Maj.

Ged 204
CONTENT and PEDAGOGY
In the MOTHER TONGUE

COURSE OVERVIEW

This course includes both the content and the pedagogy of the mother-tongue. The
subject matter content includes the structure of the mother tongue as a language literature in
the mother tongue, methods and techniques of teaching the language, development of
instructional materials and assessment.
Mother tongue makes it easier for children to pick up and learn other languages. Mother
tongue develops a child’s personal, social and cultural identity. Using mother tongue helps a
child develop their critical thinking and literacy skills. Self-esteem is higher for children learning
in mother tongue.
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 th 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.
The meaning of mother tongue can often be referred to as your first language or native
language. It is the language that you most commonly speak. However, mother tongue meaning is
always referencing the language that the child has used from birth for for important and
impacting times in the child’s life. For example there are instances where a child is brought up
until school age using a particular language at home spoken by their mother, father or other
family members, and due to living in another country, begin to adopt the language spoken in
their interactions such as fun groups, school etc…but if the child comes back home continually
to another language, this is impact can be lessened.

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TABLE OF CONTENTS

Pages

Disclaimer i
Course Overview 1
Module Guide 3
Pre-Test 4
Introduction 5
Intended Learning Outcomes 6
LESSON 1 Literature in the Mother Tongue 7
Activity 1 8
LESSON 2 Mother Tongue and Language Acquisition 9
Activity 2 11
LESSON 3 Mother Tongue and Language Teachers 12
Activity 3 13
LESSON 4 Mother Tongue Policy and Practices 14
Activity 4 15
LESSON 5 Mother Tongue in K to 12 Curriculum 16
Language Beliefs and Ideology 18
LESSON 6 Language Management and Practices 19
Activity 5 20
LESSON 7 Culture Acquisition and Language Learning 21
LESSON 8 The Curriculum for Language 22
Activity 6 23
LESSON 9 Professional Standard for Teachers 24
Activity 7 25
LESSON 10 Mother Tongue Teaching: 26
Development of Materials and Assessment
Activity 8 27
References 28
Post-test 29

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MODULE GUIDE

Welcome. As a future educator, you must be eager to try out what you have learned as you
immerse yourself in the task of educating the future citizens of the land.

Your primary concern as a beginning teacher is to be able to teach the content and
pedagogy of the mother tongue. It includes the structure of the mother tongue as a language
literature in the mother tongue methods and techniques of teaching the language development
of instructional materials and assessment.

BRIEF DESCRIPTION OF THE MODULE

LESSON 1 this includes to any form of schooling that makes use of the language or languages that
children are most familiar with.

LESSON 2 this includes the process by which humans acquire the capacity to perceive and comprehend
language as well as to produce and use words and sentences to communicate.

LESSON 3 children learn best in and through their mother tongues. Children learn better and faster in a
language they can understand.

LESSON 4 it is clearly linked to a language-in-education policies because while language is the bridge
between home and school. It includes the in-depth explanation on the policy and practices of mother
tongue.

LESSON 5 it provides the information in Basic Education Curriculum brought by the new K-12 program
and also the introduction of Mother Tongue-Based Multilingual Education (MTB-MLE)

LESSON 6 it introduces the development of policies and programs designed to direct or change language
use as through the establishment of an official language. The standardization or modernization of a
language.

LESSON 7 provides information of how human beings acquire culture and learn a specific language.

LESSON 8 introduces the curriculum in education, languages works as a medium between the learners
and teachers

LESSON 9 it introduces the overview of Philippine Professional Standards for Teachers and the Domains
of Literacy

LESSON 10 presents how instructional materials being develop and the three major components of
instructional materials.

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PRE-TEST
DIRECTION: Read each item below and write word FAVORABLE or UNFAVORABLE in
each item.

1. Teachers play a vital role in the implementation of the Mother

Tongue-Based Multilingual Education program.
2. MTB-MLE program develops the communication abilities of students.
3. MTB-MLE program will help attain the goal “Every Child-A-Reader
and A-Writer by Grade 1.
4. The use of mother tongue will help students create sound-symbol
and symbol-meaning correspondence.
5. MTB-MLE encourages students to interact more often during class
discussions.
6. Mother tongue as medium of instruction increases “noise” created by
students in the classroom.
7. Literacy and numeracy skills are best developed using the mother
tongue.
8. The teaching resources provided to teachers are sufficient.
9. MTB-MLE program requires a huge amount of funding from the
government.
10. Teacher trainings are important to enhance the quality of
teaching given to students.
11. I believe the transfer from L1 (Bisaya) to L2 (Filipino) is easy.
12. The time allotted for language transfer is enough.
13. The Department of Education should ask teachers’ feedbacks
about the MTB-MLE program.
14. Teaching students in mother tongue is easier than in Filipino.
15. Parents should be involved in the implementation of MTB-MLE.

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MOTHER TONGUE-BASED MULTILINGUAL EDUCATION

INTRODUCTION

Mother Tongue-Based Multilingual Education (MTB MLE) programs serve learners of

non-dominant language communities who do not understand or speak the language of
instruction when they begin their formal education.
In MTB MLE programs, students begin with what they know – their language and
culture, knowledge and experience – as the foundation for learning in school. Well- planned and
well-implemented MTB MLE programs produce students who are multilingual and multicultural
and who contribute to their community’s and their nation’s development goals.
The materials on these pages focus on the “essential components” of successful MTB
MLE programs. All are based on sound principles of education and development and all draw on
what I have learned in working with colleagues from non-dominant language communities,
government agencies and implementing MTB MLE programs in Asia, Africa and the Pacific.
The Overview presents materials relating to the “big picture” of MTB MLE. Then click on
one of the components in the circle graphic or in the list below for resources relating to specific
components of strong MTB MLE programs.

