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Content and Pedagogy for the Mother Tongue
MODULE IN CC8
Content and Pedagogy

for the Mother Tongue
Danica Zandra Ocenar
Instructor 1
San Jorge Campus

Bachelor of Elementary Education
2020
VISION
A provide of relevant and quality education to a
society where citizens are competent, skilled,
dignified and community- oriented.
MISSION
An academic institution providing technological,
professional, research and extension programs to
form principled men and women of competencies
and skills responsive to local and global
development needs.
QUALITY POLICY
Northwest Samar State University commits to
provide quality outcomes-based education,
research, extension and production through
continual improvement of all its programs, thereby
producing world class professionals.
CORE VALUES
Resilience. Integrity. Service. Excellence.
INSTITUTIONAL GRADUATE OUTCOMES

Creative and critical thinkers
Life-long learners
Effective communicators
Morally and socially upright individuals
Course Content:
The table below shows the outline of the topics to be discussed in the lecture per week
vis-à-vis the course outcomes. It is designed based on the course syllabus approved by the
college Dean in San Jorge Campus.
Date of
Week Course Learning Outcomes Topics Assessment
Submission
MODULE 1
Theories and Principle of MTB-
MLE
Pencil and 4th week of
1.1 Language and Identity:
1–2 Analyze the relevance of paper test January
society and culture to
Sociological and Cultural
language development and Perspectives of Language
communication.
2–3 Compare the different 1.2 First Language Acquisition Pencil and 1st week of
theories of language and the (FLA) and Literacy Development Paper Test February
processes involved in their
literacy.
1.3 Language Development and
3–4 Second Language Pencil and 2nd week of
Explain theories of second Paper Test February
language acquisition
MODULE 2 – Legal Bases,
National Surveys, DepEd Policies
and Experimental Studies on
Language Instruction
Relate the educational history

2.1 1924 – 1925 – Monroe Survey Pencil and 3rd week of
4–8 of language policy paper test February
development in the 2.2 1935 Constitution
Philippines
2.3 Educational Act of 1940
2.4 1948 Joint Congressional

Committee on Education
2.5 1950 Prator Report
2.6 1970 – The Presidential

Commission to Survey
Philippine Education
2.7 1973 Philippine Constitution
2.8 1974 Bilingual Education Policy
2.9 1987 Philippine Constitution

2.10 1991 Congressional Oversight

Committee on Education
2.11 1998 The Philippine Education

Sector Study (PESS and the
Presidential Commission on
Educational Reform)
2.12 1999 – Lingua Franca

Education Project – DECS
Memorandum No. 144, s. 1999
2.13 RA. 10157 – The Kindergarten

Education Act of 2012
2.14 RA. 10533 – Enhanced Basic

Education Act of 2013
MODULE 3
Mother Tongue-Based
Multilingual Education
Framework: Its Implementation in
the Basic Education Curriculum
9 – 10
3.1 Guiding Principle for Teaching
and Learning in MTBMLE
10- 11
3.2 The Genesis of Mother Tongue-
Based Multilingual Education
11- 12 3.3. The Goals of MTB-MLE in the

K-12 Curriculum
MODULE 4
Teaching Strategies in MTB-MLE
13 – 14 Plan lesson and activities for 4.1 From Oracy to Literacy
oracy and literacy
Development of Young Learners
development of young
learners.
15 – 16 4.2 Approaches and Strategies in
Teaching Comprehension
16 – 17 4.3 Activities and Strategies for

Phonological Awareness
Development and Decoding
17 – 18 4.4 Assessment of Early Literacy

Skills
Grading Criteria:
Requirement/Assessment Task Percentage

Major Course Output 50%
Major Exams 30%
Class Standing 20%
TOTAL 100%
MODULE 1
Module Title: Theories and Principles of Mother Tongue Based – Multi Lingual
Education
Module Description:
This module will uncover the interrelationship of language and culture. As educators,
we need to know how languages shapes who we are, how we think, and how we process
information and therefore be able to guide our language learners in becoming proficient
communicators using our mother tongues and other desired languages.
Purpose of the Module:

The purpose of this module is to produce a comprehensive introduction to the
profession of teaching English to speakers of other languages. This module also gives a balance
information between theory and practice of the different methodologies in teaching English
and language skills that learners should develop.
Module Guide:
Answer the questions before and after reading the material for each lesson.
Lesson No: 1
Lesson Title: Language and Principles of MTB-MLE
Let’s Hit These:

At the end of this lesson, you should be able to:
▪ Define language;
▪ Explain the relationship of language and identity; and
▪ Analyze the relevance of society and culture to language development and
communication
Let’s Find Out:

Language is the primary tool used in the communication process. This connotes sharing
one’s thoughts, emotions, and knowledge with others using a certain code (culture) and
symbols (language) that must be learned and shared between communicators.
Say, a Japanese girl is asking a Filipino boy for directions. For the two of them to
communicate they must establish commonality in language first and foremost; otherwise, no
communication will take place between them.
Let’s Read:
What are the linguistic elements of language?

Languages in the world share the same elements, with an exception of a few which do
not have yet written orthography.
1. Phonology – the sound system of a language.
2. Morphology – the study of the structure of words.
3. Syntax – the study of the structure of sentences.
4. Semantics – the study of meaning in language.
5. Pragmatics – the appropriate use of language in different contexts.
Why is language culture-based?
For the listener to understand what a speaker intends, the speaker should have
something definite in mind. If an idea or impression is vague in the speaker’s mind, the
resulting message will be confused and ambiguous. Understanding is the core meaning and is
two-way process; that is, the speaker is responsible for trying to understand it accurately.
Meanings are ultimately determined by people, not by words.
When speaking of some subjects, you have to use a very specialized vocabulary.
Language differences might even occur within a family. The world of adults is different from
the worlds of children or adolescents. Parents might wish, for example, that their child were
popular. But “popular” to teenager may mean “being able to stay out late and own car” –
possibly unacceptable conditions to the parents. Because experiences of the teenager and parent
are so different, their values and vocabulary also differ.
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CC8: Content and Pedagogy in the Mother Tongue

New meanings are continually created by all of us as we change our ideas, our feelings,
and our activities. As we think, read, travel, make friends, and experience life, the associations
and connections that words have for us changed.
What is language environment?

All languages take place within a particular environment. A minister and priest speak
in the environment of a church; two friends have a conversation in the student center; an
instructor gives a lecture in a classroom. Language that is appropriate to one environment might
appear meaningless or foolish in another. The language you use in a dormitory, for example,
might be completely inappropriate in a classroom.
According to Neil Postman, who writes about language and education, the language
environment is made up of four elements: (1) people, (2) their purpose, (3) the rules of
communication by which they achieve their purpose, and (4) the actual talk used in situation.
Appropriate Language. For any society to function it must have some sort of
understanding about which words are inappropriate. As children grow up, they try out
new words they hear and from the reactions of the adults around them, learn the words
they should and shouldn’t use.
Sometimes you have to refer to something for which it would be impolite to use
the direct word. To do this you use a euphemism – an inoffensive word or phrase that
is substituted for other words that might be perceived as unpleasant. Sometimes
government agencies, busines, or other institutions create euphemisms to either cover
up the truth or make the truth more palatable. When euphemisms are created by
government or institutions, they are often referred to as doublespeak.
Specialization. Most language environments have words that are specialized and are
used only in those environments. If your plumber tells you that you need a new sleeve
gasket, you probably would not know what that means. You would understand if the
plumber told you that the toilet needs a new seal at the bottom to keep the water from
leaking out onto the floor.
Whenever you shift roles, you shift your language environment and your speech
as well. Let’s say that in a single day you talk to your roommate, you go to class, and
you speak to your mother on the telephone. Your role has shifted three times: from peer,
to student relating to instructor, to child relating to parent. Each circumstance has
entailed to a different language environment, and you have probably changed your
speech accordingly – perhaps without even realizing it.
The important thing to remember about a language environment is that you most
choose a language that is appropriate to it. The language used in one environment
usually does not work in another. When you think about the environment, you need to
ask yourself who it is you are going to be talking with and in what context your language
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is going to be used. If you don’t adapt to the environment, your language will not work,
and you will lose the chance for an effective communication.
What are styles, roles, and group members in communication?
The words you use are determined by all your past experiences also known as your field
of experience. You learn words in order to express, and thought and language develop together.
The way you think and the way you talk are unique; they form a distinctive pattern. In a sense,
you are what you say because language is the chief means of conveying your thoughts. Neither
language nor thought can be viewed in isolation because they are so interrelated. Together,
they determine your verbal style.
Style is the result of the way you select and arrange words and sentences. People choose
different words to express their thought, and every individual has a unique verbal style. Not
only do styles vary among people, but each person uses different styles to suit different
situations.
Impressions of personality are often related to verbal style. When you characterize a
person as formal and aloof, your impression is due in part to the way that person talks. Since
your style partially determines whether others accept or reject you, it also influences how others
receive your messages. Style is so important that it can influence people’s opinion of you, win
their friendship, lose their respect, or sway them to your ideas.
Gender. Sociolinguist Deboarh Tannen (2009) has found out that men and women
have almost completely different styles of speaking. According to Tannen, when
women have conversations, they use the language of rapport-talk. This language is
designed to lead intimacy with others, to match experiences, and to establish
relationships. Men, however, speak report-talk. In this type of speech, the speaker’s
goal is to maintain status, to demonstrate knowledge and skills and to keep the center
stage position. Because of these differences in speaking, men and women often have
problems when they try to talk to each other.
In addition to this, Tannen believes that gender-specific language begins in
childhood and that children learn it from their peers.
Age. Age is one of the factors that determine difference in language style. Have you
noticed that when adults are with babies their language style changes? Their pitch
becomes higher and their vocabulary use becomes simpler to mere one-word utterances.
This is because the brain is the last organ to mature and scholars believe it to mature at
age eight approximately. Therefore, this is the age where our brain is susceptible to
language and the more exposed, we are to appropriate use of language, the better we
are at using it when we get older.
Social Status. Scholars have identified variations in language styles of people
depending on their social status. People in the business world will have a briefer concise
style utilizing a more direct language because to them time is money and any time
wasted is money wasted. Social status is one of the reasons why languages are perceived
to have hierarchy. A good example would be English. Here in the Philippines, people
who speak impeccable English have more career opportunities than those who cannot.
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That is why English is considered to be the language of power and economy in the
Philippines.
Religion. Language and religion offer and innovative theory of religion as a class of
cultural representations dependent on language to unify diverse capacities of the human
mind. It argues that religion is widespread because it is implicitly in the way the mind
processes the world, as it determines what we ought to do, practically and morally, to
achieve our goals. Different religions in the world relate modern cognitive theories of
language and communication to culture and its dissemination.
What are cognates?

