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CONCEPT CLARIFICATION: MOTHER TONGUE, MTB- MLE LANGUAGE POLICY OFFICIAL AND
NATIONAL LANGUAGES, LANGUAGE OF INSTRUCTION
WHAT IS MTB-MLE?
 Before the k12 program, Filipino and english were
recognized as the official medium of instruction in
the country, DESPITE ITS UNDENIABLE
CULTURAL AND LINGUISTIC DIVERSITY
 Consistent low performance of students in
standardized exams that would prove the lack—or
even absence- of meaningful learning in the
classroom.
 MTB-MLE is an initiative that recognizes the
pivotal role of language in facilitating learning.
 It is anchored on the idea that learning new
concepts will effectively happen if the language
use to teach these new concepts are familiar
or accessible to the young learners.
 We thrive in a bilingual, or even in a multilingual,
world.
 This is the rationale why MT, Filipino and English
follow a unified framework which allows easy
transition from acquiring and learning one
language to another.
 DepEd Order No. 74 s. 2009 - Mother Tongue -
Based Instruction
RA 10533 - Enhanced Basic Education Act of
2013
DO 16 s. 2012 - Guidelines in the Implementation
of MTB-MLE
Having the end in the mind of instilling lifelong
learning over and above academic excellence in
Filipino learners, language learningin the MT (L1), in
Filipino (L2 - the national language), in English (L3 -
the global language) and the possibility of a foreign
language, equips the learners to be more than
prepared to develop the competencies in the
different learning areas they will hurdle.
WHY MTB-MLE?
1. Language is an invention of groups of people in
order to communicate effectively with each other in
their local/particular community.
2. Language represents concepts that are particular to
a specific culture
3. Language represents the people, the culture,
history and heritage.
4. When we accept the language, we accept the
culture
5. Most language environments have words that are
specialized are used only in those environments.
6. Age does not really determine difference in
language style.
7. The structure of language affects the way in which
its respective speakers conceptualize their world
or otherwise influences their cognitive process.
8. New meanings are continually created as people
change their ideas, feelings, and activities
9. As people think, read, travel, make friends, and
experience life, associations and connections that
words have for these people change.
10. Language determines how one thinks and
processes information
It is important that you fully understand how we ended
up adopting the MTB-MLE. It all began with the
Lingua France Education Project (LFEP) where:
 The DECS embarked on a pilot study called
LFEP in SY 1999-2000 which was aimed to
define and implement a national bridging
program from the vernacular to Filipino, and later
English to develop initial literacy for use in
public schools.
 Through it, an alternative curriculum will be used
in acquiring basic literacy and numeracy skills
with the local lingua franca as the language of
instruction.
 The pilot study involved two Grade 1 classes from
each of the 16 regions. One was the experimental
class, and the other the control class.
 Two Grade 1 teachers, with the principal
underwent training
 DECS Memo No. 144, s. 1999 - MTB-MLE
 As research shows (BESRA, UNESCO, World
Bank) quality education occurs most effectively
when the mother tongue is used for initial
learning.
… the first language is the language of
learning. It is by far the easiest way for
children to interact with the world. And when
the language of learning and the language of
instruction do not match, learning difficulties
are bound to follow (World Bank, 2006, p. 4)
 MTB-MLE is a theoretically-based and well-
planned educational program that provided a
strong foundation for literacy using the learners
developing cognitive skils, and comprehension of
academic content.
THEORIES, RATIONALE AND EVIDENCE
SUPPORTING MTB-MLE DEVELOPMENTAL
LEARNING THEORIES
THE 5 HYPOTHESES OF KRASHEN'S THEORY OF
SECOND LANGUAGE ACQUISITION
Krashen's theory of second language acquisition
consists of five main hypotheses:
1. Acquisition-Learning Hypothesis
The Acquisition-Learning distinction is the most
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fundamental of the five hypotheses in Krashen's
theory and the most widely known among linguists
and language teachers. According to Krashen there
are two independent systems of foreign language
performance: 'the acquired system' and 'the learned
system'. The 'acquired system' or 'acquisition' is the
product of a subconscious process very similar to the
process children undergo when they acquire their first
language. It requires meaningful interaction in the
target language - natural communication - in which
speakers are concentrated not in the form of their
utterances, but in the communicative act.