Preliminary
Research

Supportive Implementation
MTB MLE Policy Planning

Essential Components
Documentation Awareness Raising
Of Successful
& Evaluation & Mobilization
MTB MLE Programs

Recruitment, Training Curriculum

& Supervision Development

Reading & Learning Teaching

Materials Materials

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INTENDED LEARNING OUTCOME

 Demonstrate an in-depth understanding of the diversity of the target learners.
 Manifest meaningful comprehensive pedagogical content knowledge of mother
tongue.
 Manifest skills in communication using mother tongue.
 Exhibit skills in higher order thinking through art of questioning.
 Utilize tools and technology to accelerate learning and teaching the mother
tongue.

KEYS TO REMEMBER
 Mother-Tongue
 Multilingual Education
 Language Acquisition
 Language Curriculum
 Language Teachers
 Policy
 K to 12 Curriculum
 Language Beliefs and Ideology
 Language Management
 Language Practices
 Culture Acquisition
 Language Learning
 Professional Standards for Language Teachers

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LESSONS

LESSON 1 - LITERATURE IN THE MOTHER TONGUE

MOTHER TONGUE-BASED MULTILINGUAL EDUCATION

Mother tongue education refers to any form of schooling that makes use of the language
or languages that children are most familiar with. This is usually the language that children
speak at home with their family. The ‘mother tongue’ does not have to be the language spoken
by the mother. Children can and often do speak more than one or even two languages at home.
For example, they may speak one language with their mother, another with their father and
third with their grandparents.
Although there is overwhelming evidence that children learn best in and through their
mother tongues, millions of children around the world receive education in a different language.
This is usually the dominant language of the country they live in. in the case of former colonies,
this may not be the language in the community at all, but the language of the former colonial
power, for example English, French, Arabic, Dutch and Spanish. Languages that children may
hear for the first time when they enter school.

BENEFITS OF MOTHER TONGUE EDUCATION

There are many benefits associated with an education that takes into account children’s
mother tongues:

 Children learn better and faster in a language they can understand (preventing delays in
learning)
 They enjoy school more, they feel more at home
 Pupils tend to show increased self-esteem
 Parent’s participation is increased. Parents can help with homework and can participate
in school activities
 Studies have reported that when children take advantage of their multilingualism they
also enjoy higher socioeconomic status, including higher earnings
 On average, the schools perform better, reporting less repetition
 Finally, schools report children stay in school longer

THE IMPORTANCE OF MOTHER TONGUE

The importance of mother tongue is studied because when children develop their
mother tongue, they are simultaneously fostering a whole host of other essential skills, such
as critical thinking and literacy skills. It is these skills that they take with them into formal
education, and research tells us that any skills and concepts gained in the learner’s home
language don’t have to be re-taught when they transfer to a second language.
For example, if a child has developed the ability to guess the meaning of a word through
its context, or to infer meaning by reading between the lines, these skills are easily transferred
when they begin studying in a second language. It is much harder, however, to teach these
abstract skills directly through a second language .

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LESSON 1 - LITERATURE IN THE MOTHER TONGUE

ROLE OF MOTHER TONGUE IN CHILD DEVELOPMENT

It’s also well known that a strong mother tongue foundation equips children with the
skills they need to learn additional languages, allowing them to transfer their understanding of
the structure of language to several new languages. The intuitive understanding of grammar
that develops when children learn their first language can easily be passed on to other
languages.
With multilingualism becoming an increasingly sought-after attribute within the
workplace, this advantage cannot be overstated; globalisation and increased co-operation
between nations mean that, in many organisations, it has become a requirement to have
language skills in addition to being a specialist within a particular field.
Language and mother tongue also play a huge role in the development of personal,
social and cultural identity. Children with a strong foundation in their first language often
display a deeper understanding of themselves and their place within society, along with an
increased sense of wellbeing and confidence. Naturally, this flows down into every aspect of
their lives, including their academic achievement.

ACTIVITY 1
Answer the following questions. Cite articles and journals in your discussion.

1. What is your idea on the implementation of mother tongue based multilingual

education?
2. Is it better to learn or receive your education in your mother tongue?
3. What is the advantage and disadvantage of Mother-Tongue Based Education?

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LESSON 2 – MOTHER TONGUE AND LANGUAGE ACQUISITION

WHY USE THE MOTHER TONGUE AS THE FIRST LANGUAGE IN SCHOOL?

Local and international studies have shown that using the mother tongue inside the
classroom during the learners’ early years of schooling produce better and faster learners who
can easily adapt to learn a second (Filipino) and third language (English).
 Mother Tongue is typically the first language of the child and the language of the
home. It can also be constructed as the language of primary socialization, the
language developed by a child from an early childhood.
 Mother Tongue education implies a linguistically homogeneous community, a
teacher who speaks the language, and the curriculum materials in the mother
tongue.
 Mother Tongue-Based instruction provides an opportunity for our children to
exercise their right to learn in their first language.

ACQUISITION AND LEARNING

ACQUISITION
 Gradual development of ability in a language by using it naturally in
communicative situations with others who know the language.
 Takes place without a teacher
EXAMPLE:
Children who “pick-up” a second language from long periods spent in
interaction, constantly using the language with the native speakers of the language
as their L1
LEARNING
 A conscious process of accumulating knowledge of the features of language such
as pronunciation, vocabulary and grammar.
 Takes place with a teacher.
 Result in more knowledge “about” the language than fluency in actually using
the language.
EXAMPLE
A student can fill in the blanks on a grammar page but knowing grammar rules
does not necessarily result in good speaking as they may not be able to speak
fluently.

