WESLEYAN UNIVERSITY – PHILIPPINES

Maria Aurora Extension Campus

COLLEGE OF EDUCATION

Mission
For the Glory of God, Wesleyan University – Philippines provides quality education imbued
with Wesleyan spirituality to produce competent and conscientious graduates committed to the
healing of persons and the renewal of the whole creation.
Vision
As a Filipino and Methodist University, WU-P fosters God’s vision for humanity through
academic excellence, innovative research, transformative leadership and care for environment,
imbued with social holiness.

Content and
Pedagogy in the
Mother Tongue
Prepared by:

HELEN DECANO OLANDE, EdD.

MODULE 1:
CONCEPTS ON MOTHER TONGUE
Pag
e
PA
GE
\*
INTRODUCTION
Learners begin their education in the language they understand best—their mother
tongue—and need to develop a strong foundation in their mother language before effectively
learning additional languages.
This is where the Department of Education (DepEd) gets inspiration in its inclusion of
Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature of the Enhanced Basic
Education Program. It mandates the use of the language that students are familiar with (their
first language) as medium of instruction to allow them to grasp basic concepts more easily.

LEARNING OUTCOMES
At the end of this module, the students should be able to:
1. Determine the legal bases for implementing MTB-MLE
2. Identify the developmental learning theories
3. Understand the concept of mother tongue
4. Create an infographic regarding the theories of mother tongue

CHECK THIS OUT

Decide whether you with the statements below:
• Strongly Agree
• Agree with Reservations
• Somewhat undecided and most likely can be swayed to either side
• Strongly Disagree

1. Language is an invention of groups of people in order to communicate effectively

with each other in their local/particular community. Cite an example.

2. Language represents concepts that are particular to a specific concept.

3. Language represents the people, the culture, history, and heritage.

4. When we accept a language, we accept the culture.

5. Most language environments have words that are specialized and are used only in

those environments.

Pag
e
PA
GE
\*
NEED TO KNOW
What is Mother Tongue, its concepts and legal basis?

MOTHER TONGUE
The term "mother tongue" refers to a person's native language — that is, a language
learned from birth. Also called a first language, dominant language, home language, and native
tongue (although these terms are not necessarily synonymous).
Contemporary linguists and educators commonly use the term L1 to refer to a first or
native language (the mother tongue) and the term L2 to refer to a second language or a foreign
language that's being studied.
As a subject, mother tongue education focuses on the development of speaking,
reading, and writing from Grades 1 to 3 in the mother tongue. As a medium of instruction, the
mother tongue is used in all learning areas from Kinder to Grade 3 except in teaching Filipino
and English subjects.
Filipino is introduced in the second quarter of Grade 1 for oral fluency (speaking). For
reading and writing purposes, it will be taught beginning in the third quarter of Grade 1. The
four other macro skills which are listening, speaking, reading, and writing in Filipino will
continuously be developed from Grades 2 to 6.
The purpose of a multilingual education program is to develop appropriate cognitive
and reasoning skills, enabling children to operate equally in different languages – starting with
the first language of the child.

According to studies, mother tongue based learning makes lessons more interactive and easier
for students. Take note of these…

Theories, Rationale and Evidence supporting MTB-MLE developmental learning theories:

1. Piaget’s theory
Piaget proposed that intelligence grows and develops through a series of stages. Older
children do not just think more quickly than younger children. Instead, there are both
qualitative and quantitative differences between the thinking of young children versus older
children.
Based on his observations, he concluded that children were not less intelligent than
adults—they simply think differently. Albert Einstein called Piaget's discovery "so simple only a
genius could have thought of it."
Piaget's stage theory describes the cognitive development of children. Cognitive
development involves changes in cognitive process and abilities.2 In Piaget's view, early
cognitive development involves processes based upon actions and later progresses to changes
Pag
in mental operations. e
PA
GE
\*
For more information on this theory, use this link:
https://open.library.okstate.edu/foundationsofeducationaltechnology/chapter/2-cognitive-
development-the-theory-of-jean-piaget/

2. Schema Theory

Schema theory is a branch of cognitive science concerned with how the brain
structures knowledge.
A schema is an organized unit of knowledge for a subject or event. It is based on past
experience and is accessed to guide current understanding or action.
Characteristics:
• Schemas are dynamic – they develop and change based on new information and
experiences and thereby support the notion of plasticity in development.
• Schemas guide how we interpret new information and may be quite powerful in their
influence
• Schemas, or schemata, store both declarative (“what”) and procedural (“how”)
information.

To understand this theory better, read this…

Schemas are categories of information stored in long-term memory. A schema contains
groups of linked memories, concepts or words. This grouping of things acts as a cognitive
shortcut, making storing new things in your long-term memory and retrieval of them much
quicker and more efficient.
For example: If I smell a cake being baked, it reminds me of things I used to do with my Nan, as
we used to bake cakes together. The smell of baking cakes is part of my “Nan” schema

Do you have any experience that made it part of your schema?

3. Social Learning Theory

Social learning theory, proposed by Albert Bandura, emphasizes the importance of
observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others.
Social learning theory considers how both environmental and cognitive factors interact to
influence human learning and behavior.

Pag
e
PA
GE
\*
 In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning
theories of classical conditioning and operant conditioning. However, he adds two important
ideas:
1. Mediating processes occur between stimuli & responses.
2. Behavior is learned from the environment through the process of observational learning.
Children observe the people around them behaving in various ways. This is illustrated during
the famous Bobo doll experiment (Bandura, 1961).
Individuals that are observed are called models. In society, children are surrounded by many
influential models, such as parents within the family, characters on children’s TV, friends within
their peer group and teachers at school. These models provide examples of behavior to
observe and imitate, e.g., masculine and feminine, pro and anti-social, etc.

There are still other theories to consider…

Cognitive theories of bilingualism Balance Theory, Iceberg Analogy, Threshold Theory

There are three theories that make up the cognitive theories for bilingualism: The
Balance Theory, The Iceberg Analogy, and The Thresholds Theory.

Aside from the notes below, you will be watching a short video about these theories and see
how they also became an inspiration to the creation of the MTB-MLE… here are some words
you would encounter in the video: Basic interpersonal communicative skills (BICS) and
cognitive/academic language proficiency (CALP).

The Balance Theory

An assumption that increasing one language at an early age will cause a decrease in the
second language. “The brain only has so much room for language skills. Therefore, learning
more than one language will hinder both languages.”
Separate Underlying Proficiency Model of Bilingualism Cummins uses the analogy of
balloons to describe his theory. ● two language balloons - monolingual: having one filled
balloon - bilingual: having two less filled or half filled ● L1 and L2 are separated into two
balloons inside the head “What appears logical is not always psychologically valid.

Iceberg Theory
Cummins' interdependence or iceberg hypothesis reveals the relationship of the first
language to the learning of another language. What appears to be two very different
phenomena on or above the surface is actually interdependent psychologically.
Pag
e
PA
GE
\*
The Threshold Hypothesis (Cummings, 2001)
Students whose academic proficiency in the language of instruction is relatively weak
will tend to fall further and further behind unless the instruction they receive enables them to
comprehend the input (both written and oral) and participate academically in class.
In learning a second language, a certain minimum ‘threshold’ level of proficiency must
be reached in that language before the learner can benefit from the use of the language as a
medium of instruction in school.
look further at Cummings’ theory…
What is the Interdependence Hypothesis?
Cummins' interdependence or iceberg hypothesis reveals the relationship of the first
language to the learning of another language. What appears to be two very different
phenomena on or above the surface is actually interdependent psychologically.

What is the Common Underlying Proficiency?

The Common Underlying Proficiency (CUP) model or the "one balloon theory" described by Jim
Cummins purports that proficiencies involving more cognitively demanding tasks (such as
literacy, content learning, abstract thinking and problem-solving) are common across
languages. The CUP model is represented with the "dual iceberg metaphor" and is the basis of
the hypothesis called the linguistic interdependence hypothesis.

What else does Cummins say?

LINGUISTIC INTERDEPENDENCE HYPOTHESIS:
This hypothesis, represented as a "dual-iceberg," posits that every language contains
surface features; however, underlying those surface manifestations of language are
proficiencies that are common across languages. The dimension of language used in more
cognitively demanding tasks that involve more complex language is CALP, which is transferable
across languages.
THRESHOLD HYPOTHESIS:
This hypothesis proposed by Jim Cummins is called the additive bilingualism enrichment
principle. It explains the relationship between bilingualism and cognition, supporting the notion
that individuals with high levels of proficiency in both language experience cognitive
advantages in terms of linguistic and cognitive flexibility while low levels of proficiency in both
languages result in cognitive deficits. This hypothesis further describes the three types of
bilinguals (Proficient, Partial, and Limited) and two distinct processes of bilingualism as additive
bilingualism and subtractive bilingualism.
ADDITIVE BILINGUALISM:
This is a process by which students develop both fluency and proficiency in a second
Pag
language while continuing to develop proficiency in their first. The process involves adding a e
PA
GE
\*
second language, not replacing the first language with the second language (which is known as
subtractive bilingualism).
BICS & CALP:
These terms are commonly used in discussion of bilingual education and arise from the
early work of Cummins (1984) in which he demonstrated his ideas about the two principal
continua of second language development in a simple matrix. BICS describes the development
of conversational fluency (Basic Interpersonal Communicative Skills) in the second language,
whereas CALP describes the use of language in decontextualized academic situations (Cognitive
Academic Language Proficiency ).

Now see this…

Bilingualism and Content Instruction
Imagine yourself in a learning situation where your past experience has not prepared
you to grasp the new content that you are expected to learn. Now imagine that these difficult
ideas you are trying to learn are presented in a language that is not your native language; in
fact, it is a language you do not understand. The teacher speaks without the use of pictures,
illustrations, gestures or clues about meaning. Suppose further, that this is one of your first
experiences with formal schooling and that you might also have a difficult time learning
content.
There will of course be a confusion maybe or a difficulty for children… That is why maybe many
children cry on the first days or weeks when they go to school because of this…
Bilingual education involves teaching academic content in two languages, in a native
and secondary language with varying amounts of each language used in accordance with the
program model. Bilingual education refers to the utilization of two languages as means of
instruction for students and considered part of or the entire school curriculum, as distinct from
simply teaching a second language as a subject.
Bilingual education is viewed by educators as the "pathway to bilingualism", which
allows learners to develop proficiency and literacy in both their mother-tongue and second-
language. The competency in two languages is believed to broaden students' opportunities to
communicate with people from other communities or revive another language. Another
advantage of bilingual education is “promoting equal education” and becoming “the cure and
not the cause of underachievement”, as it gives students an opportunity to showcase their
knowledge and skills in their first language. When students' first language is valued and used as
a resource for learning, it has a positive effect on learners’ self-esteem and “identity
affirmation”.
Not only does bilingual education introduce new linguistics and maintain home
languages, but it also promotes cultural and linguistic diversity. This allows for positive
intercultural communication, which can lead to a better understanding of cultural and linguistic
differences. As Baker and Wright (2017) point out, children in dual language bilingual schools
“are likely to be more tolerant, respectful, sensitive and equalized in status. Genuine cross-
cultural friendships may develop, and issues of stereotyping and discrimination may be e
Pag
PA
GE
\*
diminished”. The official language policy of International Baccalaureate Organization (2014)
also emphasizes the importance of “cultivation of intercultural awareness, international-
mindedness, and global citizenship” in international schools where students speak more than
two languages. Other benefits of bilingual education are considered to be improved cognitive
performance, particularly in the performance of complex tasks that are controlled by executive
functioning processes and working memory" and such economic advantages as increased job
and education opportunities around the world. Bilingual education can also revive native
languages in colonized countries.

That is 2 languages in bilingualism, but for MTB-MLE, there’s more languages and here is its
purpose…
The purpose of a multilingual education program is to develop appropriate cognitive
and reasoning skills, enabling children to operate equally in different languages – starting
with the first language of the child.

These theories inspired the creation of this MTB-MLE… Now look at the legal basis of MTB-
MLE..

