EEM115– Content and Pedagogy for Mother Togue

• Language can be seen as a resource

WEEK 1 -2 Literature in the Mother In the following sections, examples from different
Tongue, Mother Tongue-Based regions of the world illustrate the challenges of
determining language policy
Multilingual Education
In Africa
The phrase language policy will mean the
legislation on the practices pertaining to the use of • In 1960’s, a group of linguists from the nations in
language in society – often a nation, whereas the post-colonial Africa and academics from around the
phrase language-ineducation policy will be used to world met to discuss the impact of social change
describe the legislation on the practices pertaining and national integration on language use and
to languages or media of instruction and languages language development.
of literacy used in education.
• Ferguson (2006:2) acknowledges the work of
• Language has many forms. Fisherman (1968:7)
• Language also has many functions. • “Language Problems of Developing Nations”
• Language and languages as also given different • This led to multilingualism being perceived as
value by different people. inefficient and having the potential to promote
disunity in the early years of independence when
• Edwards (2009) emphasizes the fact that, in most
social cohesion and economic development were
parts of the world, multilingualism is a reality,
core national goals.
linked with geographical and environmental factors
as well as economic interests fueling migration. • Academics have increasingly been calling for the
role of international languages such as English,
• When languages come into contact with other one
Portuguese, and French to have more restricted role
another as people move for social, economic, or
and an increased role to be accorded to African
enforced purposes, the power of a larger or
languages.
dominant language may cause a non-dominant
language to become weaker or to choose to use the • However, this does not always mean the learners
non-dominant language in fewer domains. are receiving instruction in their mother tongue
even though the national languages might still be
Language Policy and Planning
unknown by
• National Governments and regional agencies such
as ASEAN or the European Union, determine
language policies, determine which languages will learners from rural areas or smaller, non-dominant
be used for what purposes, including deciding on language communities.
the language-in-education policy.
In India
• Tsui (2004:2) note that it is common for
educational argument for specific language-in- • The Ethnologue lists more than 400 individual
education policy to be subservient to the socio- languages for India.
political or economic agenda of the nation, and that • In India, Hindi written in Devanagri Script, and
English operate as official languages for central
government, but the individual states are given the
responses to multilingualism within a nation can opportunity to decide what languages they will use
result in a variety of responses from policy makers. for local administration and education.
• Ruiz (1984:17) identifies three perspectives on • The language-in-education policy requires states
language planning in multilingual situations. and local authorities to endeavour to provide
elementary education in the mother tongue for all
• Language can be seen as a problem.
linguistic minorities, regardless of whether their
• Language as a right language us official in that state.
EEM115– Content and Pedagogy for Mother Togue
In Europe the policies and practices that enable the provision
and delivery of particularly, basic education, are
• The impact of national culture on local foundational in establishing appropriate systems.
communities can be seen in Celtic speaking peoples
in Britain, the Basques in Spain and the Frisians of • Many Philippine languages and cultural practices
the Netherlands. are lost as a result of the increasing power of the
national language, Filipino, and the role of English
• However, post-Industrial Revolution, the as an official language.
dominant language communities, often those
holding greater political power, adopted an • As these languages become more widely used, the
assimilationist approach to national language, identities of non-dominant language communities
education and economic policy, assigning resources are undermined.
based on the potential of communities to contribute
to national development strategies. • The language policy of the Department of
Education (1974, 1987) required the use of
Language Policy in the Philippines
• A scene-setting Filipino perspective on the
challenges of language and education is offered by two languages of instruction: Filipino and English.
Bautista (1999:113) who notes that, “The language Other languages were permitted
problem of the Philippines, according to most only as “auxiliary” languages in the classroom, not
Filipino sociologists, is the problem of reconciling in textbooks or written form.
the competing demands of ethnicity (embodied in
an individual’s mother tongue or vernacular), • Depart of Education Culture and Sports (DECS)
nationalism Order No. 25 entitled “Implementing Guidelines for
the Policy on Bilingual Education”
• The teaching methodology described in the 1974
(manifested in having and propagating a national language policy prescribes that the teacher uses
language) and modernization (Seen to be either Pilipino or English depending on the subject.
synonymous with using an international language).”
The Role of English in the Philippines
• English is seen as an instrumental language of
modernity, supporting economic progress. • The use of English, a result, primarily, of the
American colonial legacy, has had a considerable
• Filipino is viewed as an independent nation-state, impact, particularly in the education system, with
facilitating inter-group communication within the some (Tiu 2005:8) believing that it has damaged the
country while preserving aspects of national self-esteem of ethnolinguistic communities and the
identity. internal unity of these communities.
• An understanding of language-in-education policy • In the more rural communities, people may not
development in the Philippines is best understood have had much exposure to either Filipino or
through an awareness of both international English and children may begin formal schooling at
strategies associated with language policy and six years old with little knowledge of either Filipino
practice. or English, the major languages of education.
• Language policy as it relates to education cannot • House Bill 4701 on “Strengthening and Enhancing
be examined in isolation from the community and the Use of English as the Medium of Instruction in
the broader social, economic, and political contexts the Philippine School”
that impact provision (Rassool & Edwards 2010-
280). • However, Acuna & Miranda (1994:7) state that
there is “hardly any clamour” for English to be the
• May (2001:167) notes that education is viewed as national language.
perhaps, “the key institution” in the development
and maintenance of the modern nation-state and so Towards a Multilingual Education Policy
EEM115– Content and Pedagogy for Mother Togue
• There is comparatively little written about the
contribution of the many vernacular languages of
the Philippines to education and development. This materials and capable teachers to implement the
may itself be indicative of the value assigned to the MTB-MLE curriculum shall be available. For this
languages of the provinces and the minority purpose, MTB-MLE refers to formal or non-
ethnolinguistic communities by language policy formal education in which the learner’s mother
developers. tongue and additional languages are used in the
classroom;”
• For Kindergarten and the first three years of
• The First Iloilo Experiment was undertaken from elementary education, instruction, teaching
1948-1954 by Jose D. Aguilar (Sibayan 1999c, materials, and assessment shall be in the regional or
1999e, Nolasco 2008:7) who pioneered in the use of native language of the learners.
Hiligaynon as medium of instruction in Grade 1 and
2. Mother Tongue-Based Multilingual Education

