REPUBLIC OF THE PHILIPPINES

COMMISION ON HIGHER EDUCATION

DARAGA COMMUNITY COLLEGE
SALVACION DARAGA ALBAY

Batchelor of Elementary Education

CONTENT AND PEDAGOGY

OF

MOTHER TONGUE

By: BEED
II -4 NIGHT SHIFT

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 INTRODUCTION

Language is a structured system of communication that consists

of grammar and vocabulary. Mother tongue is the in-born language, which a baby
has already familiarized even in the gestation of mother before it was born. The first
language is the language which a child acquires either through schooling or
socialization, such as family.
This book contains information about the subject Mother-Tongue Based Multi-Lingual
Education (MTB-MLE). It is a compilation of reports that have been discussed inside
the classroom. This may not have complete data like other books however this
could help the students acquire knowledge about the contents and pedagogy of
Mother Tongue.
As you explore this book you will encounter words that are not familiar to you. You
will learn the history of the filipino language. The different kinds of theories that are
related to teaching MTB-MLE. As well as the legal bases used in teaching this
subject. This book also includes the approaches you can make when teaching. How
OBE works

Please handle this book with care. Thank you!

TABLE OF CONTENTS:
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CHAPTER 1 Page…

i. Language Policy…………………………………………………………….. 1
ii. Official and National Language………………………………………….
iii. Language of Instruction……………………………………………………. 2

CHAPTER 2
i. Piaget’s theory, Schema Theory of learning, Social learning theory
ii. Cognitive theories of bilingualism: Balance theory, Ice berg analogy,
Threshold theory

CHAPTER 3
i. Republic act NO. 10157 the kindergarten education act
ii. Republic act No. 10553 an act enhancing the Philippine Basic
Education
iii. DepEd order No. 31 s 2013

CHAPTER 4
i. Spolsky’s (2004) language policy
ii. Ricento and Hornberger’s (1996) language planning and policy (LPP)

CHAPTER 5
i. Factors affecting success of multilingualism
ii. Criticism against MTB-MLE
CHAPTER 6
i. Major approaches to teaching MTB-MLE
ii. MTB-MLE curriculum
CHAPTER 7&8
i. Instructional Materials development for MTB-MLE following the OBE
framework
CHAPTER 9
i. Phonology and Phonemics of Mother tongue…………………………
ii. Importance of phonological and phonemic awareness of Mother
Tongue…………………………………………………………………………………
iii. Compare the sound of mother tongue to English using IPA
transcription………………………………………………………………………….
iv. Design an instructional plan applying phonology and phonemics

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CHAPTER 10& 11
i. The morphological features of the nominals, pronominals, verbs, adjectives,
and adverb
ii. Standard orthography of mother tongue
CHAPTER 12
i. Describe the connotation and denotation of words
CHAPTER 13
i. Locutionary, illocutionary, and perlocutionary forces of sentences
CHAPTER 14
i. TGG model
ii. Syntactic features of mother tongue

CHAPTER 15
ii. Standard orthography of mother tongue

CHAPTER
CONCEPT CLARIFICATION OF MOTHER TONGUE
1

MOTHER TONGUE

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Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s
banner program for education as a salient part of the implementation of the K to 12
Basic Education Program. Its significance is underscored by the passing of Republic
Act 10523, otherwise known as the “Enhanced Basic Education Act of 2013.”
Learners begin their education in the language they understand best—their mother
tongue—and need to develop a strong foundation in their mother language before
effectively learning additional languages.
This is where the Department of Education (DepEd) gets inspiration in its inclusion
of Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature of the
Enhanced Basic Education Program. It mandates the use of the language that
students are familiar with (their first language) as medium of instruction to allow
them to grasp basic concepts more easily.
Currently, DepEd uses 19 languages in MTB-MLE: Tagalog, Kapampangan,
Pangasinan, Iloko, Bikol, Ybanag, Sinugbuanong Binisaya, Hiligaynon, Waray,
Bahasa Sug, Maguindanaoan, Maranao, Chavacano, Ivatan, Sambal, Akianon,
Kinaray-a, Yakan, and Sinurigaonon. The MTB-MLE is implemented in two modules:
1) as a learning/subject area and 2) as medium of instruction.
MTBMLE is education, formal or non - formal, in which the learner’s mother tongue
and additional languages are used in the classroom. Learners begin their education
in the language they understand best - their mother tongue - and develop a strong
foundation in their mother language before adding additional languages. Research
stresses the fact that children with a solid foundation in their mother tongue
develop stronger literacy abilities in the school language. Their knowledge and skills
transfer across languages. This bridge enables the learners to use both or all their
languages for success in school and for lifelong learning. In terms of cognitive
development, the school activities will engage learners to move well beyond the
basic wh-questions to cover all higher order thinking skills in L1 which they can
transfer to the other languages once enough Filipino or English has been acquired to
use these skills in thinking and articulating thoughts.
With the goal of making Filipino children lifelong learners in their Li (MT), L2 (Filipino,
the national language), and L3 (English, the global language) the learners are more
than prepared to develop the competencies in the different learning areas. This will
serve as their passport to enter and achieve well in the mainstream educational
system and in the end, contribute productively to their community and to the larger
society as well as Multilingual, Multiliterate, and Multi-Cultural Citizens of the
country. For the effective implementation of the MTB-MLE, it is suggested that the
two-track method be used, that is the primer track to focus on accuracy and the
story track to focus on meaning. Learning via the two-track method to gain
proficiency in literacy as well as comprehend academic content and gain curriculum
mastery, creative and critical thinking skills for decisive decision-making
MTBMLE provides:

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 Literacy. We only learn to read once. Learning to read in the L1 develops skills that
transfer to reading any other languages. Comprehension in reading other languages
only occurs after oral proficiency has developed such that vocabulary of the written
L2 text is already part of the learners’ spoken vocabulary.
 Prior knowledge. Engaging learners in a discussion of what is already familiar to
them using the home language and culture enables better
 learning of the curriculum through integration and application of that knowledge
into current knowledge schemes.
 Cognitive development and higher order thinking
This system of bilingual education has spread in countries that have a diverse range
of languages and cultures, particularly in Southeast- and Central Asia. MTB MLE
schools are most often installed in communities where the common language is
different to the more widely-used language of the region or state, such as in areas
of the Philippines, Indonesia and India.
MTB MLE itself is not a new concept- a UNESCO report in 1953 was one of the first
to declare that the best medium of teaching was a student’s mother tongue.
Multilingual education has become more widespread in the 21st century with the
renewed focus on universal education and literacy in targets set in the Millennium
Development Goals and Sustainable Development Goals (SDGs) such as SDG 4:
Quality Education.

LANGUAGE POLICY
A scene-setting Filipino perspective on the challenges of language and education is
offered by Bautista (1999:113) who notes that,
"The language problem of the Philippines, according to most Filipino sociolinguists,
is the problem of reconciling the competing demands of ethnicity (embodied in an
individual's mother tongue or vernacular), nationalism (manifested in having and
propagating a national language) and modernization (seen to be synonymous with
using an international language)."
Tollefson (1991:142) and Rappa & Wee (2006:72) discuss the complementary roles
of Filipino and English. English is seen as an instrumental language of modernity,
supporting economic progress. Filipino is viewed as a means of reinforcing the
ideological status of the Philippines as an independent nation-state, facilitating
inter-group communication within the country while preserving aspects of national
identity.
Thus, the design of appropriate approaches to languages education for learners in
the Philippines is a complex issue given the diversity of language, cultures and pre-
school experiences brought to school by children in a nation of 7,000 islands in
which more than 180 language are spoken. The Philippines Education for all report
(world Education forum 2000: Internet article) states that, although the Philippines

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has had few problems or deficiencies with respect to access and participation in the
primary education level.
An understanding of language-in-education policy development in the Philippines is
best understood through an awareness of both international strategies associated
with language policy and practice. Concerns about school enrolment, attendance
and retention of all learners in school were a focus of both the Education for All
strategies and the Millennium Development Goals. Inclusive strategies that would
address the needs of minority language communities and multilingual contexts
formed a theme for the 2015 World Education Forum in Korea (WEF 2015).
Language policy as it relates to education cannot be examined in isolation from the
community and the broader social, economic and political contexts that impact
provision (Rassool & Edwards 2010:280). May (2001:167) notes that education is
viewed as perhaps "the key institution" in the development and maintenance of the
modern nation-state and so the policies and practices that enable the provision and
delivery of, particularly, basic education, are foundational in establishing
appropriate systems. With more than 180 minority language communities (Lewis et.
al. 2015).the Philippines has a rich and diverse linguistic and cultural heritage.
However, these communities face challenges of marginalized identity on a national
level, particularly in terms of appropriate education and development opportunities.
Alternative policy solutions are required if equitable access to and opportunity for
education is to be achieved, contributing to poverty alleviation and more equitable
democratic societies. Many Philippine languages and cultural practices are lost as a
result of the increasing power of the national language, Filipino, and the role of
English as an official language. As these languages become more widely used, the
identities of non-dominant language communities are undermined. This can result in
social and economic inequalities, giving those who do not learn Filipino fewer
opportunities to participate in public life, access higher education, influence political
decisions and embrace economic opportunities. Many social, political and economic
challenges can be linked to the root cause of an exclusionary language and
education policy.
The language policy of the Department of Education (1974.1987) required the use
of two languages of instruction: Filipino and English. Other languages were
permitted only as "auxiliary" languages in the classroom, not in textbooks or in
written form. The intent was to bring the country together under two languages and
promote fluency in English and Filipino. However, this marginalized 70% of learners
by conducting learning in languages that only communicate to around 30% of the
population on the basis of the recommendations of the Sorano Committee, the
national board on education issued resolution number 73-2, series. 1973 and on
June 19th 1974. (Sibayan 1978:308) the official policy on bilingual education in the
Philippines was instituted by department of Education and Culture and Sports
(DECS) Order No. 25 titled (Sibayan 1978:302; Espiritu 2002: Internet article;
Gonzalez 2007:368).
The teaching methodology described in the 1974 language policy prescribes that
the teacher use either Pilipino or English, depending on the subject. Subjects were

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divided into the English domain and the Pilipino domain (Gonzalez & Sibayan
1988:1). English was defined as the language of instruction for the delivery of
English Communication Arts, Mathematics and Science. Pilipino was to be the
medium of instruction for all other subjects in the curriculum. The intent was that
the implementation of the Bilingual Education policy should be a phased transition
(1974-1978) in order to allow schools in non-Tagalog-speaking areas to prepare
needed teaching materials and train teachers to teach in Pilipino. Tagalog-speaking
areas were to adopt the new policy immediately. The full implementation of the
policy in elementary and secondary schools was to be achieved in all areas by 1982.
Essentially, this is the policy that has continued in Philippine schools into the
twenty-first century (Gonzalez 1996:210;2007:368; Young 2011). Vizconde
(2006:267) describes the 1974 policy as beginning a significant improvement in
language teaching. Teachers no longer were so reliant on structured drills and
memorization that were features of the English-only policy, but were increasingly
aware of methodologies that were consistent with second language acquisition
approaches. The Bilingual Education Policy was subsequently revised in 1987 by
DECS Order No. 52s (DECS 1987a; DECS 1987b). In this revised policy, the regional
languages were elevated to the role of "auxiliary languages". The purpose of the
policy (Gonzalez & Sibayan 1988:1) was that the Philippines should become a
bilingual nation with a population competent in both English and Filipino. This has
been seen as a more realistic interpretation of the earlier practice (Gonzalez
1998.508). not dependent on the availability of materials in local binocular
language but living the use of the local language to the discretion of the individual
school teacher and giving freedom to school administrator to choose and develop
their own curriculum to suit local conditions and needs. Gonzalez described it as
(1998:508) "a recognition and legitimation of the on-going practice of using
different media of instruction in class including the use of the home language for
explaining content taught in Filipino and in English."

THE ROLE OF ENGLISH IN THE PHILIPPINES

The use of English, a result, primarily, of the American colonial legacy, has had a
considerable impact, particularly in the education system, with some (Tiu 2005:8)
believing that it has damaged the self-esteem of ethnolinguistic communities and
the internal unity of these communities.
"... American colonial education has tranquilised our minds. Until now, it has
continued to divide our communities, our intellectuals and academics disdaining to
talk in their own languages - in the languages of their peasants and workers. When
are we going to return to our own people and restore the oneness of our
communities?"

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 In the more rural communities, people may not have had much exposure to either
Filipino or English and children may begin formal schooling at six years old with little
knowledge of either Filipino or English, the major languages of education.
There is strong support for the use of English in education and in society for
instrumental purposes. House Bill 4701 on "Strengthening and Enhancing the Use of
English as the Medium of Instruction in Philippine Schools" was passed in the House
of Representatives in 2006 (Licuanan 200c). President Gloria Macapagal-Arroyo
certified the House Bill as urgent and it received strong support from the business
community, which saw the use of English in school as a component towards
increasing the global economic competitiveness of the Philippines. However, Acuña
&Miranda (1994:7) state that there is "hardly any clamour" for English to be the
national language. The most powerful lobby for continued emphasis on English
comes from the private business sector, the media, political circles and some
educators (Licuanan 2007: Internet article). This lobby argues that the use of
English is related to the Philippines' global competitiveness and the country's
comparative advantages in its large English-speaking work force, particularly the
potential of the Philippines retaining its large OFW workforce. Both Filipino
educators and the Filipino public realize that English gives access to global
opportunities. Sibayan (1999g:205) notes:
"The lesson for the Philippines is clear: It is not necessary or all Filipinos to learn
English, especially intellectualized English, provided we can develop Filipino so that
most of the world's knowledge can be made available and accessible in that
language and Filipinos may be educated in Filipino from kindergarten to graduate
school."
Regarding English language competence for overseas employment, Acuña &
Miranda (1994:7) found that the English taught in Philippine schools has not
necessarily prepared migrant workers for the jobs that they would prefer. Students
can only gain access to scientific and technical knowledge through English as most
scientific journals and papers are written in English (Nettle and Romaine
2000:32).However, in 1994,former President Ramos said (Brigham &Castillo 1999;
Young 2011),
"Since we have that comparative advantage in English, by all means let us
maintain the advantage so that we can be more competitive in business and
production and perhaps in education in this part of the globe."

TOWARD A MULTILINGUAL EDUCATION POLICY

There is comparatively little written about the contribution of the many vernacular
languages of the Philippines to education and development this may itself be
inductive of the value assigned to the languages of the provinces and the minority
ethnolinguistic communities by language policy developers.

