CONCEPCION HOLY CROSS COLLEGE, INC.

2nd Semester – Learning Module Materials

College of Teacher Education BMC 115 Content & Pedagogy
Undergraduate School Mr. Eurice C. Sison

PROGRAM: Education Curriculum

COURSE CODE: BMC 115
COURSE TITLE: Content & Pedagogy of the Mother Tongue
COURSE CREDIT: 3 UNITS
PRE-REQUISITE (S): NONE
NAME OF PROFESSOR: Eurice C. Sison, MACEd-English

WEEK 13

Strategies in Teaching the Mother Tongue

 Listening and Speaking Strategies

 Reading Strategies
 Writing Activities

After the learning engagements, the learners will be able to:

1. create strategies in teaching the macro skills in the Mother Tongue.

Introduction

The two end goals of Mother Tongue-Based Multilingual Education are lifelong learning and
communicative competence. With the utilization of this native language which language is familiar to
the learners, these goals appear to be easily achievable. However, some teachers who have been assigned
to teach the mother tongue are hesitant to handle the subject because they lack the confidence due to their
incompetence in the language as well as the dearth of trainings in the use of the language.

In teaching the mother tongue, the initial focus from Grades 1 to 3, is the development of literacy and
numeracy skills and the learning of concepts about the language, skills and competence which will later
on be transferred in the learning of the second language (Filipino and English). As learning progresses,
these macro skills - listening, speaking, reading, writing and viewing spiral across grade levels and across
languages. The ultimate goal is communicative competence in both oral and written discourse in the three
languages. (Enclosure No. 1 to DepEd Order No. 31, s. 2012)

The following are suggested strategies in teaching different learning areas with the integration of the
macro skills:
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 CONCEPCION HOLY CROSS COLLEGE, INC. 2nd Semester – Learning Module Materials
College of Teacher Education BMC 115 Content & Pedagogy
Undergraduate School Mr. Eurice C. Sison

I. Listening and Speaking Strategies

These activities develop the listening and speaking abilities of the learners as these strengthen
phonological and phonemic awareness. Phonological awareness is the ability of the learner to manipulate
sounds and words, or "play" with sounds and words. This skill includes recognizing rhyming words,
blending of sounds, and syllabication. On the other hand, phonemic awareness is focused on the ability
to hear and identify sounds in particular words.

Activities like singing, rhymes, modelling and presentation of video clips are some ways to illustrate the
appropriate utterance of the different letter sounds. For these, there are localized teacher-made strategies
that can familiarize learners to the letter sounds which they can follow and later on apply in their own
context. These teacher-made audio and video materials can yield positive results because they can
highlight the availability of the resources in the locality. Also, the familiarity of the learners with the
materials will facilitate their learning of the lesson. Likewise, contextualized storytelling can motivate
and sustain the interest of learners in the lesson since they can relate to the situations, characters and
events in the story authored by the teacher.

To focus attention and further sustain the interest of learners, integration of listening and speaking can
be applied in activities that draw out kinesthetic responses. These require physical and mental alertness
from the learners to perform the necessary movements assigned by the teacher as she tells the story.
These responses can be nodding of the head, clapping, stomping, or saying aloud a particular word or
phrase.

Poetry and rhyme exercises can make learners easily memorize the poem. They can also associate words
they hear with their own vocabulary which will activate prior knowledge and therefore develop their
ability to discriminate letter sounds. One activity for this strategy is "Planted Words." The teacher reads
a poem, then the learners follow. The teacher repeats reading the poem, emphasizing the words whose
letter sounds are to be learned. Afterwards the teacher asks the learners to read words found in the
classroom. The challenge for the learner is to identify the words in the classroom that rhyme with the
words in the poem.

The Total Physical Response strategy can also be employed where the teacher gives directions which the
learners act out. This activity develops the listening and acting skills of the learners.

Mother Tongue-Based Mutingual Education Guide for Tacher Educators and Student

II. Reading Strategies

"Color-coded reading" can be employed to assess reading readiness. The teacher prepares a paragraph
with sentences that are written or highlighted in different colors. Then the teacher groups the class and
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 CONCEPCION HOLY CROSS COLLEGE, INC. 2nd Semester – Learning Module Materials
College of Teacher Education BMC 115 Content & Pedagogy
Undergraduate School Mr. Eurice C. Sison

assigns a particular color similar to the colors in the paragraph to identify each group. Each group is made
to read the lines whose color is similar to the color assigned to them. In this way, learners are focused on
their lines and as they read, the teacher can gauge their difficulty in pronunciation, syllabication, and
phrasing. This activity also enhances participation of the learners.