Cognates are words descended from a common ancestor; same origin or related by
borrowing, or of the same original language; of the same linguistic family; coming naturally
from the same root, or representing the same original word, with differences due to subsequent
separate phonetic development; words that are orthographically and semantically similar in
two languages because of a shared etymology.
True Cognates are words that share similar meaning or spelling in two or more
languages. True cognates are words that are easy to teach to language learners of a foreign
language of the same proto-language family since they have similar root word and core
meaning; hence, difficult to forget and easy to recall. True cognates, therefore, should be one
of the bases when transitioning mother tongue to a target language. Look at the following words
below. How similar are they?
Tagalog Cebuano Waray
Bahay balay balay
Bigas bugas bugas
Ulo ulo ulo
Tao tawo tawo
The words bahay in Tagalog and balay in Cebuano and Waray are cognates because
they have the same word origin with a distinct lenition (weakening of sound) of /l/ in
balay to /h/ in bahay. The words bigas in Filipino and bugas in Cebuano and Waray are
also cognates where /i/ which is a front vowel articulation became /u/ which is a back
vowel articulation. The word ulo has no change in meaning and form as well while tao
in Filipino can be interpreted as addition of sound /w/ to tawo Cebuano and Waray or
it can be interpreted the other way around; there is deletion of /w/ in Cebuano and
Waray in tao.
False Cognates are pairs of words in the same or different languages a word in a
language that looks or sounds similar to a word in another language but means
something different. That is, they appear to be, or are sometimes consider the following
false cognates below. Analyze why they are considered to be false cognates.
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Lexicon Area/Context Function Meaning

A process in which a doctor cuts into someone’s
operation Science noun body in order to remove or repair damaged or
diseased part.
Social Science noun A usually small business or organization; and
activity of a business or organization
Mathematics noun Any various mathematical or logical processes (as
addition, subtraction, multiplication, division) of
delivering one entity from others according to a
rule.
Science noun The part of a plant that grows underground, get
root water and minerals from the ground, and holds the
plant in place.
English noun The base form of a word.
Mathematics noun A quantity taken an indicated number of times an
equal factor.
The Philippines was a colony of Spain for 333 years and this means that Spanish has a
great influence over our languages especially on our vocabulary. Also, the country was under
American regime for almost 48 years and this means that American English has influence over
our language as well. Only through understanding the cognates of our languages in the
Philippines will we better create a language policy that the addresses the needs of these
languages. Such policy must be drawn with grass roots and not from what few elitists say
because language is not just a tool for communication but a tool for understanding, preserving
and intellectualizing Philippine languages.
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Let’s Do This:
Let’s check how well you realized the intended learning outcomes.
1. Define language.
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2. Explain the relationship of language and identity.
3. Are society and culture relevant to language development and communications? Explain your
answer?
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Lesson No: 2
Lesson Title: First Language Acquisition (FLA) and Literacy Development
Let’s Hit These:

• Define first language, mother tongue, heritage language, and dialect; and
• Explain how children acquire a language and the processes involved in their literacy
development;
Let’s Find Out:

Language is not biological; therefore, regardless of race and ethnicity, children will
eventually acquire the language that they are first exposed to in their families especially from
their primary caregiver. Since the primary caregiver is the mother, this language input came to
be called “motherese” in 1970. The term “motherese” describes the language adaptation adults
make to give child maximum opportunity to interact and learn. This is characterized by
considerably simplified grammar and meaning and use special words or sounds. Diminutive or
reduplicative words like wee-wee, pee-pee, ma-ma are common.
Let’s Read:
What is a first language?

The language first acquired as a child like mother tongue and native tongue, or preferred
language in a multilingual situation.
What is second language?

It is a non-native language that has an official role in a country. In the Philippines, English and
Filipino are the two official languages in commerce and industry as stipulated in the 1987
constitution.
What is foreign language?

It is a non-native language that has no official status in the country. Spanish used to be the
second language in the 60s and 70s but lost official status and became a foreign language. This
means that Spanish is no longer officially spoken in the country nor mandated to be taught in
the elementary and secondary schools just like French, German, etc.
What is heritage language?

It is used to identify the language other than the dominant language. In the Philippines, there
are dominant languages like Tagalog, Cebuano and many others but there are some minority
languages which are spoken by a few social groups like Mandarin.
What is a dialect?
It is language variety in which the use of grammar and vocabulary identifies the regional or
social background of the user. The measure for us to know that a language is a language is its
“intelligibility”. Languages in the world are mutually exclusive meaning they are not mutually
intelligible. Two speech forms that are mutually intelligible are dialects of the same language.
A good example of this definition is Tagalog. Tagalog is widely spoken in Bulacan, Metro
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Manila, Laguna, Cavite, Batangas, and Quezon. You will observe certain variations or
difference in their pronunciation, accentuation and even some words but speakers of these
dialects (or variation) of Tagalog can still understand each other. Let us look at some of these
scenarios.
• A Batangueno will say “ay sadya” while a Bulacano will say “ay totoo” but will
understand each other.
• A Caviteno will say “Parini ka ngang bata ka!” while a Manileno will say
“Halika ka nga ditong bata ka!”
First Language Acquisition (FLA) Theories
Through the years, language acquisition has been defined in various perspectives and
in various ways. As language teachers, we need to understand all of these theories and
approaches in order to combine them and make a more responsive theory-based language
curriculum appropriate to our learners regardless of generation. Truly, children in the current
era are far more advanced and sophisticated in their mental abilities and intelligences but
despite all of these evolutionary improvements, children still go through predictable stages of
mental, physical, and socioemotional development.
To better understand the complexity of language acquisition, let us understand the
different theories that influenced it.
Behaviorist Perspective
Burhus Frederic Skinner (1957), most fondly known as

B.F Skinner, is the father of Operant Conditioning. He admits
that every individual has a brain but argues that it is
unproductive to study internal systems and that the best way to
understand behavior is to look at the causes of an action and its
consequences. He explains that a behavior that is continuously
reinforced tends to be repeated and becomes deeply rooted in an
individual’s behavior and a behavior that is not reinforced dies-
out and is and is eventually forgotten. Skinner argued that
children learn language based on reinforcement (positive and
negative) principles by associating words with meanings. This
theory is imitation.
Children learn to speak, in the popular view, by copying the utterances heard around
them, and by having their responses strengthened by the repetitions, corrections, and other
reactions that adults provide. By reinforcing correct and accurate utterances, they are positively
reinforced which allow the child to realize the importance of accuracy in the communicative
value of words and phrases. Incorrect and inaccurate utterances are discontinued by applying
negative reinforcement. Punishment therefore is designated to weaken a behavior and help a
child discontinue a behavior. For example, when the child says ‘ma-ma’ and the mother smiles
and gives her a kiss, the child will find this outcome rewarding, reinforcing the child’s language
development.
Language in the behaviorist perspective is viewed as consistent formal pattern and
through imitation and constant practice language is developed just like habit. This process is
called “habituation”. The imitation theory supports external factors that affect children’s
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language, children still make innovations and changes in their utterances. No matter how
accurate the adult is in the use of the language, children continuously make errors or deviations.
Behaviorists cannot explain why when a mother says “milk” the child responds “mee-mee”.
Imitation theory cannot simply explain the relationship of cognition and language
development; hence, the constructivists proposed an alternative perspective on learning and
language acquisition.
Constructivist Perspective
The two most recognized cognitivists are Jean Piaget and Lev Vygotsky. Although both
are highly concerned with how children acquire and construct meaning, their views quite differ
but unlike behaviorists, both do not view children as empty vessels (tabula rasa) waiting to
filled in by expert and learned and acquire language as they go through different development
stages.
Cognitive Constructivism
Jean Piaget argues that children are active learners

who construct meaning from their environment. He views
children as active learners, constructing knowledge over
time, as they interact with their environment through four
developmental stages.
The first stage is the sensorimotor stage. Because
they don't yet know how things react, they're constantly
experimenting with activities such as shaking or throwing
things, putting things in their mouths, and learning about the
world through trial and error. Between the ages of 7 and 9
months, infants begin to realize that an object exists even if
it can no longer be seen. This important milestone -- known
as object permanence -- is a sign that memory is developing.
After infants start crawling, standing, and walking, their
increased physical mobility leads to increased cognitive
development. Near the end of the sensorimotor stage (18-24 months), infants reach another
important milestone -- early language development, a sign that they are developing some
symbolic abilities.
The second stage is the preoperational stage which begins when children start talking
approximately at age two and extends up to seven years. They still do not understand concrete
logic and have difficulty manipulating objects mentally. Moreover, they are still predominantly
“egocentric”; hence, have difficulty seeing viewpoints of others.
The third stage is the concrete operational stage where children begin to acquire
concrete logical thinking like inductive reasoning. Children begin to solve problems logically
and language acquisition and language acquisition moves to social matters and the reemergence
of egocentrism: adolescent’s sense of personal uniqueness and invincibility. They begin to
value justification and word choice.
The fourth and last stage is the formal operational stage which extends adolescence
to adulthood years. Knowledge development is demonstrated through logical use of symbols
related to abstract concepts. Children acquire hypothetical and deductive reasoning. In this
stage, individuals learn to use language abstractly without relying on concrete representation.
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Constructivist’s perspective of language acquisition sheds valuable explanation of the

relationship between thought and language acquisition. As children become sophisticated in
their mental processes, the more susceptible they are in acquiring and manipulating language
to represent ideas. On the other hand, there is a shortcoming of this perspective: it cannot
account for the fact that not all individuals in different cultures in the world acquire or reach
formal operational stage nor would most people use hypothetical-deductive reasoning in
various aspects of their lives.
Social cultural Constructivism
Lev Vygotsky proposed a sociocultural model of human, and especially cognitive

development that reflected Marxist beliefs in the social and cultural bases of individual
development commonly known as social or cooperative learning. He emphasized the
importance of private speech, children talking to themselves, for tuning shared knowledge
into personal knowledge.
Later private speech becomes silent but is still very important. Studies have found that
children who make extensive use of private speech learn complex task more effectively than
do other children, Vygotsky proposed that children incorporate the speech of others and then
use that speech to help themselves solve problems.
Vygotsky’s theory implies that cognitive development and the ability to use thought to
control one’s own actions require first a mastery of cultural communication systems and then
learning to use these systems to regulate one’s own thought processes.
The most important contribution of Vygotsky’s theory is an emphasis on the
sociocultural nature of learning. He explained that every individual has zone of proximal
development (ZPD) – the gap between actual ability (AA), something that they can do with
help and supervision (scaffold). A child exploring his environment will need a scaffold like a
primary caregiver to help him label the objects he manipulates. He believed that learning takes
place when children are working within their ZPD. A child without a scaffold will continue
interacting with these objects from the environment but will fail to acquire important
vocabulary that will enable them to interact and communicate with others later in life.
Tasks within the zone of proximal development are those that a child cannot yet do
alone but could do with the assistance of more competent peers or adults. That is, the zone of
proximal is capable of learning at a given time. Vygotsky further believed that higher mental
functioning usually exists in conversation and collaboration among individuals before it exists
within the individual.
Innateness
Another theory that rose to oppose the behaviorists view of children’s learning and
language acquisition is Noam Chomsky, world’s famous linguist to date. The limitations of an
imitation/reinforcement view of acquisition led in the 1960s to an alternative proposal, arising
out of the generative account of language. Noam Chomsky argued that children are endowed
with the capacity of the brain are endowed with the capacity to acquire a language as they are
continuously exposed to adult speech. He called this “innateness”, the capacity of the brain to
arrive at general principles based from adult speech. These principles constitute a child’s
language acquisition device (LAD).
PRIMARY GENERAL GRAMMATICAL CHILD’S

LINGUISTIC LANGUAGE KNOWLEDGE SPEECH
DATA (ADULT LEARNING
SPEECH) PRINCIPLES
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Consequently, he proposed the theory of Universal Grammar, an idea of innate,

biological grammatical categories that facilitate the entire language development in children
and overall language processing in adults. The sequence of events can be summarized the
following way.
Children use their LAD to make sense of the utterances heard around them, primarily
linguistics data or adult speech and create hypotheses about the grammar of the language. They
use this grammatical knowledge to produce sentences after several attempts through trial and
error and form generalizations, or rules on constructing sentences. This theory clearly explains
why children acquire language in such speed but on one hand, it cannot account for other input
that children are exposed to. Adult speech is not only the primary linguistic data with which
children formulate their generalization (rules) of the language. Such idea is so simple for such
a complex concept like grammar.
Interactionists’ Perspective
Bandura noted that Skinnerian emphasis on the effects of the consequences of behavior
largely ignored the phenomena of modeling – the imitation of others’ behavior – and vicarious
experience – learning from others’ successes or failures. He felt that much of human learning
is not shaped by its consequences but is more efficiently
learned directly from a model. Bandura calls modelling as
the “no-trial learning” because students do not have to go
through a shaping process but can reproduce the correct
response immediately. Take for example a Grade 1 teacher
demonstrates how to write the letters of the alphabet and
then children imitate.
Albert Bandura’s Social Learning Theory (SLT)
explains that children learn from each other and from others
through observation, imitation and modeling. This theory
explains that children imitate the words and language
patterns they hear by watching and listening to the models,
caregivers and family members in their life. This theory has
been identified as the link that bridges the gap between
behaviorist and constructivist perspective to learning and
language acquisition.
Interactionist’s argue that children are social beings and they need more than adults to
observe, imitate and model from and more that an innate LAD to create universal grammar
from primary linguistic inputs. They need to socialize because like any individual, children are
social beings and they need language acquisition support system (LASS) like their families,
community, technology, and even print and non-print materials to help acquire the language.
Another two contribution of Bandura’s SLT are vicarious learning and self-regulated
learning. Vicarious learning is the process by which children learn from reinforced (negative
or positive) learning and/or behavior of other people. Although most observational learning is
motivated by an expectation that correctly imitating the model will lead to reinforcement, it is
also important to note that people learn by seeing others reinforced or punished for engaging
in certain behaviors.
Self-regulated learning is the process where children observe and evaluate their own
standards, and reinforce or punish themselves. Self-regulated learners are effective because
they (a) analyze the tasks teachers give them and set effective goals for learning, (b) use
appropriate strategies to reach goals, and (c) monitor their progress and modify learning.
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Let’s Do This:
Enhanced your understanding.
1. Using your own words, compare the different theories of language and literacy
development and give examples for each. (50 points)
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Lesson No: 3
Lesson Title: Language Development and Second Language
Let’s Hit These:

• Explain theories of second language acquisition; and

• Compare theories of second language acquisition.
Let’s Find Out:

Let us look at the following utterances from different languages.
Tikadto ha eskwelahan hi Ernie

Waray verb preposition noun article noun/subject
Verb phrase Noun phrase
Si Ernie ay pupunta ng palengke

Filipino article noun/subject connector verb preposition noun
Noun phrase Verb phrase
Ernie is going to the market.