The "learned system" or "learning" is the product of
formal instruction and it comprises a conscious
process which results in conscious knowledge 'about'
the language, for example knowledge of grammar
rules. A deductive approach in a teacher-centered
setting produces "learning", while an inductive
approach in a student-centered setting leads to
"acquisition".
According to Krashen 'learning' is less important than
'acquisition'. (See here our in-depth analysis of the
Acquisition/Learning hypothesis and its implications).
2. Monitor Hypothesis
The Monitor hypothesis explains the relationship
between acquisition and learning and defines the
influence of the latter on the former. The monitoring
function is the practical result of the learned grammar.
According to Krashen, the acquisition system is the
utterance initiator, while the learning system performs
the role of the 'monitor' or the 'editor'. The 'monitor'
acts in a planning, editing and correcting function
when three specific conditions are met:
The second language learner has sufficient time at
their disposal.
They focus on form or think about correctness.
They know the rule.
It appears that the role of conscious learning is
somewhat limited in second language performance.
According to Krashen, the role of the monitor is minor,
being used only to correct deviations from "normal"
speech and to give speech a more 'polished'
appearance.
Krashen also suggests that there is individual
variation among language learners with regard to
'monitor' use. He distinguishes those learners that use
the 'monitor' all the time (over-users); those learners
who have not learned or who prefer not to use their
conscious knowledge (under-users); and those
learners that use the 'monitor' appropriately (optimal
users). An evaluation of the person's psychological
profile can help to determine to what group they
belong. Usually extroverts are under-users, while
introverts and perfectionists are over-users. Lack of
self-confidence is frequently related to the over-use of
the "monitor".
3. Comprehensible Input Hypothesis
The Input hypothesis is Krashen's attempt to explain
how the learner acquires a second language – how
second language acquisition takes place. The Input
hypothesis is only concerned with 'acquisition', not
'learning'. According to this hypothesis, the learner
improves and progresses along the 'natural order'
when he/she receives second language 'input' that is
one step beyond his/her current stage of linguistic
competence. For example, if a learner is at a stage 'i',
then acquisition takes place when he/she is exposed
to 'Comprehensible Input' that belongs to level 'i + 1'.
Since not all of the learners can be at the same level
of linguistic competence at the same time, Krashen
suggests that natural communicative input is the key
to designing a syllabus, ensuring in this way that each
learner will receive some 'i + 1' input that is
appropriate for his/her current stage of linguistic
competence.
4. Affective Filter Hypothesis
The Affective Filter hypothesis embodies Krashen's
view that a number of 'affective variables' play a
facilitative, but non-causal, role in second language
acquisition. These variables include: motivation, self-
confidence, anxiety and personality traits. Krashen
claims that learners with high motivation, self-
confidence, a good self-image, a low level of anxiety
and extroversion are better equipped for success in
second language acquisition. Low motivation, low
self-esteem, anxiety, introversion and inhibition can
raise the affective filter and form a 'mental block' that
prevents comprehensible input from being used for
acquisition. In other words, when the filter is 'up' it
impedes language acquisition. On the other hand,
positive affect is necessary, but not sufficient on its
own, for acquisition to take place.
5. Natural Order Hypothesis
The less important Natural Order hypothesis is based
on research findings (Dulay & Burt, 1974; Fathman,
1975; Makino, 1980 cited in Krashen, 1987) which
suggested that the acquisition of grammatical
structures follows a 'natural order' which is
predictable. For a given language, some grammatical
structures tend to be acquired early while others late.
This order seemed to be independent of the learners'
age, L1 background, conditions of exposure, and
although the agreement between individual acquirers
was not always 100% in the studies, there were
statistically significant similarities that reinforced the
existence of a Natural Order of language acquisition.
Krashen however points out that the implication of the
natural order hypothesis is not that a language
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program syllabus should be based on the order found
in the studies. In fact, he rejects grammatical
sequencing when the goal is language acquisition.
BEHAVIOURISM AND CONSTRUCTIVISM AS A
LANGUAGE LEARNING THEORY
Behaviourists consider learning a language as a set
of mechanical habits which are formed through a
process of imitation and repetition.