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The first Iloilo experiment was undertaken from 1948-1954 by Jose D. Aguilar
(Sibayan 1999c, 1999e, Nolasco 2008:7) who pioneer in the use of Hiligaynon as
medium of instruction in grade 1 & 2 the test showed Hiligaynon taught children of
performing English-taught children in reading math and social studies the study not
only showed L1 students being able to transfer knowledge learned in their L1 to
English it also found the L1 student catching up with L2 students in their knowledge
of English within six months after being exposed to English as medium of
instruction (Young 2011).
Other related programs that can be mentioned are (Nolasco 2008:7) the Second
Iloilo Language Experiment (1961-1964). the Rizal experiment (1960-1966) and the
six-year First Language Component-Bridging program (FLC-BP) on "transitional"
education in Ifugao province; and the Lubuagan First Language Component (Walter
and Dekker 2008). However, despite these innovations supporting the use of local
languages in education, the Bilingual Education policies primarily acknowledged the
use of the vernacular languages of the Philippines as auxiliary languages to be used
orally.
However, towards the end of the Arroyo administration ,it became clear that a
response was required to the low educational achievement of Filipino students as
revealed on international tests, which led to the institutionalization of mother
tongue-based multi linguaI education initially through Department of Education
Order No. 74 s. 2009 (Department of Education 2009) which was a significant
milestone in the journey to establish equitable systems for learners from all
ethnolinguistic communities of the Philippines (Young 2011). This was the point at
which the language-in-education policy in the Philippines moved from a Bilingual
Education Policy to a multilingual approach, recognizing the diversity of linguistic
richness in the nation and its contribution to effective learning.
On 14 September 2010, the government-initiated Alternative Learning System
(ALS) Curriculum for Indigenous Peoples (IP's) Education was institutionalized
through DepEd Order No. 101. This also moved multilingual policies and awareness
of the importance of language-in-education from only the formal sector to the non-
formal sector.
INSTITUTIONALISATION OF MTB-MLE
Finally, in 2013, the Philippines education systemthrough Republic Act 10533 and
the associated implementing rules and regulations, in addition to mandating a 13
year,K-12 education system, specified (Section 10.2.f) that the curriculum for basic
education in the Philippines "... shall adhere to the principles and framework of
Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the
learners are and from what they already know proceeding from the known to the
unknow

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 CHAPTER
THEORIES, RATIONALE, AND EVIDENCE SUPPORTING
2 MTB-MLE DEVELOPMENTAL LEARNING THEORIES

SCHEMA THEORY
Schema Theory is a cognitive framework that explains how humans organize and
interpret information by using mental structures or schemas. These schemas,
formed from prior knowledge and experiences, influence how we perceive, learn,
and recall new information. The theory emphasizes the critical role of pre-existing
knowledge in acquiring new learning and adapting to different contexts.

Jean Piaget, one of the prominent proponents of Schema Theory, defined

schemas as mental frameworks that help individuals interpret and interact with the
world. Schemas provide a structure for understanding new experiences by
integrating them into existing knowledge.

"Knowledge is not a copy of reality, but the result of active

construction of mental structures or schemas, which evolve
as we interact with the world."
-Jean
Piaget

Key Concepts of Schema Theory

1. Schema Activation
Schemas are activated when we encounter information that aligns with our existing
knowledge, helping us process it more efficiently.
 Example: Hearing the word “school” may activate schemas related to
classrooms, teachers, and learning.
2. Schema Construction
When new information does not fit into existing schemas, a new schema is
constructed to accommodate it.
 Example: A child learns about online schooling, creating a new schema for
education outside the classroom.
3. Schema Modification

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Schemas are refined through two processes:
 Assimilation: Adding new information to an existing schema.
o Example: Learning that penguins are birds but cannot fly expands the
schema of “birds.”
 Accommodation: Adjusting or replacing schemas to include new information.
o Example: Understanding that not all vehicles run on fuel changes a
schema about transportation.

Stages of Schema Processing

1. Encountering New Information:
o When exposed to new stimuli, individuals try to connect it with existing
schemas.
o Example: When encountering a new type of food, one might compare it to
similar dishes they’ve tasted.
2. Assimilation:
o Incorporating the new information into an already established schema.

o Example: A student adds the concept of hybrid cars to their schema of

vehicles.
3. Accommodation:
o Modifying an existing schema or creating a new one when the information
does not fit.
o Example: Changing a schema about animals after learning that whales are
mammals, not fish.
4. Equilibration:
o Achieving a balance between assimilation and accommodation for optimal
learning.

Applications of Schema Theory

1. Education
Schema Theory highlights the importance of activating prior knowledge before
teaching new concepts.
 Example: Teachers introduce a lesson on planets by discussing Earth,
something students are already familiar with.

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2. Reading Comprehension
Schemas help readers understand and interpret texts by connecting them to what
they already know.
 Example: A story set in a desert activates schemas about heat, sand, and
survival.
3. Problem-Solving
Schemas guide decision-making in familiar and unfamiliar situations.
 Example: A mechanic uses their schema of car engines to diagnose a vehicle
problem.

COGNITIVE DEVELOPMENT THEORY

Jean Piaget's Cognitive Development Theory explains how children think, explore,
and make sense of the world around them. This theory emphasizes the importance
of knowledge, skills, problem-solving abilities, and dispositions in understanding and
interpreting experiences. Cognitive development focuses on internal mental
processes, while brain development serves as its foundation.
Cognitive theorists believe that learning occurs as individuals process information
received through their senses. This process is fundamental to building knowledge
and adapting to new situations. Piaget viewed cognitive development as a
progressive process of long-term changes in thinking, occurring through distinct
stages that always happen in the same sequence. Each stage builds on the previous
one, resulting in significant transformations of thought. Piaget proposed that
children’s cognitive abilities progress through a sequence of stages. Each stage
represents a significant transformation in thinking patterns, and this progression is
characterized by four key features:
1. The stages always happen in the same order.
2. No stage is ever skipped.
3. Each stage marks a distinct transformation from the previous one.
4. Each later stages build on earlier ones, incorporating previous learning into
more complex processes.

“Cognitive development is not a passive

accumulation of information, but an active process of
constructing knowledge through experience.”

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 -Jean Piaget

Piaget identified four major stages of cognitive development:

THE FOUR STAGES OF COGNITIVE DEVELOPMENT

1. Sensorimotor Stage: Birth to Age 2
In Piaget's theory, the sensorimotor stage occurs first, and is defined as the
period when infants "think" by means of their senses and motor actions. As every
new parent will attest, infants continually touch, manipulate, look, listen to, and
even bite and chew objects.

2. Preoperational Stage: Age 2 to 7

In the preoperational stage, children use their new ability to represent objects
in a wide variety of activities, but they do not yet do it in ways that are organized or
fully logical. One of the most obvious examples of this kind of cognition is dramatic

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play, or the improvised make-believe of preschool children. If you have ever had
responsibility for children of this age, you have likely witnessed such play.

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3. Concrete Operational Stage: Age 7 to 11
Children continue into elementary school, they become able to represent
flexibly and logically. Their rules of thinking still seem very basic by adult standards
and usually operate unconsciously, but they allow children to solve problems more.

4. Formal Operational Stage: Age 11 and Beyond

In the last of the Piagetian stages, the child becomes able to reason not only
about tangible objects and events, but also about hypothetical or abstract ones.
Hence, it has the name formal operational stage—the period when the individual
can "operate" on "forms" or representations.

SOCIAL LEARNING THEORY

Albert Bandura's Social Learning (SLT) explains that children learn from each other
and from others through observation, imitation, and modeling. This theory explains
that children imitate the words and language patterns they hear by watching and
listening to the models, caregivers, and family members in their life (Bandura,
1989). This theory has been identified as the link that bridges the gap between
behaviorist and constructivist perspective to learning and language acquisition.

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“Most learning is gained by people's perception and thinking
about what they
experience. They learn by copying the examples of others
around them."
-Albert Bandura

People learn a lot by thinking about what they see and hear. They also learn by
watching others and doing what they do. He felt that much of human learning is not
shaped by its consequences but is more efficiently learned directly from a model
(Bandura, 1986).
Social modeling and examples are a very powerful tool in education. If children see
positive consequences from an action, they are likely to do that action themselves.
And if they see negative consequences, they are likely to avoid that behavior.
Unique, novel, and different situations often catch a student's attention and can
stand out to them. If students see other students paying attention, they are more
likely to pay attention. So teachers utilize reward systems and punishments to help
students learn from the examples of others.

Bandura's (1986) analysis of observational leaming involves four phases: attention,

retention, reproduction, and motivation (Slavin, 1997).
1. Attention phase: The first phase in observational learning is paying attention to
a model It explains why teenagers are hooked up with pop culture, they are visually
attracted to this type of stimulus. Teachers and adults, therefore, must first
understand what interests children and use this to capture their attention,
2. Retention phase: It models the behavior they want students to replicate and
then gives learners a chance to practice or rehearse.
3. Reproduction: The leamers attempt to replicate the model's behavior.
4. Motivation phase: Children will imitate a model because they believe that
doing so will increase their own chances to be reinforced.
During the 1960s, Albert Bandura conducted a series of experiments on
observational learning, collectively known as the Bobo doll experiments.

The Bobo Doll Experiment

Bandura's famous Bobo doll experiment demonstrated the principles of social
learning theory. In this experiment, children observed adults behaving aggressively
towards a Bobo doll. The children who saw the adults rewarded for their aggression
were more likely to imitate the aggressive behavior themselves.A lab experiment

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was used, in which the independent variable (the type of model) was manipulated in
three conditions:
• Aggressive model is shown to 24 children
• Non-aggressive model is shown to 24 children
• No model is shown (control condition) – 24 children

Stage 1: Modeling
In the experimental conditions, children were individually shown into a room
containing toys and played with some potato prints and pictures in a corner for 10
minutes while either:
• 24 children (12 boys and 12 girls) watched a male or female model behaving
aggressively towards a toy called a “Bobo doll”. The adults attacked the Bobo doll in
a distinctive manner – they used a hammer in some cases, and in others threw the
doll in the air and shouted “Pow, Boom.”
• Another 24 children (12 boys and 12 girls) were exposed to a non-aggressive
model who played in a quiet and subdued manner for 10 minutes (playing with a
tinker toy set and ignoring the bobo-doll).
• The final 24 children (12 boys and 12 girls) were used as a control group and not
exposed to any model at all.

Stage 2: Aggression Arousal

All the children (including the control group) were subjected to “mild aggression
arousal.” Each child was (separately) taken to a room with relatively attractive
toys.As soon as the child started to play with the toys, the experimenter told the

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child that these were the experimenter’s very best toys and she had decided to
reserve them for the other children.

Stage 3: Test for Delayed Imitation

• The next room contained some aggressive toys and some non-aggressive toys.
The non-aggressive toys included a tea set, crayons, three bears and plastic farm
animals. The aggressive toys included a mallet and peg board, dart guns, and a 3
foot Bobo doll.
• The child was in the room for 20 minutes, and their behavior was observed and
rated though a one-way mirror. Observations were made at 5-second intervals,
therefore, giving 240 response units for each child.
• Other behaviors that didn’t imitate that of the model were also recorded e.g.,
punching the Bobo doll on the nose.
Results

Key Results Observation

Imitative Children exposed to the aggressive model made more imitative

Aggression aggressive responses than those in non-aggressive/control
groups.

Partial/Non- More partial and non-imitative aggression was observed in

Imitative children exposed to aggressive behavior, though the difference
Aggression was small.

Girls' Girls showed more physical aggression with a male model, and
Aggressive more verbal aggression with a female model. However, girls
Responses punched Bobo more when the model was female.
(Model Gender)

Boys' Imitation Boys were more likely to imitate same-sex models than girls,
of Same-Sex with stronger evidence for this behavior in boys.
Models

Boys vs. Girls in Boys imitated more physical aggression than girls, with little
Aggressive Acts difference in verbal aggression between the genders.

Bobo doll experiment demonstrated that children are able to learn social
behavior such as aggression through the process of observation learning, through
watching the behavior of another person. The findings support Bandura’s (1977)
Social Learning Theory.

BALANCE THEORY IN BILINGUALISM

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The Balance Theory was proposed by Jim Cummins as an early framework to explain
how bilingualism impacts cognitive development. This theory uses the metaphor of
a balance scale to represent the relationship between two languages in a bilingual
individual. Cummins initially suggested that proficiency in one language (L1) might
come at the expense of proficiency in the other language (L2), implying a finite
cognitive capacity for language learning.

"Proficiency in one language can affect the development of

another, but bilingualism is not inherently detrimental."
-Jim
Cummins

The Principles of Balance Theory

1. Finite Cognitive Resources
The Balance Theory suggests that the brain has limited resources for
managing two languages simultaneously. This idea stems from the belief that
cognitive energy or capacity must be divided between the first language (L1) and
the second language (L2). If more resources are allocated to L2, L1 might suffer,
especially if there are fewer opportunities to use and maintain it.
Example: A child raised in a bilingual household but attends an English-
medium school may use English (L2) predominantly in academic settings. Over
time, the limited use of their native language, Tagalog (L1), at home may result in
reduced fluency, vocabulary, or grammatical accuracy in Tagalog.

2. The Scale Metaphor

The balance scale is a visual representation of the relationship between L1 and L2 in
the brain. The scale tips in favor of the language receiving more input, practice, or
use. Conversely, the other language may weaken, especially in environments that
prioritize one language over the other.
Example in Practice: In monolingual-dominant societies, L2 often takes precedence,
as it is the language of instruction, work, and socialization. A Filipino child immersed
in an English-speaking environment may shift their focus entirely to English, causing
their Tagalog skills to plateau or regress.
This metaphor has practical implications for language policies in education. It
highlights the need for a balanced approach that values the development of both
languages equally to avoid the decline of L1 proficiency.

3. Linguistic Competition and Suppression of L1

A key aspect of the Balance Theory is the notion of linguistic competition.
Early interpretations suggested that L1 and L2 compete for dominance in the brain.
To become proficient in L2, individuals may unconsciously or intentionally suppress

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their L1. This is especially true in situations where L2 is seen as more prestigious or
necessary for success.
 Suppression of L1 to Use L2 Effectively:
When switching to L2, a bilingual individual often suppresses their L1 to avoid
interference. This suppression can be temporary, such as during a conversation, or
long-term, when societal pressures encourage exclusive use of L2.
Example: A student learning English may avoid using Tagalog even at home,
thinking that frequent use of L1 might hinder their ability to think, write, or speak
fluently in English. Over time, this suppression might lead to a reduced ability to
access or express complex thoughts in Tagalog.
 Cognitive Load of Switching:
Suppressing L1 requires additional mental effort, as the brain must inhibit the
dominant or preferred language. This cognitive load may impact fluency and
comprehension, especially for younger learners still developing language skills.