MOTHER TONGUE-BASED MULTILINGUAL EDUCATION

Mother Tongue-Based Multilingual Education (MTB-MLE) is one of the distinctive
features of the K-12 program that was signed into law on May 15, 2013 by former President
Benigno Aquino III. The introduction of the MTB-MLE, specifically from Kindergarten to Grade
3, is grounded on the belief that children learn best if the language used in instruction is
understandable and accessible to the young learners. Several studies have shown that the use
of Mother Tongue in early grade instruction has, in fact, yielded significant, positive results to
student learning across subject areas or discipline.
In support of MTB-MLE, in 2013, DepEd issued DO #28, s. 2013 – Additional Guidelines
to DepEd Order No. 16, s. 2012 (Guidelines on the Implementation of the Mother Tongue-
Based Multilingual Education MTB-MLE).
Reality dictates that learners learn best when they are able to understand and express
in the language they grew up speaking from childhood. Thus, they are able to build a strong
scaffold in terms of comprehension, construction, and communication. Moreover, research
stresses that children with a solid foundation in the language they grew up speaking on their
mother tongue develop stronger literacy abilities in the school language.
For additional information, use this link for Republic Act no. 10157 the Kindergarten Act
https://www.teacherph.com/kindergarten-education-act/ and Republic Act no. 10553 An Act
Enhancing the Philippine Basic Education: https://www.officialgazette.gov.ph/2013/09/04/irr-
republic-act-no-10533/#:~:text=(a)%20Act%20refers%20to%20Republic,Basic%20Education
%20Act%20of%202013.%E2%80%9D to better understand the legal basis.
Pag
e
PA
GE
\*
 KEY TAKEAWAY
“Researchers have proven even during our education with the Thomasites that
the child’s first language really facilitates learning, as emphasized by Dr. Monroe,
that we should be educated in our mother tongue. This gave birth to the Iloilo
experiment and the result of that study was very remarkable,” said Ms. Rosalina Villaneza,
Chief of Teaching and Learning Division of DepEd.
Currently, DepEd uses 19 languages in MTB-MLE: Tagalog, Kapampangan, Pangasinan,
Iloko, Bikol, Ybanag, Sinugbuanong Binisaya, Hiligaynon, Waray, Bahasa Sug, Maguindanaoan,
Maranao, Chavacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Sinurigaonon. The MTB-
MLE is implemented in two modules: 1) as a learning/subject area and 2) as medium of
instruction.

DO THESE
1. Create an infographic about the theories of MTB-MLE
2. You will be grouped into three groups with 12 members each for the reporting of the legal
basis of the MTB-MLE.

SOURCES
Images: Vecto Stock/ ClipartMax.com/ Google
https://www.teacherph.com/kindergarten-education-act/
https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/#:~:text=(a)%20Act
%20refers%20to%20Republic,Basic%20Education%20Act%20of%202013.%E2%80%9D
https://open.library.okstate.edu/foundationsofeducationaltechnology/chapter/2-cognitive-
development-the-theory-of-jean-piaget/
https://bestofbilash.ualberta.ca/iceberg.html#:~:text=Cummins'%20interdependence%20or
%20iceberg%20hypothesis,surface%20is%20actually%20interdependent%20psychologically.

Pag
MODULE 2: e
PA
INSTRUCTIONAL PLANNING FOR THE MOTHER TONGUE GE
\*
INTRODUCTION
Planning instruction is a complex process requiring knowledge of planning components
such as what to teach, how to teach, and how well the students should know the content after
the lesson (Hunt et al., 1999). Planning also involves consideration of any influences (physical,
emotional, psychological, social, and only entail coming to class and delivering a lesson; it
entails helping students progress from one place to another in their understanding and ability
to do certain things (Teach for America, 2010). Through formulating effective plans, constantly
monitoring student progress, engaging in critical thought and reflection, and adjusting their
plans to be the most effective, teachers move their student’s content and performance
mastery to the next level.

LEARNING OUTCOMES
At the end of this module, the students should be able to:
1. Characterize effective instructional plan
2. Explain the importance and purpose for instructional planning cycle
3. Apprehend the instructional methods and strategies
4. Create an instructional plan

CHECK THIS OUT

Put a check (/) before all questions that apply. Then, rank the questions from your highest (1)
to least priority.
Questions Rank

What should your students know, understand, or be able to do?

_____A

_____B How will your students demonstrate their mastery?

How will you instruct your students so they can reach that level of
mastery?
_____C

_____D What learning materials will you use?

What learning activities will enable the students to acquire target

knowledge, and develop target skills and competencies?
Pag
e
PA
GE
\*
 _____E

_____F How much will each activity require?

What are the interests and learning preferences of the students?

_____G

_____H How will the student outputs be graded?

NEED TO KNOW
What is instructional planning?

Instructional Planning
It is the systematic selection of educational goals and objectives, and their design for
use in the classroom.

Let us look at this concept…

Robert Gagne, a renowned educational psychologist, developed Nine Events of
Instruction which has guided trainers and educators in designing instruction for trainings and
classroom-based teaching.

Gaining attention (reception)

Informing learners of the objective (expectancy)

Stimulating recall of prior learning (retrieval)

Presenting the stimulus (selective perception)

Providing learning guidance (semantic encoding)

Eliciting performance (responding)

Providing feedback (reinforcement)

Assessing performance (retrieval)

Enhancing retention and transfer (generalization)

These nine events of instruction were then divided into three segments. Consider the
illustration below…

Pag
e
PA
GE
\*
 Preparation Instruction And Assessment And
Practice Transfer

Gaining Presenting the Assessing

attention stimulus performance
Informing Providing Enhancing
learners of the learning retention and
objective guidance transfer
Stimulating Providing
recall of prior feedback
learning

After knowing the three segments, compare it with the instructional planning of Murthy and
Ram’s…
Compare Gagne’s instructional model with Murthy and Ram’s (2015) Integrative Approach to
English Language teaching in L2.

Murthy and Ram’s (2015) Integrative Approach to English Language Teaching in

L2
1. Activating prior knowledge
2. The Teaching-Learning Cycle
Building knowledge of the field (vocabulary
building, sharing prior experiences, practicing
grammatical patterns, meaning-making, and
communicative activities)
Modeling the gender under focus
Joint construction of the game (oral to written
form)
Independent construction of the genre
3. Evaluation of Learners

Is there any similarity? What could it be?

Now take a look at the instructional planning cycle…

Planning Cycle
Instructional planning is a decision-making activity. what we decide on and prioritize
today affect our instruction the day after. This decision-making process follows a cycle.

Analysis

Pag
e
Evaluation Design PA
GE
\*
 Implementatio
Development
n

The ADDIE (Analysis, Design, Development, Implementation and Evaluation) Model is

an iterative instructional design process, where the results of the formative evaluation of each
phase may lead the instructional designer back to any previous phase. The end product of one
phase is the starting product of the next phase.
For better understanding, take note of this example, but you can think of your own output with
each cycle…

STEPS SAMPLE TASKS You can add your own

output in this column

Analysis (the process of ● Assessment of goals ●

defining what it is to be needs of learners
learned)
● Problem identification

● task analysis

Design (the process of ● write objectives ●

specifying how it is to be
● develop test items
learned)
● plan instruction

● identify resources

● select delivery system

Development (the ● work with producers ●

process of writing and
● develop worksheets
producing the materials)
and materials

Implementation (the ● teacher-training ●

actual delivery of
● tryout
instructional whether
classroom-based,
computer-based, or lab-
based)
Pag
e
PA
GE
\*
 Evaluation (the process of ● record test results ●
determining the
● interpret test results
adequacy, effectiveness,
and efficiency of ● survey graduates
instruction; maybe
● revise activities
formative or summative)

Here are some of the methods and strategies that can be used in teaching the MTB-MLE. But
always remember that there are no same methods and strategies used inside the classroom
that are always effective for the learners since what is effective today may not be effective
tomorrow and what could be helpful to learners now may not be helpful later. So, one should
keep searching/ looking/ trying for varied ways to teach fruitfully.

Instructional Methods and Strategies

The K to 3 teachers commonly employed the following instructional methods and
strategies: games, lecture method, differentiated instruction, peer teaching, contextualization,
localization, interactive group discussion, Socratic method, sharing ideas, flashcards, oral
recitation and participative learning in teaching mother tongue. Other methods and strategies
used were simulation, pair-share, inquiry approach and explicit teaching.

Look at some of the methods and strategies below for better apprehension…
Technically speaking, localization is the process of adapting and relating the content of
the curriculum and the process of teaching and learning to local condition, environment, and
resources. Meanwhile, contextualization is the process of presenting a lesson in meaningful
and relevant context based on previous experiences and real-life situations. In commonality,
both adhere to making the lesson flexible, fit, creative, relevant, meaningful, and adaptive to
students’ level of understanding and instructional needs.
The concept of localization and contextualization falls on the idea that students learned
best when experienced in the classroom have meanings and relevance in their lives. Things
students do and associated with them are the learning that lasts forever. Applying the rule for
learning by doing, applied to learn, and manipulative learning is also a must in executing
localization and contextualization in teaching. If students were put in an actual learning
environment letting them manipulate, relate, and adapt to various learning opportunities and
resources available within the locality or community, profound learning will be assured and
realized. It helps teachers and students comprehend concepts by relating and presenting a
lesson in the context of the prevailing local environment, culture, and resources. Hence,
lessons are becoming more real-life, customized, and appropriate.

Socratic method is a teaching tactic in which questions are asked continually until either the
student gives a wrong answer or reasoning or the teacher is satisfied with the student’s
Pag
responses. It forces a learner not only to read but to interact with what is being read. e
PA
GE
\*
Other methods and approaches:
Bottom- up processing helps students recognize lexical and pronunciation features to
understand the text. Because of their direct focus on language forms at the word and sentence
levels, bottom- up exercise are particularly beneficial for lower-level students who need to
expand their language repertoire. As they become more aware of linguistic features of the
input, the speed and accuracy of perceiving and processing aural input will increase.
Top- down processing relies on prior knowledge and experience to build the meaning
of a listening text using the information provided by sounds and words. To arrive at a meaning
of a text, the listeners draw on personal knowledge of the context, topic, speakers, situation
and the world, matching it to the aural input. The table below lists some skills for each
approach.

Strategies for Viewing:

The 3Cs (Color, Camera, Painting and photographs: The Visual Thinking
Character) and the 3Ss See, Think, Wonder Strategies (VTS)
(Story, Setting, Sound)
framework for Film and
Video

Color What do you see? Students silently examine

What color do you see? What do you think about carefully selected art
What do the color make what you see? images,
you feel? What does it make you The teacher asked these
What do you think wonder? three open- ended
certain colors are used? questions.
What mood do you think ● What is going on in
the colors create? this picture?
Camera ● What do you see that
What shots have been makes you say that?
used? ● What more can we
Through whose eyes do find?
we see the story? Students then … .
When do we different
● Look carefully at the
character’s point of
image
view?
● Talk about what they
When does the camera
observed
move and when does it
● Back up their ideas
stay still?
with evidence

Character ● Listen and consider

What do the main the views of others. Pag
characters look like? ● Discuss many possible e
PA
GE
\*
 How do they speak and interpretations.
what do they say? ● Construct meaning
How do they behave? together
Which characters The teacher …
interests you the most?
● Listen carefully to
Why?
each comment.
Story
● Paraphrases students’
What happens in the
responses
beginning, middle and
demonstrating
at the end of the story?
language use.
What are the most
● Points to features
important things (events)
described in the
that happen in the story?
artwork throughout
How do we know where
the discussion.
the story takes place?
● Facilitate student’s
Sound
discussions.
How many different
● Encourages
sounds do you hear?
scaffolding of
What are they?
observations and
How does the music
interpretations.
make you feel?
● Validates individual
Are there any moments
views
of silence?
● Links related ideas
Can you here any sound
and points of
effects?
agreement/
disagreement.
● Reinforces a range of
ideas.

KEY TAKEAWAY
The aforementioned principles come to life in the classroom through the
teaching and learning activities organized by the teacher when performing the
role of an instructional planner and designer.
The curriculum guide serves as teacher’s blueprint for planning and designing the
curriculum. It should not be taught as is. It contains standards which are broad guidelines for
student achievement.
Teachers should always use varied and appropriate instructional methods and
strategies to develop critical thinking, encourage more pupils’ participation, and to enhance
and facilitate learning. Also, Teachers’ instructional methods and strategies should always
Pag
promote outcomes-based learning. e
PA
GE
\*
For a copy of the curriculum guide, use this link:
https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-CG.pdf
For the sample lesson plan, it is sent in your gc.

DO THIS
Observe the steps below and write your answers.
Step 1: Analyze
A. What are your goals for your lesson?
B. What are the relevant characteristics of your learners that you will consider?

Step 2: Design
A. What are your specific learning objectives?
B. How will you measure if students have achieved these objectives? What assessment tools
and processes will you use?

Step 3: Develop
A. What instructional strategies will you use?
B. What logistical issues impact your lesson?

Step 4: Implement
You will deliver your lesson here and facilitate learning.
Step 5: Evaluate
A. What feedback did you receive? What would you change about your plan?
B. What would you need to watch out for when you implement it?

