elt pet te ait LEARNING Fina Felisa ALCUDIA, Purita BILBAO, Ma, Asuncion Christine DEQUILLA, 4 Angelita GERMINAL, Daisy ROSANO, (Gan Marievie VIOLETA Zi FF.L. Alcudia (Editor) Published by LORIMAR Publishing Inc.Mother Tongue for Teaching and Learning Copyright, © 2016 by Fina Felisa L. Alcudia rita P. Bilbao j tae Asuncion Christine V. Dequilla Angelita D. Germinal Daisy A. Rosano Marievic M. Violeta and LORIMAR PUBLISHING, INC. ISBN 971-685-816-7 Published by LORIMAR PUBLISHING, INC. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila Tel. Nos. 721-2715, 727-3386, 723-1560 Cellphone No. 0918-5375190 Fax (632) 727-3386 Edited by: Fina Felisa L. Alcudia Cover design by Edgar Rey D. Faja All sets road No part of this book may be reproduced or transmitted in any eee Pa electronic or mechanical, including photocopying, recording, or by any information and retrieval syst i it ion pram igem-a oy er system, without written permission I fo putts additional copies of this Book, call LORIMAR PUBLISHING, INC. ae 721-2715 + 723-1560 + 727-3386 + CP No. 0918-5375190 Xx (632) 727-3386. Send e-mail to publishedbylorimar@yahoo.comPREFACE In the midst of curricular changes in education, we felt the need to proactively share ideas and assist future teachers to unravel so many questions on how to teach our own mother tongue. Our dedication to take part in preparing our pre-service teachers to be equipped with the necessary knowledge, skills, competencies plus our strong belief and advocacy in the MTB MLE pushed us to pursue this project. The book is in modular format and each is divided into sections. It gives you basic concepts on language in general and helps you focus on your own mother tongue in particular. It begins with providing you clear background through the legal bases of MTB MLE and the benefits that this program can offer to learners. As the book leads you to understand the structure of a syntactic features, it also provides a discussion on how your mother tongue can be used to teach subject areas, namely Mathematics, Language Literacy, Science, Araling Panlipunan, MAPEH, and ESP. Lesson exemplars are also included as well as suggested activities that you may perhaps find appropriate for your adaptation in your own ideas. Each section was written by a pool of experienced teachers ranging from experts in curriculum, linguistics, reading, materials development, science, and math. This book was written for training pre-service teachers who will be using the mother tongue for teaching and learning. It will guide you to look closely at your own mother tongue (Tagalog, Hiligaynon, Kapampangan, Waray, Pangasinense, Tausug, Iloko, Maguindanaoan, Bikol, Maranao; Cebuano, Chabacano, among others.) The book is simple that will provide you with the working knowledge and skills in pursuing further inquiry of your own mother tongue. Writing this book opened our eyes to the wonderful world of a language we call our very own. We are sure that you, too, will appreciate this book. We are indeed grateful to this opportunity of allowing us to write this book. This is an avenue of sharing what has worked for us and we do hope that it will also work for you. The AuthorsTaBLe or Contents Page Module 1- Legal Bases and Benefits of Teaching and Learning the Mother Tongue......... Ee ; Lesson 1.1: Knowing and Understanding DepEd Order No. 74,5200. Lesson 1.2: The Benefits: Why Use the Mother Tongue?, ee errrtnntetienmnt 16) ; Lesson 2.1: Structures of a Language... 6 | Lesson 2.2: My Mother Tongue: The Language | Learned First. » } Module 3= Phonetic Features of a Language... Lesson 3.1: The Sounds of a Language. Module 4= orthography Lesson 4.1; Rules in Spellin Module 5= Parts of Speech Lesson 5.1; Name Word Lesson 5.2: Pronouns... Lesson 53: Action Words. Lesson 5.4: 42 Adjectives...08-15-19 CPhp $30.00) Lesson 5.5: Lesson 5.6: The Little Big Words of a Conjunction, Preposition, Module 6 = Semantics and Syntax of a La Lesson 6.1: Semantic Features of a Language Lesson 6.2: Syntactic Features of a Language... Tape oF CONTENTS Language Interjection .nnnnaneee 97 ngua Unit 3: Mother Tongue as a Language of Teaching and Learning... Module 7= Use of Mother Tongue as a Subject... wwe 123 Lesson 7.1: The Foundational Skills of Mother Tongue as a Subject Lesson 7.2: Teaching Methodologies that Enliven the Class.. Lesson 7.3: Instructional Support Materials to Promote Literacy... Lesson 7.4: Assessment that Works... Module 8 = Use of Mother Tongue in Teaching Mathematics... Lesson 8.1: Commonly Used Mother Words in Math... TongueLesson 8.2: TABLE OF CONTENTS Lesson Plan Exemplars.... Module 9- Use of Mother Tongue in Lesson 9.1: Lesson 9.2: Lesson 9.3: Lesson 9.4: Teaching Elementary Science... Looking into Science in K to 3 with Mother tongue as a Medium for Teaching and Learning... Commonly Used Science Terms and Concepts in the Mother Tongue. Science Processes Skills for Learning and Teaching in the Lower Grades... Lesson Exemplars.. Module 10 = Use of Mother Tongue in Teaching Araling Panlipunan Lesson 10.1: Lesson 10.2: References Curricular Framework, Approaches and Commonly Used Mother Tongue Words in Teaching Araling Panlipunan.. Making A Plan To Teach Araling Panlipunan: A Lesson Plan Exemplar.—— Module 1 - Legal Bases and Benefits of Teaching and Learning the Mother Tongue Tut This module will inform you of the necessity of the mother tongue as a subject and as a language for teaching and learning. Further you will explore the benefits that will be derived from doing so. It will enumerate the different provisions of the Department of Education Order 74, s. 2009 as a policy that institutionalizes Mother Tongue Based- Multilingual Education (MTB-MLE) in the country. Likewise, other legal bases will also be mentioned. You will further learn in this module the many benefits that Filipino learners will gain from the use of the mother tongue. Lesson Knowing and Understanding DepEd Order No. 74, s.2009 Intended Outcomes: % > Identified the provisions of DepEd Order 74, s. 2009 > Named the fundamental requirements for & strong Mother Tongue Based-Multilingual Education (MTBMLE) ak2 Mother ‘Tongue for Teaching andl Lewring [tan noo Have you heard of Mother Tongue Multilingual-Education MTBMLE) before? What was the first language which you uttered ed to talk? English? Tagalog? Ilokano? Cebuano? bacano? Bisaya? or other languages in the Philippines? ‘what you are saying when you speak the language { ( when you start Hiligaynon? Cha Do you understand, that vn uso at home? The language that you use at home is your first . If is the language is also called the mother ton; is the first language of language which i ; that child knows best and uses most because it the learner. ‘As future teachers, why do you need to learn and use the mother ie in the lower primary grades in school? Why did the Department tongu % of Education require schools to use the mother tongue as a subject and as a language for teaching and learning from Kindergarten up to Grade 3? Organization (UNESCO) advocates the use of the mother tongue and celebrates Mother Tongue Day every February 21 of each year. The United Nations, in its declaration of Education for All (EFA) has included a provision on the use of the mother tongue to preserve one’s heritage in the Jonmien Declaration. In our country, the Department of Education issued Department Order No. 74, s. 2009 Institutionalizing Mother Tongue-Based Multilingual Education (MTB-MLE). This was strengthened by the declaration of the President of the Philippines Benigno Aquino, Jr, when he said: Learn English well and connect to the world. Learn Filipino well and connect to your country. Retain your dialect and connect to your heritage. According to DepEd Order 74, s. 2009, MTBMLE is the effective use of more than two languages for literacy and instruction. Local and international studies have validated the superiority of the use of the mother tongue first in improving learning outcomes and Promoting Education for All, Lets find out! No less than the United Nations Educational Scientific CulturalGG ——_—, - ., Fae aA ep meee fee ek, Unit 4; Overview, Module 1; Legal Bases and Benefits of Teaching and Leaming the Mother Tongue 3 The same DepEd Order established a framework that provides curricular guidance of teachers, school managers, instructional quality assurance for teachers and other educational leaders, to 12 BASIC EDUCATION CURRICULUM Citea Language Use ‘Culreand Socio Cultural Proceoses “THE MOTHER TONGUE BASE--A STRONG FOUNDATION. Utpettinaser naam oruaaies pa or unm Neeser cer rome unos to 12 Mee Tongue een Gc December 2013 ‘Source: Department of Education In order to provide a strong MTBMLE program, there are Ten Fundamental Requirements needed according to DepEd Order 74, s. 2009. These are: 1. A working orthography (alphabet and spelling) for the local language that is acceptable to the majority of the stakeholders and promotes intellectualization of that language. 2. Development, production and distribution of inexpensive instructional materials with special priority to beginning reading and children’s literature. As much as possible, the materials should be original, localized in terms of people, events, realities and appropriate to the language, age, and culture of the learners. 3. The use of the learner's first language (L1) as the primaryBe 3: 4) Molter Tongue for Teaching and Learring el a ee medium of instruction from pre-school until at least Grade 3, It shall be the main vehicle to teach understanding and mastery of the subjects. 4. Mother Tongue or the first language (L1) as a subject and q language for teaching and learning will be introduced in grade ‘one for conceptual understanding. 5, The inclusion of additional languages such as Filipino or English and other local or foreign languages shall be introduced as separate subjects in a carefully planned pacing programs, 6. In the secondary level, Filipino and English shall be the primary medium of instruction (MOI). The learner’s L1 shall still be utilized as an auxiliary medium of instruction. 7. Other than English, Filipino or Arabic for Madaris schools, the choice of additional languages shall be at the behest of parents and endorsed by local stakeholders and as resources permit. When the pupils are ready, Filipino and English shall be gradually used as MOI no earlier than grade three. However, L1 shall be effectively used to scaffold learning. 