CTE

CONTENT PEDAGOGY
FOR THE MOTHER
TONGUE
Bachelor of Elementary Education
This is a draft file of the Learning Module for this Course which covers an in-depth
understanding of the diversity of the target learners by delving on the meaningful
comprehensive pedagogical content knowledge of mother tongue, as well as,
enhancing skills in communication using mother-tongue and at the same time
developing and/or improving skills in higher order thinking through art of
questioning and utilizing tools and technology to accelerate learning and teaching
the mother tongue.

Compiled by:

CTE
 CONTENT PEDAGOGY FOR THE MOTHER TONGUE

LESSON 1. AN INTRODUCTION: THE MOTHER TONGUE (MT)

Mother Tongue (MT) refers to one's native language, i.e., the

language of one's mother or, more generally, the language that is
used by a child's first carers in the home, without any contribution
from educational institutions - hence 'home language'. Given the fact
that in a growing number of families several languages are in active
use, it is quite conceivable that the home language of a child differs
from its mother's mother tongue.

As seen from an educational perspective, the concept of MT has to do with the

intertwining of knowledge of the world in terms of its social construction, and the way in which
this knowledge is made accessible and has to be mastered through language in education.

MT then refers to the official standardized language variety that is used as a school
language, i.e. that serves as the medium of teaching and learning in educational contexts.

However, there springs initial antagonism from teachers toward teaching the mother
tongue which is from the ideology that:
a) There is no material value that could be gained from teaching and learning MT.
b) Teachers’ preference for English comes unsurprisingly from the dominant and
decontextualized economic benefit myth which assumes that learning English
could automatically lead to economic success among students.
c) The use of MT has been considered a taboo and it has been that subject for a
long time because of the predominant use of the English language that has long
been considered an important principle of second language (L2) learning.
d) Further, teacher appears to be the primary source of language input and
therefore responsible for maximizing the use of English in the classroom.

This has been proven true by various studies supporting a positive attitude toward
English. It has stemmed from the minimal development of other Philippine languages which
maintained the hegemony of English language in the country. However, the teachers’
perceptions shifted after they realized the pedagogical and learning benefits of the mother
tongue in their own teaching experiences.

Role of mother tongue in child development

A strong mother tongue foundation equips children with the skills they need to learn
additional languages, allowing them to transfer their understanding of the structure of
language to several new languages. The intuitive understanding of grammar that develops
when children learn their first language can easily be passed on to other languages.
 Language and mother tongue also play a huge role in the development of personal,
social and cultural identity. Children with a strong foundation in their first language often
display a deeper understanding of themselves and their place within society, along with an
increased sense of wellbeing and confidence. Naturally, this flows down into every aspect of
their lives, including their academic achievement.

Basic Terminologies

 Mother tongue means one’s native language, the language learned

by children and passed from one generation to the next.
 Language is the expression of ideas by means of speech-sounds
combined into words
 Bilingual is the use of two languages.
 Multilingual pertains to the use of two or more languages.
 Diversity is the inclusion of different types of people in a group.
 Literacy refers to the ability to read and write.

LESSON 2. LITERATURE IN THE MOTHER TONGUE

Linguists have observed that since languages are constantly subjected to change due to
its flaccid state, one cannot exclusively claim that they speak perfect English or any other
language as of that (Choroleeva K, 2012). One may be a native speaker of a language even
though one's mother was not. It is impossible to designate that individual's MT except in the
literal sense, and it is not so useful to do so. It is not a useful term, but it is, nonetheless widely
used. It refers to the only 'real' MT of a speaker. Even a native speaker cannot be considered to
perfectly know his/her mother tongue. In language classes, what interests the most the
students were:
a) the sole want to understand how a language functions
b) to merely know how language compares stylistically with other learned languages
c) to learn the functions of the language because:
 - It is an aspect of professional and
social acceptance; and,
- It also is a self-actualization aspect.

However, even after investing ample

time and effort in learning a foreign language,
it has been noted that students usually have
inhibitions when it comes to expressing
themselves in the foreign language. They still
use their native language when speaking or
writing. This can be blamed on the
methodology that most students use when acquiring a foreign language. Instead of learning for
oral communication, they learn to gain reading proficiency in a foreign language or for the sake
of being scholarly (Dralo A, 2012).

In this premise, it is necessary to find out how important mother tongue to every
individual, specially, young learners.

The importance of mother tongue

Based from studies by Professor Jim Cummins who explored how important parents
speak their own mother tongue to their children discovered the following:

Why is mother tongue so important? (Cummins, J. (2001)

There is the link between a child’s Children who develop skills in two or even
development and their mother tongue. three languages, grow up to have a deeper
understanding of how to form sentences and
expressions, making the use of language as a
whole a lot easier
Children speaking just one mother tongue Children with only one mother tongue did not
language had a fixed mindset on how to know how to use the language in the same
communicate what they want or need. depth as children using two or mother tongue
languages.
Children that speak multiple languages have Children have to explore how to phrase and
more advanced critical thinking use the language of choice at that moment in
time.

Facts on Mother Tongue

Why should children be taught mainly through the medium of their mother tongue (MT)
in school for the first 6-8 years? They know their MT already? There are facts offered about
children when they start attending school.
When children come to school:
• They can talk in their MT about concrete everyday things in a face-to-face situation in
their own environment where the context is clear.
• They can see and touch the things they are talking about.
• They get immediate feedback if they do not understand.

