EEM115– Content and Pedagogy for Mother Togue
• Language can be seen as a resource
WEEK 1 -2 Literature in the Mother
Tongue, Mother Tongue-Based
Multilingual Education
The phrase language policy will mean the
legislation on the practices pertaining to the use of
language in society – often a nation, whereas the
phrase language-ineducation policy will be used to
describe the legislation on the practices pertaining
to languages or media of instruction and languages
of literacy used in education.
• Language has many forms.
• Language also has many functions.
• Language and languages as also given different
value by different people.
• Edwards (2009) emphasizes the fact that, in most
parts of the world, multilingualism is a reality,
linked with geographical and environmental factors
as well as economic interests fueling migration.
• When languages come into contact with other one
another as people move for social, economic, or
enforced purposes, the power of a larger or
dominant language may cause a non-dominant
language to become weaker or to choose to use the
non-dominant language in fewer domains.
Language Policy and Planning
• National Governments and regional agencies such
as ASEAN or the European Union, determine
language policies, determine which languages will
be used for what purposes, including deciding on
the language-in-education policy.
• Tsui (2004:2) note that it is common for
educational argument for specific language-in-
education policy to be subservient to the socio-
political or economic agenda of the nation, and that
responses to multilingualism within a nation can
result in a variety of responses from policy makers.
• Ruiz (1984:17) identifies three perspectives on
language planning in multilingual situations.
• Language can be seen as a problem.
• Language as a right
In the following sections, examples from different
regions of the world illustrate the challenges of
determining language policy
In Africa
• In 1960’s, a group of linguists from the nations in
post-colonial Africa and academics from around the
world met to discuss the impact of social change
and national integration on language use and
language development.
• Ferguson (2006:2) acknowledges the work of
Fisherman (1968:7)
• “Language Problems of Developing Nations”
• This led to multilingualism being perceived as
inefficient and having the potential to promote
disunity in the early years of independence when
social cohesion and economic development were
core national goals.
• Academics have increasingly been calling for the
role of international languages such as English,
Portuguese, and French to have more restricted role
and an increased role to be accorded to African
languages.
• However, this does not always mean the learners
are receiving instruction in their mother tongue
even though the national languages might still be
unknown by
learners from rural areas or smaller, non-dominant
language communities.
In India
• The Ethnologue lists more than 400 individual
languages for India.
• In India, Hindi written in Devanagri Script, and
English operate as official languages for central
government, but the individual states are given the
opportunity to decide what languages they will use
for local administration and education.
• The language-in-education policy requires states
and local authorities to endeavour to provide
elementary education in the mother tongue for all
linguistic minorities, regardless of whether their
language us official in that state.
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In Europe
• The impact of national culture on local
communities can be seen in Celtic speaking peoples
in Britain, the Basques in Spain and the Frisians of
the Netherlands.
• However, post-Industrial Revolution, the
dominant language communities, often those
holding greater political power, adopted an
assimilationist approach to national language,
education and economic policy, assigning resources
based on the potential of communities to contribute
to national development strategies.
Language Policy in the Philippines
• A scene-setting Filipino perspective on the
challenges of language and education is offered by
Bautista (1999:113) who notes that, “The language
problem of the Philippines, according to most
Filipino sociologists, is the problem of reconciling
the competing demands of ethnicity (embodied in
an individual’s mother tongue or vernacular),
nationalism
(manifested in having and propagating a national
language) and modernization (Seen to be
synonymous with using an international language).”
• English is seen as an instrumental language of
modernity, supporting economic progress.
• Filipino is viewed as an independent nation-state,
facilitating inter-group communication within the
country while preserving aspects of national
identity.
• An understanding of language-in-education policy
development in the Philippines is best understood
through an awareness of both international
strategies associated with language policy and
practice.
• Language policy as it relates to education cannot
be examined in isolation from the community and
the broader social, economic, and political contexts
that impact provision (Rassool & Edwards 2010-
280).
• May (2001:167) notes that education is viewed as
perhaps, “the key institution” in the development
and maintenance of the modern nation-state and so
the policies and practices that enable the provision
and delivery of particularly, basic education, are
foundational in establishing appropriate systems.