• Other related programs that can be mentioned are • Mother Tongue-Base Multilingual Education
(Nolasco 2008:7) the Second Iloilo Language (MTB-MLE) is one of the distinctive features of the
Experiment (1961-1964), the Rizal experiment K to 12 program that was signed into law on May
(1960-1966) and the six-year First Language 15, 2013 by former President Benigno Aquino III.
Component-Bridging program (FLC-BP) on The introduction of MTB-MLE, specifically from
“transitional” education in Ifugao Province; and the Kindergarten to Grade 3, is grounded on the belief
Lucban First Language Component (Walter and that children learn best if the language used in
Dekker 2008). instruction is understandable and accessible to the
young learners.
• However, towards the end of the Arroyo
Administration, it became clear that a response was • Several studies show that the use of Mother
required to the low educational achievement of Tongue in early grade instruction has, in fact,
Filipino students as revealed on international tests, yielded significant, positive results to student
which led to the institutionalisation of mother learning across subject areas or discipline.
tongue-based multilingual education initially • We thrive in a bilingual, or even in a multilingual
through Department of Education Order No. 74 s world. This is the rationale why mother tongue,
2009 which was a significant milestone in the Filipino, and English follow a unified frame-work
journey to establish equitable systems for learners which allows easy transition from acquiring and
from all ethnolinguistic communities of the learning one language to another.
Philippines (Young 2011).
• Republic Act 10533 “Enhanced Basic Education
Institutionalization of MTB-MLE Act of 2013” has highlighted the reality and
• Finally in 2013, the Philippine Education System, relevance of Mother Tongue-Based Multilingual
through Republic Act 10533 and the associated Education (MTB-MLE).
implementing rules and regulations, in addition to • The implementation of the K to 12 Basic
mandating a 13 year, K-12 education system, Education Program puts high premium on
specified (Section 10.2.f) that the curriculum for
basic education in the Philippines
“… shall adhere to the principles and framework
of Mother TongueBased Multilingual Education the learner’s mother tongue and other languages
(MTB-MLE) which starts from where the learners used in the classroom.
are and from what they already know proceeding
from the known to the unknown; instructional • The Department of Education refers to Mother
Tongue Based Instruction through DO #74 s. 2009.
EEM115– Content and Pedagogy for Mother Togue
• Reality dictates that learners learn best when they • It is morally and politically loaded because
are able to understand and express in the language implicitly or explicitly they represent not only how
they grew up speaking from childhood language is, but how it ought to be.
• It is not only about language. They forge links
between language and other social phenomena,
WEEK 3: Language Beliefs and Ideology from identities (ethnic, gender, racial, national,
local, age-graded, subcultural), through conceptions
• Belief is a state or habit of mind in which trust, or of personhood, proper human comportment,
confidence is placed in some person or thing. intelligence, aesthetics, and morality, to notions
such as truth, universality, authenticity
• Ideology a set of beliefs or philosophies attributed
to a person or group of persons • It is multi-accented and contentious word. There is
a neutral sense that treats ideologies simply as
• Language Belief it includes all the individual and shared systems of knowledge, but it more often has
group reactions to language, languages, language a pejorative meaning of false consciousness or
varieties, language variants, and language users, distortion in service of domination
whether attitudes, motivations, or values, or
gathered into recognizable ideologies. Theoretical Tools in Language ideology

