Resources to create curriculum and instruction for MTB-MLE programs
The curriculum associated with a MTB-MLE program determines the scope and sequencing of learning objectives. The goal of the curriculum is to build for teachers a comprehensive framework in which any particular learning objective is understood in terms of its necessary precursors. Particularly in early years, the curriculum has to align itself with the still developing cognitive capabilities of students, their still limited experience, and with their interests. So the precursor for any learning unit acts as a necessary bridge to successful learning of the unit. The fundamental tenet of the MTB-MLE curriculum is that the early learning of the child, most importantly the learning of the principles of literacy and the child's first exposure to reading, must be done in the child's mother tongue. From there the curriculum related to language will consider to what extent the child will continue to learn in the mother tongue and to learn language arts in the mother tongue and the pace at which he or she will transition to another language of instruction. If an educational system requires the use of a second language, the curriculum should also incorporate an instructional strategy for bridging from the mother tongue into that language. Typically, this will be done through an explicit subject area called, for example, English (or French, Spanish, Hindi, Arabic, etc.) as a Second Language. In this case, the curriculum should follow established principles of second language acquisition. Instructional approaches and strategies are typically spelled out in the curriculum. A finely detailed curriculum might even provide lesson plans or suggestions for lesson plans to guide teachers. This Resource Basket contains information on instructional practices shown to be effective in teaching in an MTB-MLE context.