ACQUISITION BARRIERS
1. INSUFFICIENT FOCU ON THE PROCESS (adults have a lot of other things to do and
think about, unlike very young children).
2. INSUFFICIENT INCENTIVE (adults already know a language and can use it for their
communicative needs)
3. THE “CRITICAL PERIOD” FOR LANGUAGE ACQUISITION HAS PASSED (usually
around the time of puberty)
4. AFFECTIVE FACTORS such as self-consciousness that inhibit the learning process.

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LESSON 2 – MOTHER TONGUE AND LANGUAGE ACQUISITION

1. COOING
Between 2-4 months, the child gradually becomes capable of producing vowel-like
sounds, such as [i] and [u], repetition of the vowel sounds, express satisfaction or
pleasure.
2. BABBLING
Between 6-8 months, the child produces a number of different vowels and consonants,
such as ba-ba-ba and ba-ba-da-da, which at times can almost sound like a real speech,
uses consonants B,M,D and G.
3. THE ONE-WORD STAGE
Between 12-18 months, one or to recognizable word, resembles words or simple
phrases, words that utter everyday objects such as “milk” , “cat”, “spoon”.
4. THE TWO-WORD STAGE
Begin around 18-20 months, at least 50 different words, simple sentences,
grammatically incorrect and perhaps missing information, variety combination words
appear, like; baby chair, daddy car, more milk, cat bad.
5. TELEGRAPHIC SPEECH
Between 2-3 years old, the child begins producing a large number that could be
classified as “multiple-word” speech, the child vocabulary has grown to hundreds of
words during this stage and pronunciation become more clearer.

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LESSON 2 – MOTHER TONGUE AND LANGUAGE ACQUISITION

1. LEARNING THROUGH IMITATION

Basis of child’s speech production used by young children, they may repeat single words
or phrases, but not the sentences structures, it is likely that the children understand
what are the sentences but they express what they understand by their own.
2. LEARNING THROUGH CORRECTION
It is unlikely that adult “corrections” are a very effective determiner of how the child
speaks, the child will continue to use a personally constructed form, despite the adult’s
repetition of what the correct form should be.
3. DEVELOPING MORPHOLOGY
By the time a child is to-and-a-half years old, he or she is going beyond telegraphic
speech and the child indicates the grammatical function of the nouns and verbs used.
4. DEVELOPING SYNTAX
In the formation of questions and the use of negatives, the child goes through with 3
stages: First stage, between 18-26 months, second stage, between 22-30 months, third
stage, between 24-40 months.
5. DEVELOPING SEMANTICS
During the two-word stage, children use their limited vocabulary to refer to a large
number of unrelated objects, overextension: overextend the meaning of a word on the
basis of similarities of shape, sound and size.

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 ACTIVITY 2

1. Give atypical features of caregiver speech.

2. During Babbling stage what varied syllable does a child produce?
3. List the three components of communicative competence and their meaning.
4. What is the correct teaching methods introduced in learning second language
acquisition?
5. What are the types of language learning motivation in

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LESSON 3 – MOTHER TONGUE AND LANGUAGE TEACHERS

WHAT IS MOTHER TONGUE EDUCATION?

Mother tongue education refers to any form of schooling that makes use of the
language or languages that children are most familiar with. This is usually the language that
children speak at home with their family. The ‘mother tongue’ does not have to be the language
spoken by the mother. Children can and often do speak more than one or even two languages at
home. For example, they may speak one language with their mother, another with their father
and a third with their grandparents.
Although there is overwhelming evidence that children learn best in and through their
mother tongues, millions of children around the world receive education in a different language.
This is usually the dominant language of the country they live in. In the case of former colonies,
this may not be the language spoken in the community at all, but the language of the former
colonial power, for example English, French, Arabic, Dutch and Spanish. Languages that children
may hear for the first time when they enter school.

BILINGUAL CHILDREN
Children who speak a different language at home than the language in which they are
taught at school will by definition become bilingual or multilingual. The degree to which they
become bilingual may vary considerably however and depends on the goal of the school
programme.
There are bilingual education programmes that aim at teaching children a second
language at no expense to their first language. In such programmes equal importance is given to
learning in and through both languages and children learn how to take full advantage of their
multilingualism and biliteracy.
The majority of schools however offer education only in and through one language.
Children who are not fluent speakers of the school language may be offered some form of
language support or no support at all. The latter is also known as ‘sink or swim’. Children lose or
leave behind their mother tongues and use only the language of the school.
A third option, increasingly popular, are schools which offer bilingual education and
which are aimed at bilingualism, but not in any of the languages spoken by the child at home.
For example, a child who speaks Somali at home and is enrolled in an English/Dutch bilingual
programme.

BENEFITS OF MOTHER TONGUE EDUCATION

There are many benefits associated with an education that takes into account children’s
mother tongues:

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  Children learn better and faster in a language they can understand (preventing
delays in learning)
 They enjoy school more, they feel more at home
 Pupils tend to show increased self-esteem
 Parents participation is increased. Parents can help with homework and can
participate in school activities
 Studies have reported that when children take advantage of their
multilingualism, they also enjoy higher socioeconomic status, including higher
earnings
 On average, the schools perform better, reporting less repetition
 Finally, schools report children stay in school longer

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LESSON 3 – MOTHER TONGUE AND LANGUAGE TEACHERS

IS THERE A PERFECT MODEL?

There is no one model that fits all contexts in which multilingual children are learning
and which meets all of their learning needs. Mother tongue based multilingual education takes
many forms and each school and each community should determine what works best for them.
In general, however, the longer a child is able to learn in and through his or her mother
tongue(s) the greater the educational benefits that can be expected.

WHAT ABOUT MULTILLINGUAL CLASSROOM?