• Language ideology it is any set of beliefs about • Indexicality - a key concept in the semiotic
languages as they are used in their social worlds. analysis of linguistic ideology is social Indexicality.
An index is a sign whose meaning derives from
Importance of language belief existential association with its object; it points to
something in the context in which it occurs.
• it can influence language learning and language
Language users everywhere notice and
teaching practices
People's language belief
associate particular linguistic forms with particular
• They have incorrect belief about how language or
speakers or contexts in which they have occurred.
dialect are learned, which may be determined on
their learning. • Indexical Order - the socially indexical meaning
of linguistic variables is dynamic, and Michael
Silverstein's (2003) concept of the indexical order
captures this in a systematic way. An established,
first (or nth) order social Indexicality of a linguistic
form becomes available for participants to exploit in
interpreting their world and in positioning
themselves socially and carrying out their social
Changing language belief aims.
• They may be derived mainly from the many years • Enregisterment - Second-order semiotic
of one's prior learning experience, which filter out processes trade in social typifications of languages
the impact of empirically validated scientific and characterological typifications of speakers in a
theories. process now known as Enregisterment.
Misconception of Language Belief Enregisterment recognizes complexes of linguistic
features as typical styles or registers, and associates
1. Children learn languages easily and naturally. them as wholes with types of speakers and types of
speaking contexts within a repertoire of varieties of
2. Women are better language learner than men.
a language.
3. Language and dialect can only learn in home.
• Indexical Field - developing what is known as
Feature of Language ideology third wave sociolinguistics, Penelope Eckert further
EEM115– Content and Pedagogy for Mother Togue
theorized the principled set of indexical meanings scholarly turf on which to stand, as well as the tools
that can be mobilized as an indexical field, a that give new analytic purchase.
constellation of meanings that are linked by the
logic of ideological moves through the indexical • Linguistic Imposition vs. Appropriation- There
order (Eckert 2012). is considerable debate over how to understand the
unity, ideological positioning, and social
• Indexical Inversion - Ideology may also make regimentation of
these processes of changing social Indexicality
across escalating orders invisible.
For example, in nineteenth-century Japan, an era of
deliberate elite reconstruction of the political and global English(es) in the late modern world's
social order, an image of “women's language” as political and cultural economy (see “English as a
vulgar was developed on the basis of supposed World Language”). A similar debate surrounds
schoolgirl use of specific vulgar linguistic forms. Spanish as a world language (Del Valle 2009; Mar-
Molinero and Paffey 2011). Even the existence of
glob al English as anything beyond an indexical
field has been questioned.
2 Main Language Ideology WEEK 4: Language Management
• Anonymity- is unknown. Some writers have Language Management
argued that namelessness, though technically
correct, does not capture what is more centrally at  Björn H. Jernudd and Jiří V. Neustupný
stake in contexts of anonymity. Based on the discrimination between two processes
• Authenticity- is the quality of being genuine or which characterize language use:
real. 1. the production and reception of discourse, that is,
Changing of Language Ideology speaking, writing, listening and reading