• Many Philippine languages and cultural practices
are lost as a result of the increasing power of the
national language, Filipino, and the role of English
as an official language.
• As these languages become more widely used, the
identities of non-dominant language communities
are undermined.
• The language policy of the Department of
Education (1974, 1987) required the use of
two languages of instruction: Filipino and English.
Other languages were permitted
only as “auxiliary” languages in the classroom, not
in textbooks or written form.
• Depart of Education Culture and Sports (DECS)
Order No. 25 entitled “Implementing Guidelines for
the Policy on Bilingual Education”
• The teaching methodology described in the 1974
language policy prescribes that the teacher uses
either Pilipino or English depending on the subject.
The Role of English in the Philippines
• The use of English, a result, primarily, of the
American colonial legacy, has had a considerable
impact, particularly in the education system, with
some (Tiu 2005:8) believing that it has damaged the
self-esteem of ethnolinguistic communities and the
internal unity of these communities.
• In the more rural communities, people may not
have had much exposure to either Filipino or
English and children may begin formal schooling at
six years old with little knowledge of either Filipino
or English, the major languages of education.
• House Bill 4701 on “Strengthening and Enhancing
the Use of English as the Medium of Instruction in
the Philippine School”
• However, Acuna & Miranda (1994:7) state that
there is “hardly any clamour” for English to be the
national language.
Towards a Multilingual Education Policy
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• There is comparatively little written about the
contribution of the many vernacular languages of
the Philippines to education and development. This
may itself be indicative of the value assigned to the
languages of the provinces and the minority
ethnolinguistic communities by language policy
developers.
• The First Iloilo Experiment was undertaken from
1948-1954 by Jose D. Aguilar (Sibayan 1999c,
1999e, Nolasco 2008:7) who pioneered in the use of
Hiligaynon as medium of instruction in Grade 1 and
2.
• Other related programs that can be mentioned are
(Nolasco 2008:7) the Second Iloilo Language
Experiment (1961-1964), the Rizal experiment
(1960-1966) and the six-year First Language
Component-Bridging program (FLC-BP) on
“transitional” education in Ifugao Province; and the
Lucban First Language Component (Walter and
Dekker 2008).
• However, towards the end of the Arroyo
Administration, it became clear that a response was
required to the low educational achievement of
Filipino students as revealed on international tests,
which led to the institutionalisation of mother
tongue-based multilingual education initially
through Department of Education Order No. 74 s
2009 which was a significant milestone in the
journey to establish equitable systems for learners
from all ethnolinguistic communities of the
Philippines (Young 2011).
Institutionalization of MTB-MLE
• Finally in 2013, the Philippine Education System,
through Republic Act 10533 and the associated
implementing rules and regulations, in addition to
mandating a 13 year, K-12 education system,
specified (Section 10.2.f) that the curriculum for
basic education in the Philippines
“… shall adhere to the principles and framework
of Mother TongueBased Multilingual Education
(MTB-MLE) which starts from where the learners
are and from what they already know proceeding
from the known to the unknown; instructional
materials and capable teachers to implement the
MTB-MLE curriculum shall be available. For this
purpose, MTB-MLE refers to formal or non-
formal education in which the learner’s mother
tongue and additional languages are used in the
classroom;”
• For Kindergarten and the first three years of
elementary education, instruction, teaching
materials, and assessment shall be in the regional or
native language of the learners.
Mother Tongue-Based Multilingual Education
• Mother Tongue-Base Multilingual Education
(MTB-MLE) is one of the distinctive features of the
K to 12 program that was signed into law on May
15, 2013 by former President Benigno Aquino III.
The introduction of 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 show 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.
• We thrive in a bilingual, or even in a multilingual
world. This is the rationale why mother tongue,
Filipino, and English follow a unified frame-work
which allows easy transition from acquiring and
learning one language to another.
• Republic Act 10533 “Enhanced Basic Education
Act of 2013” has highlighted the reality and
relevance of Mother Tongue-Based Multilingual
Education (MTB-MLE).
• The implementation of the K to 12 Basic
Education Program puts high premium on
the learner’s mother tongue and other languages
used in the classroom.
• The Department of Education refers to Mother
Tongue Based Instruction through DO #74 s. 2009.