(“I didn’t mean the apples, I asked you to bring bananas”)

• They speak fluently, with a native accent, and they know the basic grammar and many
concrete words.
• They can explain all the basic needs in the MT
• They have basic interpersonal communicative skills (BICS) which may be enough for
the first grades where teachers are still talking about things that the child knows

Facts Are Not Enough

When children start schooling, they need:

- abstract intellectually and linguistically
much more demanding concepts;
- to be able to understand and talk about:
a) things far away (e.g. in geography, history)
b) things that cannot be seen (e.g.
mathematical and scientific concepts,
honesty, constitution, fairness, democracy)
- solve problems using just language and
- do abstract reasoning, without being able to do concrete things

(“if I first do A, then either D or E happens; if I then choose K, X

may happen but Y may also happen; therefore it is best to do B or
C first”).
Cognitive/Academic Language Proficiency (CALP)
• the language ability required for academic achievement in a context-reduced
environment
• Examples of context-reduced environments include classroom lectures and textbook
reading assignments, where there are few environmental cues (facial expressions,
gestures) that help students understand the content.
• CALP is part of a theory of language developed by Jim Cummins, and is distinguished
from Basic Interpersonal Communication Skills (BICS)

If teaching is in a language that the

Indigenous/Tribal/Minority (ITM) child does not
know, the child sits in the classroom the first 2-3
years without understanding much of the teaching.
S/he may repeat mechanically what the teacher
says, without understanding, without developing
her capacity to think with the help of language, and
without learning almost anything of the subjects
that she is taught.

Indigenous/Tribal/Minority (ITM) children

• repeat mechanically what the teacher says
• repeat without understanding
• without developing capacity to think with the help of
language without learning almost anything of the subjects
taught not having learned their own language
• not having learned properly how to read and write,
• not having developed their mother tongue
• almost without any school knowledge
• speakers of indigenous languages do not have the ability
to engage in learning contexts that rely only on the
national language
• fall behind or are otherwise excluded from education

 understands the teaching

Mother  learns the subjects
Tongue  develops the CALP in the MT
  has very good chances of becoming a thinking,
knowledgeable person
 continue the education
Five reasons why it is important to know your mother tongue well

Aside from knowing the importance of Mother Tongue, there are good reasons why it is
important to know the Mother Tongue well.

Since, it is a common belief that as the society moves towards the use of English as
medium of teaching, there is tendency to move away from the use of mother tongue. The first
language that a baby learns right from his or her birth is termed as the birth language and thus,
plays a crucial role in in life for a wide array of reasons:

 It helps in providing a definite shape to emotions and thoughts. Learning in the mother
tongue also is crucial in enhancing other skills such as critical thinking, skills to learn a
second language and literacy skills. Thus, it can be claimed that the mother tongue can be
used as an effective tool of learning.
 Mother tongue has a huge positive influence in defining the personality of an individual.
However, the medium of education which is usually English also encourages parents to
speak to their children in their second language. Thus, this leads to confusion in the minds
of the children and hence, they face difficulties in mastering both first and second
language.

On the International Mother Language Day (February 21), a set of reasons were
provided to understand how significant one’s knowledge of the mother tongue:

Five Reasons to know Mother Tongue

Intellectual Studies have shown that cognitive development as well as
Development intellectual development is comparatively faster in those who are
fluent in their mother tongue. It has also been noted that if a
student is educated in his/her mother tongue, the rate of his or her
educational success is higher than someone who is taught in a
different medium other than their mother tongue.
Better connection with Languages are the most important way of keeping our culture alive.
your culture Often the direct translation of one language to another might not
carry the same essence as it is in the source language. Thus, the
best way to thoroughly know about a culture is to know the
language. Mother tongue helps us stay connected to our culture
and our roots.
Second language If one has a firm grasp of their mother tongue, it is easier for him or
learning her to master a new language. When a child reads out in their
mother tongue since childhood, he or she would have stronger
literacy skills in other languages.
Commercial benefits As the businesses go the local way, the importance of mother
tongues has exponentially increased. Thus, in such a scenario,
 having a firm understanding of your mother tongue where you
know how to read and write is immensely helpful if you are
interested in becoming an entrepreneur. The opportunities related
to monetizing with the help of one’s mother tongues are vast in
today’s market scenario.
The Pride Knowing your mother tongue well is a matter of pride. It boosts
one’s confidence and creates awareness in the individual’s mind
while also helping them connect with their cultural identity in a
better manner.

Advantages of mother tongue in education

There are many benefits to a child learning in their mother tongue language in the classroom:

 Mother tongue makes it easier for children to pick up and learn other languages
 Mother tongue develops a child’s personal, social and cultural identity
 Using mother tongue helps a child develop their critical thinking and literacy skills
 Research shows that children learning in mother tongue adopt a better
understanding of the curriculum
 Skills learnt in mother tongue do not have to be re-taught when when the child
transfers to a second language
 Children learning in mother tongue enjoy school more and learn faster due to feeling
comfortable in their environment
 Self-esteem is higher for children learning in mother tongue
 Parent child interaction increases as the parent can assist with homework
 Studies show that children that capitalise on learning through multilingualism enjoy
a higher socioeconomic status earn higher earnings

LESSON 3. MOTHER TONGUE BASED-MULTILINGUAL EDUCATION

Mother Tongue Based-Multilingual Education

• a form of education that emphasizes the
use of the language of the home as a medium of
instruction
• refers to “first-language-first” education,
that is schooling which begins in the mother
tongue and transitions to additional languages
• the use of more than two languages for
literacy and instruction. It starts from where the
learners are, and from what they already know.