In classrooms where 10 or more different mother tongues are spoken, a situation that is
fast becoming the norm throughout Europe, it would not be practically feasible to provide a full-
blown bilingual education programme for each student. The best approach here is not to ignore
all languages and opt for one language only, as is frequently the case. Rather, translanguaging is
a new pedagogic strategy and shows exciting results when all languages are valued, when
children are offered opportunities to use their home languages in the classrooms, to make
homework assignments in their mother tongue or to collaborate at school with students who
speak the same language. We look forward to sharing such best practices with you in the
months and years ahead.

ACTIVITY 3
Answer the following questions and cite journals and articles that you use
on your research.

1. What is the difference between first language, vernacular and mother

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 tongue?

2. Look for the articles or research study underpinning the importance

of having Mother Tongue Teachers in bilingual programs and discuss
your answer base from that article or research study.

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LESSON 4 – MOTHER TONGUE POLICY AND PRACTICES

MOTHER TONGUE EDUCATION

Mother Tongue Education (MTE) is also referred to as first language, mother tongue
medium education, or mother tongue instruction. It is clearly linked to language-in-education
policies because while language is the bridge between home and school, the norm is that, for
example, second language students are “schooled in such a way that their own language is
devalued (and) tend to reject their mother tongue that is related to prejudice and
discrimination” (Tochon, 2009). Intense indoctrination occurs where young people participate
in their own linguistic genocide (Bear Nicholas, 2009). (See Language Ideology and Language
Discrimination). MTE is an alternative that has been known for decades.
Mother Tongue Instruction (MTI) is the first principle of Multilingual Education, that in
turn supports the intergenerational language transfer, maintenance and/or revitalization of any
language. Mother Tongue Instruction should occur through language immersion for the first
three years of school, according to UNESCO principles, and ideally up to eight years. The
dominant language is gradually introduced to produce bilingualism. Studies in psycholinguistic
transfer show the dominant language is not needed at an early age to succeed in school and
advance in society, and positive language transfer and interdependence across L1 to L2 exists
(Cummins, 2009). This demonstrates a positive relation between bilingualism and cognitive
performance or metalinguistic ability, and results in strong abilities in both languages. (Dressler
& Kamil, 2006). It leads to greater overall educational achievement, demonstrating that it is not
necessary to sacrifice languages through subtractive monolingual education. This also
demonstrates that it is false to assume a need to introduce a lingua franca or dominant language
at ever earlier ages, something that also perpetuates the myth that formal education is English
and that English is good education and necessary for success. Since self-esteem is grounded in
the home culture, the mother tongue does not need to be left as a heritage language.
A mother tongue policy for primary education or teacher education is often perceived as
difficult when many languages are present. It is also often difficult to unite groups without a
common cultural heritage or language, but a flexible language-in-education policy and
pedagogical approaches that support the linguistic repertoire are best. They could empower
people, and enable their participation. Mother tongue education can be used for knowledge
construction that values the culturally-specific knowledge rather than the standardized often
English curriculums. See Teachers as Policy Makers for how teachers can validate a mother
tongue. See the example of Papua New Guinea.

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UNDERSTANDING BEST PRACTICES IN MOTHER TONGUE BASED MULTILINGUAL
EDUCATION IN THE PHILIPPINES

Mother Tongue Based-Multilingual Education (MTB-MLE) policy in The Philippines

involves implementation of local mother tongues as the language of instruction in Kindergarten
to year three (K -3), with the official languages (Filipino and English) being introduced as the
language of instruction after grade three. Previously, the early years of schooling used Filipino
and English as the language of instruction, with local languages being used to assist teachers
and students in the classroom. MTB-MLE is being implemented across the country from the
2012-2013 school year. While a very small number of schools previously implemented MTB-
MLE, many schools and teachers are now learning how to use a local mother tongue as the
language of instruction, and in the coming years this will be taken up by more schools, teaching
a wider variety of languages.

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LESSON 4 – MOTHER TONGUE POLICY AND PRACTICES

This project is designed to study the widespread implementation of the mother tongue
as the language of instruction within the MTB-MLE policy in four phases. Phase 1 surveyed a
small number of schools across different types of language contexts to identify the factors
relevant to implementation of the policy. Phase 2 surveyed a much larger number of schools
across the country to identify the degree and range of influence of these factors. Phase 3
investigated four case studies of schools (one in each type of language context), to describe in
detail best practices used in schools successfully implementing MTB-MLE. In Phase 4, data from
Phases 1 to 3 are being matched to actual learning outcome data from selected schools:
program factors are being associated with the results of student testing.

ACTIVITY 4

Choose 5 countries including Philippines and research about the

experiences of both teachers and learners.

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LESSON 5 – MOTHER TONGUE IN K to 12 CURRICULUM: CONTENT

AND PEDAGOGY
MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MTB-MLE)
One of the changes in Basic Education Curriculum brought about by the new K-12
program is the introduction of Mother Tongue-Based Multilingual Education (MTB-MLE)
specifically in Kindergarten, Grade 1,2 and 3 to support the goal of “Every Child-A-Reader and
A-Writer” by Grade1”.
MTB-MLE refers to “first-language-first” education that is, schooling which begins in the
mother tongue and transitions to additional languages particularly Filipino and English. It is
meant to address the high functional illiteracy of Filipino where language plays a significant
factor. Since the child’s own language enables her/him to express him/herself easily, then, there
is no fear of making mistakes. It encourages active participation by children in the learning
process because they understand what is being discussed and what is being asked of them. They
can immediately use their mother tongue to construct and explain their world, articulate their
thoughts and add new concepts to what they already know.
Currently, there are twelve (12) major languages or lingua franca that shall be language
of instruction. The major languages are a)Tagalog b)Kapampangan c) Pangasinense d) Iloko
e)Bikol f)Cebuano g)Hiligaynon h)Waray i)Tausug j)Maguindanaoan k)Maranao
l)Chabacano.