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• Reality dictates that learners learn best when they
are able to understand and express in the language
they grew up speaking from childhood
WEEK 3: Language Beliefs and Ideology
• Belief is a state or habit of mind in which trust, or
confidence is placed in some person or thing.
• Ideology a set of beliefs or philosophies attributed
to a person or group of persons
• Language Belief it includes all the individual and
group reactions to language, languages, language
varieties, language variants, and language users,
whether attitudes, motivations, or values, or
gathered into recognizable ideologies.
• Language ideology it is any set of beliefs about
languages as they are used in their social worlds.
Importance of language belief
• it can influence language learning and language
teaching practices
People's language belief
• They have incorrect belief about how language or
dialect are learned, which may be determined on
their learning.
Changing language belief
• They may be derived mainly from the many years
of one's prior learning experience, which filter out
the impact of empirically validated scientific
theories.
Misconception of Language Belief
1. Children learn languages easily and naturally.
2. Women are better language learner than men.
3. Language and dialect can only learn in home.
Feature of Language ideology
• It is morally and politically loaded because
implicitly or explicitly they represent not only how
language is, but how it ought to be.
• It is not only about language. They forge links
between language and other social phenomena,
from identities (ethnic, gender, racial, national,
local, age-graded, subcultural), through conceptions
of personhood, proper human comportment,
intelligence, aesthetics, and morality, to notions
such as truth, universality, authenticity
• It is multi-accented and contentious word. There is
a neutral sense that treats ideologies simply as
shared systems of knowledge, but it more often has
a pejorative meaning of false consciousness or
distortion in service of domination
Theoretical Tools in Language ideology
• Indexicality - a key concept in the semiotic
analysis of linguistic ideology is social Indexicality.
An index is a sign whose meaning derives from
existential association with its object; it points to
something in the context in which it occurs.
Language users everywhere notice and
associate particular linguistic forms with particular
speakers or contexts in which they have occurred.
• Indexical Order - the socially indexical meaning
of linguistic variables is dynamic, and Michael
Silverstein's (2003) concept of the indexical order
captures this in a systematic way. An established,
first (or nth) order social Indexicality of a linguistic
form becomes available for participants to exploit in
interpreting their world and in positioning
themselves socially and carrying out their social
aims.
• Enregisterment - Second-order semiotic
processes trade in social typifications of languages
and characterological typifications of speakers in a
process now known as Enregisterment.
Enregisterment recognizes complexes of linguistic
features as typical styles or registers, and associates
them as wholes with types of speakers and types of
speaking contexts within a repertoire of varieties of
a language.
• Indexical Field - developing what is known as
third wave sociolinguistics, Penelope Eckert further
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theorized the principled set of indexical meanings
that can be mobilized as an indexical field, a
constellation of meanings that are linked by the
logic of ideological moves through the indexical
order (Eckert 2012).
• Indexical Inversion - Ideology may also make
these processes of changing social Indexicality
across escalating orders invisible.
For example, in nineteenth-century Japan, an era of
deliberate elite reconstruction of the political and
social order, an image of “women's language” as
vulgar was developed on the basis of supposed
schoolgirl use of specific vulgar linguistic forms.
2 Main Language Ideology
• Anonymity- is unknown. Some writers have
argued that namelessness, though technically
correct, does not capture what is more centrally at
stake in contexts of anonymity.
• Authenticity- is the quality of being genuine or
real.
Changing of Language Ideology
• Commodification - The commodification of
language itself within late capitalism has also been
widely observed. Language was commoditized in
earlier periods of capitalism as well; for example, in
the early twentieth century, G.B. Shaw depicted a
British phonetician, Henry Higgins (modeled on the
real-life phonetician Henry Sweet), claiming to
make a tidy income from what is now called
“accent therapy” for nouveau riche industrialists.
Lexicographers compiling commercial dictionaries,
advertising copywriters, teachers, and lawyers all
have long traded in a literal sense on linguistic
skills.
• Linguistic Activism - The scholarly recognition
of language ideologies levels the ground between
experts and activists and may have enhanced the
academic legitimacy of work on language politics
and language revitalization movements, particularly
that done by engaged intellectuals in their own
societies (see “Language Revitalization”). The new
focus on language ideology provides a recognized
scholarly turf on which to stand, as well as the tools
that give new analytic purchase.
