CHAPTER I: Theoretical Philosophical Foundations of Mother Tongue

INTRODUCTION

Mother tongue (first language, native language, or L1) is essential for learning as a part of
intellectual ability. Mother tongue is the language human beings acquire from birth. It helps

1
the child in his/her mental, moral, and emotional development. Schick, de Villiers, and
Hoffmeister (2002) in their study explain that language delays typically observed in deaf
children are causally related to delays in major aspects of cognitive development. They
maintain, children who cannot understand complex syntactic forms like complements have
difficulty understanding how their own thoughts and beliefs may differ from those around
them. In fact, much of a child's future social and intellectual development hinges on the
milestone of mother tongue (Plessis, 2008). Mother tongue, therefore, has a central role in
education that demands cognitive development.

Education is a potential instrument for encouraging independent thinking among the learners.
Students should be allowed and encouraged to come up with their own opinions and
interpretations of events around them. The curriculum for primary school / elementary school
in mother tongue, emphasizes the importance of the individual's personal and intellectual
development. Studies show that children who come to school with a solid foundation in their
mother tongue develop stronger literacy abilities. Overall, the research is very clear about the
importance of children's mother tongue for their personal and educational development
(Baker, 2000; Cummins, 2000; Skutnabb-Kangas, 2000 cited in Cummins, 2000). When
parents spend time with their children and tell stories or discuss issues with them in a way
that develops their mother tongues' vocabularies and concepts, children come to school well
prepared to learn and succeed educationally. In 2002, FAO (Food and Agriculture
Organization of the United Nations) asserts that the intellectual development of children is
very much linked to the language they speak; if they are taught in their mother tongue, their
intelligence develops. When children are learning through their mother tongue, they are
learning concepts and intellectual skills that are equally relevant to their ability to function in
their entire life. In other words, according to 2008 newsletter of UNESCO (United Nations
Educational, Scientific and Cultural Organization), "Learning in the mother tongue has
cognitive and emotional value…"(P.5). Also Krishnaji (1990) claims, several psychological,
social and educational experiments proved that learning through mother tongue is deeper,
faster and [more] effective. In fact, by using the students’ mother tongue in the classroom to
teach subject content, the students’ cognitive skills would be developed (Dumatog and
Dekker, 2003). Briefly, by teaching concepts in the mother tongue, students would be
exposed to comprehensible input and enabled to develop concepts.
Based on Richmond's (1970) explanations of Piaget's theory, Piaget proposed, intellectually
developing children organize their experiences into schemes (organized patterns of action or
thought) that help them understand the world. In Piaget's theory, two major principles operate
on scheme development: adaptation and organization.Humans desire a state of cognitive
balance or equilibration. When the child experiences cognitive conflict (a discrepancy
between what the child believes the state of the world to be and what s/he is experiencing)
adaptation is achieved through assimilation or accommodation.Assimilation involves
incorporating new information into previously existing structures or schema. Accommodation
involves the formation of new mental structures or schema when new information does not fit
into existing structures. Organization refers to the mind's natural tendency to organize
information into related, interconnected structures. Scheme is the most basic structure.
Further, based on Richmond, at the center of Piaget's theory is the principle that cognitive

2
development occurs in a series of four distinct, universal stages. These stages always occur in
the same order, and each builds on what was learned in the previous stage.

According to Berk (1991, cited in Slavin, 1994) the main educational implications drawn
from Piaget are "A focus on the process of children's thinking, not just its product. And
recognition of the crucial role of children's active involvement in learning activities…" (P.45)
Piaget's theory also suggests that students' intellectual development in educational setting
demands organized curriculum to lead their minds toward equilibration, creativity and
knowledge expansion. In other words, schools should design syllabi that encourage a balance
between assimilation and accommodation. Because these twin processes are "permanent
features of the working of intelligence" (Richmond, 1970, P.89).

LEARNING OUTCOMES

At the end of this chapter,the students will be able to

a.to develop a learners personal, social, cultural identity their critical thinking and literacy
skills.

b. to give hope for children of minorities and to be able for them to understand instruction
better in their home languages, and participate more actively in the learning process.

c. to enable learners to adequately express ideas using their mother language.

d. to develop a strong foundation of students mother language before adding additional

languages.

e. to appreciate the value of using his/her own mother tongue in dealing with any classroom
situations

f. to preserve the Philippine cultural treasure.

KEYWORDS/KEY TERM

 Mother tongue  Salient

 Syntactic  Scaffolding

 Equilibration  Proficiency

 Assimilation  Multilingual

 Mother Tongue-Based  Bilingual

Multilingual Education (MTB-

3
 MLE

 Learner-oriented

 Two-track method

LEGAL BASIS OF MOTHER TONGUE

MTBMLE is “starting where the children are,” to borrow the title of a book on the subject. It
is the use of a learner’s first language as the medium of learning. Positions vary as to the
length of exposure to first-language learning to achieve proficiency. Some scholars argue for
longer exposure (Thomas and Collier 1997) while others propose an early exit. MTBMLE
practices also vary according to social contexts. In parts of Southeast Asia, community-based
implementation is the preferred mode as is an inexpensive and sustainable.

The key policy provisions examined in this paper are to be found in Sections 4 and 5 (c), (f),
(h) of RA 10533. Section 4 provides that “for kindergarten and the first three (3) years of
elementary education, instruction, teaching materials and assessment shall be in the regional
or native language of the learners. The Department of Education (DepED) shall formulate a
mother language transition program from Grade 4 to Grade 6 so that Filipino and English
shall be gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or
languages first learned by a child, which he/she identifies with, is identified as a native
language user of by others, which he/she knows best, or uses most. This includes Filipino
sign language used by individuals with pertinent disabilities. The regional or native language
refers to the traditional speech variety or variety of Filipino sign language existing in a
region, area or place.”

Meanwhile, in Section 5, the following explicit provisions provide the basis for MTBMLE
implementation:

(c) The curriculum shall be culture-sensitive;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already knew proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social contexts.
The production and development of locally produced teaching materials shall be encouraged
and approval of these materials shall devolve to the regional and division education units.

4
Section 12 of RA 10533 provides for the formulation of strategies for transition from the old
10-year basic education cycle to the enhanced 12-year system, and from the bilingual
English-Filipino education policy across levels to MTBMLE for the early grades with a
transition provision of up to Grade 6.

R.A 10157

Section 5: Medium Of Instruction

The Mother Tongue of the learner shall be the primary medium of instruction for teaching
and learning in the kindergarten level in public schools.

Provisions:

 When the pupils in the classroom have a different mother tongue or when some of
them speak another mother tongue.

 When the teacher does not speak the mother tongue of the learners

 When resources, in line with the use of the mother tongue, are not yet available

 When teachers are not yet trained on how to implement the MTB-MLE program

SEC. 2. Declaration of Policy

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities through the
appropriate languages of teaching and learning, including mother tongue as a learning
resource.

SEC. 4. Enhanced Basic Education Program

For kindergarten and the first three (3) years of elementary education, instruction, teaching
materials and assessment shall be in the regional or native language of the learners. The
Department of Education (DepED) shall formulate a mother language transition program
from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as
languages of instruction until such time when these two (2) languages can become the
primary languages of instruction at the secondary level.

DO. 31, Series 2013

Section 7: Duties, Powers and Functions

C. Develop teaching strategies using the unique feature of the MTB-MLE which shall include
but not limited to, the following:

 The two-track method

 Interactive strategies

 Use of manipulative games, and

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  Experiential, small groups discussions and total physical response among others.

The learning development materials shall consist of the following at the minimum:

(i) Listening story;

(ii) Small books;

(iii) Big books;

(iv) Experience story;

(v) Primer lessons; and

(vi) Lessons exemplars;

SEC. 5. Curriculum Development

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already knew proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available;

D.O. 31, s. 2013 states that:

a. Mother Tongue is used as a Medium of Instruction (MOI) for Grades 1 and 2 for teaching
Mathematics, Araling Panlipunan (AP), Music, Arts, Physical Education and Health
(MAPEH) and Edukasyon sa Pagpapakatao (EsP);

b. Mother Tongue is taught as a separate Learning Area in Grades 1 and 2;

c. Filipino, as a Learning Area, is first introduced in Grade 1 during the second quarter (2nd
Q)/grading period;

d. English, as a Learning Area, is first introduced in Grade 1 during the third quarter (3rd
Q)/grading period

SUMMARY

Mother tongue education refers to any form of schooling that makes use of the language or
languages that children are most familiar with. This is usually the language that children
speak at home with their family. The ‘mother tongue’ does not have to be the language
spoken by the mother. Children can and often do speak more than one or even two languages
at home. For example, they may speak one language with their mother, another with their
father and a third with their grandparents.

The importance of mother tongue is studied because when children develop their mother
tongue, they are simultaneously fostering a whole host of other essential skills, such as
critical thinking and literacy skills. It is these skills that they take with them into formal
6
education, and research tells us that any skills and concepts gained in the learner’s home
language don’t have to be re-taught when they transfer to a second language.

For example, if a child has developed the ability to guess the meaning of a word through its
context, or to infer meaning by reading between the lines, these skills are easily transferred
when they begin studying in a second language. It is much harder, however, to teach these
abstract skills directly through a second language.

RESEARCHES OF TEACHING AND LEARNING IN THE MOTHER TONGUE

Mother Tongue-Based Multilingual Education (MTB-MLE) is the government's banner

program for education as a salient part of the implementation of the k to 12 Basic Education
Program. It significance is underscored by the passing of Republic Act 10523, otherwise
known as the "Enhanced Basic Education Act of 2013."

MTB-MLE is education, formal or non-formal, in which the learner's mother tongue and
additional languages are used in the classroom. Learners begin their education in the
language they understand best- their mother tongue- and develop a strong foundation in their
mother language before adding additional languages. Research stresses the fact that children
with a sold foundation in their mother tongue develop stronger literacy abilities in the school
language. Their knowledge and skills transfer across languages. This bridge enables the
learners to use both or all their languages for success in school and for lifelong learning. In
terms of cognitive development, the school activities will engage learners to move well
beyond the basic questions to cover all higher order thinking skills in L1 which they can
transfer to the other languages once enough Filipino or English has been acquired to use these
skills in thinking and articulating thoughts.