Implications of Suppressing L1
The idea of suppressing L1 has several long-term implications for bilingual
individuals:
1. Language Attrition: Continuous suppression of L1 can lead to a decline in
vocabulary, grammar, and overall proficiency, potentially resulting in
incomplete bilingualism.
2. Cultural Disconnect: Losing fluency in L1 might alienate individuals from
their cultural heritage and familial connections.
3. Cognitive Cost: The act of suppressing one language can increase mental
fatigue, particularly in high-stakes environments like schools or workplaces.

ICEBERG ANALOGY OF BILINGUALISM

The Iceberg Analogy of Bilingualism, developed by Jim Cummins, illustrates how
bilingual individuals process their languages. This analogy explains that while the
surface features of a person's first language (L1) and second language (L2) may
appear separate, both languages share a deeper cognitive and conceptual
foundation beneath the surface.This analogy compares bilingual proficiency to an
iceberg:
The visible part above the surface represents the distinct features of each
language, such as pronunciation, vocabulary, and grammar.
The hidden part below the surface reflects the shared skills, concepts, and
cognitive processes that support both languages.

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 “A common underlying proficiency exists beneath the
surface of two languages, enabling the transfer of
knowledge and skills between languages.”

-Jim
Cummins

BICS
BICS

Cognitive Academic
Language Proficiency Cognitive Academic
Language Proficiency

Surface Level (Above the Waterline)

The surface level of the iceberg represents the easily observable features of a
language, such as pronunciation, vocabulary, and grammar. These elements are
unique to each language and can be seen as the distinct "tips" of L1 and L2 above
the waterline.
The first language (L1) is the native language a person acquires from birth and
uses primarily in informal settings such as family conversations or casual
interactions. For example, a child growing up in a Filipino household may use
Tagalog as their L1, developing vocabulary like "laro" (play) or "gusto" (want) to
communicate their immediate needs. As the child grows, L1 serves as the
foundation for developing academic skills and understanding abstract concepts. For
instance, understanding the concept of "bilang" (number) in Tagalog makes it easier
to grasp arithmetic lessons in their first language.
The second language (L2) is an additional language acquired later, often in
educational or formal settings. For example, a Filipino child learning English in
school might encounter new vocabulary such as "add" or "subtract" in their math
class. The ability to learn L2 effectively relies on the cognitive and conceptual base
already established in L1. A student who understands "bilang" in Tagalog can
quickly map it to "number" in English once the term is introduced.

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Basic Interpersonal Communication Skills (BICS) also belong to this level,
representing conversational fluency used in social interactions. These skills are
developed quickly, often within 6 months to 2 years of exposure to a language. For
instance, a student new to an English-speaking environment might learn greetings
like "Hello" and phrases like "Can I go out?" with ease, allowing them to participate
in simple conversations. However, this conversational fluency can sometimes be
mistaken for full proficiency, which it is not, as deeper academic language skills
remain underdeveloped at this stage.

Below the Surface (Underwater)

Beneath the surface of the iceberg lies the cognitive and conceptual foundation that
supports both L1 and L2. This hidden section represents the shared skills,
knowledge, and mental processes that bilingual individuals draw upon when using
either language.
Cognitive Academic Language Proficiency (CALP) resides in this layer,
representing the ability to use language for academic tasks such as analyzing,
synthesizing, and interpreting information. Unlike BICS, CALP takes longer to
develop, typically 5 to 7 years, and is essential for academic success. For example,
a student may learn to converse in English quickly but struggle to write an essay
analyzing a literary text because CALP requires higher-order thinking skills. In a
science class, a student might need CALP to understand and explain the process of
photosynthesis. If the student already understands this concept in their L1 (e.g.,
"potosintesis"), they can transfer this understanding to L2 once they learn the
English terminology.
The Common Underlying Proficiency (CUP) refers to the shared cognitive skills
and knowledge that underlie both languages. CUP explains how learning in one
language can support learning in another. For instance, a bilingual child who learns
about fractions in Tagalog can apply the same conceptual understanding when
studying fractions in English, as the mathematical reasoning does not depend on
language-specific terms. CUP demonstrates that bilingualism is not about dividing
resources between two languages but rather about sharing and enriching cognitive
abilities across them.
The Common Operating System (COS) further illustrates how bilinguals
integrate and manage their languages. This mental framework allows individuals to
switch between languages seamlessly, drawing on shared cognitive processes. For
example, a bilingual child might read a story in L1, such as a folk tale in Tagalog,
and then retell it in L2 during an English class, using the same understanding of
narrative structure, character motivations, and moral lessons. This ability to
navigate between languages highlights the interconnectedness of L1 and L2 at a
deeper cognitive level.

Key Principles Illustrated by the Iceberg Analogy

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The Iceberg Analogy demonstrates the interdependence of L1 and L2. A strong
foundation in L1 significantly enhances the acquisition of L2, as the cognitive skills
developed in the first language transfer to the second. For instance, a child who
learns how to classify objects (e.g., grouping fruits and vegetables) in their native
language can apply this skill in English once they learn the corresponding
vocabulary. This interdependence underscores the importance of nurturing L1,
especially in early education, to ensure a robust cognitive base for L2 learning.
Another important principle is the distinction between surface features and deeper
cognitive skills. While L1 and L2 may appear separate above the surface, their
underlying processes are deeply connected. Surface features like pronunciation or
vocabulary may vary, but the shared cognitive base enables bilingual individuals to
reason, problem-solve, and learn effectively in both languages. For example, a
student might have an accent in L2 but still excel in academic writing because CALP
and CUP operate below the surface.
Finally, the analogy emphasizes the critical role of CALP in academic success. While
BICS allows students to participate in social interactions, it is CALP that equips them
with the skills needed for tasks such as writing reports, conducting experiments,
and engaging in critical thinking. Teachers must focus on fostering CALP by
providing opportunities for students to engage in challenging, meaningful tasks in
both L1 and L2.
By understanding the interconnected parts of the iceberg, educators and students
can better appreciate the complexities of bilingualism and the importance of
developing both surface-level skills and deeper cognitive proficiencies. This
knowledge can guide effective teaching strategies, ensuring that bilingual
individuals thrive academically and socially.

THRESHOLD THEORY
The Threshold Theory of bilingualism, proposed by Jim Cummins, suggests that the
cognitive and academic effects of bilingualism depend on the level of proficiency
achieved in both languages. It posits that bilingualism does not have a singular,
automatic effect on cognitive development, but rather, it can either enhance or
impede cognitive skills based on the thresholds of language proficiency. The theory
emphasizes that proficiency in both languages must reach a certain threshold for
bilinguals to experience the full cognitive and academic benefits of speaking more
than one language.

"Bilingualism only becomes a positive force for

25 | P a g e
 cognitive development when both languages are
proficiently learned."
-Jim Cummins

Cummins suggests that there are three distinct types of bilingualism, and the
outcomes of bilingualism depend on the proficiency level of the individual in both
their first (L1) and second (L2) languages. These types of bilingualism can affect not
just cognitive development but also academic success and social integration.

Key Principles of the Threshold Theory

The Threshold Theory includes the following principles regarding bilingual
development:
 Threshold 1 (Low Proficiency): At this level, bilingual individuals may have
limited proficiency in both languages, leading to a situation where neither
language is well-developed. This may result in semi-bilingualism, where the
individual struggles academically and socially due to limited language skills.
 Threshold 2 (Moderate Proficiency): Here, bilingual individuals can
function in both languages, but their academic and cognitive performance
may still be limited compared to those with high proficiency in both
languages. This stage typically reflects semi-bilingualism as well.
 Threshold 3 (High Proficiency): Once individuals reach a high level of
proficiency in both their first and second languages, they experience the full
cognitive and academic benefits of bilingualism. This is when additive
bilingualism is fully realized, and individuals show enhanced cognitive skills,
problem-solving abilities, and creativity.
The Three Types of Bilingualism in the Threshold Theory
1.Additive Bilingualism

This type of bilingualism occurs when an individual becomes proficient in

both languages without losing proficiency in their first language (L1). Both
languages contribute positively to cognitive and academic development.
Bilinguals with additive bilingualism tend to have cognitive advantages, such
as enhanced cognitive flexibility, better problem-solving skills, and greater
creativity. They also tend to perform better academically because both languages
support each other.
Example: A child who speaks both English and Filipino fluently and uses both
languages regularly in different contexts is an additive bilingual. Both languages are
actively used and contribute to their cognitive development.

26 | P a g e
2.Semi-bilingualism
Semi-bilingualism occurs when an individual has partial proficiency in both
languages, but neither language is fully developed. This can often result in a lack of
fluency or limited language skills in both languages.
Individuals who are semi-bilingual often face difficulties in communication, as
they may struggle to express themselves in either language. Their academic
performance may also be hindered by their limited language skills in both
languages.
Example: A child who speaks their native language (e.g., Tagalog) at home but
struggles to learn English in school, using limited proficiency in both languages,
may be considered semi-bilingual. Their ability to communicate or perform
academically in either language may be compromised.
3.Dominant Bilingualism
Dominant bilingualism refers to when an individual is proficient in both languages,
but one language is used more frequently than the other, leading to greater
proficiency in the dominant language.
Dominant bilinguals tend to use the dominant language more often in
academic and social contexts, which can affect their cognitive processes and social
interactions. Although they are proficient in both languages, their proficiency in the
dominant language usually outweighs the second language.
Example: A child who speaks both English and Spanish but uses English in
most social
and academic settings would be a dominant bilingual. While they are
proficient in both
languages, English is the dominant language in their life.
Cognitive and Academic Implications of the Thresholds
Low Proficiency (Threshold 1): At this level, bilingual individuals may struggle
cognitively, as neither language is fully developed. This can affect academic
performance and lead to difficulties in communication and learning.
Moderate Proficiency (Threshold 2): Bilingual individuals with moderate
proficiency in both languages are more likely to perform well academically
compared to those with low proficiency, but they may still face challenges in tasks
that require advanced cognitive skills.
High Proficiency (Threshold 3): Individuals who reach high proficiency in both
languages tend to experience the greatest cognitive and academic benefits. They
show enhanced cognitive abilities, problem-solving skills, and a greater capacity for
abstract thinking.

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ASSESSMENT:
Direction: Encircle the letter of the BEST answer.

1. According to Piaget, which of the

following is NOT one of the four stages 6. Who developed the Social Learning
of cognitive development? Theory?
A. Sensorimotor stage C. Concrete A. B.F. Skinner C. Ivan
operational stage Pavlov
B. Pre-operational stage D. B. Albert Bandura D. Sigmund
Adolescent stage Freud
2. During the pre-operational stage, 7. According to Social Learning Theory,
children exhibit which of the following how do people learn?
characteristics?
A. Through trial and error
A. Egocentrism C. C. Through classical
Reversibility conditioning
B.Conservation D. Both a B. By observing and imitating others
and c D. By operant
conditioning
3. In the concrete operational stage,
children develop the ability to 8. How can teachers apply Social
understand the concept of Learning Theory in the classroom?
conservation. This refers to the
A. By using punishment to discourage
understanding that:
negative behaviors
A. Objects remain the same despite B. By providing positive reinforcement
changes in their physical appearance for desired behaviors
B. Quantity remains the same despite C. By ignoring student behavior
changes in arrangement D. By using only direct instruction
C. Objects continue to exist even when
out of sight 9. It is the reading and writing skills for
D. Both a and b academic learning for example making
an essay or solving math problems
4. During what stage does the
“Dramatic Play” of children occur? A. BICS, basic interpersonal
communication skills
A. Sensorimotor Stage C.
Preoperational Stage B. CUP, common underlying
B. Concrete Operational Stage proficiency
D.Formal Operational Stage
C CALP. cognitive academic language
5. This stage typically occurs in the proficiency
ages 7-11.
D. COS Central operating system
A. Formal Operational Stage
10. _________refers to the ability to use
C. Sensorimotor Stage
language for everyday social
B.Concrete Operational Stage D.
interactions. These are the basic
Adolescence

28 | P a g e
language skills needed to 14. In the context of Schema Theory,
communicate in casual conversations what does the term "schema
activation" refer to?
A. COS Central operating system
A. The process of forgetting old
B. BICS basic interpersonal
information
communication skills
B. The retrieval of relevant schemas to
C. BICS basic intrapersonal
interpret new information
communicate skills
C. The creation of new schemas
D. None of the above
D. The elimination of misconceptions
11. According to the iceberg analogy
of bilingualism, what is hidden 15. How can teachers utilize Schema
beneath the surface of the iceberg? Theory in the classroom?
A. The ability to speak more than two A. By presenting information without
languages context
B. A person’s name and identity B. By assessing students' prior
knowledge before introducing new
C. Cognitive and linguistic skills shared
concepts
by both languages
C. By limiting discussions to textbook
D. Fluency in one dominant language
definitions
12. What is the primary purpose of a
D. By focusing on memorization of
schema in cognitive psychology?
facts without connections
A. To store sensory information
16.What happens when a new piece of
B. To act as a framework for organizing information does not fit into an
and interpreting information existing schema?

C. To create emotional responses A. The information is ignored

D. To enhance physical coordination B. The schema is modified or

expanded to accommodate the new
13. Which of the following best information
describes how schemas are
developed? C. The individual becomes confused
and stops learning
A. They are innate and unchangeable
D. The information is automatically
B. They are formed through personal rejected
experiences and cultural influences
17.. This theory posits that the
C. They are created through formal individual have a language control
education only mechanism that allows them to switch
D. They are solely based on instinctual between language and maintain a
reactions balance on this two.