This means learning to read and write in their first language or L1, and also teaching
subjects like mathematics, science, health, and social studies in the L1.
MTBMLE Movement
• There is an effort to establish equitable educational opportunities for speakers of
indigenous languages
• It has taken hold around the world, primarily through non-profit organizations in small-
scale projects

MTBMLE Framework
• It seeks to achieve increased access to education and increased quality of education
through providing instruction in the first language before transitioning to other
languages

‘Multilingual Education provides the opportunity for more than one

language to be used both as the target of instruction, as well as the
medium of instruction’ (Benson, 2004)

MTBMLE differentiates itself by:

• utilizing the first language first as the language of instruction

• followed by a regional or national language, and then often
• followed by English
• serves as a form of transitional language education with varying
degrees of emphasis on the preservation of the mother tongue

Models of MTB-MLE
• development of teaching materials and print literature through the use of mother-
tongue translators
• development of materials through a close analysis of the local culture, such as stories
or anthologies being written from oral histories or folklore
• “weak form” and “strong form” approaches
- Some programs use as a means to teach content until a time in which students
can use a second language and transfer academic knowledge into that language,
or a “weak form” of bilingual or multilingual
education
- Others approach the task as teaching the language as
well as teaching through the language, thus focusing
more on sociolinguistic identity. This would include a
much longer time to use the mother tongue in the
schools setting, or a “strong form” (Baker, 2006)

A Brief Look Back

Learn English well and connect to the world

 Learn Filipino well and connect to your country
Retain your dialect and connect to your heritage
-Ninoy Aquino
In previous years before the Mother Tongue-Based Multilingual Education policy (MTB-
MLE) was institutionalized in the Philippines:

 Many Filipino children had to face the challenges of being educated in English and (Tagalog-
based) Filipino
 Either of which many of them did not speak or understand. This experience was ubiquitous
among young learners outside Manila.
 Majority of children in the Northern Luzon, Visayas, and Mindanao regions were forced to
leave their mother tongues outside the classroom.
 The country’s old Bilingual Education (BE) policy, which had institutionalized the use of
English and Filipino as media of instruction inadvertently, positioned many students at a
disadvantage.

Introducing and Implementing MTB-MLE

In 2012, however, the Department of Education (DepEd) started implementing MTB-

MLE, redefining the old BE policy by giving local languages a space in the country’s educational
landscape. This language policy shift has gradually changed some of the discourses on language
practices, ideologies, and policies in Philippine schools.

In order to enhance the Philippine basic education system, DepEd officially introduced
the MTB-MLE policy in all elementary schools nationwide in 2012. This move from a bilingual to
a mother tongue-based multilingual education policy was anchored on the results of the
longitudinal study of Walter and Dekker (2011) who highlighted the benefits of using the
mother tongue as language of instruction.

In their study in Lubuangan Central School in Kalinga, Philippines, Walter and Dekker
concluded:
 Students who received instruction in their first language
in all subjects and who gained literacy in their first
language experienced higher academic achievement
particularly in Math and English than students who
received instruction in a second language.
 The result of their study reflected those of other scholars
(Dutcher, 2004; Ramirez, Yuen, & Ramey, 1991; Thomas
and Collier, 1997) who also confirmed the benefits and
advantages of teaching students in their first language.

Purpose of MTB-MLE
 Since its implementation, DepEd has required schools to use the students’ mother
tongue or the language predominantly spoken in the local community as medium of instruction
for all subject areas from kindergarten to grade 3. English and Filipino are still introduced
among the students in these grade levels but they are taught as separate subjects.
a) In grade 1, the students begin learning Filipino only during the second quarter, and
English is introduced not until the start of the third quarter.
b) Grade 1 subjects like Araling Panlipunan or Social Studies, Mathematics, Music,Art,
Physical Education, Health, and Values Education are all taught in the students’ L1 all
throughout the academic year.
The curriculum is slightly different in grades 2 and 3 where English and Filipino are
taught as separate subjects from the very beginning of the school year.

With the main purpose---

“…to develop appropriate cognitive and reasoning skills enabling children to operate
equally in different languages – starting in the mother tongue with transition to Filipino and
then English and to preserve the Philippine cultural treasure as well.”

Importance of
teaching mother  preserve our country’s cultural treasure
tongue as a  provide learners with a strong educational foundation in
subject in school the first language in terms of instruction
 a stepping stone in achieving the aims of education as
well as the goal of functional literacy

Kind of learners MLE intend to produce

MLE aims to produce learners who are:

a) Multi-literate. They can read and write competently in the local language, the national
language, and one or more languages of wider communication such as English.
b) Multilingual. They can use these languages in various situations and interactions for
learning in school.
c) Multi-cultural. They can live and work harmoniously with people of cultural backgrounds
that are different from their own. They are comfortable living and working with people
from outside their community while maintaining their love and respect for their home
culture and community.

Department Order No. 74, s.2009

Mother-Tongue-Based Multilingual Education (MTB-MLE)

Another important and bold move that DepEd recently took toward educational reforms
is the institutionalization of the K to12 Basic Education Program. This new policy has
restructured the educational system by adding two more years called the Senior High School,
also called Grades 11 and 12.

Besides adding two years, the new education policy shifted the original mother tongue
paradigm proposed in 2009 by specifying twelve major languages to be used as medium of
instruction, as DepEd continues to face logistical challenges because of the country’s
ethnolinguistic diversity:
1. Ilokano
2. Waray
3. Pangasinan
4. Kapampangan
5. Tagalog
6. Bikol
7. Cebuano
8. Hiligaynon
9. Meranao
10. Chavacano
11. Maguindanaon
12. Tausug

These major languages were also estimated to cover over 85% of the country’s
population. MTB-MLE’s advocates and supporters believe in its power to:
 challenge the hegemony of English and the national language (Langman, 2002),
 fight institutionalized linguistic discrimination (Mohanty, 2010), and
 legitimize local knowledge and empower local communities (Hays, 2009) as they
find ways to address cultural and socioeconomic inequalities.

