Curriculum development for Mother Tongue-Based Multilingual

Education: Basic features

Susan Malone
© SIL International, 2018

Attribution-NonCommercial-ShareAlike CC BY-NC-SA
View License Deed | View Legal Code This work is distributed under a Creative Commons Attribution-NonCommercial ShareAlike
license. You may freely copy, distribute and transmit this work and you may also adapt the work under the following conditions: 1)
You must attribute the work to the author (but not in any way that suggests that they endorse you or your use of the work). 2) You
may not use this work for commercial purposes. 3) If you alter, transform, or build upon this work, you may distribute the resulting
work only under the same or similar license to this one.
Some questions, more than others, urgently need answers. This is certainly the case with respect
to developing curriculum and teaching materials for mother tongue-based multilingual education
(MTB MLE) programs in non-dominant language communities. The purpose of this paper is to raise
four of the questions-that-urgently-need-answers and respond to each one using insights gained
from MTB MLE programs around the world. Hopefully, these responses, while obviously not
exhaustive, will be helpful to those who are in the early stages of curriculum and materials
development for their MTB MLE programs.

Question: What do we know about the role of language in education?

By the time children begin school, they have learned to use their mother tongue (MT) or first
language (L1) to think and to communicate with others. They have developed an intuitive
understanding of “correct” speech (grammar and pronunciation) in their L1 and have developed
the vocabulary they need to listen to and talk about things they know and do. Using the L1,
especially in primary grades, enables students to start with what they know—their language and
the knowledge they have gained using that language—to help them learn new languages and
understand new concepts. Below are specific points relating to this issue.

Regarding the problems that students who speak non-dominant languages face when they
begin dominant language (DL)-only school:
They do not understand their teacher’s language and their teacher does not understand
their language or culture.
Pictures and cultural information in their textbooks are unfamiliar and do not help them
understand lesson content;
Their own knowledge and experience is disregarded and they are expected to accomplish
three very challenging tasks at the same time:
• Learn the school language, which may be completely unfamiliar to them;
• Learn how to read and write in the school language, which they do not yet speak or
understand;
• Learn academic concepts before they understand the language used by their teacher
and textbooks.

Regarding the rationale for using children’s L1 as their first language for learning in school
From UNESCO (2007)
The language used in teaching is of central importance for enhancing learning. It is
necessary to bridge home and school experiences by using the children’s mother tongue(s)
as the medium of learning and teaching in the school. This helps children to develop
necessary tools and literacy skills in order to move forward and acquire another language, if
necessary.

2
 From ACDP1 Indonesia (2014)
A large body of evidence from different countries as well as advances in the field of
cognitive neuroscience, show that children who have access to mother tongue based
multilingual education (MTB MLE) develop better language skills in their mother tongues as
well as national languages. When knowledge of a second language (L2) is added to a rich
knowledge of a first language (L1), a child forms complex knowledge networks (additive
bilingualism).

From the British Council (2017)

Important research findings show that if young students in low- or middle-income countries
are taught in their own or a familiar language, rather than English, they are more likely to
understand what they are learning and be more successful academically (including in L2 as
a subject) with benefits to education, the economy and society.

Regarding the length of time it normally take students to learn a new language:
In a strong language education program, it takes students about 2 years to gain proficiency
in using a new language for ‘everyday’ communication.
It takes about 5-7 years for them to gain proficiency in using the new language to learn and
apply to abstract concepts. (From J. Cummins, 2008)

Regarding the rationale for starting with the students’ mother tongue (MT/ L1)
Using the mother tongue, we have (1) learnt to think, (2) learnt to communicate and (3)
acquired an intuitive understanding of grammar. The mother tongue is therefore the
greatest asset people bring to the task of foreign language learning… (W. Butzkamm,
2003)
A learner's L1 is an important determinant of second language acquisition. The L1 is a
resource which learners use both consciously and subconsciously to help them arrange and
re-arrange the L2 data... Second language acquisition is a developmental process; L1 can be
a contributing factor to it. (Manoj Kumar Yadav, 2014.)
The results are already impressive. Studies comparing student performance in traditional
(Francophone) schools, Franco-Arabic schools and bilingual schools (where students learn in
their mother tongue and French) found that bilingual schools ranked highest with French-
speaking schools ranked last. (Global Partnership for Education, 2018.)