• Commodification - The commodification of 2. the human activities aimed at discourse

language itself within late capitalism has also been production and reception
widely observed. Language was commoditized in  Language management refers to behavior toward
earlier periods of capitalism as well; for example, in language, whether an individual’s management of
the early twentieth century, G.B. Shaw depicted a her own discourse or an institution’s management
British phonetician, Henry Higgins (modeled on the of language.  The study of language management
real-life phonetician Henry Sweet), claiming to represents a vast broadening of view beyond the
make a tidy income from what is now called concern with the state as manager (as in the study of
“accent therapy” for nouveau riche industrialists. language planning) to understand how people
Lexicographers compiling commercial dictionaries, manage discourse and how they deliberate about
advertising copywriters, teachers, and lawyers all language problems; and the reciprocal relationships
have long traded in a literal sense on linguistic between doing discourse and deliberating about
skills. discourse.

• Linguistic Activism - The scholarly recognition  As a discipline, language management is an

of language ideologies levels the ground between organized body of knowledge that preoccupies itself
experts and activists and may have enhanced the with questions relating to the theoretical adequacy
academic legitimacy of work on language politics of language policy and planning theory and method,
and language revitalization movements, particularly and how these impact on language policy and
that done by engaged intellectuals in their own planning implementation, especially in multilingual
societies (see “Language Revitalization”). The new setting
focus on language ideology provides a recognized
EEM115– Content and Pedagogy for Mother Togue
WEEK 5: Mother Tongue and Language
Language Management Theory Acquisition and Language Practices
 To avoid elementary misunderstanding, it should • LANGUAGE ACQUISITION is a process
be emphasized that the identity of the theory is which can take place at any period of one's life. It
based on the set of its theoretical claims rather than refers to the acquisition (unconscious learning) of
on the heading "language management". Two one's native language (or languages in the case of
reasons: bilinguals) during the first 6 to 7 years of one's life
(roughly from birth to the time one starts school).
1. certain fundamental features of the theory were
published under different labels, especially • ACQUISITION is carried out in the first
"language correction" 2. some authors employ the year of childhood and leads to unconscious
term language management without the theoretical knowledge of one's native language which
propositions of Neustupný and Jernudd, and may practically indelible.
use the term as more or less synonymous with • MOTHER TONGUE is a language that a
language planning. person has been exposed to from birth or within
Language Management Process the critical period