Humans learn a language through repeating the same
form and text until it becomes a habit. Children imitate
the sounds and patterns which they hear around
(Lightbown & Spada: 1999).
Constructivism is an innovative strategy in which
students construct their knowledge themselves
through interaction with each-other on the basis of
previous experiences.
NATURE VS. NURTURE
Nurture
Behaviourists propose that a child’s environment
is the most important factor in first language
acquisition, and if a child is exposed to ‘rich
language,’ then ‘good habit formation,’ and proper
language development will occur. It is possible
that first language acquisition includes speech
imitation, but:
· Children do not imitate everything they hear;
they appear to be very selective and only
reproduce unassimilated language chunks.
Therefore, their replications seem to be controlled
by an internal language-monitoring process.
· Children learn the basic rules of language at
around the age of five; the behaviourist theory
cannot account for the speed that first language is
acquired.
· Children say things that are not adult imitations;
in particular they use inflectional
overgeneralisations such as ‘goed,’ ‘putted,’
‘mouses,’ and ‘sheeps.’
· Children produce language structures that do
not exist; you often hear, “Where I am?” instead
of “Where am I?”
· Children that acquire language from habit
formation seem to memorize certain structures
prematurely. These phrases become lodged in
their minds as unassimilated chunks of
information that they cannot incorporate into their
own verbal expressions.
· Children produce many more sound-
combinations than they hear, and understand
many more than they can produce.
· Children are exposed to language performance
and not to language competence. Often they are
exposed to “debilitated” language, yet, they
manage to extract the language rules from these
utterances and speak correctly.
Nature
“When we study human language, we are
approaching what some might call the ‘human
essence,’ the distinctive qualities of mind that are,
so far as we know, unique to man.” (Noam
Chomsky)
Unlike the behaviourist approach that does not
take into consideration the child’s own cognitive
processes, the ‘Innateness Hypothesis’ proposed
by linguist Noam Chomsky supports the idea that
language acquisition has a biological foundation.
Facts that support this theory include the
following:
· Children acquire language sounds in a certain
sequence, and the first sounds that children learn
are those that are common to all world languages:
a stop consonant followed by an open vowel: thus
a child’s first utterances are usually those found in
words for ‘mother’ and ‘father,’ sounds such as
‘pa,’ ‘ma,’ ‘ba’ or ‘ta,’ as seen in French: maman,
papa; Greek: mama, baba; Hebrew: eema, aba.
· Children tend to learn language in the same
sequence, suggesting that universality of
language exists and the environment alone
cannot be responsible for language acquisition.
· Children acquire function words such as ‘or’ and
‘on’ and the less salient sounds connected to
possessives, pluralisation and third person
singular in a certain order. Interestingly, the plural
‘s’ and other forms of ‘s’ are not all developed in
unison.
For language development to occur, interaction
has to take place; language cannot be acquired
passively. Although imitation and habit forming do
have a role in language acquisition, children seem
predisposed to acquire speech and competency
in language by being able to map language,
possibly onto what Noam Chomsky calls a
‘language acquisition device.’
GUIDING PRINCIPLES FOR TEACHING AND
LEARNING IN MTBMLE
Principle 1. Known to the unknown
1.1 Learning requires meaning. We learn when we
use what we already know to help us understand what
is new. “The most important single factor influencing
learning is what the learner already knows. Ascertain
this and teach him/her accordingly.” Ausubel, D.P.
(1968). Educational
Psychology. A Cognitive View. New York: Holt,
Rinehart & Winston
Application: Start with what the learners already know
about a topic and use that to introduce the new
concept. Beginning with the learners’ first language
and culture will better facilitate mastery of the
curriculum content. “Nowhere is the role of prior
knowledge more important than in second language
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educational contexts. Students who can access their
prior knowledge through the language and culture
most familiar to them can call on a rich array of
schemata, whereas students who believe they can
only use that knowledge they have explicitly learned
in the second language are limited in their
access.”(Chamot, 1998, p.197).
1.2 Second language learners use what they know in
their own language to help develop other languages.
This positive transfer effect has been found to be
significant in reading.
