21st Century Literature

LITERARY
ADOPTION
Submitted to:
Elma Liezl C. Ralleca
 Short Story

THE FOX AND THE

GRAPES
 A Fox one day spied a beautiful bunch of ripe grapes
hanging from a vine trained along the branches of a
tree. The grapes seemed ready to burst with juice, and
the Fox's mouth watered as he gazed longingly at
them.

The bunch hung from a high branch, and the Fox had to
jump for it. The first time he jumped he missed it by a
long way. So he walked off a short distance and took a
running leap at it, only to fall short once more. Again
and again he tried, but in vain.

Now he sat down and looked at the grapes in disgust.

"What a fool I am," he said. "Here I am wearing

myself out to get a bunch of sour grapes that are not
worth gaping for."

And off he walked very, very scornfully.

 Short Story

TI ULITAW KEN ITI

UBAS
 Iti maysa nga aldaw, nakita ti ulitaw ti maysa a
napintas a rumpot ti ubas a nakakaykaysa iti sanga ti
maysa a kayo. Napintas a nakabukel ti ubas, ket
nakaawag ti panagbababa ti ulitaw.

Ti rumpot ti ubas ket nakapatag iti maysa a nangato a

sanga, ket masapul a tumalon ti ulitaw tapno
makaabot. Iti umuna a panagtalon, napalalo a
nagkurang. Isu a nagsubli iti ababa a lugar ket
nagtakder iti panagtalon, ngem nagkurang pay laeng.
Iti paulit-ulit a panagtalon, awan ti napatuloy.

Ket umanamong ket nagtakder ket nagsipud iti ubas

a napintas.
"Ania a bulaw ti siak," kinunana. "Ditoy ket
nagpapagal-gal ak a mangala iti ubas a sapsapul, a
saan a napintas."
Ket nagtalinaed a napudno.
Iti panagkita ti ulitaw iti napintas a rumpot ti ubas,
napukaw ti panagsipud na. Iti paulit-ulit a
panagtalon, awan ti napatuloy, ket nagtalinaed a
napudno iti ababa a lugar. Isu a nagsipud iti ubas a
napintas, ket kinuna, "Ania a bulaw ti siak. Ditoy ket
nagpapagal-gal ak a mangala iti ubas a sapsapul, a
saan a napintas."
Observation
I've observed that allowing a child to read in multiple
languages or dialects was difficult for them. For some
reason, they are still learning to read, and on the other
hand, they are not fluent in speaking other languages,
or they are accustomed to speaking in their own
dialect on a regular basis. As of Jayella, she was
having a hard time understanding the English because
Jayella speaks in Ilocano and Tagalog, but little by
little she was getting into it. I'm guiding her and
correcting each word she cannot pronounce properly.
I have observed too that multilingual environments
offer benefits, yet, an adjustment to literacy in these
environments requires careful planning and support
from educators and family members. Strategies such
as providing dual-language resources can help to
alleviate the difficulties.
 Reflection
Putting much effort would result a great work. Experiencing this
kind of task was challenging yet fun to do. Similarly, as I translated
the entire story into Ilocano, which I am not fluent in because I grew
up speaking in Bisaya. Translating the story was no easy feat, I
have to ask my grandmother for help, and she translated words I
was unable to comprehend. I could almost hear her calm voice,
guiding me, assisting me to go carefully and get the meaning of the
story. And for Jayella, she may seemed to be having a hard time
understanding words she cannot comprehend, yet still, she nailed it.
In this short interaction with her, we overcame language barriers to
create a shared experience that nourishes both the mind and the
heart. I can almost feel the warmth of her smile and the joy in her
voice as she learns new terms and definitions. It shows the ability to
change of reading and the importance of encouraging literacy in all
forms.
 Name: Jeylla T. Marcos
Age: 6
Gender: Female
Grade level: 1

Name: Nenita M. Rabino

Age: 80
Gender: Female

Name: Angelica Niña B. Miranda

Age: 17
Gender: Female
Grade level: 11