Pablo Borbon Campus

College of Teacher Education – Undergraduate Programs

Semestral na Kahingian ng Kurso

Fed 112 – Panimulang Linggwistika

Morpolohikal na Pag – aanalisa ng Wikang Cebuano

Inihanda ni:

ALHYSA R. CATAPANG

BSED FIL – 1101

Inihanda para kay:

Gng. ALICE A. CABINGAN

Dalubguro
 Pablo Borbon Campus

College of Teacher Education – Undergraduate Programs

Salita Bahagi ng Katumbas sa Salitang Proseso ng Pagbabagong

Pananalita Filipino Ugat pagbabago Morponemiko

Bai Pangngalan Kaibigan Bai Bay Pagkawala ng

ponema
Gubaha Pangngalan Sirain Guba Guba + ha Paglilipat diin
Nagahailak Pandiwa Umiiyak Hilak Naga + hilak Paglalapi
Kalipay Pandiwa Masaya Lipay Ka + lipay Pagkawala ng
ponema
Pangitaa Pandiwa Hanapin Pangita Pangita + a Paglalapi
Madaghan Pang-uri Madami Daghan Ma + daghan Paglalapi
Tabangan Pangngalan Tulong Tabang Tabang + an Pagkawala ng
ponema
Makahaya Pang-uri Maliwanag Hayag Maka + hayag Paglalapi
g
Nahigdaan Pangngalan Higaan Higda Nahig + daan Asimilasyon
Baybayan Pangngalan Baybayin Baybay Baybay + an Paglalapi

Ang salitang “Bai” sa wikang Cebuano ay isang Pangngalan na nangangahulugang

“Kaibigan” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “bai” na nangangahulugang
“kaibigan” sa Filipino. Ang proseso ng pangngalan mula sa “Bai” patungo sa “Bay” ay nangyari
sa pamamagitan ng paggamit ng Pagkawala ng ponema.

Ang salitang “Gubaha” sa wikang Cebuano ay isang Pangngalan na nangangahulugang

“Sirain” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “Guba” na nangangahulugang
“Sirain” sa Filipino. Ang proseso ng pangngalan mula sa “Guba” patungo sa “Gubang” o
“Gubaha” ay nangyari sa pamamagitan ng paggamit ng Paglilipat diin.

Ang salitang “Nagahilak” sa wikang Cebuano ay isang Pandiwa na nangangahulugang

“Umiiyak” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “Hilak” na
nangangahulugang “Umiiyak” sa Filipino. Ang proseso ng pangngalan mula sa “Hilak” patungo
sa “Hilakan” o “Nagahilak” ay nangyari sa pamamagitan ng paggamit ng Paglalapi.

Ang salitang “Kalipay” sa wikang Cebuano ay isang Pandiwa na nangangahulugang

“Masaya” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “Lipay” na
 Pablo Borbon Campus

College of Teacher Education – Undergraduate Programs

nangangahulugang “Masaya” sa Filipino. Ang proseso ng pangngalan mula sa “Lipay” patungo

sa “Lipaya” o “Kalipay” ay nangyari sa pamamagitan ng paggamit ng Pagkawala ng ponema.

Ang salitang “Pangitaa” sa wikang Cebuano ay isang Pandiwa na nangangahulugang

“Hanapin” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “Pangita” na
nangangahulugang “Hanapin” sa Filipino. Ang proseso ng pangngalan mula sa “Pangita”
patungo sa “Pangitaa” o “Pagpangita” ay nangyari sa pamamagitan ng paggamit ng Paglalapi.

Ang salitang “Madaghan” sa wikang Cebuano ay isang Pang-uri na nangangahulugang

“Madami” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “Daghan” na
nangangahulugang “Madami” sa Filipino. Ang proseso ng pangngalan mula sa “Daghan”
patungo sa “Madaghan” o “Kadaghan” ay nangyari sa pamamagitan ng paggamit ng Paglalapi.a

Ang salitang “Tabangan” sa wikang Cebuano ay isang Pangngalan na

nangangahulugang “Tulong” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “Tabang”
na nangangahulugang “tulong” sa Filipino. Ang proseso ng pangngalan mula sa “Tabang”
patungo sa “Tabangan” o “Pagtabang” ay nangyari sa pamamagitan ng paggamit ng Pagkawala
ng ponema.

Ang salitang “Makahayag” sa wikang Cebuano ay isang Pang-uri na nangangahulugang

“Maliwanag” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “Hayag” na
nangangahulugang “Maliwanag” sa Filipino. Ang proseso ng pangngalan mula sa “Kahayag”
patungo sa “Makahayag” o “Kahayagan” ay nangyari sa pamamagitan ng paggamit ng Paglalapi.

Ang salitang “Nahigdaan” sa wikang Cebuano ay isang Pangngalan na

nangangahulugang “Higaan” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na “Higda”
na nangangahulugang “Inuutusan kang humiga” sa Filipino. Ang proseso ng pangngalan mula sa
“Higdaan” patungo sa “Nahigdaan” o “Ihigda” ay nangyari sa pamamagitan ng paggamit ng
Asimilasyon.