SOURCES
https://manoa.hawaii.edu/coe/credenational/contextualization/
https://ryanramoletepecson.blogspot.com/2014/06/localization-and-contextualization-in.html
http://25qt511nswfi49iayd31ch80-wpengine.netdna-ssl.com/wp-content/uploads/papers/
aceid2018/ACEID2018_39796.pdf Pag
e
PA
GE
\*
https://www.edutopia.org/article/using-socratic-method-your-classroom#:~:text=The
%20Socratic%20method%20is%20a,satisfied%20with%20the%20student's%20responses.

MODULE 3
TEACHING AND LEARNING THE MOTHER
TONGUE

INTRODUCTION
As future teachers of Mother Tongue as a subject, it is expected to play the role of a
language teacher, thus, it is vital that you understand the nature and dynamics of
communication and language learning. In this unit, Teaching and Learning the Mother Tongue,
you will be exposed to the five macro skills of communication and the teaching and learning Pag
e
PA
GE
\*
strategies that you can use in the classroom for younger learners to acquire and enhance these
skills. A variety of instructional activities will be provided for analysis and you are expected to
design your own instructional activities in your chosen Mother Tongue. In addition, lessons on
choosing and developing on-grade culturally relevant instructional materials are also covered in
this unit. Hopefully, the tasks that you will complete here will equip you with the adequate
knowledge and skills to teach Mother Tongue as a learning area.

LEARNING OUTCOMES
At the end of this module, the students should be able to:
1. Identify the different sources of instructional materials for Mother Tongue instruction
2. Analyze the macro skills of communication
3. Understand the phonology

CHECK THIS OUT

Panuto: Pagsunod-sunurin ang mga pangyayari sa kwento. Lagyan ng bilang 1, 2, 3, 4,

at 5 ang nakalaang patlang.

_____1. Namasyal ang mag-anak

_____2. Tuwang-tuwa ang dalawang bata sa kanilang pamamasyal.

_____3. Umuwi silang may ngiti habnag nakatingin si Loida sa batang pulubi.

_____4. Napansin ni Loida ang batang pulubi at binigyan niya ito ng tinapay.

_____5. Namili at kumain sila ng masasarap na pagkain.

Question: What do you think is the learning goal of the instructional material?

NEED TO KNOW
What are macro skills? What are instructional materials and how are
they used in the teaching and learning process?

In learning any language, there are skills that everyone needs to acquire and master for
him or her to communicate effectively. We call them “macro skills”. Macro skills are defined by
the skills that constitute it; speaking, reading, writing, and listening. Recent literature adds two
more skill; representing and viewing (Barrot, 2016). They are now commonly called as Six
Macro Skills of Communication. These “language macro skills’ is divided into “productive” and
“receptive” skills.
Pag
e
PA
GE
\*
 Reading and listening involve receiving information and so they are called the receptive
skills. Speaking and writing are known as the productive skills because they involve producing
words, phrases, sentences and paragraphs.
English language learners can be assessed in both receptive skills and productive skills.
Typically, the communicative skills of speaking and listening comprehension are developed at a
faster pace than the more academic skills of reading and writing. Comprehension is such an
internal process that listening comprehension and reading comprehension are much more
difficult to assess than other areas.
In order to assess a student’s comprehension, teachers can ask students to provide
non-verbal responses. Asking students to “point to” or “show me” the correct answers (with
pictures or manipulatives) allows them to demonstrate comprehension physically and not
verbally. Drawing a picture or completing a simple graphic organizer is also effective. In this
student work sample, we see that this student has at least a basic understanding of a story
about amusement parks.

Reading the paragraph above, where do you think does viewing fall, is it receptive or
productive? Why do you say so?

Look at some of the activities that can help improve one’s macro skills…
For reading and writing: printed text in the learners’ mother tongue (e.g., short story, news
article, folk tale, song lyrics).
For speaking and listening: A video recording that shows an individual’s proficiency in
speaking and listening.
For viewing: A sample commercial video appropriate to young learners.
With the materials on hand, analyze them by answering these questions;
a. What are the strengths of the exemplar or the model material?
b. Why do you consider the materials an exemplar? What are distinctive characteristics
of the material that depicts proficiency in a particular macro skill?

1. Pre- viewing. Students prepare to view by activating their schema (the prior
knowledge they bring to the study of a topic or theme), anticipating a message,
predicting, speculating, asking questions, and setting a purpose for viewing.
2. During viewing. Students view the visual text to understand the message by
seeking and checking understanding, making connections, making and
confirming predictions and inferences, interpreting and summarizing, pausing
and reviewing, and analyzing and evaluating.
3. After viewing/ responding. Students respond personally, critically and creatively
to visual texts by reflecting, analyzing, evaluating, and creating.

Pag
e
PA
GE
\*
Instructional Materials
Instructional materials (IMs) play a very important role for successful teaching and
learning. As such, they must be culturally relevant; that is, they reflect and accommodate
cultural plurality in order to support student learningin diverse classrooms.
Instructional materials are essential tools in learning every subject in the school
curriculum. They allow the students to interact with words, symbols and ideas in ways that
develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using
media and technology.
These are print and non-print items that are designed to impact information to students
in the educational process. Instructional materials include items such as prints, textbooks,
magazines, newspapers, slides, pictures, workbooks, electronic media, among others.
Generally considered as texts, textbooks and other instructional materials contain
semiotic modes, which according to Van Leeuwen, are meaningful resources of information.
Semiotic modes can be categorized into four:
A. Linguistic modes are the words found in written texts.
B. Oral modes are utterances in oral communication.
C. Visual modes include pictures, maps, and cartoon images.
D. Materiality pertains to the surfaces of production such as plastic, rock, paper, etc.,
and tools of production like the brush and pencil [17]. When these semiotic modes play
together, they produce a cultural discourse or a socially constructed schematic knowledge and
representation; of people, products, places, practices, and cultural perspectives.
Did you gain any insight with this information? Can you think of any IM’s you can use for your
future teaching?

Take note of this important points…

According to Brown, 2003; Curtin, 2005; Floyd & Hebert, 2010; Ma’ayan, 2010; Perrone,
1991, there is a direct link between the relevance of instructional materials and a learner’s
successful educational experience and has long been documented within educational research
and continues to be investigated by researchers within the field.
In choosing the instructional materials, you just need to remember two important
criteria:
1. the materials must be on-grade (i.e., appropriate to the grade level of your learners)
By teaching children in their mother tongue when they start school, learners are not
only able to learn more quickly but are better prepared to learn the national language or any
second language e.g. Filipino. This sets them on course to receive all the benefits that are
available to people who complete their education.
Teaching learners in their mother tongue in the first three or four years of school
Pag
improves their performance and makes them more likely to complete their education. This has e
PA
GE
\*
been internationally acknowledged, and many countries now prescribe mother tongue
instruction in primary schools.
Also, young children gain confidence as successful learners when lessons and reading
materials use familiar content (people, places and activities) to introduce new concepts. The
goal is that the students will achieve competencies established for each grade and be prepared
continue learning in school and beyond.
2. culturally relevant (i.e., your learners can relate to the material).
Instructional materials (IMs) play a very important role for successful teaching and
learning. As such, they must be culturally relevant; that is, they reflect and accommodate
cultural plurality in order to support student learning in diverse classrooms.
High-quality, culturally relevant instructional materials can boost student learning by
providing “mirrors and windows”: “mirrors” reflect students' own experiences, while
“windows” allow them to connect their own lives to the people, places, ideas, and events that
have shaped the human experience.
Culturally relevant pedagogy and instructional materials can play an important role in
helping to systematically remove prejudices about race and class and in honoring students’
diverse backgrounds.
But as we all know, Mother Tongue instruction in the Philippines, is relatively young. So, one of
the major challenges or difficulties of teachers in the implementation of MTB-MLE is the
scarcity of on-grade and culturally relevant instructional materials (IM). This is now where the
creativity and resourcefulness of teachers come in.

Now, look at what is phonology and other terms related to it and see if you can prepare an IM
for this…

Phonology

This is typically defined as “the study of speech sounds of a language or languages, and
the laws governing them,” particularly the laws governing the composition and combination of
speech sounds in language
In Filipino…
PONOLOHIYA - (mula sa salitang Griyego: "tunog, boses") ay sangay ng lingguwistika
(linguistics) na nag-aaral ng mga tunog o ponema (phonemes) ng isang wika, ang
pagkukumpara ng mga ito sa mga tunog ng iba pang wika at ang sistema ng paggamit ng mga
tunog na ito upang makabuo ng yunit ng tunog na may kahulugan.
Phoneme
It is a unit of sound in speech. A phoneme doesn't have any inherent meaning by itself,
but when you put phonemes together, they can make words. Think of when adults try to get a
baby to say his or her first word. They often coax him or her to sound out the beginning of a Pag
word by repeating that sound, or phoneme, over and over by saying something like, 'M, m, m' e
PA
GE
\*
for 'Mommy.' The 'm' sound, often written as /m/, (mah)sound is an example of a phoneme.
There are 44 phonemes in English (in the standard British model), each one representing a
different sound a person can make. Since there are only 26 letters in the alphabet, sometimes
letter combinations need to be used to make a phoneme. A letter can also represent different
phonemes. (From A to Z).
Phoneme, in linguistics, smallest unit of speech distinguishing one word (or word
element) from another, as the element p in “tap,” which separates that word from “tab,” “tag,”
and “tan.” A phoneme may have more than one variant, called an allophone, which functions
as a single sound; for example, the p’s of “pat,” “spat,” and “tap” differ slightly phonetically,
but that difference, determined by context, has no significance in English
Phonemes are based on spoken language and may be recorded with special symbols,
such as those of the International Phonetic Alphabet. In transcription, linguists conventionally
place symbols for phonemes between slash marks: /p/. The term phoneme is usually restricted
to vowels and consonants, but some linguists extend its application to cover phonologically
relevant differences of pitch, stress, and rhythm. Nowadays the phoneme often has a less
central place in phonological theory than it used to have, especially in American linguistics.
Many linguists regard the phoneme as a set of simultaneous distinctive features rather than as
an unanalyzable unit
Phonological Awareness
It is learner’s ability to perceive and explain letter-sound relationship between Filipino and
English for successful transfer of learning (Department of Education, 2016). It depicts one’s
ability to distinguish phonemes or sounds that make up a spoken word. If Grade 1 or 2
indigenous learner cannot identify rhyming words s/he lacks phonological cognizance, since
rhyming skill marks a child’s rigorous phonological knowledge (GEMM Learning, 2017).

Phonics
This is a technique to have pupils follow connections between letters and sounds. In
phonemic awareness, the child’s capacity to sense sequence of sounds is significant to his/her
comprehension of alphabetic rule (Chard & Osborn 2017). Word Recognition is one’s skill in
perceiving spoken or written words correctly, effectively and easily

In Filipino…
Ponema- ay ang makabuluhang tunog. Binubuo ng 20 ponema ang Filipino, ito ay may 15
katinig at 5 patinig.

Since the Philippines is using 19 languages in the MTB-MLE, let us only take Tagalog as an
example…

Pag
Tagalog Vowel (Patinig) The Tagalog vowels are i, e, a, o, and u. Generally, these sounds e
PA
GE
\*
maintain their pronunciation (or phonetic properties) regardless of the sounds around them.
Consecutive vowels are generally articulated with a glottal stop intervening between them. The
chart here shows the articulatory properties of the vowels.

Tongue Position    Front      Central      Back    

High i — u
Mid e — o
Low — a —

Remember that in Tagalog, when the vowel changes, the meaning might as well change. An
example is shown on the table below:

  i    e    u    o 

misa mesa uso oso
(mass) (table) (fad) (bear)

Consonants (Katinig)
The Tagalog consonants are b, d, k, g, h, l, m, n, ng, p, ( ‘ ), r, s, t, w, and y. Ng
represents the velar nasal, and the apostrophe ( ‘ ) represents the glottal stop. The charts
below show the articulatory description of the consonant sounds.