29 | P a g e
A. Threshold Theory C. leads to minimum to avoid the
Schema Theory negative effects of bilingualism.
B. Balance Theory D. Iceberg A. Dominant Bilingualism C.
Theory Additive Bilingualism
B. Semi Bilingualism
18. He developed the Cognitive
D. Bilingualism
Theories of Bilingualism in the early
years 1980's 22. Kids are competent in one
language but not yet able to transfer
A. Albert Bandura C. Jim
skills between two Lange that leads to
Cummins
negative effects of bilingualism.
B. Sigmund Freud D. Jean
A. Additive Bilingualism C.
Piaget
Semi Bilingualism
19. In balance theory, what happens B. Dominant Bilingualism D.
when a person faces pressure to Bilingualism
abandon their mother tongue in favor
23. Who proposed the Threshold
of a dominant language?
Theory?
A) They feel more confident and A. Jean Piaget
empowered C. Jim Cummins
B. Albert Bandura D. Lev
B) They experience internal conflict Vygotsky
and tension
C) They easily adapt to new linguistic 24. What theory states that bilingual
norms individuals have a control mechanism
to switch and maintain balance
D) They lose their connection to their between two languages?
cultural roots A. Balance Theory
B. Additive Bilingualism
20. Allows for possibility of positive C. Threshold Theory
cognitive effects that correspond to D. Social Learning Theory
the age- appropriate levels of
competency in both languages. 25. What theory emphasizes the
shared cognitive and linguistic skills
A. Dominant Bilingualism C. between two languages, represented
Semi Bilingualism by an iceberg analogy?
B. Additive Bilingualism D. A. Iceberg Theory
Bilingualism B. Balance Theory
C. Threshold Theory
21. Children are adequately
D. Social Learning Theory
competence in L2 for their age and

CHAPTER
LEGA BASES OF MTB MLE
3
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 KINDERGARTEN EDUCATION ACT

Republic Act No. 10157 or the Kindergarten Education Act Approved and
mandated on January 20, 2012.

1. First, what do we mean by kindergarten education?

● Kindergarten education is defined as one year of preparatory education for
children at least five years old, serving as a prerequisite for Grade I.

2. Brief Overview of the Kindergarten Education Act

● The Kindergarten Education Act is a law that makes it mandatory for all children
in the Philippines who are at least five years old to attend kindergarten before
starting Grade 1.
● Its purpose is to institutionalize kindergarten education as part of the basic
education system in the Philippines.
● This law ensures that kindergarten is part of the basic education system, giving
every child a year of early education to help them get ready for school.

3. Importance of the Law in the Context of Philippine Education:

● This law is important because it guarantees that all Filipino children have access
to early education, which is critical for their growth and learning.
● The law mandates the use of mother tongue-based multilingual education (MTB-
MLE) as the primary medium of instruction for teaching and learning in
kindergarten.
● Exceptions to using the mother tongue in teaching are allowed if students speak
different languages, the teacher doesn't speak the students' mother tongue,
resources for mother tongue instruction are unavailable, or teachers are not yet
trained. In these cases, the Department of Education (DepEd) will decide on the
medium of instruction, following the guidelines used in elementary education.

4. Key Entities Involved:

● The Department of Education (DepEd) oversees the organization, operation, and
implementation of the kindergarten education program in both public and private
schools. The Department of Budget and Management assists in creating the
necessary rules and regulations for the law's implementation.

5. Responsibilities of DepEd:
● DepEd is tasked with developing and updating the kindergarten curriculum,
including values formation. It also creates teaching strategies for the MTB-MLE
program, provides professional development for kindergarten teachers, sets teacher
qualifications, supervises private kindergarten institutions, accredits early childhood
education venues, and introduces innovative educational programs.

31 | P a g e
 Summary of the Law’s Impact The Kindergarten Education Act strengthens the
Philippine education system by ensuring that all children receive a solid foundation
through mandatory kindergarten education. By making Clarification on the policy
guidelines on the implementation of the language learning areas and their time
allotment in Grades 1 and 2 of the K to 12 Basic Education Program early childhood
education accessible and compulsory, the law helps improve school readiness,
literacy rates, and overall student success in later grades. It also promotes
culturally responsive teaching through the use of mother tongue-based multilingual
education (MTB-MLE).

Final Thoughts
The Act is significant in achieving educational goals for all Filipino children, as it
guarantees that every child, regardless of background, starts their educational
journey on equal footing. This law plays a crucial role in building a more inclusive,
effective, and future-ready education system in the Philippines

DEPED ORDER NO.31 SERIES OF 2013

Republic Act No. 31, series of 2013, is primarily represented by DepEd

Order No. 31, issued by the Department of Education (DepEd) in the
Philippines. This order clarifies the implementation of language learning areas
within the K to 12 Basic Education Program, specifically for Grades 1 and 2.

Medium of Instruction:
The Mother Tongue is mandated as the medium of instruction for various
subjects in Grades 1 and 2, including Mathematics, Araling Panlipunan (Social
Studies), Music, Arts, Physical Education, and Edukasyon sa Pagpapakatao
(Values Education). This aligns with the provisions of RA 10533, which
emphasizes using languages understood by learners during their formative
years.

Language Introduction Timeline:

 Filipino is introduced as a learning area starting in the second quarter of
Grade 1.
 English is introduced in the third quarter of Grade 1. This staggered
introduction aims to gradually transition students to bilingual education.
 Separate Learning Areas: Mother Tongue is taught as a distinct subject in
Grades 1 and 2, reinforcing its importance in early education.
 The order was issued shortly after RA 10533 became law, which sought to
enhance the Philippine basic education system by extending the duration
and improving curriculum quality. However, some educators have raised
concerns that certain interpretations of these orders may contradict the
intent of RA 10533, particularly regarding the role of Mother Tongue in
early education.
 DepEd Order No. 31 serves as a critical framework for implementing
language instruction in early education under the K to 12 program, aiming
32 | P a g e
 to foster better comprehension and learning outcomes among young
Filipino students.

ENHANCED BASIC EDUCATION

Republic Act 10533 Act of 2013 (K-12) K TO 12 PROGRAM

The K to 12 Program covers:

Kindergarten and 12 years of basic education (six years of primary education,

four years of Junior High School, and two years of Senior High School [SHS])

K-12 program makes the Philippine education system par with the international
standard of 12- year basic education thereby contributing to a better educated
society capable of pursuing productive employment, entrepreneurship, or higher
education studies.

After going through kindergarten, elementary, junior high and a specialized

senior high school program, every k-12 graduate is ready to go into different
paths- higher education, middle level skills development or entrepreneurship.
The k-12 graduates are also expected to be equipped with 21st century skills
like information, media and technology skills, learning innovation skills, effective
communication skills, and life and career skills.

Bases of the K-12 Implementation

Insufficient mastery of basic competencies due to congested curriculum.

In international examination, the Philippines performed poorly as revealed in

2003 TIMSS (Trends in international Mathematics and Science scores.

In Grade IV Science and Math, the Philippines ranked 23 out of 25 participating

countries.

In high school II science, The Philippines ranked 43 out of 46 and in math

ranked 34 out of 38. Even with only the science high school participating in the
advanced Mathematics.

Basic Education program puts millions of overseas Filipino workers, esp. the
professionals, and those who intended study abroad at disadvantages

Employability of Filipino high school graduates

33 | P a g e
As early as Grade 7 and Grade 8, the student is made to explore at least 8
subjects in the four (4) areas of Technology and Livelihood Education (TLE)
namely: Home economics, ICT, industrial Arts and Agriculture and Fishery Arts.

In Grade 10 land 12, the student is supposed to have obtained a National

Certificate (NC) level 1 and 2 from TESDA. NCI and NCII make graduate
employable.

The K to 12 Curriculum Section 5 of the Enhanced Basic Education Act of 2013,

stipulates the following curricular standards which the curriculum developers
adhered to on crafting the K to 12 curriculum:

a. The curriculum shall be learner-centered, inclusive and developmentally

appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative;
f. The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE)
g. The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
h. The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective educational
and social context

Curriculum Tracks

The student after undergoing Senior High School can choose among four tracks:
Academic; Technical-Vocational-Livelihood; and Sports track and Arts and
Design track.
The Academic track includes four strands:
1. Accountancy, Business, Management (ABM);
2. Humanities and Social Sciences (HUMSS);
3. Science, Technology, Engineering, Mathematics (STEM);
4. and General Academic Strand (GAS)

There are four tracks in Senior High School.

These are:
 Academic track

34 | P a g e
  Tec Voc track
 Sports and Arts design track

Assessment:
1. What is the purpose of kindergarten education according to the Kindergarten
Education Act?
A) To offer advanced literacy training
B .To provide one year of preparatory education before Grade 1
C) To replace elementary education
D) To introduce vocational skills at an early age

2. What age must children be to be mandated to attend kindergarten under

Republic Act No. 10157?
A) At least 4 years old
B.At least 5 years old
C) At least 6 years old
D) At least 7 years old

3. What is the main focus of the Kindergarten Education Act?

A) To extend the duration of basic education
B.To integrate kindergarten into the basic education system
C) To provide specialized education for gifted children
D) To regulate private kindergarten fees

4. Which language policy does the Kindergarten Education Act emphasize?

A) English-only instruction
B) Filipino-only instruction
C) Mother tongue-based multilingual education (MTB-MLE)
D) Spanish instruction

5. Under what conditions might exceptions to using the mother tongue in

instruction be made?
A) When students speak multiple languages and no resources for MTB-MLE are
available
B.When a student's parent requests a different language
C) When the school is situated in a remote area
D) When the teacher prefers to use English

6. Which department is responsible for developing and updating the

kindergarten curriculum?

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A) Department of Social Welfare and Development (DSWD)
B. Department of Health (DOH)
C) Department of Education (DepEd)
D) Department of Budget and Management (DBM)

7. What role does the Department of Budget and Management play in the
implementation of the Kindergarten Education Act?
A) Setting teacher salaries
B. Creating rules and regulations for the law's implementation
C) Developing the curriculum
D) Accrediting private kindergarten institutions

8. What is the core goal of Republic Act 10533 (The Enhanced Basic Education
Act)?
A) To implement a new grading system
B.To introduce the K to 12 educational system
C) To create specialized high schools
D) To extend the school year

9. What is the additional year added to the basic education cycle by Republic
Act 10533?
A) Pre-kindergarten
B.Senior High School
C) College
D) Post-graduate studies

10. How does Republic Act No. 10157 integrate with other education laws in the
Philippines?
A) It works independently without relation to other laws
B. It complements other laws by adding a mandatory kindergarten year as part
of the basic education system
C) It replaces all previous education laws
D) It focuses solely on higher education and excludes basic education

11. How does the Kindergarten Education Act impact access to early education?
A) It restricts access to early education to urban areas
B.It mandates that every child must attend kindergarten before Grade 1
C) It provides optional kindergarten classes for children
D) It eliminates kindergarten classes in favor of home-schooling pag

36 | P a g e
12. What type of educational materials are promoted by the Kindergarten
Education Act?
A) Materials in English only
B. Materials in the mother tongue of the child
C) Materials in foreign languages
D) Materials focused on advanced academic subjects

13. What must DepEd do to support the implementation of MTB-MLE in

kindergarten?
A) Fund private kindergarten institutions
B.Provide professional development for kindergarten teachers
C) Oversee university education programs D) Implement standardized testing in
kindergarten

14. When did Republic Act No. 10157 (The Kindergarten Education Act) become
effective?
A) January 1, 2012
B.January 20, 2012
C) March 12, 2012
D) February 14, 2012

15. Who is primarily responsible for supervising private kindergarten

institutions?
A) Department of Social Welfare and Development (DSWD)
B. Department of Health (DOH)
C) Department of Education (DepEd)
D) Department of Budget and Management (DBM)

16. Which law is known for extending basic education in the Philippines to
include a senior high school program?
A) Republic Act No. 10157
B. Republic Act 10533
C) DepEd Order No. 31 Series of 2013
D) Republic Act No. 9003

17. What does DepEd Order No. 31 Series of 2013 primarily address?
A) The implementation of the K to 12 program
B. The organization of sports activities in schools
C) The guidelines for teaching mother tongue-based multilingual education
D) The regulation of private school fees

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 18. What is a key benefit of the MTB-MLE approach in kindergarten education?
A) It simplifies the curriculum for teachers
B. It allows children to learn in their native languages, which supports better
understandi
C) It reduces the need for teaching resources
D) It eliminates the need for kindergarten teachers

19. What does the K to 12 program introduced by Republic Act 10533 aim to
provide?
A) Specialized education for international students
B.A complete basic education cycle including pre-school, elementary, and
secondary education
C) A shortened education system with fewer school years
D) Exclusive focus on higher education

20. What is one of the key responsibilities of the Department of Education

concerning kindergarten education?
A) Conducting research on early childhood education abroad
B.Creating and updating the kindergarten curriculum
C) Designing vocational courses for teenagers
D) Regulating private higher education institutions

CHAPTER
SPOLSKY LANGUAGE POLICY, RICENTO AND
4 HORNBERGER (LPP)

SPOLSKY 2004 LANGUAGE POLICY FRAMEWORK

Four Common and CO-EXISTING FORCES

1. National ideology and identity - refer to the infrastructure of beliefs and principles
relevant to the collective mind that may be apparent in language policy.
2. The Role of English - is defined as the "tidal wave of English that is moving into
almost every sociolinguistic repertoire throughout the global language ecology.

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3. A Nation's sociolinguistic situation - refers to the number and kinds of languages,
the number and kinds of speaker of each, the communicative value of each
language both inside and outside the community being studied.
4. An Increasing interests in linguitstic rights within the human and civil rights
framework - The final factor, Spolsky (2004) claims, is the increasing global interest
in 'linguistic pluralism and an acceptance of the need to recognize the rights of
individuals and groups to continue to use their own languages'.

SPOLSKY'S LANGUAGE POLICY 3 COMPONENTS

LANGUAGE POLICY
Language Practices (Ecology)- Refer to the language selections that people
actually made.
Language Belief (Ideology)- Sometimes referred to as ideology, explain the
values held by members of a speech Community toward language
Language Management (Planning)- Is defined as any efforts made to influence
language practices

LANGUAGE PLANNING AND POLICY (LPP)

Language-it is an asset and a primary instrument of human communication. It

gives a sense of identity to an individual as well as a social group. However,
language can also become a problem and a barrier to communicates language
planning.

Language Planning- all conscious efforts that aim at changing the linguistic
behavior of a speech community. (Haugen,1966)
It also occurs in most countries by their relevant governments wherein they have
more than one language within the community.
A deliberate language change (Ruben and Jernudd,1996)
Organized activity in order to solve language problems within a community.
The proposal to express language ideologies within the community.

Language Policy-is a body of ideas, laws, regulations, rules and practices intended
to achieve the planned language change in the societies, group or system.

