MT Chapter 1 Evaluation Activity

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
Your thoughts here

Grammar, (you
rules may
and These are different
edit the lines) 10PTS
norms
A body of words
that
In myallow humans
general to Language,
view, make dialect andbyvernacular
understood a are similar
varieties in meaning.
of the same
utterances and sounds in a community and used asWe
a use these terms to express
They are being used to communicate to other people. language that have
way that people can form of communication
what we want toItsay
understand. canto
beothers to have understanding with evolvedone another. However,
over time and inIf
we view it a deeper
categorized way,
in two they are different.
parts. I can
These are say
used tothat Language is like the official
different geographical
The spo ken and communicate and
term used to refer to the tool of communication especially inItaisformal meeting like
written express what we want not used In a locations.
international meeting that they use English language. Vernacular and dialects are also
Used as an to say formal way or
used in some formal meeting but within a specific region. These are commonly used in
everyday speech official way of
a non-formal communication. 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.
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.
Dialect
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. 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
Second
language with 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 Mother speaks kankanaey only. As the child Mark grow older, he
Tongue
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 not tongue if mother-tongue
language that we use necessarily mean the does not necessarily mean
when we are at home. language of the mother. 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 languages A situation here in

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

. vernacular is it is a use every day in a school that have a student
language used in a common area. It is the or students that are deaf.
particular area. Example language of the common How will they participate
is here in Sablan. Ibaloi people. in mother-tongue
language is vernacular in education? What
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. The fine method in that situation is not to bypass all the dialect and choose for
one only as is regularly the case. Rather, valuing all the dialects is an effective
method. 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

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ELED 137: CONTENT AND PEDAGOGY IN THE MOTHER TONGUE

CHAPTER 1 EVALUATION ACTIVITY SHEET

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

Your thoughts here

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

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

Language speaking in front uses English to communicate to their fellow officials.

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

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

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

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

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

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