Regarding the rationale for introducing oral L2 before written L2:

The results of the present study show oral proficiency in the target language to be of critical
importance for the development of …reading comprehension among third- and fourth-
grade students… (Droop and Verhoeven, 2003)

1
ACDP: Education Sector Analytical And Capacity Development Partnership (See references, below)

3
 Regarding the rationale for using students’ L1 to teach academic concepts in early to middle
primary
Languages are interdependent. Therefore, any concept knowledge the student has in his
first language will transfer (called language transfer) over to the target language. (Lara-
Alecio and R Parker, 1994)
The best supported position on language mix in bilingual education is that a knowledge base
for the content be provided in the native tongue (L1) before (the L2) is used to further
develop the content…. (Jim Cummins, 20122)

Regarding the rationale for continuing to use students’ L1 as one of the languages of
instruction throughout primary school:
The most powerful factor in predicting educational success for minority learners was the
amount of formal schooling they received in their L1 (W. Thomas and V. Collier, 1997 and
2002).
A move to EMI [English Medium Instruction] in or just after lower primary, commonly found
in South Asia and Sub-Saharan Africa, yields too shallow a foundation of English to sustain
learning across the curriculum from the upper primary years onwards. Early introduction of
EMI is thus viewed as impairing learning in the formative years and limiting educational
attainment (British Council, 2017. Page 3).

Question: How are mainstream education and MTB MLE the same and how are
they different?
Mainstream education
Based on Ministry of Education
competencies
Use the dominant language (DL) for
learning through primary school
Outcomes and indicators build on
mainstream students’ knowledge and
experience
Use mainstream textbooks
Use reading materials in LWC
MTB MLE
Based on Ministry of Education
competencies
Start with L1, bridge to the DL (their
school L2), then use both languages
Outcomes and indicators build on the
knowledge and experience of students
from each ethnolinguistic community
Start with L1 activity books, later use
mainstream textbooks
Start with L1 reading materials, add
LWC materials and then use both

2
Jim Cummins quoted in http://thelearningarden.blogspot.com/2012/12/language-acquisition-jim-
cummins.html

4
Question: What basic principles guide development of MTB MLE curriculum?

Principle 1. Students learn best when they can use what they know—their
“prior knowledge”—to help them understand what is new.

New knowledge
and skills

Teachers provide support for students as

they use what they know and can do to
learn new knowledge and skills.

Prior knowledge
and skills

Application: Before introducing new concepts or skills, teachers ask questions or assign
activities that stimulate students to think about what they already know about a specific
or related topic. Teachers then use that information to introduce the new concept /
skill.

Principle 2. When students truly learn something, they can explain it, apply it,
analyze it, evaluate it and use it to create new knowledge.3
Create
Ability to use what we have learned
to create new knowledge.
Evaluate
Ability to assess, form judgments
Analyse
Ability to see patterns; to compare and contrast.
Apply
Ability to use what we have learned in different situations
Understand
Ability to explain what we have learned.
Remember
Ability to recall what we have heard or seen.

3
“Levels of Learning” adapted from Bloom et al, 1956.

5
 Application: Teachers encourage their students to use all levels of thinking and learning.
They provide activities that help students to remember facts but also make sure that
they understand what they learn (the “how and why” questions). They encourage
students to experiment as they apply what they have learned and to think critically and
creatively as they work on school projects.

Principle 3. Students learn a new language best when the learning process is
non-threatening and meaningful and when they can take “small steps” that help
them gain confidence at each stage of learning.
Continuing learning L1 & L2 and additional languages
Use L1 with L2 for instruction to the end of primary
Continue oral & written L1 and L2
Begin additional language(s) following the same pattern
Continue oral and written L1, oral L2
Begin reading and writing L2
Continue oral L1
Begin oral L2
Begin reading and writing L1
Build oral L1 (Year 1 of education)

Application: Teachers introduce the school language (L2) through “hear-see-do”

activities that enable students to build their “listening vocabulary” before they are
required to talk. Teachers introduce reading and writing in L2 only when the students
have built up a good hearing and speaking vocabulary.

Principle 4. Students become successful language learners when they can use
their L1 and other languages correctly in order to communicate their knowledge
and ideas meaningfully.

Emphasis on accuracy Emphasis on meaning

(Focus on parts of the
language)
Listening Students recognize and
distinguish sounds, syllables,
words and sentences.
Speaking They use correct vocabulary,
pronunciation and grammar.
(Focus on whole texts)
They listen in order to
understand and respond to
what they hear.
They speak in order to
communicate their thoughts
and ideas to others.

6
 Reading They recognize parts of
words (letters, syllables,
tone marks, etc.), sentences
and paragraphs and can
sound them out.
Writing They form letters properly
and neatly, spell words
correctly, and use correct
grammar.
They read for enjoyment
and to understand and use
new ideas and information
They write in order to
communicate their thoughts
and ideas.