• Linguistic Imposition vs. Appropriation- There
is considerable debate over how to understand the
unity, ideological positioning, and social
regimentation of
global English(es) in the late modern world's
political and cultural economy (see “English as a
World Language”). A similar debate surrounds
Spanish as a world language (Del Valle 2009; Mar-
Molinero and Paffey 2011). Even the existence of
glob al English as anything beyond an indexical
field has been questioned.
WEEK 4: Language Management
Language Management
 Björn H. Jernudd and Jiří V. Neustupný
Based on the discrimination between two processes
which characterize language use:
1. the production and reception of discourse, that is,
speaking, writing, listening and reading
2. the human activities aimed at discourse
production and reception
 Language management refers to behavior toward
language, whether an individual’s management of
her own discourse or an institution’s management
of language.  The study of language management
represents a vast broadening of view beyond the
concern with the state as manager (as in the study of
language planning) to understand how people
manage discourse and how they deliberate about
language problems; and the reciprocal relationships
between doing discourse and deliberating about
discourse.
 As a discipline, language management is an
organized body of knowledge that preoccupies itself
with questions relating to the theoretical adequacy
of language policy and planning theory and method,
and how these impact on language policy and
planning implementation, especially in multilingual
setting
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Language Management Theory
 To avoid elementary misunderstanding, it should
be emphasized that the identity of the theory is
based on the set of its theoretical claims rather than
on the heading "language management". Two
reasons:
1. certain fundamental features of the theory were
published under different labels, especially
"language correction" 2. some authors employ the
term language management without the theoretical
propositions of Neustupný and Jernudd, and may
use the term as more or less synonymous with
language planning.
Language Management Process
 The stability and certainty of the production and
reception of discourse is based on the existence of
norms or (less normative) expectations. 
Language Management Theory (LMT) assumes that
the speaker often notes the discourse as such the
moment it deviates from a norm or expectation. 
The speaker may then evaluate the deviation (or
other noted linguistic phenomenon) positively,
negatively or in a neutral way. Four Stages:
1. noting
2. evaluation
3. adjustment selection/planning
4. implementation
 Kimura (2011, 2013, 2014) has suggested adding
another stage to the model, namely, a fifth stage, the
feedback or more generally post-implementation
stage, since participants in language management
sometimes seek feedback on, or check the success
of, the adjustment implementation. The language
management process
1. 1.noting (of a deviation or other
phenomenon)
2. 2.evaluation
3. 3.adjustment design
4. 4.implementation
5. 5.post-implementation/feedback
WEEK 5: Mother Tongue and Language
Acquisition and Language Practices
• LANGUAGE ACQUISITION is a process
which can take place at any period of one's life. It
refers to the acquisition (unconscious learning) of
one's native language (or languages in the case of
bilinguals) during the first 6 to 7 years of one's life
(roughly from birth to the time one starts school).
• ACQUISITION is carried out in the first
year of childhood and leads to unconscious
knowledge of one's native language which
practically indelible.
• MOTHER TONGUE is a language that a
person has been exposed to from birth or within
the critical period
• LEARNING is characterized by
imperfection and the likelihood of being forgotten.
Learning leads to conscious knowledge.
• FIRST LANGUAGE ACQUISITION is
the degree of competence acquired may vary from
individual to individual and may be checked by
switching to another language.
• BI- AND MULTILINGUALISM is the
acquisition of two or more languages from birth or
at least together in early childhood.
• SECOND LANGUAGE ACQUISITION
it refers to acquisition which begins after puberty,
i.e., typically adult language acquisition.
How does mother tongue affect second language
acquisition?
o People use incorrect pronunciation of words
while communicating in English language as they
are influenced by the sound patterns of their mother
tongue.
o Mother tongue influence is something that
affects a person's thought process in a sense that he
thinks in mother tongue and expresses in English or
a second language.
What is Psycholinguistics?
EEM115– Content and Pedagogy for Mother Togue
o It has a very broad scope but is with specific
reference to processes of language frequently used
acquisition, especially of one's first language.