Wide sweeping law to Enhanced Basic Education

The law stipulates that, among other things, • May 15, 2013
the education system of the Philippines shall provide • Republic Act No. 10533
education in the mother tongue.

The law drew skepticism about the ability of

the government to implement it, addressing the lack
of qualified multilingual teachers and appropriate materials. Schools are required to provide
instruction in the first language of students for 12 different languages up until approximately 6th
grade. MTB-MLE advocates also point out its invaluable role in mediating the teaching-learning
processes, arguing that effective learning can only happen when learners’ mother tongues are
used in teaching them (UNESCO, 2012).
LESSON 4. LANGUAGE BELIEFS AND IDEOLOGY

To determine what language beliefs and ideology, its safe ground is to begin with
defining what language is.

—and language has an impact on power

Language reflects power structures structures

Language can be seen as an indicator of social — and language can also be seen as a driving
and therefore political situations force directed at changing politics and society

• Language is an in-put as well as an out-put factor of political systems:

- It influences politics — and
- Itis influenced by politics

Language can be an instrument:

– for or against enlightenment,
– for or against emancipation,
– for or against democracy,
– for or against human rights.

• Language can be used by totalitarian regimes and it can be used as a mean of resistance
against these regimes.”

A Throwback to Scholars

Language ideology is a relatively recent field of study. It emerged from the Ethnography
of Speaking school of the 1960s and 1970s, which had emphasized cultural conceptions of
language as these were manifest in culturally distinctive patterns of speaking. Few scholars
marked in history:

 Mikhail Mikhailovich Bakhtin (1895–1975) – a Russian philosopher whose work heavily

influenced philosophy, language, and literary criticism. Much of Bakhtin's work has
continued to inspire the work of other scholars in related fields, such as anthropology,
psychology, and literary criticism. Regarding language, influential concepts include
dialogism, chronotopes, and heteroglossia. His focused was on dialogism. The idea of
language being dialogic comes from the belief that language is dynamic and not static. It
constantly evolves as speakers interact with others and is shaped by the context and
environment.
 Irvine (1989) – capitalize on authors writing on this topic have variously called it
“linguistic ideology,” “language ideology,” or “ideology of language.” The slight
differences of terminology have not signaled major differences in conception. Although
 the anthropological approach to language ideology is distinctive, it overlaps with
research in other disciplines.

“Language ideologies,” “linguistic ideologies,” and “ideologies of language” which are

alternative labels for the same field of inquiry and are generally used interchangeably. Focus is
on ideologies that are in some crucial way about language itself, rather than all ideologies
encoded in or through language. As most commonly understood now, ideologies of language
are morally and politically loaded representations of the nature, structure, and use of languages
in a social world.

LANGUAGE IDEOLOGIES ----- conceptualizations about

 languages,
pervaded with:  speakers, and
 discursive practices

political and moral interests shaped in a cultural setting

Because the concept of language ideology is so fertile, it connects to more disciplines

and issues. However, those interdisciplinary links also entail some tensions, for example,
concerning whether linguistic form or social issues take priority as subject matter, or whether
analysis should focus more on texts or more on practices, or what is included in “language”
itself.

Language Ideologies frame and influence most aspects of language use, but their influence
is not always directly observable. It is often their scope and constraints must be inferred from
the nature of individual and group actions, expectations and decisions occurring in pertinent
social realms (Lippi-Green, 1997; McGroarty, 2008) (Lippi-Green, 1997; McGroarty, 2008). In
other aspects, it is a part and parcel of language policy.

In describing language policy, Shohamy (2006) and Spolsky (2004, 2009) use a tripartite
distinction, noting that language policy, the sum of decisions about and practices related to
language, is shaped by three main factors:
• Language practices : the actual language-related behavior of individuals and
institutions.
• Language management : the official and unofficial rules regarding the choice and nature
of language codes.
• Language ideologies : the most abstract of these dimensions, the understandings,
beliefs and expectations that influence all choices made by language users even when
implicit.
(see van Dijk 1998; Wodak and Weiss2004; Wodak 2006)
 To this, language ideologies relate to a wide range of phenomena that include(Jaffe,
2009; Seargeant, 2009):
(1)ideas about the nature of language itself;
(2) the values and meanings attached to particular codes;
(3) hierarchies of linguistic value; and
(4) the way that specific linguistic codes are connected to identities and stances.

While Language Ideologies (Larsen-

Freeman,2003), can be form, meaning and
use of language itself. These are (Jaffe, 2009;
Seargeant, 2009):

(1) expressed through talk about

language, and
(2) refracted in patterns of use as
learners negotiate meaning

Language ideologies are “constructed

from the sociocultural experience of the
speaker” (Kroskrity, 2004, p. 196).

Beliefs
• an important aspect of any learning program as
they affect the way teachers and students define
their roles, and the way they approach their duties
and responsibilities.
• Besides, they highly affect teachers’ practices,
methods, and lesson plans (Abasifar &
Fotovatnia,2015, p. 63)

Language ideologies are rooted in the social practices of people (Kroskrity 2010).
Included to this social practices are the people’s beliefs about language. Ideologies are not only
ideas, constructs, notions, or representations but also they are practices through which those
notions are enacted (Gal, 1998 ). When human beings engage in various language practices
(e.g., narrative), they are simultaneously displaying their beliefs about the nature, function, and
purpose of language. L1 perspective merges language beliefs with practice in much the same
way that some have integrated “teacher beliefs” with “teacher practice” to discuss teacher
ideologies. (Trujillo 1996, 2005). According to Pajares as cited by Razfar (2012),

Defining beliefs is at best a game of player’s choice. They travel in disguise and
often under alias—attitudes, values, judgments, axioms, opinions, ideology,
perceptions, conceptions, conceptual systems, preconceptions, dispositions,
 implicit theories, explicit theories, personal theories, internal mental processes,
action strategies, rules of practice, practical principles, perspectives,
repertories of understanding, and social strategy, to name but a few
that can be found in the literature. [1992:309]

• When it comes to investigating beliefs and or attitudes about language, it is not only
important to consider what teachers say but also how they say it.
• There is a strong relations i between teac ers beliefs and t eir
practices asserting the idea that teachers’ actions are linked to their belief systems
and that teachers’ beliefs are organized in some way.
• ’Loughlin(1989) stated that teac ers cogniti e structures are organized in some form
of a system, network, or pattern that teachers use to guide their actions.