English noun verb preposition article noun
Subject Verb phrase
You will observe that apparently the three languages are different in three major
elements: pronunciation, vocabulary, and word order (syntax). In spite of all the differences,
however, these languages still have a lot in common – one may even claim that the similarities
are more striking than the differences.
Most obviously, all three languages have sentences that consist of words with a
pronunciation and a meaning. In all three languages, the pronunciation may be analyzed into
vowels and consonants that combine syllables. Furthermore, look closer, despite the difference
in the words order, these three languages clearly have a doer, a central action and an object of
action. Most or all languages in the world share these and many features. This phenomenon is
called linguistic universal.
A linguistic universal is a pattern that occurs systematically across natural languages,
potentially true for all of them. In this lesson, we will be learning about second language
acquisition and how proficiency in the first language can be transitioned and transferred to
proficiency in the target language.
Let’s Read:
Lenneberg’s Critical Period Hypothesis on L2 Acquisition

The critical period hypothesis for second language (L2) learning has found resonance in a variety of
policy positions regarding when an L2 should be introduces in the curriculum. Kenji Hakuta in Bailey
et al., (2001) posits key elements of a critical period in L2 acquisition?
1. Clearly specified beginning and endpoints for the period:
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Lenneberg suggested puberty, and others have followed suit. Johnson and Newport (1989)
considered age 15 to be the end of the critical period. As noted previously, Pinker considered
it to begin at age 6 and end ate puberty. For present purposes, assume that the critical period
hypothesis is set by puberty and ends at the age 15. In any event, any claim to a critical period
for L2 acquisition should be specific about an endpoint.
2. Well – defined decline in L2 acquisition at the end of the period:

The ability to learn things declines with age, such as learning to ride a bicycle, yet it would not
be stated that there is a critical period for cycling. A general decline in learning is not strong
evidence for a critical period for L2 acquisition. The appeal of a critical period hypothesis lies
in its specificity, that is, its ability to target specific learning mechanisms that get turned off at
a given age. Thus, one important piece of evidence would be if a rapid decline could be found
around the end of a critical period, rather than a general monotonic and continuous decline with
age that continues throughout the life span.
3. Evidence of qualitative differences in learning between acquisition within and outside the
critical period:
A critical period is assumed to be caused by the shutting down of a specific language learning
mechanism. Therefore, any learning that happens outside of the critical period must be the result
of alternative learning mechanisms. If that were the case, then there should be clear qualitative
differenced in the patterns of acquisition between child and adult L2 learners. For example, if
certain grammatical errors could be found among adult learners that are never found in child
learners, or if child learners were able to learn specific aspects of the language that adults could
not learn, then this would be strong evidence for a critical period.
4. Robustness to environmental variation inside critical period:

Another attraction of the critical period hypothesis is that there is a threshold level of exposure
with uniformed outcomes, even with considerable environmental variation. The environment
might play a larger role beyond that period and the outcomes would become more variable.
CUMMIN’S INTERDEPENDENCE HYPOTHESIS

Knowledge of how first language or mother tongue is
acquired lends understanding of how second language is
acquired, too. Jim Cummins in his language
interdependence hypothesis explained that all languages
have common underlying proficiency. Languages may
appear to have different surface structures but their deep
structures are common; hence, the first language
proficiency leads to second language proficiency. This
hypothesis, also presented as “dual-iceberg,” explains that
every language contains a surface structure or features that
maybe different like phonology, morphology, and syntax;
however, beneath those surface structures are proficiencies
that are common across languages.
He differentiated ideas about the two principal continua of second language development in a simple
matrix. BICS describes the developmental 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.
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The implication of Cummins’ Interdependence Hypothesis explains greatly how one language can be
transitioned to another language and another language. Teachers must focus on the common underlying
proficiencies of the languages in order to successfully transfer in one language to another.
KRASHEN’S NATURAL APPROACH TO SECOND LANGUAGE ACQUISITION

Dr. Stephen Krashen is professor emeritus at the University of
Southern California. He is a linguist and educational researcher. He
is known for his Natural Approach Theory of second language
which he developed with Tracy Terell. His theory is centered on a
comprehension-based approach to foreign and second language
teaching. Krashen & Terrell’s theory focuses on both oral and
written communication skills. It was developed on the premise of
four principles:
1. Comprehension of language begins before language
production.
2. Language production emerges in stages.
3. Language learning is done using communication and
interaction in the target language.
4. Classroom tasks and activities are centered on students’ interests, and lower their affective
filters.
The goal of The Natural Approach is the “ability to communicate with native speakers of the target
language”. There are five hypotheses that outline the Natural Approach theory as defined below.
The Acquisition/ Learning Hypothesis
The Acquisition-Learning distinction is the most fundamental of the five hypotheses in
Krashen's theory and the most widely known among linguists and language teachers. According
to Krashen there are two independent systems of foreign language performance: 'the acquired
system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a
subconscious process very similar to the process children undergo when they acquire their first
language. It requires meaningful interaction in the target language - natural communication - in
which speakers are concentrated not in the form of their utterances, but in the communicative
act. The "learned system" or "learning" is the product of formal instruction and it comprises a
conscious process which results in conscious knowledge 'about' the language, for example
knowledge of grammar rules. A deductive approach in a teacher-centered setting produces
"learning", while an inductive approach in a student-centered setting leads to "acquisition".
According to Krashen 'learning' is less important than 'acquisition'.
The Natural Order Hypothesis

Finally, the important Natural Order hypothesis suggested that the acquisition of grammatical
structures follows a 'natural order' which is predictable. For a given language, some
grammatical structures tend to be acquired early while others late. This order seemed to be
independent of the learners' age, L1 background, conditions of exposure, and although the
agreement between individual acquirers was not always 100% in the studies, there were
statistically significant similarities that reinforced the existence of a Natural Order of language
acquisition. Krashen however points out that the implication of the natural order hypothesis is
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not that a language program syllabus should be based on the order found in the studies. In fact,
he rejects grammatical sequencing when the goal is language acquisition.
The Input Hypothesis

Krashen's attempt to explain how the learner acquires a second language – how second language
acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'.
According to this hypothesis, the learner improves and progresses along the 'natural order' when
he/she receives second language 'input' that is one step beyond his/her current stage of linguistic
competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she
is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners
can be at the same level of linguistic competence at the same time, Krashen suggests that natural
communicative input is the key to designing a syllabus, ensuring in this way that each learner
will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic
competence.
The Monitor Hypothesis

The Monitor hypothesis explains the relationship between acquisition and learning and defines
the influence of the latter on the former. The monitoring function is the practical result of the
learned grammar. According to Krashen, the acquisition system is the utterance initiator, while
the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a
planning, editing and correcting function when three specific conditions are met:
• The second language learner has sufficient time at their disposal.

• They focus on form or think about correctness.
• They know the rule.
It appears that the role of conscious learning is somewhat limited in second language
performance. According to Krashen, the role of the monitor is minor, being used only to correct
deviations from "normal" speech and to give speech a more 'polished' appearance.
Krashen also suggests that there is individual variation among language learners with regard to
'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-users);
those learners who have not learned or who prefer not to use their conscious knowledge (under-
users); and those learners that use the 'monitor' appropriately (optimal users). An evaluation of
the person's psychological profile can help to determine to what group they belong. Usually
extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-
confidence is frequently related to the over-use of the "monitor".
The Affective Filter Hypothesis

The Affective Filter Hypothesis reflects the personal attitude of the learner as well as their
attitude about their environment. A learner who is not comfortable in his/her environment is
more anxious and this hinders him/her to be motivated to use the target language. Conversely,
a learner who is comfortable and is at ease with the environment is more motivated to use the
target language.
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This hypothesis embodies Krashen's view that a number of 'affective variables' play a
facilitative, but non-causal, role in second language acquisition. These variables include:
motivation, self-confidence, anxiety and personality traits. Krashen claims that learners with
high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are
better equipped for success in second language acquisition. Low motivation, low self-esteem,
anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that
prevents comprehensible input from being used for acquisition. In other words, when the filter
is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not
sufficient on its own, for acquisition to take place.
Language teachers, therefore, need to allow learners to commit mistakes and errors and provide
a scaffold to positively and constructively help them acquire the necessary language proficiency
that will enable them to expressively the target language. Correcting a child every time he/she
commits mistake will most likely make him/her create a wall that will hinder him from talking
or using the target language. Being proficient in a language starts at being non-proficient in a
language even in his/her first language but he/she has the potential to acquire and be proficient
both in the first and second language.
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Let’s Do This:
1. Using your own words, compare Cummins’s Interdependence Hypothesis and Krashen’s
Natural Approach. (20 points)
2. Is second language learning the same with first language learning? Why do you say so?
Defend your view.
MODULE 2
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MODULE 2
Module Title: Legal Bases, National Surveys, DepEd Policies and Experimental Studies
on Language of Instruction
Module Description:
This module will uncover the interrelationship of language and culture. As educators,
we need to know how languages shapes who we are, how we think, and how we process
information and therefore be able to guide our language learners in becoming proficient
communicators using our mother tongues and other desired languages.

The purpose of this module is to produce a comprehensive introduction to the
profession of teaching Mother tongue. This module also gives a balance information between
theory and practice of the different methodologies in teaching Mother tongue and language
skills that learners should develop.
Module Guide:
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Lesson No: 1
Lesson Title: Legal Bases, National Surveys, DepEd Policies and Experimental Studies on
Language of Instruction
Let’s Hit These:

▪ Discuss the reforms to overcome the “foreign language handicap”; and
▪ Analyze the policies, surveys, and studies affecting the language of instruction.
Let’s Find Out:

Institutional memories and a passion for documentary analysis are fundamental in
tracing the journey of curricular reforms in basic education. It is indeed an exciting journey
discovering bits and pieces of information coupled with the writer’s experience during her
student teaching days in 1950 in the College of Education, University of the Philippines when
the language issues were discussed and the core curriculum was launched in laboratory and
public schools. This writer gives credit to the DepEd Chief Librarian and her staff for keeping
in file reports of the Board of National Education starting in 1955 and the DepEd Diamond
Jubilee Publication, 1901 – 1976. The Bureau of Elementary Education and the Bureau of
Secondary Education were likewise, cooperative in making this journey true to form and
events. The history of the Philippine Educational System from 1901 to 1976 written in
observance of the Diamond Jubilee of the Department of Education and Sports is an authentic
source of an exciting search.
Let’s Read:
I. 1924 – 1925 Monroe Survey

Paul Monroe and his associated conducted a survey of Philippine education
from 1924 to 1925 which highlighted the struggle of the country “to create a modern
educational system.” The difficulties were many but “no other difficulty has been
so great as that of overcoming the “foreign language handicap”. The Monroe
survey characterized this handicap as a “serious obstacle to success in teaching.”
THE FOREIGN LANGUAGE HANDICAP. For twenty-five years the Bureau
has struggled to create a modern educational system. The difficulties which have
beset it have been many, but no other single difficulty has been so great as that of
overcoming the foreign language handicap. A quarter-century ago, the officials who
undertook to solve the Philippine problem concluded that the greatest need of the
people was unifying language. Whether rightly or wrongly they decide against the
widespread use of any one or several of the dialects and began to organize
instruction in English. From that day to this, all educational problems in the
Philippines have been foreign language problems.
At the outset, therefore, the American pioneers took upon themselves a
herculean task – the dual one of teaching people a foreign language and at the same
time of giving them a broad education through it. No other country has ever
attempted to carry such a load.
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II. 1935 Constitution