General Psycholinguistics covers the following
areas:
1. NEUROLINGUISTICS (study of language
and the brain). It has observational domain which is
the concern of linguists. Examined the structures of
the language faculty in the human brain.
2. LANGUAGE PATHOLOGY evaluates,
diagnose, and treat speech, language,
communication, and swallowing disorders.
3. LANGUAGE ACQUISITION BROCA'S
AREA - A part of the brain - approximately above
the left temple - called after its discoverer the
French doctor Paul Broca and which is responsible
for speech production.
Characteristics of First Language Acquisition
1. IT IS INSTINCT As an instinct, language
acquisition can be compared to the acquisition of
binocular vision and binaural hearing.
2. IT IS VERY RAPID The amount of time
required to acquire one's native language is quite
short, very short compared to that
needed to learn a second language successfully.
3. IT IS VERY COMPLETE The quality of
first language acquisition is far better than that of a
second language.
4. IT DOES NOT REQUIRE INSTRUCTION
Mother are important for children to learn their
native language, instructions by parents or
caretakers are unnecessary, despite the
psychological benefits of attention to the child.
Guided Language Acquisition
o Corrections show the transfer of adult
grammars to children whereas natural language
acquisition shows the gradual approximation of the
child's grammar to the adult.
The logical problem of Acquisition
o It would seem impossible to learn anything
about a certain language without knowing first
something about language in general.
IS THERE A LANGUAGE GENE?
o There is a pathological medical condition
called SPECIFIC LANGUAGE IMPAIRMENT
(SLI) which covers a range of defects, all of which
have in common that children continually make
grammatical mistakes in their mother tongue.
How is Language Transmitted?
o Language is obviously passed on from
parents to their children. To put it simply, children
do not have access to the competence of their
parents.
1. Linguistic input from parents (performance)
2. Abstraction of structures by children
3. Internalization (competence of next
generation)
Achieving Mastery in FOUR main areas
1. A set of syntactic rules.
2. A set of morphological rules.
3. A set of phonological rules.
4. A set of semantic rules.
STAGES OF ACQUISITION
0) 0.0 - 0.3 Organic sounds, crying, cooing
1) 0.4 - 0.5 Beginning of the babbling phase
2) 0.10 - 1 The first comprehensible words.
3) 2.6 Inflection occurs, negation, interrogative and
imperative sentences.
4) 3.0 A vocabulary of about 1000 words.
5) 5.0 The main syntactic rules have been acquired.
LANGUAGE PRACTICES
1. Language is inherently a creative activity -
Language is fluid and creative. Learning language
by repetition, as is commonly understood, is counter
intuitive. Respecting this fluidity and creativity is
important and should not be under-rated. These two
EEM115– Content and Pedagogy for Mother Togue
features of language lead us to the next point, which
might appear to be the same issue but in fact, they
are quite different.
Researchers found that infants learn best when new
words are repeated in different contexts and in
different meaning packed sentences.
2. Practicing grammar - It will give your regular or
below-level students a solid understanding of
grammar skills, as well as parts of speech and
sentence structure.
For example, the continuous present tense. You
could try walking around your house doing different
things and talking about what you are doing as you
are doing these things.
3. Learning new vocabulary - Instead of trying to
remember words as you usually do, try putting a
new word into 3 different sentences that relate to
your personal experience. The closer you make it
your life the better.
o FOR EXAMPLE:
o – the pen is on the table
o – my blue pen is on the table
o – the blue pen my mother gave me for my
birthday is on my bedside table
4. Improvement is an inherent requirement of
practice.
a. What is different between what you hear the other
say and what you hear yourself say. If there is no
difference, there is no need to practice! If there is a
difference, then your goal is to reduce the difference
until there is no difference.
b. What needs to change in your mouth for that
sound to change – may be a slight muscle change in
the mouth or even further afield, the placement of
the tongue, the breath etc.
GROUP REPORTERS’
MODULES:
8 DESIGN FEATURES OF LANGUAGES
Automaticity - It is the ability to do things without
occupying the mind with the low-level details
required, allowing it to become an automatic
response pattern or habit. It is usually the result of
learning, repetition, and practice.
Transfer - When human speak, sounds are
transmitted in all directions, however listeners
interpret it as coming from one specific direction.