Application: In all language education—oral and written L1 and oral and written L2 and
additional school languages—lessons focus on both meaning and accuracy. 4

Principle 5. Students are encouraged to learn when they work with a partner or
in teams to talk about new ideas, solve problems and discover new ideas and
new ways of doing things.
“Surprisingly, what looks like work is actually fun. Not so surprising say
cognitive scientists because your brain loves solving puzzles. That’s how
it learns. It thrives on bursts of pleasure that are part of the brain’s
reward system when you solve problems and challenges.” [Excerpt from
Rosetta Stone advertisement in Foreign Affairs 89(2), March-April 2010]
Application: Teachers ask open-ended questions that encourage students to talk
with each other and compare ideas. They assign classroom activities in which
students work in teams, sharing and comparing their ideas and solving problems
together. In middle to upper primary grades students take part in team debates on a
variety of relevant topics.

Question: What have we learned about developing MTB MLE-specific curriculum

and teaching / learning materials?
We know the importance bringing stakeholders together to agree on the goals for the MTB
MLE program and then making the goals explicit throughout the process of curriculum,
teaching and learning materials development for each grade. Three categories of MTB MLE
goals:
Language goals, such as these:
• Students will establish a strong educational foundation in the language they know
best;

4
Table adapted from Stringer and Faraclas, 2001, Page 8.

7
 • They will build a good “bridge” to learning and using the official school language(s);
• They will achieve competence and confidence in using both / all of their languages in
school and for life-long learning.
Academic goals, such as these:
• Students will achieve government competencies in each subject, each grade and...
• At the end of the MTB MLE program they will be prepared to use all of their
languages as they continue their education and achieve their long-term educational
goals.
Socio-cultural goals such as these:
• Students will be proud of their heritage language and culture and respect the
languages and cultures of others and...
• When they finish the program, they will be prepared to contribute productively to
their own community and to the larger society.
Application: People with recognized expertise in local languages and cultures are full
participants, with education officials and MTB MLE planners, in developing curriculum,
classroom activities and students’ reading materials.

We know that MTB MLE students must achieve the same competencies as
dominant language students, but by a different “path”:

Students who L1 (home & school language)

Mainstream curriculum
speak the school
language as their Competencies
L1 when they to be achieved
begin school by the end of
end of the MTB
MLE program

Students who do
not speak the
L1 (home language) +
school language
L2 (school language) +
when they begin MTB MLE curriculum
school

Application: Students’ learn to read and write in their L1. Teachers use L1 as the only
language of instruction for all subjects in early to mid-primary as students are learning to
understand, speak and then to read and write the official school language. From mid-
primary to the end of primary school, both languages are taught as subjects and teachers
use students’ L1 with the school L2 for instruction in other subjects. (See examples of
progression plans for language education in this MTB MLE Resource.

8
We know how to use MOE competencies to develop MTB MLE-specific
curriculum and teaching / learning materials.

Government Knowledge and

competencies experience from the
established for each students’ home
grade culture

MTB MLE-specific Indicators for each Lesson plans and teachers’

learning learning outcome that guides that are matched to
outcomes focus on meaning indicators and are ‘teacher-
established for (higher-level thinking) friendly’
each grade in the and on accuracy
program

Textbooks and other

learning materials
matched to Outcomes
and Indicators

Application:
1) For each grade, and each subject in each grade, begin with mainstream competencies.
2) For each competency, identify the knowledge that students have already gained, both
in their home community and in the previous grades in school.
3) Develop learning outcomes based on the competencies and take into account students’
culture-specific knowledge and skills as well as the knowledge and skills they have
learned in previous grades.
4) For each learning outcome, develop the specific indicators that will be used to develop
teaching materials and assess learners’ progress.
5) Use the indicators to develop clear, step-by-step lesson plans for each subject, each day
of the school year. Develop other teaching materials that will be needed for each
lesson.
6) Develop textbooks and other learning materials for each subject
7) Develop assessments based on the indicators.

9
We know that curriculum teaching and learning materials must be theoretically
sound—that is, based on recognized and accepted theories of learning, theories of
reading acquisition and theories of language acquisition.5
Application: Ensure that all those involved in developing curriculum, teaching and learning
materials review and discuss the relevant theories and then check that they are applied
correctly.

Summary of the curriculum development process, grade-by-grade, with input from

all relevant parties:
1. Agree on the program’s educational goals.
2. Agree on the principles that will guide the development of curriculum and teaching /
learning materials.
3. Agree on the progression for teaching L1 and L2 as subjects and using them as languages of
instruction from Year 1 to the end of primary school.
4. List the government standards / competences for each subject that will be taught in the
grade in focus.
5. Identify the knowledge, matched to the competencies that students bring from their home
and community and that will serve as the foundation for their learning in school.
6. Develop MLE-specific Learning Outcomes relating to each competency and on students’
prior knowledge.
7. For each Learning Outcome, develop indicators that focus on meaning/ higher level
thinking and/or on accuracy.
8. Plan teaching activities matched to each indicator.
10. Develop step-by-step lesson plans for each subject, each grade.
11. Develop the teaching resources, textbooks, L1 and then L2 reading materials and other
learning materials for each subject, each grade.
12. Develop assessment tools that focus on meaning and accuracy for each subject.