For the effective implementation of the MTB-MLE, it is suggested that the two-track method
be used, that is the primer track to focus on accuracy and the story track to focus on meaning.
Learning via the two-track method to gain proficiency in literacy as well as comprehend
academic content and gain curriculum mastery, creative and critical thinking skills for
decisive decision-making.

MTBMLE provides:

Literacy. We only learn to read once. Learning to read in the L1 develops skills that
transfer to reading any other languages. Comprehension in reading other languages

7
 only occurs after oral proficiency has developed such that vocabulary of the written
L2 text is already part of the learners’ spoken vocabulary.

Prior knowledge. Engaging learners in a discussion of what is already familiar to

them using the home language and culture 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). Using the
learners’ mother tongue provides a strong foundation by developing cognitive skills
and comprehension of the academic content from day one. The knowledge, skills,
attitudes, and values gained through the mother tongue better support learning of
other languages and learning through other languages later.

As learners articulate their thoughts and expand ideas, both language and critical
thinking 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 L2
is sufficiently developed to support such analysis.

Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and
writing the L2s (L2, L3) 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 L1 reading fluency and L2 oral
proficiency are developed. Comprehension in reading the L2 occurs after the
development of that spoken L2. Once sufficient oral and written proficiency in the L2
are developed, a gradual transition to using the L2 as medium of instruction can
progress without the L1 support.

Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not

sufficiently developed to be used alone. The L1 is used for expression and the teacher
facilitates the development of the L2 to enable 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.

8
 Teaching for meaning and accuracy. Decoding text requires accuracy, while
comprehending texts requires decoding skills within a meaningful context. Both
meaning and accuracy are important, but in classrooms that teach only L2 , there is
often primary focus on accuracy until the L2 is sufficiently learned. This delays actual
meaningful learning until the L2 can support that learning.

Confidence building and proficiency development for two or more languages along
the following macro-skills ( listening, speaking, reading, writing and viewing) for
both meaning and accuracy.

As a subject, mother tongue education focuses on the development of speaking,

reading, and writing from grades 1 to 3 in the mother tongue. As a medium of
instruction, the mother tongue is used in all learning areas from kinder to grade 3
except in teaching Filipino and English subjects.

SUMMARY

MTB-MLE refers to "first-language-first" education that is, schooling which begins in the
mother tongue and transitions to additional languages particularly Filipino and English. It is
meant to address the high functional illiteracy of Filipinos where language plays a significant
factor.

Mother tongue is defined as the first language that a person learns and the language used in
that person's home country. An example of mother tongue is English for someone born in
America. The language one first learned; the language one grew up with, one's native
language. Mother tongue is the in-born language, which a baby has already familiarized even
in the gestation of mother before it was born. The first language is the language which a child
acquires either through schooling or socialization, such as family.

The reason it's called mother tongue is because the passing down of customs, tradition and
language of a people is majorly the duty of the mother and less of the father. Once a baby is
born, it stays with the mother. The first words it hears and picks up are from the mother.

9
KEY ELEMENTS OF MOTHER TONGUE

A MTBMLE (Mother Tongue Based Multilingual Education) program is much more than
just using the learners first language to explain curriculum content. Understanding the whole
process of implementing MTBMLE is crucial for achieving strong results. Merely using the
child’s first language orally will not produce the same strong results as a well planned
program. MLE is a structured program of language learning and cognitive development
providing a strong educational foundation in the first language, with successful bridging to
one or more additional languages, and enabling the use of both/all languages for life-long
learning.The purpose of a multilingual education program is to develop appropriate cognitive
and reasoning skills enabling children to operate equally in their community language, the
national language and English. Effective multilingual education begins in the mother tongue
of the learner with transition to the second (Filipino) and third languages (English).

MTBMLE is a curriculum and teaching methodology that:

• Begins by building a strong foundation in the learners’ first language and a good bridge to
other languages.
• Builds on what we know about how children learn best by beginnings with the known and
moving to the unknown through building on the child’s prior knowledge, using his/her world
and moving to new knowledge.

 Allows the child to construct knowledge rather than the teacher being the only
way to knowledge and rather than the teacher designing only one learning
experience.

 • Uses culturally familiar concepts to teach basic concepts in the prescribed

curriculum.

 • Uses the language the child knows best to teach reading and writing skills.

 • Builds on and continues development of the vocabulary the child possesses in

his first language and then adds the L2 vocabulary through communicative,
participatory methods using the first language as medium of instruction for
teaching Filipino and English.

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  Allows the child to continue building cognitive skills in a language the child is
already using for meta-cognitive processes.

 Emphasizes understanding, meaning and communication as well as emphasizing

skill development (accuracy and correctness).
Key Components of a MTBMLE Program:
Preliminary research that gathers information about the language situation, the
community’s motivation for MLE, and potential resources for the program
(especially people). This includes preliminary assessment of learner achievement
as base line.
Awareness-raising and mobilization activities that provide information, generate
interest, understanding of the issues and support for the program within and
outside the community (government,NGOs, universities, donors, businesses).

Recruitment methods that bring motivated, knowledgeable and respected minority language
speakers into the program alongside trained educators who train local teachers for
implementing the program.

On-going training and supervision that help MT speakers—teachers, writers, artists, editors,
supervisors and trainers—gain competence, creativity, commitment and credibility within
and outside the community.

A process of developing and testing a writing system that will be acceptable to the majority
of mother tongue speakers, to the government and will encourage members of the language
communities to continue reading and writing in their language.

SUMMARY

A consequence of the ever-increasing popularity of international schools is the growth in the

number of children learning in a language other than their first. This can open opportunities
for the individual but, as Carolyn Savage explains, continuing to develop the mother tongue
is vital to enhance learning.Importance of first languageWe are living in a time of
unprecedented travel, with technological advances and globalization offering more and more
people the opportunity to explore and live in cultures that are not their own. International
schools have been established for decades now and are rapidly growing in popularity,
particularly amongst local populations, as they offer easier access to higher education

11
opportunities around the world. As a consequence, the number of children learning in a
language other than their mother tongue is growing rapidly.

Research indicates that having a strong mother tongue foundation leads to a much better
understanding of the curriculum as well as a more positive attitude towards school, so it’s
vital that children maintain their first language when they begin schooling in a different
language.

LEARNING/ ASSESSMENT

I. Direction: IDENTIFICATION: Write the correct answer on the space provided.

__________1. MTB-MLE stands for?

__________2. Defined as the first language that a person learns and the language used in that
person's home country.

__________3. MTB-MLE refers to __________ education that is, schooling which begins in
the mother tongue and transitions to additional languages particularly Filipino and English.

__________4.

__________5. Republic Act _______, otherwise known as the "Enhanced Basic Education
Act of 2013."

__________6. The key policy provisions examined in this paper are to be found in Sections
___ and ____ ?

__________7.The key provision of MTBMLE is found on Republic Act numbers?

__________8. It significance is underscored by the passing of Republic Act 10523,

otherwise known as?

__________9. Is a structured program of language learning and cognitive development

providing a strong educational foundation in the first language, with successful bridging to
one or more additional languages, and enabling the use of both/all languages for life-long
learning.

__________10. Mother Tongue is used as a?

12
REFERENCES

Llego, M. (April 17, 2012). DepEd Order No. 32, s. 2012 IMPLEMENTING RULES
AND REGULATIONS OF REPUBLIC ACT (RA) NO. 10157 OTHERWISE KNOWN
AS “THE KINDERGARTEN EDUCATION ACT”. Retrieved from
https://www.teacherph.com/kindergarten-education-act/

Arzadon, C. (n.d.). Full text of REPUBLIC ACT NO. 10533 "Enhanced Basic
Education Act of 2013″. Retrieved from
http://mothertongue-based.blogspot.com/2013/05/full-text-of-republic-act-no-
10533.html

(DepEd). April 17, 2012 DO 31, s. 2012 – Policy Guidelines on the Implementation of
Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective School Year
2012-2013. Retrieved from https://www.deped.gov.ph/2012/04/17/do-31-s-2012-policy-
guidelines-on-the-implementation-of-grades-1-to-10-of-the-k-to-12-basic-education-
curriculum-bec-effective-school-year-2012-2013/

DepEd Order (Nos.: 31, s. 2012 and 14, s. 2013) DepEd Memorandum (No.: 46, s. 2013)

https://ie-today.co.uk/people-policy-politics/the-importance-of-mother-tongue-in-
education/

https://www.rutufoundation.org/what-is-mother-tongue-education/

https://www.google.com/url?sa=t&source=web&rct=j&url=https://files.eric.ed.gov/
fulltext/
EJ921016.pdf&ved=2ahUKEwil67mdiJTvAhXZQN4KHWauBt4QFjAAegQIARAC&u
sg=AOvVaw1HDTaowRARih_FXkaj8uBG

Alberta Education, The Common Curriculum Framework for English Language Arts
Kindergarten to Grade 12 Western Canadian Protocol for Collaboration in Basic
Education, (Manitoba: Alberta Education, 1998)

Anderson, Mark and Anderson, Kathryn. Text Type in English 1, (Malaysia:

MacMillan, 2003)

13
Canale, Michael and Swain, Merril. “Theoretical Bases of Communicative Approaches
to Second Language Teaching and Testing” in Applied Linguistics Vol. I, Issue 1, (USA:
Oxford, 1980.)

Cummins, Jim, The Acquisition of English as a Second Language in Spangenberg-

Urbschat.K and Pritchard, R. (eds.), Reading Instruction for ESL Students Delaware,
(Delaware: International Reading Association, 1994)

Malone, Susan, Manual on MTB-MLE (Community-Based Program), (Switzerland:

UNESCO, 2006)

Massachusetts Department of Elementary and Secondary Education, “Guiding

Principles for English Language Arts and Literacy Programs,” (Massachusetts:
Department of Elementary and Secondary Education, 2011)

Public School of Carolina, State Board of Education. Second Language Studies and
Standard Course of Study and Grade Level Competencies, (North Carolina:
Department of Instruction, 2004).