Reward - Every learner is motivated to perform or
behave in a certain way by the expectation of
receiving some sort of reward, whether it is
immediate or delayed, tangible or intangible, as a
result of the behavior.
Self-regulation - is the ability to develop,
implement, and flexibly maintain planned behavior
in order to achieve one's goals (Miller & Brown,
1991). Self- regulation simply outlines the process
and components involved when we decide what to
think, feel, say, and do.
Identity and investment - The concept of
investment implies that when individuals speak,
they are not only exchanging ideas with users of the
language. Instead, they are simultaneously
organising the ways in which they connect to the
social world and their sense of identities.
Interaction - Humans can transmit and receive
identical linguistic signals, and so are able to
reproduce any linguistic message they understand.
This allows for the interlocutory roles of ‘speaker’
and ‘listener’ to alternate between the
EEM115– Content and Pedagogy for Mother Togue
conversation’s participants via turn taking within /p/ as in “pursue” and “rap”
the context of linguistic communication.
/b/ as in “bob” and “cab”
/m/ as in “ham” and “mop
Languaculture - A language includes not only
elements such as grammar and vocabulary, but also Labiodental
past knowledge, local and cultural information, -Sounds involve the upper teeth and the lower lip.
habits and behaviors. Examples: English [f, v]
Agency - It is the role that the social agent is Examples:
perceived to play in language development depends
partially upon what language is considered to be. /f/ as in “fish” and “frame”
The semantic approach is a radical departure from /v/ as in “view” and “version”
syntactic models of language acquisition with
regard to the perceived role of nonlinguistic factors. Interdental
A semantic-based grammar implies that cognitive
-Sounds are made by sticking the tip of the tongue
development or the development of meaning
between the upper and lower teeth.
systems is a prerequisite to linguistic development.
Furthermore, to the extent that social agents are Examples: English th (IPA [ϴ] in thin, (IPA [ð])
crucial to cognitive development, semantic-based
theories of language development provide a Examples:
rationale for expecting that social agents also play a / ϴ / thermal
significant role in language development.
/ ð/ through/ ϴ / bath
6 sub fields
/ ð/ wither
Phonetics - the study of how sounds are made, how
they are classified, how they combine and interact lar
with each other, and how they are perceived.
-Sounds are produced when the front of the tongue
Phonology - the study of organization and structure is raised to the alveolar ridge.
of sounds, their distribution, and conventions
Examples: English [t, d, n, s, z]
Morphology – the study of how words are formed
Examples:
Syntax – the study of organization of words into
/s/ as in “see /si:/
sentences and how they sentences are understood.
/z/ as in “zoo /zu:/
Semantics – the study of meaning of language
Pragmatics – the study of meaning and how it can
be interpreted in context.
Post-alveolar/Alveopalatal
-Sounds which involve the area just behind the
alveolar ridge. Examples: English sh (IPA [∫] in
Places of Articulation
ship, [ӡ]) in pleasure.
Examples:
Bilabial
/ ∫ / shoe / ∫u:/
-Sounds are produced by the narrowing or complete
closure of the lips. / ӡ/ usual/’ju:ӡl/

Examples: English [p, b, m,] Retroflex

EEM115– Content and Pedagogy for Mother Togue
-Sounds are made by curling the tongue tip
backward, and touching the area behind the alveolar
ridge.
Examples: English r in red (IPA [ɻ] in English.
Palatal
-Sounds involve the contact with the roof of the
mouth in the center of the hard palate.
Examples: Tagalog y (IPA [j] ) in yelo
Examples:
/ j / you The International Phonetic Alphabet
/ j / yet
Velar
-Sounds are produced by the contact of the tongue
and the soft palate or velum.
Examples: Hiligaynon [k, g] and ng (IPA in kasing
kasing.
Uvular
-Sounds are made by moving the tongue straight
back to touch the uvula and some part of the palate.
Examples: The “r” sound in French is an example
of this.

Pharyngeal
-Sounds are produced by moving the tongue down
and back into the pharynx.
Examples: The glottal stop (IPA [ʡ] represented by
the dash in ibig and h in himala ‘miracle’ uh oh are
example of these.
Glottal
-Sounds involve only the larynx.
