to the school
language/s (Cummins, 2000).
(Villaneza, 2022)
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Bridging and Cross-Language Transfer
Bridging
https://www.afairs.com/
• sometimes called “translanguaging”
• use of cross-linguistic strategies to maximize the
totality of children’s diverse language/literacy skills
for effective thinking, problem solving,
communicating and learning
• occurs whenever teachers and students make
connections between languages
(Villaneza, 2022)
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Discussion
EYETOEYEPIX//GETTY IMAGES
Which of the following bridges
do you like most? Why?
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https://www.afairs.com/
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https://www.afairs.com/
https://dragoart.com/
https://artprojectsforkids.org/
https://dragoart.com/
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“Bridge” in Language Instruction
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https://www.afairs.com/
• part of the instructional unit that has been planned and
organized by the teacher / woven into the Teacher Guides
and Learner Materials
• structured or explicit instruction of transitioning the learning of
a word/concept/skill in L1 to L2 or L3
(Villaneza, 2022)
See DepEd example 1 and example 2.
https://bitly.ws/YxAe
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net
PRIMER TAGALOG
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mm
Aa
Ss
Ii
Oo
Ee
Bb
Uu
Tt
Kk
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Ll
Yy
Nn
Gg
Pp
Rr
NGng
Dd
Hh
Ww
21. C c
22.
Jj
23.
Ff
24.
Zz
25. Qq
26. Vv
27. Xx
28. Ňň
BRIDGING: STRATEGIC USE OF
LANGUAGE(S) IN THE CLASSROOM
Seats arranged to facilitate student interaction and oral language practice
Classroom print environment reflecting language/content allocation of program
Classroom libraries and lending libraries within languages of the students –
books in English, books in other languages, side‐by‐side two language books,
Classroom signage with instructions, in languages of the students
Anchor charts, word walls, etc. that reflect understanding/use specific to the
language
Visual, graphic, and tangible supports (e.g. images, realia, etc.) for language
learning
Teachers scaffolding academic language development in both English and in home
language(s)
Teachers maintaining use of only one language for instruction during
the bulk of a lesson or unit
Teachers and students using two or more languages to negotiate
meaning
Teachers and students discussing language use and comparing
languages
Students helping each other to make meaning and express ideas
Students articulating how one language helps them learn in/learn
another language
• Students using all their languages to communicate
• Language(s) used matches linguistic goal of lesson
Students’ linguistic resources
are valued, learner
differences and various
stages of language
development are appreciated
A flexible, comfortable,
culturally‐affirming
learning environment
There is no single correct
way to express knowledge
or impart information
Everyone is engaged,
learning is contextualized
and relevant
Anxiety is reduced and
risk‐taking is applauded
STRATEGIC LANGUAGE USE: “BEHIND THE SCENES”
What conditions/structures/efforts need to be in place?
• Language allocation – consistent expectations vertically through
grades for teacher language use and student language use
• Teachers who share students have negotiated common expectations
about teacher language use and student language use
• Time for teachers to collaborate, develop curricula based on
integration of content and language standards, and plan for
differentiation for students at various stages of language development
• Reflection time for teachers to analyze language use and rationale for
contingent decision‐making to refine common lens
• Staffing pattern that makes collaboration and coordinated instruction
feasible
from Illinois State Board of Education
https://www.isbe.net/Documents/bridging-keppler.pdf
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Group Activity
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https://www.afairs.com/
https://www.chanty.com/
Which of the strategies do your teachers
already do?
Which ones do you wish they would do?
Drawing: 10 minutes
Presentation: 2 minutes
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https://www.afairs.com/
Transitions in life can offer
opportunitie s fo r discovery.” –
•“
https://www.cansto ckphoto.com/
Robbihe
e.yolultube.com/watch?v=z3wwWFsSlNQ
ttps:S
//wh
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JAIME F. ZARA JR.
PSDS Perez District
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