CHAPTER II: Mother Tongue based Multilingual Frameworks: Its Implementation in

Early Childhood Education

INTRODUCTION

Learners begin their education in the language they understand best—their mother
tongue—and need to develop a strong foundation in their mother language before effectively
learning additional languages.

In 2009, the Department of Education (DepEd) challenged the Bilingual Education Policy by
issuing an order that called for institutionalization of mother tongue based multilingual
education (MTB-MLE). This order requires use of the learners‘ first language as the medium
of instruction for all subject areas in pre-kindergarten through grade three with Filipino and
English being taught as separate subjects (Philippines Department of Education, 2009).

Until recently, the MTB-MLE policy resided solely within DepEd. However, in
January 2013 the Philippines‘ Congress officially supported this effort by passing the
Enhanced Basic Education Act. In addition to shifting toward a K-12 educational structure,
this legislation requires instruction, teaching materials, and assessments to be in the
14
―regional or native language of the learners‖ from kindergarten through grade three with a
―mother language transition program‖ from grades four through six.

This shift in language policy is part of a growing trend around the world to support
mother tongue instruction in the early years of a child‘s education. In Southeast Asia, this is
apparent in a rising number of educational programs that utilize a mother tongue approach.
Examples can be found in Cambodia, Indonesia, Malaysia, Thailand, Timor L‘Este and
Vietnam (Kosonen, in press; Kosonen & Young, 2009; Taylor-Leech, 2013; UNESCO, 2007).
In all of these cases, the programs are being piloted at the community level with support from
international non-governmental agencies (INGOs).
While the use of non-dominant languages in education is allowed in each of these
countries, the Philippines is the single country to institute a national policy requiring their
inclusion in the early grades. As a result, the implementation of MTB-MLE in the Philippines
is being looked at as an example for the rest of the region.

OBJECTIVES:

 To Improves language acquisition of the pupils both in mother tongue and in second
languages English and Filipino.

 To Improves cognitive ability of the pupils.

 To develop/improve socio/cultural awareness of the pupils such as self-expression and

consciousness of cultural identity and multiculturalism in the classroom.

 To understand the concept of integrating macro skills in mother toungue language,

 To explain the macro skills in terms of receptive and productive

KEYWORDS

Multilingualism
Strategies
Mother tongue-based instruction
Macro skills
Mother tongue lesson
Receptive VS productive
15
“Guiding Principles for Teaching and Learning MTB-MLE in Early Education”

Mother Tongue–Based Multilingual Education (MTB-MLE) is a salient part of the

recent reform in the country’s Education system which is the implementation of the K to 12
Basic Education Program. Its importance is highlighted by the passing of Republic Act
10523, otherwise known as the ‘Enhanced Basic Education Act of 2013’. However, teachers,
especially new teachers encounter problems in using mother tongue as medium of instruction.
Fortunately, teachers are able to create strategies which address these problems.

Language instruction and knowledge of languages play important roles in teaching

and learning. Importance of mother tongue instruction should be recognized in early
childhood and primary school”. The principal aim of the use of local dialect in teaching
Grade 1 is in light of the findings where these conclusions were drawn:

(1) Information dissemination on the importance of mother tongue-based Instruction;

(2) Support the government programs on mother tongue-based multilingual

education;

(3) Encourage mother tongue development to the level of cognitive academic

language proficiency to scaffold additional language learning;

(4) Recognize mother tongue as priority in judging children’s achievement in primary

school.

Hire teachers who are fluent in the language of instruction in reading, writing, and
speaking;

(6) Provide trainings for teachers on effective pedagogy, cultural competence, subject-
matter knowledge, and can teach lively to young children; and

(7) Promote policies that position parents and other family members as ‘first
teachers’ and involve them and community as well in all stages of program planning,
implementation, and evaluation. Discourse about language in education goes well beyond

16
educational policy. The issue of mother tongue based instruction is technical, political, and
ideological— and for parents and communities, extremely personal as well.

Mother tongue based multilingual education initiatives for young children, especially
those in the early years before formal schooling. However, research and experience to date
have indicated the promise of this approach to advancing our shared goals of preserving and
optimizing cultural. And linguistic diversity and promoting the success of all children in
learning and in life.

While supporting the academic success and linguistic empowerment of children is an

oft -stated goal, not all societies are prepared for the social and political ramifications of
realizing these goals. Political will and ongoing government support are key to developing
ongoing, effective program in mother tongue-based multilingual education and to realizing
the potential benefits of this program. Mother tongue based multilingual education initiatives
for young children, especially those in the early years before formal schooling. However,
research and experience to date have indicated the promise of this approach to advancing our
shared goals of preserving and optimizing cultural. and linguistic diversity and promoting the
success of all children in learning and in life.

“Integrating Macro Skills in Mother Tongue lesson”

When we learn a language, there are four skills that we need for complete
communication. When we learn our native language, we usually learn to listen first, then to
speak, then to read, and finally to write. These are called the four "language skills". The five
skills of language (also known as the four skills of language learning) are a set of four
capabilities that allow an individual to comprehend and produce spoken language for proper
and effective interpersonal communication. These skills are Listening, Speaking, Reading,
and Writing. In the context of first-language acquisition, the four skills are most often
acquired in the order of listening first, then speaking, then

possibly reading and writing. For this reason, these capabilities are often called LSRW skills.

English Language has main skills and each skill has other sub-skills and skill
activities. The main skills are all basic and very important. They are called the Macro skills.

17
Macro skills refer to the primary, key, main, and largest skill set relative to a particular
context. It is commonly referred to in English language. The four macro skills are reading,
listening, writing, and speaking. You have to perfect them in order to use your English
language properly. Listening and speaking are brain input skills but reading and writing are
brain output skills. Of course, there other skills such as pronunciation, grammar, vocabulary,
and spelling all play a role in effective English communication.

Receptive vs. Productive

Languages are generally taught and assessed in terms of the “four skills”. Listening,
speaking, reading, and writing. Listening and writing are known as “receptive” skills while
speaking and writing are known as “productive” skills. Listening to and reading content in
the language you are learning is a great way to develop your vocabulary and comprehension.

Developing your speaking skills will involve gaining fluency in spoken interactions
with others, as well as practicing your pronunciation. To practice you pronunciation try
reading aloud or repeating after a recorded text, trying to reproduce the pronunciation and
intonation of the original. As in your first language, your writing will be improved by
becoming a critical reader-try to think actively about how text are structured and what kinds
of phrases or vocabulary are used for different purposes (e.g. introducing a topic, describing,
comparing and contrasting, writing conclusions).

SUMMARY

“Guiding Principles for Teaching and Learning MTB-MLE in Early Education”

Mother tongue. The term ―mother tongue has been widely used but is heavily
critiqued. It can refer to a variety of situations, including the language one identifies with, as
neglecting to distinguish between the many variants of a single language. This is problematic,
particularly when selecting the mother tongue to be used in a single classroom, much less a
whole community.

Multilingual education. Multilingual education refers to the use of more than two
languages as the medium of instruction in schools. Much of the literature includes
multilingual education under the same heading as bilingual education. For this reason the

18
literature review for this study may include references to both. Multilingual education often
includes the L1, the national language, and a language of wider communication (LOWC).

Mother tongue-based multilingual education (MTB-MLE) is described by Diane

Dekker (2010) as being ―more than just using the learners ‘first language to explain
curriculum content‖ (p. 23). It emphasizes the importance of curriculum rooted in the local
culture, as well as teaching methodology that promotes cognitive development and higher
order thinking skills. While the LOI is often the most referred to aspect of MTB-MLE, the
concept in its entirety is much broader.

Mother Tongue-Based Multilingual Education is education in several languages based

on the mother tongue. The beginning language of teaching mother tongue, termed as
language 1 (L1). This leads to the learning of a second language, called Language 2 (L2) and
a third language called Language 3. In the Philippines, Language 1 may differ across the
country.What is

meant by mother tongue? Section 4 of the Implementing Rules and Regulations of Republic
Act 10533, otherwise known as the Enhance Education Act of 2013 defines Mother Tongue
as “the language or languages first learned by a child, whom he/she identified as exclusive
language user by others, which he/she knows best, or uses most.”

“Integrating Macro Skills in Mother Tongue lesson”

Students will learn and develop holistically. When learners are first instructed in the
language they know best, they are able to build a good “bridge” toward learning another
language. Multi-linguals also enjoy benefits that go beyond linguistic knowledge. They are
also able to learn with more flexibility.

Learners begin their education in the language they understand best—their mother
tongue—and need to develop a strong foundation in their mother language before effectively
learning additional languages

Macro skills refer to the primary, key, main, and largest skill set relative to a
particular context. It is commonly referred to in English language. The four macro skills are
reading, listening, writing, and speaking. You have to perfect them in order to use your
English language properly. Listening and speaking are brain input skills but reading and

19
writing are brain output skills. Of course, there other skills such as pronunciation, grammar,
vocabulary, and spelling all play a role in effective English

LEARNING ASSESSMENT:

A. Guiding Principles for Teaching and Learning MTB-MLE in Early Childhood

Instruction: Read each statement below carefully. Encircle the correct answer.

1. It is a system of conventional spoken, manual, or written symbols by means of which

human beings, as members of a social group and participants in its culture express
themselves.

a. bilingualism

b. language

c. mother tongue

d. multilingualism

2. It is defined by UNESCO in 1953 as “the language which a person acquires in early years
and which normally becomes their natural instrument of thought and communication”

a. bilingualism

b. language

c. mother tongue

d. multilingualism

3. It is the ability to speak two languages. It may be acquired early by children in regions
where most adults speak two.

a. bilingualism

b. language

c. mother tongue
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d. multilingualism

4. It is the act of using, or promoting the use of, multiple languages, either by an individual
speaker or by a community of speakers.

a. bilingualism

b. language

c. mother tongue

d. multilingualism

B. Integrating Macro Skills in Mother Tongue lessons

Instruction: Explain the integration of macro skills in mother tongue language. (using
the image below).