Conclusion. In strong and successful MTB MLE programs, cultural experts from each language
community work with education officials to develop the goals and principles that will guide the
program. They develop curriculum and teaching / learning materials for each grade using what
has been learned through solid educational research about effective MTB MLE practices.
Especially important, they value the linguistic and cultural resources students bring from their
home and community and make them an essential component of the students’ learning
experience.

5
Resources relating to these theories and other items described in this overview can all be found
on this MTB MLE Resources website.

10
References
ACDP INDONESIA Education Sector Analytical And Capacity Development Partnership. 2014.
Mother Tongue Based Multilingual Education Working Papers #4.
https://www.adb.org/sites/default/files/publication/176282/ino-mother-tongue-multilingual-
education.pdf

Bloom, B., M. Englehart, E. Furst, W. Hill, and D. Krathwohl. 1956. Taxonomy of Educational
Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York:
Longmans Green.

British Council. 2017. English language and medium of instruction in basic education in low- and
middle-income countries: A British Council perspective. Page 3.
https://englishagenda.britishcouncil.org/sites/default/files/attachments/pub_h106_elt_position_
paper_on_english_in_basic_education_in_low-_and_middle-income_countries_final_web_v3.pdf

Butzkamm, W. 2003. “We only learn language once. The role of the mother tongue in FL
classrooms: death of a dogma. “ Language Learning Journal, Winter 2003, No 28, 29-39)
http://www.fremdsprachendidaktik.rwth-aachen.de/Ww/programmatisches/pachl.html

Cummins, J. ”BICS and CALP: Empirical and theoretical status of the distinction.” In Street, B. &
Hornberger, N. H. (Eds.). 2008. Encyclopedia of language and education, 2nd Edition, Volume 2:
Literacy. New York: Springer Science + Business Media LLC. Pages 71-83.
http://daphne.palomar.edu/lchen/CumminsBICSCALPSpringer2007.pdf

Cummins, J. 2001. Bilingual children’s mother tongue: Why is it important for education?
http://bibliotek.magnificat.se/wp-content/uploads/2017/02/CumminsENG.pdf

Droop, M. & Verhoeven, L. 2003. “Language learning and reading proficiency in first and second
language learners” in Reading Research Quarterly, 38.1 January/February/March 2003. Pages 78–
103

Global Partnership for Education. 2018. Mother tongue curriculum to improve literacy in Niger.
https://www.globalpartnership.org/multimedia/slideshow/mother-tongue-curriculum-improve-
literacy-niger

Lara-Alecio, R. and R. I. Parker. 1994. “A pedagogical model for transitional English in bilingual
Classrooms” in Bilingual Research Journal, 18:3&4 Summer/Fall 1994. Pages 119-133.

Manoj Kumar Yadav. 2014. Role of mother tongue in second language learning.
https://www.researchgate.net/publication/283355564

Malone, S. 2007. Advocacy Kit for Promoting Multilingual Education. Including the Excluded.
Programme Implementers’ Booklet. Bangkok: Unesco.
http://unesdoc.unesco.org/images/0015/001521/152198e.pdf

11
Malone, S. 2016. MTB MLE Resource Kit. Including the excluding: Promoting multilingual
education. Bangkok: UNESCO http://www.unescobkk.org/education/multilingual-
education/resources/mtb-mle-resource-kit/

Stringer, M. and Faraclas, F. (2001). Working together for literacy, 2nd Edition, Kangaroo
Ground, Victoria: SIL Australia. Page 8.

Suwilai Premsrirat and Delaney, H. 2016. Patani Malay – Thai Bilingual Education: Successes,
Challenges, Lessons Learned, Future Directions. Presentation at the 5th International Conference
on Language and Education: Sustainable Development Through Multilingual Education. 19-21
October 2016. Bangkok, Thailand.
http://www.lc.mahidol.ac.th/mleconf/2016/Documents/PresentedFiles/Parallel%20I/T02E/T02E%
20-Suwilai%20Delaney.pdf

Thomas, W. and V. Collier. 1997. School Effectiveness for Language Minority Students. National
Clearinghouse for Bilingual Education The George Washington University Center for the Study of
Language and Education 1118 22nd Street, NW Washington, DC 20037
http://www.ncela.gwu.edu/ncbepubs/resource/effectiveness/

UNESCO, 2007, Enhancing Learning. From Access to Success. Report of the First Experts’ Meeting:
Defining Areas of Action. Page 5. http://unesdoc.unesco.org/images/0015/001556/155642E.pdf

12