PEDAGOGICAL COMPETENCIES

IN TEACHING MOTHER TONGUE

BEE107
By. Prof.Ludivina O. Almosa
 PEDAGOGICAL COMPETENCIES
• The ability to understand deeper the target
language and the culture in which the
language is situated.
• The ability to design and execute instructional
plans in teaching mother tongue.
• The ability to create assessments to ensure
that learning is genuinely taking place.
Pre-requisite of teaching Mother Tongue

• Lesson 5.1-Understanding Local Culture

• Lesson 5.2- Knowing the Mother Tongue
 Understanding the Local Culture

Objectives:
• State their own definition of culture and list
other related concepts
• Explain the various definitions of culturally-
responsive education and its principles
• List some examples of the elements of culture
from observing their local communities
culture
• Rawling (2019)- For indigenous communities…
worldwide that are still grappling with the
legacy of colonization, being able to speak
their ancestral language is about
empowerment and reclaiming their identity. It
may even significant consequences for their
mental health
 Questions
• 1. How do you feel about the quote you read
on the previous page?
• 2 Do you believe that language is related to
empowerment and identity?
• 3 In your words how would you define
culture?
Concept Map for Culture
Culturally Responsive Education
What is Culturally Responsive Teaching?

• Culturally Responsive Teaching is a pedagogy

that recognizes the importance of
students' cultural references in all aspects of
learning (Ladson-Billings,1994). Some of the
characteristics of culturally responsive
teaching are: Positive perspectives on parents
and families. Communication of high
expectations.
• Culturally responsive teaching (CRT) is a
research-based approach that makes
meaningful connections between what
students learn in school and their cultures,
languages, and life experiences. ... Students
bring this knowledge to the classroom every
day, including their culture, language, and life
experiences.
•  
 Culturally Responsive Education
• Culturally responsive teaching (CRT) attempts
to bridge the gap between teacher and
student by helping the teacher understand the
cultural nuances that may cause a relationship
to break down—which ultimately causes
student achievement to break down as well.
 3 QUESTIONS TO ASK TO CREATE CULTURALLY
RELEVANT, ENGAGING, AND EMPOWERING LEARNING
ENVIRONMENTS
1. Who are our students? 
2. Who do our students see in our classrooms? 
3. How can educators move further toward
CRT? 
Who do our students see in our classrooms? 

• Which aspects of your students’ identities are visibly present and

honored through your classroom environment (books, instructional
materials, photographs)? Which are missing?
• Are representations of your students’ identities authentic and varied?
Are there materials that explicitly honor diverse identities as well as
texts in which characters with diverse identities are represented
without these being central to the plot?
• Are there identities your students do not share that are
overrepresented in the classroom?
• Who and what are your students learning to value in your classroom?
• Is language used in the classroom inclusive of all learners’ identities?
Are there biases being normalized through classroom language (e.g.,
“families” versus “caregivers”)?
 How can educators move further toward
CRT? 
• Educators can do the following:
• Choose curricula and texts that showcase characters with whom their students
share identities and represent these characters in authentic and varied ways.
• Remove curricula and instructional materials that disproportionately represent
identities not shared by students.
• Remove curricula and instructional materials that reinforce stereotypes about
any identity groups.
• Ask students and families what feels important to learn before planning
instruction.
• Plan lessons that amplify student voice and that invite students to pull from
their experiences, cultural communities, and histories as valid sources of
information.
• Consistently invite family and community members to deliver instruction in the
classroom to position communities as valid funds of knowledge.
 Definitions of Culturally-Responsive
Education/Teaching
In a nutshell…
1. Experiences and frames of reference based on the diverse
culture of the students (Gay, 2010a)
2.An approach o education where teacher integrates elements of
the students’ lifestyles and daily experiences in the instruction
and the curriculum (Taylor& Sobel, 2011)
3.A type of pedagogy where teachers are competent in cross-
cultural and multicultural setting (Diller&Moule,2005)
4. Recognizes the uniqueness of the majority and the minority in
the body of the students (Cartledge, Gardner, & Ford, 2009 as
cited in Taylor & Sobel 2011).
 Guide Questions

1. What are the common themes or ideas you

observed in the definitions above? Why do you
think these themes were important?
2. On the other hand, what was unique in each
definition? What do you think are the reasons
for these uniqueness?
3. If you were to handle a class where some of
the students come from indigenous groups,
how would you prepare? Why?
 Application
• Create a socio-cultural profile of a pre-
determined community using the Elements of
Culture