REFERENCE

https://www.deped.gov.ph/2016/10/24/mother-tongue-based-learning-makes-lessonsmore-
interactive-and-easier-for-students/22/

https://www.scribd.com/document/458592496/THE-FOUNDATIONAL-SKILLS-OF-
MOTHER-TONGUE-AS-A-SUBJECT-docx

https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-CG.pdf

21
http://principlesofteaching2chaptersummary.blogspot.com/2017/03/chapter-7-teaching-of-
language-subjects.html?m=1

https://conservancy.umn.edu/bitstream/handle/11299/152603/Burton_umn_0130E_13632.pdf

https://www.academia.edu/37881604/
Mother_Tongue_Based_Multilingual_Education_MTB_MLE

https://www.deped.gov.ph/2016/10/24/mother-tongue-based-learning-makes-lessonsmore-
interactive-and-easier-for-students/22/

http://www.bchmsg.yolasite.com/skills.php

https://www.theclassroom.com/four-macro-skills-communication-8313176.html

https://www.englishclub.com/learn-english/language-skills.htm

CHAPTER III: The Domains of Literacy

INTRODUCTION

Using the language and literacy domains will focus the work of the teachers on
developing the abilities among the children

We have here the six domains of literacy in the K-2 Languages Curriculum. Each of
this domains of literacy can help children learn better and know more in school.

The first domain of literacy was the developing oral language it refers to one’s
knowledge and use of the meanings and uses of the language.

Second was the phonological awareness refers involves work with rhymes, syllables,
onsets and rimes. It is also the ability to notice, think about and work with the individual
sounds in spoken words.

Third, the alphabet knowledge it is the ability to recognize, name, and sound out all
the upper and lower case letters of the alphabet.

Fourth, hand written it is the ability to form letters through manuscript and cursive
styles.

22
 Fifth, phonic and word recognition it is the ability to identify a written word by sight
or by deciphering the relationship between the sounds of spoken language and the letters in
written language.

Lastly, spelling refers in being able to convert oral language sounds into printed
language symbols.

23
 KEY TERMS

Syntax Cues Syllables Els

Pitch Sharpen Rhymes Alertnessy

Necessity Inhibition Infants Gesture

Grasping Habituation Exemplar Dyslexia

Delta Plot Currency Corpus Curvature

Deafness Causality Codability Catalan

Anxiety Aging

A. Learning outcomes
Developing Oral Language

1. language
Oral To understand what i sthrough
is the system meant by oral we
which language development
use spoken words toand to know
express the
knowledge,
ideas, andimportance of it.
feelings. Developing ELs’ oral language, then, means developing the skills and
knowledge that gowill
2. Student intobelistening and speaking—all
able to segment of of
various part which have a strong
oral language, teachrelationship
children to to
reading comprehension and into
segment sentences to writing. Oral
individual language
word, is made
as children up ofin attheir
advance least five tokey
ability
components (Moats 2010):
manipulate phonological
oral language, skills,
teach thempragmatics,
to segmentsyntax,
words morphological skills,
into syllables or onsetand
vocabularyand
(also referred to as semantics). All of these components of oral language are
rimes.
necessary to communicate
3. Developing and to
listening learn through
reading conversation and spoken interaction, but there
comprehension
are important distinctions
4. On early literacyamong them
domains, that
the have implications
purpose of this studyfor literacy
before instruction.
formal spelling and
reading instructions early literacies opportunities for invented spelling .
Oral language skills form the foundation of literacy and academic success. A solid
5. To know some key ways to helps student in the classroom
foundation of oral language helps children become successful readers, strong communicators,
as well as increasing their confidence and overall sense of well-being.

Components of Oral Language

PHONOLOGICAL SKILLS

24
 Phonological skills are those that give her an awareness of the sounds of language,
such as the sounds of syllables and rhymes (Armbruster, Lehr, and Osborne 2001). In
addition to being important for oral language development, these skills play a foundational
role in supporting word-reading development. In the early stages of learning how to read
words, children are often encouraged to sound out the words. But before even being able to
match the sounds to the letters, students need to be able to hear and understand the discrete
sounds that make up language. Phonological skills typically do not present lasting sources of
difficulty for ELs; we know that under appropriate instructional circumstances, on average,
ELs and their monolingual English-speaking peers develop phonological skills at similar
levels, and in both groups, these skills are mastered by the early elementary grades. Students’
skills in the domains of syntax, morphology, and pragmatics are central for putting together
and taking apart the meaning of sentences and paragraphs, and for oral and written dialogue.

SYNTAX

Syntax refers to an understanding of word order and grammatical rules (Cain 2007;
Nation and Snowling 2000). For example, consider the following two sentences: Sentence #1:
Relationships are preserved only with care and attention. Sentence #2: Only with care and
attention are relationships preserved.

In these cases, although the word orders are different, the sentences communicate the same
message. In other cases, a slight change in word order alters a sentence’s meaning. For
example:

Sentence #1: The swimmer passed the canoe.

Sentence #2: The canoe passed the swimmer.

MORPHOLOGY

Morphology, discussed in more detail in Chapter 7, refers to the smallest meaningful

parts from which words are created, including roots, suffixes, and prefixes (Carlisle 2000;
Deacon and Kirby 2004). When a reader stumbles upon an unfamiliar word (e.g.,
unpredictable), an awareness of how a particular prefix or suffix (e.g., un- and -able) might

25
change the meaning of a word or how two words with the same root may relate in meaning to
each other (e.g., predict, predictable, unpredictable) supports her ability to infer the
unfamiliar word’s meaning. In fact, for both ELs and monolingual English speakers, there is
a reciprocal relationship between morphological awareness and reading comprehension, and
the strength of that relationship increases throughout elementary school (Carlisle 2000;
Deacon and Kirby 2004; Goodwin et al. 2013; Kieffer, Biancarosa, and Mancilla-Martinez
2013; Nagy, Berninger, and Abbott 2006).

PRAGMATICS

Pragmatics refers to an understanding of the social rules of communication (Snow and

Uccelli 2009). So, for example, pragmatics involve how we talk when we have a particular
purpose (e.g., persuading someone versus appeasing someone), how we communicate when
we’re engaging with a particular audience (e.g., a family member versus an employer), and
what we say when we find ourselves in a particular context (e.g., engaging in a casual
conversation versus delivering a public speech). These often implicit social rules of
communication differ across content areas or even text genres. Pragmatics play a role in
reading comprehension because much of making meaning from text depends upon having the
right ideas about the norms and conventions for interacting with others—to understand
feelings, reactions, and dilemmas among characters or populations, for example, and even to
make inferences and predictions. The reader has to be part of the social world of the text for
effective comprehension.

VOCABULARY

Vocabulary knowledge — is also a key part of oral language, not to mention

comprehending and communicating using print (Beck, McKeown, and Kucan 2013; Ouellette
2006). Vocabulary knowledge, also referred to as semantic knowledge, involves
understanding the meanings of words and phrases (aka receptive vocabulary) and using those
words and phrases to communicate effectively (aka expressive vocabulary).

Notably, vocabulary knowledge exists in degrees, such that any learner has a
particular “level” of knowledge of any given word (Beck, McKeown, and Kucan 2013). This
begins with the word sounding familiar and moves toward the ability to use the word flexibly,
even metaphorically, when speaking and writing. Vocabulary knowledge must be fostered

26
from early childhood through adolescence. Deep vocabulary knowledge is often a source of
difficulty for ELs, hindering their literacy development (August and Shanahan 2006).

Vocabulary knowledge must be fostered from early childhood through adolescence.

Summary

The ability to use oral language effectively impacts all areas of a child’s life; from their
ability to learn in the classroom, their relationships with others, their academic success and
their sense of self. And further to that, there is evidence indicating that reduced oral language
competence can lead to mental health problems such as depression and anxiety, which may
persist into adulthood.

Oral language is the system through which we use spoken words to express knowledge,
ideas, and feelings. Developing oral language, then, means developing the skills and
knowledge that go into listening and speaking, all of which have a strong relationship to
reading comprehension and to writing. Oral language is made up of at least five key
components phonological skills, pragmatics, syntax, morphological skills, and vocabulary. by
Berninger & Wolf, give us ideas how to improve' oral language skills. Oral language is one
of the foundational building blocks of learning.

B. Phonological awareness

What is Phonological Awareness and why is it so Important?

Phonological awareness skills are the basis for reading. Without these important
skills, potential reading difficulties may arise in the early years.

A child who has concrete phonological skills will have a strong platform in which to
develop reading skills.

Phonological awareness is a crucial skill to develop in children. It is strongly linked to

early reading and spelling success through its association with phonics. It is a focus of
literacy teaching incorporating:

Recognizing phonological patterns such as rhyme and alliteration

Awareness of syllables and phonemes within words, and

27
The importance of phonological awareness

The awareness of the sounds that make up words is critical to being able to blend
sounds together for later reading, and segmenting words into sounds for later spelling.

Educators can introduce these concepts to young children through:

Songs

Rhymes and games

Shared book reading

Collaborative emergent writing experiences (for example drawing with annotation).

We can also explicitly discuss phonological awareness concepts by explaining what syllables,
rhymes, and sounds are.

Hearing multiple phonemes within words.

Phonological awareness skills

Phonological awareness skills can be conceptualised within a sequence of increasing

complexity:

Syllable Awareness

Rhyme awareness and production

Alliteration - Sorting initial and final sounds

Onset-Rime segmentation

Initial and final sound segmentation

Blending sounds into words

Segmenting words into sounds

Deleting and manipulating

28
Why use phonological awareness

Developing strong competencies in phonological awareness is important for all

students, as the awareness of the sounds in words and syllables is critical to hearing and
segmenting the words students want to spell, and blending together the sounds in words that
students read. Focussing on phonological awareness is recommended to form a key
component of early childhood education for literacy, starting with syllable, rhyme, and
initial/final sound (alliteration) awareness.

In the early years of primary school, the focus of phonological awareness includes
syllable, rhyme, and alliteration awareness, but has a stronger focus on phonemic awareness,
especially sound blending, segmentation, and manipulation — as these are the strongest
predictors of early decoding success.

SUMMARY

Phonological awareness training was found to have potentially positive effects on

communication/language competencies for children with learning disabilities in early
education settings.