This 1935 Constitution provided for a national language based on one of the
Philippine languages. On December 30, 1987, then Commonwealth President
Manuel L. Quezon issued Executive Order No. (E.O) 134 designating Tagalog as
basis of the national language. The choice was recommended by the National
Language Institute, created Commonwealth Act (C.A) No. 184 on November 13,
1936, chaired by Jaime C. de Veyra, a speaker of Waray (the language of Samar
and Leyte).
To carry out the Constitutional mandate under the Commonwealth the
elementary curriculum was made to include “the teaching of the National Language
obligatory.” It was offered as a subject in SY 1939-1940 in the public schools. With
full autonomy given to the Commonwealth government, there was a need to make
Filipino pupils and students aware of learning a “common native tongue .”
The establishment of the Commonwealth called for a reorientation of
educational plans and policies to conform to the requirements of a revised form of
government. A revision of the elementary curriculum was made to include the
teaching of the National Language obligatory. It was first offered as a subject in
1939 – 1940 in public schools. Before the Commonwealth, no effort was made to
give importance to the native dialects for it was believed that English should be the
basic official language. In 1937, President Manual L. Quezon issued Executive
Order No. 134 declaring Tagalog as basis of the national language.
III. Educational Act of 1940

On April 12, 1940, President Quezon, in Executive Order 263, required the
teaching of the National Language in the senior year of all high schools and in all
teacher training institutions. The Order was implemented immediately by then the
Bureau of Education. On June 7, 1940, the Tagalog-based national language,
referred to as Filipino National Language, was declared the official language
effective July 4, 1946.
In the intervening period of the Japanese occupation, 1941-1943, no official
action took place, but English was supplanted subtly but not successfully by
Niponggo, so the Tagalog-based language developed and flourished through wider
usage.
IV. 1948 Joint Congressional Committee on Education

In 1948 the Joint Congressional Committee on Education conducted a study on
secondary schools and concluded that the secondary education was the “weakest
link in the Philippine educational system.”
The Committee recommended the establishment of different types of secondary
schools for different areas: (1) community high schools in rural and urban sections;
(2) industrial vocational secondary schools in urban and thickly populated centers
and (3) secondary schools in strategic centers to prepare young people for
college/universities.
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V. 1950 Prator Report

In 1950 Dr. C.H Prator narrated a “disheartening experience of his visits to the
rural schools.
It is indeed a disheartening experience to witness a barrio school in the islands,
see this average child, sense his many imperative needs, but find him devoting most
of his efforts to learning a distorted smattering of a language for which he has a
little need in which he will soon forget.
The committee had the following proposals:
1. In Grades and II the native language or vernacular is used as the medium of
instruction. Th Filipino and the English languages are introduced
informally.
2. In Grades III and IV, the vernacular is still used as medium of instruction
and increased time allotments are given to English and Filipino languages.
3. In Grades V and VI, English is the medium of instruction in social studies.
4. English is given increasing periods from Grade I to Grade IV in preparation
for its use as medium of instruction in Grades V and VI.
VI. 1948 – 1954 Schools Division Experiments
A. Iloilo Experiment
In Iloilo, Superintendent J.V Aguilar observed that the “masses are left in
ignorance even in their vernacular… He initiated an experiment in Iloilo (1948
– 1945) with the use of Hiligaynon as a medium of instruction in Grades I and
II. The results of the experiment in its fifth year revealed that the experimental
group proved superior in Reading, Arithmetic and Social Studies in which the
differences between the mean achievements of the experimental and control
groups were statistically significant.
B. 1953 – 1960 Rizal Experiment
The Division of Rizal was involved in a six-year experiment project jointly

sponsored by the Philippine Center for Language Study and Bureau of Public
Schools from 1953 – 1960. The experimental scheme was prepared by Dr.
Frederick B. Davis with the following results:
1. The vernacular Tagalog, is a more effective medium of instruction in
reading, arithmetic, and social studies in Grade 1 than English;
2. The use of vernacular (Tagalog) as a medium of instruction is more
productive of results in teaching children to read than the use of the English;
3. Tagalog is more conducive to the development of the ability of first grade
children to compute and solve arithmetic problems;
4. The pupils in the experimental group are superior to those in the control
group in social studies.
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VII. 1957 – Swanson Survey

Conducted by a group of American professors under the leadership of Prof. J.
Chester Swanson aided by Filipino officials of the Bureau of Public Schools.
The finding and recommendations of the Swanson report included the teaching of
a language which pointed to “the great advantage” of children in Tagalog-speaking
regions who learn only one new language in Grades I and II over children in non-
Tagalog speaking provinces who have to learn new languages, English and Tagalog.
The difficulty in the second case is enhanced by the absence of instructional
materials in the vernacular.
The Swanson Report stated that the deterioration of English teaching can be
overcome by an improved instructional program, by increasing the time allotted for
English in Grade I to 40 minutes, by having better English teachers, and by
encouraging the use of English outside the classrooms. The first revamp was
effective by the beginning of School Year 1957 – 1958.
VIII. 1973 Philippine Constitution

The 1973 Constitution mandated in Article XV (2) The National Assembly shall
take steps towards the development and formal adoption of a common national
language to be known ad Filipino; (3) until otherwise provided by the law, English
and Filipino shall be the official languages.
IX. 1974 Bilingual Education Policy

The BEP mandated the use of English and Pilipino as medium of instruction in
Philippine primary and secondary schools according to a set timetable. “The
purpose of this policy was for the Philippines to become a bilingual nation,
competent in both Pilipino and English.” The BEP was intended to advance learning
in all subjects; propagate Filipino as a language of literacy, as well as a source of
identity and national unity; and promote English as the language of science and
technology, of regional commerce and of international communication. By the
BEP, Filipino is the medium of instruction in schools for all subjects except natural
science and mathematic for which English is used.
X. 1987 Philippine Constitution

The 1987 Constitution mandates, to wit:
Sec. 6. The national language of the Philippines is Filipino. As it evolves, it shall

be further developed and enriched on the basis of existing Philippine and other
languages.
Subject to provisions of law and as the Congress may deem appropriate, the
Government shall take steps to initiate and sustain the use of Filipino as a medium
of official communication and as language of instruction in the educational system.
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Sec. 7. For purposes of communication and instruction, the official languages of the
Philippines are Filipino and, until otherwise provided by law, English.
The regional languages are the auxiliary official languages in the regions and shall
serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
Sec. 8 This Constitution shall be promulgated in Filipino and English and shall be
translated into major regional languages, Arabic, and Spanish.
Sec. 9 The Congress shall establish a national language commission composed of

representatives of various regions and disciplines which shall undertake,
coordinate, and promote researches for the development, propagation, and
preservation of Filipino and other languages.
XI. 1991 Congressional Oversight Committee on Education (EDCOM)
On August 13, 1959, Order No. 7 by the Department of Education officially

named the National Language – Pilipino.
EDCOM recommended measures “to pave the way for Filipino becoming the
medium of instruction by the year 2000.” EDCOM further recommended that
English be used in the teaching of English itself and that “in Grade 4, Filipino shall
be the meium of instruction and will continue to be the language of instruction for
all subjects, except English, until the fourth year of secondary education.”
Sibayan (The Language Issue in Education, 1994) commented:
Academic achievement is also directly linked to the use of the learner’s own
language. A case in point would be the International Assessment of Educational
Achievement (IAEA) examination in Science; test results showed that the
highest scores were obtained by those who studied science in their own
language. From among those who took the test in English, high scores were
garnered by students whose mother tongue was English and who were taught
science education in English.
XII. 1998 The Philippine Education Sector Study (PESS and the Presidential
Commission on Educational Reform)
The PCER recommended “Expanding the Options for the Medium of

Instruction in Grade 1 through the use of the Regional Lingua Franca or the
vernacular.”
While re-affirming the Bilingual Education Policy and the improvement in the
teaching of English and Filipino, PCER Proposal NO. 7 aims to introduce the
use of the regional lingua franca or vernacular as the medium of instruction in
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Grade I. PCER cited that studies have shown that “this change will make
students stay in, rather that drop out of school, learn better, quicker and more
permanently and will in fact be able to use the first language as a bridge to ore
effective learning in English and Filipino.”
XIII. 1999 – Lingua Franca Education Project – DECS Memorandum 144, s. 1999
The Memorandum has the following provisions:
1. The Department of Education, Culture and Sports is embarking on a pilot study

called Lingua Franca Education Project in S.Y 1999 – 2000 which aims to
define and implement a national bridging program from the vernacular to
Filipino and later English to develop initial literacy for use in public schools.
Through the bridging program, an alternative curriculum will be used in
acquiring basic literacy and numeracy skills with the local lingua France as the
language of instruction.
2. The pilot study will involve two Grade I class from each of the sixteen (116)
regions. One will be the experimental class and the other the control class.
3. Two (2) Grade I teachers from each of the experimental schools, together with
the principal, will undergo training before the pilot study. One teacher will
handle the Grade I experimental class while the other will be the alternate.
XIV. R.A 10157 – The Kindergarten Education Act of 2012
With R.A 10157, “An Act Institutionalizing Kindergarten Education into the Basic
Education System”, teachers shall use the mother tongue as Medium of Instruction
in developing the competencies for kindergarten learners.
The Department of Education issued DO 16, s. 2012 – Guidelines on the

Implementation of the Mother Tongue -Based – Multilingual Education (MTB –
MLE). In effect, starting School Year 2012-2013, MTB – MLE shall be
implemented in kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic
Education Program. The MTB – MLE shall support the goal of “Every Child-A-
Reader and A-Writer by Grade 1.”
The following twelve (12) major languages or Lingua France were utilized as
language of instruction and were offered as a learning area for SY 2012 – 2013:
a. Tagalog
b. Kapampangan
c. Pangasinense
d. Iloko
e. Bikol
f. Cebuano
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g. Hiligaynon
h. Waray
i. Tausug
j. Maguindanaoan
k. Maranao
l. Chabacano
XV. R.A 10533 – Enhanced Basic Education Act of 2013
The enhanced basic education program encompasses at least one (1) year of
kindergarten education, six (6) years of primary education and six (6) years of
secondary education. The first batch of Grade 12 graduates will be in 2018 for those
who started with the first Grade 7 in 2013 but the real Grade 12 graduates which
went through the entire K to 12 Curriculum from Grades 1 to 12 will be the
graduates in 2023.
Following the standards and principles in developing the enhanced basic

curriculum, the act clarified, to wit:
The curriculum shall adhere to the principle and framework of Mother-Tongue

Based 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.
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Let’s Do This:
1. With a tile line graphic organizer, trace the national and educational history of the
language of instruction in the Philippines.
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2. To overcome the “foreign language handicap” what reforms were introduced? Discuss.
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MODULE 3
Module Title: Mother Tongue – Based Multilingual Education Framework: Its

Implementation in the Basic Curriculum
Module Description:
Module Guide:
Page 30 of 67

Lesson No: 1
Lesson Title: Guiding Principles for Teaching and Learning MTB-MLE
Let’s Hit These:

• Explain the basic elements of the Mother Tongue – Based Multilingual
Education Curriculum framework; and
• Demonstrate understanding of how the fourteen (14) domains of literacy and
their corresponding competencies are highlighted in MTB- MLE curriculum.
Let’s Find Out:

From birth children are expose to the language of their families. They learn the words
their families use and develop their own grammar style combine and change words in order to
communicate ideas and interact with the world. Such prior learning and insights gained each
day about life at home and the world at large are tightly incorporated in their First Language
or Mother Tongue.
Let’s Read:
MOTHER TONGUE - BASED MULTILINGUALL EDUCATION (MTB-MLE)