Sounds/Positions Labial Dental Palatal Velar  Glottal

Stops, voiceless p t — k ‘
Stops, voiced b d — g —
Fricatives,
voiceless — — s — h
Nasals, voiced m n — ng —
Lateral, voiced — l — — —
Flap, voiced — r — — —
Semi-vowels,
voiced w — y — —

You can now practice for mastery of the sounds of the Tagalog vowels and consonants. Be sure
to make it right…
Pag
Example: e
PA
GE
\*
 p / b   lapis (pencil) labis (too much)
kutko
t/d  t (scratch) kudkod (scrape)

k / g  titik (letter) titig (stare)

k /  ‘  balik (return) bali’ (broken)

  h / ‘  hipon (shrimp) ‘ipon (save)

(sister-in-
  s / h  sipag (diligence)  hipag law)

  m / n  masa (masses) nasa (desire)

  n / ng  nayon (town) ngayon (now)

  n / l  nayon (town) layon (purpose)

(kind of
  d / r  dilis fish) rilis (railroad)

  l / r  balat (skin) barat (stingy)

  w / y  wari’ (seems) yari’ (finish)

For additional information, use this link: https://en.wikipedia.org/wiki/Tagalog_phonology

http://seasite2.niu.edu/beginning-tagalog-1-grammar/tagalog-sounds-consonants/ and
http://seasite2.niu.edu/beginning-tagalog-1-grammar/tagalog-sounds-vowels/
Do this during the asynchronous day. take down important notes/details.

KEY TAKEAWAY
Mother tongue’s phonology deals with one' s knowledge of the sound
system of a language, then it concerns with a competence. The mother tongue
users will encounter some common difficulties when pronouncing words. The
factors that cause the difficulties are phonological differences between their native language
(L1) and their second language (L2). It is then very important that learners are well guided by
the teachers/ facilitators.

Pag
e
PA
GE
\*
 DO THIS
1. Write an instructional plan of phonemes and create an instructional material for this. Use
the sample DLP given as your guide

SOURCES
https://www.coursehero.com/file/125987454/MODULE-5-IN-MOTHER-TONGUE-1pdf/
https://hrmars.com/papers_submitted/5786/
Speaking_difficulties_of_Philippine_indigenous_learners_in_English_Phonology.pdf
https://www.sciencedirect.com/topics/neuroscience/
phonology#:~:text=12.1%20Introduction-,Phonology%20is%20typically%20defined%20as
%20%E2%80%9Cthe%20study%20of%20speech%20sounds,of%20speech%20sounds%20in
%20language.
https://www.coursehero.com/file/110349828/ESC-5-Phonology-and-Phonemics-of-Mother-
Tongue-Copypdf/
https://en.wikipedia.org/wiki/Tagalog_phonology
http://seasite2.niu.edu/beginning-tagalog-1-grammar/tagalog-sounds-consonants/
https://www.montgomeryschoolsmd.org/curriculum/esol/cpd/module5/docs/
receptprodtext.pdf
https://www.futurelearn.com/info/courses/explore-elt/0/steps/15709#:~:text=Reading
%20and%20listening%20involve%20receiving,%2C%20phrases%2C%20sentences%20and
%20paragraphs.
https://hundred.org/en/innovations/mother-tongue-education-for-early-learners
file:///C:/Users/Dell-PC/Downloads/CFC-HonoringOrigins-FINAL%20(1).pdf
http://www.apjmr.com/wp-content/uploads/2018/02/APJMR-2017.6.2.08.pdf
https://www.facebook.com/100203473409827/posts/1ponolohiya-mula-sa-salitang-griyego-
tunog-boses-ay-sangay-ng-lingguwistika-ling/192870524143121/
http://seasite2.niu.edu/beginning-tagalog-1-grammar/tagalog-sounds-vowels/
Pag
e
PA
GE
\*
 MODULE 4:
ASSESSMENT OF MOTHER TONGUE

INTRODUCTION
Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing, collecting,
analyzing, interpreting, and using information to increase students’ learning and development
Pag
(Huba, 1991). Like in any other course, assessment is highly valued, given that these are tools e
PA
GE
\*
that would allow you to evaluate learning outcomes against pre-identified standards and
learning competencies in order to develop a better understanding of what students’ know,
understand, and can do with their knowledge as a results of their education experiences; to
improve students’ learning and development; and to evaluate programs and make decisions on
how to improve student learning.
In this module, you will focus on the fundamental concepts behind language
assessment, especially in acquiring and learning the Mother Tongue. You will be familiarized to
the various assessment strategies and forms that can help you determine your students’
progress and achievement of your set learning goals.

LEARNING OUTCOMES
At the end of this module the students would be able to:
1. Explain the definition of assessment in education;
2. Familiarize themselves with the traditional and nontraditional assessments pertinent to
Mother Tongue instruction
3. Analyze sample assessments in Mother Tongue instruction.

CHECK THIS
In pairs, discuss the KWL chart on Assessment. You may leave the last column.

What I know about What do I want to know What I learned about

Assessment about Assessment Assessment

NEED TO KNOW

What is assessment? Why is this needed in education?

Assessment
Pag
e
PA
GE
\*
 Assessment is a vital part in the teaching and learning process. Without which, the
process will be left hanging as to where the students are at, how the learners faired, and how
the learners soared after a given lesson. Assessment are forms of verification and evidence that
aids the teacher in making informed decisions with regards to future plans for the discussion
and activities that are age and grade appropriate to the learners. Assessment helps the teacher
plan for the next steps to take if learners have exhibited proficiency already, or on for the next
steps to take if learners have exhibited proficiency already, or on the other hand, if there is a
need to reteach because simply the learners need it.
Moreover, assessment provides the learners themselves with feedback on how they
manifested the understanding of concepts and their performance tasks. This is to give the
learners and parents/guardian the chance to monitor and act upon their own improvement
plans and be responsible for their own learning ladders to be contributory to lifelong learning
and success.
Assessment in education must have a “variety”. This signifies the need to utilize
different type of evidence to prove students’ development. In addition, teachers usually follow
five steps in providing instructions and in scoring different assessment in education. These
steps are (1) Purpose, (2) Content and procedures, (3) Criteria, (4) Monitoring, and (5)
Evaluation (Lam, 2018).

Things to ponder…

1. After providing a few lectures, the teacher wants to know if his/her students can critically reflect
about a certain topic using the mother tongue. How would the teacher go about accomplishing this?

2. The teacher wants to know if students can use idioms from the mother tongue in an actual
conversation. How would the teachers go about accomplishing this?

3. The teacher wants to observe whether the students can perform action competencies like greeting,
making introductions, saying goodbye, etc. How would the teacher go about accomplishing this?
4. The teacher wants to collect all the learning highlights of the students in one folder as proof that they
learned many things about the Mother Tongue. How would the teacher go about accomplishing this?

Look at these questions…

How would you assess students learning? Is there a most correct method of assessment
better than other methods? Assessment in education must reflect reality and have an accurate
measure of a student’s knowledge, skills, and values (Lewis & Shoemaker, 2011). In relation to
this, classroom assessment may be classified into four. These are:
1) Selected-response assessment;
2) Essay assessment;
3) Performance assessment; and
4) Personal communication (Stiggins, 1997).

Take note of these…

Pag
e
PA
GE
\*
 Assessment may take in the form of quizzes, exams, performance tasks, learning
portfolios, reflection papers, exemplars, self- assessments, diary or journal entries, and
photographs or images (Lam, 2018).

Realizing what assessment is, look now at its traditional and nontraditional assessment…

Listed below are the traditional and non- traditional assessment that can be used to address
the different language domains stipulated in the Mother Tongue Curriculum

1 Assessing Learners need to acquire and master basic concepts of print and
Concept about literature in order to achieve mature reading and writing behaviors.
Print Book and Print Knowledge (concept of print) is defined as knowing
and being acquainted with books and how print works. Print Skills also
refers to the ability of readers to efficiently translate printed symbols
into spoken language or meaning. It includes the proficient
integration of word recognition and identification with contextual
information as the students responds to prose. Young children learn
concepts about print as they observe written language in their
environment, listen to parent and teachers read books aloud, and
experiment with reading and writing themselves. They learn basic
concept about letters, words, and sentences on classroom charts.

May Clay (1985) developed the concepts about Print Test to

formally further assess young children’s understanding of written
language concepts? The test has 24 items, and it is administered
individually in 10 minutes. As the teacher reads the story aloud, the
child looks at the test booklet with a story that has a picture of one
facing the Page and text on the other. The child is asked to open the
book, turn pages, and point out particular features of the text,
including letters, words sentences, and punctuation marks, as the
story is read.

Pag
e
PA
GE
\*
2 Assessing Alphabetic Knowledge is learners’ understanding that letters
Alphabet represent sound so that words may be read by saying the sounds
Knowledge represented by the letters and words may be spelled by writing the
(letter Sounds letters that represent the sounds in a word.
Letter Names)

3 Assessing Phonemic awareness is a subset of phonological awareness in

Phonemic which listeners
Awareness
Are able to hear, identify, and manipulate phonemes, the smallest of
sound that can differentiate meaning. To test a learner’s phonemic
awareness skills, words have to be read aloud to him/ her twice and
make him/her sounds for onset and rhymes and sound out all the
sounds for word sound segmentation.

4 Assessing Decoding is the ability to read words by translating written

Decoding Skills symbols into the sounds of spoken language (Mother Tongue, Filipino,
and English). To test the learners’ decoding skills they should be given
a stimulus to pseudo words which represent the various orthographic
rules of the language to be tested.

Pseudo are to be used for this test so that we can really isolate the
decoding skills of our learners, otherwise, if we use exiting or real
words, students may be able to decode not because they are using
their decoding skills but because they are already familiar with these
words.

5 Assessing Word recognition is the ability of learners to read words by sight

Word with automaticity and not resort to blending. Administering Dolch
Recognition Basic Sight Words is one instrument to test your learners word
recognition skills would be to create your own Sight Word List or High
Frequency Word list.

6 Assessing Assessing comprehension of narrative texts differ very much from

comprehension informational text because of the elements. Narrative do not have
of narrative topics, main ideas, and supporting details; instead they have theme,
texts Pag
e
PA
GE
\*
 setting, characters, plot, and point of view.

A narration is a retelling of the story, and, in, general, a story is a

sequence of events (which may be historically true or false) presented
in such a way that the reader’s imagination can comprehend the
action. The events used in a story must have some relationship to one
another; writers generally do not add events to a narration that have
nothing to do with the story. For students to understand narrative
texts, it is imperative that they gain sense of the story.

7 Assessing Language learning must be contextualized not just in local settings

Interests where learners can see an immediate application of the language
skills they are acquiring from class. Teacher must also assess learners
interest to be able to get better contextualized learning activities that
will entice students to pay more attention to the lessons.

8 Anecdotal Anecdotal records are descriptions of students’ action written as

Records they occur or soon afterwards. The goals is to briefly transcribe what
the students says or does and context in which the behavior takes
places. These accounts preserve a rich history of information about
how a students learn and interacts in the school environment in
combination with portfolios and checklists. Anecdotal records help
teachers analyze a student’s accomplishments and approach to
learning over time.

9 Portfolio Portfolio assessment is an assessment form where students and

Assessment teachers collaborate in collecting samples of student- learning
progress. This assessment form helps the learner monitor their own
learning. The represented materials are meaningful collection of their
gathered overtime that reflect learning with regards to instructional
objectives. They represent their efforts and achievements, as well as
their personal, academic, and linguistic growth.

1 Observation Students observations are done informally while monitoring

0 classroom work and participation. They can also be recorded on
checklists or anecdotal records, watch students in terms of English Pag
e
PA
GE
\*
 language –both quantity (fluency and amount of language) and
quality (complexity of language and use of academic language)-and
evidence of thinking and learning.

The purpose of observing young children is to carefully pay

attention to the details of the child’s behavior, record these details in
a structured manner, and assess the implications of the child’s
actions. Parents and teachers can work together as partners to
significantly affect children’s growth and development on thoughtful
and careful observations that are accurate and objective in nature.
(Teaching and Learning languages and multi literacies: responding to
the MTB- MLE challenges by Roderick M. Aguirre, MAT 2016)

Complete the last column of the KWL chart in CHECK OUT. What did you learn about
assessment after this lesson?

Consider this…
Assessment in the MTB-MLE is fully grounded on the measurable performance standard
that is interpreted into a more detailed and task specific learning competency based on the
identified nonnegotiable content standards. The performance standard provides the baseline
for the frequency of assessments. Consequently, plans for instruction is integral to a full cycle
learning experience of the learner and plan for assessment is intrinsic to meaningful learning.
One of the most effective means of measuring meaningful learning in the classroom is
to design and provide performance tasks to young learners that would allow them to
demonstrate their learning. For Mother Tongue, it is crucial that learners are given
opportunities to demonstrate what they can do at their appropriate level. They should be given
ample chances to interact or socialize and use the target language, in this case, their mother
tongue, as frequent as possible.

Analyze the two samples below…

John B. Watson, the father of Behaviorism, was quoted saying, “Psychology… is a

purely objective, experimental branch of natural science… The position is taken here that
behavior of man… must be considered….” In this reference, Watson is saying that in order for
psychology to be scientific, it must focus on a person’s observable behavior. It must provide
measurable evidence to signify an individual’s thoughts, beliefs, and learnings, in effects, he is
Pag
e
PA
GE
\*
indirectly saying that a person must repeatedly perform a behavior before one can say that
learning has occurred.