Ang salitang “Baybayan” sa wikang Cebuano ay isang Pangngalan na

nangangahulugang “Baybayin” sa wikang Filipino. Ito ay nagmumula sa salitang ugat na
“baybay” na nangangahulugang “Baybayin” sa Filipino. Ang proseso ng pangngalan mula sa
“Baybay” patungo sa “Baybayan” o “Baybayon” ay nangyari sa pamamagitan ng paggamit ng
Paglalapi.
 Pablo Borbon Campus

College of Teacher Education – Undergraduate Programs

Semestral na Kahingian ng Kurso

Fed 111 – Introduksyon sa Pag – aaral ng Wika

Artikulo: Paglilinaw sa Teoryang Sosyolohikal

Inihanda ni:

ALHYSA R. CATAPANG

BSED FIL – 1101

Inihanda para kay:

Gng. ALICE A. CABINGAN

Dalubguro
 Pablo Borbon Campus

College of Teacher Education – Undergraduate Programs

Ang wika at kultura ay magkaugnay na aspeto ng lipunan. Ang ating wika ay hindi
lamang simpleng paraan ng komunikasyon, ito rin ay salamin ng ating kultura at kaalaman. Sa
pamamagitan ng ating wika, naipapahayag natin ang ating mga kaisipan, paniniwala, at
pinagmulan.

Ayon sa mga sosyolohista, malaki ang gampanin ng wika sa paghubog ng kultura. Ito ay
salamin ng ating kaisipan bilang isang bansa. Halimbawa, maraming salita tayo na wala sa ibang
wika dahil sa partikular na mga karanasan at kultura ng mga Pilipino. Kaya't magkadugtong ang
pag-unlad ng wika at pag-unlad ng kultura. Kapag nagbago ang kultura, nagbago rin ang wika
sapagkat kailangan maging relevant ang mga salita sa karanasan ng mga tao. At kapag huminto
sa pag-unlad ang wika, nahahadlangan din ang pag-unlad ng kultura.

Tingnan na lamang ang halimbawa ng Wikang Filipino at kulturang Pilipino. Mayaman

ang ating wika sa mga katutubong salitang naglalarawan sa mga partikular na karanasan at
kaalaman ng mga Pilipino. Halimbawa, mayroon tayong mga salitang "siesta," "fiesta,"
"barangay," "barong," at iba pa na kumakatawan sa mga katutubong kultura at karanasan. Sa
ganitong paraan, ang ating wika at kultura ay magkabit ang hubog at mahalagang salik sa pagbuo
ng ating pagkakakilanlan bilang isang bansa at lipunan. Kapag nawala ang isa, mawawala rin ang
isa. Magkatulong silang humuhubog sa ating kamalayan bilang isang lahi at bansa.

Isa pang halimbawa, ang pagpasok ng mga banyagang salita sa ating wika ay senyales ng
pagbabago at pag-unlad ng ating kultura. Tingnan na lamang ang mga salita tulad ng "computer,"
"internet," "cellphone" at iba pa na bago pa man dumating ang mga kagamitan at teknolohiyang
ito, wala pa tayong mga katutubong salita para dito. Ngunit habang lumalaganap ang paggamit
nito, naipapasok din sa ating wika ang mga salitang naglalarawan dito. Ito ay senyales ng pag-
unlad ng ating kultura at kaalaman bilang isang bansa.

Kaya't makikita natin na ang wika at kultura ay magkabit at magkasamang humuhubog sa

isa't isa. Napakahalaga ng papel na ginagampanan ng wika sa pagtataguyod at pag-unlad hindi
lamang ng komunikasyon kundi ng kultura at kamalayang Pilipino. Dapat nating pahalagahan at
pagyamanin ang ating wika upang patuloy na humubog at maging relevant ito sa nagbabagong
kultura at karanasan ng ating lipunan.
 Pablo Borbon Campus

College of Teacher Education – Undergraduate Programs

Sanggunian:

Wika at Lipunan by Virgilio Enriquez

Language, Culture and Society by Ben John Ibana
Enriquez, Virgilio G., and Kolehiyo Ng Agham at Sining. Sikolinggwistikang Pilipino.
(1976). Wika at Lipunan, Kaasalang Pangwika, Bilinggwalismo at Suliranin Sa
Pag-iisip at Pagpapahayag.
https://primo-pmtna03.hosted.exlibrisgroup.com/primo
 Pablo Borbon Campus