CURRICULUM FRAMEWORK
MTBMLE is a theoretically based, well-planned educational program that provides a
strong foundation for literacy using the learners’ developing cognitive skills and
comprehension of academic content from day one.
Prior knowledge. This is essential for comprehending new information. Engaging
learners in a discussion of what is already familiar to them using the home language
enables of what is already familiar to them using the home language enables better
learning of the curriculum through integration and application of that knowledge into
current knowledge schemes.
Cognitive development and higher order thinking skills (HOTS). As learners
articulate their thoughts and expand ideas, both language and critical thinking skills are
strengthened. MTBMLE cultivates critical thinking through talking about ideas in the
familiar language. When teaching only in the L2, critical thinking is postponed until the
L2 is sufficiently developed to support such analysis.
Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading and
writing in the L2s of the classroom using sound educational principles for building
fluency and confidence in using the other languages for lifelong learning. Reading in
the L2 is only introduced after basic L2 reading fluency and L2 oral proficiency are
developed. Comprehension in reading the L2 occurs after the development of that in
spoken L2.
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Scaffolding. In L2 teaching, the L1 is used to support learning when L2 is not yet

sufficiently developed to be used alone. The L1 is used for expression and the teacher
facilitates the development of the L2 by explaining L2 terms that will help learners to
adequately express ideas in the L2. In this way, the L1 strengthens the learning of the
L2 by supporting the L2 development for communication.
GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE

Below are the guiding principles for teaching and learning in the MTB-MLE which are
lifted verbatim from the K-12 Curriculum Guide, Mother Tongue finalized in December 2013.
Principles 1. Known to the unknown

1.1 Learning requires meaning. The most important single factor that influences
learning is what the learner already knows. Ascertain this and teach him
accordingly.
Application: Start with what the learners already know about a topic and use that
to introduce the new concept. Beginning with the learner’s first language and
culture will better facilitate mastery of the curriculum content.
1.2 Second language learners use what they know in their own language to help
develop other languages.
Application: Develop an awareness of the L1 works to support learning the L2,
L3.
Principle 2. Language and academic development

Students with well-developed skills in their first language have been shown to
acquire additional languages more easily and fully, and that, in turn, has a positive
impact on academic achievement.
Application: Continue the oral development of L1 and begin reading in L1 to
strengthen L2 and L3 as well as academic achievement across the curriculum.
Principle 3. Cognitive development

3.1 Students who use their multilingual skills have been shown to develop both
cognitive flexibility and divergent thinking.
Application: Continue developing critical thinking in the L1 as well as the

L2, L3.
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3.2 Higher order thinking skills. When they truly learn something, we can
explain it, apply it, analyze it, evaluate it, and use it to create new ideas and
information.
Application: In all subjects, focus on activities that build understanding
and that encourage students to apply, analyze and evaluate it and use it to
create new knowledge.
Principle 4. Discovery Learning
4.1 We learn when someone who already understands the new idea or task to
help us discover the new idea and use it meaningfully.
Application: Find out what the students already know about the topic. Then
provide activities that let them use their knowledge to learn the new concept
on task.
Principle 5. Active Learning
5.1 Peer Interaction. Children learn best through peer interactions in which they
work together creatively to solve problems.
Application: Do most class activities in teams or pairs. Encourage students
to talk with each other and compare ideas to solve problems.
5.2 Second language active learning. Young children gain confidence in

learning a new language when they begin with “hear-see-do” Total Physical
Response (TPR) activities.
Application: Begin the L2 learning time by focusing on listening and
responding to oral language. Children listen to a command, observe
someone respond to the command and then respond in action.
5.3 Purposeful Talk. Talking helps us make sense of new ideas and information.
Application: Ask a lot “higher level” questions and give students time to
think and then respond. Provide plenty of opportunities for students to work
in teams, sharing and comparing their ideas.
Principle 6. Meaning and accuracy. Successful language learning involves hearing,

speaking, reading and writing activities that focus on both meaning and accuracy.
Application: Include plenty of activities that focus on both meaning and accuracy.
Principle 7. Language learning/language transfer

7.1 We learn a new language best when the learning process is non-threatening
and meaningful and when we can take “small steps” that help gain confidence
in our ability to use the language meaningfully.
Application: Begin the L2 learning time by focusing on “hear-se-do” activities
that enable students to build up their “listening vocabulary” before they are
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expected to talk. Introduce reading and writing in L2 only when they have built
up a good hearing and speaking vocabulary.
7.2 “Errors” are a normal part of L2 learning. Second learners benefit

opportunities to receive feedback in a respectful and encouraging way. It is
helpful when teachers respond first to the content of what the student is saying
or writing…focusing on one or two errors at a time.
Principle 8. Affective component: Valuing the Home Language/ Culture
8.1 Valuing students with talents in their home language more powerfully
enables learning that just valuing learners of English whose home language is
irrelevant to academic success.
Application: Learners are encouraged to learner when they know that they are
valued in the classroom and their language are seen as resources.
8.2 The classroom environment. Children from ethnolinguistic language groups

thrive in a welcoming environment in which teachers and peers value them as a
positive presence in the classroom and the school, encourage their use of their
L1; provide book, visual representation; and concrete objects that reflect their
backgrounds and interest.
THE REQUIRED LEARNING AREAS FROM KINDERGARTEN TO GRADE 6

The Kindergarten Curriculum Domains
The Department of Education recognizes the importance of preschool education
to support the holistic development of the Filipino children through the inclusion of
Kindergarten in the K-12 Philippine Basic Education Program.
Republic Act 10157 also known as the Kindergarten Education Act signed into
law by President Benigno Aquino III, makes kindergarten “the first sage of compulsory
and mandatory formal education.” For public schools, the kindergarten education
program will be comprised of one year of preschool education for children aged five
and above.
Kindergartens are constantly developing in different domains. Beginning at
early age, they must be cared for and given all opportunities to address current
developmental needs and to prepare them for life-long. These domains are as follows:
1. Physical health, well-being, and motor developmental;
2. Creative and aesthetic development;
3. Socio-emotional development;
4. Character and values development;
5. Cognitive/intellectual development;
6. Language development
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TRANSITIONING OF KINDERGARTEN DOMAINS TO GRADE 1 LEARNING

AREAS
Kindergarten education generally addresses developmental domains of 5 – year old
children as cited earlier. But the domains seem amorphous, hence, learning areas are identified.
The learning areas transition the domain -based curriculum of kindergarten to the
content-based curriculum of Grades 1 -10. The design allows for a smooth transition from
kinder to grade 1. Refer to the figure below.
The K to 12 curriculum focuses on the 21st century competencies which support lifelong
learning. Competencies include those proficiencies that learners employ to make sense of what
they learn, solve problems, make informed and intelligent decisions, and take stands on issues.
Core competencies adhere to content standards and performance standards for every area of
learning.
LEARNING AREAS AND TIME ALLOTMENT

In Grades 1 and 2, there are seven (7) learning areas, namely, Mother Tongue, Filipino,
English, Mathematics, Araling Panlipunan, Music, Art, Physical Education, and Health
(MAPEH), and Edukasyon sa Pagpapakatao.
In Grade 3 Science is added as a learning area. From Grades 4-6, the following are the
required learning areas – Filipino, English, Science, Mathematics, Araling Panlipunan,
Edukasyong Pangtahanan at Pangkabuhayan (EPP) is taught beginning Grade 5 and continues
till Grade 6.
Time allotment for each subject is the minimum period for class interaction. The
learning time can be extended to include off-school learning experiences at home or in the
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community for transfer of learning to real-life situations as provided for in the curriculum. The
outputs of such off-school learning experiences ae usually in the form of product and
performances which shall be monitored and credited accordingly.
MEDIUM OF INSTRUCTION
Mother Tongue (MT) shall be used as the medium of instruction and as a subject from
Grade 1 – 3. Except for English, Science and Math, Filipino is used as medium of instruction
from Grades 4 – 6. Both languages are taught from Grade 1 to 10. The matrix below shows the
specific medium of instruction per learning area and per grade level.
THE FOURTEEN DOMAINS OF LITERACY IN THE PHILIPPINE MTB-MLE

CURRICULUM
To ignore the impact of MTB-MLE on children’s learning and development is to reject

the child-friendly approach to language that ensures that children enjoy and understand what
they learn and that upholds their right to an education that they understand.
Wide-range research on the use of the child’s home language is replete with evidence
that children do best when they are taught in the language they already speak- their first
language or mother tongue. Conclusions have been made pertaining to the vital importance of
weaving into the child’s language activities local culture and content which meaningfully
serves as the foundation of learning.
MTB-MLE curriculum in the Philippine K to 12 Basic Education Program has fourteen

domains of literacy. Knowing and understanding them and getting familiar with the
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competencies that are covered by each domain can help teachers in promoting the delivery of
the curriculum. Further, this ensures that focusing on the development of essential
competencies in each domain will generate positive results among language learners.
The following are the fourteen domains of literacy and sample competencies for each
domain. Descriptions of the domains in the DepEd’s Curriculum Guide are presented with
some expanded notions and explanation to illustrate how the domains may be understood and
appreciated in the context of the MTB-MLE framework.
1. Oral Language
The primary purpose language is to communicate with children at the early years
of schooling in a caring, warm and welcoming classroom environment to encourage
them to freely express their thoughts and feelings.
Teachers need to think about using strategies that motivate children to communicate
with each other with ease and much fun. Therefore, exposure of children to an
abundance of language in their everyday lives should be a prime importance when
teachers make their language learning plans.
In the context of the DepEd MTB-MLE program, oral language refers to one’s
knowledge and use of the structure, meanings, and uses of language in oral
communication.
Roskos et.al (2009) present an expanded notion of oral language refers to one’s
knowledge with five primary areas, namely:
a. Semantics: Developing meanings for the words children hear and say in their
conversation with other.
b. Syntax (Grammar): Learning the rules of how words are linked together.
c. Morphology: Figuring out how to manifest the smallest units of meaning in the
language called morphemes.
d. Phonology: Understanding the sound structure of language. From birth onward

or even before childbirth, children learn all the sounds or phonemes of their
language.
e. Pragmatics: Understanding the social uses of language and basic social rules like
saying “hello” and “goodbye” saying “please” and “thank you”, and taking turns
in a conversation.
To maximize children’s oral language development, a permanent connection

between oral language abilities and literacy skills must be established. Oral language
is the foundation of learning to read and write. Essential to the teacher’s development
of a language learning plan is the understanding that oral language is the foundation of
learning to read and write. Therefore, it is important to remember that as children gain
confidence and competence in communicating with each other they should be provided
with stimulating and varied experiences to help them with their print experience at the
starting line of learning reading and writing skills and strategies.
2. Phonological Awareness
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This refers to the ability to know the phonological or sound structure of language
as distinct from its meaning. Types of phonological awareness include words
awareness, syllable awareness, and phoneme awareness. Phonemic awareness is the
understanding that spoken words or syllables can be thought of as a sequence of
phonemes.
The key to learning to read is the understanding that words are made up of one or
more sounds. Children need to understand that each letter of the alphabet system has
one or more sounds and that these letter sounds are used to make words. It has been
stressed that “phonemic awareness is the main predictor of whether or not a child will
learn to read at the expected age.”
3. Book and Print Knowledge

This domain pertains to knowing the parts of a book and how print works. It also
refers to the awareness of how print looks. Further, is the ability to understand that print
is made up of letters, that letters correspond to sounds and words as that text is read
from left to right across the page.
4. Alphabet Knowledge
It is the ability to know the letters of the alphabet and understanding that
understanding that the alphabet represents the sounds of spoken languages.
An emergent reader should know that each letter of the alphabet has a name, a
distinct sound, and an upper and lower case. Alphabet letters are the building blocks of
the writing system.
Alphabet knowledge also refers to the understanding that the left – to – right
spelling of printed works represents their phoneme from first to last.
5. Phonics and Word Recognition