Interpretative / Dramatic Reading, on the other hand, hones learners' skill to express themselves orally.
With these learners are given the chance to speak with proper phrasing. correct pronunciation, correct
stress and intonation. This strategy is also effective to non-speakers of the language because as they listen
to their classmates deliver their lines, these non-speakers would be swayed and moved by the
performance of their classmates. This can eventually persuade them to learn to speak and enjoy the
language.

Routine Activities indirectly perform a big role in teaching and learning the language. Prayers and
greetings, similar to the reminders and sayings posted on the walls form a part of the routine of learners.
These are regularly read before, during or before the class ends. Aside from serving an original purpose
like reminders which make the learners remember their roles at home, in school and in the community,
or prayers to remind the learners of their faith in God, these also serve as visual aids and reading corner
materials for other learning areas.

For example, in Science, words and pictures related to the weather are posted side by side with Ilocano
translation. Likewise, in Math, numbers and number words, and numbers signs and number sentences
are also pasted on strategic corners. These facilitate recall and serve as point of reference for words which
the learners find difficult to remember or understand. In HEKASI, pictures of the family, community
helpers, institutions, and society are also seen on the walls of the room. Posters of the parts of the body
and measures of maintaining good health care written in the mother tongue are also on the walls for the
learners to see and practice their reading skills. Procedures in washing the hands and brushing the teeth
are also found on the walls to serve as models in the learners' actual performance of these activities.

III. Writing Activities

Writing activities are also facilitated with the use of instructional materials. One of these is the interactive
board. This can be utilized in either independent or collaborative learning.

For instance, in spelling. The learners are given each a board, and they write on this the word that they
have to spell correctly. When the word for them to spell is uttered by the teacher, they write their answers
and immediately raise the board for the teacher to see. As such, the teacher can correct immediately the
given answers. This also maximizes participation because learners are excited to use the writing material
and to show that they have the answer. Instead of writing on the board and saying aloud their answers,
learners remain on their seats as they utilize the interactive board to respond. This board can be used also
to post flat pictures and other manipulative objects like puzzles, numbers, or answers in Math problems.

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 CONCEPCION HOLY CROSS COLLEGE, INC. 2nd Semester – Learning Module Materials
College of Teacher Education BMC 115 Content & Pedagogy
Undergraduate School Mr. Eurice C. Sison

Activities in a writing class can provide effective interaction among learners. Activities like writing the
alphabet in the air, on the back of seatmates, or illustrating answers or spelling of words with body
movements are interesting and fun activities which can elicit the interest of the learners to the lesson as
they move around and mingle with another as the class goes on.

For viewing, the teacher develops materials for viewing activities like hand and/or stick puppets and
pictures for storytelling. The big book is also another useful material. Within the big book or as separate,
individual pictures, the teacher can use colorful and attractive pictures to motivate the learners. The use
of these materials develops creativity of the learners in oral and written expressions which can eventually
lead to the development of reading comprehension. The learners are challenged to answer low-level
questions like the WH questions. As the class progresses, cognitive skills are tapped with the learners
being asked by the teacher to recognize similarities and differences, cause and effect relationships, predict
and infer outcomes and identify facts. Towards the end of the lesson, the learners can already share their
opinions and formulate their conclusions.

In Science, there are other strategies and materials that can be utilized to develop the learners'
understanding of concepts. Two of these are "Fishing" and "Farming." For the "fishing" activity, the
teacher prepares an improvised aquarium filled with fishes. The learners are made to catch fish with an
improvised rod. Some of the fishes contain questions in them, and the one who is able to catch a fish with
a question in it has to give the answer. Simultaneously with learning important concepts, this activity
enables learners to feel the fun, and enjoyment and experience of catching fish though it is only contrived.

For the "farming" activity, each pupil is given a stick which holds the picture of an animal that is
associated with farm life. The learners then group themselves based on the movement of the particular
animal whose picture is on the stick they are holding. The concept of flying, crawling or jumping animals
is the lesson to be learned in this activity.