8. The language of instruction (teaching) shall also be the primary language for testing in all regular school-based and system- wide examinations and in all international benchmarking and assessment exercises. It shall be maintained that the focus of educational assessment shall be specifically on the learner’s understanding of the subject content and not be muddled on language testing. 9. There must be a continuing in-service training (INSET) in partnership with MLE specialists on the effective use of L1 as language of instruction (teaching) to facilitate reading, cognitive academic language proficiency, and development of cognitive and higher order thinking skills (HOTS) of the learners. INSET shall likewise equip educators to develop cultural sensitivity and enhance appreciation for cultural and linguistic diversity. 10. Ensuring critical awareness, maximum participation, and support from the Local Government Units (LGUs), parents, and community for the implementation of the language and literacy program strategy. Knowing and understanding the DepEd Order 74 which contains the legal bases for leaming and teaching the mother tongue in schools provide a strong foundation for future teachers like you. . esem a tem Unit Overview, Module 1; Logal Bases and Boneits of Teaching and Leaming the Mother Tongue 5 a || Intensity Learning 4 After reading, discussing, and understanding what the legal bases for MTB-MLE, let us do this activity. Activity 1: Exploring My Mother Tongue 1. Choose a partner and form a dyad. With your partner, list at least twenty (20) commonly used words in your mother tongue that you use at home. Write these in the boxes provided below: 2. Interview a teacher in the public school who is teaching in Kindergarten, Grade 1, Grade 2, or Grade 3. Solicit answers to the following questions: Interview Protocol Name of the Teacher: School: Grade level taught: Questions: 4, What Mother Tongue (MT) are you using in your class? 2. Are you using the MT as a language for teaching (MOI) or] and as a subject 3. Do you use instructional materials in the MT?___. Please enumerate 4, Do you find it easy____or dificult in using the MT as @ medium of instruction or a language ‘of teaching? Why? 5. you are teaching MT as a subject, do you find it easy ___or ifficult? Why? 6. Do you use the mother tongue in singing songs 7 Or reciting poems__? If yes, Please write the ttle of the song, or the title of the poem. 7 Do you find your learners enjoying the lessons with the use of the mother tongue? Yes _ No_ Describe their reactions._ 8. Are your leamers learning? Yes No |s the MT you are using, the same as your own as a teacher? If no what is your MT? 10.When did you start teaching MTB-MLE? MTBMLE? _Why did you shift to ‘1 What are the things that ae favorable or notin MTB-MLE? Please enumerate ee s—s—s—izésws6 Mother Tongue for Teaching What | LIKE in MTBMLE and Leaming What | do NOT LIKE in MTBMLE Share or NO. i; Let’s find out what we have learned. Answer the result of your interview during the class discussion. the ten items with YES Should teachers in K to Grade 3 learn the mother tongue of the earners where they are teaching? Is there a need for mother tongue orthography to begin teaching the mother tongue? Should instructional materials mother tongue? Is the mother tongue a subject to be taught starting in Grade 1 to Grade 3? Is the mother tongue a language for teaching and learning from K to Grade 3? Is the mother tongue the same as the first language or L1? Does DepEd Order 74, s. 2009 imply. that future teachers should learn the what and the how in teaching the mother tongue? Will Mother Tongue be used as a medium of instruction in Science and Math in Grade 3? In high school, if the students cannot express their understanding in English, can they use the mother tongue to explain? used in K to Grade 3 be in the . Do other countries use also the mother tongue as advocated by UNESCO to achieve Education for All?Unit 1: Overview, Module 1: Legal Bases and Benefits of Teaching and Learning the Mother Tongue 7 Now that you know that the use of the mother tongue has been mandated by the Department of Education, then you have to prepare yourselves for the role you will play as a teacher from Kindergarten to Grade 3. Make an inventory of the words in the mother tongue that you HEAR and READ and are commonly used in your community. It will help if you can identify its Filipino and English equivalents. Do this in the format that you see below and submit your output to your facilitator. INVENTORY OF WORDS in the MOTHER TONGUE with FILIPINO and ENGLISH EQUIVALENTS Mother Tongue words English Filipino [ im + eeieewg @ The Benefits: Why Use the Mother Tongue? Lesson Outcomes: > Enumerated some benefits of the use of the mother tongue for leamers and future teachers. > Discussed what sample studies have said about the benefits of the use of the mother tongue. Congratulations! You are very lucky to be a teacher who will | re-use the mother tongue as a medium for teaching and learning in school subjects. This practice is not new because as early as 1948-1954, School Superintendent Dr. Jose V. Aguilar had been popularly cited to have started the mother tongue experiment in the use of Hiligaynon (the mother tongue of the people in Iloilo) as medium of instruction in | Grades 1 and 2 in the Division of Iloilo. His advocacy in the use of the vernacular was an offshoot of the community-school movement which | engaged the farmers to double their harvest. As a school superintendent, Dr. Aguilar started an experiment on the use of the vernacular in the first two grade levels. This was approved by the Bureau of Public School. Other provinces like Rizal Province followed suit and used Tagalog as the medium of Instruction in Grade 1 in 1960-1966. For a while, the use of the mother tongue or vernacular was placed at the back seat of Philippine basic education until the First Language Component-Bridging Program (FLC-BP) on transitional education was put in place by the Department of Education from 1966-1993. This was followed by the Lingua Franca Education (LFE) Pilot study in 1999 to 2002. This study defined and implemented the National _ Bridging Program from mother tongue to Filipino to English, using four | largest lingua francas in the Philippines which are Tagalog, Hiligaynon, Cebuano, and Ilocano in Grades 1 and 2. It also bridged learned concepts in the mother tongue to Filipino and English. A long story indeed, but the journey of the mother tongue has to continue. It will continue with you as future teachers.re ere eee Unit 1 Overview Module 1; Legal Bases and Benefits of Teaghing nd Leaming the Mother Tongue 9 Moreover, it is not only in the Philippines where the use MTBMLE. has been revived, but also in many other countries in the world as UNESCO reports. Why is it important to use the mother tongue? Why do we have to ‘embrace MT'B-MLE in our teaching and in Jeamers’ learning? Do you have the answers? Would you like to know more? Inculcate Concepts | How many languages do you speak? Some of you speak two, three or even more languages but nobody speaks one language alone. ‘That is how language smart we are as Filipinos! Do you agree? But why do we have to master our first language (L1) or mother 1m our second (L2) or third (L3) language? Let us tongue before we lea consider the ben In the Philippines, studies have been implemented to strengthen the understanding and identify the benefits in the learning and use of the mother tongue (L1). Among others, there are the First and Second Hloilo Experiment (1948-1954 and 1961-1964); Rizal Experiment (1960- 1966); First Language Component Bridging Program (FLC-BP) in 1986 -1993; the Ligua Franca Education Pilot Study in 1999-2002; and the Lubuagan Kalinga MLE Program Let us look at these benefits on the four aspects of development. Study the matrix that follows.Nea agri se on vernal EAE aoe A 40 Mother Tongue F MOTHER TONGUE BASED-MULTILINGUAL EDUCATION Benefits of MTB-MLE > Education begins with the use of the first language of the learners, a language that they understand. : «The macroskills in communication are developed for effective meaning-making and accuracy. Listening: Learners listen to understand and use what they hear. : Speaking: Learners speak with understanding to communicate their thoughts and ideas clearly. Reading: Learners read to understand, apply, analyze, critique and use information from printed or digital materials, Writing: Learners write creatively to communicate thoughts and feelings clearly and accurately to others. School children will have a good language bridge to the next language which is needed to succeed in school and for lifelong learning. The first language that children master will provide a strong educational foundation. The first language becomes the language of thinking, doing, applying and creating. School children in the early years learn beyond the who, what, when, and where and progress to higher order thinking skills because they use the first language. Begining school learners express themsleves easily and freely. e School learners participate actively in class activities. Learners are able to process instruction easily without doing mental translation. Begining school learners academically perform better than those using the second or third languages. Parents are more likely to participate in the children's learning. Teachers can easily scaffold the learning of children. . School learners bring to the class prior knowledge, lived experiences, language, and culture Lessons incorporate the best of cultural values in arts, music, literature, tradition, and others. ud — ea of the learners are included and le various concepts in the curriculum. Learners preserve their heritage and culture, Academic Socio-Cutturala. toa. ‘Unit 1: Overview, Module 1: Legal Bases and Benefits of Teaching and Learring the Mother Tonge? 