One of the goals of beginning reading is to be able to identify a written word by
sight or by deciphering the relationships between speech sounds and the letters in
written language.
Emergent and beginning readers are expected to understand the system of matching
the sounds we speak with printed letters that are used for reading and writing. Mother
tongue, like other languages that use alphabet provides a systematic code that allows
learners to recognize words accurately.
To crack the print-sound code, children must leap from phonemic awareness to
understanding the print-sound code. This happens when they make connection that the
visual symbols of letters represent particular sounds.
6. Vocabulary Development
This refers to the knowledge of words and their meanings in both oral and print
representations.
Vocabulary is organized into two large types.
a. Expressive vocabulary – those words children can use to express themselves in oral
or written form.
b. Receptive vocabulary – those words children can understand when heard in context
or read.
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7. Spelling
Early or beginning readers and writers should be able to convert oral language
sounds into printed language symbols.
In their early years, all children should be exposed to learning experiences

characterized by ana abundance of language learning in their day – to – day living.
Here, conversations are not empty chatter but rather talk that talks about ideas, people,
events and other topics that help children understand new knowledge and make
meaning in social and academic situations.
It is not enough that children can engage themselves in meaningful
conversations. They need to move from learning oracy skills to literacy. They need to
break the written language code. This where spelling skills and strategies matter.
While it is true that children should be encourages to write freely their thoughts
and feelings at their early literacy stage using invented spellings, they should gradually
shift to using spelling conventions.
Children have to make the mental connection that the visual symbols of letters
and spelling represent distinct sounds. Spelling-sound pattern in Filipino languages are
easy to learn but in English, irregularities between sounds and letters are very evident.
8. Grammar Awareness
This refers to both the language we use and the description of language as a
system. It is the ability to understand the rules of how words are linked together to
convey meanings.
From birth, children acquire their home language by their exposure to family
conversations and daily activities. They learn the words their family members use and
form their own grammar rules in putting words together to express their ideas, reaction,
opinions. According to research, by age 4 most children have grasped the grammar
rules of their home language and increasingly use language for many functions. As such
in the early stage, grammar is not given much emphasis but as a learner move up the
grades, explicit instruction in grammar is provided to enable them to accurately orally
or in written form.
In learning mother tongue using the two-track method, meaning precedes
accuracy. Here children learn about the language in meaningful contents by listening to
stories, rhyme, chants, poems, and other types through read aloud, substantive
conversation total physical response (TPR)” body, positive, object, story.
9. Fluency
This refers to the fluidity of utterances (oral fluency) or the oral reading of texts
smoothly (reading fluency), not hindered by word-by-word reading and other word
recognition problems that might adversely affect comprehension, It is also writing
without thinking about how to form a letter before writing.
Reading fluency has three elements, namely:
a. Automaticity: The ability to recognize words quickly and without much

conscious attention.
b. Accuracy: The ability to recognize words correctly. It reflects two important
concepts: knowledge of the print-sound relationship and an understanding
of meaning.
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c. Prosody or Proper Expression: The ability to read aloud with appropriate

intonations and pauses indicating that the learners understand the meaning
of the text.
10. Reading Comprehension

Comprehension is a constructive, interactive process involving three factors –
the readers, the texts, and the context in which text is read. This literacy domain gives
prime importance to the ultimate goal of reading which is to understand the meaning of
written languages.
Unpacking the text is a complex task that employs a variety of skills and
strategies. Learners must draw on what they already know about the topic and all the
words that convey it to be able to make sense of what the author means.
11. Writing and Composing

This is process of using the writing system or orthography in the conduct of
people’s lives and inn the transmission of their culture to the next generation.
It also refers to the process or result of recording language graphically by hand
or by other means as by letters, logograms, and other symbols.
In MTB-MLE Curriculum Guide, composing refers to the ability to formulate
ideas into sentences, or longer texts and represent them in the conventional or non-
conventional orthographic patterns of written language.
As the performance standards for the third-grade level point, learners are
expected to express their ideas effectively in formal and informal composition to fulfill
their own purposes of writing.
12. Handwriting
In the MTB-MLE Curriculum Guide of DepEd this domain refers to the ability
to form letters through manuscript and cursive styles. Performance standards by the end
of the third grade is writing legibly in cursive style.
13. Attitude towards Language, Literacy, and Literature

This domain refers to the process of reflecting ethical consideration on the use
of ideas and information; the use of language in appreciating contexts and situations
considering the culture of the audience. It refers to the ability to make choices on the
texts to read coming from a wide range of genres that serve the purpose for reading:
reading for enjoyment, or reading for learning.
How the teacher provides the key to the door of discovery of these new worlds
is a tremendous challenge. This starts from how the teacher models being a good reader
herself/himself and demonstrates being a good language and literacy mentor.
14. Study Strategies

These are deliberate, planned procedures designed to help a learner reach a goal.
These include the use of graphic organizers, marginal notes, research, etc. They also
refer to techniques and strategies that help an individual effectively learn for specific
purpose.
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Let’s Do This:
A. Multiple Choice.
Choose the right word or words to make each sentence correct. Encircle the letter of
your answer.
1. The learner’s home language is referred to as __________.

a. Dialect c. Second language
b. Mother Tongue d. Regional Language
2. Using the learner’s Mother Tongue provides a strong ________ for learning other
languages.
a. foundation c. development
b. performance d. beginning
3. Children’s knowledge and skills transfer across languages from the mother tongue
to the __________.
a. Oral language c. lingua franca
b. School language d. academic language
4. The most important single factor influencing learning is what the learner already
__________.
a. Understands c. knows
b. Studies d. reads
5. Children learn best through peer interaction in which they work together creatively
to _____________.
a. Have fun c. learn a new language
b. Solve problems d. compete with one another
6. Children make sense of new ideas and information through purposeful __________.
a. Games c. talk
b. Reading d. test
7. The foundation of learning to read and write is _____________.

a. Oral language c. language use
b. Literacy d. mastery of grammar
B. Essay. (12 points each)
1. Explain briefly the importance of using Mother Tongue for initial learning in order
to achieve quality education.
2. Discuss how teaching for meaning and accuracy is done in MTBMLE.

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MODULE 4
Module Title: Teaching Strategies in MTB-MLE Program
Module Description:
This module explains the oracy – literacy development relationship in preparation for
pedagogical approaches in comprehension development. This will explain the strategies and
approaches in teaching comprehension; phonological awareness; decoding and; fluency.

The purpose of this module is to produce a comprehensive discussion
Module Guide:
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Lesson No: 1
Lesson Title: From Oracy to Literacy Development of Young Learners
Let’s Hit These:

• Differentiate oracy from literacy;

• Explain the relationship of oracy and literacy
Let’s Find Out:

Oracy and literacy are two types of development but very much related concepts in
language development of young learners, much like what people say about two sides of a coin.
Oracy has to do with the oral expression and comprehension, while literacy has something to
do with the use of reading and writing in communication. Nevertheless, being different does
not mean that the two are opposite each other; instead, they complement and facilitate each
other’s growth and development to help learners become literate people who contribute to the
progress of society by productively performing the expectations of their own social context.
Let’s Read:
What is the difference between oracy and literacy?
Oracy is the proficiency in oral expression and comprehension. This term is coined by
a British researcher and educator Andrew Wilkinson. The term oracy presents two concepts.
First, it refers to the ability to express oneself in spoken language. Second, it is also the ability
to understand spoken language. These two reflect the connection between speaking and
listening, in a way that the language children hear/listen to becomes familiar to them, which
consequently influences their speech to a great extent.
How important is oracy for literacy development of young learners?
Imagine children who are on the side of a river and they need to cross to the other side.
What do they need to reach the other side? They must use a bridge to get there. Such is the role
of oracy – to bridge children’s literacy development. This means that their everyday language
use and encounters in communication should not be limited to speaking and listening alone,
but there must be a purposive, deliberate instruction that allows them to see the role of reading
and writing in their daily communication and real-life functions. To do this, they must realize
that societies rely heavily not on oral communication but more so on written communication
to put the message across. Consequently, written conversations are used as codes for relaying
messages and information, hence the need for literacy development in the early years of the
learners. Teachers can use the following principles for guiding the literacy development by
Gunning (2005):
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1. Reading, writing, speaking, listening and thinking develop simultaneously as

learners grow into literacy. This is called an integration of macroskills development
rather than a hierarchical, isolated skill focus.
2. Individuals learn to read and write by reading, writing, and responding to their
reading and writing. This is learning by doing in pragmatic context of skills use.
3. Prior knowledge and background are major elements in one’s ability to construct
meaning. This explains the sources that children use as they interact with print and
construct its meaning.
4. Comprehension is the process of constructing meaning by relating ideas from a text
to one’s prior knowledge and background. This shows that learners rely not only on
what the text contains for meaning, but more importantly in their fund of
experiences relevant to textual clues presented by the author.
Likewise, learners have to understand the concept called alphabetic principle,

explaining to them what they say can be written down by using symbols that represent
the sounds in spoken words, stringing them together to stand for the words that they
say. This understanding is aided by the learners’ knowledge of concepts about print,
which are the rules required to record oral language into written language, divided into
four categories – books, sentences, words, and letters.
Books: cover; title, author, illustrator; beginning, ending; left/right orientation;

top/bottom orientation; print tells stories, not pictures
Sentences: identifies sentences; beginning, ending; capital letter at beginning;

punctuation, period, comma, question mark, quotations, exclamation
Words: identifies words
Letters: letter order; upper and lower case
What activities promote oracy and literacy development?

Teachers can incorporate writing and how it can satisfy everyday needs as they
concentrate on exposing children to printed words rather than starting actual writing
practice in alphabet letter formation.
The table below list down common oracy-literacy activities appropriate for young
learners.
Oracy Activities Literacy Activities

• Introduce words by using poems, • Tracing and cutting
nursery rhymes, and songs. • Using marking tools
• Fill in the blank at the end of lines, so • Dictating words or sentences
they can demonstrate what they know • Creating their own stories
about sounds and the word within • Attempting simple dot-to-do
context. drawings
• Read aloud decodable text, • Making lines and simple shapes
alliterative books, and books with • Discussing uses of writing in
tongue twisters. everyday life
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• Familiarize themselves to a sense of • Turning the pages of a book from left

rhythm, sequence, and patterns of to right
something heard. • Creating and invent own codes for
• Recite their own simple rhyme, and writing
word plays.
The teacher’s skills in planning for oracy – literacy instruction should also be honed so
that children’s use of oral language can find a significant place in their learning experiences
characterized as fun-filled, enjoyable and satisfying as they are integrated in the children’s real-
life contexts.
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Let’s Do This:
A. Create your tongue twisters.

Create two tongue twisters consisting of 5-7 alliterative sounds common in the mother
tongue.
e.g. (English) Peter Piper picked a peck of pickled pepper.
(Filipino) Binitbit ni Betty ang boteng bilog at binigay sa barberong si Bruno.
Put your tongue twisters here:
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Lesson No: 2
Lesson Title: Approaches and Strategies in Teaching Comprehension
Let’s Hit These:

• Discuss major approaches in teaching comprehension; and
• Demonstrate an approach appropriate for the instructional objectives set.
Let’s Find Out:

Teachers pay a very crucial role in language development of young children. The
specific teaching functions that encourage the development of language arts and literacy are
listed below. This lesson adopts the list to remind teachers of the importance of their planning
for facilitating the teaching – learning process of comprehension:
1. The teacher serves as a model of everyday language use. What is communicated and
how it is communicated.
2. The teacher is a provider of experiences. Many of these events are planned; others
happen in normal course of activities.
3. The teacher is an interactor, sharing experiences with the children and encouraging
conversation.
Let’s Read:
CONTSRUCTIVIST, LEARNER – CENTERED ACTIVITIES

1. Sharing experiences
Let the learners talk about their own experiences and share something about people,
place, events, occasion, and other topics that interest them and matter to them.
2. Discussing experiences
Give them the time to answer some questions or clarifications form you or from the
classmates. Lead them to share their feelings and thoughts about their experiences.
3. Listening to stories
Teach them to be quiet and respect other who also have something to share. Remind
them that class time is given not only for speaking but also for listening.
4. Telling stories
Allow them to imagine a story and tell it to class. This story may not necessarily be
true, yet they are allowed to create something out their imagination. You may begin by
telling your own made-up story, or share a fable, legend or myth.
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5. Dictating words, sentences and stories

Tell them to say a word, think of a sentence, or tell a story. Write it on the board as they
share it to class, pointing at the words as you say them aloud.
6. Writing independently
Allot time and place where children hold a pencil, marker, or colored pens and crayons
so that they can write down on a sheet of paper or on the board the idea or story that
they have in mind.
7. Conceptualizing relationships between speaking, writing, and reading

Explain alphabetic principle to children by saying a sentence, writing it down, and
reading it aloud, showing how speaking is related to reading and writing.
8. Expanding vocabulary
Introduce learners to new words in pragmatic ways as they encounter or experience
them in real-life situations, or as they hear them in your interactions with them or with
the stories you share.
9. Reading a variety of symbols

