NAME: GENEROSO, RB MAE R.

BSED – II ENGLISH
ACTIVITY/APPLICATION/LET’s DO THIS

Directions: Answer the questions substantially by providing a 2-paragraph opinion. Refer your answers to the
rubrics below. Cite sources to support your claim and examples for an understandable idea.

Questions Answer
How can mother tongue–based MLE be carried out in  The idea of employing local languages of
classrooms where three or more local languages are instruction in primary grades is attracting the
represented as mother tongues? attention of the government. Using language,
mapping grids, and multilingual instructional
resources, as well as assessing multilingual
teachers, will assist students enhance to their
knowledge.
What do you think is the most effective approach to  Language mapping can assist in determining
transition to the use of a second language as medium of gaps in teaching and learning materials for
instruction when classroom policy and practice has used specific languages and prioritizing the
the learner’s home language/first language in the early production of materials for languages with low
primary years? resources.
What can be done in contexts where teachers have  Teachers who don't even have enough oral
inadequate oral fluency or literacy skills in one or more fluency or literacy abilities in one or more of
of the languages being used in the program? the languages used in the program will not be
effective teachers in a language teaching
program, which would be a serious
disadvantage for students who want to expand
their knowledge in learning foreign languages.
How can instructional materials and supplementary  The development of materials is part of a
reading materials be effectively developed for target broader project.
populations speaking multiple dialects?  Internal motivation exists when an MTB
program develops from the desire and request
from the linguistic community. Externally
driven programs, with no community input in
decision-making, are likely to be ineffective.
Even if materials are provided for every dialect,
if the program's focus is solely on
comprehension rather than the development of
independent writers and a growing literature,
the program will be narrow.
 Effective language writing requires competent,
confident language writers as well as an
infrastructure to produce new materials for the
communit
How can pilot MTB-MLE programs be successfully  The research evidence for the importance of
scaled up?  local languages in cognitive development,
learning academic content and second
languages, and creating strong identities should
be shared with the entire country. The
discussion surrounding the new policy should
discuss common concerns and help relieve
fears of losing global language skills, and it is
essential to construct a language map of the
languages spoken in various geographic areas.
A linguistic map will assist schools in planning
to meet the needs of diverse student
populations.
 Local languages, as well, need to create a
NAME: GENEROSO, RB MAE R.
BSED – II ENGLISH
writing system; in this case, orthographies must
be established by involving local linguists with
the participation of the community and
agreement. Community members, as language
owners and users, take part with local linguists
on orthography development methods in order
to start negotiations on a commonly acceptable
orthography that accurately represents the
sounds of the language in a way that is
conducive to literacy development and
linguistic preservation.
 As language owners and users, we must
actively engage in orthography development
processes with local linguists in order to secure
on a generally accepted orthography that
perfectly describes the sounds of the language
in such a manner that is conducive to language
learning. Literature in the mother tongue is
often lacking even between previously
developed languages, and school literature and
reading materials will need to be developed to
help learners acquire literacy skills.
When the orthography of the local language is not yet  Poverty isn't the only thing that prevents people
standardized or requires further review in order to from studying. Another significant barrier to
adequately represent the linguistic features of the majority of rural children’s learning and
language, how should this challenge be handled in the development is that their own language is
program? unwritten. Because orthographies no longer
now have privilege of advancing over centuries
even though users experiment with them, and
because they are influenced heavily by their
sociolinguistic context, technical experts must
always be involved in their development or
modification. As literacy curriculum for
undeveloped languages are produced, a number
of situations emerge, such as developing ability
to decode readers, employing a word list from
the language or a dictionary, and so on.