First Grade L1 Language Curriculum Guide Based on DepEd Language Competencies

D. Dekker

Under the collaboration of SIL International and SIL Philippines, the Language Curriculum Guide has been created and is intended to be field tested in selected mother tongue-based multilingual education (MTBMLE) programs. The evaluation and revision of the document will occur summer, 2011, before it will be submitted to the Department of Education for final DepEd approval.

The Guide is a generic language curriculum guide intended to develop listening, speaking, reading and writing in the learner’s first language (L1).  The learner’s first language or L1 should be inserted into the document along with local values and culture. It is expected that selection of local themes would strengthen the document and allow teachers to more easily teach all subjects thematically.

Along these lines, the development of curriculum guides for the other subjects including math, social studies, Filipino and English that can easily be contextualized to local settings and language is desired.

Those who plan or will be testing this curriculum may write their comments and suggestions right into the document, or submit them to the authors at SIL International, Philippines, 12 Big Horseshoe Dr., Quezon City 1112 or by email directly to Diane_Dekker@sil.org.

For the complete guide, please click on Curriculum_Guide_for_MTBMLE.

11 thoughts on “First Grade L1 Language Curriculum Guide Based on DepEd Language Competencies

  1. Here’s a copy of a very exhaustive grade 1 curriculum guide for mother tongue based multilingual education (MTBMLE). It will give you a clearer idea how MTBMLE can be implemented in a classroom for a whole school year.

    Thanks to Diane Dekker of SIL along with her co-writers Carl/Diane Morren (who implemented MLE in Latin America) for sharing their output for free.

    You can also download the Curriculum Guide from: http://sil.org/asia/philippines/lit/Curriculum_Guide_for_MTBMLE.pdf

    The MTBMLE curriculum guide is still in a draft version and has to be field tested. In case you use it in your own area, we would like to hear your comments and suggestions. Please also suggest how to make the format more teacher-friendly. The material is written in English but it has to be executed in the mother tongue (Waray, Ilocano, Subanen, etc)

    The curriculum guide has the ff features:

    1. Adapts the DepEd set of learning competencies (PELC) into MTBMLE outcomes

    2. Suggest specific strategies (like chorale reading, interactive word wall, questioning for oral fluency, pre-reading story, etc) that can be used to meet specific outcomes. The strategies/activities are really creative and interesting.

    3. Describes how each strategy can be carried out, including how to make the materials needed (page 45 ff).

    4. Gives the overall framework of an MTBMLE program specifically on materials devt and teaching strategies

    To know more about how to use the guide or to see how particular strategies are done, you attend an MLE teachers training next month, most likely 3rd week of September. We will email the details very soon. Thanks.

    Ched Arzadon

  2. Dear Ched,

    Thanks for sharing. Downloaded it already. This will be useful for pre-service teachers taking up developmental reading and special topics courses.

    Rita Lucas

  3. Ched,

    Thank you very much, Ched. The material will be very useful. Please keep me updated with the September activity.

    Puritz

  4. Please be aware that this is only a generic curriculum for teaching the L1. Cultural themes, stories, primer lessons etc. still need to be added. Teachers are meant to use this cyclically, no lesson will be mastered after one session. Teachers must teach to the needs of the students. If you have any questions, please feel free to email me.

    Blessings,
    Diane

  5. Thank you so much for the shared development re MTBMLE. Same should be passed on to DepED for consideration of curriculum experts.

    All the best. God bless us all especially Grace who is very ill.

    Sincerely Yours,

    BEATRIZ G. TORNO
    Executive DirectorII
    Teacher Education Council
    Department of Education

  6. To: MLE-Philippines@yahoogroups.com
    Sent: Sunday, August 22, 2010 5:40 PM
    Subject: RE: [MotherTongue-Based Learning Phils] MTBMLE Curriculum Guide

    Colleagues:

    Having spent last semester as a visiting professor at UP College of Education, I had the opportunity to know many of you and understand MTBMLE. Let me say “thank you” first to all of you for developing this as an approach in educating children in the Philippines. I congratulate your continuing effort to institutionalize MTBMLE and I would like to respectfully offer a few of my thoughts on the topic. Now that you have an exisiting draft (thanks to Dianne and her co-writers), careful attention must be given to selective field testing sites for this material before sending it out to all teachers. Prior to field testing, there must be a systematic teacher training to guide classroom implementation. Attention and more conversation needs to be given to the set of competencies — that it is not just “linguistics-driven” but also includes culture, students’ cultural and social capital or funds of knowledge, and information on brain-compatibility research. Other issues that need to be addressed must include: 1) where do we get the mother tongue language materials? 2) how do we assess learning of each set of competencies, and 3) converting the set of competencies to STANDARDS.

    Thank you for reading my opinions.

    Jose Lalas, Ph.D.
    Professor of Literacy and Teacher Education
    School of Education
    University of Redlands
    Redlands, California
    USA

  7. Thank you Dr. Lalas! I heartily agree! Those who have tried to use this guide have not understood it properly. Training needs to go along with the guide as well as materials development.

    Diane

  8. To: MLE-Philippines@yahoogroups.com

    Yes, I do agree that teacher-training is the key to the success of the MTBMLE curriculum. I believe that the Dekkers had a long experience in field-testing their own guide. in fact, they collaborated with us for a time thru Dr. Gloria Baguingan in our First Language Component Bridging Program.

  9. To: TEDloop@yahoogroups.com

    Thanks Rits. Am sure this will be very helpful to our pre-schoolers specially out of NCR.

    God bless and all the best.

    Sincerely Yours,

    BEATRIZ G. TORNO
    Executive DirectorII
    Teacher Education Council
    Department of Education

  10. Hi, I am very concern. my son is a grade 1 student and the teacher gave them a assignment to memorize the poem “The spider and the fly” by Marry Howitt. Though I am familiar with the poem, and loved the moral it present. I just don’t find that a victorian poem with 7 stanzas, 6 lines per stanza, and a metering of 14-15 syllables appropriate poem to have a 1st grader memorize in several weeks time. Plus there is an underlying “macabre tone” on how the poem should be read. True enough that the poem can be given out as a read aloud activity and morals can be discussed later on. But what the teacher proposes isn’t simply appropriate. I just wonder if some educators or other parent are concerned that the teacher sometimes gives out material that is too high a level than their students are…
    I’m hoping for a response. Thank you

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