Use environmental prints common in their contexts, e.g., signage, labels, pictures,
symbols
10. Developing awareness of common vocabulary

Hold adult-like conversation that give children several exposures to words they often
hear at home, in school, and public places.
11. Improving writing style and form

Introduce them to the conversations in writing, repeatedly teaching them about letters,
space, line, and punctuation marks.
12. Studying words

Explain them word parts (roots, affixes) syllables, antonyms, synonyms, homonyms,
and topics that make them realize how words are formed and what theu mean as used
in context.
LITERATURE – BASED APPROACH (LBA)

LBA is derived from the use of children’s literature as the medium from which reading
and literacy instruction are given, beginning in shared reading big books containing traditional
easy stories which the teacher reads aloud, with the children following as the teacher points at
the word being read. This is an instruction that exposes young learners to original narrative and
expository works used to support children’s literacy development by planning and supporting
authentic learning experiences.
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In preparation for LBA, teachers need to decide on the thematic organization as basis
of selecting literature and planning learning experiences focused on a topic, idea, or genre to
achieve literacy outcomes set for the learners. As a result, selected literary pieces carrying the
theme determine the reading and writing experiences within the identified theme.
After selecting the appropriate literary piece, teachers need to prepare for the reading
aloud in the classroom. It is a strategy of communicating the author’s message to the other
through expressive, fluent oral reading. Learners crave for reading aloud sessions at home and
in the classroom especially when the story is of average length and with interesting plots and
characters. Doing it offers learners several advantages. First, it stimulates children’s
imagination and allows them to engage in experiences vicariously. Next, it stimulates
vocabulary growth, since new words are introduced and used in meaningful contexts. Also, it
helps children to comprehend the selection, even while they are entertained as they experience
love for reading, which ignites children’s interest to read on their own.
READING ALOUD
Spend time reading a story to yourself several times so you can hear your own voice
and adjust it to express the meaning of the story. Then consider the following points in doing
the read aloud.
1. Read aloud with expression using the correct intonation.
PITCH
STRESS INTONATION
JUNCTURE
2. Observe punctuation marks so children can discriminate meanings based on their use
in the selection.
3. Read aloud with fluency. Model fluent reading by having appropriate speed, accurate
expression, and prosody. Mark the phrases with bar lies to mean short or long pauses,
and practice repeated reading to feel what the story wants to reveal.
4. Change voices to represent the different characters in the story.
5. Involve children in the read aloud by asking questions, making them act out some
parts, and repeating alliterative lines and dialogue.
6. Allow them to ask their own questions too or give their comment.
WHOLE LANGAUGE APPROACH

WLA is considered as a philosophy, framework, theory and orientation. It is also called
an instructional method of teaching children to read by recognizing words as a whole piece of
language, - one which is a complete system for the construction of meaning, with words
functioning in relation to each other in context. It emphasizes high quality literature,
appreciation of cultural diversity, and integration of literacy instruction across the subject areas
that create opportunities for children to read, either independently, with other children in small
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guided reading groups, and being read aloud to by the teacher. It is closely related to the
language – experience and the literature-based approaches to reading instruction, guided by the
following underlying assumptions:
1. The language of the child is the critical bases for all reading instruction. This
exemplifies the child-centered teaching in which what the children say counts more
than what the teachers say.
2. Language is used primarily for communication. For this reason, the emphasis is not
on the segmented units of language, but on the complete thoughts they carry for
meaning.
3. Reading and literacy skills should be taught in a meaningful language context. This
is in contrast with the phonics instruction that isolates sounds and blends them,
which seem hardly understandable.
4. Early writing development is given major emphasis. It is connecting one macro skill
to another, from receptive to productive use language for the communication of
meaning.
Like LBA, whole language approach exposes learners to quality literature and
offers various learning opportunities enumerated early in the introduction of the lesson
for authentic language experiences.
LANGUAGE EXPERIENCE APPROACH (LEA)

LEA is a beginning reading instruction method based on the techniques and strategies
that derive from the natural language environment of the child, and that usually incorporate
oral language, literature, and writing. It is also called a literacy development approach has long
been used for early reading development with first language learners, but is also suitable for
diverse classrooms. Central to LEA is the idea that learners have their own stories to tell, and
these serve as their source for generating their own texts. One advantage of self-generated
stories is the fact that children share and talk about their own experiences, expressed in familiar
vocabulary, and they become meaningful and accessible.
The steps of LEA lessons are given below to guide ypur planning of learning
experiences in the classroom.
1. Begin the class by doing an activity together. This activity can be visit to the school
garden, an experiment, a storytelling with the librarian, or other hands-on activity to
establish shared experiences of the class. If not possible, this may be substituted by
showing picture frames of a story that children can arrange and describe in relation to
real-life events.
2. Recreate the shared experience verbally as a group. Have the learners take turns in
volunteering information in a alarge-grou discussion.
3. Write and transcribe the learner’s words on the board in ana organized way to create
the text.
4. Let the class read the story aloud and discuss it. In this stge of reading and revising of
the story, ask them if they want to correct or and encourage them to make further
suggestions, if needed.
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5. Read the final story in a choir or echo style, or both. They can also do small group
reading, or pairs, and then individually.
6. Provide variety of literacy activities like creating questions, illustrating story frames,
and writing down favorite words to extend or reinforce learning of new words.
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Let’s Do This:
A. Discuss comprehensively the major approaches in teaching comprehension in Mother

Tongue. (20 points.)
B. Write your plan of activities for each stage in reading here.

EAT, CLOTHES, EAT
One day a rich man was invited out to dinner. He spent the day working in his
garden. At night, he didn’t have time to dress for dinner. He went in his work
clothes.
When he arrived, all other guests were there. But nobody spoke to him. At dinner
he was seated far from the host. Still, no one spoke to him.
He got up from the table and went home. He washed. He dresses in fine clothes.
Then he came back.
Now the hos said, “Come, sit beside me.” The host passed the food to him. The
man took the food and began putting it in his pockets. “Eat, clothes, eat!” he said.
The host was amazed at this. “What are you doing?” he asked.
The man replied, “I am feeding your guest. When I first came, no one would
speak to me. After I’ve changed my clothes, you treated me as special guest. I’m
still the same man. So, it must be my clothes that you’re being nice to. I’m giving
them their share of food.”
Read the paragraph above. Write/create a plan of activities for each stage in:
(a.) Before Reading (10 pts.)
(b.) While Reading (10 pts.)
(c.) After Reading (10 pts.)
Page 52 of 67

Lesson No: 3
Lesson Title: Activities and Strategies for Phonological Awareness Development and
Decoding
Let’s Hit These:

• Explain phonological awareness; and
• Define decoding;
Let’s Find Out:
Children seem to have curiosity for sounds. They observe people speaking with them
by looking at the speaker’s mouth, lips, tongue. They are fascinated by it! In this topic, we shall
discuss the smallest meaningful unit of language called phoneme or sound, and emphasize the
need for acute authority and visual discrimination skills – the priority of phonological
awareness instruction – to make learners become literate communicators of ideas.
Let’s Read:
Phonological awareness is the knowledge that oral sounds are represented by symbols
that can be manipulated as they are placed in the initial, medial, or final sound of a given word.
Related to phonological awareness is the concept of phonemic awareness described as the
knowledge in manipulating spoken sounds, and in so doing changes meaning. In short,
phonemic awareness focuses on the sounds of the spoken language, while phonological
awareness shows the relationship of the spoken language to its written form. Both are
concerned with the manipulation of the spoken sounds, yet phonological awareness requires
the knowledge of visual representations of the spoken sounds. Hence, phonemic awareness
centers on auditory discrimination skill, while phonological awareness demands an additional
skill of visual discrimination and representation in written form.
Associated to phonological awareness are an understanding of function of print, print

knowledge, and alphabetic principle. The function of print is an understanding that print has
meaning and the function of either telling a story or conveying information such as directions
is the final area of understanding about print children need. This shows that, communication is
the heart and the very function of print. On the other hand, print awareness/knowledge refers
to children’s understanding of the nature and uses of print which is closely associated with their
word awareness, the ability to recognize words as distinct element of oral and written
communication. It is the understanding that letter have sounds which can be associated with
them and that there some relationship between the sequence of letters seen in print and the
sound sequence heard. This goes to show that children need to understand alphabetic
knowledge, which means that more than knowing the names of the letters, they should be able
to distinguish the features of each letter that make it different from all the other letters, say the
name of the letter, and say a word, that begins with that letter. The children’s natural
environment exposes them to these skills which in turn familiarizes and helps them acquire
these skills given adequate guidance and instruction. Lastly, print awareness/knowledge is
Page 53 of 67

concerned with children’s, knowledge of letters, print symbols, and reading conventions.
Research on print knowledge suggests that print knowledge is a key predictor to early reading
success. It also points out that understanding the concepts about print help children know when
to direct their attention during story time and writing activities, as it also helps them attach
meaning to the writing activities, they are participating in. Further, understanding the function
of letters in writing and learning specific letter sound associations is critical in attaining
literacy.
How can teachers develop print knowledge of learners?

Early childhood education literature is replete with useful recommended activities to prepare
young learners for phonological awareness development (Cooper, 1993; Gunning, 2005).
These are some of what teachers can do:
1. Have children’s books and magazines easily available for children to enjoy on their
own. Set up a special place for them to enjoy looking at books independently.
2. Talk about how books work. When reading aloud, let children open the book and turn
the pages.
3. Ask them to name objects and characters in the pictures.
4. Point out letters and words that you run across in daily life.
5. Show how reading helps you get things done every day, such as cooking, shopping, and
taking a bus. Read recipes and labels as you cook. Read your to-do list aloud as you
write it.
6. Play alphabet games.
7. Sing the alphabet song (“A, B, C, D, ….”) to help your children learn letters as you play
with alphabet books, blocks, and magnetic letters.
8. Label materials. They may include the word with an icon (picture, photo, drawing),
materials are color-coded for younger children; are placed on shelves, as well as the
container for the items; define a classroom’s organization and storage system; and help
children learn to associate.
STRATEGIES IN TEACHING DECODING

The term decode, according to Literacy Dictionary (Harris and Hodges, I995)', is to
analyze spoken or graphic symbols of a familiar language, to ascertain their intended meaning.
It refers to word identification rather than to identification of higher units of meaning. It is also
saying a sound the letter can represent.
Decoding is the ability to apply your knowledge of letter-sound relationships, including
knowledge of letter patterns, to correctly pronounce written words. Understanding these
relationships give children the ability to recognize familiar words quickly and to figure out
words they have not seen before.
Word identification is the realization or knowledge that "the: phonemes (sounds) of
English correspond, more or less well, to graphemes (letters)..." (Miller, 1995). The word
Page 54 of 67

identification skills include phonic analysis, structural analysis, context clues, configuration
clues, dictionary skills, and sometimes picture clues.
In preparation for decoding, learners must have with them an understanding of the
following:
Phoneme Awareness
This refers to learners’ awareness that spoken words are made up of distinct sounds.
This awareness is seen to be crucial in learning to read because individual letters or
letter combinations map to a phonemic (sound) equivalent in English language.
The Sound of Written Language

This refers to a child's awareness of differences between spoken and story language.
This helps children realize that conventions in writing such as space, punctuation,
capitalization, and indention, among other rules, govern the writing system.
Concept of Story
This refers to the idea that every narration has a beginning, middle, and ending, and that
child who have the experiences of being read to come to know these pads that they
expect whenever they hear or read a story.
Decoding Ability
This requires applying letter-sound knowledge to 'sound-out’ unknown words. This
helps them to apply alphabet knowledge and rules in producing the sounds of letter
combinations to determine how these are read correctly.
Spelling Ability
This means matching the sounds heard to alphabet Letter names, a transition or
matching of phoneme to grapheme matt for writing down oral texts. Children must have
a firm grasp of the basic concepts mentioned earlier to help them succeed in learning
how to decode. These pre-requisite concepts, skills, and understanding will aid them in
establishing connection to word identification skills.
What are the causes of difficulty in reading and writing in English?