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In short ‘language policy’ is the expression of the ideological orientation and
views, and ‘language planning’ is the actual proposal that makes up their
implementations.

4 Stage of Language Planning

1. Selection- is the used to refer to the choice of a language variety to fulfill
certain functions in a given society.
2. Codification- the creation of a linguistic standard or norm for a selected
linguistic code. It is divided up into three stages;
Graphization- developing a writing system.
Grammaticalization-deciding on rules/norms of grammar
Lexicalization- identifying the vocabulary
3. Implementation
- promoting of the decisions made in the stages of selection and codification which
can include marketing strategy, production of books, pamphlets newspapers and
textbooks using the new codified standard.
4. Elaboration- refers to the terminology and stylistic development of a
codified language to meet the communicative demands of modern life and
technology. Its main area is the production and dissemination of new terms.

2 major levels of Language Planning Heinz Kloss (1967, 1969)

1. Status Planning
2. Corpus Planning

1. Status Planning refers to the social and political position a language will be
assigned
Selection (1) and Implementation (3) (Haugen, 1990)
2. Corpus Planning refers to changes or standardizing of certain elements of the
language, e.g. lexicon and orthography
Codification (2) and Elaboration (4) (Haugen, 1990)

RICENTO & HORNBORGER in 1996

Thomas K. Ricento

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* a Professor in the Department of Education at the University of Calgary, Canada.
* He has extensive research experience of language policy, multilingualism, and
language education.
* His works focuses on the sociopolitical aspects of language planning and policy,
particularly in relation to minority language and language rights.
Nancy H. Hornberger
* a Professor of Education and Director of Educational Linguistics at the University of
Pennsylvania USA.
* She is widely recognized for her research of bilingualism, language policy, and
language revitalization.
* Her work emphasizes the importance of considering linguistic and cultural
diversity in educational context.

Title of Their Work

* Language Planning and Policy in Language Education: Legacies, Consequences,
and Possibilities. " published in 1996, is highly significant in the field of LPP.
Ricento and Hornberger discuss several main concepts and ideas related to
language planning and policy.

1. Language Ideology - Ricento and Hornberger emphasize the role of language

ideology in shaping language planning and policy. Language Ideologies are
beliefs, attitudes, and values associated with different languages and
language varieties.

2. Language Rights - The authors discuss the importance of recognizing the

protecting language rights in language planning and policy. Language rights
include rights of individuals and communities to use, maintain, and develop
their own languages. Ricento and Hornberger advocate for the inclusion of
language rights perspective in language policy development.

3. Language Planning Models- Ricento and Hornberger discuss the different

models of language planning, including corpus planning, status planning and
acquisition planning. They analyze the characteristics, goals, and implication
of each model, highlighting of complexities and challenges associated with
language planning.

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 4. Multilingual Education - Ricento and Hornberger explore the relationship
between language planning and multilingual education. They discuss the
benefits of multilingual education in promoting linguistic and cultural
diversity, as well as the challenges in implementing inclusive language
policies in educational setting.

ASSESSMENT;
Direction: choose the correct answer inside the box. then write it on the blank.

Thomas ricento Language rights Status planning

Language Nancy Hornborger Elaboration
Language ideologies Selection Language policy
Haugen Metaphor of an onion

1. His work focuses on the social political aspects of language planning and
policy. __________
2. Her work emphasizes the importance of considering linguistic and cultural
diversity in educational contexts. __________
3. This are beliefs attitudes and values associated within different languages
and language verities. __________

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 4. What Ricento and Hornberger use to represent the multiple layers of policy?
__________
5. This are the rights of individuals and develop their own language.
6. It is an asset and a primary instrument of human communication? __________
7. Language planning model is a framework developed by? __________
8. is the used to refer to the choice of a language variety to fulfill certain
functions in a given society. __________
9. This refers to the social and political position. __________
10.It is the expression of the ideological orientations and views. __________
11.refers to the terminology and stylistic development of a codified language to
meet the communicative demands of modern life and technology. __________
12-14 Give the three (3) language Policy.
15- Give the full name of professor in MTB MLE.

CHAPTER
FACTORS AFFECTING SUCCESS OF MULTI LINGUALISM,
5 CRITICISMS AGAINS MTB-MLE

Our educational system needs much work to build proficiency, comprehension, and
literacy. According to Dr. Ricardo Nolasco, the very essence of MTB-MLE is the
translation of concepts to a student’s first language by using explanations that are
already familiar to them before adding official terms and vocabulary.

Vic Nieva “Magbikol kita” emphasized the importance of community in educating

children and youth outside of the classroom. He expressed how impactful concepts
and words spoken by people, children meet in the streets are, especially in their
formational years.

HERE ARE THE 10 KEY FACTORS AFFECTING THE SUCCESS OF MULTILINGUAL

1. APTITUDE: Each person is born with a certain aptitude for
different life skills. People with a high aptitude for foreign
languages learn easily; people with low aptitude to do so with
difficulty.

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 2. TIMING: the windows of opportunity are times when certain
skills can best be learn. There are three windows of opportunity
for foreign language acquisition.
3. MOTIVATION: Includes both positive versus negative, and
internal versus external factors. Falling in love is a fantastic
motivating force as hatred.

4. STRATEGY: This means making a conscious decision to

approach language development in a certain way.

5. CONSISTECY: Each person’s ability to stay true to the agreed

upon strategy.

6. OPPORTUNITY: is the daily use of the language in meaningful

situation

7. THE LINGUISTIC RELATIONSHIP BETWEEN LANGUAGE:

Does the native language share roots with the second language?
If so, the second language is easier to learn due to the similarity
of grammar, vocabulary, and sound system.

8. SIBLINGS: They can have a positive as well as negative effect.

9. GENDER: Sexist as it may sound at first, we now have the

technology to see how boys and girls approach language from
different parts of the brain and this is influential in both first,
second, and subsequent languages,

10.MOST PEOPLE HAVE THEIR MAIN LANGUAGE: Area of the

brain in the left hemisphere, but a small percentage (30%) of
those who write with their left hand and five percent of those
who write with their right hand have language spread over a
greater area.

HERE ARE THE OTHER FACTORS AFFECTING THE SUCCESS OF

MULTILINGUALISM

1. STRUGGLES IN GETTING ALONG WITH MONOLINGUAL SOCIETY

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 - You might struggle to get along in monolingual societies. When you can
speak multiple languages fluently, then monolingual societies will often
group your ability into the overall conversation of immigration.

2. THEÏR MIGHT BE LACK OF SKILLED EDUCATORS IN YOUR COMMUNITY

- Because of the online resources that are available today that can help
anyone to become multilingual

3. STUDYING NEW LANGUAGES CAN SHIFT THE FOCUS OF A STUDENT

- If students fall behind in the learning curve for a new language, then
trying to catch up on their essential life skills can become a challenge.
4. YOU MIGHT START TO MIX THE DIFFERENT LANGUAGES ÀS YOU
SPEAK
When you speak multiple languages fluently, then it is not unusual to mix the
different languages when having a conversation

CRITICISM AGAINST MTB-MLE

Less opportunity in the globalized world
MTB-MLE may cause many people to miss their privilege and be robbed of the
opportunity to beat the base of the globalizes world.
Weakening the nation
MTB-MLE may cause the nation to be in danger of stagnation or worst yet
regression.
Declining the universal language
MTB-MLE shunts the English literacy development of individuals if students are
taught clearly in their mother tongue, they would significantly decline their English
proficiency.
Unfamiliarity of vocabulary used
Children, parents, and even teachers have difficulty in learning due to the unfamiliar
vocabulary used in MTB textbooks that even teachers and parents could hardly
comprehend.

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 CHAPTER
CURRICULUM AND DIFFERENT APPROACHES TO
6 TEACHING MTB-MLE

MTB-MLE CURRICULUM It is the government banner program for education as a

salient part of the implementation of the K to 12 basic education program.
Non-formal and Formal
Cognitive Development.
Students preparedness
Primer Track
Story Track.

DIFFERENT APPROACHES TO TEACHING MTB-MLE

Communicative Approach
The communicative approach is based on the idea that learning language
successfully comes through having to communicate real meaning. When leaners are
involved in real communication, their natural strategies for language acquisition will
be used, and this will allow them to learn to use the language.
Task Based

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Task-based approach is where learners learn by doing. Task activities are usually
rich in language, involving a wide variety of language areas, as well as all the skills;
reading, writing, listening and speaking. By definition, a task must involve the
processing of information, and some kind of communication or interaction. And a
task can be something that you do alone, or that you do with someone else or in a
group.
Content- Based Approaches
Content-Based Instruction is an approach to language teaching that focuses not on
the language itself, but rather on what is being taught through the language, that is,
the language becomes the medium through which something new is learned, IN the
CBI approach the student learns the TL by using it to learn same other new content.

STORY TRACK (Focus on PRIMER TRACK (Focuss on

meaning) correctness)
 LIistening Listen in order to Recognize and distinguish
understand think sounds, recognize part of
critically, respond words.
creatively.

 Speaking Speak with understanding Use correct vocabulary,

to communicate pronunciation, grammar
knowledge, ideas and
experiences.
 Reading Read with understanding Decode by recognizing
to apply, analyze, parts of words and
evaluate, and to create sentences.
new knowledge.
 Writing Write to communicate From letters property and
knowledge nearly, spell words

Write to communicate
knowledge and ideas

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Assessment
MULTIPLE CHOICE
1. What is the primary goal of MTB-MLE?
A. To learn multiple languages at the same time
B. To use the mother tongue as the medium of instruction in early education
C. To replace the national language with local languages
D. To teach English in early grades

2. The MTB-MLE curriculum was implemented in the Philippines starting at which

grade level?
A. Kindergarten to Grade 3.
B. Grade 1 to Grade 6
C. Grade 4 to Grade 8
D. High School

3. What do we call the first language that we use in our home?

A. Non-Formal
B. Formal Development
C. Basic
D. Cognitive Development

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4. It is an approach to language teaching that focuses not on the language itself.
A. Content-Based Instruction
B. Context-Based Instruction
C. Content Instruction
D. Contest Approach

5. What is the Track that focuses on the Accuracy/Correctness?

A. Formal Track
B. Primer Track
C. Story Track
D Student Track

TRUE/FALSE
6. The MTB-MLE curriculum discourages the use of the national language.
7. MTB-MLE helps students develop critical thinking skills in their mother tongue.
8. All students in MTB-MLE programs should only take exams in English
9. One of the principles of MTB-MLE is the use of a language familiar to children to
improve cognitive and academic skills
10. Using the mother tongue helps build a bridge to learning additional languages
like Filipino and English.

IDENTIFICATION
1. Give at least one different approaches.
2-3. What are the two Track Method?
4-5. What are the two main languages used in transition after the mother tongue
under the MTB-MLE program?

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 CHAPTER
INSTRUCTIONAL MATERIALS DEVELOPMENT FOR MTB-
7&8 MLE FOLLOWING OBE FRAMEWORK

Developing instructional materials for Mother Tongue-Based Multilingual

Education (MTB-MLE) within an Outcomes-Based Education (OBE)
framework requires a structured and student-centered approach

What is an INSTRUCTIONAL MATERIALS?

Content of information conveyed within a course.
Alternative channels of communication.
Essential tool in learning every subject in the curriculum.
• Resources and tools used as vehicles to help communicate the information.

The information provided touches on key aspects of instructional materials and

educational tools. Here's a detailed breakdown:
1. Content of Information Conveyed within a Course
 This refers to the specific knowledge, skills, and attitudes that a course aims
to impart to students. It includes:
o Concepts and theories relevant to the subject matter.

o Factual information such as dates, definitions, and events.

o Skills development such as critical thinking, problem-solving, and

practical application.
o Values and attitudes that are promoted through the course content,
such as empathy, teamwork, or respect for diversity.

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2. Alternative Channels of Communication
 These are various methods used to deliver course content, considering
different learning styles and preferences. They include:
o Digital Platforms: Online learning management systems (LMS),
educational websites, and e-learning courses.
o Multimedia Resources: Videos, podcasts, infographics, and
interactive simulations that make learning more engaging.
o Printed Materials: Textbooks, handouts, worksheets, and reference
guides.
o Social Media: Using platforms like Facebook, Twitter, or WhatsApp for
discussions, announcements, and sharing resources.
o Experiential Learning: Field trips, hands-on experiments, and
practical activities that provide real-world experience.
o Peer Learning: Study groups, peer tutoring, and collaborative
projects.
3. Essential Tools in Learning Every Subject in the Curriculum
 These are foundational tools and resources that are critical for effective
learning across all subjects:
o Textbooks and Reference Books: Provide comprehensive content
for different subjects.
o Educational Software and Apps: Tools like educational games,
language learning apps, and subject-specific software that support
learning.
o Laboratory Equipment: For science subjects, tools like microscopes,
test tubes, and other lab equipment are essential.
o Mathematical Tools: Calculators, geometric instruments, and
software for visualizing mathematical concepts.
o Technology: Computers, tablets, and projectors that facilitate digital
learning and presentations.
o Visual Aids: Charts, maps, diagrams, and models that support visual
learning.
o Interactive Whiteboards: Allow for dynamic, interactive teaching
and learning experiences.
4. Resources and Tools Used as Vehicles to Help Communicate the
Information

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  These are specific resources and tools employed to effectively convey the
course content and facilitate learning:
o Audiovisual Materials: Videos, animations, and documentaries that
illustrate complex concepts.
o Interactive Tools: Online quizzes, educational games, and
simulations that engage students in active learning.
o Printed Materials: Brochures, pamphlets, and workbooks tailored to
the curriculum and learning objectives.
o Digital Resources: E-books, educational websites, and online
databases that provide access to a wide range of information.
o Teaching Aids: Models, flashcards, and posters used to illustrate and
reinforce learning.
o Learning Management Systems (LMS): Platforms like Moodle,
Google Classroom, and Blackboard, which help organize course
content, assignments, and communication.
o Assessment Tools: Rubrics, checklists, and testing software that aid
in evaluating student learning and progress.
Integration into an Educational Strategy
In developing an educational strategy using these elements, it is crucial to:
1. Identify Learning Objectives: Align content and tools with specific learning
goals.
2. Diversify Communication Channels: Use a mix of traditional and modern
channels to reach all students.
3. Select Appropriate Tools: Choose tools that match the subject and learning
style of students.
4. Evaluate Effectiveness: Continuously assess the impact of resources and
tools on learning outcomes and make adjustments as needed.
By strategically utilizing these resources and communication channels, educators
can enhance the learning experience and ensure that students achieve the desired
educational outcomes.