SUMMARY

Mother Tongue is the first language learned and spoken by the learner. This is the same language to be
used in teaching the primary grades. This should enable the teacher to teach effectively and efficiently,
but the present state of things has proven otherwise. While lessons are to be taken from the DepEd
Teacher's Guide on MTB-MLE, the teacher must also develop his/her confidence by achieving fluency
in the different macro skills which are speaking, listening, reading, writing, and viewing.

There are different strategies in teaching the Mother Tongue. The suggested approaches in
teaching K to 12 can also be considered, but the teacher can develop his/her own strategies based
on the type of learners he/she handles.

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 CONCEPCION HOLY CROSS COLLEGE, INC. 2nd Semester – Learning Module Materials
College of Teacher Education BMC 115 Content & Pedagogy
Undergraduate School Mr. Eurice C. Sison

References

1. Act No. 74, Education Act of 1901. (1901, January 21). Retrieved from alexmoises, tripod.com
Retrieved 02-06-16 Castillo Lianeta, C. (2010). The Language of Learning Mother Tongue
Based
2. Multilingual Education in the Philippines. The Forum 11(2) Cens, Democrita A. "The Local
Dialects as Medium of instruction in the Primery Grades" Philippine Studies, vol. 6 No. 1
(1958):115-120 http://www. philippinestudies.net Retrieved 02-06-16
3. Constitution of Biak-na-Bato (1897), Constitution of the Republic of the Philippines. (1987).
Retrieved from http://documents.
4. Convention on the Rights of the Child Adopted by General Assembly resolution 47/135 of 18
December 1992
5. http://www.ohchr.org/EN/Professional interest/Pages/Minorities.aspx Retrieved February 6,
2016
6. DepEd Order, No. 25, s. 1974 Implementing Guidelines for the Policy on The 1987 Policy on
Bilingual Education Department of Education, Culture and Sports (1987) DECS Order # 52
1987,
7. Implementing Guidelines for the Policy on Bilingual Education, Manila DepEd Order 16, s.
2012, Guidelines on the implementation of the Mother Tongue Based Multilingual Education
(MTB-MLE)
8. DepEd Order 31s. 2013, Clarifications on the Policy Guidelines on the Implementation of the
Language Learning Areas and Their Time Allotment in Grades 1 and 2 of the K to 12 Basic
Education Program
9. Gonzalez, A. B. (1998). The language planning situation in the Philippines. Journal of
Multilingual and Multicultural Development, 19, 487-525.
10. Gonzalez, A. (2003). Language planning in multilingual countries. The case of the Philippines.
Retrieved from http://www01.sil.org/asia/ide/plenary papers/ andrew_gonzales.pdf, 02-01-16
11. Isidro, A. The Philippine Educational System (Manila 1949) Language Planning in Malawi,
Mozambique and the Philippines, eds. Robert B. Kaplan & Richard Baldauf Jr.
12. https://books.google.com.ph/books?id-36LTTDbWkkC&pg=P A160&lpg=PA160&dq-
Clifford+Prator+-+Vernacular&source-bl&ots-11j3 DoJqvE&sig-wXmBAoqLqZa895ZNx-

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 CONCEPCION HOLY CROSS COLLEGE, INC. 2nd Semester – Learning Module Materials
College of Teacher Education BMC 115 Content & Pedagogy
Undergraduate School Mr. Eurice C. Sison

UdxrSNKf&hl=en&sa=X&redir ese-ylly-onepage&q Clifford Prator Vernacular & false.

Accessed 02-06-16
13. La Union, Province of (2012). Ordinance No. 026-2012: Establishing Iloko as an official
provincial language of La Union and institutionalizing its use in relevant sectors, alongside
existing national and official languages. San Fernando, La Union, Philippines: Sangguniang
Panlalawigan (Provincial legislative body).
14. Llaneta, Celeste, The Language of Learning: Mother Tongue-based Multilingual
15. Education in the Philippines. Reprinted from The Forum - March April 2010 (Vol 11 Issue 2).
Martin, Isabel P., Diffusion and Direction: English Language Policy in the Philippines.
16. Ateneo de Manila University, Republic Act no. 101571, an Act Institutionalizing the
Kindergarten Education into the Basic Education System Republic Act No. 10533: An Act
Enhancing the Philippine Basic Education System. Metro Manila, Philippines
17. UNESCO.1953, The use of vernacular languages in education. Monograph on fundamental
education VIII, Paris: UNESCO

DETAILED ACTIVITIES

 Online Lecture/Discussion
 Online Recitation
 Online Quiz - 20 Items
 Online Activity - 30 Points

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