THE DOMAINS OF LITERACY IN THE K to 12 LANGUAGES CURRICULUM

DOMAIN PERFORMANCE STANDARDS

Have sufficient facility in English to understand
1.Oral Language spoken discourse and to talk and interact with other
about personal experiences and text listened to or
read.
Be able to demonstrate phonological awareness at
2.Phonological Skills the levels of the syllable and the phoneme.

Use narrative and expository texts for independent

3.Book and Print Knowledge study and reading for pleasure.

Recognize, name and sound out all the upper- and

4.Alphabet Knowledge lower-case letters of the alphabet.

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 Use sight word recognition or phonic analysis to read
5.Phonics and Word Recognition and understand words in English that contain
complex letter combinations, affixes and
contractions.
Read aloud grade level texts effortlessly, without
6.Fluency hesitation and with proper expression.

Spell words with two or more syllables using phonic,

7.Spelling semantic, and morphemic knowledge.

Express their ideas effectively in formal and informal

8.Writing and Composition compositions to fulfil their own purposes for writing.

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9.Handwriting Write legibly in cursive writing

Demonstrate grammatical awareness by being

able to read, speak and write correctly.
10.Grammar Awareness Communicate effectively, in oral and written
forms, using the correct grammatical structure
of English.

Acquire, study, and use English vocabulary

11.Vocabulary words appropriately in relevant contexts.

-activates prior knowledge conceptually

12.Listening and Reading Comprehension
13.Attitude towards language, literacy and
literature
related to text and establishes a purpose for
listening/reading
-be self-aware as they discuss and analyse text
to create new meanings and modify old
knowledge
-responds to literary texts through the
appreciation of literary devices and an
understanding of story grammar
-recalls/locates information from expository
texts and uses this information for discussion
or written production.
Demonstrate a love for reading stories and
confidence in performing literacy-related
activities/task

Chooses and utilizes discrete techniques

14.Study Skills (general or specific) and applies them to all or
most fields of study.

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LANGUAGE BELIEFS AND IDEOLOGY

INTRODUCTION

Language ideologies are conceptualizations about languages, speakers, and discursive

practices. Like other kinds of ideologies, language ideologies are pervaded with political and
moral interests and are shaped in a cultural setting. To study language ideologies, then, is to
explore the nexus of language, culture, and politics. It is to examine how people construe
language’s role in a social and cultural world, and how their construal’s are socially positioned.
Those construal’s include the ways people conceive of language itself, as well as what they
understand by the particular languages and ways of speaking that are within their purview.
Language ideologies are inherently plural: because they are positioned, there is always another
position—another perspective from which the world of discursive practice is differently viewed.
Their positioning makes language ideologies always partial, in that they can never encompass
all possible views—but also partial in that they are at play in the sphere of interested human
social action. Authors writing on this topic have variously called it “linguistic ideology,”
“language ideology,” or “ideology of language.” The slight differences of terminology have not
signalled major differences in conception. Although the anthropological approach to language
ideology is distinctive, it overlaps with research in other disciplines. Approaches rooted in
disciplinary linguistics, such as Critical Discourse Analysis, are anthropology’s close kin, while
political and social theorists writing on “ideology” are of obvious relevance. Because the concept
of language ideology is so fertile, it connects to more disciplines and issues than can be
reviewed here. However, those interdisciplinary links also entail some tensions, for example,
concerning whether linguistic form or social issues take priority as subject matter, or whether
analysis should focus more on texts or more on practices, or what is included in “language”
itself. Works by anthropologists of differing intellectual commitments show traces of some
similar debates, but within a general consensus on the value of joining ethnographic and
linguistic research.
Language ideology is a relatively recent field of study. It emerged from the Ethnography
of Speaking school of the 1960s and 1970s, which had emphasized cultural conceptions of
language as these were manifest in culturally distinctive patterns of speaking. By the 1980s,
several scholars in this school had turned toward a focus on language’s relation to power and
political economy (see Friedrich 1989, Gal 1989, Irvine 1989). At the same time, there was a
growing interest in seeing how politics and social action might be embedded in specifics of
language structure. This second concern was being developed especially by Silverstein, who
took linguistic form as his starting point and looked toward the social activity and cultural ideas
embedded in it; scholars in the ethnography of speaking school had tended to work in the other
direction, starting from social formations. Silverstein 1979 offered an influential formulation of

18
“linguistic ideologies” as “any sets of beliefs about language articulated by the users as a
rationalization or justification of perceived language structure and use.” Taken up and
elaborated by other linguistic anthropologists in the 1980s and 1990s, “language ideology” was
given a more sociocultural emphasis by Irvine 1989, which defined it as “the cultural system of
ideas about social and linguistic relationships, together with their loading of moral and political
interests.” Along similar lines, Gal 1989 noted that language ideologies are not only explicit, but
also include more tacit assumptions about the nature of language and its use. Further
developing the concept to make it more consistent with Marxist approaches to “ideology,” Gal
envisioned language ideologies as differentiated between groups (of speakers) with different
positions in a political economy. Meanwhile, from linguistics, an influential edited
collection, Joseph and Taylor 1990, took up the question of what ideological bases underlay the
“science of language” itself. Woolard and Schieffelin 1994 shows how large this field had already
grown by the mid-1990s. Its history was more extensively reviewed by Woolard 1998.

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

LESSONS
LESSON 6- LANGUAGE MANAGEMENT AND PRACTICES
LANGUAGE PLANNING IN THE PHILIPPINES
The development of policies or programs designed to direct or change language use, as
through the establishment of an official language, the standardization or modernization of a
language, or the development or alteration of a writing system.