SAMPLE INSTRUCTIONAL PLAN1

Banghay- Aralin sa MTB_MLE
Unang Markahan

Unang Linggo

(unang Araw)

I. Layunin
● Nabibigkas ang tamang huni ng mga hayop na nasa larawan
II. Paksang Aralin
A. Paksa: Pagbigkas ng tamang huni ng mga hayop na nasa larawan

1. Pabigkas na wika: Pakikinig nang mabuti sa kwentong babasahin.

2. Kaalaman sa Tunog:Pagkilala sa huni mula sa ipinakitang larawan ng mga hayop

3. Pagkilala sa tunog: Pagbibigkas ng tamang huni ng mga hayop.

B. Sangunian: K to 12 Curriculum

Pahina: 1-3

C. Mga kagamitan: Larawan ng ibat ibang hayop, plaskard ng mga huni ng mga hayop.

D. Pagpapahalaga: Pagmamahal at pag- aalaga sa mga hayyop.

III. Pamamaraan:
1. Balik – aral:
Tanungin ang mga bata kung anong mga hayop ang nakikita nila bago pumasok sa
paaralan.
2. Paghahawan ng balakid:
Magpakita ng mga larawan ng hayop.
Ipakilala sa mga bata ang bawat larawan. Pag
e
PA
GE
\*
 Halimbawa: Manok, baboy, kambing, bibe, ibon, at aso
3. Pagganyak:
Awit: Si Mang Temyong ay may bukid
4. Pagganyak na tanong:
Itanong sa mga bata:
“Bakit nagkakaingay ang mga alagang hayop ni Marta sa bauran?”
Tanong Hulang Tanong Tamabg Sagot”
Itala ang mga hulang sagot ng mga bata batay sa sariling karanasan,
5. Paglalahad:
Pagbasa ng kwento
Babasahin ng guro ang kwento
Tingnan ang kwento sa Tsart.
“Ang mga alagang Hayop ni Marta”
Makikinig nang mabuti ang mga bata.
6. pagtalakay:
Ano ang pamagat ng kwento?
Anu – anong mga hayop ang nabanggit sa kwento?
7. Paglalahat:
Paano bigkasi ang huning:
Bibe? Baka? Kambing? Libon? Aso?
8. pangkatang Gawain:
Pangkat 1- “artist aka ba?”
Bigkasin/ gayahin ang tunog/huni ng mga hayop sa kwento.
Pangkat 2 – “Bumilang ka”
Bilangin ang mga hayop sa kwento.
Pangkat 3 “Ipakita Mo?”
Ipakita ang damdamin ng bawat hayop matapos silang mapakain ng amo.
IV. Pagtataya:
Panuto: Bigkasin ang huni ng bawat hayop sa larawan.

1. Aso 4. Bibe

2. Baboy 5. Manok

Pag
e
PA
GE
\*
3. Kambing

V. Takdang Aralin:
Magdikit sa inyong kwaderno ng mga hayop sa inyong bakuran.

Puna:

___ na bialng ng mga magaaral mula sa kabuuang bilang na _____ ang nakakuha ng ____ na
bahagdan ng pagkatuto ng aralin.

SAMPLE INSTRUCTIONAL PLAN 2

Banghay- Aralin sa MTB-MLE

Pinagsanib na aralin sa EsP at Art

Unang Markahan

Ikalimang linggo

(Unang Araw)

I. Layunin

● Nakasusunod sa wasto at tamang pagkain

● Nakikilahok ng mabuti sa pagbasa sa pamamagitan ng pagkokomento
II. Paksang Ara.lin

A. Paksa: Pakikilahok na Mabuti sa Pagbasa sa Pamamagitan ng Pagkokomento.

B. Sanggunian: K to 12 Curriculum
MTB-MLE Teaching Guide p. 56-59
C. Kagamitan:
Kwento: Bilao ni Betina

D. Pagpapahalaga:
Pagkin ng wasto at tamang uri tulad ng puto.
III. Pamamaraan:

A. Gawain bago Bumasa:

1. Balik- Aral: Pag
e
PA
GE
\*
 Sabihin kung sa halaman o sa hahyop galing ang mga pagkaing sumusunod:
- Itlog -langgonisa -asukal -bigas
2. Pagganyak:
Nakakain na ba kayo ng puto?
Anu-anong mga puto ang natikman na ninyo?
(itala sa pisara ang mga sagot ng mga bata)
B. Paglalahad:
1. Paghahawan ng blakid:
Gumuhit ng larawan/kilos upang ipaunawa ang kahulugan ng bawat salita:
Bibingka bilao puto-bumbong
Katuwang ulila sunung-sunong
Baryo
Ano ang bibingka at puto-bumbong? (pagkain)
2. Pangganyak na tanong:
Sa inyong palagay, masasarap kaya ang mga putong ito?
Ano ang nais ninyong alamin sa aking kwento?
Bilao ni Betina
Maaaring itanong ng mga bata na: “Bakit may Bilao si Betina?”
3. Pagpapahalaga sa pamantayan ng mabuting pakikinig.
Ano-ano ang mabuting kilos kung nakikinig ng kwento?
4. Pagbasa ng guro sa kwento:
Bilao ni Betina (page 57 MTB_MLETG)
5. Pagtalakay:
Ano ang pamagat ng kwento?
Sino ang may bilao?
Bakit hindi na nakapagtitinda si lola Belen?
Totoo bang nawala nawala ang bilao ni Betina?
Mabuti bang pagkain ang puto?
Anong aral ang natutuhan mo sa kwento?
C. Pagsasanay:

Pangkatang Gawain

Pangkat 1- Tinda-tindahan ko Pag

e
PA
GE
\*
 Ipasadula sa mga bata ang pagtitinda.

Pangkat 2- Aalagaan ko

Hayaang ipakita ng mga bata ang mga paraan ng pag aalaga sa mga matatanda.

Pangkat 3- Aking Baryo

Ipagupit sa mga bata ang kanilang barangay (baryo)

IV. Pagtataya:

Magbigay ng komento tungkol sa kwentong narinig sa pamamagitan ng paglalagay ng tsek (/)

kung totoong nangyari sa kwento at ekis (x) kung hindi.

___1. Nagtitinda si Betina ng Langgonisa.

___2. Sa bilao niya ito inilalagay.

___3. Ang lola ni Betina ang nagpalaki sa kaniya.

___4. Si Betina ay tamad na bata.

___5. Ang pagtitinda aymarangal na hanapbuhay at hindi dapat ikahiya.

V. Kasunduan:

Iguhit ang bilao ni Betina

Puna:

_______na bilang ng mga mag aaral mula sa kabuuang bilang na ____ ang nagpakita ng
_____na bahagdan nag pagkatuto ng aralin.

In your opinion, why do you think John B. Watson said the quotation above? Why is observable
behavior important for him?
In your opinion, what are the advantages of using performance Task assessment? What are the
disadvantages?

Take note…
It is helpful to think of performance tasks as mini, midi, and maxi tasks when
considering the length of time and amount of effort for each task. Mini assessments are quick
task that are designed only for a single class period. It help students to acquire important Pag
e
PA
GE
\*
information while providing teachers with crucial feedback. One example of these are quick
dialogues with the teacher. Midi assessment are performance tasks that require 2-3 class
periods to complete some examples of this are writing and revising articles, drawing comic,
strips. Etc. lastly, maxi assessment are performance tasks that require more than three class
periods to complete. Usually these are culminating projects of what the student s have learned
in a specific amount of time. Some examples of this are rehearsing and performing short plays
or scenes, writing a short story, creating scrap books, etc. (Johnson Penny, & Gordon, 2009).
Performance task assessment may be in the form of (1) Visual representation tasks (i.e.
comic strips, graphic organizers) (2) Written task, (3) oral presentation tasks, and (4) Large-
scale project or performances ( Lewis & Shoemaker, 2011).
Example:

Tasks No. objective Prompt Response/ Method for

specific Task Rating

Task 1 Compare Teacher asks a Oral Checklist of key

sentences using question. performance: words used.
(Example)
key words in the Substantive
students mother dialogue.
tongue

How is performance task graded?

Grading performance task

The center for American Progress advocates the use of competencies rubrics to
encourage student-centered learning and give voices to the students (Benner, Brown, &
Jeffrey, 2019). This means that they support the utilization of rubrics in their nations
educational system. What do you think are the reasons for these?

What are rubrics? How are rubrics defined?

Rubrics
Rubrics are often organized in a table or matrix format. Teachers may use these to
grade students while pupils may use it to plan their work (Dawson, 2017). When used as a tool
for formative assessment, these have been proven to have a positive effect on students’
learning ( Panadero & Jonsson, 2013).
There are two types of rubrics: holistic and an analytic rubrics. The goal of this activity is Pag
for you to compare and contrast the similarities and differences between a holistic and an e
PA
GE
\*
analytic rubric. Proceed to your assigned groups. Look at the sample rubrics below. Discuss
with your group the similarities and differences between the two. Use the guide questions
below. Encourage every member to share their thoughts and opinions.

Category 1 2 3

Poor Satisfactory Excellent

1. Students does NOT Student discusses prior Student discusses prior

Thoughts/opin discuss prior Knowledge, opinions, Knowledge, opinions, and
ions knowledge, opinions, and beliefs but not beliefs related to the
and beliefs related to directly related to the topic. (21-25%)
(25%)
the topic. (16-20%) topic. (16-20%)

2. Lesson is not well Lesson is well prepared Lesson is well prepared

prepared. but there is no and there is congruence
Objective
congruence between between the objectives
(0-15%)
(25%) the objectives and the and the subject matter.
subject matter.
(21-25%)
(16-20%)

3. Organization Group did not present Group presents Group presents

information in a logical information in a logical information in a logical
(20%)
and interesting and interesting and interesting sequence
sequence, therefore sequence but which audience can
the presentation occasionally strays from follow. (13-16%)
cannot be understood. the topic,

(0-12%) (13-16%)

4. Methods used were Methods used were Methods used were

Method/Appro not suited for the slightly suited for the suited for the subject and
ach subject and not suited subject and slightly suited for the capabilities
for the capabilities of suited for the of the target audience.
(20%)
the target audience. capabilities of the target
(17-20%)
audience.
(0-12%)
(13-16%)

5. Students utilized very Students utilized unique Students utilized unique

little unique ideas. ideas but did not ideas in an integrated
Creativity integrate it. manner. (9-10%)
(0-6%)
(10%) (7-8%)

Total

HOLISTIC RUBRIC

Sample Rubric for Reflection Paper Pag

e
PA
GE
\*
Instructions: Each student will write a reflection paper about a preselected topic.
Score Description

Excellent Student discusses prior knowledge, opinions, beliefs related to the topic.

(86-100%)

Identifies student’s feelings related to the topic. Have a clear and

supported hypothesis about the said emotions origins development, and
connection to course.

Student presents information in a logical and interesting sequence.

Student discusses important global and international issues in relation to

the topic.

Students utilizes unique ideas in an integrated manner.

Satisfactory Student discusses prior knowledge, opinions, and beliefs but not directly
related to the topic.
(61-85%)

Identifies student’s feelings related to the topic. However there is no

clear and supported hypothesis about the said emotions origins
development, and connection to course.

Student presents information in a logical sequence but not interesting.

Student discusses important global and international issues but NOT

directly related to the topic.

Students utilizes unique ideas but Not integrated.

Poor Student does NOT discuss prior knowledge, opinions, and beliefs related
to the topic.
(0-60%)

Does NOT identify student’s feeling related to the topic.

Student does NOT present information in a logical and interesting Pag

e
PA
GE
\*
 sequence.

Student does NOT discuss important global and international issues in

relation to the topic.

Students does NOT utilize unique ideas.