7 More Benefits Classroom observations have shown that children who are using the fist lngenge to communicate are more participative and confident and have higher self-esteem. They show increased motivation, initiative, and creativity. It is because LI classrooms allow children to be themselves snd develop their personalities as well as their intellects. the decrease in dropout rates and Several studies found out that ‘on rates in schools have been attributed to the use of increase in retenti the first language. When the language of home and school are the same, children tend to be interested to going to school everyday. Simply put, the use of mother tongue in learning enables the leamer to: > Listen with understanding. > Speak with understanding. > Read with understanding. > Write with understanding. > View with understanding. Understanding means making m read, spoken, written, or seen. It has also been observed in many countries that without the use of the mother tongue in teaching and learning, children’s potentials are often wasted. This condition tends to result to less development or even educational failure. eaning out of what has been heard,12 Mother Tongue for Teaching and Learning Intensify Learning mother tongue. Activity 1: Understanding Further Our First Language In the Philippines, RICE is our staple food. We eat RICE More than three times a day. Let us use RICE as an example to study our firg, language (L1). Answer the questions that refer to RICE with answers in yoy, RICE : OUR STAPLE FOOD Answer in the Mother Tongue [. Question 4. What is RICE-in your mother | tongue? 2. What is UNMILLED RICE called? t— 3. What name do you give to STICKY RICE? 4. How does your family call BROWN RICE? 5. What is UNCOOKED RICE in your mother tongue? 6. What is COOKED RICE in your mother tongue? 7. How do you call LEFTOVER RICE? 8. What is the word for FRIED RICE in your mother tongue? 9. What is term is use for RICE 10. What is term used for RICE BRAN? 1 HUSK? | Did the activity interest word RICE has several equivalent words in the language that you commonly use at home? | you? Have you realized that the EnglishUnit 1: Overview, Module 4; Lage! Bases and Bonet of Teaching and Leeming the Mother Tongue 13 Write your personal reflection about the activity. Complete the following incomplete sentences: 1, | learned that: a, b, 2. | realized that. 3. | resolve to 4, When | become a teacher, | will Activity 2: Determining the Benefits of Using the Mother Tongue: Making an Observation Work with a partner. Together, find time to observe a class where the teacher is using the mother tongue as a medium of instruction or teaching. Write your observations that are related to the identified aspects of the development presented in the previous section. What benefit does each learner Classroom activity that uses mother tongue as a get from the use of the mother tongue? + medium of teaching and learning Language Development Cognitive Development ‘Academic Development Social-Cultural Development444 Mother Tongue for Teaching and Leamind L ? Let us find out! know’ How much do you me are questions that need a YES or NO answer. After you a explain WHY. ‘get wi | have decided with your answer, : : 1. Will early years school children understand better if taught in Lip | ‘Yes. No. - | 0 oe eee Why? mat | wan 2. Will learning with the use of the mother tongue hamper the learning of the second language? Yes No. Why? ee te Ee eh ee ee eS ee 3. Will it be difficult for mother tongue learners to learn higher order | thinking skills in the upper elementary grades or even in high school? Yes. No. Why? 4. Will the mother tongue enhance the lerners’ liking of or interest in local songs, poems, and stories? Yes No Why?, Let us apply your insights. Form a group of 5 members. Activity 1: Experience the Benefits of the Mother Tongue: Use It for Listening and Speaking : 1; Choose a short story or a legend which is commonly told in your locality and has an English translation. 2. Write this story or legend in both your m i other t d in English (L2 or L3), * coin 5 3. Request for a storytelling time from the teacher in the school nearest you. This can be done in any class in Kindergarten or Grade 1.ee OE. ‘Unit: Overview, Module 1; Legal Bases and Benefits of Teaching and Leaming the Mother Tongue 15: 4, The two of you will be the storytellers. One will use the mother tongue and the other will use English. 5. You will tell the story in two different days to the same group of children. 6. Let the other members of your group OBSERVE while the story is being told in each language. 7. Record all observations and make a report. 8. Discuss in your class and submit the report to your teacher. Leamers’ Behavior Leamers' Behavior Key Observation Questons Observed in Observed in Mother Tongue Story English Story 1. Do leamers like story telling time? What are the observable reactions? How do learners listen while the story is told? v » How do learners respond to oral ‘questions about the story? S . To what extent do learners understand the story? To what extent do learners enjoy listening and talking about the story? What general observations have you made about the storytelling time in two languages? In which language did the learners enjoy and learn more? a 2 = Activity 2:. Reflect on this. As a future teacher, which language is more effective in communicating with learners in the early grade level? Why?MRE We ge ia TEE bien yee a gah A 16 Motner Tongue for Teaching and Leaing F Witt ar Tange 6 gE ae Oven eg Fina Felisa L. Alcudia / Ma- } k Fina Module 2 - What is ft ToD about is lesson, you will be introduced to general ae mt gies sonents and features. It is a step that will gu / ape ace ot language used to communicate so that you can | to a better view , function well in a speech community. } ‘As human beings, we live in a world where we commune an interact with others. | i | j Lesson @) Structures of a Language This lesson is designed to make you understand what language is and the components that comprise it. You will be introduced to the’ Defined what language is and described its | components | languages | > Compared the phonemic and syntactic structures of |Unt 2: Moher Tongue as a Language Module: Whatis Language? 17 ; a7 —_— Inspire Oneself Express your thoughts on the following cases: + Can you imagine how the world would be if we do not have a language to use in communicating? How would you describe it? + Have you watched a TV program in a foreign language and you keep on viewing it without understanding what the speaker is saying? How did you cope with the situation? Having a language is perhaps one major attribute that makes human beings far different from animals. To understand our humanity, we need to understand the nature of our language for this makes us human. Knowing a language and using it to communicate one’s thoughts, sentiments, desires, fears, among others is a necessary tool to survive in our society Let us get to know more about language. "Inculcte Concepts (a What exactly is language? Language is a system of human communication which consists of the structured arrangement of strings of sounds (or their written representation) that are put together to form a code. This labels a concept or an object and which can be put into larger units such as words and utterances (Richards, 1993). It can be any particular system of communication such as the English language, the Filipino language, the Hiligaynon language, or the Kapampangan language. In recent years, teachers like you, who may not be majors in linguistics, make an effort in understanding the technical terms of linguists when studying language. It will be very helpful to adopt these terms to describe the elements or components of a linguistic system. A language as a linguistic system has components: Phonology, Morphology, and Syntax.418 Mother Tongue for Teaching and Leaning ‘Components of Language Phonology Morphology ‘Semantics Pragmatics FORM one speaks, it is basically spoken first and m anywhere in the world. Any linguistic system is initially studied and learned according to how the sounds are produced. Let us look at each term and its definition. Whatever language precedes the written for * Phonetics looks into how the actual sounds of a language are produced. It looks into the raw materials out of which language is made. + Phonology, on the other hand, is sound patterning. It refers to how each sound is put together to form a string of sounds in order to produce the word. * How these strings of sounds are put together, in a broad term, is called syntax. This is the arrangement and form of the words. It is that part of language which links together the sound pattems and the meaning. * Semantics refers to the meaning of words or how these words are used in a speech community. + Another growing discipline in language study is pragmatics. It deals with how members of a speech community use language to communicate in ways that cannot be predicted from linguistic knowledge alone. This is the area that supports the fact that more is expressed than what words could carry.Oe ne ECS wou gn sstapog weiesvenuunpag 19 IMUS_LA Si ARY. f | ntensi 5 yy Le any y | Let us look into the specific components of a language, The Phonological System The phonological system of a language is composed of speech sounds known as phonemes. They are subdivided into segmental phonemes and suprasegmental phonemes. The segmental Phonemes are the vowel sounds, the consonant sounds, diphthongs, and triphthongs. On the other hand, the suprasegmental phonemes include the Stress, the intonation, pauses, and junctures. There are rules that combine phonemes to form words and to express something based on the “tune” of the utterance, all of which can affect the meaning intended by the speaker. A word of reminder: For the common understanding of the phonemes in any language that will be analyzed and studied, this book will be using the International Phonetic Alphabet (IPA) symbols as a common code. Brackets [ ] will be used for Phonetic transcription using the IPA. ICT Tool Tip: When using your computer to encode the IPA symbols, your Windows systems must have a font that includes the IPA extensions, such as Lucida Sans Unicode, Doulos SIL or Arial Unicode MS. International Phonetic Alphabet The IPA is a universally established and standardized set of codes or system that can be used to represent the sounds of human speech. It can be employed in transcribing the speech sounds of any language. There are varied phonemes in a language: vowels, consonants, diphthongs, triphthongs, pauses or junctures, stress, and intonation, 1. Vowel Phonemes are the sounds produced by the articulation of the mouth without any oral impediment. heed, beat fil hot, bought [a] hid, bit ft] hoe, boat [o] hate, bait lel . who, boot fu] head, bet lel hood, book [u] had, bat hut, but fn] acklsston NO.: 924 ‘rrr20 Mother Tongue for Teaching and Learning hide, bite fail how, bout law) fa bil heard, Bert a ahead fal Figure 1. Articulation of the Vowel Phonemes Front Central Back lowe i 2. Diphthongs and Triphthongs Diphthongs are two vowel phonemes combined to produce the correct sound of a syllable while a triphthong is a monosyllable that contains three vowel phonemes. Diphthongs are present in some of the local languages; however, triphthongs are apparently not part of Philippine languages. /er/ as in ‘take’ fat/ as in ‘buy’ /at/ as in ‘boy’ /ta/ as in fear’ /ea/ as in ‘care’ [au] as in ‘go’ /va/ as in ‘poor’ /au/ as in ‘cow’Unt 2:MotrTonque ann Language Module 2: Whats Langue? 