TYPES OF LANGUAGE PLANNING

 Corpus Planning
 Status Planning
 Acquisition Planning

THE 1987 CONSTITUTION

Mandates the National language to be Filipino, a language it recognizes as existing and in
the process of further development just like any modernizing and intellectualizing language.

KOMISYON SA WIKANG FILIPINO

Mandated to develop Filipino as a modernizing and intellectualizing language is an
agency founded by Republic Act No. 7104 in 1991.

TASK OF KOMISYON SA WIKANG FILIPINO

 To develop Filipino as a language of academic work
 Disseminate it further
 Do linguistic and sociolinguistic research
 Monitor government policies and laws so that they will not be inimical to its own
purposes and work
 Preserve and conserve as well as disseminate the other Philippine languages and
their respective literatures
 One important activity for the standardization and cultivation of Filipino is
dictionary making
 As defined by KWF, Filipino is the variety of speech used as a lingua franca in the
Philippines, found in urban areas and historically first emerging in the Manila
area.

19
  English has no national agency concerned with its interests; it continues as an
official language, and its use in the community continues as a language of
instruction at the tertiary level and as a language of science and mathematics at
the elementary and secondary levels.
 The use of Filipino and English is now governed by Department of Education,
Culture and Sports Policy No. 25 promulgated in 1974, and No. 52 promulgated
in 1987.
 The teaching of Filipino for six units at the collegiate level began in 1975.
 Department Order No. 22 Series 1975 prescribed the content of the syllabus.
 CHED Order No. 59, Series 1997 has prescribed nine units of Filipino, nine units
of English (the two equalized for symbolic purposes) and six units of Literature
(which may be taught in either Filipino or English).

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

LESSON 6- LANGUAGE MANAGEMENT AND PRACTICES

LANGUAGE PLANNING AGENCY (FORMAL AND INFORMAL)
 The formal language planning agency for Filipino and the other Philippine
languages is the Komisyon sa Wikang Filipino established in 1991 by Republic
Act No. 7104.
 While a division of the Komisyon sa Wikang Filipino is tasked with the
conservation of the other Philippine languages and the compilation of their
literatures, little work is really being done at the official government level for the
conservation of these languages.
 There is no formal language planning agency for the continuing use of English in
Philippine life.
 In the mass media, there has been no policy, formal or informal, except the
policy unofficially enunciated by the Kapisanan ng mga Brodkasters sa Pilipinas
(KBP) (Society of Broadcasters in the Philippines) on the balanced use of
Pilipino and English songs played on radio.

ACTIVITY 5

List down the 12 types of Language and there meaning. Give

two examples in each type.

20
 Maj. Ged 204
CONTENT and PEDAGOGY
In the MOTHER TONGUE

LESSON 7 – CULTURE ACQUISITION AND LANGUAGE LEARNING

HOW DO HUMAN BEINGS ACQUIRE CULTURE?
We humans are in the process of acquiring our culture, consciously and unconsciously,
throughout our lives, though most of our basic cultural understandings are acquired early on from
our parents and other intimates, schools, and religious teachings. By the time a child is 5 years old,
many of the foundational aspects of culture have been internalized. By the teen years, these
foundations have been thoroughly elaborated upon through the process of socialization.
It is important to remember that culture is learned through language and modelling
others; it is not genetically transmitted. Culture is encoded in the structure, vocabulary, and
semantics of language. Persons acquainted with more than one language are aware that there are
concepts, norms, and emotions that are available in one language/culture that are not available in
the other, and this is a reminder of the inextricable link between language and culture.
Much of culture is acquired out of consciousness, through exposure to the speech,
judgments, and actions of others. Because we learn all of our lives, we are constantly learning our
cultures. We may even pick up and incorporate parts and pieces of a culture different from our
own through that process known as acculturation if we have the opportunity to live in a different
cultural environment or associate frequently with persons from another culture.
The unconscious operation of cultural learnings in our minds is both beneficial and
problematic. It is beneficial in the sense that much of the time we automatically know how to
behave appropriately in many situations, and we have values by which to rapidly evaluate the
actions and ideas of others. On the other hand, the internalization of our cultural values ill
prepares us for interaction with, and evaluation of, people from other cultures.

LANGUAGE ACQUISITION AND DEVELOPMENT

Language learning is an active process that begins at birth and continues throughout life.
Students learn language as they use it to communicate their thoughts, feelings, and experiences,
establish relationships with family members and friends, and strive to make sense and order of
their world. They may come to school speaking more than one language, or learn another
language in school. It is important to respect and build upon each student’s first language.
Experience in one language will benefit the learning of other languages.
In their early years, children develop language informally. Long before they understand
explicit language rules and conventions, they reproduce and use language to construct and
convey new meaning in unique ways. Later, language learning occurs in specific contexts for
specific purposes, such as learning about a particular topic, participating in the community, and
pursuing work and leisure activities.

21
 Language development is continuous and recursive. Students enhance their language
learning by using what they know in new and more complex contexts and with increasing
sophistication. They reflect upon and use prior knowledge to extend and enhance their language
and understanding. By learning and incorporating new language structures into their repertoire
and using them in a variety of contexts, students develop language fluency and proficiency.
Positive learning experiences in language-rich environments enable students to leave school
with a desire to continue to extend their knowledge, skills and strategies, and interests.

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

LESSON 8 – THE CURRICULUM FOR LANGUAGE

LANGUAGE-BASED CURRICULUM
A language-based curriculum provides well-planned content information that is
strategically presented to facilitate learning and enrich the language experiences of the students
across all subject areas. Beyond language arts classes, language learning is embedded in all
content classes, the arts, and physical education. Content and language come together as
teachers carefully consider curricula requirements as well as the language demands of lessons.
Teachers not only analyse the content material and reading resources to be used but also
identify the important speaking, listening, reading comprehension, and writing skills demanded
by each lesson. Classroom teachers then incorporate the techniques to facilitate content and
language learning by students. Recess and playground activities are also viewed as important
contexts for language learning and practice.