 The stability and certainty of the production and • LEARNING is characterized by

reception of discourse is based on the existence of imperfection and the likelihood of being forgotten.
norms or (less normative) expectations.  Learning leads to conscious knowledge.
Language Management Theory (LMT) assumes that • FIRST LANGUAGE ACQUISITION is
the speaker often notes the discourse as such the the degree of competence acquired may vary from
moment it deviates from a norm or expectation.  individual to individual and may be checked by
The speaker may then evaluate the deviation (or switching to another language.
other noted linguistic phenomenon) positively,
negatively or in a neutral way. Four Stages: • BI- AND MULTILINGUALISM is the
acquisition of two or more languages from birth or
1. noting at least together in early childhood.
2. evaluation
3. adjustment selection/planning • SECOND LANGUAGE ACQUISITION
4. implementation it refers to acquisition which begins after puberty,
i.e., typically adult language acquisition.
 Kimura (2011, 2013, 2014) has suggested adding
another stage to the model, namely, a fifth stage, the
feedback or more generally post-implementation
stage, since participants in language management
sometimes seek feedback on, or check the success How does mother tongue affect second language
of, the adjustment implementation. The language acquisition?
management process
o People use incorrect pronunciation of words
while communicating in English language as they
are influenced by the sound patterns of their mother
tongue.
o Mother tongue influence is something that
1. 1.noting (of a deviation or other affects a person's thought process in a sense that he
phenomenon) thinks in mother tongue and expresses in English or
2. 2.evaluation a second language.
3. 3.adjustment design
What is Psycholinguistics?
4. 4.implementation
5. 5.post-implementation/feedback
EEM115– Content and Pedagogy for Mother Togue
o It has a very broad scope but is with specific o It would seem impossible to learn anything
reference to processes of language frequently used about a certain language without knowing first
acquisition, especially of one's first language. something about language in general.
General Psycholinguistics covers the following IS THERE A LANGUAGE GENE?
areas:
o There is a pathological medical condition
1. NEUROLINGUISTICS (study of language called SPECIFIC LANGUAGE IMPAIRMENT
and the brain). It has observational domain which is (SLI) which covers a range of defects, all of which
the concern of linguists. Examined the structures of have in common that children continually make
the language faculty in the human brain. grammatical mistakes in their mother tongue.
2. LANGUAGE PATHOLOGY evaluates, How is Language Transmitted?
diagnose, and treat speech, language,
communication, and swallowing disorders. o Language is obviously passed on from
parents to their children. To put it simply, children
3. LANGUAGE ACQUISITION BROCA'S do not have access to the competence of their
AREA - A part of the brain - approximately above parents.
the left temple - called after its discoverer the
French doctor Paul Broca and which is responsible 1. Linguistic input from parents (performance)
for speech production. 2. Abstraction of structures by children
Characteristics of First Language Acquisition 3. Internalization (competence of next
1. IT IS INSTINCT As an instinct, language generation)
acquisition can be compared to the acquisition of
binocular vision and binaural hearing.
Achieving Mastery in FOUR main areas
2. IT IS VERY RAPID The amount of time
required to acquire one's native language is quite 1. A set of syntactic rules.
short, very short compared to that 2. A set of morphological rules.
3. A set of phonological rules.
needed to learn a second language successfully. 4. A set of semantic rules.
3. IT IS VERY COMPLETE The quality of STAGES OF ACQUISITION
first language acquisition is far better than that of a
second language. 0) 0.0 - 0.3 Organic sounds, crying, cooing
4. IT DOES NOT REQUIRE INSTRUCTION 1) 0.4 - 0.5 Beginning of the babbling phase
Mother are important for children to learn their
2) 0.10 - 1 The first comprehensible words.
native language, instructions by parents or
caretakers are unnecessary, despite the 3) 2.6 Inflection occurs, negation, interrogative and
psychological benefits of attention to the child. imperative sentences.
Guided Language Acquisition 4) 3.0 A vocabulary of about 1000 words.
o Corrections show the transfer of adult 5) 5.0 The main syntactic rules have been acquired.
grammars to children whereas natural language
acquisition shows the gradual approximation of the LANGUAGE PRACTICES
child's grammar to the adult. 1. Language is inherently a creative activity -
The logical problem of Acquisition Language is fluid and creative. Learning language
by repetition, as is commonly understood, is counter
intuitive. Respecting this fluidity and creativity is
important and should not be under-rated. These two
EEM115– Content and Pedagogy for Mother Togue
features of language lead us to the next point, which
might appear to be the same issue but in fact, they
are quite different.
Researchers found that infants learn best when new
words are repeated in different contexts and in
different meaning packed sentences.
2. Practicing grammar - It will give your regular or
below-level students a solid understanding of
grammar skills, as well as parts of speech and
sentence structure.
For example, the continuous present tense. You
could try walking around your house doing different GROUP REPORTERS’
things and talking about what you are doing as you
are doing these things.
MODULES:
8 DESIGN FEATURES OF LANGUAGES
Automaticity - It is the ability to do things without
3. Learning new vocabulary - Instead of trying to
occupying the mind with the low-level details
remember words as you usually do, try putting a
required, allowing it to become an automatic
new word into 3 different sentences that relate to
response pattern or habit. It is usually the result of
your personal experience. The closer you make it
learning, repetition, and practice.
your life the better.
Transfer - When human speak, sounds are
o FOR EXAMPLE:
transmitted in all directions, however listeners
o – the pen is on the table interpret it as coming from one specific direction.
o – my blue pen is on the table Reward - Every learner is motivated to perform or
behave in a certain way by the expectation of
o – the blue pen my mother gave me for my receiving some sort of reward, whether it is
birthday is on my bedside table immediate or delayed, tangible or intangible, as a
4. Improvement is an inherent requirement of result of the behavior.
practice. Self-regulation - is the ability to develop,
a. What is different between what you hear the other implement, and flexibly maintain planned behavior
say and what you hear yourself say. If there is no in order to achieve one's goals (Miller & Brown,
difference, there is no need to practice! If there is a 1991). Self- regulation simply outlines the process
difference, then your goal is to reduce the difference and components involved when we decide what to
until there is no difference. think, feel, say, and do.

