ELED 137: CONTENT AND PEDAGOGY IN THE MOTHER TONGUE

CHAPTER 1 EVALUATION ACTIVITY SHEET

NAME: DELIZO, SWARCHZEN P. SECTION: BEEd-3C

GENERAL INSTRUCTIONS: DO as indicated in the specific activities. Down load this form and
answer it. After answering, save it as PDF. To submit, attach it in the google classroom if it can
be attached. If not, submit it as PDF in the class GC. Yes, the class GC so messenger notification
will not get flooded.

The following are the objectives for Chapter 1, hence, they are the basis for the evaluation activities
indicated herein.

(1)Deduced the differences of the terms associated with MTBMLE as per implications
given.
(2)Cited situational examples for each of the definitions given.
(3)Stated comparative reflections about MT definitions prior and after learning official
definitions.

ACTIVITY 1: VENN DIAGRAM FOR DEFINITIONS: Use the following diagram to

present the deductions you made about the similarities and differences of the terms;
language, dialect and vernacular. After which, state your thoughts on how important
or relevant these terms are in studying how to teach MTBMLE. (15 PTS)

LANGUAGE DIALECT

Grammar, rules and norms These are different

A body of words
that allow humans to make understood by a varieties of the same
utterances and sounds in a community and used as a
way that people can language that have
form of communication
understand. It can be evolved over time and in
categorized in two parts. These are used to
different geographical
The spoken and communicate and It is
written express what we want not used In a locations.
Used as an to say formal way or
everyday speech official way of
communication.
VERNACULAR
It is the national language of the people. It is
the language of the common people in a
specific region or area. It can also be
defined as a language native to a country or
region.
 Your thoughts here (you may edit the lines) 10PTS
In my general view, Language, dialect and vernacular are similar in meaning.
They are being used to communicate to other people. We use these terms to express
what we want to say to others to have understanding with one another. However, If
we view it a deeper way, they are different. I can say that Language is like the official
term used to refer to the tool of communication especially in a formal meeting like
international meeting that they use English language. Vernacular and dialects are also
used in some formal meeting but within a specific region. These are commonly used in
a non-formal communication.

ACTIVITY 2: SITUATIONAL EXAMPLES: Write down a situation (a situation in this activity

does not refer to a word or one sentence, it is a paragraph presenting a short story or a
description) which presents an example for the given concept. (30 PTS)

One situation is during a meeting of municipal officials of La Trinidad

Benguet. When they conduct a meeting in a hall, the host or the speaker
Language speaking in front uses English to communicate to their fellow officials.
The other members of the meeting listens the reply or talk to the host
using English language and others Filipino as their way to communicate.

When we are outside talking with strangers, sometimes we use English

language. But not just simple English. We Filipinos have our own way of
speaking, the so called Tag-lish. The combination of Tagalog and English.
Dialect
When we talk to strangers, we mix Tagalog or Filipino word and some
English words to speak and we have also unique accent which makes it
different from others.

In the municipality of Tublay in Benguet, Ibaloi people are living. So the

people there speaks Ibaloi. When people there celebrate their festival,
Vernacular they gather in one place. And the people in that community communicate
by using their native language, Ibaloi. They talk to each other using
Ibaloi.
 A child named Izern was born in Manila, the Capital of the Philippines.
Most of the people there speaks Filipino language. And Izern’s family
First speaks Filipino all the time except in their work. His parents
Language
communicate to him using Filipino language only. Izern gradually
learned Filipino. And soon enough, he knows and can speak Filipino.
Izern’s first language is Filipino.

Mark whose native language and first language is kankanaey, goes to

Baguio City and enrolled in a private school to study. Most students in
that school only speaks English. In order to be able to communicate with
Second
language his fellow students, he needs to learn how to speak in English. And
besides, it is a need to finish his study. Months has passed and Mark
learned the English language and speaks very well. English has now
became the second language of Mark

A newly born child named Mark lives with his mother in Kibungan,
Benguet. The native language there in kibungan is kankanaey. His
Mother
Tongue Mother speaks kankanaey only. As the child Mark grow older, he learned
how to Speak kankanaey. And as years pass by, the child expertly learned
how to speak kankanaey. Mark’s Mother tongue is kankanaey.

ACTIVITY 3: COMPARATIVE REFLECTION: Use the following KWL chart to present the
three reflections you made regarding definitions of Mother Tongue: (30 PTS)

REFLECTIONS WHAT I ALREADY WHAT I LEARNED WHAT I NEED TO KNOW

KNOW (prior to reading (after reading the module) FURTHER (questions which
the module) were not answered in the
module)
1. Mother- What I know about What I learned about this Why is it called Mother-
Tongue mother tongue is it is a is Mother-tongue does tongue if mother-tongue
language that we use not necessarily mean the does not necessarily
when we are at home. language of the mother. mean the language of the
Mother-tongue in An example of this is a mother but can be the
education means family where the mother language of the father or
mother-tongue will be and the father have others as long as it is the
 used as a medium of different dialect. If a child language that the child
instruction in primary have learned first the learned first?
level. language of his father
which is Ibaloi then Ibaloi
is the child’s mother-
tongue.

2. Dialect Dialect is a secondary Dialects are the A situation here in

language. Sub-ordinate languages spoken in Benguet. Where ibalois of
of languages. Filipino every region. Like here in Tublay and ibalois of
and English here in the Benguet. Ibaloi and Sablan have different
Philippines are kankanaey are dialect. I accent in speaking Ibaloi.
languages. And all the just also learned that tag- Is that still the same
others like Ilocano, lish is now considered a dialect or it considered a
panggasinense, bisaya dialect. I just learned that different dialect?
and many more are different dialects also
Dialects. have different sign
language.

3. Vernacula What I know about It is the common In a situation where a

r. vernacular is it is a language use every day school that have a
language used in a in a common area. It is student or students that
particular area. Example the language of the are deaf. How will they
is here in Sablan. Ibaloi common people. participate in mother-
language is vernacular tongue education? What
in that area because the activities, strategies and
people there are Ibalois. methods can when do if
we will teach them?

ACTIVITY 4: REACTIONS: After reading the definitions given by the different authorities,
especially the findings of Wakit-Eslao, give three personal reactions. Reactions are open
to any perspectives you might have had while reading the module. (15PTS)

1. I visualized a classroom where 3 or more unique dialects are spoken. If I’ll teach
Mother-tongue, it would no longer be practically possible to provide a full-blown
bilingual schooling program for every student. If the teachers will only concentrate
 in one dialect as a mother-tongue to be used in education, the other students will
be left-behind.

2. What I think a good method in that situation is not to bypass all the dialect and
choose for one only as is regularly the case. Rather, value all the dialects. It will
show interesting outcomes when all dialects are valued. When students are
supplied with possibilities to use their home languages in their classroom, they
gain more confidence in answering it. When they do and make their homework
and assignments using their dialects, their parents can help them more about it.
3. Materials within the Mother-tongue such as lesson plans, worksheets and many
more ought to cover the same content of the customary educational modules or
regular curriculum and emphasize also creating dialect abilities. educational
materials ought to be fun and intuitively and draw on locally-relevant substances
when possible.