An example rubric you can use for your activity

1 2 3

Category Poor Satisfactory Excellent

1. Content No appropriate amount Appropriate amount of Appropriate amount of

of material was material was prepared. material is prepared, and
(25%)
prepared. The However, the arguments the arguments stated
arguments stated did stated did not reflect reflected each topic’s
not reflect each topic’s each topic’s relative relative importance
relative importance. importance
(21-25%)
(0-15%) (16-20%)

2. Objective Lesson is not well Lesson is well prepared
prepared. (0-15%) but there is no
(25%)
congruence between the
objectives and the
subject matter.
(16-20%)
Lesson is well prepared
and there is congruence
between the objectives
and the subject matter.
(21-25%)

3. Organization Group did not present Group presents Group presents

information in a logical information in a logical information in a logical
(20%)
and interesting and interesting sequence and interesting sequence
sequence, therefore the but occasionally strays which audience can
presentation cannot be from the topic, follow. (13-16%)
understood.
(13-16%)
(0-12%)

4. Methods used were not Methods used were Methods used were
Method/Approa suited for the subject slightly suited for the suited for the subject and
ch and not suited for the subject and slightly suited suited for the capabilities
capabilities of the target for the capabilities of the of the target audience.
(20%)
audience. target audience.
(17-20%)
(0-12%) (13-16%)

5. Students utilized very Students utilized unique Students utilized unique

Pag
little unique ideas. ideas but did not ideas in an integrated e
PA
GE
\*
 Creativity (0-6%) integrate it. (7-8%) manner. (9-10%)

(10%)

Total

You can consider the table below for your rubric…

Checklist for Evaluating a Rubric

Features of a Quality Rubric Present Absent

1. Has a clear essential criteria

2. Criteria are aligned with the standards or

competencies in the instructional/ academic
plan.

3. Has realistic number of criteria

4. Has explicit observable indicators

5. Has no overlaps in levels

6. Has real-world criteria

7. Has high interjudge reliability

8. Tested out with students

9. Avoids degree modifiers

10. Written in a way that can be understood

by the students

KEY TAKEAWAY
Pag
e
PA
GE
\*
 In education, the term assessment refers to the wide variety of methods or
tools that educators use to evaluate, measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of students.
While assessments are often equated with traditional tests—especially the standardized
tests developed by testing companies and administered to large populations of students—
educators use a diverse array of assessment tools and methods to measure everything from a
four-year-old’s readiness for kindergarten to a twelfth-grade student’s comprehension of
advanced physics.  While assessment can take a wide variety of forms in education, the
following descriptions provide a representative overview of a few major forms of educational
assessment.
Assessments are used for a wide variety of purposes in schools and education systems:
● Pre-assessments are administered before students begin a lesson, unit, course, or
academic program. Students are not necessarily expected to know most, or even any, of
the material evaluated by pre-assessments—they are generally used to (1) establish a
baseline against which educators measure learning progress over the duration of a
program, course, or instructional period, or (2) determine general academic readiness for
a course, program, grade level, or new academic program that student may
be transferring into.
● Formative assessments are in-process evaluations of student learning that are typically
administered multiple times during a unit, course, or academic program. The general
purpose of formative assessment is to give educators in-process feedback about what
students are learning or not learning so that instructional approaches, teaching materials,
and academic support can be modified accordingly. Formative assessments are usually not
scored or graded, and they may take a variety of forms, from more formal quizzes and
assignments to informal questioning techniques and in-class discussions with students.
● Summative assessments are used to evaluate student learning at the conclusion of a
specific instructional period—typically at the end of a unit, course, semester, program, or
school year. Summative assessments are typically scored and graded tests, assignments, or
projects that are used to determine whether students have learned what they were
expected to learn during the defined instructional period.

Assessments are also designed in a variety of ways for different purposes:

● Standardized assessments are designed, administered, and scored in a standard, or
consistent, manner. They often use a multiple-choice format, though some include open-
ended, short-answer questions. Historically, standardized tests featured rows of ovals that
students filled in with a number-two pencil, but increasingly the tests are computer-
based. Standardized tests can be administered to large student populations of the same
age or grade level in a state, region, or country, and results can be compared across
individuals and groups of students. For a more detailed discussion, see standardized test.
● Common assessments are used in a school or district to ensure that all teachers are
evaluating student performance in a more consistent, reliable, and effective
manner. Common assessments are used to encourage greater consistency in teaching and
assessment among teachers who are responsible for teaching the same content, e.g.
within a grade level, department, or content area. They allow educators to compare
performance results across multiple classrooms, courses, schools, and/or learning
experiences (which is not possible when educators teach different material and
individually develop their own distinct assessments). Common assessments share the
same format and are administered in consistent ways—e.g., teachers give students the
same instructions and the same amount of time to complete the assessment, or they use Pag
e
PA
GE
\*
 the same scoring guides to interpret results. Common assessments may be “formative” or
“summative.” For more detailed discussions.
● Performance assessments typically require students to complete a complex task, such as a
writing assignment, science experiment, speech, presentation, performance, or long-term
project, for example. Educators will often use collaboratively developed common
assessments, scoring guides, rubrics, and other methods to evaluate whether the work
produced by students shows that they have learned what they were expected to
learn. Performance assessments may also be called “authentic assessments,” since they
are considered by some educators to be more accurate and meaningful evaluations of
learning achievement than traditional tests. 
● Portfolio-based assessments are collections of academic work—for example, assignments,
lab results, writing samples, speeches, student-created films, or art projects—that are
compiled by students and assessed by teachers in consistent ways. Portfolio-based
assessments are often used to evaluate a “body of knowledge”—i.e., the acquisition of
diverse knowledge and skills over a period of time. Portfolio materials can be collected in
physical or digital formats, and they are often evaluated to determine whether students
have met required learning standards. 

For more information, use this link: https://www.edglossary.org/assessment/

MODULE 5
MORPHOLOGY, SEMANTICS, PRAGMATICS AND SYNTAX
OF MOTHER TONGUE

INTRODUCTION

The mother tongue, or any language, may be studied and understood through different
aspects. It may be examined using the knowledge of the language which are: Phonology,
Morphology, Syntax, Semantics and Pragmatics.
Language is such a special topic that there is an entire field, linguistics, devoted to its
study. Linguistics views language in an objective way, using the scientific method and rigorous
research to form theories about how humans acquire, use, and sometimes abuse language.
Pag
e
PA
GE
\*
There are a few major branches of linguistics, which it is useful to understand in order to learn
about language from a psychological perspective.
Morphology is the study of the meaning of individual units or morphemes of language and is
concerned with the structure of words. Tagalog exhibits such morphological phenomena as affixation,
stress shifting, consonant alternation, and reduplication for determining parts of speech, aspect, and
voice. This includes the use of various particles, prefixes, infixes, suffixes, and circumfixes (Ramos,
1971). This makes Tagalog much more morpho syntactically complex than a language like English which
makes less use of markers and morphemes for determining parts of speech and focus as it does
syntactic arrangements.

Whereas semantics looks not only at grammar and meaning but at language use and
language acquisition as a whole. "The study of meaning can be undertaken in various ways.

LEARNING OUTCOMES
At the end of this module, the students should be able to:
1. Determine morphology and semantics
2. Identify the ways of forming words

CHECK THIS
Nelson Mandela, a highly influential South African Political leader, was once quoted
saying, “If you talk to a man in a language he understands, that goes to his head. If you talk to
him in his language, that goes to his heart.” Do you believe in this quote? Why or why not?
How would you understand another person’s language? How would you study the said
language?
NEED TO KNOW

What do you think is orthography, morphology and semantics and why

are they important?

Orthography

Orthography is a complex issue. Whereas it must represent the phonological, prosodic,

grammatical, and semantic nuances of the language for which it is developed, extralinguistic
factors — political, psycholinguistic, historical, sociolinguistic, pedagogical, etc. — also need to
be taken into consideration. These factors can be as important as, and at times may even take
precedence over, the linguistic considerations.

Some of the manifold questions that need to be adequately addressed in designing or

reforming orthography include the following:

Psycholinguistic: Does the orthography facilitate reading and writing in the language? Are the Pag
important elements of the language adequately given symbols? e
PA
GE
\*
Pedagogical: Is the orthography easy to teach to young and even non-native students?

Political: Does the choice of orthography give one group advantage over another?

Sociolinguistics: Who will use the orthography? Must sounds from all the dialects of a language
be given symbols?

Technological: Are special characters required to print the orthography? Can the technology
available to the speech community print all the symbols used?

Historical: Does the language already have an existing orthography? Is it practical to reform the
existing orthography, or is it better to use the existing orthography?

Orthography decisions — e.g., what type of orthography to adopt, which symbol to use to
represent a linguistic feature, whether to orthographically represent a linguistic feature or not,
etc. — require a thorough evaluation of these interplaying factors.

Changes in words does not just happen but it takes a lot of process done by experts.
Orthography help in the formation of words.. thus morphology…

Morphology

When it comes to studying natural language or linguistics, morphology is the study of

the form and structure of words (Aronoff, 2005). Morphology involves studying how words are
formed and their internal structure.

Morphemes

A morpheme is the smallest piece in a language that has a grammatical function such as
root words (e.g. "dog") and affixes (e.g. "-s") and is an important term in morphology and
systems that analyze morphology. It is considered the smallest, in a sense, that a morpheme
cannot anymore be broken down as the divided parts do not serve any grammatical purpose.

A morpheme with a same meaning and function can also have varying pronunciation or
spelling such as the suffix /-ed/ in fished and spotted wherein both words used /-ed/ to signify
past tense but are pronounced differently. These variations of morphemes are
called allomorphs or variants bad are common in languages such as English and are usually
dictated by the ends of a base word.

As with the previous example, variations of the suffix /-ed/ are dictated by the last
letter of the base words "fish" and "spot". Morphemes can be classified into two, namely: free
morphemes and bound morphemes. On one hand, free morphemes are morphemes that have
its own unique meaning that is syntactically correct.

An example of a free morpheme would be the entire set of root words of a language
that can be used without modification. On the other hand, bound morphemes are morphemes Pag
that require being attached to a free morpheme. Bound morphemes are attached to a free e
PA
GE
\*
morpheme to convey ideas such as timed action, plurality, occupation, comparative degree,
and so on. Examples of bound morphemes are the suffixes /-er/, /-s/, and /-ing/.

Base, Root, and Stem

Words are made up of derivational affixes, inflectional affixes, and the word forms
wherein these affixes are attached to (DeArmond, 2004). These word forms can be referred to
as roots, bases, or stems.

A word form can only be considered as a root word if there are no other morpholigical
reductions, such as removing affixes, can be done to arrive at its most basic definition such as
in the Tagalog word takbo (v. 'run') wherein takbo can no longer be reduced further because
there are no present affixes. When an affix is attached to a root word, that root word can now
be called base word.

A base form of is any form of word that can have affixes of any kind attached to it.
Using the definition of what a base word or form is, a root word or a word stem can also be
considered as a base form. Given the word takbuhan (n. 'a run'), /-han/ is the affix attached to
the base word takbo which is also a root word. Takbuhan can also be considered a base form
for the word magtakbuhan (v. 'to run a race').

A stem is similar to a base form except a stem is only concerned with dealing with
inflectional morphology. In the word tumakbo (v. 'ran'), the infix /-um-/ was added to modify
the stem takbo's tense.

A stem is the base morpheme where other morphemes are attached to. Given the
Tagalog word "pabalikin" and broken down into /pa-/, /balik/, and /-in/, "balik" is called a stem
wherein the affixes /pa-/ and /-in/ are attached to. Stems are usually concerned only with
inflected words in the case a compound word is present.

Classes of Morphology

1. Inflectional - Where affixes and other morphological changes are applied to a word in order
to modify the root word's tense, case, plurality, or voice. A word "tapos" ("finish can have its
tense modified into past-tense by adding /na-/_ as a prefix and forming the word "natapos".

2. Derivational - Where affixes and other morphological changes are applied to a word in
order to change its syntactic category from which the root belongs. An affix such as /taga-/ can
transform "tapos" into "taga-tapos".

3. Compounding - Where two entirely different words (which have no syntactic similarity) are
concatenated to form an entirely new word with its own meaning.

Adding Morphemes

Types of Affixes

a. Circumfixation
Pag
Tagalog Circumfixation e
PA
GE
\*
 ex: pinag + kain + an = pinagkainan (a place / object that was used to eat food)

When an independent prefix and an independent suffix are added to the stem to
transform/modify the original meaning of the root word.

These affixes are not dependent on one another (exp. pinag + kain and kain+an are both
valid inflected words).

Now look at how morphology is in Filipino. The details of information about this will also be
discussed in other subjects in Filipino…

Ang Morpolohiya at ang Morpema

MORPOLOHIYA
Ang morpolohiya ay ang pag-aaral ng mga morpema ng isang wika at ng pagsasama-
sama ng mga ito upang makabuo ng salita. Anupa’t kung ang ponolohiya ay tungkol sa pag-
aaral ng set ng mga tunog na bumubuo ng mga salita sa isang wika, ang morpolohiya ay ang
pag-aaral sa pagbuo ng mga salita sa pamamagitan ng iba’t ibang morpema.

