REPUBLIC OF THE PHILIPPINES

COMMISSION ON HIGHER EDUCATION

SAMAR COLLEGES, Inc.
City of Catbalogan
COLLEGE OF EDUCATION

Name: LEMUEL R. AYING Subject Code: 20189

Instructor: NICAFORA ROSARIO

UNIT I: MOTHER TONGUE-BASED MULTILINGUAL EDUCATION

LESSON 5: PEDAGOGIACAL COMPETENCIES IN TEACHING MOTHER TONGUE
Lesson 5.1: Understanding the Local Culture
LEARNING ACTIVITIES
I. ACTIVATE
“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”.
1. How do you feel about the quote you read?
Answer:
The quote is actually correct, it is a pride for some indigenous groups to be able to use their
own language in this generation but the problem is that because of colonization most people
view indigenous groups to be of low class because some of the communities are not
developed and their people were not able to go to school this sometimes results to
mistreatment to them that affects self-esteem and mental health.
2. Do you believe that language is related to empowerment and identity?
Answer:
Yes, language is related to empowerment and identity. Related to empowerment because
language helps us to communicate and share our ideas to others. Language is also related
to identity because a certain language has origin and that place will be known because their
language.
3. In your words, how would you define culture?
Answer:
Culture for me are intangible things like customs, traditions or beliefs that a place or
community owns and practices wherein these practices are being passed through
generations and adapted by people from other community.
 II. ANALYZE
The goal of this activity is for you to create a concept map for “culture”. First, think of words or
ides related to culture. Write those words around the word “culture” seen below. These words
will be called the second level of association. Circle each word and draw an arrow from the word
culture to the second level words. You may also connect words related to the second level.
These will be called the third level of association. The more concepts written, the better concept
map.
After completing the concept map, decide on the most important ideas. Formulate your
own definition of “culture” by coming up with sentence combining the words you selected.

CUSTOMS
VALUES

COMMUNICATING BELIEFS

UNITY
LANGUAGE

RELIGION
SOCIAL
GROUPS

CULTURE

DAILY LIFE
ARTS

HISTORY
EXPRESSION

PRIDE EVENTS

Culture can be defined as all the ways of life including arts, beliefs and institutions of a population that are
passed down from generation to generation. Culture has been called "the way of life for an entire society." As
such, it includes codes of manners, dress, language, religion, rituals, art. norms of behavior, such as law and
morality, and systems of belief. And also Culture is the characteristics and knowledge of a particular group of
people, encompassing language, religion, cuisine, social habits, music and arts and culture as shared patterns
of behaviors and interactions, cognitive constructs and understanding that are learned by socialization. Thus, it
can be seen as the growth of a group identity fostered by social patterns unique to the group.
"Culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music, what we
believe is right or wrong, how we sit at the table, how we greet visitors, how we behave with loved ones, and a
million other things,"

III. ABSTRACT
Think about the elements of a culturally-responsive education. First, read the different definitions of
“Culturally-Responsive Education” below. Then, answer the guide questions.
Definitions of Culturally -Responsive Education

 To use the experiences and frames of reference based on the diverse culture of the
students (Gay,2010a)
 An approach to education where the teacher integrates elements of the students’
lifestyle and daily experiences in the instruction and the curriculum (Tylor & Sobel,2011).
 A type of pedagogy where teachers are competent in cross-cultural and multicultural
setting (Diller & Moule, 2005)
 Recognizes the uniqueness of the majority and the minority in the body of students
(Cartledge, Gardner, & Ford, 2009… as cited in Taylor & Sobel, 2011).
Guide Questions:
1. What were the common themes or ideas you observed in the definition above? Why do you
think these themes were important?
2. On the other hand, what was unique in each definition? What do you think are the reasons
for this uniqueness?
3. If you were to handle a class where some or the students come from indigenous groups,
how would you prepare? Why?

IV. APPLY
Culture is composed of many elements. Some of these are values, language (Salvatore,2012,)
symbols, objects (Watts,1981), groups and norms (Hebdige, 2012). These elements may be
classified into three:
1. Sense-making
2. Artifacts
3. Groups

The goal of this activity is for you to create a short socio-cultural profile of a pre-determined
community or group. You need to find out about the community’s values, language, symbols,
objects, groups and norms. You may do this by observing a community or by interviewing its
members. Use the following key questions.

Elements of Culture Key Questions

Sense -Making- is the multiple
representation of meaning of a given object,
person or event. Different people provide
different meanings to a certain object. This
may depend on their values and their
language (Salvatore,2012).
 What values are prominent in the
community?
 What specific words or phrases do
they always use? What do they mean
by it?

Artifacts- is defined as anything belonging  What objects does the community use
to a group of people that provides or own? What is their significance?
information about the said group’s culture. It  What symbols or emblems were used
 may include symbols, traditional objects by the community? Why?
found in archeological sites, or more modern
objects like cellphones, televisions, laptopt,
etc (Watts,1981)

Groups- different cultures usually have sub-
groups inside which are called subcultures.
These are groups that have their own norms
and values that sometimes retain a few of
the parent culture’s general principles
(Hebdige,2012).
 What significant group can be found in
the community? What are the
organizations?
 What are the expected patterns of
behavior or belief in these groups?

Rubric for Community Socio-Cultural Profile

Instructions: You will create a community socio-cultural profile based on the key questions provided.

Category 1 2 3
Poor Satisfactory Excellent
Dynamic (25%) Profile does NOT Profile includes Profile includes
include economic, economic, political, and economic, political, and
political and social life social life of the social life of the
of the community. community but was community which were
NOT rigorously rigorously described.
described.
Observation of the Not written thoroughly. Written thoroughly but Written thoroughly and
Community (25%) does NOT address all all questions in in the
questions in the profile. profile were addressed.

Data (20%) Data gathered were not Data gathered were Data gathered were
valid nor precise. valid but not precise. valid and precise.
Reference (20%) Reference used were Reference used were Reference use were
not reliable reliable but the people reliable and the people
interviewed were NOT interviewed were
community leaders. community leaders.
Relevance to the Profile does NOT Profile reflects the Profile reflects the
Community (10%) reflect the values and values but NOT the values and the
pertinent issues in the pertinent issues in the pertinent issues in the
community. community. community.