Phonological Awareness Training is a general practice aimed at enhancing young

children’s phonological awareness abilities. Phonological awareness refers to the ability to
detect or manipulate the sounds in words independent of meaning and is considered a
precursor to reading. Phonological Awareness Training can involve various training activities
that focus on teaching children to identify, detect, delete, segment, or blend segments of
spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching
children to detect, identify, or produce rhyme or alliteration.

Alphabet knowledge

Alphabet knowledge knows the names, sound and print that are associated with letters
of the alphabet. It is however much more than just simply being able to recite or sing the
letters of the alphabet. It can also be defined as the relationship between phonology (sounds
in speech) and orthography (spelling pattern of written language). Alphabet Knowledge refers
to the matching of phonemes (smallest units of sound) with their respective grapheme (the
written symbols in a language).

29
 It includes knowing letter names and their respective sounds. It also encompasses
knowing how the graphemes relate to phonemes in the English Language. Alphabet
knowledge includes the ability to sound-out and read new words that have not been
encountered before. Overall it is absolutely essential in developing further literacy skills such
as word recognition and phonics. Once this skill is developed children are less likely to
experience reading difficulties later on.

What types of experiences do infants, toddlers and preschoolers need to develop their
alphabet knowledge skills?

Experiences to Support an Infant’s Development of Alphabet Knowledge

 Exposure to the alphabet through use of toys such as alphabet blocks

 Print in the environment
 Alphabet songs
 Alphabet books
Experiences to Support a Toddler’s Development of Alphabet Knowledge

 Recognizing written name

 Identifying letters in name
 Alphabet songs
 Alphabet books
 Alphabet toys and games

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Experiences to Support a Preschooler’s Development of Alphabet Knowledge

 Recognition of letters in name

 Alphabet toys, books, and games

 Environmental print

 Matching pictures with letters

 Letter-sound games

Summary

Alphabet knowledge is the knowledge of individual letter names, sounds, and shapes.
The alphabetic principle is the idea that letters and groups of letters represent the sounds of
spoken language. Readers apply the alphabetic principle through phonics when they use their
knowledge of the relationships between sounds and letters to read both familiar and
unfamiliar words.

Children whose alphabetic knowledge is not well developed when they start school need
sensibly organized instruction that will help them identify, name, and write letters. Once
children are able to identify and name letters with ease, they can begin to learn letter sounds
and spellings.

Children appear to acquire alphabetic knowledge in a sequence that begins with letter names,
and then letter shapes, and finally letter sounds. Children learn letter names by singing songs
such as the "Alphabet Song," and by reciting rhymes. They learn letter shapes as they play
with blocks, plastic letters, and alphabetic books. Informal but planned instruction in which
children have many opportunities to see, play with, and compare letters leads to efficient
letter learning. This instruction should include activities in which children learn to identify,
name, and write both upper case and lower case versions of each letter.

Handwritten

The ability to form letters though manual script and cursive styles.

31
Alphabet knowledge paves the way for phonics and word recognition.

 Activities in a Press school Class

 Sharing Activities
 Nursery Activities
 Poem Activities
 Show & Tell
 Reading stories to children
 Story discussion
 Direct instruction on letters of the alphabet

Domains of the literacy during decoding stage

 Grows a wave of sound –  Phonics and word

symbol relationship recognition
 Focuses on printed  Vocabulary development
symbol  Spelling
 Life’s decoding to figure  Composing
out words.  Grammar awareness
 Is developing listening to  Fluency
leading comparison  Comprehension

Summary

Handwriting is a basic tool used in many subjects. Taking notes, taking tests, and
doing classroom work and homework for almost every content area as well as in language
arts classes — poor handwriting can have a pervasive effect on school performance.

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Phonic and Word Recognition

The term phonics instruction refers to teaching students about the relationship

between sounds and written letters (known as the alphabetic principle) so that the students
learn how to decode and read words. In word study instruction, students learn to use complex
elements of reading to decode more advanced words (e.g., students learn how to decode
words based on associated word meanings and by learning how to identify word parts, such
as affixes and root words). The combination of phonics and word study helps students with
word recognition, reading, and spelling.

Phonics ought to be conceived as a technique for getting children off to a fast start in
mapping relationship between letters and sounds. It follows that phonics instructional should
aim to teach only the most important and regular of letter to sound relationship because this is
a short of instruction that will most directly lay bare the alphabetic principle.

Important Elements of Phonics and Word Recognition Instruction

Effective phonics and word recognition instruction builds steadily on children’s

understanding and use of both spoken and written language, and includes the following
elements:

Print Awareness—awareness of the forms and functions of printed language.

Alphabetic Knowledge—knowledge of the shapes and names of letters of the alphabet.

Phonological and Phonemic Awareness—awareness of and the ability to manipulate

the sounds of spoken English words.

The Alphabetic Principle—understanding that there is a systematic relationship

between the sounds of spoken English and the letters and letter patterns of written English.

Decoding—understanding how to read each letter or letter pattern in a word to

determine the word’s meaning.

Irregular/High-Frequency Words—recognition of words that appear often in printed

English, but are not readily decodable in the early stages of reading instruction.

Spelling and Writing—understanding how to translate sound-letter relationships and

spelling patterns into written communication.

33
 Reading Practice with Decodable Texts—application of information about sound-
letter relationships to the reading of readily decodable texts.

Reading Fluency—practice in reading a variety of texts so that reading becomes easy,

accurate, and expressive.

Summary

Phonics instruction refers to students about the relationship between sounds and
written letters so that the students learn how to decode and read words.

Phonics involves matching the sound of spoken English with individual letters or
group of letters. Teaching children to blend sounds of letters together helps them decode
unfamiliar words by sounding them out.

Spelling

 is a complex skill and an important part of writing. Good spelling is also a social
expectation and contributes to clear communication of a written message.
 Use basic knowledge on spelling skills and strategies to select letter patterns and
know how to translate them into spoken language by using spelling patterns,
syllabication and words parts and apply this knowledge to achieve fluent oral and
silent reading.
 requires students to draw on a range of knowledge about the English language. This
knowledge includes:

phonological knowledge - knowledge of the sound structure of language

orthographical knowledge - knowledge of the system of written symbols used to represent

spoken language

morphemic knowledge - knowledge of the smallest parts of words that carry meaning

34
etymological knowledge - knowledge of the origins of words (Oakley & Fellowes, 2016,
p.6)

Teaching spelling

One of the key goals of teaching spelling is to support students to develop the knowledges
required (see above) as well as flexible and efficient strategies that they can draw upon when
learning to spell unfamiliar words. While most students will develop some strategies for
themselves, these are often not sufficient to meet all their spelling needs.

The ability to spell does not develop naturally. Like reading and writing, it needs to be taught
explicitly. Based on the assessment of children’s writing and reading, teachers can build a
profile of the knowledge and strategies being used by students. In modelled, shared,
interactive and guided writing contexts, then, teachers can demonstrate ways to work out how
to spell words, how to use various resources to help with spelling, and how to proofread or
check spelling. Students can observe and listen to the teacher, as a model of a proficient
writer, as she uses the knowledge and strategies necessary to problem solve the spelling of
familiar and unfamiliar words.

Spelling

 Spell words with two or more syllables using phonic, semantic, and morphic
knowledge.

 Being able to convert oral language sound into printed language symbols.

What are the stages of spelling development?

As preschool and early elementary school children discover the intricacies of printed English,
they go through several stages of spelling development. Gentry (1982), building on Read's
research, describes five stages: precommunicative, semiphonetic, phonetic, transitional, and
correct.

Precommunicative stage

The child uses symbols from the alphabet but shows no knowledge of letter-sound
correspondences. The child may also lack knowledge of the entire alphabet, the distinction
between upper- and lower-case letters, and the left-to-right direction of English orthography.

35
Semiphonetic stage

The child begins to understand letter-sound correspondence ? that sounds are assigned to
letters. At this stage, the child often employs rudimentary logic, using single letters, for
example, to represent words, sounds, and syllables (e.g., U for you).

Phonetic stage

The child uses a letter or group of letters to represent every speech sound that they hear in a
word. Although some of their choices do not conform to conventional English spelling, they
are systematic and easily understood. Examples are KOM for come and EN for in.

Transitional stage

The speller begins to assimilate the conventional alternative for representing sounds, moving
from a dependence on phonology (sound) for representing words to a reliance on visual
representation and an understanding of the structure of words. Some examples are EGUL for
eagle and HIGHEKED for hiked.

Correct stage

The speller knows the English orthographic system and its basic rules. The correct speller
fundamentally understands how to deal with such things as prefixes and suffixes, silent
consonants, alternative spellings, and irregular spellings. A large number of learned words
are accumulated, and the speller recognizes incorrect forms. The child's generalizations about
spelling and knowledge of exceptions are usually correct.

What is invented spelling?

Invented spelling refers to young children's attempts to use their best judgments about
spelling. In one of the first major studies of children's beginning attempts at learning to spell,
linguist Charles Read (1975) examined the writing of thirty preschoolers who were able to
identify and name the letters of the alphabet and to relate the letter names to the sounds of
words. The students had "invented" spellings for words by arranging letters.

Invented or developmental spelling

 Natkt ako
 masaya kmi

36
  bwl pmsk

Teachers must be encouraged to relate spelling to purposeful writing rather than to conduct
rule-based instruction or to rely on memorization. Students' invented spellings must be seen
as opportunities for them to contribute actively to their own learning.

By combining an understanding of invented spelling with formal spelling instruction,

teachers should be able to develop more effective spelling programs.

SUMMARY

 is a complex skill and an important part of writing. Good spelling is also a social
expectation and contributes to clear communication of a written message.

 basic knowledge on spelling skills and strategies to select letter patterns and
know how to translate them into spoken language by using spelling patterns,
syllabication and words parts and apply this knowledge to achieve fluent oral and
silent re

 Spell words with two or more syllables using phonic, semantic, and morphic
knowledge.

 Being able to convert oral language sound into printed language symbols.