EEM115– Content and Pedagogy for Mother Togue
refer to two words consist which have different
meanings and differ only in one sound occurring in
the same position or environment.
Examples:
The English words spill and still, and the Tagalog
words basa [ba. 'sa?] 'wet' and pasa [pa. sa?] bruise’.
In English, [p] and [t] both occur between [s] and [i]
while in Tagalog [b] and [p] both occur word-
initially. These sounds [p] and [t], and [p] and [b]
are contrastive, meaning they contrast words with
different meanings.
OTHER EXAMPLES:
 Fan – Van
 Site – Side
 Safe – Save
 Ferry – Very
 Ship – Sheep
Phonemes
Sounds that are used to contrast words with
different meanings: these sounds are called
phonemes.
Example: If you replace the [p] in the beginning of
pile with a [t], the result is different word, tile.
 Boat - Goat
 Near – Fear
 Light – Right

Contrastive Distribution
These sounds are in contrastive distribution,
meaning they can occur in the same environment in
words with different meanings.
The study of Sound Patterns EXAMPLES:
Phonology  When - Hen
 Stop - Top
 As subfield of linguistics that deals with
 Span - Pan
speech sounds, focuses more on the
systematic organization of sounds in a  Clock - Lock
particular language.  Swing - Wing
 The important concept in phonology is the  Shrug – Rug
occurrence of minimal pairs. Allophones
Minimal Pairs
EEM115– Content and Pedagogy for Mother Togue
Sounds that occur in mutually exclusive In English, released and unreleased stops are in free
environments, i.e., one allophone in one context and variation word-finally as seen in [khaet] or [khaet"]
another allophone occur in another. "cat".
 Allophones are in complementary distribution: Allomorphs
one sound never occurs in the environments in
which the other occurs.  Variants of morpheme that occur in
complementary distribution.
 The phoneme associated with the allophones is
often termed the underlying phoneme, while the  In English, the past tense ending -ed has three
other allophones linked to the phoneme are often phonetic realization that depends on the final
called the surface allophones. consonant of the root word:
i. if the root-final consonant is voiceless, it is
realized as [t], e.g., walked [wakt];
ii. if the root-final is voiced, it becomes [d],
e.g., robbed [rabd];
iii. if the root-final is an alveolar stop or flap, it
is articulated as [ed], e.g., waited [werǝd].
Examples:
In English, the sound [p] is always aspirated when it
occurs word-initially; when it occurs after [s], it is
always unaspirated.
In Tagalog, [d] changes into [r] when it occurs
between vowels as in the case of [bu.kid] 'field' +
[in]> [bu.ki.rin] 'fields'.

Morpheme
A morpheme is the meaningful part of a word that
cannot be further subdivided.
OTHER EXAMPLES:
2 Types of Morpheme
 Pore  Spore
1. Free Morpheme - word element and the word that
 Tore Store can stand alone.
 Core Score Ex: Care, quick
 Pool  Spool 2. Bound Morpheme - usually, a prefix or suffix.
 Tool  Stool Ex: ful, ly
 Cool School
Free Variation
Another type of distribution is called free variation
in which two different sounds can occur in the same
environment.
Examples:
In Tagalog [i] and [e] in the words babai and babae
'woman', respectively.
EEM115– Content and Pedagogy for Mother Togue
DIPHTHONG AND SUPRASEGMENTALS This diphthong uses letters and letter combinations
like /i/, /igh/, and /y/ to form sounds similar to
A diphthong is a sound formed by combining two “eye.” Here are a few more examples:
vowels in a single syllable. The sound begins as one
vowel sound and moves towards another. The two My /mai/
most common diphthongs in the English language
are the letter combination “oy”/“oi”, as in “boy” or High /hai/
“coin”, and “ow”/ “ou”, as in “cloud” or “cow”. Why /wai/
Diphthongs are usually introduced as spelling Sky / skai/
patterns in the primary grades. Use our vowel
diphthong practice lists to help students get a firmer Example phares:
grasp on these common word sounds. The sky blue tie was hard to buy.