b. What needs to change in your mouth for that Identity and investment - The concept of
sound to change – may be a slight muscle change in investment implies that when individuals speak,
the mouth or even further afield, the placement of they are not only exchanging ideas with users of the
the tongue, the breath etc. language. Instead, they are simultaneously
organising the ways in which they connect to the
social world and their sense of identities.
Interaction - Humans can transmit and receive
identical linguistic signals, and so are able to
reproduce any linguistic message they understand.
This allows for the interlocutory roles of ‘speaker’
and ‘listener’ to alternate between the
EEM115– Content and Pedagogy for Mother Togue
conversation’s participants via turn taking within /p/ as in “pursue” and “rap”
the context of linguistic communication.
/b/ as in “bob” and “cab”
/m/ as in “ham” and “mop
Languaculture - A language includes not only
elements such as grammar and vocabulary, but also Labiodental
past knowledge, local and cultural information, -Sounds involve the upper teeth and the lower lip.
habits and behaviors. Examples: English [f, v]
Agency - It is the role that the social agent is Examples:
perceived to play in language development depends
partially upon what language is considered to be. /f/ as in “fish” and “frame”
The semantic approach is a radical departure from /v/ as in “view” and “version”
syntactic models of language acquisition with
regard to the perceived role of nonlinguistic factors. Interdental
A semantic-based grammar implies that cognitive
-Sounds are made by sticking the tip of the tongue
development or the development of meaning
between the upper and lower teeth.
systems is a prerequisite to linguistic development.
Furthermore, to the extent that social agents are Examples: English th (IPA [ϴ] in thin, (IPA [ð])
crucial to cognitive development, semantic-based
theories of language development provide a Examples:
rationale for expecting that social agents also play a / ϴ / thermal
significant role in language development.
/ ð/ through/ ϴ / bath
6 sub fields
/ ð/ wither
Phonetics - the study of how sounds are made, how
they are classified, how they combine and interact lar
with each other, and how they are perceived.
-Sounds are produced when the front of the tongue
Phonology - the study of organization and structure is raised to the alveolar ridge.
of sounds, their distribution, and conventions
Examples: English [t, d, n, s, z]
Morphology – the study of how words are formed
Examples:
Syntax – the study of organization of words into
/s/ as in “see /si:/
sentences and how they sentences are understood.
/z/ as in “zoo /zu:/
Semantics – the study of meaning of language
Pragmatics – the study of meaning and how it can
be interpreted in context.
Post-alveolar/Alveopalatal
-Sounds which involve the area just behind the
alveolar ridge. Examples: English sh (IPA [∫] in
Places of Articulation
ship, [ӡ]) in pleasure.
Examples:
Bilabial
/ ∫ / shoe / ∫u:/
-Sounds are produced by the narrowing or complete
closure of the lips. / ӡ/ usual/’ju:ӡl/

Examples: English [p, b, m,] Retroflex

EEM115– Content and Pedagogy for Mother Togue
-Sounds are made by curling the tongue tip
backward, and touching the area behind the alveolar
ridge.
Examples: English r in red (IPA [ɻ] in English.
Palatal
-Sounds involve the contact with the roof of the
mouth in the center of the hard palate.
Examples: Tagalog y (IPA [j] ) in yelo
Examples:
/ j / you The International Phonetic Alphabet
/ j / yet
Velar
-Sounds are produced by the contact of the tongue
and the soft palate or velum.
Examples: Hiligaynon [k, g] and ng (IPA in kasing
kasing.
Uvular
-Sounds are made by moving the tongue straight
back to touch the uvula and some part of the palate.
Examples: The “r” sound in French is an example
of this.