Learning Assessment

Test I

Direction: Explain the following. (5pts. Each)

1. What do you mean by developing oral language?

2. What is alphabet knowledge?

3. Why does phonics and word recognition important?

3. How can spelling help children in leaning?

Test II.
37
IDENTIFICATION

Instruction: Identify the following question. (2 points each)

____________1. These skills play a foundational role in supporting world reading

development?

____________2. What are five stages of oral language development?

____________3 these skills understand of world order and grammatical rules?

____________4.It is a key part of oral language?

____________5. What skills social rules of communication?

References

https://blog-heinemann-com.cdn.ampproject.org

https://www.slideshare.net/mobile/floramar/mother-tongue-k12-grade-2

https://prezi.com/avrwwtpq5-vf/the-domains-of-literacy-in-the-k-to-12-languages-
curriculum/

https://slideplayer.com/amp/8129941/

https://www.readingrockets.org/article/invented-spelling-and-spelling-development

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/
literacy/writing/Pages/litfocusspelling.aspx

Adams, M. J. (2011). The relation between alphabetic basics, word recognition and reading.
In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction
(4th ed.) (pp. 4-24). Newark, DE: International Reading Association

https://www.slideshare.net/mobile/TanieshaM/alphabet-knowledge-presentation

https://www.readingrockets.org/article/alphabetic-principle

www.earlyliteracylearning.org

REFERENCE: 2012 ANNUAL NATIONAL CONVENTION

THEME: K-12 and 21st Century Literacies

https://study.com/academy/lesson/integrating-the-five-language-domains-to-promote-
literacy.html#:~:text=The%20five%20language%20domains%20of,incorporated%20into
%20daily%20class%20activities.
38
https://raporgph.files.wordpress.com/2014/07/pado.pdf

https://www.slideshare.net/mobile/floramar/mother-tongue-k12-grade-2

CHAPTER IV: Mother Tongue Teaching: Development of Materials and Assessment

Introduction

In the modern world today, functional education provides the basic instrument for gainful
employment, personality progress, economic prosperity, and development moral built up, and
positive interpersonal relationships; while lack of its signifies ignorance, underdevelopment,
maladjustment, crime, poverty, frustration, among others. Effective teaching may be
unavoidable without functional instructional materials to enhance innovative production in
modern fields such as science and technology, among others Idris, 2008. Education is the
focal point to a country genuine growth and development for every Nigerian child in
whatever moral, mental, emotional, psychological and condition of health. The teachers, who
are to implement the (U.B.E) curriculum, are also expected to use a wide range and quality
instructional materials for effective and efficient teaching and learning classroom activities.
What then is Instructional Material? Instructional materials are essential tools in learning
every subject in the school curriculum. They allow the students to interact with words,
symbols and ideas in ways that develop their abilities in reading, listening, solving, viewing,
thinking, speaking, writing, using media and technology.

According to Faize and Dahan (2011) instructional materials are print and non-print items
that are designed to impact information to students in the educational process. Instructional
materials include items such as prints, textbooks, magazines, newspapers, slides, pictures,
workbooks, electronic media, among others.

DEVELOPING INSTRUCTIONAL MATERIALS

Instructional strategy has been complete, the designer can created the instructional
materials. Instructional materials can be used to help students achieve their goals by

39
being printed or being another type of mediated instruction. The designer’s role in materials
development and instructional delivery, the designer’s role consist of several different task.
Which includes assessing overall curriculum needs, determining course goals and course
objective. Analyzing learners background knowledge and instructional needs. Teaching
strategies, conducting formative and summative course evaluation. The designer role in
materials development and instructional delivery, there are more function that the designer
role is in charge of. It has to make sure materials is selected and adapted to their instructional
strategy. The instructor has to personally deliver instruction, instruction is generally delivered
in one or more methods. The design also has to be delivered independently of the instructor.
The delivery system and media selection, the delivery system is a system that allows a
particular instructional system to operate as if was intended and where it was intended.
Example are a classroom, television broadcast, videotaping, video conferences, web-based,
and mobile. After the delivery system is specified, the media is chosen for instructional
deliver and activities. The delivery system and media selection, the second function is the
availability of existing instructional materials. In this function existing materials can be
alternative to developing and producing new material. They can also be substitute planned
materials. The delivery system and media selection, the final function is the production and
implementation contains. In this function the media formats and delivery system are very
expensive, but you can utilize technique to reduce costs that generally does not affect the
learning process. The cost associated with duplication and distribution can also prove to be
expensive. There are also other method for example power points or web streaming that can
defray some of the costs. Components of instructional package, there are three major
components of an instructional package. Instructional materials which are contained in
content that is written, mediated which are contained in content that is written, mediated or
facilitated by an instructor. Assessment are all instructional materials that is accompanied by
objective tests or by product or performance assessment. Couse management information is
the general description of the total package, typically called instructors manual. Course
management information is the generally description of a total package, that is usually called
the instructors manual, which provides the instructor with overview of the materials. The
materials usually include grade books, tests, student guidance templates, online testing, and
student tracking. Existing instructional materials, there are five categories 1. Goal centered 2.
Learner centered 3. Learning centered 4. Context centered 5. Technical centered. Existing
instructional materials, there are other methods that are used that include active learning,
which allows student to answer question, solve problems, formulate question of their own,
40
discuss, debate, or brainstorm in class. In cooperative learning the students work as a team to
solve problems. Inductive methods are method that include inquiry-based learning, case-
based instruction, problem based learning, project-based learning, discovery learning, and
just-in-time teaching. Instructional materials and formative evaluation, formative evaluation
is a useful in analyzing learning materials, such as student learning and achievements, and
teaching effectiveness. Formative evaluation is primarily a building process which
accumulates a series of components of new materials and problems into an ultimate
meaningful whole. Instructional materials and evaluation, the whole purpose of doing rough
draft of the materials is to create a quick lower cost version of your design to have something
to guide the production and to take formative evaluation. Instructional materials and
formative evaluation, rapid prototyping is a process that uses prototype approximations of a
software design in order to test whether the application meets the design specification.
Instructional materials and formative evaluation materials development tools and resources,
material production requires a certain skill set. Tools and resources are used to provide
instruction such as how- to guides. The media update frequently includes new development
that makes the instructions easier as the technology advances.

SUMMARY

As a lifelong learner, one of the main goals is to motivate students, to make sure that I am
affective in my career, I will be a facilitator, and assist my students with instructional
materials that help them in the classroom. In the current society of technology, instructors
should place an emphasis on student as active participants in the process of finding,
organizing, analyzing, and applying information to solve problems. As a student mature they
should become a part of the learning community to collaborate in my different sources with
different people.

REFERENCE

Dick, w. Carey, L., &Carey, J.O. (2009). The systematic design of instruction. (7th ed., pp.
130-163). Upper saddle river, NJ; pearson.

41
IMPORTANCE OF INSTRUCTIONAL MATERIALS

Objectives

 Enhancement of the memory level of the students.

 To facilitate the teaching-learning process.
 For the improvement of student rate of accumulation.
 Serve as tools used by the teachers to correct wrong impression and illustration things
that, learners cannot forget easily.
 Assist in giving sense of reality to the body of knowledge under discussions.
 It gives lessons a personal look and encourages teacher’s creativity.
 Permit the students and teachers to experience in concrete terms the learning activities
that can promote the idea of self-evaluation

Keywords

Importance- the state or fact of being of greate significance or value

Instructional- giving detailed information about how something should be done or

operated

Materials- are the matter or subtance that objects are made from.

The importance of instructional materials in teaching and learning cannot be underestimated.

A lot has been written to show the indispensable role of materials in curricular
implementation. Instructional materials make learning more interesting, practical, realistic
and appealing. They also enable both the teachers and students to participate actively and
effectively in lesson sessions. They give room for acquisition of skills and knowledge and
development of self- confidence and self- actualization.
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Ibeneme (2000) observed that teaching aids are important for practical and demonstration in
the class situation by students and teachers.

Ikerionwu (2000) saw instructional materials as devices that assist the teacher to present a
lesson to the learners in a logical manner. In his own perspective, Fadeiye (2005) saw
instructional materials as visual and audio-visual aids, concrete or non-concrete, used by
teachers to improve the quality of teaching and learning activities.

Agina-Obu (2005) submitted that instructional materials of all kinds appeal to the sense
organs during teaching and learning.

Isola (2010) also described instructional materials as objects or devices that assist the
teachers to present their lessons logically and sequentially to the learners. Oluwagbohunmi
and Abdu-Raheem (2014) acknowledged that instructional materials are such used by
teachers to aid explanations and make learning of

Abdu-Raheem (2011) asserted that non availability and inadequacy of instructional materials
are major causes of ineffectiveness of the school system and poor performance of students in
schools. According to Abolade (2009), the advantages of instructional materials are that they
are cheaper to produce, useful in teaching large number of students at a time, encourage
learners to pay proper attention and enhance their interest. Isola (2010) also described
instructional materials as objects or devices that assist the teachers to present their lessons
logically and sequentially to the learners.

Oluwagbohunmi and Abdu-Raheem (2014) acknowledged that instructional materials

are such used by teachers to aid explanations and make learning of subject matter
understandable to students during teaching learning process. Kochhar (2012) supported that
instructional materials are very significant learning and teaching tools. He suggested the
needs for teachers to find necessary materials for instruction to supplement what textbooks
provide in order to broaden concepts and arouse students‟ interests in the subject.

Afolabi and Adeleke (2010) identified non-availability, inadequacy and non-utilization of

learning materials as a result of teacher‟s poor knowledge as factors responsible for the use
of lecture method. They recommended that both the students, teachers, parents,
Parents/Teacher Association, government and philanthropists should be involved in
improvising instructional materials for the teaching and learning in schools.

43
Therefore, Ogbondah (2008) advocated for of teachers‟ resourcefulness and also encouraged
them to search for necessary instructional materials through local means to supplement or
replace the standard ones.

Oso (2011) also agreed that the best way for teachers to make use of their manipulative skills
is to improvise so as to achieve their lesson objectives at least to a reasonable extent.

Jekayinfa (2012) also identified the importance of instructional materials as making learning
concrete and real, substitutes one thing for another, allows the students to participate in the
production of materials, economical and more teacher-student resource oriented.

