Seventeen questions to consider before beginning curriculum and teaching materials development for MTB MLE
Questions and responses relating to the defining features of MTB MLE curriculum and the principles that guide curriculum development
Participants at a “Curriculum and Materials Development for MTB MLE” workshop identified the most important things they wanted to communicate to people who are ready to begin their own MTB MLE programs
Developing curriculum, teaching and learning materials for MTB MLE (French)
Rationale for education programs that start in students’ Mother Tongue or first language (L1) as their foundation for learning in school.
Powerpoint presentation on features of strong Language Education programs,with photos
Definitions of literacy and why they are important
Challenge to MTB MLE consultants, trainers and curriculum developers to examine our own definitions of literacy and purposes for supporting MTB MLE in non-dominant language communities
Why 2LA theories and practices need adjustment for MTB MLE in ethnic minority communities
Chart listing similarities and differences between the contexts in which many 2 LA theories are developed and the non-dominant language communities in MTB MLE programs are needed
Reviews the principles that guide language education in strong MTB MLE programs; includes the language education progression in an eight year program (KG 1 and 2 plus Grades 1-6)
Activities that support oral and written L1 as a subject in primary grades
Powerpoint presentation on the importance of a strong foundation in L1 to prepare students for “bridging” to L2. Includes photos of child-centered L1 classroom activities in MTB BE classrooms in Viet Nam (Program sponsored by MOET and UNICEF Viet Nam)
Process by which children begin learning and gain confidence in understanding and speaking a new language and the factors that support, or hinder, their success in gaining fluency.
Powerpoint presentation describing activities to introduce students to oral L2 in early primary grades
Rationale and principles for helping students use their knowledge of L1 literacy and what they have learned about oral L2 to build confidence in L2 literacy.
Factors to consider in developing progression plans for teaching languages as subjects and using them for instruction in strong MTB MLE programs
Powerpoint presentation with suggestions for developing teaching plans and materials that use L1 and L2 as languages of instruction in middle to upper primary grades.
Theories and principles to guide planning for language education in strong MTB MLE programs. (Vietnamese)
Mother tongue or first language (L1) as the best foundation for “bridging” to the official school language/school L2. ( Portuguese)
Curriculum for MTB MLE programs for adults
Powerpoint presentation describing similarities and differences in adults and children as learners: Factors to consider in planning adult education classes
Issues to consider in developing curriculum for adult literacy programs in non-dominant language communities