24 ‘The consonant phonemes are basic speech nemes: sounds that are produced through the articulations of the mouth but with certain Prat impediments. A consonant phoneme can be combined with a vowel to form a syllable, Consonants P pip 3 meagure b bib h hen t ten tf church Gis, “sden dg judge k gat m man g get now f fish y sing 8 thigh 1 let 6 this r ride s set w wet 2 z00 j yet I shipa pot a, Were 22 Mother Tongue for Teaching and Learning J: Having familiarized yourself with the IPA and the segmen, ‘Activity 1 ‘analyze the following examples and complete the unfinished ses “fan” has three | d three + The English word “fan” has three letters an Phonemes _ the consonant phoneme [f], the vowel phoneme [ae], and another consonant phoneme [n]. + The Tagalog version of fan is “paypay””. It has six letters ang four phonemes — the consonant phoneme [p], diphthong [ai},| another consonant phoneme [p], and another diphthong [ai]. + In Hiligaynon, “fan” is known also as: “paypay” or “kuyab,” The phonemic transcription of the word “kuyab” is (Kc), [u, [i [a], [b]. In other words, there are five phonemes. r Based on the analysis of the phonemic structures, 1. I think that the phoneme of a word . when a word is written, how one enunciates it The Morphological System The second component of language is the morpheme. The morphological system studies the smallest unit of meaning called morphemes. There is a free morpheme which functions independently and is considered as the root word, e.g. pencil, rain, study. Another kind is the bound morpheme which must be used with other morphemes such as affixes or inflections. Examples are -s in pencils, -ing in raining, -ied in studied.(Unt2; Mother Tongue asa Language Module 2: Whats Language? Activity @: Provide examples in your mother tongue, Identify the morphemes and the affixes. ine [ois | ae giving ing English po i ibini cae Filipino | [ Your mother 4 tongue ‘The Syntactic System The third component of a language is the syntactic system. It is the grammatical structure or the word order in a language. This expresses an idea or content as captured by what the words mean. It includes the governing rules of word formations as well as the rules explaining the relationship of words within a sentence or between and among sentence structures. The Content ‘The content is the meaning intended by the speaker. The word meaning of an item or concept may vary across cultures because rember: of a speech community capture their view of reality using the morphemes or words as labels of their experiences. How they perceive things and their practices vary; hence, language is a rich representation of their world and of reality. To the Filipinos, rice is a staple food. It is a significant commodity that is present in every meal or every Filipino household. You may know several words or labels of the different ways of naming, preparing or eating rice. In other parts of the world, the concept of rice may be limited; hence, they may not have a word in their language that has reference to the word rice.24 Mother Tongue for Teaching and a | Activity 3: Given th iat l¢ word ‘rice,’ li collocates or | Associations of the word as you cal waite et word. Activity 4: Study the given sentence structure. ing tool. Structure 1: Language is an amaz! an amazing tool. Language 5 Subject Lv Complement Predicate If you were to write the content of Structure 1 into Filipino, what will the sentence be? t Filipino, how would you rewrite the | If your mother tongue is no sentence in Structure | in your mother tongue? Structure 2: A young child needs a language to express his ideas. A young child needs a language to express his ideas. Subject Verb Object of the V Prepositional Phrase Predicate If you were to write the content i ilipi i Tapa ent of Structure 2 into Filipino, what will j | | | j | i If your mother i tongue is not Filipi . sentence ii a ipino, how ‘nce in Structure 2 in your mother tongue? would you rewrite i Rae Fea ween ‘rice,’ list down as many collocate, ent them around the word, + Activity associations of the word as you can. W1 Activity 4: Study the given sentence structure. Structure 1: Language is an amazing tool. Language is an amazing tool. Subject Lv Complement Predicate If you were to write the content of Structure 1 into Filipino, what will the sentence be? | If your mother tongue is not Filipino, how would you rewrite sentence in Structure 1 in your mother tongue? Structure 2: A young child needs a language to express his ideas. A young child needs a language _ to express his ideas. Subject Verb Object of the V Prepositional Predicate If you were to write the content of Structure 2 into Filipino, what the sentence be? Tf your mother tongue is not Filipino, how would you rewrite tht sentence in Structure 2 in your mother tongue?ae Unit2: Mother Tongue as a Language Module 2: What is Language? Comparing the sentence structures including your own newly crafted structures, What have you noticed? What comes first? Point similarities and differences of the sentence structures in English, words in Filipino, and your mother tongue. The Use of the Language Knowing that message is carried by the form and the content of language, one can use the medium to communicate. Language is therefore used to negotiate meaning and achieve the intention that primarily drives the speaker to talk. The study of how speakers use language to accomplish tasks is called pragmatics. Pragmatics is a branch of linguistics which studies those aspects of meaning which cannot be captured and predicted from linguistic knowledge alone. It deals with how the listeners arrive at the intended meaning of the speakers. It tries to explain how interlocutors (speaker- listener) observe the principles of communicating by applying various language devices to reach a common understanding. Every utterance or speech act has an intended function. Halliday identified the seven language functions of young language learners. These functions tend to show the personal, social, and academic aspects of human development. 1. Instrumental Children use language to express his needs or to get things done. e.g. | want my toy. 2. Regulatory Children use language to influence the behavior of others such as persuading/ commanding/ordering/ requesting others to do things. €.g. Please give me the ball. 25Se eens is Chr cid 26 Mother Tongue for Teaching and Learning 3. Interactional : er Children use language to develop social relationships and facilitate the process of interaction. e.g. Will you play with me? > Personal Children use language to express personal preferences and individual identity. d _“ eg. Sai to be a marine biologist when I grow up. w ).. Representational . Children use language to convey information. They are concerned with relaying or requesting facts and information. é eg. I saw a green turtle in the pond. 6. Heuristic ; “Children use language to learn and explore the environment to be able to understand it. This may be questions and answers. e.g. What is the most dangerous shark? 7. Imaginative : Children use language to tell stories, express fantasies, and to create an imaginary environment. These may accompany imaginary worlds or storytelling. eg. In a faraway place, there lived a hermit | When communicating using a language, much more is sometimes meant that what is actually uttered. For example, an utterance spoken can be identified as a question answerable by a yes or a no. Yet, the listener actually can understand the real intention of the speaker which may not necessarily require a positive or negative response but something else. Pragmatics is the discipline that tries to explain the undertones and real intentions behind the linguistic structure. Activity 5: Let’s analyze the following discourse. Speaker A: Can you please pass the bag? Speaker B: (Without answering speaker B passes the bag to speaker A.) What is the kind of sentence structure is spoken by Speaker A? What do you think is the intention of Speaker A? Has communication taken place? Why do you say so? Why did Speaker B respond by passing the bag to Speaker A? How did Speaker B understand the utterance?Answer the following items by writing TRUE if the statement presents a correct idea and FALSE if otherwise. L Language is a code used by a speech community in negotiating meaning. 2. Form, content and language use comprise a language. 3. The phonological system of a language is composed of segmental and suprasegmental phonemes. 4. The phoneme is the smallest unit of sound that has meaning. ____5. The study of the sounds of a language also means to study its structure, 6. Pragmatics investigates the use of language to negotiate meaning and accomplish tasks. 7. The syntactic system of a language looks at the rules governing word formation and their arrangement within a sentence and among the string of sentences. 8. The morpheme is the smallest unit of a word that has meaning. 9. How more is communicated than what words are uttered can be explain by pragmatics. 10. The language that a child was raised with at home is his mother tongue. Can you speak in more than one language? What languages do you know? Write down the languages that you believe you can use in communicating and rank them according to your level of competence. yeep Unt 2 Meher Tongan wo Larges Nee 2 We siseguang = TT28 Mather Tongue for Teaching and Leeming gualism and MTB-MLE then write the space provided. 