Because English is not a first language to many Filipino learners, they need to
understand that English language is not the same as their mother tongue or native language.
Several reasons that make English language difficult to learn are the following:
1. English is not spelled phonemically. Consequently, the visual - auditory perception
affects the vocalization. The one-to- one phoneme-grapheme relationship is not
always true in English.
2. English becomes a difficult process word and sentence analysis for secondary clues,
meaning, structural, and form clues, to word attack and pronunciation.
Page 55 of 67

3. The letter is used as a primary clue to vocalization.

4. Most teachers separate reading and writing processes, and this leads to an artificial
language instruction in the classroom.
5. Children lack the oral-aural familiarity with words and the meanings attached to
thorn.
What are symptoms of decoding difficulty?
There are some cases when despite implementing these principles in teaching decoding,
children still seem to perform below expectation. When learners manifest the following
symptoms, then they require extra time and additional input.
1. Learners have trouble sounding out words and recognizing words out context.
2. They are confused between letters and the sounds they represent.
3. They have slow oral reading rate (reading word by word).
4. They ignore punctuation marks.
What activities can be done to help struggling decoders?

The extra input needing more time for practice and memory improvement may be a
combination of several activities done in enjoyable manner so that children can learn
decoding indirectly, with less pressure to acquire skills in formal setting.
1. Occasionally point-to letters and ask them to name them.
2. Let them sing the alphabet with audio, video, and audio-visual support.
3. Encourage them to use what they know about sounds and letters to write notes and
emails.
4. Talk about sight words irregular words which have to be memorized and recalled upon
sight.
5. Teach them to sort/ categorize pictures and objects by the sounds they can contain
while simultaneously saying the letter – sound repeatedly.
6. Use manipulatives to help teach letter-sound relationships. These can include counters,
sound boxes, and magnetic letters.
Page 56 of 67

Let’s Do This:
A. Identification. Choose the right word or words to complete the sentence. Choose your
answer form the words inside the box.
grapheme phoneme decoding phonics spelling
1. The term which refers to word identification rather than higher units of meaning
identification
2. Matching the sounds heard to alphabet letter names.
3. The smallest unit language.
4. One approach to reading instruction that teacher’s student the principles of letter sound
relationship, how to sound out words, and exceptions to the rules. tt
5. Refers to the letter or visual symbol for the sound heard.
B. Short Answer.
1. What is meant by phonological awareness?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is decoding?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Page 57 of 67

Lesson No: 4
Lesson Title: Assessment of Early Literacy Skills
Let’s Hit These:

• Use appropriate types and forms of language assessment to assess
particular language outcomes.
Let’s Find Out:
Assessment is an integral and indispensable part in the teaching- learning process

because it provides teachers and learners with some of evidence of learning before, during and
after the teaching process. These evidence of learning outcomes help the teachers make
informed decision (1) to plan the learning activities appropriate to students' levels and
contextual background, (2) to proceed with the next lesson if learners have proficiently
manifested the learning outcomes or to reteach the lesson for mastery level, and (3) to provide
learners with feedback of their own progress so that they can monitor and act upon their
progress and be responsible for their own learning.
Evaluation, on the other hand makes use of assessment. Evaluation implies bringing
meaning to that information through a complete examination of ALL of the assessment
information. That analysis and reflection leads to informed instructional decisions based on the
interpretation of evidence gathered through multiple assessment.
All language assessments in MTB-MLE program in the Philippines stem from the
measurable performance- standards (PS) translated into detailed and task-specific learning
competencies (LCs) based on identified content standards (CS). The PS provides the.
scaffolding for frequent self, peer, parental, and teacher assessment; hence, planning for
instruction is integral to balanced learning experiences and planning for assessment is integral
to learning.
Let’s Read:
What is Assessment?
Assessment is an integral part of education and in any form and in any type of
curriculum. In fact, everything about education begins with assessment, but we will detail this
particular function of assessment, but we will detail this particular function of assessment later
when we discuss curriculum cycle. For the meantime, let us first understand what really
assessment is. The following are definitions of assessment from various sources.
Assessment involves the use of empirical data on student learning to refine programs
and improve student learning. Assessment is the process of gathering and discussing
information from multiple and diverse sources in order to develop a deep understanding of
what students know, understand, and can do with their knowledge as a result of their
educational experiences; the process culminates when assessment results are used to improve
subsequent learning.
Page 58 of 67

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.
Assessment is the systematic collection, review, and use of information about
educational programs undertaken for the purpose of improving student learning and
development.
Specific assessment goals and purposes are also known as classroom assessment which
tries to assess progress of learners in real classroom situations. These types of assessment goals
and purpose are more concrete and realistic because they are able to capture the real progress
of learning through teachers designed instructional plans. Quizzes, classroom simulations,
graded recitations, projects, and all other classroom activities are assessment tools that aim to
evaluate learners' attainment of specific goals and purposes. While this type of assessment
goals and purposes aim to capture real-time and concrete evidence of individual and even
collaborative learning outcomes, there is a possibility that these forms of assessment may not
be aligned to the broad assessment goals and purposes. Schools, therefore, must strike a balance
between specific and broad assessment goals and purposes to ensure that the learners are
acquiring universal language skills but are applied in various local, national, and international
contexts especially in MTB-MLE curriculum. Teachers and learners must be able to localize
and contextualize these standards to the various language contexts of young Filipino learners.
To do this, schools can create standards-based assessment tools (based on broad
assessment goals and purposes) in order to evaluate whether each grade level learners meet the
schools’ vision, mission, goals (VMG) via the curriculum. To achieve this, schools can create
departmentalized quarter assessments in order gauge whether all assessments set by the
Department of Education vis- a-vis the schools VMG. To achieve standards-based
departmental quarter assessments, schools must observe the steps of creating the test.
1. Create the table of specification (TOS). This will serve as the blueprint for the test
construction and for the test of validity.
2. Construct the test based on the approved TOS. The number of items, the type of
questions, and the level of processing for each question will be Clearly specified in the
TOS, Therefore, test constructors must carefully formulate their test items that will
represent the approved TOS.
3. Validate the constructed test against the approved TOS to ensure content validity.
The constructed test will undergo test of c of content validity using the approved TOS.
Content validity is a non-statistical type of validity that involves degree to which the
content of the test matches the intended learning outcomes and the content that ought
to be assessed.
4. Testing the validated test for reliability. The test must be administered in small scale
population using various types of tests of reliability to evaluate the degree to which the
assessment tool produces stable and consistent results. The following are types of
reliability test.
Page 59 of 67

a. Test-retest reliability is a measure of reliability by administering the same

constructed test twice over a period of time with an identified interval to the
same group of individuals. The scores from Time -I and Time 2 will be
correlated in order to evaluate the test for stability overtime.
b. Parallel forms reliability is a measure of reliability is done by administering

different versions of an assessment tool created using only one IDS. to the
same group of individuals. The scores from the two versions will then be
correlated in order to evaluate the consistency of results across alternate
versions.
c. Inter-rater reliability is a measure of reliability used to assess the degree to

which different judges or raters agree in their assessment decisions. Inter-
rater reliability is useful. The results of the individual raters will then be
correlated to measure the degree to which their decisions vary because
human observers will not necessarily interpret answers the same way; raters
may disagree as to how well certain responses or material demonstrate
knowledge of the construct or skill being assessed.
d. Internal consistency reliability is a measure of reliability used to evaluate

the degree to which different test items that measures the same TOS will
yield the same results.
(1) Average inter-item correlation is measure by taking all of the items on a

test that examines the same TOS, determining the correlation coefficient
for each pair of items, and finally taking the average of all of these
correlation coefficients.
(2) Split-half reliability is a subtype of internal consistency reliability which

is done by splitting the constructed test into halves where the items on
each half examine the same TOS. The entire test is administered to a
group of individuals, the total score for each "set" is computed, and
finally the split-half reliability is obtained by determining the correlation
between the two total "set" scores.
Gail E. Tompkins (2003) presents some guidelines for classroom assessment.
1. Select appropriate assessment tools. Teachers identify their purpose for
assessment and choose an appropriate assessment tool.
2. Use a variety of assessment tools. Teachers learn and then regularly use a variety
of assessment tools that reflect current theories about how children learn and
become literate, including running records, anecdotal notes, and reading logs.
3. Integrate instruction and assessment. Teachers use the results of assessment to

inform their teaching. They observe and confer with students as they teach and
supervise students during reading and writing activities. When students do not
Page 60 of 67

understand, what teachers are trying to teach, teachers need to try other instructional
procedures.
4. Focus on the positive. Teachers focus on what students can do, not what they can't
do. Too often, teachers want to diagnose students' problems and then remediate pr
'fix' these problems, but they should focus on how to facilitate students'
development as listeners, speakers, readers and writers.
5. Examine both processes and products. Teachers examine both the processes and
the products of reading and writing. Teachers notice the strategies that students use
as well as assess the products they produce through reading and writing.
6. Use multiple contexts. Teachers assess students' literacy development in a variety

of contexts, including literature focus units, literature circles, reading and writing
workshop, basal reader programs, and thematic units. Multiple contexts are
important because students often do better in one type of activity than another.
7. Work with individual students. In addition to making whole-class assessments,

teachers make time to observe, confer with, and do other assessment procedures
with individual students in order to develop clear understandings of the student's
development as a reader or writer.
8. Encourage self-assessment. Students' reflection on and self- assessment of their

progress in reading and writing should be an integral part of assessment.
Page 61 of 67

Let’s Do This:
A. Formulate valid assessment task for the competencies given below:
1. Book and Print Knowledge

• Recognize correct spelling of words.
2. Alphabet Knowledge
• Give the letter that begins with the name of given picture/object.
3. Word Recognition
• Read grade one level text in three- to – four-word phrases with appropriate
intonation, expression and punctuation.
Page 62 of 67

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Content and Pedagogy for the Mother Tongue

Content and Pedagogy

San Jorge Campus

INSTITUTIONAL GRADUATE OUTCOMES

Relate the educational history

2.4 1948 Joint Congressional

2.5 1950 Prator Report

2.6 1970 – The Presidential

2.7 1973 Philippine Constitution

2.8 1974 Bilingual Education Policy

2.9 1987 Philippine Constitution

2.10 1991 Congressional Oversight

2.11 1998 The Philippine Education

2.12 1999 – Lingua Franca

2.13 RA. 10157 – The Kindergarten

2.14 RA. 10533 – Enhanced Basic

11- 12 3.3. The Goals of MTB-MLE in the

16 – 17 4.3 Activities and Strategies for

17 – 18 4.4 Assessment of Early Literacy

Requirement/Assessment Task Percentage

Purpose of the Module:

Lesson Title: Language and Principles of MTB-MLE

Let’s Hit These:

Let’s Find Out:

What are the linguistic elements of language?

CC8: Content and Pedagogy in the Mother Tongue

What is language environment?

CC8: Content and Pedagogy in the Mother Tongue

CC8: Content and Pedagogy in the Mother Tongue

What are cognates?

CC8: Content and Pedagogy in the Mother Tongue

Lexicon Area/Context Function Meaning

CC8: Content and Pedagogy in the Mother Tongue

2. Explain the relationship of language and identity.

CC8: Content and Pedagogy in the Mother Tongue

Lesson Title: First Language Acquisition (FLA) and Literacy Development

Let’s Hit These:

Let’s Find Out:

What is a first language?

What is second language?

What is foreign language?

What is heritage language?

CC8: Content and Pedagogy in the Mother Tongue

First Language Acquisition (FLA) Theories

Burhus Frederic Skinner (1957), most fondly known as

CC8: Content and Pedagogy in the Mother Tongue

Jean Piaget argues that children are active learners

CC8: Content and Pedagogy in the Mother Tongue

Constructivist’s perspective of language acquisition sheds valuable explanation of the

Social cultural Constructivism

Lev Vygotsky proposed a sociocultural model of human, and especially cognitive

PRIMARY GENERAL GRAMMATICAL CHILD’S

CC8: Content and Pedagogy in the Mother Tongue

Consequently, he proposed the theory of Universal Grammar, an idea of innate,

CC8: Content and Pedagogy in the Mother Tongue

Enhanced your understanding.

CC8: Content and Pedagogy in the Mother Tongue

Let’s Hit These:

• Explain theories of second language acquisition; and

Let’s Find Out:

Tikadto ha eskwelahan hi Ernie

Si Ernie ay pupunta ng palengke