Purpose of an Effective IMs

The RELEVANCE of the IM to be utilized in teaching a certain topic is very essential.
The more you make it relevant, the more it is effective.

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• Improves the learners' performances
• Provides the needs of the students
• Motivate and captivate their attention to the discussion
The relevance of instructional materials (IM) in teaching a specific topic cannot be
overstated. When instructional materials are thoughtfully chosen and closely
aligned with the topic, they become powerful tools that enhance teaching and
learning. Here's a deeper dive into why relevance is so essential and how it impacts
learners:
1. Improves Learners' Performance
 Alignment with Learning Objectives: Relevant IM ensures that the
content, examples, and activities directly support the learning objectives.
This alignment helps students understand what is expected of them and
focus on the key concepts, improving their overall performance.
 Contextualization: When materials are contextualized to the learners'
environment, culture, and experiences, students find it easier to relate to the
content, leading to better comprehension and retention. For example, using
local stories or examples in a science lesson helps students connect abstract
concepts to their own lives.
 Scaffolding Learning: Relevant IM provides appropriate scaffolding for
learners, breaking down complex topics into manageable parts and gradually
increasing difficulty. This helps learners build confidence and proficiency step-
by-step, resulting in improved academic performance.
2. Provides for the Needs of the Students
 Addresses Diverse Learning Styles: Different students have different
learning preferences—visual, auditory, kinesthetic, etc. Relevant IM includes a
variety of materials (e.g., videos, hands-on activities, diagrams) that cater to
these diverse needs, ensuring all students have access to the content in a
way that suits them best.

 Supports Differentiation: Relevant instructional materials allow for

differentiation, meaning that the content can be adapted to various learning
levels within the same classroom. This helps address the needs of struggling
students while still challenging advanced learners.
 Promotes Inclusivity: Relevance also means that IM is inclusive and
considers the cultural, linguistic, and social backgrounds of all students. This
fosters a more inclusive learning environment where every student feels
represented and valued.
3. Motivates and Captivates Attention

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  Engaging Content: Relevant IM captivates students' interest by connecting
the topic to their own experiences, interests, and aspirations. For instance,
using real-world applications or current events in lessons makes the topic
more engaging and relatable.
 Interactive and Hands-On Learning: When materials include interactive
elements like games, simulations, or experiments, they make the learning
experience more dynamic and enjoyable, which boosts student motivation
and participation.
 Promotes Curiosity and Inquiry: Relevance fosters curiosity by
encouraging students to ask questions and explore topics that matter to
them. This curiosity-driven learning leads to deeper engagement and
sustained attention during discussions.
Best Practices for Ensuring Relevance of Instructional Materials:
1. Know Your Students: Understand their background, interests, and learning
preferences. Tailor materials to reflect their realities and experiences.
2. Align with Objectives: Ensure that all materials directly support the
learning objectives and are not just supplementary or off-topic.
3. Use Varied Resources: Incorporate a mix of texts, visuals, multimedia, and
activities that appeal to different senses and learning styles.
4. Incorporate Real-World Examples: Use current events, local issues, or
relatable scenarios that students can connect to the topic being discussed.
5. Involve Students in the Selection Process: Get feedback from students
on what types of materials help them learn best and incorporate their input
where possible.
Conclusion
Relevance is key to the effectiveness of instructional materials. When IM is well-
chosen and relevant, it not only supports academic success but also nurtures a
positive learning environment where students feel engaged, understood, and
motivated to learn. This, in turn, leads to better performance, satisfaction, and long-
term retention of knowledge.

Types of Instructional Materials

Story books in big and smal (share reading)
Alphabet Chart
Alphabet Primer
Activity cards

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Chart stories

1. Storybooks in Big and Small Sizes (Shared Reading)

Shared reading using storybooks of varying sizes is an effective strategy for early
literacy development. Here's how to utilize these materials effectively:
Purpose and Benefits:
 Big Books:
o Visual Engagement: Big books are designed for group reading
sessions. Their large print and illustrations make it easy for all students
to see, promoting group participation.
o Interactive Reading: Teachers can easily point to words and pictures,
allowing students to follow along. This interaction helps in developing
print awareness and storytelling skills.
o Modeling Reading Behaviors: Teachers can model how to hold a
book, turn pages, and read with expression, which helps young
learners understand reading conventions.
 Small Books:
o Individual Reading Practice: After shared reading sessions with big
books, small versions allow students to practice reading individually or
in pairs.
o Familiarization and Confidence Building: Familiar stories in small
books help students build confidence in their reading skills as they
recognize words and pictures from the shared reading sessions.
o Reinforcement: Re-reading familiar stories reinforces vocabulary,
comprehension, and fluency.
Shared Reading Strategies:
1. Before Reading:
o Introduce the cover, title, and author.

o Predict the story based on the cover illustration.

o Discuss key vocabulary words that will appear in the story.

2. During Reading:
o Read the story aloud, using your finger to track the text.

o Pause to ask questions and encourage students to predict what

happens next.

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 o Allow students to chime in with repeated phrases or to "read" the
illustrations.
3. After Reading:
o Discuss the story, focusing on characters, setting, and plot.

o Engage students in a follow-up activity, like drawing their favorite

scene or acting out a part of the story.
o Use the small version of the book for independent or buddy reading.

Creating and Using Big and Small Books:

 Choose stories with repetitive patterns, simple language, and engaging
illustrations.
 For big books, ensure the text and illustrations are large and clear.
 Small books should be lightweight and easy for small hands to hold and flip
through.
2. Alphabet Chart
An alphabet chart is a foundational tool in early childhood education, used to help
students learn the letters of the alphabet and their corresponding sounds.
Purpose and Benefits:
 Visual Reference: Provides a constant visual reference for students, helping
them to recognize and recall letters and their sounds.
 Letter-Sound Correspondence: Helps in associating letters with their
sounds, which is crucial for developing phonemic awareness and early
reading skills.
 Vocabulary Building: Often accompanied by pictures (e.g., A for apple, B
for ball), it introduces new vocabulary words in a visual context.
 Support for Writing: Students can refer to the chart when writing to
identify letters and their shapes.
Types of Alphabet Charts:
1. Traditional Alphabet Chart:
o Displays each uppercase and lowercase letter along with a
corresponding picture (e.g., A/a with an apple image).
2. Phonetic Alphabet Chart:
o Focuses on the sounds of each letter, often using more than one
picture for different sounds (e.g., C/c with cat and city).
3. Interactive Alphabet Chart:

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 o Includes movable parts or flaps that students can interact with,
promoting engagement and active learning.
Strategies for Using an Alphabet Chart:
1. Daily Review:
o Sing an alphabet song while pointing to each letter.

o Practice identifying letters out of order and connecting them to their

sounds.
2. Alphabet Games:
o "I Spy": "I spy with my little eye, something that begins with the letter
B."
o Letter of the Day: Focus on one letter each day, discussing its sound,
shape, and words that start with it.
3. Incorporate into Reading and Writing Activities:
o During reading sessions, point out letters in the alphabet chart that
match the beginning sounds of words in the story.
o Use the chart as a reference during writing activities, encouraging
students to find letters they need.
4. Interactive Learning Centers:
o Create a station where students can match magnetic letters or letter
cards to the chart.
o Include activities like tracing letters or finding objects that start with
each letter.
Conclusion
Both storybooks in big and small sizes and alphabet charts are essential tools in
early literacy education. They provide visual and interactive support for letter
recognition, phonemic awareness, and reading skills. Utilizing these tools effectively
in the classroom, through shared reading and alphabet activities, can significantly
enhance young learners' engagement, confidence, and foundational literacy skills.

What are BIG BOOKS?

Inculcate concepts: Big books - the use of big books is a technique that foster
natural literacy development.

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Big books are oversized picture books designed specifically for group reading
sessions in early childhood and primary education settings. They feature large print,
bold illustrations, and simple text, making it easy for young learners to see and
engage with the content from a distance. They are typically used for shared reading
activities, where the teacher reads aloud and interacts with the students while they
follow along with the story.

What is Modeled Reading?

Modeled Reading - is an instructional practice in which the teacher models. Verbally,
to the students a reading process or strategy. Example: Reading text aloud to
students while they listen and observe.

What is Independent Reading?

Independent Reading is a children's reading of text - such as books, magazines, and
newspapers on their own with minimal to no assistance from adults. It can consist of
reading done in or out of school, including purely voluntary reading for enjoyment or
assigned reading for homework.

Alphabet Chart It is a teaching aid that is used in teaching language alphabets.

Alphabet Primer It focuses on teaching children the alphabet using major tenants of
the Christian faith.

OUTCOME BASED EDUCATION

William Spady (1994)
Defined OBE as clearly focusing and organizing everything in the educational
system around the essential for all the student to do successfully at the end of their
learning.

Levels of Outcomes in OBE

INSTITUTIONAL LEVEL: This level encompasses the philosophy, vision, mission, and
aims of the institution reflecting it.
PROGRAM LEVEL: This level focuses on program goals, competencies, and course
outcomes that student should master and internalize.
COURSE LEVEL: At the institutional level, outcomes include the learning objectives
for every course in higher education.

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APPROACHES TO AN OBE
TRADITIONAL/ TRANSITIONAL APPROACH- Emphasizes student mastery of traditional
subject-related academic outcomes and cross-discipline outcome (the ability to
solve problems or work cooperatively)
TRANSFORMATIONAL APPROACH- Emphasizes long-term cross curricular outcomes
that are related directly to student future life roles.

ESSENTIAL PRINCIPLES OF OBE

Clarify of focus
Designing back
High expectation for all students
Expanded opportunities for all learners

THE THREE PHASES OF OBE

Developing institutional outcomes
Developing program outcomes
Developing course learning outcomes

Outcome-Based Education (OBE) Framework

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Outcome-based education (OBE) is an educational theory that bases each part of an
educational system around what is essential for all students to be able to do
successfully at the end of their learning experiences.
For the educational system to function effectively, OBE framework is identified. It
guarantees that curriculum, teaching and learning strategies, and assessment tools
are continuously enhanced through an evaluation process. The methodology P-D-C-
A (plan-do-check-act) cycle has been applied for optimum effectiveness and
efficiency.
The framework adopts the OBTL implementation which revolves around three
important elements: a) description of the intended learning outcomes (ILOs) in the
form of a verb (learning activity), its object (the content) and specification of the
context and a standard the students are to attain; b) creating a learning
environment using teaching/learning environment activities (TLAs) that address that
verb and therefore are likely to bring about the intended outcome; and c) using
assessment tasks (ATs) that also contain that verb, thus enabling the teacher to
judge with the help of rubrics if and how well students’ performances meet the
criteria.
The implementation of an outcomes-based education, which promotes the practice
of constructive alignment between outcomes, learning activities and assessment
tools needs an environment where all stakeholders (teachers, students and the
institutions) are engaged in the process of transformative reflection and constant
action. Each of these participants reflects in interaction with the others in three
domains: teacher and student, teacher and institution, student and institution that

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would have built-in quality enhancement and mechanisms for not only assuring
quality but for enhancing quality.)
Building a learning community that enhances the ownership of curriculum planning
and reflective practice among its faculty will establish new opportunities for
meaningful dialogue among peers, and facilitate the collective efforts of the
institution in responding to the demand of accountability from accreditation
agencies as well as the public inquiry about the quality of teaching and learning in
higher education.

CHAPTER

PHONOLOGY AND PHONEMICS

9

Phonology and Phonemic of Mother Tongue

Phonology - from Greek word "Phono" means sound, while "logy" means study.
Generally refers to the study of sounds.
Branches of Phonology:
1.) Segmental Phonology identified by consonantal or vocalic(vowels) segments of
words, and they can be said to occur in a certain order relative to one another.
Types of Segmental Phonology:
A: Diphthongs - a sound formed by a combination of two vowels.
B. Cluster - a sound formed by a combination of two consonants
C. Minimal pairs - words that vary by a single sound.

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2. Suprasegmental Phonology refers to the intonation patters, stress placement and
rythm in spoken language, also called prosody
features of Suprasegmental Phonology
1 length
2 Intonation
3) Stress or Stress Syllables
4) Tone

THREE CATEGORIES OF SOUNDS MUST BE RECOGNIZED AT THE OUTSET:

➢ Phones(human sounds)
➢ Phonemes( units which distinguish meaning in a language) -It is a sound or a
group of different sounds perceived to have the name function by speakers of the
language or dialect in questions.
➢ Allophones(non-distinctive units)sounds can be divided into consonants and
vowels. It is one of a set of multiple possible spoken sounds, or phones in, or signs
used to pronounce a single phoneme in a particular language and is it a kind of
phoneme that changes its sound based on how a word is spelled.

Phonemic is a branch of linguistic analysis involving the study of phonemes and it is

the structure of language in terms of phonemes. In linguistic, the study of the
phonemes and phonemic system of a language.

THE 44 ENGLISH SOUNDS FALL INTO TWO CATEGORIES:

➢ Consonants ➢ Vowel
Connotation- -poor quality (ubos o di maayo nga kalidad)
• Nganong mao mana imung suot nga sanina nga nubo raman kaayo nang kalidad.
Denotation Twinkle to shine with quick flashes of light ( sa pagdan-ag uban sa dali
nga mga pagkidlap sa kahayag)
• Ang mga bituon mokidlap sa langit Connotation -an element of positivity and
goodness (elemento sa pagkapositibo ug pagkamaayo) Adunay pagkidlap sa iyang
mata sa matag higayon nga siya mopahiyom.

Phoneme - it shows the difference of word to another in a particular

language

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IMPORTANCE OF PHONOLOGICAL AWARENESS
- FOUNDATION FOR LITERACY
- Phonological awareness is crucial for learning to read and write.
- LANGUAGE DEVELOPMENT
- It enhances children's ability to manipulate sounds which is vital for vocabulary
expansion and effective communication in their mother tongue.
- COGNITIVE SKILLS
- Developing Phonological awareness fosters critical thinking and problem -
solving skills as children learn to analyze and manipulate sounds.
- SUPPORT FOR SECOND LANGUAGE LEARNING
- Children who have strong Phonological awareness in their mother tongue often
find it easier to learn additional Languages, as they can transfer these skills.
- PREVENTION OF READING DIFFICULTIES
- Early Phonological awareness can help identify children at risk for reading
difficulties, allowing for timely intervention.