/eɪ/
This diphthong uses letters and letter combinations
like /ey/, /ay/, /ai/ and /a/ to form sounds similar to
“great.” Here are a few more examples:
Is a vowel sound in which the tongue changes  Bake
position to produce the sound of two vowels  Rain
• Is a single sound produced when two vowels (one  Lay
dominant in duration and stress and one reduced in  Eight
duration and stress) are paired together in a  Break
sequence
/əʊ/
Example phrases:
This diphthong uses letters and letter combinations
1. Roy’s yellow toy like /ow/, /oa/ and /o/ to form sounds similar to
2. Toil on the field “boat.” Here are a few more examples:
3. Field of soy
4. Coin on the mat  Go
5. Point the boy  Oh
 Slow
8 American English Diphthongs  Loan
• Considering the intricacy of the subject, you won’t  Though
be surprised to learn there are dividing opinions /aʊ/
about the number of diphthongs in American
English. Some will say eight; others ten. This diphthong uses letters and letter combinations
like /ou/ and/ow/ to form sounds similar to “ow!”
• Perhaps the easiest way to recognize a diphthong Here are a few more examples:
is to listen to the sound created by the vowel or
vowels when you say it out loud. If the vowel sound  Bound
changes, you’ve got yourself a diphthong. Without  House
getting too detailed (or any more confusing), let’s  Brown
look at eight of the heavy-hitters.  How
/aɪ/  Now
/eə/
EEM115– Content and Pedagogy for Mother Togue
This diphthong uses letters and letter combinations Suprasegmentals features are those aspects of
like /ai/, /a/, and/ea/ to form sounds similar to “air.” speech that involve more than single sound
Here are a few more examples: segments
 Pair
 Lair
The principal suprasegmental are:
 Stare
 Care  Syllable Stress
 Bear  Tone Intonation
 Length Juncture
• Syllable is a single, unbroken vowel sound within
/ɪə/
a spoken word. They typically contain a vowel, or
This diphthong uses letters and letter combinations two if one is silent, and perhaps one or more
like /ee/, /ie/ and /ea/ to form sounds similar to accompanying consonants. All words are made
“ear.” Here are a few more examples: from at least one.

 Career Examples of syllables

 Here  Tie' has one syllable
 Near  'Rescue' has two syllables - Res + cue
 Year  'Alphabet' has three syllables - Al + pha +
 Pier bet’
/ɔɪ/  Activity' has four syllables - Ac + tiv + i +
ty’
This diphthong uses letters and letter combinations  Electricity' has five syllables - E + lec + tri +
like /oy/ and /oi/ to form sounds similar to “oil.” ci + ty
Here are a few more examples:
• Stress is one of the suprasegmental features of
 Boy utterances. It applies not to individual vowels and
 Coy consonants but to whole syllables. In the level of
 Toy word, a stressed syllable is pronounced with a
 Foil greater amount of energy than an unstressed
 Coin syllable.
/ʊə/ • Length are also usually considered to be
suprasegmental features, although they can affect
This diphthong uses letters and letter combinations single segments as well as whole syllables.
like /oo/, /ou/, /u/, and /ue/ to form sounds similar to
“cure.” Here are a few more examples:
 Fur
 Sure
 Lure
 Pure
 Manure
What is suprasegmental?
The term suprasegmental was invented to refer to
aspects of sound that did not seem to be properties
of individual segments (i.e the vowels and
consonants of which speech is composed).
EEM115– Content and Pedagogy for Mother Togue
• Tone refers to the emotion and attitude one puts
behind their words.
• Intonation refers to the fluctuation of one's voice
as they speak.
The following Intonations:
1. Rising Intonation means the pitch of the voice
increases over time [↗]
2. Falling Intonation means that the pitch decreases
with time [↘]
3. Dipping Intonation falls and then rises [↘↗];
4. Peaking Intonation rises and then falls (↗↘)

-FIGHTING!!!!!
Ithyyl

Juncture this is another suprasegmental phoneme,

known as the manner of transition from one
segmental phoneme to another.
Vowels and consonants can be thought of as the
segments of which speech is composed. That is why
vowels and consonants usually known as
“segmental phonemes” Together they form the
syllables, which go to make up utterances.
Related to the syllables, there are other features
known as “suprasegmentals”
The suprasegmental features (also known as
prosodic features) are the aspects of speech that
involve more than single consonant or vowels.