Language teaching

strategies for mother

tongue
Jenny Arigando
Mildred Millar
Angelica R Garcia
Introduction

The two end goals of Mother Tongue.

base Multilingual Education are lifelong
learning and communicative
competence. With the utilization of this
native language which language is
familiar to the learners, these goal
appear to the achievable.
 As learning progresses, these macro
skills- listening, speaking, reading,
writing and viewing spiral across grade
levels and across language. The ultimate
goal is both oral and written discourse
in the Three languages. (Enclosure No. 1
to DepEd Order No. 31, s. 2012)
 Strategies in teaching different
learning areas with the integration
of Macro Skills

1. Listening
2. Speaking
3. Reading
4. Writing
5. Viewing
 1. Listening

Listening is one of the

major skills in language
acquisition. Learning to
listen to the target
language improves
language ability.
The tables belows lists some skills for each approach

Bottom-Up Listening Top-Down Listening Skills

Skills
-Distinguish individual sounds, word
boundaries, and stressed syllables - Listening for specific information
- Identify grammatical forms and - Sequencing the information
functions
- Recognize contractions and
connected speech
-Recognize linking words
 2. Speaking
Speech is an essential
form of self-expression
and a necessary survival
skill. Speech can be
used, for instance, to
warn of danger or
counter threats
4 language domains related to speaking:
1. Oral language (OL)- Sometimes called spoken language,
includes speaking and listening—the ways that humans
communicate with one another. OL skills provide the foundation
for word reading and comprehension.
2. Phonological awareness- The awareness of and ability to
work with sounds in spoken language, sets the stage for
decoding, blending, and, ultimately, word reading.
3. Children's vocabulary and concept development- It is
dependent on consistent, nurturing and interacting learning
experiences with adults and peers. Children need to have a large
and varied vocabulary that continually grows.
4. A grammar skills assessment- Evaluates a job candidate's
knowledge of and ability to apply grammar rules in a certain
language. These assessments test candidates on specific skills
like correct use of tenses, word types (verbs, adverbs, adjectives,
etc.), punctuation, passive vs. active voice, and idioms.
There are four note cards about principles and approaches in
teaching of speaking:
1. Topic: Proficiency - Oriented Teaching of Speaking Skill
Hadley proposes five principles for proficiency oriented
teaching
Opportunities must be provided for students to practice using
the language in a range of context likely to be encountered in
the target culture.
Opportunities should be provided for students to carry out a
range of functions necessary for dealing with others in the target
culture.
The development of accuracy should be encouraged in
proficiency - oriented instruction.
Instruction should be responsive to the effective as well as the
cognitive needs of students, and their different personalities,
preferences, and learning style should be taken into account.
2. Topic: Current Approaches to the Teaching of Speaking
Speaking and oral interaction is seen as the basis for learning.
Non-native usage as well as native usage both serve as models.
Both accuracy and fluency are a primary goal with a greater tolerance of
errors.
Oral proficiency is viewed as dependent upon mastery of lexical phases and
conversational routines.
Pair and group activities predominate in the classroom.
3. Topic: Case Study on Singapore Schools Teaching of Tamil Language
Use local context-based materials, so that the topics are familiar to the
students.
Use domain-based vocabulary, that is, words as they are used in real,
everyday living.
Use age-related content, that is, topics that are relevant to the students at
their particular stage in life.
4. Topic: Balance Between Fluency and Accuracy in the Teaching
of Speaking
Acc. to Mazouzi (2013), learners activity should be designed
based on an equivalent between fluency and accuracy
achievement.
Hedge (2000), express that fluency is the ability to answer
coherently by connecting the words and phrases, pronouncing
the sounds clearly, and using stress and intonation.
Learners should pay enough attention to the exactness and the
completeness of language from when speaking such as focusing
on grammatical structures, vocabulary, and pronunciation
( Mazouzi, 2013 ).
3. Reading
Color- code reading" can be
employed to assess reading.
The teacher prepare a
"
paragraph with sentences that
are written or highlighted in
different colors.
 Two basic processes in
reading
1. Decoding is the ability of the individual
to figure out the pronunciation of printed
words and ultimately determine the
words meaning.
2. Comprehension is the ability to
construct meaning by interacting with a
text.
4. Writing
• Writing activities are
also facilitated with the
use of instructional
materials. One of these is
the interactive board.
• Activities in writing
class can provide
effective interaction
among learners
 5. Viewing
Viewing is defined by the Canadian
Common Curriculum Framework as
an active process of " attending
and comprehending visual media,
such as television, advertising,
phophonomic contrasts, deducing
the meaning of unfamiliar words,
predicting content, noting
contradiction and differentiating
between fact and opinion
It also engage in the following procedures

1. Pre-viewing- Students prepare to viewby activating

their schema, anticipating a message, predicting,
speculating, asking questions, and setting a purpose
for viewing.
2. During viewing- Student view the visual text to
understand the message by seeking and checking
understanding, making connections, makingand
confirming predictions and interferences,
interpreping and summarizing, pausing and
reviewing, and analyzing and evaluating.
3. After viewing/responding- Students respond
personally, critically, and creatively to visual texts by
reflecting, analyzing,evaluating, and creating.