Application: Develop an awareness of how the L1
works to support learning the L2, L3. Claude
Goldenberg. “Teaching English Language Learners:
What the Research Does – and Does Not – Say.”
American Educator, Summer 2008: 8-23.
Principle 2. Language and Academic Development
Students with well-developed skills in their first
language have been shown to acquire additional
languages more easily and fully and that, in turn, has
a positive impact on academic achievement.
Application: Continue the oral development of L1 and
begin reading in L1 to strengthen L2 and L3 learning
as well as academic achievement across the
curriculum. Fred Genesee, Kathryn Lindholm-Leary,
William Saunders, and Donna Christian. Educating
English Language Learners: A Synthesis of
Reasearch Evidence. Cambridge University Press,
2006.
Principle 3. Cognitive Development
3.1 Students who use their multilingual skills have
been shown to develop both cognitive flexibility and
divergent thinking.
Application: Continue developing critical thinking in
the L1 as well as in L2 and L3. Jim Cummins.
Multilingual Matters, 2001.
3.2 Higher Order Thinking Skills
When we truly learn something, we can explain it,
apply it, analyze it, evaluate it, and use it to create
new ideas and information.
Application: In all subjects, focus on activities that
build understanding and that encourage students to
apply, analyze, and evaluate what they have learned
to create new knowledge. CF Bloom’s Revised
Taxonomy.
1. Remember 2. Understand 3. Apply
Repeat what we Explain what we Use what we
hear or read hear or read hear or read
4. Analyze 5. Evaluate 6. Create
Examine what Assess what we Use what We
we learn to Hear or Read learn to
discover discover,
patterns Invent, and
create
Principle 4. Discovery Learning
4.1 We learn when someone who already
understands the new idea or task helps us to
“discover” the new idea and then use it meaningfully.
Application: Find out what the students already know
about a topic. Then provide activities that let them use
their knowledge to learn the new concept or task.
Bruner, J.S. (1967). On knowing: Essays for the left
hand. Cambridge, Mass: Harvard University Press.
Also at http://www.learning-theories.com/discovery-
learning?bruner.html
Principle 5. Active Learning
5.1 Peer interaction. Children learn best through peer
interactions in which they work together creatively to
solve problems.
Application: Do most clasctivities in teams or pairs.
Encourage students to talk with each other and
compare ideas in order to solve problems.
5.2 Second language active learning. Young children
gain confidence in learning a new language when
they begin with “hear-see-do” (Total Physical
Response ) activities.
Application: Begin the L2 language learning time by
focusing on listening and responding to oral language.
Children listen to a command, observe someone
respond to the command and then respond in action
(no talking at first).
5.3 Purposeful Talk. Talking helps us make sense of
new ideas and information.
Application:
1) Ask a lot of “higher level” questions and give
students time to think and then respond.
2) Provide plenty of opportunities for students to work
in teams, sharing and comparing their ideas.
Principle 6. Meaning and Accuracy
Successful language learning involves hearing,
speaking, reading and writing activities that focus on
both meaning and accuracy.
Application: Include plenty of activities that focus on
both MEANING and ACCURACY.
Principle 7. Language Learning/Language
Transfer
7.1 We learn a new language best when the learning
process is non-threatening and meaningful and when
we can take “small steps” that help us gain confidence
in our ability to use the language meaningfully.
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Application: Begin the L2 language learning time by
focusing on “hear-see-do” activities than enable
students to build up their “listening vocabulary” before
they are expected to talk. Introduce reading and
writing in L2 only when they have built up a good
hearing and speaking vocabulary.
7.2 Research in second-language acquisition
indicates that it takes a minimum of 2 years to learn
basic communicative skills in a second language
when society supports that learning.It takes five years
or more to learn enough L2 for learning complex
academic concepts.Thomas & Collier; 2003,
Cummins, 2006
7.3 “Errors” are a normal part of second-language
learning. Second language learners benefit from
opportunities to receive feedback in a respectful and
encouraging way. It is helpful when teachers respond
first to the content of what the student is saying or
writing… focusing on one or two errors at a time.
Patsy M. Lightbown and Nina Spada. How Languages
Are Learned, 3rd ed., Oxford University Press, 2006.