College of Teacher Education – Undergraduate Programs

Alhysa R. Catapang

BSED FIL – 1101

Individuals who are developmental learners are actively engaged in the process of personal
growth and improvement. They distinguish themselves by their eagerness to learn, adapt, and change in
response to new experiences and difficulties. These students are open-minded and enthusiastic about
prospects for personal and professional growth. They recognize that change is unavoidable and important
for advancement, and they actively seek out new knowledge and abilities to help them flourish.
Developmental learners are resilient and do not fear stepping outside of their comfort zones to explore
new routes or viewpoints. They recognize that change can be challenging, but they see it as a chance for
personal transformation and growth. They are constantly seeking new perspectives and comments from
others to improve their learning journey. Overall, developmental learners are adaptable, proactive, and
driven to embrace change as an essential component of their personal and professional development.
Infants and toddlers experience tremendous physical development during their first few years of
life. They grow rapidly in height and weight during the first year, gaining an average of 5-7 ounces every
week. They also strengthen their neck muscles, allowing them to hold their heads up, roll over, and
eventually sit up and crawl. Fine motor abilities, including as gripping items and bringing them to their
lips, begin to develop. Most infants can pull themselves up to a standing position and may even take their
first steps before the end of the first year. Toddlers grow more mobile in their second year, walking and
running with better coordination. They can move objects more precisely, picking up little items and
feeding themselves with their fingers. Most toddlers can jump, climb, and balance on one foot by the age
of three. Overall, infants and toddlers' physical development allows them to explore their environment,
connect with others, and attain independence.
Infant and toddler cognitive development is a fascinating process characterized by rapid growth
and learning. During the first year, newborns begin to develop basic cognitive abilities such as object
permanence, which is the understanding that items exist even when they are not visible. They also start
doing problem-solving activities like looking for concealed things. Their cognitive skills develop more as
babies enter the toddler stage. They begin to utilize symbols and play pretend, displaying their ability to
cognitively represent objects and activities. Toddlers also acquire linguistic skills, learning new words
and communicating their needs and desires through small sentences. They become more inquisitive and
investigate their surroundings, asking questions and seeking solutions. Overall, infants and toddlers'
cognitive development is a magnificent journey of inquiry, discovery, and the formation of core cognitive
skills that will continue to grow throughout their lives.
Physical development is critical in influencing a child's general growth and well-being during
early life. This stage is distinguished by considerable changes in gross and fine motor skills. As children's
muscles strengthen and coordination improves, they become more adept at walking, running, jumping,
and climbing. They also practice fine motor skills, such as grasping and manipulating things, which
prepares them for tasks such as drawing and writing. Furthermore, early childhood is a period of rapid
growth, with youngsters steadily acquiring height and weight. Their sensory systems, including vision
and hearing, are still developing, allowing them to explore and interact with their surroundings. Overall,
early childhood physical development is a dynamic process that provides the groundwork for their future
physical talents and independence.
 Pablo Borbon Campus

College of Teacher Education – Undergraduate Programs

Early childhood socioemotional development is an important part of a child's overall growth and
well-being. Children begin to develop their awareness of emotions and social relationships during this
time. They become more aware of their own and others' emotions, learning to identify and express them
correctly. They also begin to develop empathy and the ability to see things from the perspective of others,
which serves as the foundation for developing positive interactions and friendships. Early infancy is a
time when children learn to navigate social circumstances by sharing, taking turns, and cooperating with
peers. As kids find their own talents and abilities, they develop a feeling of self-identity and self-esteem.
Overall, early childhood socioemotional development builds the framework for a lifetime of healthy
emotional well-being, social competence, and the establishment of positive relationships.
Middle childhood is a phase of rapid physical and cognitive growth. Children continue to develop
and polish their motor abilities at this period, becoming more coordinated and developing greater control
over their movements. They also start to develop more advanced cognitive talents, such as better memory,
concentration, and problem-solving abilities. They grow more self-sufficient, developing a stronger
feeling of self-awareness and self-efficacy. Middle childhood is a period in children's lives when they
form more complex interactions with their classmates, learn to operate in groups, and traverse social
hierarchies. They also gain a better understanding of their own identity, including their interests, values,
and views. Overall, middle childhood is a vital developmental stage that lays the groundwork for
adolescence and beyond, setting the groundwork for continuing growth and maturation in all aspects of
life.
Adolescence is a period of major physical, cognitive, and socioemotional development.
Adolescents develop and mature quickly, with the onset of puberty causing changes in body structure,
sexual traits, and hormone variations. Adolescent cognitive development includes the improvement of
critical thinking abilities, abstract reasoning, and the ability to plan. Adolescents continue to develop a
more comprehensive knowledge of themselves and their role in the world as they wrestle with issues of
identity, values, and purpose. Socially, they handle the difficulties of gaining independence from their
families while still seeking acceptance and inclusion among peers. They establish more close and
meaningful relationships, explore their romantic and sexual identities, and gain empathy and perspective-
taking abilities. Overall, adolescence is a critical age of self-discovery, growth, and adult preparation,
defining the individual's identity and establishing the framework for future relationships and
accomplishments.
Learner-centered ideas highlight the necessity of adapting education to individual learners' needs,
interests, and abilities. These ideas acknowledge that each learner is an individual with their own set of
skills, weaknesses, and learning styles. Active involvement, collaboration, and hands-on experiences are
prioritized in learner-centered techniques to improve deeper learning and knowledge retention. They
empower students to take responsibility of their education, which fosters intrinsic motivation and a
lifetime love of learning. Learner-centered approaches also emphasize learners' personal and cultural
backgrounds, acknowledging that different points of view enrich the learning environment. Learner-
centered approaches, in general, stress the learner as an active participant in their education, fostering
meaningful and holistic learning experiences that empower and motivate learners to attain their greatest
potential.