IMPORTANCE OF PHONEMIC AWARENESS

- FOUNDATION FOR READING
- Phonemic awareness is essential for decoding words while reading.
- SPELLING SKILLS
- Understanding phonemes helps children connect sounds to letters, improving
their spelling abilities. This connection is vital for writing and literacy development.
- VOCABULARY DEVELOPMENT
- Phonological awareness aids in the recognition of words structures and patterns,
which can enhance vocabulary acquisition and comprehension.

- PREVENTION OF READING DIFFICULTIES

- Early identification and support for phonemic awareness can help prevent
readinh difficulties and syslexia, allowing for timely intervention.
- COGNITIVE DEVELOPMENT
- Manipulating phonemes help develop critical thinking and analytical skills as
children learn to break down and reconstruct words.

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Compare the sound of mother tongue to English using IPA
(International Phonetic Alphabet

•The IPA was first published in 1988 by the association Phonetique Internationale
(International Phonetic association), a group Of French language teachers Founded
by Paul Passy.
•The aim of the organization was to devise for transcribing the sounds of speech
which was independent of any particular language and applicable to all language.
Uses of IPA
•The IPA is used in dictionaries to Indicate the pronunciation of words.
•The IPA has often been used as a basis For Creating new writing Systems for
previously unwritten language.
•The IPA is used in some Foreign language, text books and phrase books to
transcribe the sounds of language which are written with non-Latin alphabets. It is
also used by non-native speaker of English learning to speak English.
Comparing the sounds of native language such as Bicol.) with English using the
International phonetic alphabet (IPA) can reveal the differences in phonetic
elements such as vowels and consonants sounds and stress pattern and intonation.
Vowels sounds
Bikol: Bikol languages tend to have a simpler vowel system, often with five primary
vowels, which is similar to other Philippine languages. Here is a basic comparison:
/a/ as in babae (woman) similar to the /a/ in English "father."
/e/ as in bebang (nickname) close to /e/ in "bed."
/i/ as in ibig (love) - similar to /i/ in "see."
• /o/ as boto (vote) - similar to /o/ in "go."
English: English has a much more complex vowel system with various diphthongs
and tense/lax vowel distinctions. For example:
/æ/ as in "cat"
// as in "sit"
/л/ as in "cup"
Diphthongs like /ai/ as in "my" and/oʊ/ as in "go."

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Consonant Sounds
Bikol: Bikol shares many consonant sounds with English, but it lacks some English-
specific sounds
Bikol include:
/p, t, k, b, d, g, m, n, s, I, h, r/
Certain sounds, like /f/ and /v/, may not be native and can be approximated as /p/
and /b/ respectively.
English: English has additional sounds, including /0/ (as in "think") and /ð/ (as in
"this"), as well as /f/ (as in "she") and/3/ (as in "measure"). These sounds are
typically absent in Bikol, where speakers might substitute with the closest
equivalent sounds.
Stress Patterns
Bikol: Bikol languages typically have more predictable stress patterns, often on the
penultimate syllable.
English: English stress patterns are less predictable, and primary stress can fall on
various syllables depending on the word's origin and meaning.
Intonation
Bikol: Intonation in Bikol languages tends to be syllable- timed, meaning each
syllable receives roughly equal duration.
English: English is stress-timed, with a rhythm that compresses unstressed
syllables, leading to varying syllable lengths

Instructional plan applying phonology and phonemic in MTB MLE

SEMI DETAILED LESSON PLAN

I. Objectives At the end of the lesson, the students should be able to:
1. Identify initial sounds in simple words of their mother tongue.
2. segment sounds in simple words of their mother tongue.
3. blend sounds to create simple words of their mother tongue.

II. Subject Matter

Title: Phonological and Phonemic Awareness in [Specify Mother Tongue, e.g.,
Tagalog]

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References: internet
Materials: Flashcards, Letter Cards, Chart paper or White board, Markers

III. Procedure
A. Preparation
•Prayer
•Greetings
•Checking of attendance
•Review
•Motivation
-Begin with a familiar song or rhyme in the mother tongue. Ask students what
sounds they heard at the beginning of some words.

B. Presentation Show a picture of a bahay (house). Say the word clearly,

emphasizing the initial sound /b/. Ask students to repeat the sound /b/. Write the
letter 'B' on the board. Show pictures of aso and isda. Ask students to identify the
initial sounds (/a/, /i/). Write the letters 'A' and 'I' on the board.

C. Application Show a picture of aso. Say the word slowly, stretching out each
sound: /a/-/s/-/o/. Clap or tap as you say each sound. Have students repeat. Say the
sounds /b/-/a/-/l/-/o/-/n/ slowly. Ask students to guess the word (balon - well/bucket).

D. Generalization Discuss the difference between initial sounds and the sounds
within a word. Reinforce the concept of separating and combining sounds. The
teacher will ask the students to sum up their lesson

E. Evaluation The teacher call on individual students to identify initial sounds in

various words shown on flashcards. The teacher have students segment and blend
sounds using provided letter cards.

F. Assignment The teacher ask students to practice identifying initial sounds in

words they hear at home and share examples in the next class.

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Assessment
Multiple choice:
1. It is a feature of suprasegmental Phonology.
A. Phonology
B. Phoneme
C. Tone
D. Cluster
2. It generally refers to "the study of sounds".
A. Phonology
B. Phonemic
C. Segmental Phonology
D. Suprasegmental Phonology
3. A sound formed by a combination of vowels.
A. Dipthongs
B. Cluster
C. Allophone
D. Minimal Pairs
4. A sound formed by a combination of consonants.
A. Dipthong
B. Cluster
C. Allophone
D. Minimal Pairs
5. It is identified by a consonantal and vocalic(vowel) segments of words.
A. Suprasegmental Phonology
B. Segmental Phonology
C. Phonology
D. Phoneme

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 6. It refers to the intonation of patterns, stress placement, and rythym in spoken
language.
A. Suprasegmental Phonology
B. Segmental Phonology
C. Phonology
D. Phoneme

7. It shows the difference of word to another in a particular language.

A. Suprasegmental Phonology
B. Segmental Phonology
C. Phonology
D. Phoneme

8. It is a type of segmental phonology.

A. Length
B. Cluster
C. Stress
D. Tone

9. It is the falling or rising intonation of a word.

A. Tone
B. Stress
C. Length
D. Intonation

10. How many branches does phonology has

. A. 1
B. 2
C. 3
D.

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 CHAPTER
MORPHOLOGY AND STANDARD ORTHOGRAPHY OF
10&11 MOTHER TONGUE

Morphology of Mother Tongue

MORPHOLOGY- is named by a German linguist August Schleicher in 1859. It is the
study of the formation of the words. It is also the study of the internal structure of
words and forms of core part of linguistic study today.
It is coined from the two words:
MORPH- shape or form
OLOGY-study of something
Sinugbuanong Cebuano- the studied language in the mother tongue.

5 Types of Morphology:
1. Affixation- adding an affix (prefix or suffix) to a root. Example: Idibuho I- Prefix
dibuho- root word Dibuho- image/picture Idibuho- means to draw
2. Compounding- combining two or more roots in a single word. Example: Balay-
kalingawan
3. Internal Change- changing tenses of the root Example: Past tense- mi-lakaw
Present tense- nag-lakaw Future tense- mo-lakaw
4. Suppletion- changing part of the root completely. Example: maayo -mas mayo -
pinaka mayo
5. Zero-change- changing nothing. Example: isda and bangko

SKILLS IN MORPHOLOGY:

1. Helps students read and spell.

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2. Contribute students performance in reading, and spelling tasks.
What are morphemes? A morpheme is the smallest unit of meaning or grammatical
function. It can be a root word or affixes.

Three basic criteria:

1. It is a word or a part of a word that has meaning.
2. It cannot be divided into smaller meaningful segments without changing its
meaning or leaving a meaningless remainder.
3. It has relatively the same stable meaning in different verbal environments

Two types of Morphemes:

1. Free Morpheme- it can stand alone with a meaning. Example: Tawu and Kaon-1
morpheme
2. Bound Morpheme- it cannot stand alone with a meaning Example:
Administrasyun- 2 morphemes

What is Orthography?
Orthography is the norms of spelling, hyphenation, capitalization, word breaks,
emphasis, and punctuation. It is an art of studying correct spelling according to
established usage. It starts with creating the symbol upon which are written
language is built. It is also the study of letters and how they are used to express
sounds ad form words. A method of writing a language, without judgement as to
right and wrong, with a scientific understanding that orthographic standardation
exist on an spectrum of strength of conversation.
The major type of orthography is alphabetic or visual symbols. Visual symbols
represents individual sound in a spoken language, is called phonemes.
SKILLS OF ORTHOGRAPHY ➢ Ability to identify patterns of specific letters and
words.

NOMINAL
Is a word or phrase that functions like a noun phrase. The term comes from the latin
meaning “name”
It can be the subject of a sentence, the object of a sentence, or the predicate
nominative, which follows a linking verb and explains what the subject is.

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Ex. Guitar-Gitara
Playing guitar is hard to learn
Ang paggitara kay lisot kat-unon
PRONOMINAL

CHAPTER

SEMANTICS OF MOTHER TONGUE

12

SEMANTICS OF MOTHER TONGUE MEANING OF CONNOTATION AND

DENOTATION

Denotation is the literal meaning of a word, the dictionary definition. It's the
objective, straightforward meaning that everyone agrees on.
Example: "Home" - a dwelling place, a building where people live.
Connotation is the associated meaning of a word, the feelings or ideas that it
evokes. It's subjective and can vary depending on individual experiences, cultural
background, and context.

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DIFFERENT TYPES OF CONNOTATIONS
• Positive Connotations: Words with positive connotations evoke pleasant,
favorable, or admired feelings.
Example: "Home" - Can evoke feelings of comfort, warmth, safety, and belonging.
• Negative Connotations: Words with negative connotations evoke unpleasant,
unfavorable, or undesirable feelings.
Example: "Cheap" - Can imply low quality, lack of value, or even dishonesty.
• Neutral Connotations: Words with neutral connotations don't evoke strong
positive or negative feelings. They are generally objective and descriptive.
Example: "Table" - A piece of furniture with a flat top and legs.
Examples and Applications of Connotation and Denotation
●This section would provide examples of how connotation and denotation work in
practice, using words from different languages and contexts.
●It would also explore how these concepts are used in various fields, such as
literature, advertising, and communication.
Language is a powerful tool for communication. Words carry not only their
dictionary meanings (denotation) but also their implied or associated meanings
(connotation). Understanding the distinction between these two aspects is essential
in fields such as literature, advertising, communication, and education.
Understanding Denotation and Connotation
●︎Denotation
Denotation refers to the literal, explicit meaning of a word as defined in dictionaries.
It is objective and does not involve emotional or cultural associations. For instance:
▪︎Rose: A type of flowering plant
●Connotation
Connotation involves the ideas, emotions, or associations that a word evokes
beyond its literal meaning. Connotations can be positive, negative, or neutral,
depending on the context and the audience.
Examples of Denotation and Connotation
1.Word: Snake
Denotation: A legless reptile that moves by slithering.
Connotation: Danger, deceit, or betrayal.
2.Word: Home
Denotation: A place where one lives.

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Connotation: Warmth, safety, family, and comfort.
Applications of Connotation and Denotation
1.In Literature
●Authors use connotation to create mood, symbolism, or deeper meaning in their
works. For example:
○In Robert Frost’s poem “The Road Not Taken”, the word “road” denotes a path, but
it connotes choices and life’s journey.
2.In Advertising
●Advertisers use connotations to appeal to emotions and influence consumers. For
instance:
○A brand might describe a product as "luxurious" to evoke feelings of exclusivity
and sophistication
3.In Communication
●Awareness of connotations helps in effective communication, ensuring that
messages are not misinterpreted. For example:
Saying someone is “slim” (positive connotation) instead of “skinny” (negative
connotation) can impact how the message is receive.
4.In Education
Teachers use the distinction between denotation and connotation to teach critical
thinking, especially in analyzing texts or interpreting social contexts.
Understanding the interplay between denotation and connotation enriches our
ability to communicate effectively and interpret meaning. Whether in literature,
marketing, or everyday conversation, recognizing both the literal and implied
meanings of words enhances clarity, creativity, and emotional impact.
FORMAL AND INFORMAL CONNOTATION
• Formal Connotation: Words or expressions that are appropriate for serious,
professional, or official contexts. They typically follow grammatical rules strictly and
avoid slang or colloquialisms.
Examples:
- Formal: "I am unable to attend the meeting due to prior commitments."
- Formal: "The event was a resounding success."
- Use Cases: Academic writing, business correspondence, legal documents, official
speeches, or formal ceremonies.
• Informal Connotation: Words or expressions that are casual, conversational, or
relaxed in tone. They often include slang, contractions, or regional expressions.

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 Examples:
- Informal: "I can't make it to the meeting; I'm busy."
- Informal: "The party was awesome!"
- Use Cases: Conversations with friends, casual emails, text messages, or social
media posts.
• Slang: Words or phrases that are informal and specific to a particular group or
region. They often change quickly and can be difficult to understand for outsiders.
Example:
"Lit" (meaning "amazing" or "exciting")
• Colloquialisms: Informal expressions that are widely use in everyday language.
They are more common than slang and are often considered acceptable in casual
settings.
Example: "You guys" instead of "you all"
COMPARISON OF DENOTATION AND CONNOTATION
• Denotation is the straightforward dictionary definition of the word. It is the actual
literal definition or meaning of a word or term.
• Connotation is an association of a term. It can also be an emotional input
attached to a word thus making it more figurative and suggestive.
Comparison and Contrast
1. Similarity:
- Both relate to the meaning of words and contribute to how they are
understood.
2. Differences:
- Denotation is fixed and universally understood, while connotation varies by
culture, experience, and context.
- Denotation is about the dictionary meaning, whereas connotation reflects
feelings or associations.

SEMANTICS DEVELOPMENT
• The average child masters about fifty words by the age of eighteen months
• These might include words such as milk, water, juice and apple (noun-like words)
• Afterwards they acquire 12-16 words a day

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• By the age of six, they master about 13-14 thousand words. The most frequent
words include adjective-like expressions for displeasure and rejection such as “no”.
They also include social interaction words, such as “please” and “bye”.