“Teachers who believe teaching to be a didactic and authoritarian activity appear

to teach in a way quite consistent with this belief system, and teachers who
believe learning takes place in a student-directed-activity organize their teaching
around appropriate learning activities and encourage student participation. ”***

LESSON 5. LANGUAGE MANAGEMENT

Another means of understanding a theory or concept is by defining a term, Language,

to clearly point out how management is dealt in terms of language use. Nekvapil (2004) the
expression of ideas by means of speech-sounds combined into words. Words are combined
into sentences; this combination answering to that of ideas into thoughts. The American
linguists Spolky (2009) formulated the following definition:
– a system of arbitrary vocal symbols by means of which a social group cooperates.
– any succinct definition of language makes a number of presuppositions and begs a
number of questions
Language management can be exemplified by:
a) the activity of a speaker repeating, with careful pronunciation, a foreign word that his
interlocutor failed to understand, or
b) a writer making corrections in a computer text file, or
c) a governmental body having road signage installed (as in the stylized picture in the
header of this web site)

These three examples show that language management acts are very diverse in nature.
It is the goal of Language Management Theory to theoretically grasp this internally diverse type
of human activity in a coherent way.

A Throwback in History

The term language management as originally conceived by Björn H. Jernudd and Jiří V.
Neustupný is based on the discrimination between two processes which characterize language
use:
 The latter, metalinguistic, type of activities is called language management. Neustupný,
echoing Joshua Fishman's wording, often describes language management also as behavior
toward language.

Relative to behavior towards language, it is a discipline that consists of satisfying the needs
of people who speak multiple different languages. It can help also to provide a positive
indication of inclusion to linguistic minorities. This inclusion is maybe in same country,
community, company or school. It is determined by three major factors (Feely and Winslow,
2005):
1. Language Responsiveness is the willingness and ability to accommodate to the
language needs.
2. Language Preparedness is the level of language competence possessed expressed
against current and anticipated needs.
3. Language Awareness is the extent to which language issues are embedded into the
strategies and policies.

Language management acts are very diverse in nature. It is the goal of Language
Management Theory to theoretically grasp this internally diverse type of human activity in a
coherent way. Language management is concerned with the two processes which
characterize language use:
 Basic Terminologies

 First Language Acquisition refers to the acquisition of the mother

tongue.
 Second Language Acquisition is the acquisition of a second
language after the mother tongue has been (largely) acquired.
 Bi- and Multilingualism are terms pertaining to the acquisition of
two or more languages from birth or at least together in early
childhood.

LESSON 6. MOTHER TONGUE AND LANGUAGE ACQUISITION

MOTHER TONGUE ----- language of human beings acquire

from birth
----- helps children develop
 mental ability
essential for learning  moral capacity
of children  emotion

solid foundation stronger literacy abilities a part of intellectual ability

learning concepts and intellectual skills ------- 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). This pave way to the following benefits of using Mother Tongue:
 Children learn better and faster in a language they can understand (preventing delays in
learning).
 They enjoy school more, they feel more at home.
 Pupils tend to show increased self-esteem.
 Parents participation is increased. Parents can help with homework and can participate
in school activities.
 Studies have reported that when children take advantage of their multilingualism they
also enjoy higher socioeconomic status, including higher earnings.
 On average, the schools perform better, reporting less repetition.
 Schools report children stay in school longer.

These benefits are of advantage not only to the learners, but also, among teachers,
parents and the school in general. It is, in the process of mother tongue acquisition by which
children are able to develop and learn the language, that it is realized. The term Language
Acquisition often refers to the First-Language Acquisition.

Theories of Language Acquisition

There are theories on Language Acquisition which are observed or involved in the
process:
a) Mentalists. This theory is also called Innate Theory; this is because the major concern is
on the internal process of language learning. They believe there is nothing we learn
except through our brain. Every individual, according to this theory, has the innate
capacity to learn a language. This innate ability is what they called LAD – Language
Acquisition Device, which naturally disposes an individual to unconsciously learn
language. Among the theorists in this school of thought are Steven Krashen and Noam
Chomsky
b) Nativist Theory. This language acquisition theory explains well how humans seem to
have a far more complicated and complex set of communication patterns than any
other species in the world. This language acquisition theory is comparable to how we
think of numbers.
c) Behaviorist Theory. This theory sees language learning as a product of heredity and
environment. To them. Language can be learnt only through a form of operant
conditioning. Skinner (1957) suggests that the successful use of a sign such as a word or
lexical unit, given a certain stimulus reinforces its momentary or contextual probability.
To this end, the behaviorists believe that language is best learnt through imitation and
immersion, exposure to the environment , practice, reinforcement and exposure.
d) Socio-Cultural Theory. This theory was proposed by Vygotsky (1937) language
acquisition theory states that children are able to learn language out of a desire to
communicate with their surrounding environment and world. For example, an infant
who is raised by a single dad will develop the word “dada” or “baba” before developing
“mama”.
e) The Learning Theory. It is a theory that looks at language learning as learning a new skill
and that we learn language much in the same way that we learn how to count or how to
tie shoes via repetition and reinforcement. For example: When babies babble, adults
coo and praise them for “talking” (and also because it’s pretty adorable).
f) Acculturation Model. As proposed by Schumann (1978)
sees as a process in which the learner learns to adapt to a
new culture. It was used to explain the acquisition of an
additional language by immigrants in naturalistic majority
language contexts.
g) Intergroup Model. This emphasizes ethnicity and the issues
of social inequality as a social factor in L2 Learning.
According to Giles and Brye (1982), language learners tend
to define themselves in ethnic terms and identify with their
own groups. They tend to make insecure social comparison
with the out-groups.
Acquisition of Mother Tongue

The logical problem of language acquisition is that it would seem impossible to learn
anything about a certain language without first already knowing something about language in
general.