Principle 8. Affective component: Valuing the
home language/culture
8.1 Valuing students with talents in their home
language more powerfully enables learning than just
valuing learners of English whose home language is
irrelevant to academic success.
Application: Learners are encouraged when they
know they are valued in the classroom and their
language and heritage are seen as resources. Jim
Cummins, Promoting Literacy in Multilingual Contexts,
Research Monograph #5, The Literacy and Numeracy
Secretariat, Ontario Ministry of Education, 2007, p. 3
8.2 The classroom environment
Children from ethno-linguistic language groups thrive
in a welcoming environment in which teachers and
peers value them as a positive presence in the
classroom and the school; encourage their use of
their L1; provide books, visual representations, and
concrete objects that reflect their backgrounds and
interests.
CONSTRUCTIVIST THEORY IN TEACHING
MTB-MLE
Jean Piaget and Lev Vygotsky are two most
recognized pillars of constructivist learning theory.
Both put high premium on how children acquire and
construct meaning, however, unlike the behaviorists,
both Piaget and Vygotsky do not view children as
empty vessels (tabula rasa) waiting to be filled by an
expert or learned adult. Constructivists argue that
children are preformed to learn and acquire language
as they go through different developmental stages.
Jean Piaget (1896-1980) argues that children are
active learners who construct meaning from their
environment. Piaget is the proponent of cognitive
developmental theory that explains the
interconnectedness of knowledge acquisition and
language acquisition through qualitative changes of
their mental processes as they develop (Crystal,
1987; Schickendanz 1993; Vasta et al. 1999). He
views children as active learners, constructing
knowledge over time, as they interact with their
environment through developmental states.
"Constructivism" has been a byword in education
for generations, applied both to learning theory and
epistemology-both on how people learn and the
nature of knowledge. We do not need to adhere if it is
simply a new fad, but we need to think about our work
in relation to theories of learning and knowledge. So
we need to ask: what is constructivism, what does it
have to tell us that is new and relevant, and how do
we apply it to the universe of MTB-MLE? As they
say, it
will not take rocket science to understand and employ
constructivism. There is nothing dramatically new in
constructivism: the core ideas expressed by it have
been clearly enunciated by John Dewey among
others.
Constructivist's perspective of language
acquisition is generally centered on brain
development. Hung (1965) in Schickedanz (1993)
provides a summary of Piaget's Stages of Cognitive
Development and how children construct knowledge
and acquire a language.
Lev Vygotsky's emphasized that private speech,
of children talking to themselves, for turning shared
knowledge into personal knowledge (Slavin,1997).
Vygotsky proposed that children incorporate the
speech of others and then use that speech to help
themselves solve problems (Slavin, 1997). Vygotsky's
theory implies that cognitive development and the
ability to use thought to control one's own actions
require first a mastery of cultural communication
systems and then learning to use these systems to
regulate one's own thought processes (Slavin, 1997,
Crystal, 1987).
If Piaget's view of learning and language
acquisition is centered on the children's changes of
logical thinking through stages based on maturation
and experience. Vygotsky's view is centered on the
role of culture and social interactions of children
with other children and adults in the environment.
Vygotsky even argued that children's speech is a
major tool in their development of thinking.
What is meant by constructivism? The term
refers to the idea that learners construct knowledge
for themselves-each learner individually (and socially)
constructs meaning--as he or she learns.
Does it actually make any difference in our
everyday work whether deep down we consider
knowledge to be about some "real" world independent
 BEED 36: CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE
of us, or whether we consider knowledge to be of our
own making?
If we believe that knowledge consists of learning
about the real world out there, then we endeavor first
and foremost to understand that world, organize it in
the most rational way possible, and, as teachers,
present it to the learner. This view may still engage us
in providing the learner with activities, with hands-on
learning, with opportunities to experiment and
manipulate the objects of the world, but the intention
is always to make clear to the learner the structure of
the world independent of the learner. We help the
learner understand the world but we do not ask him to
construct his or her own world.