Katuturan ng Morpema
Galing ang salitang morpema sa katagang morpheme sa Ingles na kinuha naman sa
salitang Griyego – morph (anyo o yunit) + eme (kahulugan). Sa payak na kahulugan, ay ang
pinakamaliit na yunit ng isang salita na nagtataglay ng kahulugan. Ang ibig sabihin ng
pinakamaliit na yunit ay yunit na hindi na maaari pang mahati nang hindi masisira ang
kahulugan nito. Ang morpema ay maaaring isang salitang-ugat o isang panlapi. Ang lahat ng
mga morpemang mababanggit ay dapat na ikulong sa { }.
Ang salitang makahoy, halimbawa ay may dalawang morpema: (1) ang unlaping {ma-} at
ang salitang-ugat na {kahoy}. Taglay ng unlaping {ma-} ang kahulugang “marami ng isinasaad ng
salitang-ugat”. Sa halimbawang salitang makahoy, maaaring masabing ang ibig sabihin nito’y
“maraming kahoy”. Ang salitang ugat na kahoy ay nagtataglay rin ng sariling kahulugan. Ito ay
hindi na mahahati pa sa lalong maliliit na yunit namay kahulugan. Ang ka at hoy, ay mga pantig
lamang na walang kahulugan. May pantig na panghalip na ka sa Filipino, gayundin naman ng
pantawag na hoy, ngunit malayo na ang kahulugan ng mga ito sa salitang kahoy.
Samantala, pansinin ang salitang babae, bagamat may tatlo ring pantig na tulad ng
mabait, ay binubuo lamang ng iisang morpema. Hindi na ito mahahati pa sa maliit na yunit o
bahagi nang hindi masisira ang kahulugan. Hindi morpema ang mga sumusunod na maaaring
makuha sa babae: be, e, baba, bae, bab, aba, abab, at ab. Maaaring maibigay tayong kahulugan
sa baba at aba ngunit gaya ng naipaliwanag na, malayo na ang kahulugan ng mga ito sa babae.

Uri ng Morpema Pag

e
PA
GE
\*
 May dalawang uri ng morpema ayon sa kahulugan. Makikita ito sa halimbawang
pangungusap sa ibaba.
Magaling sumayaw si Rik kaya siya ay nanalo sa dance olympic.
1. Mga morpemang may kahulugang leksikal. Ito ang mga morpemang tinatawag ding
pangnilalaman pagkat may kahulugan sa ganang sarili. Ito ay nangangahulugan na ang
morpema ay nakakatayo ng mag-isa sapagkat may angkin siyang kahulugan na hindi na
nangangailangan ng iba pang salita. Halimbawa sa pangungusap sa itaas, ang mga salitang
magaling, sumayaw, Rik, siya, nanalo, dance at olympic ay nakakatayo nang mag-isa dahil
nauunawaan kung ano ang kanilang mga kahulugan. Kabilang sa uring ito ang mga salitang
pangngalan, pandiwa, pang-uri at mga pang-abay. Tulad ng mga sumusunod:
Pangngalan: Rik, dance, olympic, aso, tao, paaralan, kompyuter
Panghalip: siya, kayo, tayo, sila, ako, ikaw, atin, amin, ko, mo
Pandiwa: sumayaw, nanalo, mag-aral, kumakanta, naglinis
Pang-uri: banal, maligaya, palaaway, balat-sibuyas, marami
Pang-abay: magaling, kahapon, kanina, totoong maganda, doon

2. Mga Morpemang may kahulugang pangkayarian. Ito ang mga morpemang walang
kahulugan sa ganang sarili at kailangang makita sa isang kayarian o konteksto upang maging
makahulugan. Ito ang mga salitang nangangailangan ng iba pang mga salita upang mabuo ang
kanilang gamit sa pangungusap. Tulad ng halimbawang pangungusap sa itaas, ang mga salitang
si, kaya, ay at sa ay hindi makikita ang kahulugan at gamit nito sa pangungusap kung wala pang
ibang salitang kasama. Ngunit ang mga salitang ito ay malaking papel na ginagampanan dahil
ang mga ito ay nagpapalinaw sa kahulugan ng pangungusap. Hindi naman maaaring sabihing,
Magaling sumayaw Rik siya nanalo dance olympic. Kasama sa uring ito ang mga sumusunod:

Pang-angkop: na, -ng

Pangatnig: kaya, at, o saka, pati
Pang-ukol: sa, tungkol sa/kay, ayon sa/kay
Pananda: ay, si, ang, ng, sina, ni/nina, kay/kina

The words formed whenever one speaks is morphology… Knowing this, take a look now at
semantics…

Semantics
In linguistics, semantics is the subfield that studies meaning. Semantics can address
meaning at the levels of words, phrases, sentences, or larger units of discourse. Two of the Pag
e
PA
GE
\*
fundamental issues in the field of semantics are that of compositional semantics (which
pertains on how smaller parts, like words, combine and interact to form the meaning of larger
expressions such as sentences) and lexical semantics (the nature of the meaning of words).
Other prominent issues are those of context and its role on interpretation, opaque contexts,
ambiguity, vagueness, entailment and presuppositions
The semantic level of language interacts with other modules or levels (like syntax) in
which language is traditionally divided. In linguistics, it is typical to talk in terms of "interfaces"
regarding such interactions between modules or levels. For semantics, the most crucial
interfaces are considered those with syntax (the syntax–semantics interface), pragmatics and
phonology (regarding prosody and intonation).
Disciplines and paradigms in linguistic semantics
Formal semantics
Formal semantics seeks to identify domain-specific mental operations which speakers
perform when they compute a sentence's meaning on the basis of its syntactic structure.
Theories of formal semantics are typically floated on top of theories of syntax such as
generative syntax or combinatory categorial grammar and provide a model theory based on
mathematical tools such as typed lambda calculi. The field's central ideas are rooted in early
twentieth century philosophical logic, as well as later ideas about linguistic syntax. It emerged
as its own subfield in the 1970s after the pioneering work of Richard Montague and Barbara
Partee and continues to be an active area of research.
Conceptual semantics
This theory is an effort to explain properties of argument structure. The assumption
behind this theory is that syntactic properties of phrases reflect the meanings of the words that
head them. With this theory, linguists can better deal with the fact that subtle differences in
word meaning correlate with other differences in the syntactic structure that the word appears
in. The way this is gone about is by looking at the internal structure of words. These small parts
that make up the internal structure of words are termed semantic primitives.

Cognitive semantics
Cognitive semantics approaches meaning from the perspective of cognitive linguistics.
In this framework, language is explained via general human cognitive abilities rather than a
domain-specific language module. The techniques native to cognitive semantics are typically
used in lexical studies such as those put forth by Leonard Talmy, George Lakoff, Dirk Geeraerts,
and Bruce Wayne Hawkins. Some cognitive semantic frameworks, such as that developed by
Talmy, take into account syntactic structures as well.

Lexical semantics
A linguistic theory that investigates word meaning. This theory understands that the
meaning of a word is fully reflected by its context. Here, the meaning of a word is constituted
Pag
by its contextual relations. Therefore, a distinction between degrees of participation as well as e
PA
GE
\*
modes of participation are made. In order to accomplish this distinction, any part of a sentence
that bears a meaning and combines with the meanings of other constituents is labeled as a
semantic constituent. Semantic constituents that cannot be broken down into more
elementary constituents are labeled minimal semantic constituents.

Cross-cultural semantics
Various fields or disciplines have long been contributing to cross-cultural semantics. Are
words like love, truth, and hate universals? Is even the word sense – so central to semantics – a
universal, or a concept entrenched in a long-standing but culture-specific tradition? These are
the kind of crucial questions that are discussed in cross-cultural semantics. Translation theory,
ethnolinguistics, linguistic anthropology and cultural linguistics specialize in the field of
comparing, contrasting, and translating words, terms and meanings from one language to
another (see Herder, W. von Humboldt, Boas, Sapir, and Whorf). Philosophy, sociology, and
anthropology have long established traditions in contrasting the different nuances of the terms
and concepts we use. Online encyclopaedias such as the Stanford Encyclopedia of Philosophy,
and Wikipedia itself have greatly facilitated the possibilities of comparing the background and
usages of key cultural terms. In recent years the question of whether key terms are
translatable or untranslatable has increasingly come to the fore of global discussions, especially
since the publication of Barbara Cassin's Dictionary of Untranslatables: A Philosophical Lexicon,
in 2014.

Computational semantics
Computational semantics is focused on the processing of linguistic meaning. In order to
do this, concrete algorithms and architectures are described. Within this framework the
algorithms and architectures are also analyzed in terms of decidability, time/space complexity,
data structures that they require and communication protocols.

Semantics sa Filipino…
Ano ang Semantika:

Ang agham ng linggwistiko na nag-aaral ng kahulugan ng mga salita at expression, ibig

sabihin, kung ano ang ibig sabihin ng mga salita kapag nagsasalita o sumulat tayo, ay tinatawag
na semantika. Ang Term ay pinahusay ni Michel Bréal noong 1833.
Ang layunin ng semantika ay upang masira ang kahulugan sa mas maliit na mga yunit,
na tinatawag na semas o semantiko na tampok, pinapayagan nitong i-segment ang kahulugan
ng mga salita, at pag-iba-iba ang mga salita ng magkatulad na kahulugan at mga salita ng
kabaligtaran na kahulugan.
Sa kabilang dako, ang lingguwistikong semantika ay namamahala sa pag-aaral ng
denotasyon at konotasyon ng mga salita, kapag ang mensahe ay ipinahayag nang objectively,
ang kahulugan nito ay sinasabing denotatibo at, kapag ang layunin ng komunikasyon ay
idinagdag ang ilang personal na pagtatasa sa pamamagitan ng mga kilos o intonasyon,
sinasabing ang kahulugan nito ay konotibo. Pag
Ang pag-aaral ng mga salita ay maaaring nahahati sa: e
PA
GE
\*
 Ang synonymy ay nangyayari kapag ang pareho na makabuluhan ay maaaring
maipahayag kasama ang ilang mga makabuluhan, halimbawa: pagbagsak, pagkahulog,
pagbagsak, bukod sa iba pa.Ang antonymy ay nailalarawan dahil ang kabaligtaran ay may
kabaligtaran na kahulugan sa iba pa, halimbawa: malamig-mainit. Kung ang isang makabuluhan
ay tumutugma sa ilang mga kahulugan, ito ang kaso ng salitang leg, tumutugma ito sa parehong
hayop at paa ng kasangkapan. Ang Homonomy, ay ang pagkakapareho ng mga kahulugan, ang
mga salitang hindi nagpapakilala na may pagkakaiba-iba sa pagsulat, halimbawa: nagkaroon ito
(pandiwa na magkaroon) at tubo (cylindrical object).
Ang patlang ng semantiko ay isang hanay ng mga salita o pagpapahayag na may katulad na
kahulugan sapagkat mayroon silang isang karaniwang functional basic unit, na tinatawag na
sema (sign) o linguistic root.

Ang lohikal na semantika, na ginamit sa agham, ay ang pag-aaral ng ugnayan sa pagitan

ng isang tanda at ang katotohanan nito. Sa kabilang banda, ang mga semantika sa kognitibo ng
agham ay nag-aaral sa ugnayan na ang katangian ng isip ng isang tao sa mga palatandaan, at
sinusuri ang mekanikong saykiko sa pagitan ng tagapagsalita at ang nakikinig.

Mayroong mga salitang pinagtibay mula sa iba pang mga wika, ito ang tinatawag
na semantiko na pagsunod. Sa kabilang banda, ang agham na semiotic ay namamahala sa pag-
aaral ng mga palatandaan, kanilang kaugnayan at kahulugan.

Sa pag-compute, ang mga semantika ay may pananagutan sa pag-aaral mula sa isang

punto ng pang-matematika, ang kahulugan ng mga programa o pagpapaandar.

Etymologically, ang salitang semantics ay nagmula sa Greek na "semantikos", na

nangangahulugang "isang bagay na may kaugnayan o makabuluhang kahulugan".

Semantiko at syntax

Ang syntax ay may pagpapaandar ng pagbibigay ng mga alituntunin o pamantayan

upang lumikha ng mga pangungusap sa isang magkakaugnay na paraan, na may layunin na
ipahiwatig o pagbigkas ang tamang kahulugan ng mga salita, na mapangasiwaan ng
semantikong lingguwistika ng siyensiya na, pati na rin natukoy, ay namamahala sa pag-aaral ng
kahulugan ng mga salita.

Lexical at istruktura semantika. Ang leksikal na semantika ay binubuo ng pag-aaral ng

mga salita nang walang koneksyon sa konteksto kung saan ito nagpapatakbo. Para sa bahagi
nito, ang mga istrukturang semantika, tulad ng ipinahihiwatig ng pangalan nito, ay binubuo ng
pagtatayo at pagsusuri ng mga elementong yunit upang maunawaan ang mga kahulugan.