THREE STAGES OF LEARNING THE MEANING OF NEW WORDS

Whole object assumption: A new word refers to a whole object. For example, when
an 18 months old child sees a sheep and his mother points at it and says the word
“sheep”, the child infers that the word “sheep” describes the whole animal and not
the parts of it (such as color,
• Type Assumption: A new word refers to a type of thing, not just to a particular
thing. For example, when the child hears the word “sheep” he infers that it is used
for the animal type and not only for that particular sheep that he saw.
Basic level assumption: A new word refers to objects that are alike in basic ways
(appearance, behavior, etc.). In other words, when the child hears the word “sheep”
he overgeneralizes it to other animals that look like sheep by the external
appearance, such as white, wooly and four-legged animal.

CHAPTER

PRAGMATICS OF MOTHER TONGUE

13
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PRAGMATICS
Is a branch of linguistic which studies those aspects of meaning which cannot be
captured and predicted from linguistic knowledge alone.
It deals with how the listeners arrive at the intended meaning of the speaker.

Pragmatics is the study of the relationship between words and users of the word.
Ex. I have got a new boat, and now I have a specific picture of the boat and you
have a different one in your mind.
Its about interpretation of the words and the utterances and about trying to read
what people mean by utterances.

THE SEVEN FUNCTIONS OF LANGUAGE

M.A.K Halliday identified the function of young language learners

These Functions tend to show the;
 PERSONAL
 SOCIAL
 ACADEMIC ASPECTS OF HUMAN DEVELOPMENT

Instrumental
Children use language to express his needs or to get things done.
Ex. I want my toy.

Regulatory
Children use language to influence the behavior of others such as persuading/
commanding/ ordering/ requesting others to do things.
Ex. Please give me the ball

Interactional
Children use language to develop social relationship and facilitate the process of
interaction.

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Ex. Will you play with me?

Personal
Children use language to express personal preferences and individual identity
Ex. I am going to be marine biologist when I grow up.

Representational
Children use language to convey information. They are concerned with relying or
requesting facts and information.
Ex. I saw a green turtle in the pond.

Heuristic
Children use language to learn and explore the environment to be able to
understand it. This may be questions and answers.
Ex. What is the most dangerous shark?

Imaginative
Children use language to tell stories, express fantasies, and to create an imaginary
environment. These may accompany imaginary worlds or storytelling.
Ex. In a faraway place, there lived a hermit

CHAPTER

SYNTAX OF MOTHER TONGUE

14

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Analysis of TGG (Transformational-Generative Grammar) in Mother Tongue
(MT)
Transformational-Generative Grammar (TGG) is a linguistic theory developed by
Noam Chomsky, which has been influential in analyzing the structures of different
languages, including applications in teaching and studying Mother Tongue (MT). The
TGG framework allows educators and linguists to break down and understand
complex grammatical rules and structures in native languages, facilitating better
comprehension and teaching. Here are key points regarding the application and
impact of TGG in MT:

1. Structure and Syntax Analysis:

TGG helps in analyzing the deep and surface structures of sentences, clarifying how
sentence elements transform according to specific rules. This is especially useful in
understanding complex sentence formations in MT, making it easier for speakers
and learners to grasp syntactic variations.

2. Universal Grammar (UG) and Language Acquisition:

TGG is rooted in the idea of Universal Grammar (UG), which proposes that all
languages share a common structural basis. This concept is helpful in MT
acquisition, as it suggests that native speakers have an innate grasp of grammatical
structures, which can be refined using TGG insights.

3. Pedagogical Applications:
Applying TGG principles in MT education helps in designing instructional methods
that focus on transformational processes (e.g., active to passive transformation).
This approach aids teachers in creating exercises and explanations that connect
better with native language speakers, enhancing comprehension and linguistic
accuracy.

4. Improved Linguistic Competence:

TGG's emphasis on transformations (such as negation, question formation, and
complex sentence structures) can improve learners' ability to produce
grammatically correct sentences in MT. This not only supports MT fluency but also
preserves linguistic nuances unique to native languages.

5. Cultural and Cognitive Insights:

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By studying MT through TGG, linguists gain insights into how specific cultural and
cognitive patterns are reflected in native grammatical structures. Understanding
these patterns helps in maintaining the integrity of MT, ensuring that cultural
identity is preserved within language education.

Conclusion
The application of TGG in MT offers a systematic and theory-based approach to
understanding, teaching, and preserving native languages. By focusing on sentence
structures, transformations, and universal principles, TGG provides tools to enhance
linguistic competence, support language acquisition, and uphold cultural identity in
Mother Tongue education.

SYNTAX OF MOTHER TONGUE USINE TRANSFORMATIONAL GENERATIVE

GRAMMAR

Syntax refers to the set of rules and principles that govern the structure of
sentences in a language. These rules dictate how words combine to form
grammatical sentences in linguistics, Transformational Generative Grammar is a
theory developed by NOAM CHOMSKY in the 1950s. TGE seeks to explain the syntax
of natural languages by using rules and transformations to generates all possible
sentences in a language.

OVERVIEW OF TEG
Deep Structure: The underlying syntactic Structure that conveys the meaning of a
Sentence. This structure is abstract and contains the essential elements that relate
to the semantics of the sentence.

Surface Structure: The structure of the sentence as it appears in spoken or written

language. It is derived from the deep structure by applying various transformations.

Transformation: Rules that modify the deep structure to produce the surface
Structure examples of transformations Include moving elements (subject-auxiliary in
questions) deleting elements (ellipsis) or inserting elements (adding aux- Ilary
verbs).

Phrase Structure Rules: Basic rules that generate the structure of sentences from
smaller components, such as noun PHRAGES, VERB PHRASES etc. For example, the

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rule S NPV P(a sentences consists of noun phrase and a verb phrases) in a
fundamental rule in most language.

PARSING EXAMPLE (MT) SENTENCES (USING TGG)

(I love you)
1) Sentence in MT: AMI TOMAKI VALOBACHI Deep structure: S(AMI) VERB
(VALOBASHI) OBJECT (TOMAKE)
TRANSFORMATIONS: no major transformations, the surface structure in similar to
the deep Structure.
SURFACE STRUCTURE: the sentences follows a Simple dedarative format, directly
generated from the deep structure

(I WILL WITH YOU)

2.) TOMAR SARTHE KOTHA BOUBO
Deep Structure: IMPUCIT SUBJECT(I) VERB (BOUBC)
PREPOSITIONAL PARASE (TOMAR SARTHE)
TRANSFORMATIONS: The subject is dropped but understood prom context, a
common feature languages.
SURFACE STRUCTURE: The structure remains straight Forward, with the subject
omitted ) but inferred.

ASPECT MODEL OR STANDARD THEORY BY : NOAM CHOMSKY

In the year where the transformational - Generative Grammar was formulated, it has
gone through countless transformations and numerous changes as to how grammar
provide a way in understanding language.
Chomsky has rejected the interpretation and eliminated many of the
transformational rules in the previous versions of grammar and replaced them with
broader rules.

• According to him the grammar of a language is a statement of what a person has

to know in order to recognize and utterance as grammatical, but not a hypothesis of
the process involved in either producing of understanding a language.

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• Although several features of the newer version (Aspects of Model or Standard
Theory ) differ, at a deeper level , they still share the same syntactic feature
(CarollCaroll, 2008 ).

Aspects Model or standard theory and four main components

A. The Base components
- Produces or generates basic syntactic structures into sentences called deep
structures.
B. Transformational component
- Transforms of changes the basic structures into sentences.
C. Phonological component
- Give sentences a phonetic representation so that they may be pronounce properly
or perfectly.
D. Semantic components
- deals with the meaning of sentences.

Assessment

Choose the letter of the correct 3. When was TGG developed?

answer.
a. 1950s
b. 1990s
1. What does syntax mean?
c. 1800s
a. Word meanings
b. Rules for sentence structure
4. What is the goal of TGG?
c. Language history
a. To make grammar simpler
b. To explain how sentences are
2. Who created Transformational formed
Generative Grammar?
c. To study ancient languages
a. Albert Einstein
b. Noam Chomsky
5. What do syntax rules help us do?
c. William Shakespeare
a. Combine words into sentences

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b. Understand word meanings a. It makes learning a language faster
c. Create new languages b. It explains how all sentences are
formed
c. It translates languages
6. What is "deep structure"?
automatically
a. A list of words
b. The hidden meaning of a sentence
12. What is another term for syntax
c. A type of sentence7. What do rules?
transformations in TGG create?
a. Grammar laws
b. Sentence principles
8. What does TGG focus on?
c. Word combinations
a. The history of grammar
b. The rules for sentence formation
13. How does TGG handle language?
c. Writing poetry
a. By focusing on its sounds
b. By using rules and transformations
9. What does "surface structure" mean
c. By writing dictionaries
in TGG?
a. The visible arrangement of a
sentence 14. Which part of a sentence does
"deep structure" represent?
b. The hidden meaning of words
a. Its true meaning
c. A type of paragraph
b. Its length
c. Its visible words
10. What kind of sentences does TGG
study?
a. Correct sentences only 15. What is the key idea of TGG?
b. All possible sentences in a language a. Sentences come from
transformations of structures
c. Historical sentences
b. Sentences are random
combinations
11. Why is TGG important?
c. Sentences are based only on
memory

CHAPTER
82 | P a g e ASSESSMENT OF MOTHER TONGUE
15
Assessment of Mother Tongue
Objective
1.Develop appropriate assessment procedures and tools/instruments for the mother
tongue.

Introduction
The major purpose of assessment in school is to provide interpretative information
to teachers and school leaders about their impact on students, so that these
educators have the best information possible about what steps to take with
instruction and what they need to change and adapt. So, we often use assessment
in schools to inform students of their progress and attainment.

Six Types of Assessment

Diagnostic Assessment
Formative Assessment
Summative Assessment
Ipsative Assessment
Norm Referenced Assessment
Criterion Referenced Assessment

DIAGNOSTIC ASSESSMENT
When you structure diagnostic Assessments around your lesson you’ll get the
information you need to understand student knowledge and engage your whole
classroom.
Examples:
Short Quizzes
Journal Entries
Student interviews
Student Reflection
Classroom Discussions
Graphic Organizers

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FORMATIVE ASSESSMENT
Formative Assessment help teachers understand student learning while they teach,
and provide them with information to adjust their teaching strategies accordingly:
- Portfolios
- Group Projects
- Progress Reports
- Class Discussion
- Short, Regular Quizzes
- Virtual classroom tools like Kahoot

SUMMATIVE ASSESSMENT
Summative Assessments measure students progress as an assessment for learning.
Standardized test is a type of summative assessment and provide data for you,
school leaders and district leaders.
They can assist with communicating students progress, but they don’t always give
clear feedback on the learning process and can foster “a teach to test” mindset if
you’re not careful.

IPSATIVE ASSESSMENT
Ipsative Assessment are one of the types of assessment as learning that compares
previous results with a second try, motivating students to set goals and improve
their skills.
Examples: Portfolios, A two stage testing process, Project Based learning activities.

NORM-REFERENCED ASSESSMENT
Norm Reference Assessments are test designed to compare an individual to a group
of their peers, usually based on national standards and occasionally adjusted for
age, ethnicity or other demographics. Examples IQ Test, Physical Assessments

CRITERION REFERENCE ASSESSMENT

Compare the score of an individual student to a learning standard and performance
level, independent of other students around them.
Example: Rubric
Three Purposes of Assessment

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1. Assessment of Learning Assessment of learning refers to strategies designed to
confirm what students know, demonstrate whether or not they have met curriculum
outcomes or the goals of their individualized programs, or to certify proficiency and
make decisions about students’ future programs or placements
2. Assessment for Learning Assessment for learning occurs throughout the learning
process. It is designed to make each student’s understanding visible, so that
teachers can decide what they can do to help students progress.

Teachers’ Roles in Assessment for Learning

Ability to understand and produce extended speech.
Ability to use language for describing and clarifying less immediate experience.
Ability to understand and use positional words.
Auditory and visual memory

ACKNOWLEDGEMENT

The success of this project will never be in our hands if it weren’t for the
people who made it possible, and for that, let us give our deepest gratitude to our

85 | P a g e
fellow block mates, who contributed financially for the solidification of this book.
Your cooperation is greatly appreciated.
To our beloved professor, Ma'am Rose Irish Javier Lacostales, thank you for
your unwavering support and for guiding us on how the contents of this book should
be done, and because of that, formulating this book was much easier for us.
To our family and friends who serve as our main motivation, thank you for
becoming our strength in every aspect of life.
And lastly, we praise and thank you, the God Almighty, for giving us the
ability to understand, knowledge, and wisdom. TO GOD BE THE GLORY.

86 | P a g e
 STUDENTS PROFILE
BEED II- 4 NIGHT SHIFT

ANTONES, BEATO,
BAHILLO, BELDA, MARK
JOHN ANDREY
CESAR JAMES FRANCIS
LENNARD

MILAN, MILLARES, VIC MORAL, JANRY MORAUDA,

CHRISTIAN ERNEST
ANGELO LEONARD

DANAO, DE MESA, DEL ROSARIO, JARABELO,

MARVIN JOHN LLOYD MONRY GABRIEL

NEBRES, JOSE ONESA,

NIMO, IJY OLIVA, WILLY
GABRIEL GABRIEL YOSH
DOMINIC

LLAGAS, KEN LLANTERO, LOZANO, MENDEZ,

MARK JENSSEN RODERICK JACKMEL

ORIARTE, PALMONES, RODRIGUEZ,

LUCKY ALEZANDRO SIDNEY JONES

87 | P a g e
 STUDENTS PROFILE
BEED II- 4 NIGHT SHIFT

ALMIROL, ANDARINO, AYES, JESSA BRIOSO, CENDY

SHAINE RHEALYN FAYE

DE GUZMAN, ESPARRAGO, EVANGELISTA, FLORES,

REA MAE EYLLANA PRINCESS REGINA ZEN
DANNE NICOLE

LAGUILLES, LETRAN,
88HANAPIN,
| P a g e ELA RIANNE
LITA, ALTHEA
MIKKA ISABBELE
 LITTON, CRICIA
LLANZA, LOQUINARIO, MABINI,
MAE
ALTHEYA TRIXIA ARIANNE
SHANE

MARANO, MERCA, RICA MIRAFUENTES, MIRANDA,

SASKIA KIM JESSA
MARY JOYCE

MORATALLA, MORON, MOSQUITE, NEO, DIANA

CHONALYN JULIANA MARIE MIKYLA

PUNZAL, MORON, SALAVER,

89 | KATHLENE
Page JULIANA JANINE
MARIE
ANSWER KEY

Test 1

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