SIGNIFICANT OF LANGUAGE IN EDUCATION AND CURRICULUM

Language works as a medium between the learners and teachers. Hence, the importance
of language in Education and Curriculum is undoubtedly vital. In that sense, language is a tool
for learning and an aid to understanding. Generally, before going to school, a child learns to talk
and communicate in his/her mother tongue (LM). His/her mother-tongue may be a dialect, or a
creole or even one not in a very standard form. It depends on the environment to which the
child belongs. But, the language used in an education system is totally different from those
discussed above. In a formal educational set up, emphasis is given on the use of the standard
form of a language and in the use of a language for educational purpose the policy-makers or the
course designers have to look at the utility of the language from different angles. Generally, the
standard form of a language, approved by the Government is selected as the medium of
instruction in a course of education. The selected language may be a regional language, a
national language, or an international language. It depends on the demand, utility and needs of
the students as well as the aims and objectives of the education system.

22
 Another important point to mention here is that the standard of the language used in
education should match the level of the standard of the students. If it is mis-matched, all efforts
will go in vain. The language used for the students of higher secondary level must be different
from the language used for the students of class.

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

LANGUAGE IN CURRICULUM
Though education and curriculum are not separable, yet, in practice, the field of
curriculum is different to some extent in the use of language. From our discussion we have
already come to know that curriculum includes all the activities that take place inside and
outside the classroom within the school-campus.
In the context of curriculum language is important for comprehension and for making
use of knowledge. In the process of exchange of ideas between the teacher and the student, or
among the student’s language is the chief medium.
In the last 30 years, a number of educationalists have been emphasizing the vital role of
language in a curriculum, i.e., in learning, particularly the role of verbal communicable talk in
the classroom and within the school campus. The teacher talks to his students and vice versa.
Similarly, students also talk among themselves. This is where language plays its role. Effective
learning takes place when there is a perfect communication between the teacher and the
students.

ACTIVITY 6

1. What kind of language should be incorporated in an education

system? (30 words)
2. How is the language of curriculum different from that of Education?
(30 words)
3. How does the process of learning mother tongue differ from the
process of learning other languages? (30 words)

23
 Maj. Ged 204
CONTENT and PEDAGOGY
In the MOTHER TONGUE

LESSON 9 – PROFESSIONAL STANDARDS FOR TEACHERS

WHAT IS PHILIPPINE PROFESSIONAL STANDARDS for TEACHERS (PPST)

The Philippine Government has consistently pursued teacher quality reforms through a
number of initiatives. As a framework of teacher quality, the National Competency-Based
Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s.
2007 and DepED Order No. 32, s. 2009. It emerged as part of the implementation of the Basic
Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the
Strengthening Implementation of Visayas Education (STRIVE) project and the Third Elementary
Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality
requirements in the Philippines. The reform process warrants an equivalent supportive focus
on teacher quality – high quality teachers who are properly equipped and prepared to assume
the roles and functions of a K to 12 teacher.
The Philippine Professional Standards for Teachers, which is built on NCBTS,
complements the reform initiatives on teacher quality from pre-service education to in-service
training. It articulates what constitutes teacher quality in the K to 12 Reform through well-
defined domains, strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement. This set of standards makes explicit what
teachers should know, be able to do and value to achieve competence, improved student
learning outcomes, and eventually quality education. It is founded on teaching philosophies of
learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The
professional standards, therefore, become a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for personal growth
and professional development.

THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC

DIMENSIONS OF TEACHER PRACTICES.

DOMAIN 1, CONTENT KNOWLEDGE AND PEDAGOGY, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy

24
 5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills.
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

DOMAIN 2, LEARNING ENVIRONMENT, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

DOMAIN 3, DIVERSITY OF LEARNERS, consists of five strands:

1. Learner’s gender, needs, strengths, interests and experiences
2. Learner’s linguistic, cultural, socio-economic and religious backgrounds
3. Learner’s with disabilities, giftedness and talents
4. Learner’s in difficult circumstances
5. Learners from indigenous groups

DOMAIN 4, CURRICULUM AND PLANNING, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

DOMAIN 5, ASSESSMENT AND REPORTING, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

DOMAIN 6, COMMUNITY LINKAGES AND PROFESSION ENGAGEMENT, consists of four

strands:
1. Establishment of learning environments that are responsive to community context
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

DOMAIN 7, PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT, contains five

strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

25
ACTIVITY 7

1. How do you help your students develop the skill of “paying attention to detail”?
(30 words)
2. How can teacher education reflect the pedagogical ideal of democratic schooling
based on dialogue? (30 words)
3. Can the replacement of a teacher by robots be a consequence of the development
of information technologies in education? (30 words)

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

LESSON 10 – MOTHER TONGUE TEACHING: DEVELOPMENT OF

MATERIALS AND ASSESSMENT

DEVELOPMENT OF INSTRUCTIONAL MATERIALS

WHAT IS INSTRUCTIONAL MATERIAL?
 Once the instructional strategy has been completed, it is time for the designer
create the instructional material.
 Instructional material is print or other mediated instruction used by a student to
achieve an instructional goal.