Mga nabuong semantika

Sa teoryang lingguwistika ng lingguwistika, ang semantika ay ang sangkap ng gramatika

na nagpapakahulugan ng kahulugan ng mga pahayag na nilikha ng syntax at lexicon.

Buweno, ang malikhaing semantika ay ang teoryang lingguwistika na nagmula sa

malikhaing gramatika, at itinatatag na ang lahat ng mga pangungusap na isinagawa ay Pag
e
PA
GE
\*
 darating, sa pamamagitan ng mga pagbabagong-anyo, mula sa isang semantiko at hindi
isang istraktura ng syntactic.

Now look at what is pragmatics…

Pragmatics
is a branch of linguistics concerned with the use of language in social contexts and the
ways people produce and comprehend meanings through language. The term pragmatics was
coined in the 1930s by psychologist and philosopher Charles Morris. Pragmatics was developed
as a subfield of linguistics in the 1970s.

Pragmatics vs. Semantics

Morris explained that pragmatics is different from semantics, which concerns the
relations between signs and the objects they signify. Semantics refers to the specific meaning
of language; pragmatics involves all the social cues that accompany language.
Pragmatics focuses not on what people say but how they say it and how others
interpret their utterances in social contexts, says Geoffrey Finch in "Linguistic Terms and
Concepts." Utterances are literally the units of sound you make when you talk, but the signs
that accompany those utterances give the sounds their true meaning.

Pragmatics sa Filipino…

Pragmatiko
ay may kaugnayan sa pagsasanay o pagsasakatuparan ng mga aksyon at hindi teorya.
Ang Pragmatic ay isang term na nagmula sa Greek "pragmatikus " at Latin "pragmaticu ", na
nangangahulugang "praktikal."
Ang pragmatiko o pragmatiks ay isa sa mga sangay ng linggwistik na siyang nag aaral sa
mga paraan na kung saan ang konteksto ng salita ay siyang nagiging bahagi ng kahulugan nito.
Nakapaloob sa pragmatiko o pragmatiks ang iba't ibang teorya ng pananalita, pag uusap,
pakikipagtalastasan at iba pang kilos pang wika sa larangan ng pilosopiya, sosyolohiya,
antropolohiya at iba pa.
Bukod dito, ang pragmatiko din ay nag aaral sa kung paanong ang kahulugan ng salita ay
nagbabago hindi lamang sa gamit nito kung hindi pati na rin sa paraan ng paggamit nito sa
pagsasalita, kaalaman ng kausap at ang gustong ipahiwatig ng tagapag salita.
Sa kabilang banda, pragmatismo Ito ay isang doktrinang pilosopiko na gumagamit ng
praktikal na gamit bilang pamantayan nito, kinikilala ang totoo sa kapaki-pakinabang.

Ano naman ang Kakayahan ng pragmatiks?

KAKAYAHANG PRAGMATIKO
Pahiwatig at paunawa sa mga salita at kilos
Berbal na Komunikasyon
• Gumagamit ng salita sa anyong pasalita o pasulat.
• Nagagawa ang pasalita sa pamamamagitan ng pakikipag- usap sa kaanak, kaibigan,
pakikipagtalakayan sa klase at seminar.
• Nagagawa ang pasulat sa pamamagitan ng mga sulatin sa klase, paglikha ng blogspot, pagbuo Pag
ng manifesto at bukas na liham. e
PA
GE
\*
Di-Berbal na Komunikasyon
Ayon sa mga pag-aaral, lubhang napakalaki ng elementong di-berbal sa pakikipag-usap
sa mga taong nakapaloob sa sariling kultura.

Iba’t Ibang Anyo ng di- berbal

1. Kinesika (Kinesics)-tumutukoy sa kilos o galaw ng katawan. Bahagi nito ang
ekspresyon ng mukha’galaw ng mata,kumpas ng mga kamay, at tindig ng katawan.
2. Proksemika (Proxemics)- tumutukoy sa oras at distansya sa pakikipag-usap.
3. Pandama o Paghawak (Haptics)- Itinuturing na isa sa pinakaunang anyo ng
komunikasyon. Halimbawa: Pagtapik sa balikat at pagyakap sa kausap.
4. Paralanguage- tumutukoy sa tono ng tinig at kalidad at bilis ng pagsasalita.
5. Katahimikan o Kawalang-Kibo- lubhang makahulugan na karaniwang ginagawa
upang mag-isip at paghandaan ang sasabihin, o kaya ay maparating ang tampo o sama ng
6. Kapaligiran- tumutukoy sa pinagdarausan ng pakikipag- usap at ng kaayusan nito.
Mahihinuha ang intension ng kausap batay sa kung saang lugar niya nais makipag-usap.

Ang Kagawiang Pangkomunikasyon ng mga Pilipino

Nakapaloob sa kakayahang pragmatiko ang pagkilala sa kagawiang pang komunikasyon
ng mga tagapagsalita ng wikang pinag-aaralan. Sa pamamagitan nito, natatantiya ng isang
mag-aaral ng wika kung ang kaniyang sasabihin ay maaaring maging lubhang tuwiran o
napapalooban ng tamang pagkilala at paggalang sa kausap.
Ayon kay Maggay (2002), high context ang kulturang Pilipino. Ang pahiwatig ang
maituturing na pinakalaganap at pinakabuod ng kulturang pangkomunikasyon. Ito ay isang
katutubong pamamaraan ng pagpapahayag ng di-tuwirang ipinapaabot ngunit nababatid at
nahihiwatigan sa pamamagitan ng matalas na pakiramdam at matunog na pagbasa ng mga
himaton; o ng mga palatandaang kaakibat nito.

Mga Salitang Kaugnay ng Pahiwatig (Maggay 2002)

1. Mga salitang di-tuwirang pagtukoy
a. Pahaging
b. Padaplis
2. Mga salitang ang pinatatamaan ng mensahe ay hindi ang kausap kundi ang mga taong nasa
paligid at nakaririnig ng usapan:
a. Parinig
b. Pasaring
3. Mga salitang kumukuha ng atensiyon sa pamamagitan ng pandama:
a. Paramdam
b. Papansin
4. Mga salitang nagtataglay ng kahulugan na ang dating sa nakarinig ay napatatamaan siya:
a. Sagasaan
b. Paandaran

For more discussion about this watch a video of this using this link:
https://www.youtube.com/watch?v=dsUybO-w1LE

And now, syntax…

Pag
e
PA
GE
\*
Syntax
Refers to the formation of sentences and the associated grammatical rules (Foorman, et
al., 2016 ). "Syntax skills help us understand how sentences work—the meanings behind word
order, structure, and punctuation. By providing support for developing syntax skills, we can
help readers understand increasingly complex texts" (Learner Variability Project).
Syntactic skills are correlated with reading comprehension and language
comprehension (Westby, 2012), although the nature of the relationship is still being studied
(Oakhill, Cain, & Elbro, 2015). A number of recent studies have shown that syntax and grammar
are predictors of later reading comprehension ability (Logan, 2017).
Promoting Syntax Development in the Classroom
Knowledge of how grammatical elements such as pronouns, lexical references, and
connectives function in sentences allows young children to follow the ideas in a sentence and
understand its meaning (Oakhill, Cain, & Elbro, 2015). Children do not need to know the names
of these grammatical terms, but they do need to develop understanding of how sentences
work in natural speech and in text. Working with sentences can be part of a class's engagement
with complex text. Complex text offers rich language; teachers can facilitate a discussion of
short snippets of text to help students parse rich sentences and develop understanding.
Notice the information below …
The Connection Between Sentences and Comprehension
The ability to understand at the sentence level is in many ways the foundation for being
able to comprehend text. The ways in which authors express their ideas through sentences
(i.e., the syntax they use) greatly affects a reader’s ability to access and identify those ideas.
Sentences that are complex, contain a large number of ideas (also called propositions), or have
unusual word order will make it difficult for students to comprehend what they are reading,
especially students who enter school with limited oral language exposure or for whom English
is second language.

• One by one, sentences (oral or written) communicate ideas that add up to make
meaning.
• Efficient processing of sentence structure is necessary for overall comprehension.
• The level of a text’s syntax is one predictor of a text’s comprehensibility. (Snow et al.,
2005)
• Effective readers have knowledge of phrase structures, parts of sentences, and how
they work. (Scott, 2004)

Sentence knowledge is also important for student composing (oral or written). As

Saddler (2012) explains, “Of the many difficulties writers encounter when engaged in the
complex act of writing, crafting sentences that accurately convey the intended meaning is
particularly challenging… manipulating sentences is both effortful and critical.”

Syntactic Awareness
means having the ability to monitor the relationships among the words in a sentence in
Pag
order to understand while reading or composing orally or in writing. Students build syntactic e
PA
GE
\*
awareness through exposure to oral language when they are young and particularly through
exposure to written language that they hear through read aloud or independent reading
(around grade 3).

Now the syntax in Filipino…

Ang SINTAKSIS sa Wikang Filipino kumbinasyon ng mgasalita upang makabuo ng
mga parirala at ang pagsasama-sama ng mga pariralang ito upang makabuo ng
pangungusap.
Pangungusap – ay kalipunanngmgasalitananagpapahayagngisangbuongkaisipan.Mga
pangungusap na walang paksa:
1. Panawag - Itay!
2. Nagsasaad ng damdamin - Masakit!
3. Nag-uutos - Takbo!
4. Pormularyong panlipunan - Tuloy po kayo.
5. Panagot sa tanong - Opo.
6. Penomenal o pandiwang palikas - Bumabagyo.
7. Lipong may buong diwa - Mahirap mag-isip kapag may problema.

Other lessons in sintaksis will be taken up in other subjects in Filipino…

KEY TAKEAWAY
Terms you need to remember:
Morphology is defined as the rules of language that govern word formation.
Root word – a term that forms the basis of another word. These are usually nouns, verbs,
adjectives, or adverbs.
Affixes – morphemes placed either at the beginning, middle, or end of a root word to come up
with a new meaning
Compound words – a combination of two root words to form a new meaning (O’Grady,
Archibald, 2016).
Pragmatics is a field of linguistics concerned with what a speaker implies and a listener infers
based on contributing factors like the situational context, the individuals’ mental states, the
preceding dialogue, and other elements.
Syntax is the study and understanding of grammar – the system and arrangement of words,
phrases, and clauses that make up a sentence. In order to comprehend a sentence, the reader
must process, store (in working memory), and integrate a variety of syntactic and word
meaning information (Paris & Hamilton, 2009). Pag
e
PA
GE
\*
 DO THESE
A. Tukuyin kung anong anyo ng di-berbal na komunikasyon ang
ipinapahiwatig.Kung ito ba ay Kinesika, Proksemika, Pandama, Paralanguage,
Katahimikan, Kapaligiran.
1. Paghimas ng ina sa ulo ng sanggol.
2. Hindi pagtugon sa ipinadalang text message.
3. Galaw ng kamay ng guro habang nagpapaliwanag aralin.
4. Pasigaw na pananalita.
5. Pagtabi sa kaibigan
6. Pagtingin sa pulubi mula ulo hanggang paa.
7. Naghihinalong tinig
8. Pagpisil sa mukha ng kapatid
9. Pag-iwas sa mga nag-iinuman
10. Pagtungo sa madilim na sulok ng silid

B. Write an instructional plan with any of the concepts in linguistics.

SOURCES
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1132&context=etd
https://enzlaur.gitbooks.io/morphinas-a-tagalog-morphological-analyzer-system/content/
tagalog-morphology.html
https://www.google.com/search?
q=semantics&oq=semantics&aqs=chrome..69i57j35i39j0i67j0i67i433j0i67j46i67j69i60l2.5576j
0j7&sourceid=chrome&ie=UTF-8
http://siningngfilipino.blogspot.com/2012/09/ang-morpolohiya-at-ang-morpema.html
https://tl.encyclopedia-titanica.com/significado-de-sem-ntica
https://www.thoughtco.com/pragmatics-language-1691654#:~:text=Pragmatics%20is%20a
%20branch%20of,psychologist%20and%20philosopher%20Charles%20Morris.
https://www.masterclass.com/articles/pragmatics-in-linguistics-guide#quiz-0
https://www.doe.mass.edu/massliteracy/skilled-reading/language-comprehend/syntax.html
https://tl.warbletoncouncil.org/pragmatico-3610
https://brainly.ph/question/535492
https://www.slideshare.net/RheaDelaCruz11/kakayahang-pragmatiko-114624301

Pag
e
PA
GE
\*