1. Universality of acquisition.
No child fails in learning naturally his mother tongue except the deaf
of the dumb. So universal is the phenomenon all over the world,
whatever the language –that, one is almost tempted to believe that the
ability to speak is innate. It is only apparently so; language is actually
acquired.
Children without any exposure to language, for
instance, those who are brought up by animals or in
total isolation, do not have any language. Acquisition of
a language by children is achieved within a relatively
short period between the ages of 1 and 3 in spite of the complexity of the task. The result is
remarkable for its perfection. Oral language is acquired successfully regardless of the level of
general intelligence. When learning is almost complete there is not much difference among
illiterates, whatever b e their social rank or avocation. Just faulty pronunciation of some words
is occasionally noticed due to physiological defects in vocal organs.
Some children having psychological problems develop stammering. The child picks a
language simply by listening attentively to the language spoken to him or around him. Parents
want their child to understand what they say to him and they use for the purpose a simplified
language known as caretaker’s speech or baby talk. In the first stage he seems to be interested
only in what is spoken to him. Later he shows interest in the talk going about around him.

2. Understanding precedes expression

The child, before he knows the meaning of words, even before he is able to realize that
they could have a meaning, is interested by the sound combination of words. Each word has for
him its features, which he is able to recognise; words have life for children. The special relation
of the child with words explains his interest for poetry which is sought to be satisfied by
lullabies and various sorts of traditional poetical compositions accompanying children plays.
The language heard by the child is stored and remains latent for some time in the brain; it is put
to actual use slowly, first for understanding.
This starts at about 12 months. The child is then able to recognise a known voice or
familiar sounds indicating certain facts concerning him, like the preparation of his food. His
hearing system gets every day sharper and sharper.
Between 12 – 18 months the child is able to follow simple commands and responds to
interdictions. 90% of the comprehension ability is attained at the age of 3.

The American psychologist Eric. M. Lenneberg describes the process thus:

“Between the ages of two and three years, language emerges by an interaction
of maturation and self-programmed learning. Between the ages of three and the
 early teens, the possibility for primary language acquisition continues to be good;
the individual appears to be most sensitive to stimuli at this time and to preserve
some innate flexibility for the “organisation of brain functions” to carry out the
complex integration of sub process necessary for the smooth elaboration of
speech and language.

Though parents are aware that the child understands what he is told or what is going
about around him, they do no press him to speak except on rare occasions like greeting visitors
or thanking them for the present offered, or when he child weeps and the parents are eager to
know the reason in order to console him effectively. When pressed to speak, the child remains
resolutely silent; the parents impute caprice to him but the truth is otherwise. Speech by its
very nature is a spontaneous act which cannot be obtained by external pressure. For the child
to speak he should be willing to say something and be able to say it.

3. Process of acquisition
The first exteriorisation of his feeling takes place without speaking. He cries, he smiles,
he pushes what is not desired, he gesticulates with anger. He responds to familiar sounds and
noises like knocking at the door, sound of the clock, etc. At about one year, first words are
uttered, sometimes modified to suit his pronouncing capability.. These words do not usually
carry the meaning which adults attribute to them. The child speaks to himself a language of his
own profusely.
When the child wants to communicate with others he starts using the same word for
several things. Then single words, with their actual meaning appear. When he attempts
sentences, he shortens them according to his cognitive attainment. First two word sentences
appear: dog comes, daddy’s pen, etc. Then sentences with more words are used. It would be
interesting and useful to investigate further how the acquisition as
described above takes place. It is not mere soaking up a language as one
would be tempted to think. Unconsciously and without any deliberate
action there is simultaneously storing and organisation of the raw
materials. Between the age of 2 and 3 while storing the language, the
child has at its command an innate hypothesis forming faculty which
enables him to devise unconsciously grammatical rules in respect of the
language.

In this connection the American psychologist, Jerry.A.Fodor would observe as follows:

It seems likely, on the basis of recent investigations of children’s speech, that a

child runs through a series of candidate syntaxes, all but the last of which are
discarded because they fail to capture(or because they misdescribe) relevant
regularities in his corpus.

This explains the discontinuity in learning that is observed. In fact in the process of
learning one may notice certain steps apparently backward. The child who initially was saying
“did”, “told”, all of a sudden starts saying “doed”, “telled”, but reverts after certain time to the
correct forms. Learning of a language by the child is not like addition of bricks. Each time there
is construction of language by the child with the help of memory and logic, placing reliance on
one or the other.
Logic, as soon as available to the child, being more economical in terms of effort than
memorising, the child starts placing reliance on it. When he discovers that verbs end with “ed”
in the preterite, he makes use of the logic. Afterwards when he finds that logic has failed in
some cases he takes note of the exceptions and stores them with the help of memory.