6: Further read on multilin; ay Use your thoughts on this. You m Activity 7: Complete the table by providing varied ways of expressing the same idea and message in, selected languages of the country and the world. You may research for relevant reading materials or interview resources persons to complete this task. Language _Text / Message English How are you? | Thank you. What's your name? Your mother tongue : | | French Spanish j Chinese | Korean German Arabic Italian Japanese | | MexicanModule 2 - What is Language? My Mother Te Lesson @ The Language tL ned First a In this section, you will be introduced to concepts about languages in the Philippines, As a future teacher in basic education, you need to be equipped with an enhanced understanding of the structures of your mother tongue as a unique linguistic system that specifically belongs to your rich cultural heritage, and gain a better grasp of how MTB-MLE can be implemented effetively. Intended Outcomes: > Familiarized with the varied Philippine languages > Differentiated a language from a dialect > Described the features of an identified mother tongue30 Mother Tongue for Teaching and Leaming Activity 1: Chaining Mother Tongue Objective of the activity: Write as many tet within the given limited time (e.g. 1-2 minutes). In the space provided, write a word in your mother tongue by spelling it correctly. Then add another word beginning with the last letter of the previous word given. Continue until the time is up. The winner & the one who has the most number of words written correctly in the mother tongue. rms in your mother tongue | The Philippines is a multilingual country.-All Philippine languages are Austronesian languages and Hesperonesia (Western Austronesian) languages. Chavacano, however, is a creole language having Spanish vocabulary but conforming to the basic Philippine syntax. It is spoken in Zamboanga and was the language in Cavite before. Language grows and may become extinct. The dynamism of a language is made possible by the speech community. If people continue to use the language it will establish its stability but if members of a speech minority would stop using their own vernacular and slowly prefer to use another language, their own language will slowly be overpowered by the other. Through time, the younger generations may no longer be able to use it. ‘Almost everybody knows and understands the English word ‘bag.’ What is it called in your mother tongue? There must have been a term for that before. It would be fascinating if you can still use your own mother tongue to name it. ‘As more innovations are made or more ideas are conceptualized, the demand to create a label for ideas and concepts is also rising. Development in society requires language to cope with its growth, What words do you know at the moment that was not yet knownre ante ee ar eee a eee ee eer eee eee Unit 2: Mother Tongue as a Language Module 2: What is Language? 34 \ perhaps ten years ago? These could be English words or any language that you speak. Name five new words that are commonly used at present. For example: pivels 1. yaen Perhaps most Filipinos would be more interested to know the number of languages spoken in the country. However, this query is not easy to answer for the exact number may vary depending on how linguists would categorise them. What is clear is that there are several languages coming from the various parts of the country and many of these have dialects which are morphophonemically distinguishable from their mother language. Languages are not usually spoken in the same manner from one part of the country to the another. The differences in the way members of a speech community speak are described as regional or social variations (dialects or sociolects). There are cases where there is a continuum of a language. Even though Hiligaynon is the language in the province of Iloilo, the last town in the southern part of the province has a dialect that is closely similar to Kiniray-a which is the language in Antique. Take a look at the linguistic spread in the Philippines. McFarland (1997) tried to give the total number of Philippine languages and categorized these. Subgrouping of Philippine Languages (McFarland, 1997) L._Ivatan Languages A. Itbayaten B. Ivatan C. Babuyan Il. Northern Philippine Languages A. Cordilleran languages 1. Dumagat languages a) NorthernDumagat languages b) Dumagat (Umirey) (Central Luzon]32 Mother Tongue for Teaching and Leeming 2. Northern Cordillera languages a) Isnag b) Addison ©) Malaweg d) Itawis e) Ibanag f) Atta g) Agta h) Agta i) Ga-dang j) Gadding k) Yogad 3. Mokano [Ilokos Norte: Hlokos Sur; La Union; Pangasinan; throughout Luzon as lingua franca] 4. Central Cordilleran languages a) Kalinga b) Into c) Balangaw d) Bontok e) Kankanaey f) Ifugao g) Sinai 5. Southern Cordilleran languages a) Keley-i b) Callahan c) Karaw d) Inibaloy e) Pangasinan B, Tlongot (Quirino: eastern Nueva Viscaya) C. Sambalic languages II. Meso-Philippine Languages A. Northern Mangyan languages 1. Ire 2. Alangan 3. Tadyawan B. South Mangyan languages 1. Batangan 2. Buhid 3. HanunodUnit 2; Mother Tongue as a Language Module 2: What is Language? 33 C. Palawan languages 1. North Palawan languages 2. South Palawan languages D. Central Philippine languages 1. Tagalog (central Luzon; throughout Philippines as basis of Filipino) 2. Bikol languages (Standard) {Eastern Camarines Norte; Camarines Sur; eastern Albay; Southern Catanduanes; northern Sorsogon] a) Bikol (Riconada) erally Spoken Languages Dialects in [southern Camarines Sur] the Philippines (2000) svww.nscb.gov.ph b) Bikol (Albay) [Western Albay] c) Bikol (Catanduanes) [Northern Catanduanes] 3. West Bisayan languages a) Kuyonon [Cuyo Islands, Palawan] b) Binisaya (West) [Southern Mindoro; southern Romblon; Seminar Islands, Antique] c), Aklanon [AKlan] d) Kinaray-a [Antique; western Capiz; Western Iloilo] 4. Central Bisayan languages a) Banton [western Romblon] b) Romblon [eastern Romblon] ¢) Hiligaynon (Iloilo: Capiz; Negros Occidental] d) Masbatefio 5. South Bisayan Languages a) Sebuano [Cebu; Negros Oriental, Bohol; Siquijor; western Leyte; northern Mindanao; throughout central and southern Philippine as lingua franca] b) Surigaonon [Surigao del Norte; Surigao del Sur] ¢) Butuanon [Agusan del Norte; Surigao del Sur] d) Tausug [Sulu; Tawi-tawi] 6. East Mindanao languages a) Mamanwa [Lake Mainit, Agusan del Norte] b) Kamayo [Southern Surigaodel Sur] ©) Davawefio [Northern Davao Oriental]‘Eastern Davao; Davao Oriental] Manda Cone Davao; Eastern Davao del Sur) f) Tagakaulu [central Davao del Sur] IV. Southern-Philippine Languages ‘A. Subanon languages 1, Subanun 2. Subanon (Southwestern and Central Zamboanga del Norte] 3 Kalibugan [Siraway, Zamboanga del Norte] B. Danao languages i Manes fLanao del Sur; Southern Lanao del Norte] 2. Tlanum [Northern Maguindanao] 3. Magindanao [Maguindanao] C. Manobo languages 1. North Manobo languages a) Kagayanen [Cagayancillo Island, Palawan] b) Kinamigin (Camigun] c) Binukid [Northem Bukidnon] 2. Central Manobo languages a) Manobo (Agusan) [Agusan del Sur; Eastern Agusan del Norte] b) Manobo (Rajah Kabungsuan) [Southern Surigao del Sur] c) Monobo (Ata) [Northwestern Davao] 4) Manobo (Tigwa) [Southeastern Bukidnon] e) Manobo (West Bukidnon; Southwestern Bukidnon] f) Manobo (Ilianen) [Northern North Cotabato; southern Bulidnon] g) Manobo (Obo) [Davao del Sur-North; Cotabato; Cotabato boundary] h) Dibabawon [Northeasterm Davao; Southern Agusan del Sur] 3. South Manobo languages a) Tagbanwa [Davao del Sur-North Cotabato boundary] b) Manobo (Sarangani) [Southern Davao del Sur; Southern Davao Oriental] c) Manobo (Cotabato) [Western Sultan Kudarat] V. Sama languages A. Sama (Stoney) {otutanga Island, Zamboanga del Sur] . Sama orth lolo anc i 3 i e Sama (North ) al Tungkil, Sulu; Basilan; Southern C. Sama (West) [Pangutaran and North Ubian, Sulu] D. Sama (Central) [Tawi-Tawi] E. Sama (South) [Simunul and Sibutu, Tawi-Tawi] F. Yakan (Eastern Basilan; Southeastern Zamboanga del Sur]G. JamaMapun [Kagayan de Sulu and Turtle Islands; Tawi-Tawi Southern Palawan] : H. Abaknon [Capul Island, Northern Samar] VI. South Mindanao languages A. Bagobo [Northern Davao del Sur] B. Blaan [Southeaster South Cotabato; Southern Davao del Sur] C. Tiboli [Western South Cotabato] D. Tiruray [Southwestern Maguindanao] VII. Sangil (Balut and Sarangani Islands, Davao del Sur] The Philippines has a rich linguistic culture and if a Filipino in the north travels down south of the country, he will surely feel like a foreigner in his own land due to the varied languages spoken. Counting the number of Philippine languages is not as simple as it seems but what can be estimated is based on the codes which are not mutually intelligible or understandable. McFarland counted 109. However, Chavacano, a Spanish creole with two known dialects, Tematefio and Zamboanguefio makes 110 languages. We are intimately familiar with our own language — the one we learned from our mother’s knee. Yet not so many have taken the keen interest to study the language with which they have been raised. —o Richards (1992) gives succinct, yet encompassing definitions of the terms, language and dialect. In general, language is defined as any particular system of human communication. The system consists of structured arrangement of sounds and their written representations that can lead to larger units i.e. morphemes, words, sentences, utterances. Sometimes, it is understood as what is spoken by a group of people in @ particular country or the language that is spoken by only a part of the total population of a country, such as Hindi in India, Mandarin in China, or Catalan in Spain. The Philippines is a multilingual country and out of the big number of languages, the Department of Education selected at least eight ‘mother tongues that can be used in school. Initial focus on materials development, training of teachers, and assessment of learning were in the language officially selected for instruction in the MTB MLE Program. It is projected that more mother tongues will soon be considered for Unit 2: Mother Tongue as a Language Module 2: What is Language? 