PEDAGOGICAL COMPETENCIES IN TEACHING

MOTHER TONGUE
LESSON 5
5.1. UNDERSTANDING THE LOCAL CULTURE
LESSON OBJECTIVES:
 state their own definition of culture and list other
related concepts
 explain the various definitions of culturally-responsive
education and its principles
 list some examples of the elements of culture from
observing their local communities’ culture
I. ACTIVATE

“For indigenous communities…worldwide that are still

grappling with the legacy of colonization, being able to
speak their ancestral language is about empowerment
and reclaiming their identity. It may even carry
significant consequences for their mental health.
 The quote is taken from a BBC article by Rawlings
(2019) entitled “The Man bringing dead languages
back to life.” Do you believe this quote?
 Questions:
1.How do you feel about the quote you read on the
previous page?
2.Do you believe that language is related to
empowerment and identity?
3.In your own words, how would you define culture?
II. ANALYZE (GROUP ACTIVITY)
 The goal of this activity is for each group to create a concept map for “culture.”
Proceed to your pre-determined groups and follow the instructions below.
Encourage every group member to speak.
 First, think of words or ideas related to culture. Write those words around the word
“culture” seen on the next slide. These words can be called the second level of
association. Circle each word and draw an arrow from the word culture to the
second-level words. You may also connect words related to the second level. this
will be called the third level of association. The more concepts are written, the
better the concept map.
 After completing the concept map, decide on the most important ideas for your
group. Formulate your own group’s definition of “culture” by coming up with a
sentence combining the words you selected.
CULTURE
 Doige (2003) commented that students’ academic
achievement improves more when the education is
culturally relevant and responsive. For example, in a 2011
study, pupils from an ethnic cultural group did not learn as
fast when compared to their mainstream counterparts. This
gap was attributed to the language barrier between
students and teachers. It was also caused by differences in
values toward education (Schmeichel, 2011).
 How do you become a good teacher to these
students? The answer is that there is no single way of
being a good teacher since approaches and relevant
topics change in different cultures, languages, races,
ethnicity, class, and gender (Taylor & Sobel, 2011)
III. ABSTRACT
DEFINITIONS OF CULTURALLY-RESPONSIVE EDUCATION
 To use the experiences and frames of reference based
on the diverse culture of the students (Gay, 2010)
 An approach to education where the teacher
integrates elements of the students’ lifestyles and
daily experiences in the instruction and the curriculum
(Taylor & Sobel 2011)
 A type of pedagogy where teachers are
competent in a cross-cultural and multicultural
setting (Diller & Moule, 2005).
 Recognizes the uniqueness of the majority and
the minority in the body of students (Cartledge,
Gardner, & Ford, 2009…as cited in Taylor &
Sobel, 2011).
GUIDE QUESTIONS:

1.What were the common themes or ideas you observed in

the definitions above? Why do you think these themes
were important?
2.On the other hand, what was unique in each definition?
What do you think are the reasons for this uniqueness?
3.If you were to handle a class where some of the students
come from indigenous groups, how would you prepare?
Why?
IV. APPLY
LESSON SYNTHESIS

 What would happen to a class if a teacher does not

consider the students' culture? In your own words, how
would you define culturally-responsive education? what
are some instances when you need to create or
understand a community's sociocultural profile? Explain
your answers.
5.2. KNOWING THE MOTHER TONGUE
LESSON OBJECTIVES:
 List and analyze various definitions of mother tongue from
different authors and language institutions
 Explain national and international laws and policies related
to Mother Tongue-Based Multilingual Education
 Construct illustrations and examples of their own mother
tongue or another language they have studied using the
five language knowledge
I. ACTIVATE

...
II. ANALYZE
1. United Nations Declaration on the Rights of
Indigenous Peoples (UNDRIP), Article 13. 1-2 and
14.1
2. The Declaration of the Rights of Persons Belonging to
National or Ethnic, Religious, and Linguistics
minorities of 1992
3. R.A. 10157: The Kindergarten Education Act of 2011,
Section 5
4. R.A. 10533: Enhanced Basic Education Act of 2013,
Section 4 and Section 5f
III. ABSTRACT
 He, 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 in his heart.”
NELSON MANDELA
(BBC News, n.d.)
Former President of South Africa
 The mother tongue, or any language, may be studied
and understood through different aspects. It may be
examined using the five knowledge of the language
which are: (1) Phonology, (2) Morphology, (3) Syntax,
(4) Semantics, and (5) Pragmatics.
LESSON SYNTHESIS

1. In your own words, how would you define the mother tongue?
2. Why did you include those elements in your definition?
3. In your opinion, why do the laws and policies mentioned
advocate for the mother tongue as a medium of instruction?
4. What would happen if another language, not the mother
tongue, was used as a medium of instruction in the early
grades, why?
THANK YOU
Ms. Jessica Rosales
Part-Time Instructor