Pharyngeal
-Sounds are produced by moving the tongue down
and back into the pharynx.
Examples: The glottal stop (IPA [ʡ] represented by
the dash in ibig and h in himala ‘miracle’ uh oh are
example of these.
Glottal
-Sounds involve only the larynx.
EEM115– Content and Pedagogy for Mother Togue
refer to two words consist which have different
meanings and differ only in one sound occurring in
the same position or environment.
Examples:
The English words spill and still, and the Tagalog
words basa [ba. 'sa?] 'wet' and pasa [pa. sa?] bruise’.
In English, [p] and [t] both occur between [s] and [i]
while in Tagalog [b] and [p] both occur word-
initially. These sounds [p] and [t], and [p] and [b]
are contrastive, meaning they contrast words with
different meanings.
OTHER EXAMPLES:
 Fan – Van
 Site – Side
 Safe – Save
 Ferry – Very
 Ship – Sheep
Phonemes
Sounds that are used to contrast words with
different meanings: these sounds are called
phonemes.
Example: If you replace the [p] in the beginning of
pile with a [t], the result is different word, tile.
 Boat - Goat
 Near – Fear
 Light – Right

Contrastive Distribution
These sounds are in contrastive distribution,
meaning they can occur in the same environment in
words with different meanings.
The study of Sound Patterns EXAMPLES:
Phonology  When - Hen
 Stop - Top
 As subfield of linguistics that deals with
 Span - Pan
speech sounds, focuses more on the
systematic organization of sounds in a  Clock - Lock
particular language.  Swing - Wing
 The important concept in phonology is the  Shrug – Rug
occurrence of minimal pairs. Allophones
Minimal Pairs
EEM115– Content and Pedagogy for Mother Togue
Sounds that occur in mutually exclusive In English, released and unreleased stops are in free
environments, i.e., one allophone in one context and variation word-finally as seen in [khaet] or [khaet"]
another allophone occur in another. "cat".
 Allophones are in complementary distribution: Allomorphs
one sound never occurs in the environments in
which the other occurs.  Variants of morpheme that occur in
complementary distribution.
 The phoneme associated with the allophones is
often termed the underlying phoneme, while the  In English, the past tense ending -ed has three
other allophones linked to the phoneme are often phonetic realization that depends on the final
called the surface allophones. consonant of the root word:
i. if the root-final consonant is voiceless, it is
realized as [t], e.g., walked [wakt];
ii. if the root-final is voiced, it becomes [d],
e.g., robbed [rabd];
iii. if the root-final is an alveolar stop or flap, it
is articulated as [ed], e.g., waited [werǝd].
Examples:
In English, the sound [p] is always aspirated when it
occurs word-initially; when it occurs after [s], it is
always unaspirated.
In Tagalog, [d] changes into [r] when it occurs
between vowels as in the case of [bu.kid] 'field' +
[in]> [bu.ki.rin] 'fields'.

Morpheme
A morpheme is the meaningful part of a word that
cannot be further subdivided.
OTHER EXAMPLES:
2 Types of Morpheme
 Pore  Spore
1. Free Morpheme - word element and the word that
 Tore Store can stand alone.
 Core Score Ex: Care, quick
 Pool  Spool 2. Bound Morpheme - usually, a prefix or suffix.
 Tool  Stool Ex: ful, ly
 Cool School
Free Variation
Another type of distribution is called free variation
in which two different sounds can occur in the same
environment.
Examples:
In Tagalog [i] and [e] in the words babai and babae
'woman', respectively.
EEM115– Content and Pedagogy for Mother Togue
DIPHTHONG AND SUPRASEGMENTALS This diphthong uses letters and letter combinations
like /i/, /igh/, and /y/ to form sounds similar to
A diphthong is a sound formed by combining two “eye.” Here are a few more examples:
vowels in a single syllable. The sound begins as one
vowel sound and moves towards another. The two My /mai/
most common diphthongs in the English language
are the letter combination “oy”/“oi”, as in “boy” or High /hai/
“coin”, and “ow”/ “ou”, as in “cloud” or “cow”. Why /wai/
Diphthongs are usually introduced as spelling Sky / skai/
patterns in the primary grades. Use our vowel
diphthong practice lists to help students get a firmer Example phares:
grasp on these common word sounds. The sky blue tie was hard to buy.

