Mother Tongue, by Amy Tan. I am not a scholar of English or literature. I cannot give you much more than personal opinions on the. English language and its. Mother Tongue, y Amy Tan. I am not a scholar of English or literature. I cannot give you much more than ersonal o inions on the. English language and its. MOTHER TONGUE UNIVERSITY OF SAINT LOUIS TUGUEGARAO CITY, CAGAYAN School of Education, Arts, and Sciences THE IMPACT OF MOTHER.
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𝗣𝗗𝗙 | Executive Summary Language is an integral feature of educational practice in optimal sociolinguistic conditions for effective mother tongue education;. PDF | minutes read | In the Preamble to the Language in Education Policy arguments that can be marshalled in support of mother tongue education. The Importance of mother tongue-based schooling for educational quality. Person as author: Benson, Carole . Document code: /ED/EFA/MRT/PI/9.
Mother Tongue As for the number of alphabets, Arabic has twenty-eight Usually, the term mother tongue is used to refer as a child letters. As time goes on, this ninth letters. In contrast, English has twenty six letters. Mother tongue helps a and lower case letters in Arabic as it is always composed in a child to communicate with others by expressing their feelings, cursive form. According to English, the matter is different.
In emotions and needs. It is also known as native language. English words can be written in both cursive and uncial. One of the most noticeable differences between the two speeches is that Arabic is written from right to left. English, on the other hand, is written from left to right.
Most significantly, there are typical www. Ali, In all the above mentioned differences between Arabic and 2 ii. Countable and Uncountable Nouns English languages cause Arab learners unconsciously or There are certain words in English which are classified as involuntarily to make mistakes or even errors. It should be uncountable nouns like information, money, damage, recalled here, it is beneficial to differentiate errors from mistakes.
Whereas, mistakes reflect occasional lapses in versions: Misuse of Prepositions learning process in relation to the aspects of James' taxonomy. Essberger notes differences between Arabic and English prepositions: The plural is also of two kinds: Salimi's study also revealed that English has three The problems in using English prepositions for Arab genders: Gender is only limited students learning English result from two factors.
First, not every to personal pronouns, whereas Arabic has only two genders: Arabic preposition has a definite equivalent in English and vice masculine and feminine. Furthermore, English nouns are versa.
Secondly, not every English or Arabic preposition has inflected for genitive case. Whereas, in Arabic, nouns are definite usage and meaning. These fonts are differentiated by changing the vowel Arab students learning English sometimes make the ling of the final consonant. Unnecessary insertion: They use prepositions with rendered to illustrate Salimi's findings.
In Arabic, we suppose: I will practice doing the exercises. Omission of necessary prepositions: I waited the bus two hours. I waited for the bus two hours. Wrong substitution: They do not use correct In English, we say: Therefore, about Arab students learning English may not use English plural nouns correctly.
The following are examples. They composed from, object on, blame on, where of, of, to and for may say, "The two child are crying. Hamadalla and above example occurs because it is equivalent to the Arabic Tushyeh, n.
Table 1 below displays some errors in the use of prepositions that are made by Arab learners who are learning Table 1: We sat on the table. I like to pick roses with many colors. He died from hunger.
We have lived in Doha from One from my brothers is a doctor. Misuse of Definite Article this is that in Arabic such nouns are usually introduced by the Arabic has one definite article "the".
It consists of two definite article. In English, abstract words referring to ideas, letters: It is sequestered to the beginning of nouns and their properties, or qualities are employed without the article 'the'. In adjectives. Nevertheless, Arabic has no indefinite articles. The Arabic, however, such abstract words are preceded by the definite article is redundantly used by Arab learners of English definite article equivalent to 'the' in English.
Diab, There are three types of errors in the use of articles by been formed by Arabic-speaking scholars of English.
My father works in bank. My father works in a bank Arab learners of English encounter many difficulties while distinguishing between adjectives and adverbs in Arabic and In the this sentence, the indefinite article "a" should be used English. Arabic adjectives agree in gender and number with before the noun "bank" in English; but it is dropped, possibly nouns, which might be the reason for these learners to make because in Arabic such article is non-actual.
Marpaung, ; Al-Aqad, Wrong Insertion: The cause for junuudun shuja'aan.
Is Bob wears a suit today? Does Bob wear a suit? This is attributed to the Arabic use of adverbs as they can be formed in two ways. Word Order translated into Arabic in two ways: The following are some examples of such errors. English sentences.
The following are some examples which are traced in the literature review earlier in this article. The temperature rose a sharp errors the researcher of the current study noticed in her students' rise. The temperature rose sharply. He drove with so fast speed. He drove so fast. The singer performed a preceded by the verb: The singer performed wonderfully. Prices have increased a solve the problem.
Prices have increased gradually. Arabic uses the secondary clause which acts as an 2 vi.
I want that you stay. I want you to stay. There are no auxiliary verbs in Arabic. Thus began a battle that would rage for almost three decades, until the English finally settled things in AD.
Afterward, an area of Britain called the Danelaw was established to divide the nation between the southern English and the northern Vikings. This arrangement had lasting linguistic effects. Eventually, Old Norse and Old English merged into one language.
Next came the Norman conquest of The Normans were a tribe of Vikings who had settled in northern France two centuries earlier, and their invasion of England ushered in a new era.
They maintained control of the country for years and added over 10, words to the English language. Under Norman rule, a two-tiered society emerged. There was a ruling class, which spoke French, and a working class, which spoke English.