Constructivist theory requires that we turn our
attention by 180 degrees and look towards all those
wonderful, individual living--beings the learners--each
of whom creates his or her own model to explain
nature. If we accept the constructivist position that we
are inevitably required to follow a pedagogy which
argues that we must provide learners with the
opportunity to: a) interact with sensory data, and b)
construct their own world.
As future educators/teachers it is our
responsibility to inform our students of what the truth
is, it is our duty to let them know of what the "real
world" is out there.
Let us not fret and be frightened by this great
responsibility for we are not left alone in this task,
there are guide posts that are laid out for us to
consider.
1. Learning they say is from womb to tomb, from
cradle to grave, and from navel to gravel. Learning is
not just pure absorption process of what is transferred
directly from one vessel to another. Hence, it is a
process of learning by doing wherein the active
engagement of the learner in the process makes it
an effective one.
2. Learning is a web process, as a learner is
engaged in learning, in the process of it all,
implicitly, the learner also learns other concepts
or procedures related to what is being learned
explicitly.
3. Taking it from John Dewey's reflective activity,
learning is a mental process that involves actual
doing and reflective action. Reflective action gives the
learner a chance to note the significance and
connection of the whole process.
Once a learner is able to define a concept in
his or her own terms we can safely say that
learning took place. This is why we are always
reminded to focus on the learner in the process of
learning and not on the learning area or
subject/lesson. We have to put premium on the
students’ interest and ability, and where they are at in
the process of learning. We have to note also that part
of the learning process is attributed to the experiences
gathered by the learners in their own community. If we
fully accept the constructivist point of view, we are
reminded that knowledge is not just simply “out there”
divorced from the knower, but a complete process of
learning by doing and reflecting. It is both a personal
and social process, learning does not take place if we
do not open ourselves to the world around us.
Comprehension Questions:
1. How do learners learn in constructivist approach to
teaching and learning?
2. What do you think are the gains of adopting a
constructivist learning theory in the classroom
instruction?
3. Can you think of any challenge/s encountered by
teachers in implementing a constructivist approach in
curriculum and pedagogy?
PEDAGOGICAL COMPETENCIES IN
TEACHING MOTHER TONGUE
Now that you have the basic concepts pertinent
to MTB-MLE, you will now acquire the pedagogical
competencies that you need to successfully teach
Mother Tongue to your future students. The
pedagogical competencies emphasized in this module
are as follows: your ability to understand deeper
the target language and the culture in which the
language is situated; your ability to design and
execute instructional plans in teaching mother
tongue; and your ability to create assessments to
ensure that learning is genuinely taking place.
1. Understanding the Local Culture
“For indigenous communities…worldwide that are
still grappling with the legacy of colonization, being
able to speak their ancestral language is about
empowerment and reclaiming their identity. It may
even carry significant consequences for their mental
health.”
Rawlings (2019), “The Man Bringing
Dead Languages Back to Life”, BBC
A student’s beliefs, attitudes, and subjective
norms are all circumscribed in culture. Most of the
time, culture affects, in a variety of ways, how different
students prefer to learn. Teachers should consider a
diverse method of teaching to suit varied aspects of
students different cultures. Even though people are
not aware of it, culture governs their thoughts, beliefs,
and behavior (Gay, 2010b).
Doige (2003) commented that students’ academic
achievement improves more when the education is
culturally relevant and responsive. For example, in a
2011 study, pupils from an ethnic cultural group did
not learn as fast when compared to their mainstream
counterparts. This gap was attributed to the language
barrier between students and teachers. It was also
 BEED 36: CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE
caused by differences in values towards education. subcultures. These are the organizations?
How do you become a good teacher to these groups that have their own
students? The answer is that there is no single way of norms and values that What are the expected
being a good teacher since approaches and relevant sometimes retain a few of patterns of behavior or
topics change in different cultures, language, race, the parent culture’s belief in these groups?
ethnicity, class, and gender (Taylor & Sobel, 2011). general principles
How do you change the topic and the approach to (Hebdige, 2012)
make education more relevant in terms of culture?
