MC MTB Mle: Sorsogon State College Magallanes Campus Magallanes, Sorsogon

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SORSOGON STATE COLLEGE

Magallanes Campus
Magallanes, Sorsogon
MC MTB MLE
CONTENT AND PEADGOGY FOR THE MOTHER TONGUE MCJL

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Week 10
Learning Outcomes
At the end of this module, the learner should be able to:

1. Explain the importance of phonological and phonemic awareness of MT.
2. Design an instructional plan applying phonology and phonemics in MTB-MLE.
PHONOLOGY AND PHONEMICS OF MOTHER TONGUE
Characteristics of Philippine languages: Implications for Reading and Assessment How do Filipino children
learn to read? Regardless of language, all children who learn to read advance from being nonreaders (unable to
read words) to partial readers (can read some items but not others) to readers, whereby they can read all or a
majority of items (RTI International, 2009). Research on reading acquisition highlights several key component
skills that a child must have to read proficiently.
The U.S. National Reading Panel of 2000 identified these skills, specific to alphabetic writing systems, as:
phonological awareness, decoding and word recognition, vocabulary knowledge, oral reading fluency, and
comprehension. While these terms can vary, and can be combined or broken down into different groupings, there
is wide consensus that such skills—in addition to a variety of literacy practices including oral language
development—are necessary for children to garner meaning from text.
Early reading skills are acquired in phases. The foundation skill of phonological awareness (the ability to
hear, distinguish, and manipulate the sounds of a language) is usually acquired first, and helps support subsequent
word decoding (the ability to read words based on knowledge of the letters of the alphabet and their
corresponding sounds) and word recognition (being able to recognize a word in its entirety, without sounding out
each letter). Once children begin to read parts of words, whole words, and sentences, they can be introduced to
strategies that improve reading fluency (the ability to read accurately at an appropriate pace) and comprehension.
All of these skills depend on mastery of the oral language as a prerequisite.
The Integrated Language Arts Curriculum of the Philippines’ new K-12 basic education system identifies
fourteen “Language and Literacy Domains”, including: Oral language; Phonological awareness; Book and Print
knowledge; Alphabet knowledge; Phonics and word recognition; Fluency; Spelling; Writing and composition;
Grammar awareness and structure; Vocabulary development; Reading comprehension; Listening comprehension;
Attitude towards language, literacy and literature; and Study strategies. While small adjustments are currently
being made to the number and labels of these domains, they cover the 5-7 key reading skills cited by reading
experts and include additional domains pertaining to reading practices.
The curricula, teacher guides, and learning materials for the individual language subjects from
Kindergarten to Grade 3—Mother Tongue, English, and Filipino—have been designed to incorporate all fourteen
domains in progressive fashion. Relevant to the Philippine goal of multilingual literacy, research indicates that
development of reading in a second language draws on similar underlying skills as reading in a first language
(ArabMoghaddam & Senechal, 2001), and several skills transfer across languages, such as phonological awareness,
decoding (August & Shanahan, 2006), and reading comprehension strategies (Royer & Carlo, 1991).
Phonology
Most Philippine languages have simple phonologies, with fewer consonant and vowel phonemes than
English.
Consonant clusters, such as:
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/str/, /pr/, /ks/, /sp/ and /br/, are rare and found mostly in loan words.
While it is relatively easy for Filipino children to learn the full set of sounds in their respective languages (given the
small number of phonemes, which they are continually exposed to), they may face difficulty in the identification
and manipulation of sounds in English.
The 14 or more vowel sounds of American English tend to be approximated to the nearest vowel sound
familiar to a Philippine language speaker, typically: [i], [a], [ε], [o], or [u] (Gonzalez & Rafael, 1980).
For example, the common unstressed central vowel in English, the schwa, is pronounced as a full vowel [o], [a], or
[ε]
(e.g. the final syllables of “tricycle” are pronounced /-sikol/ or /-sikεl/ instead of /-sikəl/).
Many Philippine languages lack the labial-dental fricatives [f] and [v], so when Filipinos say English words
that would normally employ such phones, they are often converted to the bilabial stops [p] and [b], respectively
(e.g. “fern” is pronounced /pεrn/ and “very” is pronounced /bεri/). Similarly, the sounds [θ], [ð], and [ʒ], which are
used in most native varieties of English, are typically converted to [t], [d], and [∫ ] in Philippine English,
respectively. These difficulties are not universal, however. First, educated groups may distinguish and reproduce
sounds more closely to that of American English (Bautista, 1986 citing Schacter & Otanes, 1972).
Philippine languages are not all syllable-timed, they demonstrate a range of stress patterns, and may differ
in phoneme distribution. For example, Tboli and Blaan have unusual double consonants at the beginning of some
words and a preference for bisyllabic words; Manide and Inagta Alabat allow both preconsonantal glottal stops [ʔC]
and postconsonantal glottal stops [Cʔ] in morpheme-internal clusters, whereas most other Philippine languages
only allow one of the two combinations, if at all; in Bolinao, vowels may be dropped within words, resulting in
lengthening of adjacent consonants; and so on. The effect of native language phonology on phonological awareness
and literacy development, both in the first and second languages, remains a hitherto unstudied topic for the
majority of Philippine languages.
Learning Activity
1. Create an instructional materials for phonology and phonemics by using your local dialect. (flashcards, flipchart etc.)
References
F:/MTB%20SOURCES%20FROM%20DOC%20RICKY/PhilEdData_Languages%20and%20Literacy%20%20Report%20(1).pdf

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SORSOGON STATE COLLEGE

CONTENT AND PEADGOGY FOR THE MOTHER TONGUE MCJL

At the end of this module, the learner should be able to:

PHONOLOGY AND PHONEMICS OF MOTHER TONGUE

CONTENT AND PEADGOGY FOR THE MOTHER TONGUE MCJL

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