However, it has since taken on a new meaning and now refers to machine-made products. Of all the words in the English language that come from Latin, over half of them have changed with time. Then there is the introduction of new words, often by creative individuals.
One of the most plentiful periods spanned the years between and , when more than ten thousand new words were brought into the English lexicon.
New words are also created by simplifying and shortening longer words. When settlers arrived in the Americas, they encountered a whole world of strange new plants and animals, each of which required immediate naming. Of course, these animals and plants already had names — Native American names — and the settlers were quick to introduce them to the English language.
Then there are compound words — single words that were once two separate words. Nicknames are also extremely evocative, though they vary from country to country. But, actually, at least one extremely common word resulted from a major misunderstanding. Study also shows that a large number of ethnic groups in Northern regions of the country are more proficient in its use rather than Tagalog.
Ilocano is also being used in the Northern areas of Luzon as Lingua Franca and in everyday communication. Mother tongue- based instruction deals primarily with the teaching of particular subject matter with the use of the language learners have been using in their day to day interactions.
In schools, it has been observed that the old curriculum only allows pupils to speak or express themselves using the English or Filipino language making their performance seem to fluctuate.
Also, according to them, using the mother tongue as medium for instruction will not only facilitate learning but will also aid to the fast acquisition of the second or third language.
This is so because children, as young as they are must firstly be exposed to their first language so as for them not to be hard up in learning whatever language it is that they are familiar with after their mother tongue. With this step, children will just be relishing their time in learning their own language because it is the language that they are using in their everyday lives.
Most likely, when teaching only limits the children to using the English language, there is a great possibility that they will commit themselves in using this language instead of their native one. According to the author T. Ruanni F. It was institutionalized on July 14, through Order No. The difference between MLE and bilingual policy can be understood essentially in terms of which languages should be the media of instruction.
Philippine bilingual education requires English and Filipino, the national language, as media of instruction depending on which subjects are being taught. MLE, on the other hand, pushes for the mother tongues of students as media of instruction in all subjects.
This research aims to seek answers as to what are the impacts of teaching Mother Tongue and what are its effects to learners when it comes to speaking.
It also seeks to identify how the learners regard the new curriculum on Mother Tongue-Based Instruction. Lastly, the researchers want to find out whether Mother Tongue-Based Instruction allow learners to comprehend their lessons well. The questions that the researchers aim to answer are the following: Speaking 2. How do the learners regard the new curriculum on Mother Tongue-Based Instruction? Does Mother Tongue-Based Instruction allow learners to comprehend their lessons well?
There were many criticisms as to how effective this can be before it was made into action by the Department of Education in reaching their goal which is to promote quality education that will make Filipino pupils learn better. Our country is rich when it comes to variety of dialects however, in the context of primary education during the past years; it is obvious that the medium used in teaching is the English language or any other second language.
Hence, with this study, it can be of help for those agencies of education in the country to develop programs and further modifications with the curriculum that will surely cater to the necessary aspects of the use of mother tongue.
Moreover, the results of this research can serve as an input which can help these agencies in designing books and manuals that can be readily used in teaching through the native languages. Basically, other researches and professionals who conduct studies about mother tongue instruction can also make use of this study as one of their references since researches about the impact of mother tongue in teaching in the country is still new and many are yet to be studied to know its effectiveness.
This paves way to the coming of new researches about native language that learners are used with. This research also allows school communities to determine the right approaches or strategies that they need to apply so that the affectivity of using mother tongue instruction to elementary school pupils can be manifested and could lead to positive learning outcome and that is learners learn best when exposed to the language they use in their day to day living.
More importantly, this study can serve as an aid to teachers as well as students. This can also help learners to become aware of the effects and impacts of the use of mother tongue in their own learning.
It also determines how the learners regard the new curriculum on Mother Tongue-Based Instruction. Also, it aims to find out if Mother Tongue-Based Instruction allows learners to comprehend their lessons well. The design which the study employs is the mixed approach which are both qualitative and quantitative.
Respondents A total of 45 pupils at Gadu Elementary School in Solana, Cagayan participated in answering the questionnaires.
There are 5 pupils in each grade level who were asked to participate in reading a short story which were recorded by the researchers. It was recorded as a basis in assessing the effect of mother tongue in their learning when it comes to this particular skill.
A questionnaire written in Ilokano was used in determining how the learners regard the new curriculum on Mother Tongue-Based Instruction. Questions that point out whether Mother Tongue-Based Instruction allows learners to comprehend their lessons are also included on the questionnaires that were floated. According to Anton and Di Camilla ; Swain and Lapkin , The MT may usefully serve social and cognitive functions, including the construction of scaffolded assistance and create through collaborative dialogue the opportunity for language acquisition to take place.
Holliday also argues that students working in groups or pairs do not have to speak English all the time; they can speak in their MT about a text and if through this process they are producing hypotheses about the language, then what they are doing is communicative Carless, The second or foreign language, known as the L2, should be taught systematically so that learners can gradually transfer skills from the familiar language to the unfamiliar one.
Bilingual models and practices vary as do their results, but what they have in common is their use of the mother tongue at least in the early years so that students can acquire and develop literacy skills in addition to understanding and participating in the classroom. According to Hovens and Walter and Dekker , for a successful mother tongue based classroom instruction, the attitude of the school community towards it is very significant.