How do you become culturally-responsive? What is 4. Knowing the Mother Tongue
culturally responsive education? Linguistic Interdependence Hypothesis
mentions that language proficiency skills like
2. Definitions of Culturally-Responsive speaking, listening, reading, and writing developed
Education? using one language, may also transfer to higher
 To use the experiences and frames of language proficiency skills in another language. This
reference based on the diverse culture of the means that these skills developed using the mother
students (Gay, 2010a) tongue may also transfer to the students’ secondary
 An approach to education where the teacher language when he/she learns the new language
integrates elements of the students’ lifestyles (Paia, Cummins, Nocus, Salaun, & Vernaudon, 2015).
and daily experiences in the instruction and
the curriculum (Taylor & Sobel, 2011) Nelson Mandela, a highly influential South African
 A type of pedagogy where teachers are political leader, was once quoted saying “If your talk to
competent in cross-cultural and multicultural a man in a language he understands, that goes to his
setting (Diller & Moule, 2005) head. If you talk to him in his language, that goes to
 Recognizes the uniqueness of the majority his heart.”
and the minority in the body of students The mother tongue, or any language, may be
(Cartledge, Gardner, and Ford, 2009 as cited suited and understood through different aspects. It
in Taylor & Sobel, 2011) may be examined using the five knowledge of the
language which are: Phonology, Morphology, Syntax,
3. Elements of Culture Semantics, and Pragmatics.

Culture is composed of many elements. Some of DIRECTIONS: Formulate illustrations or examples of

these are values, language (Salvatore, 2012), each of the five language knowledge using your
symbols, objects (Watts, 1981), groups and norms mother tongue or another language you have studied
(Hebdige, 2012). These elements may be classified (except English)
into three: sense making, artifacts and groups.
Language Knowledge Examples
Elements of Culture Key Questions Phonology- is defined as the study of patterns in
Sense Making—is the What values are speech sound. It consists of knowing about the
multiple representation of prominent in the sounds of a language and of describing the said
meaning of a given object, community? sound (Brentari, Fenlon, & Cormier, 2018)
person or event. Different Phonemes- distinctive units of sound
people provide different What specific words or within the language
meanings to certain phrases to they always Allophones- the different ways to
objects. This may depend use? What do they pronounce a single phoneme
on their values and their mean by it? Morphology is defined as the rules of language that
language (Salvatore, 2012) govern word formation
Artifacts—is defined as What objects does the Morpheme—the smallest unit of a word
anything belonging to a community use or own? that has information about the word’s
group of people that What are their meaning and purpose.
provides information about significance? Root Word- A term that form the basis
the said group’s culture. It of another word. These are usually
may include symbols, What symbols or nouns, verbs, adjectives, or adverbs.
traditional objects found in emblems were used by
Affixes—morphemes placed either at
archeological sites, or the community? Why?
the beginning, middle, or end of a root
modern objects like
word to come up with a new meaning.
cellphones, televisions,
Compound Words- a combination of
laptops, etc. (Watts, 1981)
two root words to form a new meaning.
Groups—different cultures What significant groups
usually have a sub-groups can be found in the
inside which are called community? What are
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Syntax is defined as the set of statuses and
principles that govern sentence structure and word
order in a language
What is the common order of subject,
verb, and object or predicate in the
language being studied? Write an
example on the right?
Constituents- the sub-units in a
sentence that provide a complete
thought
Syntactic Category- a family of
expressions that can be substituted for
one another without losing proper
grammar.
Semantics is defined as the study of linguistic
meanings
Anomaly is a situation when specific
words or phrases cannot be combined
to make sense.
Metaphor- a figure of speech where
one object or idea is used to refer to
another object or idea for rhetorical
purposes.
Idioms- expressions established by
societal norms to have meaning aside
from what it literally indicates.
Pragmatics is defined as the study of the unseen or
hidden meanings in different languages apart from its
content. This meaning is provided by the context and
a pre-existing knowledge of the perceiver about the
utterance.
Physical Context refers to the actual
location, apart from the utterance, that
provides the context.
Linguistic Context refers to the context
provided by the utterance itself.
Deixis- words that cannot be identified
without the context.
References- the act of which the
speaker specifies an orientation or a
position of the deixis.
Inference- the perceiver’s use of
additional information not provided in
the utterance in order to understand the
message
Anaphora- another term, for instance a
pronoun, used to identify an object that
is being referred to for the second time