35ms Mother Tongue for Teaching and Learning 2 ducted ji siatives being Con in the academic instruction with the many initial coualrye Ps same way from Languages are usually not spoken 17 eee the way a langues : area to another area in the country. Di aa terms of regional ha is spoken by different people are describe ee kel mn oss pt social variation. Dialect is a variety, ‘by people belonging to of a country such as in a regional dialect, or oF TF on the identities particular social class (sociolect). It usualy grammar, forms, ang main language with respect to some wor eociatel d with a particula, pronunciation, A dialect is said to be often as: accent. The definition-of language 01 seems to be no non-arbitrary point where, for way to Kinaray-a. The best way to distinguis! temporarily consider two reasons: 1. to label geographically the distinct varieties; and 2. as a result of standardization. In some cases, there is a continuum from one language to another language. Dialect A of Language 1 on one side of the area may be very similar to Dialect B of Language 2 on the other side. This phenomenon may be due to the members of the community coming from two different provinces who have frequent communicative encounters, hence having a fusion of the features of two different languages used by the members. r dialect is a bit problematic. There for example Hiligaynon gives h one from the other is tp A specific example is the Hiligaynon spoken in the southem part of Iloilo province which is nearer in variety to the Kiniray-a spoken in the province of Antique rather than to Hiligaynon. To a member of the speech community in Iloilo Province, that Kiniray-a may be considered a dialect or a variety but the Kiniray-a in Antique province is considered as a language. The socio-political situation somehow affects the identificati i fects a particular language associated to the le identification of P aa D is assigned to label such variety. PP COMMunity; hence a dialect Let us take a closer look at your own moth e : T tongue. Activity 1: Given a few minutes, £0 ai answers to the following gunn © lass tthe Ng questions, and find out‘Unit 2: Mother Tongue as a Language Module 2: What is Language? 37 . How many languages are spoken in your classroom? Are they all Philippine languages? Are there foreign languages spoken by your classmates inside the classroom? (If your answer to question 3 is NO, do not answer question number 4.) 4. What are these languages? yee . How many languages can you speak? t ‘Your mother tongue is a language and therefore it has its own t set of peculiar sounds, syntax, semantics. w Work on the following activity. Activity 2: Comparative Analysis of the Varied Linguistic Structures of Selected Philippine languages The first column of the table indicates the Philippine language. You may add another if you like. In the second column, write a word that names a thing, concept or idea. Then, using the IPA, transcribe the word. Identify the morphemes and write your answer in the fourth column. Be sure to separate them with a comma. In the fifth column, use the word in a sentence of the language. His father's cat caught the rat. He's singing while cooking.‘38 Mother Tongue for Teaching and Leaming i. Se a. oe sh, which is alr aay 4 ideri in English, which is already - Activity 3: dering that you speak in h is * er aiginne how do you express your greeting in other Philippine languages? Asking for the price of an item Expressing Greeting Gratitude How many expressions j a ety! able to identify? S10" in various Philippine languages were you— ‘Unit 2: Mother Tongue as a Language Module 2: What is Language? = 39 Activity 4: Think-Pair-Share Work with a partner and discuss how you will express the following utterances in your mother tongue, Write your answer in the space provided. 1, One needs # language to express his ideas and sentiments. . [take pride that | can speak in more than just one language. n 3. [can express myself better in my own language. - . Speaking in the mother tongue does not mean that I can think less than those who prefer to speak in English, . Building a strong foundation in mother tongue (L1) has scientifically been supported that it can lead to better learning of other languages such as English. ow Assess your attempt to convert the given sentences into your mother tongue. Was it easy or difficult? What made you think so? Answer the following items by writing TRUE if the statement Presents the correct idea and FALSE if otherwise. 1. The Philippines is a multilingual as well as multicultural country. —_____ 2. One criterion that a dialect is considered to be a part of a language is when there is mutual intelligibility among the members of the speech community.40 Mother Tongue for Teaching and Leaming (=]=]2]= =PEEPECEEEEPEEEEPEFE 2 ~lele|=Jel/s/]=/<[e[e/-lel>[=/=]=[e[-|=|=/|<|=|<|el>|-[=le|[el=[=[-|-|= g alelol=l=l-lelal@|-lol|>lelele@|-[<|=[s[2[ulo/=/ule[—-le 2 = zleilelel=|~||<|>/=/«/=|/=/e/#/[=[el= S alalslulnlq=l=|-lel err lrlrl=rlel l= l= 8 32 = stelcleol=l-lel-lel<[-l=lel=l=lel= lll [<[=l<[= a: a =z|<|olelelel|> el-lle wlolwlct=l=)-l|-l|-lele|= el-l=l=|>l=|[elel=[e/=|=/elalelelolalalslzlelulole sl=l=lel-|>[>|-l=lel[<[=|=]el=lol>lal=Unit 2: Mother Tongue as a Language Module 2: What is Language? 44 fT Integrate Learning | l The figure shows mapping of guidelines that provide information on how you can draw your own concept map. Study the Mind Map Guidelines and be able to apply these in your own output. Activity 6: Mind Mapping Directions: Draw a map of the given concepts or ideas you have learned in Lesson 2.1. Structures of a Language and Lesson 2.2. My Mother Tongue: The Language I Learned First of Module 2: Mother Tongue as @ Language. Arrange the concepts or words and connect them by lines or other visual presentation.Module 3 - Phonetic Features of a Language Lesson © The Sounds of a Language mu The study of the phonology of a language is concerned with the way the words or utterances are pronounced. It highlights the significant sounds of the language. The English language has more vowel phonemes than those in any Philippine languages. Have you considered determining the number of phonemes that your mother tongue has? Language leamers in the Philippines have been studying English and Filipino as official languages in the country and apparently gained ample knowledge about linguistic systems. However, not so many have paid attention on studying the structures of their own language. Since we are using mother tongue in academic discourse, the necessity to take a closer at it is gaining ground. Focus on your own mother tongue and study the features that make it distinct from other Philippine languages. How is your language written and sounded? Do find out. ? Intended Outcomes: * | > Identified the alphabet of a one’s mother tongue | > Compared the phonemic structure of one’s mother tongue with other known languages; and > Determined the phonemic structures in your mother tongue and the correct enunciation of each. A phoneme is the smallest distinct unit of sound in a language that can affect meaning,Unit 2: Mother Tongue as a Language Module 3: Phonetic Features of a Language 43 Inspire Oneself Take a look at these scribbles. Can you decipher the message? ©) Yes. What message is being communicated? mmo No. How will you unravel the message? It is apparently amazing to imagine that this was perhaps used by cour Philippine ancestors to communicate with each other centuries ago. The, message is actually written in a Philippine language known as the alibata Activity 1: Think--Pair--Share: Study the following symbols of the alibata. Create a sentence using the alibata. Write it in the space provided. Exchange with your partner and decipher the message using the guide given. _Anctant Forms ofthe Baybayin A E10 ty he dale ge mmm ne te » A~wtl@ Na aw SOT SRST OA SASSseas Bh HP OTERLAGTOVECEY Ba © | 99 NGO ‘creme vv oe re fe awvse ne yx sox Put mY BR w Ka | eF Pa Pain se SLEW NE OT YS Om Da @ 3 U-O Teg YT OMRAKTYMAS>vBCroY ‘The Baybayin Today Ga 2 | B Sa re ee ee Ha f Ta Bhd Minden) WW YP oe LP OTe we i Hunt nein VET RUN KKM OH LER | DD Wa Matin vv tb Ox eT vKkr Tr weAbhaYy la @ 2p Ya “The Anclant Seripts of Indonesia A UUW RD Ma % Bogs(Slened) eT ALY De MVAA DOA OER eoeaanvvw vr ec vaeroe ds vata >44 ~~ «Mother lonuueen er — «in sharing your views © rl * i Wh Our tivity With your par ould the p ople A ee question! How. , ed the shad used ae ive lived ‘and communicated FW hod Ne country have alibata? longer Wrillen Using Philippines Janguages from Hanglish or resent are NO However, the that set them apart guages al Pp! hilippine lan, eae ihe Roman alphabet r alibata but in the Roman @ have their own peculiar features any language. | The Alphabet nes requires the learning of the | English alphabet, Through the centuries, our country has been exponed to several influences and is still undergoing 4 transformation that introduces language issues. Even the languages used in the country have incorporated the foreign sounds and other important phonemes coming from the Spanish language or the other languages of the colonizers, At present, all Philippine languages basically adopted the English alphabet and with the incorporation of selected sounds from the Spanish phonemes. One’s mother tongue that is not English will definitely have its own features specific to its nature, Being literate in the Philippi What exactly is an alphabet? An alphabet is a standard set of letters or ich i A i 8 8 or graphemes which is used balay or code ideas. The general rule is that the letters represent the ic significant sounds (phonemes) of the spoken language : Ait ee iH Rae languages use syllabaries in which Sents a syllable, Logographies are also used ; ic — character represents 4 morpheme. In the oe hi e bee ee of the Philippine languages. This is es ted eee rae oie eo Alibata is a term that raked the s alphabet of Magui if eae the | guindanao ot) us a Stee Philippines and derived from a ho : are Palle panda which means “to Spell” in Tagalo, He Coes guages are presently written using the Roman alpha ne alphabet. Basically, the alphabet of a langu © has correspo 8 s abet of a |; ding sounds habs guage has corres i ds Vs take a closer look at the alphabet in your mother tong Fe. Are pl ue.Unit 2: Mother Tongue as a Language Module 3: Phonetic Features of a Language 45 there phonetic features that set it apart from the commonly known English phonemes? The following exercise aims to assist you in studying your own mother tongue. As you perform the task, reflect on your mother tongue which perhaps you may have taken for granted. If you have been paying close attention to your mother tongue, that means you can be an advocate in helping others appreciate the wonderful gift that has been endowed to you and your speech community — your language, Activity 3: Write the alphabet found in your mother tongue and provide an example by writing the word in the column corresponding to each alphabet. Transcribe the word using the IPA transcription codes then write the English equivalent. | | Example of a | word iP English | Alphabet | that begins with th iptic Translation | the letter Yanscription | or the given word | of the alphabet bf | ple bn ta | eed eT — = | | i ee janeeaeninentne nda46 Mather Tonguo for Teaching and Leaning u realized regarding the what have yo sider as the unique ‘After doing the task, alphabet in your mother tongue? What do you con phonological features of your alphabet? Use the space below for your answers. 