/eɪ/
This diphthong uses letters and letter combinations
like /ey/, /ay/, /ai/ and /a/ to form sounds similar to
“great.” Here are a few more examples:
Is a vowel sound in which the tongue changes  Bake
position to produce the sound of two vowels  Rain
• Is a single sound produced when two vowels (one  Lay
dominant in duration and stress and one reduced in  Eight
duration and stress) are paired together in a  Break
sequence
/əʊ/
Example phrases:
This diphthong uses letters and letter combinations
1. Roy’s yellow toy like /ow/, /oa/ and /o/ to form sounds similar to
2. Toil on the field “boat.” Here are a few more examples:
3. Field of soy
4. Coin on the mat  Go
5. Point the boy  Oh
 Slow
8 American English Diphthongs  Loan
• Considering the intricacy of the subject, you won’t  Though
be surprised to learn there are dividing opinions /aʊ/
about the number of diphthongs in American
English. Some will say eight; others ten. This diphthong uses letters and letter combinations
like /ou/ and/ow/ to form sounds similar to “ow!”
• Perhaps the easiest way to recognize a diphthong Here are a few more examples:
is to listen to the sound created by the vowel or
vowels when you say it out loud. If the vowel sound  Bound
changes, you’ve got yourself a diphthong. Without  House
getting too detailed (or any more confusing), let’s  Brown
look at eight of the heavy-hitters.  How
/aɪ/  Now
/eə/
EEM115– Content and Pedagogy for Mother Togue
This diphthong uses letters and letter combinations Suprasegmentals features are those aspects of
like /ai/, /a/, and/ea/ to form sounds similar to “air.” speech that involve more than single sound
Here are a few more examples: segments
 Pair
 Lair
The principal suprasegmental are:
 Stare
 Care  Syllable Stress
 Bear  Tone Intonation
 Length Juncture
• Syllable is a single, unbroken vowel sound within
/ɪə/
a spoken word. They typically contain a vowel, or
This diphthong uses letters and letter combinations two if one is silent, and perhaps one or more
like /ee/, /ie/ and /ea/ to form sounds similar to accompanying consonants. All words are made
“ear.” Here are a few more examples: from at least one.

 Career Examples of syllables

 Here  Tie' has one syllable
 Near  'Rescue' has two syllables - Res + cue
 Year  'Alphabet' has three syllables - Al + pha +
 Pier bet’
/ɔɪ/  Activity' has four syllables - Ac + tiv + i +
ty’
This diphthong uses letters and letter combinations  Electricity' has five syllables - E + lec + tri +
like /oy/ and /oi/ to form sounds similar to “oil.” ci + ty
Here are a few more examples:
• Stress is one of the suprasegmental features of
 Boy utterances. It applies not to individual vowels and
 Coy consonants but to whole syllables. In the level of
 Toy word, a stressed syllable is pronounced with a
 Foil greater amount of energy than an unstressed
 Coin syllable.
/ʊə/ • Length are also usually considered to be
suprasegmental features, although they can affect
This diphthong uses letters and letter combinations single segments as well as whole syllables.
like /oo/, /ou/, /u/, and /ue/ to form sounds similar to
“cure.” Here are a few more examples:
 Fur
 Sure
 Lure
 Pure
 Manure
What is suprasegmental?
The term suprasegmental was invented to refer to
aspects of sound that did not seem to be properties
of individual segments (i.e the vowels and
consonants of which speech is composed).
EEM115– Content and Pedagogy for Mother Togue
• Tone refers to the emotion and attitude one puts
behind their words.
• Intonation refers to the fluctuation of one's voice
as they speak.
The following Intonations:
1. Rising Intonation means the pitch of the voice
increases over time [↗]
2. Falling Intonation means that the pitch decreases
with time [↘]
3. Dipping Intonation falls and then rises [↘↗];
4. Peaking Intonation rises and then falls (↗↘)

-FIGHTING!!!!!
Ithyyl

Juncture this is another suprasegmental phoneme,

known as the manner of transition from one
segmental phoneme to another.
Vowels and consonants can be thought of as the
segments of which speech is composed. That is why
vowels and consonants usually known as
“segmental phonemes” Together they form the
syllables, which go to make up utterances.
Related to the syllables, there are other features
known as “suprasegmentals”
The suprasegmental features (also known as
prosodic features) are the aspects of speech that
involve more than single consonant or vowels.