4. Effort involved
On account of the apparent ease with which the child acquires a language, one is
tempted to think that there is no effort. In reality, it is not so. With some attention one can
perceive the amount of effort spent by the child in uttering the first words, the first sentences
and even thereafter in saying certain unusual words. The apparent ease gets explained by the
total involvement of the child in the venture. Speaking is vital for him to satisfy all his needs
which become more and more varied, including the urge to participate in the famil y life, to
understand it, to be a full partner and play his role. So his whole energy is harnessed. It is
accompanied by the pleasure arising out of the success in his new experience of expression.
Effort is there, but is not manifest on
account of his high motivation. Language
learning without effort by the child is
nothing but a myth attributable to lack of
close observation.

5. Acquisition of more than a language

from the start:
A child can pick up more than a
language at a time from the beginning, if
placed in a multi-lingual environment.
Only one condition is required: the child should be normal. It would be helpful to the
child if a particular person speaks always the same language. The child being eager to get what
he wants, when he has to communicate with persons speaking different languages, he acquires
all of them. Between 3 and 4 the child is able to speak to each of his interlocutors the language
of the latter. He is even able to serve occasionally as an interpreter. When a word is not known,
the child does not use the word of another language, he resorts instead to a periphrasis in the
language of the interlocutor.He easily realizes that each language is a separate entity; he is not
tempted to mix up languages.. People sometimes wonder whether it is not harmful to expose
the child to more than a language. Observations so far made have not indicated any harmful
effect except in the case of children having mental defects or linguistic difficulties. Such
children should not subjected to such an effort.
If the child is normal the fact of learning simultaneously two languages entails a better
development of mind. The acquisition of one or more language by the child by mere exposure
and need to communicate is a natural operation for the humankind. However through this way
he acquires the skills of understanding and expression in the oral language only, which the
humankind was satisfied with for millennia. When he goes to school he has to learn the written
form of a language already known to him. That takes places according to classroom techniques.

Second Language Acquisition of Krashen in 1988.

According to Krashen (1988) there are two independent systems of second language
performance: 'the acquired system' and 'the learned system'.

The acquired system or acquisition is the product of a subconscious process very similar
to the process children undergo when they acquire their first language. It requires meaningful
interaction in the target language - natural communication – in which speakers are
concentrated not in the form of their utterances, but in the communicative act.

The learned system or learning is the product of formal instruction and it comprises a
conscious process which results in conscious knowledge about the language, for
example, knowledge of grammar rules. In addition, if an individual has mastered his or her first
language, it is easy to acquire the second language. According to Krashen 'learning' is less
important than 'acquisition.'

Transfer is the learning concept which explains how languages are learned and
transition is the shift of teaching from one language to another.

At first, it seems counter-intuitive that continuing with the mother tongue actually
increases the efficiency and development of the second language, but research and practice in
bilingual education has found that the stronger the literacy and knowledge of the first
language, the faster the transfer and transition into the second. A few of these are evident in:

 Mother tongue can be used mainly in accuracy-oriented tasks (David Atkinson, 1987)
 Some L1 was used approximately 90% of the time in their classes; some 65% of the students
preferred the use of L1 in their classes (Terence Doyle, 1997, in his presentation at
TES L’97)
 Learner’s L1 is very determining of second language acquisition (Noor, Hashim H, 1994)
 The L1 is a resource of knowledge which learners will use both positively and negatively to
help them sift the L2 data in the input and to perform as best as they can in the L2.
 A second language can be learned through raising awareness to the similarities and
differences between the L1 and L2 (Schweers, 1999, in a report of the outcomes of his
research on the use of the mother tongue in English classes)
 L1 provides a sense of security and validates the learners’ lived experiences, allowing them
to express themselves. The learner is then willing to experiment and take risks with English
(Auerbach, 1993)

Possible uses of the mother tongue: negotiation of the syllabus and the lesson; record keeping;
grammar, phonology, morphology, and spelling; discussion of cross-cultural issues; instructions
or prompts; explanation of errors; and assessment of comprehension (Auerbach , 1993)
LESSON 7. LANGUAGE PRACTICES

LESSON 8. LANGUAGE AND CULTURE, LANGUAGE ACQUISITION AND LANGUAGE LEARNING

Starting students with mother tongue language can help them to learn and respect their language
and culture first and then respect the other cultures around them.

LESSON 9. MOTHER TONGUE AND LANGUAGE CURRICULUM

LESSON 10.THE CURRICULUM FOR LANGUAGE
LESSON 11.MOTHER TONGUE AND LANGUAGETEACHERS
LESSON 12.PROFESSIONAL STANDARDS FOR LANGUAGE TEACHERS
LESSON 13.MOTHER TONGUE POLICY
LESSON 14.MOTHER TONGUE PRACTICE
LESSON 15: THE DOMAINS OF LITERACY IN THE K TO LANGUAGES CURRICULUM

Developing Oral Language.

Oral language refers to one’s knowledge and use of the structure, meanings and uses of
the language.

Phonological awareness involves work with rhymes, syllables , onsets and rimes.
Phonological awareness skill sequence
Skill Example

Word She/ is/ a/ good/ player

Isolating words in sentences

Rhyme Does glass rhyme with pass?

Recognization Production
Syllable pan + cake + =pancake
Blending Segmentation deletion Swim/suit
Say hotdog without hot

Phonemic awareness is the ability to notice, think about and work with the individual
sound in spoken words.

Book And Print Knowledge

 Making one to one correspondence between written and spoken words
 Telling that print in the form or words corresponds to speech
 Recognizing that print messages represent spoken language and convey meaning
 Differentiating individual letters from words.
 Holding the book right side up
 Identifying the parts of a book: front and back cover, and its pages
  Knowing that a book has an author and an illustrator and telling what they do
 Knowing where a story begins
 Flipping the pages of the book sequentially, from the front to the back
 Tracking the story line from left to right and from tap to bottom while the story is being
read to them
 Making the correct return sweep.
 Consistently looking at the left page first before looking at the right page
 Realizing that the message of most books is in the print and not the pictures.

