1
Language Transition Process
(Latest)
SESSION GUIDE
(Adjust/modify the time allotment and/or activity if necessary.)
Slide Time Notes/Remarks
(mins)
1 1-2 Introduce yourself. State that you have three special requests for the
session. Explain the importance of active participation in the teaching-
learning process, not only in the classroom setting but also in the
context of the seminar/training. Explain what each icon stands for.
2 5-7 Ask, “What do you see in the picture? What do you think about it?”
Call on one volunteer from each group to share answers to the
questions.
3 1-2 Explain the link between/among the image/picture, the participants’
answers, and the topic for the session – “language transition
process.”
4 20-25 Explain the instructions and the time allotment for the group activity.
Go around the groups to answer questions, make clarifications, and
monitor the groups’ progress in the task. After each presentation,
reiterate and/or reinforce key points. After all presentations,
encourage/lead the participants into making a synthesis of key points
from all the presentations. Reiterate and/or correct as needed.
5 1 Give the participants some time to look at the images.
6 5-7 Reiterate and/or reinforce key points raised by the participants.
Encourage/lead the participants into making a synthesis of key points
made. Reiterate and/or correct as needed.
7 1 Explain the mentimeter activity.
8 1-2 If internet connection is problematic, the alternative is raising of
hands.
9 1 Explain the mentimeter activity.
10 1-2 If internet connection is problematic, the alternative is raising of
hands.
11 1 Explain the mentimeter activity.
2
12 1-2 If internet connection is problematic, the alternative is raising of
hands.
13 1-2 Link the results of preceding mentimeter activity to the session
objectives.
14 1-2 Explain what is in the slide.
15 2-3 Read the slide. Ask the participants what they think these advantages
are.
16 3-5 Show each image one at a time. Ask the participants to guess what
the cognitive advantage is based on the image, before showing and
explaining what each image represents/reflects.
17 3-5 Show each image one at a time. Ask the participants to guess what
the cognitive advantage is based on the image, before showing and
explaining what each image represents/reflects.
18 3-5 Show each image one at a time. Ask the participants to guess what
the cognitive advantage is based on the image, before showing what
each image represents/reflects.
Heightened linguistic recognition - can easily understand similarities and
differences between languages
Executive function - ability to attend, organize time and resources, understand
different points of view, prioritize, stay on task, and self-regulate and self monitor in
order to achieve a desired goal
19 1-2 Read what is in the slide. Clarify the difference between “language”
and “dialect.”
“…a tidy dialect-language distinction based on ‘intelligibility’: if you can understand
it without training, it’s a dialect of your own language; if you can’t, it’s a different
language” (John McWhorter, 2016)
Local example: Language: Tagalog; Dialects: Tagalog Bulacan, Tagalog Maynila,
Tagalog Batangas, etc.
20 1-2 Explain that the prevalence of views on monolingual development is
largely due to the dominance of references/resources on language
acquisition, learning, and development in English (especially among
native speakers in developed countries).
21 1-2 Explain that there are limited references/resources on
bi/multilingualism in developing/low-income countries/populations
(like the Philippines).
3
22 1-2 Explain further as needed.
23 1-2 Explain further as needed.
24 1-2 Explain further as needed.
25 5-7 Call on one volunteer from each group to share the answer to the
question. Reiterate and/or reinforce key points raised by the
participants. Encourage/lead the participants into making a synthesis
of key points made. Reiterate and/or correct as needed.
26 1-2 Give an example or ask participants for an example.
27 1-2 Give an example or ask participants for an example.
28 1-2 Explain what is in the slide. Reiterate that a child only has one brain…
one circle of experience, but s/he can think and talk about (oral
language) this and read and write about it (printed symbols) in all the
languages that s/he knows.
29 1-2 Reiterate the importance of developing L1 proficiency.
30 1-2 Explain as needed.
31 1-2 Explain as needed.
32 3-5 Reiterate this -- Learning more than one language helps children
understand language structures, and they are more likely to become
literate in all the languages they use…PROVIDED THAT the
necessary human and material resources are provided, and
appropriate systems and mechanisms are in place.
Explain that positive outcomes have been observed when and where
the necessary support is provided for the implementation of MTB-
MLE.
Encourage the participants to cite an example.
33 25-35 Explain the instructions and the time allotment for the group activity.
Go around the groups to answer questions, make clarifications, and
monitor the groups’ progress in the task. After each presentation,
reiterate and/or reinforce key points. After all presentations,
encourage/lead the participants into making a synthesis of key points
from all the presentations. Reiterate and/or correct as needed.
34 1-2 Explain further as needed.
4
“Orthographic processing is the ability to understand and recognize these writing
conventions as well as recognising when words contain correct and incorrect
spellings.” (DSF Literacy & Clinical Services, 2014)
35 1-2 Explain further as needed.
36 1-2 Explain further as needed.
37 10-15 Ask the participants what they think these cognitive and linguistic
factors, and what they think these sociolinguistic and social-cultural
factors are.
“…cross-language transfer is…influenced by cognitive and linguistic factors,
including the relatively language general or language specific nature of the
construct, L1-L2 distance, L1-L2 proficiency and language complexity… it is
constrained by sociolinguistic and social-cultural factors such as age of acquisition,
immigration experience, educational settings, and extent of exposure to the L1 and
L2” (Chung et al., 2019, p. 8)
Give examples like 1) similarities and differences between a pair/set
of objects (e.g., Dingdong mix nuts, Jack & Jill Pic-A, Happy peanuts;
shampoo, soap, toothpaste in sachets); 2) favorite pair of rubber
shoes comfortably worn daily and other shoes to choose from/wear
(e.g., another pair of rubber shoes, a pair of loafers, a pair of dress
shoes). If possible, these examples should be real/concrete.
Connect the examples to cross-language transfer and the factors that
influence and/or constrain it.
38 1-2 Explain further as needed.
39 7-10 Call on one volunteer from each group to share the answer to the
question. Reiterate and/or reinforce key points raised by the
participants. Encourage/lead the participants into making a synthesis
of key points made. Reiterate and/or correct as needed.
40 10-15 Explain the slide. Show each of the two examples from DepEd LMs
one at a time. Encourage comments and/or examples from the
participants.
41 1-2 Explain further as needed.
42 1-2 Explain further as needed.
43 1-2 Explain further as needed.
44 7-10 Give examples or ask participants for examples.
5
45 25-35 Explain the instructions and the time allotment for the group activity.
Go around the groups to answer questions, make clarifications, and
monitor the groups’ progress in the task. After each presentation,
reiterate and/or reinforce key points. After all presentations,
encourage/lead the participants into making a synthesis of key points
from all the presentations. Reiterate and/or correct as needed.
46 1-2 Reiterate the importance of working together to create bridges --
towards better journeys and desired destinations.
47 1 Explain the mentimeter activity.
48 1-2 If internet connection is problematic, the alternative is raising of
hands.
49 1 Explain the mentimeter activity.
50 1-2 If internet connection is problematic, the alternative is raising of
hands.
51 1 Explain the mentimeter activity.
52 1-2 If internet connection is problematic, the alternative is raising of
hands.
53 1-2 Link the results of preceding mentimeter activity to the session
objectives. Express the belief that the participants are now more
capable of doing what is expected of them (than they were at the start
of the session). End on a positive/hopeful/empowering note.