1.Unit 2: Mother Tongue as a Language Module 3: Phonetic Features of a Language 47 Activity 4: Construct an alphabet chart.Use the right and common word in your mother tongue as an example for each letter and look for a fitting picture to accompany the word. Your output may be used as an instructional material in your classroom. Now that you have identified the alphabet of your mother tongue, let us focus on the phonemes, Phonemes A phoneme is the smallest unit of sound in a language which can distinguish meaning. For example: In English, the words, can and fan, differ in their initial sounds: can begins with the phoneme /k/ and fan with /{/. Fan /ae/ and fin /W/ differ only in their vowel phonemes. Therefore, we can say that /k/, /f/, /a/, and /I/ are phonemes. English is often considered to have 44 phonemes with 20 vowel sounds and 24 consonant sounds. In Hiligaynon, the words sila (they) and pila (how much/many) differ in their initial sounds. Sila begins with the sibilant /s/ while pila has the bilabial phoneme /p/. Therefore, /s/, /p/, /\/, and the schwa sound /a / are phonemes in Hiligaynon language. You may have noticed that each symbol of a phoneme is placed inside slashes (/ /). You may also have seen phonemes placed inside brackets ([ ]). The phoneme placed inside slashes is considered broad transcription and will be used for the purpose of this book. However, if you need to closely conduct a narrow transcription that will include as much detail as you deem necessary, then the phonetic transcription would require you to use brackets. Under the Generative Phonology framework, the slashes or the brackets represent two distinct phases of phonological processing. The slashes denote the mental phonemic transcription of the sound considered as a single unit in the brain. When this phoneme is transformed into its final form (in brackets) it then passes through the articulators and finally enunciated. This is evident with contrastive sounds such as /p/ and [p*]. For the purpose of identifying the phonemes of your mother tongue, the slashes can be employed at the start.48 Mother Tongue for Teaching and Leaming Activity 5: Word Phonemes i i i languages, write the Given the following five words in selected langu phonemes in the space provided. Write five words in your mother tongue and identify the phonemes in each word by writing the symbo| using the IPA symbols in Module 2, Lesson 2.1. Phonemes | Word om ake fal, ik, fof |5.kami (we) (, me) eg. adlaw In Hiligaynon | (suniday/ Jal, (al, MV, fav morning, late) a 1. sulat (to } write) fh 2. aso (dog) [3.. lapis (pencil) 4. sila (they) | s the vocal chords. The best way putting a sheei of sound of the phoneme. of the air from the oral c does not move, the phoneme is voiceless. to test whether a phoneme is voiced or not is by Paper in front of your mouth as you enunciate the. If the sheet of paper moves due to the release avity, then it is voiceless; Phonemes may either be voiced or voiceless. voiced when it is produced with a vibration in the vocal cords while the phoneme is voiceless when it is produced without however, if the she A phoneme is any vibration inUnit 2: Mother Tongue as a Language Module 3: Phonetic Features of a Language 49. Activity 6: Identify the following phonemes as either voiced or voiceless by writing it in the appropriate box. Voiced Phonemes Voiceless Phonemes50 Mother Tongue for Teaching and Learning There are segmental phonemes and suprasegmental phonemes, Under the segmental phonemes are the vowel phonemes, consonan, phonemes, diphthongs, and triphthongs. Stress, accent, and junctures are examples of the suprasegmental phonemes. Segmental Phonemes Vowel Phonemes — are sounds produced by the articulators without any oral impediment. The sound produced may depend on the position of the tongue or how the tongue is raised. Examples /a/, /e/, jy » Consonant Phonemes — are the sounds that are produced with | certain oral impediments. Some consonant phonemes are completely _ blocked and they are called stops (e.g. /p/, /b/). Others are partially | blocked called laterals (e.g. //) or where the opening is narrow allowing the escape of air with a friction called fricatives (e.g. /f/, /v/). « Some of the sounds are produced with the airstream blocked in the mouth but released through the nose. These are the masals (e.g. /m/, In/, In). Diphthongs — are sounds considered as one distinctive vowel of a speech sound but involves two vowels with one gliding to the other _ phoneme. Examples of these are /ai/, /ou/. Triphthongs on the other — hand consist of three vowel phonemes and considered as a particular | vowel of a speech sound. There are words in the English language that — have diphthongs or triphthongs. 4 Are there words in your mother tongue that contain triphthongs? 4 Write them down.Unit 2: Mother Tongue as a Language Module 3: Phonetic Features of aLanguage 54 Activity 7: Try to give at least five examples for each category of phonemes in your mother tongue, Underline the letter or the syllable you have identified as the representative of the phoneme. You may use a separate sheet if needed, fs Mother Tongue: pee eee F nae a | Other peculiar /owel nsonant honemes | Phonemes | Phonemes | DiPhthongs | Triphthongs | stint your | | mother tongue eg. /a/ atis, | /b/ bato Jail gamay. | Based on the listed alphabet of your mother tongue, how many phonemes are there in your mother tongue? The number of phonemes varies from one language to another. English is often considered to have 44 phonemes with 24 consonant phonemes and 20 vowel phonemes. Consider your mother tongue. Are there other sounds which are not captured by the’ alphabet that you have identified? Oves. O no.oD 52 Mother Tongue for Teaching and Leaming bet cannot entirely capture Tf none, then the letters of the alphal if there are other sounds ~ the phonemes of your language. However, ‘what are they? ‘write examples of these present in your mother tongue, words and underline the letter or the syllable containing the sound. How many are the vowel phonemes? i ?_s Give a word as an example for each vowel phoneme.Unit 2: Mother Tongue as a Language Module 3: Phonetic Features of a Language 53 How many are'the consonant phonemes? Give a word as an example for each consonant phoneme. Accent Another phonological feature of a language that affects meaning is accent. Accent refers to the emphasis given to a syllable in a word by means of loudness, vowel length, pitch, or a combination of these. Accent could affect intended meaning; hence, it should be used appropriately. In Hiligaynon, the grammatical particles have one primary accented syllable. Accent or stress given to a syllable can lead to a lexically significant effect as seen by the following examples. ila (they/theirs) ila (wild) 4mu (master) ami (that is it) pénit (skin) panit (tuna) Taku (fool) tuk (command the dog to sit or to be ina position when the dog reclines with head on outstretched front paws) Pala (shovel/spade) _pal (big ants)54 Mother Tongue for Teaching and Leeming our mother tongue? Gi Do you also have a similar feature in y meaning of i in the examples. How does accent mark the differences in words? The Philippine languages seem to be characterized as easy to speak and to write because how you actually say the words is how they are usually spelled. However, the fact remains that there are still nuances in how some words are pronounced and may not be spelled as to how they are supposed to be written. Can you think of examples in the other Phi lippine languages or in your mother tongue?Unit 2: Mother Tongue as a Language Module 3: Phonetic Features of a Language 55 Analyze the accents of your mother tongue. What is a striking Pepe in the accent? Does your mother tongue have the following clusters? pis an unaspirated bilabial ‘Word—initial: prénda 3 flowed by a apped net pra pawn) Word-medial: apni (approve) plisa aut of the Word- intial: plays (pliers) voiees aia unaspirated " stop and alight Word-meial: apay (apply) Th isa voiced bilabial stop | Word: brits (paint combined witha tapped It) | brush) Word-mesial: Abi (Api) Tbs a voiced bilabial stop followed by alight lateral Worgcmediak problema | Tilisavoioeless dental Word-intial:rapu (ag, wipe) unaspirated stop flowed by @ FWord-medial: ras (ack of, tapped i reel) Tl is@ voiced dental stop | Word- ina: drayb (dive) followed by a tapped Ir! ‘Word-medial:ddres (address) This voiceless unaspirated | Word- ina: kayla (rayola) velar stop combined with aT Word-medial: Ska (lady's tapped fagas) This a voiceless velar Word-iniia: Hab (cub) ‘unaspirated stop combined with a yoced lateral Tis voiced velar stop | Word-inial:grabe (grave, followed bya tapped I! serious) Wm agrabyado ( ifthere are other observations that you would lke to add, use the space provided. Kb56 Mother Tongue for Teaching and Leaming Analyze the accents of your mother tongue. What is a striking Peculiarity in the accent? Does your mother tongue have the following Clusters with semivowels as a second member? ris (Reference: Wolfenden’ you have a similar cluster in, Hiligaynon Reference your ig} ae ~ an ese Examples are in Hiligaynon example. feature is not present, then you may leave i Clusters with semivowels as blank. If you are a Hiligaynon second member speaker, give another example pw as an unaspirated pwede (possible) voiceless bilabial stop followed by a voiced back rounded wera (except) consonantal vocoid ‘rw is an unaspirated voiceless | kwadrado (square) velar stop followed by a voiced back rounded consonantal vocoid {gulis a voiced velar stop | gwapa (beautiful face, prety) followed by a voiced back ‘ounded consonantal vocoid ‘ow! isa voiced bilabial stop | bwas (tomorow) followed by a voiced back ‘ounded consonantal vocoid (dylis a voiced alveoiar stop | dyutay (smal, itl) followed by a voiced high front Uunrounded consonantal vocoid_| sadya (happy) _| Isyl isa voiceless grooved alveolar fricative folowed by | abunansya (abundance) a voiced high front unrounded ‘consonantal vocoid ‘yl a voiced alveolar lateral _| Kutsyo (nif) followed by a voiced high front Unrounded consonantal vocoid. lyabe (key) Ty! i a voiced bilabial stop followed by a voiced high front tunrounded consonantal vocoid kambyo (change ofthe money paid) there are other observations that you woul ike oad use the spae provided, sel Pa ee elUnit 2: Mother Tongue as @ Language Module 3: Phonetic Features of a Language Morphophonemics Another feature of language is. morphophonemics Morphophonemics or morphonology studies the interaction between morphological and phonological or phonetic processes. It focuses on the sound changes that take place in morphemes (minimal meaningful units) when they combine to form words. That is, the pronunciation changes when morphemes come together in word formation. There are several types of morphophonemics changes. Some of these are: Stress shift Vowel loss Metathesis Assimilation of one sound to anothr Consonant change . Stress shift The first kind of morphophonemic change is stress. A shift in the stress can affect meaning. There may be words that may shift its stress from its original place when there is an affixation. © Stress shift to the right Stress is shifted to the right when a suffix is added to the base form of the word as shown in the examples. (Reference: Wolfenden's Hiigaynon Reference The word with the suffix New word Grammar) Examples are in Hiligaynon libot (around) libot + ka + ~an Kalibotan (world) simba (worship) simba + ~(h)an simbahan (church) tapos (finish) tapos + ka~+-an kataposan_ Ee Kauswagan (progress swag (progress {verb]) swag + ka~ + an {noun}: development 57fg Mother Tongue for Teaching and Learning Analyze the stress of words in your own mother tongue. Does \, your mother tongue have a similar feature? If you so, give an example, However, if you are a Hiligaynon speaker, give another example. If the feature is not present, then you may move on to the next element. Examples in your mother The word with the suffix New word i tongue © Stress shift to the left There may be words where stress is shifted to the left when the suffixation is accompanied by a vowel loss in the stem next to the suffix. (Reference: Wolfenden’s Hiligaynon Reference Grammar) The word with the suffix Examples are in Hiligaynon vats os a. Seer Piet, sakay (to ride) sékyan (vehicle for riding) pata (to kil; dead) patyon (intended to kill)Unit 2: Mother * Tongue as @ Language Module 3: Phonetic Features of a Language 59 Analyze the stress of wor rds in your mother tongue. Doe: ‘ . S mother ee a similar feature? If you so, ive an xan However A " are a Hiligaynon speaker, give another example. If the feat ‘ot present, then you may move on to the next element. Examples in your mother tongue The word with the suffix New word 2. Vowel loss The next type of morphophonemic change is the loss of the vowel phoneme. This is when the stressed vowel is lost when certain roots have a suffix and stress is shifted to the right. (Reference: Wolfenden's ala (bring) dal-on (to bring something) {gub~on (to destroy some- Guba (destroy) guba +-on thing) basd (wet) bas~on (to wet something) kédton (to bite something) ‘Saktan (to hurt someone) kinataw--an (birth)60 Mother Tongue for Teaching and Leeming fe the stress of words in your mother tongue. Does you, feature? If you so, give an give another example. If the to the next element. Analyz mother tongue have a similar However, if you are a Hiligaynon speaker, feature is not present, then you may move on 3. Metathesis is the transposition of sounds or letters in a word. It is the re-arranging of sounds or syllables in a word, or of words in a sentence. In Hiligaynon, there is such a transposition. The loss of the vowel in the stem final syllable may bring two consonants together. (Reference: Wolfenden's iat = cede a The Base Word and | ‘The Metathesis leading to The base Wort the Affix the New Word Examples are in Hiligaynon inom + --on imnon (to drink something) tamnan (to plant on something) tanom + ~an sudian (to enter a place; to put something inside a sulod (enter) sulod + ~an container) ilis (change) ilis + -an islan (to change a thing) tun~an (to study fom mem iUnit 2: init2: Mother Tongue as a Language Module 3: Phonetic Features ofa Language 61 Analyze the stress of words in your mother-ton; De mother tongue have a similar feature? Hf you so, wive an example, However, if you are a Hiligaynon speaker, give another example Ifthe feature is not present, then you may move on to the next element. 4. Assimilation of the nasal sound to the consonant that follows: When the velar nasal ng or enunciated as /y/ is in the final position, it is somehow changed to the point of articulation as the following initial position of the stem. -mb-- ni-- ng /n/ + d-- = --nd-- This type of change occurs in verbs or gerund--like words involving the mang---- or pang--—- affix.62 Mother Tongue for Teaching and Learning gy (Reference: Wolfenden's ] F teosnan fiperence The New Word with the Grammar) zs The Base Word anecrank Chane Assimilation of nasal to the esis coors 1 a Examples are in Hiligaynon Pambasa (used for pang- + basa basa (read) reading) pang- + bakal bakal (buy) pambakal (used for buying) ‘ “| Mandakop (to catch mang + dakop dakop (catch) something) pang- + duls dulsi (candy) pandulsi (used for dessert) manlaba (to wash; to mang- + laba laba (wash) funder oi Winosit J Manghimos (to fx; to mang- + himos mos (fix) ore) Analyze the stress of words in your mother tongue. Does your mother tongue have a similar feature? If you so, give an example. However, if you are a Hiligaynon speaker, give another example. If the feature is not present, then you may move on to the next element. ‘Examples in your mother tongue The word with the suffix New wordUnit 2: Mother Tongue as a Language Module 8: Phonetic Features ofa Language 63 5, Consonant change In some instances, some consonants are replaced by others. (Reference: Wolfenden’s ii Tr ing the — retail Basa’ ‘The New Word applying Consonant Change Consonant Change Examples in Hiligaynon become bayad (pay) bayaran (will pay) i. il lubid (rope) lubiron (be made into twine) fn becomes I sugidsugian (ott) | sugilanon (sto) Jol becomes /w! fagamo~an | Seen” (troubled, | !g/ becomes /a! kagaton (bite) | kadton (bitten) Analyze the stress of words in your mother tongue. Does your mother tongue have a similar feature? If you so, give an example. However, if you are a Hiligaynon speaker, give another example. If the feature is not present, then you may move on to the next element. Examples in your mother Sie jedi iti Ra si Nantel tongue64 Mother Tongue for Teaching and Learning: ; —~} In the space provided, write the word TRUE if the statement jg correct or FALSE if otherwise. 1, Each language has a phonemic structure peculiar to it 2. A phoneme is considered as the smallest unit of sound that carries meaning. The word bata has four phonemes. Phonological symbols such as those in the IPA or International Phonetic Alphabet is the same as the orthographic symbols of a mother tongue. 5. The vowel and consonant phonemes are considered segmental phonemes of a language. 6. The accent or stress in a word is a suprasegmental phoneme that can affect the meaning intended. 7. The /m/ and /1/ are nasal phonemes. 8. The study of the phonology of a language is concerned with the way utterances in the language are pronounced, 9. The following phonemes, /b/ and /p/ are considered bilabial stops. 10. There are sounds in the Philippine languages that are borrowed from foreign languages. Integrate Learning Activity 8: After having analyzed and reflected on your mother tongue, describe its distinct phonological features using words or phrases. Write examples and their explanation in the space provided. You may use bulleted phrases that describe the nuances. Mother tongueUnlt2: Motber Tongue asa Language Module 3: Phonetic Festures of Language 65 Activity 9: Look for a Tesearch journal article on the Phonological features of a language. Fill in the table with the required information. Title: Researcher(s): Reference: Implications or Possible66 Mother Tongue for Teaching and Leaming Util 2: Motthar Tongqua as a Lengmage | Module 4 - Orthography INTRODUCTION How well can you write in your language? This module will make you more aware of the spelling rules in a Philippine language (example: Hiligaynon) and reflect on the same in your mother tongue. Through this lesson, you are expected to have analyzed your language. Lesson @® Rules in Spelling re Intended Outcomes: : > Analyzed the spelling of words in one’s own mother tongue > Identified the rules in spelling in one’s own mother tongue > Written words correctly following the correct spelling rules (|__tnspire Oneself Write a paragraph about your most memorable experience (in your mother tongue). (title)Unit2: Mother Tongue as a Language Module 4: Orthography 67 [| inculcate Concepts How was your experience in writing the paragraph? Did you have any difficulty writing the correct spelling of the words? In any language, spelling always poses as a problem to many. Incorrect spelling of words may change their meaning. To properly convey the idea, correct spelling is important. Study the following spelling rules used in Hiligaynon. Analyze the pattern on how the words are written. Write also the spelling rules in your own first language. Your teacher will work with you in identifying the rules that apply to your language. ] — - Hiligaynon i Hii Rules Examples Rules. | Examples Rule 1. Spelling should be in bulsa Rule 1: accordance with the phonetic semana sound of the word. gid | Rule 2. Use of O and U umpisa Rule 2: a. If the first syllable of the suman word has O or U sound, U is uling usually used. b. If the last syllable of the kuno word has O or U sound, O dulom is usually used except when itum it precedes M (except when | Exception: bayu, amu there is a U-O pattern) and when the word has a grave or circumflex accent. C. If a word has three O or tinutuyo U sound, the first and the second shall be U and the last shall be O. 4. If the word has four O or U pumuluyo sound, the first three shall be U and the fourth shall be O. €. The terminal letter O is kumpleto +ha = kumpletuha changed to U when a suffix is added to the word. tiyogetiyog (spinning around | Rule 3: Rule 3. When a root word is epeated, the spelling is not changed. several times); not tiyug-tiyog ‘sunod-sunod (in successive order); not sunud-sunod