THREE MAJOR COMPONENTS OF INSTRUCTIONAL MATERIAL

1. DELIVERY SYSTEM
The delivery system includes both the software (the physical form of the
materials) and the hardware used in presenting information. For instance, the educator
giving a lecture might choose to embellish the information being presented by using a
delivery system, such as the combination of PowerPoint slides (software) and a
computer (hardware). The content on DVDs (software), in conjunction with DVD players
(hardware), and CD-ROM programs (software), in conjunction with computers
(hardware), are other examples of delivery systems.
The choice of the delivery system is influenced by the size of the intended
audience, the pacing and flexibility needed for delivery, and the sensory aspects most
suitable to the audience. More recently, the geographical distribution of the audience
has emerged as a significant influence on choice of delivery systems, given the
popularity of distance education modalities.

2. CONTENT
The content (intended message) is independent of the delivery system and is the
actual information being communicated to the learner, which might focus on any topic
relevant to the teaching learning experience. When selecting media, the nurse educator
must consider several factors:
 The accuracy of the information being conveyed. Is it up-to-date, reliable,
and authentic?
 The appropriateness of the medium to convey particular information.
Brochures or pamphlets and podcasts, for example, can be very useful

26
 tools for sharing information to change behavior in the cognitive or
affective domain but are not ideal for skill development in the
psychomotor domain. Videos, as well as real equipment with which to
perform demonstrations and return demonstrations, are much more
effective tools for conveying information relative to learning
psychomotor behaviors.
 The appropriateness of the readability level of materials for the intended
audience. Is the content written at a literacy level suitable for the
learner’s reading and comprehension abilities? The more complex the
task, the more important it is to write clear, simple, succinct instructions
enhanced with illustrations so that the learner can understand the
content.

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

LESSON 10 – MOTHER TONGUE TEACHING: DEVELOPMENT OF

MATERIALS AND ASSESSMENT

3. PRESENTATION
According to Weston and Cranston (1986), the form of the message—in other
words, how information is presented—is the most important component for selecting or
developing instructional materials. However, a consideration of this aspect of the media
is frequently ignored. Weston and Cranston describe the form of the message as
occurring along a continuum from concrete (real objects) to abstract (symbols).

MATERIAL DEVELOPMENT
Material development is basically dealing with selection, adaptation, and
creation of teaching materials (Nunan, 1991). In practice, it focused on evaluation,
adaptation of published materials and creation (development of teaching materials by
teacher in line with the existing syllabus).

THE SCOPE OF MATERIAL DEVELOPMENT

Based on the definition, the coverage of material development consists of:
 The selection or evaluation of teaching material on the basis of a set of
criteria or principles;
 The process of adapting teaching materials based on a set of criteria or
principles.
 The creation of teaching materials based on a set of principles, theories,
and the syllabus developed by teachers.

THE ROLE OF TEACHING MATERIALS

According to Richards (2001) teaching materials in the process of teaching and
learning function as:
 The language input for learners;
 Ideas for teachers in planning and teaching lessons

In line with this, Canningsworth (1995) summarizes the role of teaching

materials (especially textbook) as:
 A resource for presenting materials (spoken and written);
 A source of activities for practice and communicative interaction;
 A reference source for learners on grammar, vocabulary, pronunciation,
and so on

27
  A source for simulation and ideas for classroom activities;
 A syllabus (where they reflect learning objectives that have already been
determined); and
 A support for less experienced teachers who have yet to gain in
confidence

ACTIVITY 8
Answer the following questions.
1. Discuss other possible roles of teaching materials in the teaching and learning
process. (30 words)
2. Give examples of teaching materials related to the roles being discussed.

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

REFERENCES
E-SOURCES

https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-CG.pdf

https://www.sil-lead.org/susanmalone?
fbclid=IwAR0h61PnzTuZSOXfgkTDVnsbUWiv6ryVUgrFZ98iIjEZdsKGYJfsVv1dkZc

https://ie-today.co.uk/people-policy-politics/the-importance-of-mother-tongue-in-education/

https://www.slideshare.net/zanamohd1/first-language-acquisition-and-second-language-
acquisition

https://www.rutufoundation.org/what-is-mother-tongue-education/#:~:text=Mother
%20tongue%20education%20refers%20to,language%20spoken%20by%20the%20mother.

http://www.languageeducationpolicy.org/whatareleps/mothertongueeducation.html#:~:text=
Mother%20Tongue%20Instruction%20(MTI)%20is,or%20revitalization%20of%20any
%20language.

https://actrc.org/projects/understanding-best-practices-in-mtb-mle-in-the-
philippines/#:~:text=Mother%20Tongue%20Based%2DMultilingual%20Education%20(MTB
%2DMLE)%20policy,of%20instruction%20after%20grade%20three.

http://www.cu.edu.ph/?page_id=3290#:~:text=One%20of%20the%20changes%20in,Writer
%E2%80%9D%20by%20Grade%201.%E2%80%9D

https://prezi.com/avrwwtpq5-vf/the-domains-of-literacy-in-the-k-to-12-languages-
curriculum/

https://www.oxfordbibliographies.com/view/document/obo-9780199766567/obo-
9780199766567-0012.xml#:~:text=and%20linguistic%20research.-,Concept
%20History,culturally%20distinctive%20patterns%20of%20speaking.

https://nccc.georgetown.edu/curricula/awareness/C10.html

28
http://kkhsou.in/4mobile/deledunits/Course4Eng/unit3.pdf

https://depedtambayan.net/philippine-professional-standards-for-teachers-frequently-asked-
question

Maj. Ged 204

CONTENT and PEDAGOGY
In the MOTHER TONGUE

POST-TEST

1. TRANSLATION
Look for one short story and one poem in English and translate
it into your dialect.

2. DEVELOPMENT OF TEACHING MATERIALS

Develop a teaching material that is intended to a specific group
of learners.

3. WRITE A LESSON PLAN

Make a Semi-Detailed Lesson Plan using the material that you
develop using Mother Tongue -Based Instruction

29