Abdu-Raheem (2014) submitted that improvisation of locally made teaching aids could assist
to improve quality of graduates turn out from schools and standard of education generally.

Abdu-Raheem and Oluwagbohunmi (2015) also corroborated the idea that resourceful and
skilful teachers should improvise necessary instructional materials to promote academic
standard in Nigerian schools.

Instructional materials play a very important role in the teaching-learning process the
availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching
guide, science guide, audio-visual aids, overhead projector, among others are the important
instructional materials (Yusuf, 2005), However many facilities are missing in approximately
almost all secondary schools in the state.

According to Raw (2010) the first instructional material is the textbook. Various
definitions to textbook emphasize the role of textbook as tool for learning. Textbook is the
nucleus to all the learning activities related to a particular curriculum. Textbook plays a vital
role in imparting knowledge to the students in the third world countries.

Computer is also used as an instructional materials and it serves as tool for learning. Faize
and Dahan (2011) mentioned that map and chart are generally used during lecture and
discussions about the relationships of things; like colour clothes, among others.

Another is the overhead projector. It is a device that projects the small transparencies into
large view on the board. Through overhead projector, the students are able to read, look, react
and understand the text, graph, picture or anything written or drawn on the transparencies.

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According to Usman (2011) overhead projectors are becoming common and popular, and are
widely used in normal teaching-learning processes; for example in seminars, workshops,
among others. The lists of instructional materials are inexhaustible in line with the teacher’s
level of creativity and resourcefulness.

Summary

instructional materials" is a generic term used to describe the resources teachers use to
deliver instruction. Teaching materials can support student learning and increase student
success. Ideally, the teaching materials will be tailored to the content in which they're being
used, to the students in whose class they are being used, and the teacher. Teaching materials
come in many shapes and sizes, but they all have in common the ability to support student
learning.

Instructional materials can refer to a number of teacher resources; however, the term
usually refers to concrete examples, such as worksheets or manipulatives (learning tools or
games that students can handle to help them gain and practice facility with new knowledge --
e.g. counting blocks).

Instructional materials are important because they can significantly increase student
achievement by supporting student learning. For example, a worksheet may provide a student
with important opportunities to practice a new skill gained in class. This process aids in the
learning process by allowing the student to explore the knowledge independently as well as
providing repetition. Learning materials, regardless of what kind, all have some function in
student learning.

Learning/ Assessment

 Of what use are instructional materials on students’ academic performance?

 Are there adequate instructional materials available in secondary schools for teachers
utilization.
 Is there effective utilization of the available instructional materials for the students in
government and those in private schools?

45
 References

Adeyinka, J. Teachers’ Perception of the Effects and Use of Learning Materials: Unpublished
Teaching Materials; University Press: Ilorin, Nigeria, 2002.

2. Alega, B.A. Production, Utilization and Students Perception of Media Resource—A Case
Study of Kwara State College of Education, Oro; University of Ibadan: Ibadan, Nigeria,
1995.
3. Dahan, M.A. Effects of the Availability and Use of Instructional Materials on Academic
Performance of Students in Punjab (Pavaratan) in Euro Journal Publishing Lecture. Available
online: http:www.eurojournals.com/MEFE.htm.FRC (accessed on 13 April 1999).
4. Idris, A. Human Resources and Use of Materials in Classroom Situations; University of
Ilorin: Ilorin, Nigeria, 2008.
5. Hassan, T. Understanding Research in Education; Merrifield Publishing Company
Education Ltd.: Lagos, Nigeria, 1995.
6. James, D.R. Instructional Media and Technologies for Learning, 7th ed.; Pearson
Education Inc.: Columbus, OH, USA, 2002; pp. 286–299.

7. Joseph, S. Audio Visual Aids and the Applications; Unpublished Master thesis University
of Lagos: Lagos, Nigeria, 2001; pp. 20–25. 8. Medayese, F.J. Teaching Aids: A Panacea for
Effective Instructional Delivery. Available online: www.google.comsearch?q=department
of+education+service (accessed on 2 October 2011).

9. Nwoji, J.R. Evaluating the use of learning resources for primary science education:
Implications for learners. In Proceedings of the 40th Annual Conference STAN, Nigeria,
1999; pp. 245–249.
10. Onasanya, S.A. Effect of improvised and standard instructional materials of secondary
school students academic performance in physics in Ilorin, Nigeria. Singap. J. Sci. Res. 2011,
1, 68–76.
11. Proctor, L.F. Student Teaches Utilization of Instructional Media. Ph.D. Thesis, Indiana
University, Delhi, India 1983. P520

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12. Ukoha, U.A.; Ukoha, E. Utilization of instructional materials among vocational teachers
in the teaching of vocational subjects in primary schools in Obudu local government areas. J.
Res. Curric. Teach. 2009, 4, 342–354.

CULTURAL RELAVANCE OF INSTRUCTIONAL MATERIALS

INTRODUCTION

Instructional materials have been observed as a powerful strategy to bring about effective
teaching and learning. The importance of quality and adequate instructional materials in
teaching and learning can occur through their effective utilization during classroom teaching.
Instructional materials here include all the tools that the teacherscan use to make the learning
more interesting and memorable. According to Farombi, (1998), instructional materials
include books, audio-visual, software and hardware of educational technology. He further
opines that the availability, adequacy and relevance of instructional materials in classrooms
can influence quality teaching, which can have positive effect on students’ learning and
academic performance. The insight from Farombi on linking instructional resources to
students’ academic performance serve critical in the provision of quality education. The title
of this thesis, role of instructional materials in academic performance in community
secondary schools in rombo district originatesfrom such ideas. Efficiency and high
productivity in teaching and learning transaction. In my views, start from the access to quality
and adequate instructional materials, and these should be prepared well before the class
interaction.According to Oni (1992), instructional resources are teachers’ strategic factor in
organizing and providing education. This is so because they help to elaborate a concept that
the teacher could not, without an instructional material. This allows students to learn more
comfortably therefore influencing positively their academic performance.

Objectives:

1. To explore the views of teachers and students on the extent to which instructional facilities
affect student performance.

47
2. To examine the challenges that teachers in community elemenntary /secondary schools
face in accessing instructional materials.

3. Assess the strategies that teachers use to minimize the challenges of attaining and using
quality instructional materials.

Key words:

1. Instruction materials are facilities given to students, so that they can use every opportunity
to develop full potential.

2. Academic performance refers to the level at which a student, teacher or institution has
managed to reach their educational goals.

3. Community refers to a group of people with common socio-economic and cultural

characteristics or interests

4. Community secondary schools are secondary schools owned by local community or

owned by an institution on behalf of a community (URT 1995).

CULTURAL RELAVANCE OF INSTRUCTIONAL MATERIALS

According to Adeogun, schools that possess more instructional resources performed

better than schools that have less instructional resources. This finding supported the study by
Babayomi (1999) that private schools performed better than public schools because of the
availability and adequacy of teaching and learning resources. Adeogun (2001) noted that
there was a low level of instructional resources available in public schools and hence
commented that public schools had acute shortages of both teaching and learning resources.
He further commented that effective teaching and learning cannot occur in the classroom
environment if essential instructional resources are not available. Fuller and Clark (1994)
suggested that the quality of instructional processes experienced by a learner determines
quality of education. In their view they suggest that quality instructional materials creat into
the learners quality learningexperience. Mwiria (1995) also supports that students
performance is affected by the quality and quantity of teaching and learning resources. This
implies that the schools that possess adequate teaching and learning materials such as
textbooks, charts, pictures, real objects for students to see, hear and experiment with, stand a

48
better chance ofperforming well in examination than poorly equipped ones.A study by
Chonjo (1994) on the physical facilities and teaching learning materials in Primary schools in
Tanzania supports the above views. Chonjo interviewed teachers and students on the role of
instructional materials on effective learning. From is his study he learned that performance
could be attributed to adequate teaching and learning materials and equipments that are in a
school. He recommended that in order to provide quality education the availability of
sufficient quality facilities is very important. Chonjo’s study was one of its kinds in Tanzania
which directly linked the role of physical facilities with students’ academic performance in
primary schools.

However, Chonjo focused only on physical facilities, leaving out instructional materials. To
me, physical facilities such as buildings including classrooms, chairs and desks are not
enough to provide quality teaching and learning. Instructional performance in primary
schools. Instructional materials are also necessary. The study done by Maundu (1987) agrees
with my ideas that, in order for a school to have a good performance it must be well equipped
with relevant and adequate text books and other teaching and learning resources.

Summary:

The purpose studying of Cultural relevance of Instructional matetials is to observed if

when instructional materials is necessarily both primary and secondary schools. And yes
indeed. Instructional materials is implemented to primary and secondary schools since the K
to 12 curriculum program was being implemented here in the Philippines. Where
instructional materials have a big contrubution to students and the teachers and even in our
societies will benefit too,.. The benefit of early implementation to primary schools is to
prepare the students how to use the computers when they step to the secondary high schools.
There is a big differences now and then in terms of teaching, Teachers and students find
many ways of resources through different internet resources such as google, wikipedia etc,
compared to the previous years is past. The students find difficulties in making their thesis
due to lack of references to support their studies.

Learning/ Assesment:

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Instuction: Answer the following questions below, Write Yes of the statement is true if not
write No.

1. Is it Instructional materials is effective to use it during the learning process?

2. Instructional materials helps the students academic performance?

3. Are there words so called " Contribution" in instructional materials?

Reference: https://trace.tennessee.edu/internationaleducation

CHAPTER V: Assessment of Learning with ( Language) as a Medium of Instruction

Introduction

Assessment of learning refers to strategies designed to confirm what students know,

demonstrate whether or not they have met curriculum outcomes or the goals of their
individualized programs, or to certify proficiency and make decisions about students' future
programs or placements.

Erwin (1991): 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. Palomba and Banta (1999): Assessment is the systematic collection, review,
and use of information about educational programs undertaken for the purpose of improving
student learning and development.

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Allen (2004): Assessment involves the use of empirical data on student learning to refine
programs and improve student learning. Huba and Freed (2000): 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.