Alphabet Knowledge. The ability to recognize, name and sound out all the upper and
lower case letters of the alphabet. Each letter of the alphabet:
 has a name
 has an upper and a lower case
 is written in a certain way
 has a distinct sound

Handwriting, The ability to form letters through manuscript and cursive styles

Phonics and Word Recognition. 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. Grows aware of sound/symbol relationships

Example:

Spelling. Being able to convert oral language sounds into printed language symbols

Grammar Awareness. Knowledge of language features and sentence structures in

written language

LESSON 16. MOTHER TONGUE TEACHING: DEVELOPMENT OF MATERIALS AND

ASSESSMENT

What is instructional Material?

Instructional materials refer to print or other mediated instruction used to achieve an
instructional goal. Once the instructional material is has been completed, it is time for the
designer create the instructional material.

Three Major Components Of Instructional Materials

1) Delivery System. It includes both the software (the physical form of the materials) and the
hardware used in presenting information. The choice of the delivery system is influenced
 by the size of the intended audience, the pacing and flexibility needed for delivery, and
the sensory aspects most suitable to the audience.
2) Content. The content (intended message) is independent of the delivery system and is
the actual information being communicated to the learner, which might focus on any
topic relevant to the teaching learning experience .
3) Presentation. According to Weston and Cranston (1986), the form of the message-in other
words, how information is presented-is the most important component for selecting or
developing instructional materials.

Material Development
It is basically dealing with selection, adaptation, and creation of teaching materials
(Nunan,1991). In practice, it focused on evaluation, adaptation of published materials and
creation (Development of teaching materials by teacher in line with the existing syllabus).

Importance of Instructional Materials

 Provides Facts and Information
These materials provide a wealth of knowledge in all topics, offering in-depth
information based on facts.
 Engages and Teachers Learners
Instructional materials allow the instructor to engage learners by supporting concepts
through the use of multimedia, including sound clips, video, images, hands-on experience
and interactive games.
 Teaching Concepts
Materials offer learners the opportunity to practice concepts and develop a product that
demonstrates their level of understanding.
 Evaluates Knowledge
Instructional materials allow the instructor to support learners with varying levels of
ability and foundational skills by providing additional support.

Cultural Relevance of Instructional Materials

According to the study of Mangila 2018, it revealed that instructional materials
created and used by teachers are not culturally relevant all due to the inconsistencies on the
cultural discourses that are present in them it’s because of the teachers’ lack of material
resources as well as knowledge about the culture that shall be included in the making of the
instructional materials.
Thus, the DepEd, through its Instructional Materials Development Committee, should
always consider specific cultural information that shall be included in the making of
instructional materials for the mother tongue subject. – Mangila, 2018

An Observation Tool for Effective Mother Tongue

Pedagogy
Figure: The Observation Tool for Effective CLIL Instruction (de Graaf et al., 2007, p.610)
The Five Areas translated into actions entail teachers facilitating:
1. Exposure to input that is linguistically meaningful, challenging, and appropriate to the
learner’s proficiency level
2. Content-oriented processing by assigning tasks and activities that help learners to to
identify the core content
3. Form-oriented processing by pointing out relevant language forms needed to work with the
content
4. (Pushed) Output by prompting reaction and interactive communication, providing written
practice and corrective feedback
5. Strategic Language Use by using compensatory means such as visuals graphic organizers
and realia to convey meaning

LESSON 17: ASSESSMENT (Mother Tongue Assessment Pack)

Guidance for Teachers

Other factors which should have been considered are:

Within any assessment framework, it is important to remember that…
 Silent period in early stage of English acquisition.
 Child’s proficiency takes 5-7 years.
 Child’s first language has been shown to accelerate.
 Older children may have been educated in another country in formal English, but this
may have not been their home language.
 Should seek to eliminate cultural and linguistic biases.
 Interpretation of result should differentiate between the inability of a child.
Dictionaries with composite pictures
 Topic books for use with more fluent speakers
 Lego
 Paper cups
 Small world people/furniture
 Two or 3 small opening boxes
 Sequencing cards
 Classroom objects
 Onstage of pictures depicting possible favourite activities

Instructions for the Use of Pack

 Before the Assessment
 Ensure Interpreter is familiar with pack.
 Should be translated into different languages.
 Select resources appropriate to age, culture, and experience.
 Select a picture which is home-related and try one or two questions related to another
topic.
 Formulated questions appropriate to your own resources.
 Allow Interpreter to look through the pack.
 Ensure Interpreter understands how you would like the purpose of the assessment to be
explained to the parent.
 Interview parent with interpreter and record the responses throughout the tasks.

Child Assessment
 Assessment session must begin with ‘warm-up chat’.
 It can be helpful if the session is recorded.
 No English is spoken throughout the assessment.
 All tasks need to be completed.
 Ensure that the Interpreter tells you if there are any problems with direct interpretation.
 Allow time for he Interpreter to discuss any immediate findings with the Teacher.

After the Assessment

 The Teacher and Interpreter should use the prompt sheet to detail the nature of the
language responses.
  The parent interview information should be clearly attributed to the interviewee.
 The Teacher should contribute their own knowledge when evaluating the result.

The Role of the Interpreter

Interpreter need to ensure to familiarize

themselves with…
 Working with the teacher.
 Anticipating any areas of difficulty.
 Asking he teacher for clarification and explanation if
there is new educational jargon.
 Noting how and where observation results are to be recorded. Interpreters note whether
the child’s responses are: E, L1, or CS, gesture

Interpreter during:

Information on Gathering Process:

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