Assessment is a process by which information is obtained relative to some known objective

or goal. It is a broad term that includes testing.A test is a special form of assessment. Tests
are assessments made under contrived circumstances especially so that they may be
administered.

In other words, all tests are assessments, but not all assessments are tests. We test at the end
of a lesson or unit. We assess progress at the end of a school year through testing, and we
assess verbal and quantitative skills Assessment.

Language(s) used to convey a specified curriculum in a formal or nonformal educational

setting.

Language Learning- Improve your skills on your own, effectively and enjoyably, by watching
films and series in the language you study.

National language policies – the designation of an official language, the choice of language
of instruction in schools and adult learning programmes – can facilitate or hinder language
development and literacy acquisition. Research consistently shows that learning to read and
write in one’s mother tongue enhances access to literacy in other languages (UNESCO, 2005:
24).

The medium of instruction is the language used by the teacher to teach. Teaching the
language, or educational content, through the target language increases the amount of
exposure the learner gets to it, and the opportunities they have to communicate in it, and
therefore to develop their control of it.

A medium of instruction is a language used in teaching. It may or may not be the official
language of the country or territory. ... Bilingual or multilingual education may involve the
use of more than one language of instruction.

A medium of instruction is a language used in teaching. It may or may not be the official
language of the country or territory. If the first language of students is different from the
official language, it may be used as the medium of instruction for part or all of schooling.

51
Assessment of learning assist Teachers in using evidence of students learning to assess
against outcome and standards. Sometimes referred to as summative assessment,it usually
occurs at defined key points during a unit of work or at the end of the unit term or
semester,and maybe used to rank or grades student.

Objectives

1. To Recognize the Assessment of learning with (language) as a medium of Instruction.

2. To determine the Nature and Purposes of Assessment.

3. To know the use of Multiple Measures for different levels of learning Content.

Keywords

• Assessment-Assessment is the process of gathering and discussing information from

multiple and diverse sources

• Evaluation- to determine or set the value or amount.

•Learning-knowledge acquired through experience, study, or being taught.

•Language-speech or other forms of communication.

•Levels-measurement of the difference of altitude of two points by means of a level.

•Multiple-consisting of, including, or involving more than one.

•Measures- Estimate

•Nature-Nature" can refer to the phenomena of the physical world, and also to life in general.

• Purposes-Goal or intention.

Nature and Purpose of Assessment

` Nature of assessment  Classroom assessment involves students and teachers in

continuous monitoring of students’ learning.  It gives students a measure of their progress
as learners.  It provides opportunity for close observation of students in the process of
learning.  It helps in collection of frequent feedback on students’ learning and how they
respond to particular teaching approaches.  Assessment has profound impact on the self-
esteem of pupils, which is critical influence on learning.  Uses variety of strategies.it also
gives students a measure of their progress as learner's.

52
 As a teacher and students work towards the achievement of curriculum outcomes,
assessment plays a constant role in informing instruction,guiding the student's next steps and
checking progress and achievement.

The purpose of assessment is to gather relevant information about student

performance or progress, or to determine student interests to make judgments about their
learning process.

The purpose of assessment is to gather relevant information about student

performance or progress, or to determine student interests to make judgments about their
learning process. After receiving this information, teachers can reflect on each student’s level
of achievement, as well as on specific inclinations of the group, to customize their teaching
plans.

Continuous assessment provides day-to-day feedback about the learning and teaching
process. Assessment can reinforce the efficacy of teaching and learning. It also encourages
the understanding of teaching as a formative process that evolves over time with feedback
and input from students. This creates good classroom rapport. Student assessments are
necessary because:

Throughout a lesson or unit, the teacher might want to check for understanding by
using a formative assessment.

Students who are experiencing difficulties in learning may benefit from the
administration of a diagnostic test, which will be able to detect learning issues such as
reading comprehension problems, an inability to remember written or spoken words, hearing
or speech difficulties, and problems with hand–eye coordination.

Students generally complete a summative assessment after completing the study of a

topic. The teacher can determine their level of achievement and provide them with feedback
on their strengths and weaknesses. For students who didn’t master the topic or skill, teachers
can use data from the assessment to create a plan for remediation.

Teachers may also want to use informal assessment techniques. Using self-
assessment, students express what they think about their learning process and what they
should work on. Using peer assessment, students get information from their classmates about
what areas they should revise and what areas they’re good at.

Levels of Assessment

This process traditionally includes three levels of service intensity and comprehensiveness:

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 Level I – Screening: The initial process designed to arrive at a decision for vocational
planning. This approach may consist of interviews, functional assessment, limited
standardized testing, collecting and analyzing background information. It is used to assess
one or two specific skills related to a specific vocational option.

Level II – Clinical/Exploratory: A process to further investigate vocationally relevant

information. It may include additional interviewing, additional vocational counseling,
additional standardized testing, transferable skills analysis and/or job matching. Adaptive
transferable skills are usually not an issue. Vocational options are not yet known.

Level III – Vocational Evaluation: is a comprehensive vocational process when more

in-depth information is needed beyond Levels I and II that systematically uses work to assist
individual’s vocational development and career decision making. The process can use work
samples, standardized tests, situational assessments, behavioral observation, community
based assessment, transferable skill analysis, job matching and background analysis.
Adaptive and functional transferable skills are questionable or not known. (Mike Ahlers,
2010)

Vocational evaluation is further defined as “A comprehensive process that

systematically uses work either real or simulated, as the focal point for assessment and
vocational exploration, the purpose of which is to assist individuals in vocational
development. Vocational evaluation incorporates medical, psychological, social, vocational,
educational, cultural, and economic data into the process to attain the goals of evaluation.”
(Lynn R. Dowd, 1993) All or a variety of assessment methods, as cited in the previous levels,
are used to construct a vocational profile. The data contributions of other professionals (e.g.
job trainers, psychologists, social workers, physicians, and occupational therapists) are
synthesized into the profile and recommendations for planning.

What is important to note is that these 3 levels are typically considered to build on
each other and are not mutually exclusive. Some students may not need any level of formal
assessment service beyond collecting relevant information portfolio style. Others may need
one, two or all three services to further their self-awareness and enhance the career
development process. Transition assessment data provide secondary educators with valid
information to update IEPs and compile a SOP for each student as the student exits school.
(Patricia L. Sitlington, 2007).

Multiple measures of Assessment

Multiple measures of assessment can best be described as a variety of evaluations that

measure the performance of students, schools, and school districts. Measures for assessing
student achievement could include student grades, student portfolios and exhibitions, teacher
evaluations, and student progress and growth.

54
It is important to use multiple assessments when assessing something because a single
assessment might be flawed or inaccurate in some way.

What are multiple measures?

A growing body of evidence indicates that standardized placement tests tend to underestimate
students’ likelihood of succeeding in college-level coursework, leading to students being
misplaced in developmental coursework, slowing their academic progress and increasing
their likelihood of dropping out of college. Multiple measures means that colleges
incorporate two more more criteria for assessment and placement. Under a multiple measures
approach, standardized testing is no longer the primary means of assessing if a student is
prepared for college-level coursework.

Examples of multiple measures include:

High school or college transcripts,Highest level of coursework completed in a subject area

and corresponding course grade,Attitude surveys,Vocational or career aptitude interest
inventories,Specialized certificates or licenses,Education and employment histories,Military
training and experience,Interviews ,Holistic scoring processes.

Summary

In this chapter,We will talked about the Assessment which means it is a process by which
information is obtained relative to some known objective or goal. We can Recognize the
Assessment of learning with (language) as a medium of Instruction,We can determine the
Nature and Purposes of Assessment,We will know the use of Multiple Measures for different
levels of learning Content. Nature of Assessment means it is involves students and teachers in
continuous monitoring of students’ learning while the purpose of Assessment means The
purpose of assessment is to gather relevant information about student performance or
progress, or to determine student interests to make judgments about their learning process.
Then their are three (3)levels of Assessment, the level 1 which is screening,the level 2
Clinical/Exploratory, and the level 3 that Vocational Evaluation.

Infact,this chapter all about the Assessment and it's purposes that usually teachers do to
evaluate the knowledge of students that they gained from them. And as a future educator I
think we need to do the same as our teachers did to evaluate our students.

Learning/Assessment

Instructions: Answer the following questions(10points each).

55
1. In your own opinion,what is assessment?

2. Based on the definition given,what is assessment of learning?

3. What are the nature of Assessment?

4. What are the Purposes of Assessment?

5. What is levels of Assessment?

6. Identify the three(3) levels of Assessment.

7.What are Multiple Measures of Assessment

8.Give atlis 2 examples of

9.Multiple Measures of Assessment

References

https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1006&context=ci_fac

https://chrome.google.com › detail

https://learningportal.iiep.unesco.org/en/glossary/language-or-medium-of-instruction

https://www.theedadvocate.org/real-purpose-assessments-education/

https://www.slideshare.net/mobile/JanardanMogare/meaning-nature-and-functions-of-
assessment

Gaff, Jerry G., James L. Ratcliff, et al. 1997. Handbook of the undergraduate curriculum.
San Francisco: Jossey-Bass.
In particular Part Five: Administration and assessment of the curriculum Maki, Peggy L.
2004. Assessing for learning: Building a sustainable commitment across the institution.
Sterling, VA: Stylus.

Primarily institution-level and program-level assessment

Middle States Commission on Higher Education. 2003. Student learning assessment:
Options and resources. Philadelphia: Middle States Commission on Higher Education.

Boyer, E. L. (1983). High school. New York: Harper & Row.

Chester, M. D. (2005). Making valid and consistent inferences about school effectiveness
from multiple measures. Educational Measurement: Issues and Practice, 24(4), 40–52.

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Cooper, E., & Sherk, J. (1989). Addressing urban school reform: Issues and alliances. Journal
of Negro Education, 58(3), 315–331.

Darling-Hammond, L., & Wise, A. (1985). Beyond standardization: State standards and
school improvement. Elementary School Journal, 85(3), 315–336.

Dearman, N. B., & Plisko, V. W. (Eds.). (1982). The condition of education, 1982.
Washington, DC: U. S. Department of Education

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