Mother Tongue

In: English and Literature

Submitted By K1971eith
Words 337
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L01428270 keith r. wallace
Fall 2015 (August - December)
Aug 25, 2015 05:29 pm
Your current Institution is Baton Rouge Comm College

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Total Credit Hours: 12.000
English Composition I - ENGL 101 - M32
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BRCC Louisiana Building 346 Aug 24, 2015 - Dec 12, 2015 Lecture

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Introduction to Cinema Studies - FILM 200 - M02
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BRCC Magnolia Performing Arts BLACK
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Intermediate Algebra - MATH 094 - M11
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Aug 24, 2015 - Dec 12,
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Steven A Mitchell (P)

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Class 5:30 pm - 6:45 pm TR

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BRCC Bonne Sante' Wellness 112 Aug 24, 2015 - Dec 12, 2015 Lecture

Jackie Bryant ( )
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Intro to Theatre (TB) - THTR 100 - M01
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Mother Tongue

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Words: 774 - Pages: 4

The Implementation of the Mother Tongue-Based Multilingual Education in Grade I in the Public Elementary Schools in Pangasinan I

...THE IMPLEMENTATION OF THE MOTHER TONGUE-BASED MULTILINGUAL EDUCATION IN GRADE I IN THE PUBLIC ELEMENTARY SCHOOLS IN PANGASINAN I Nora T. Cruz, Ed.D Domalandan Center Integrated School namaste_db@yahoo.com Abstract The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills enabling children to operate equally in their community language, the national language and English. Driving both preservice and inservice teacher training are sets of standards for setting the qualifications and competencies of teachers. Within MTB-MLE these standards should reflect the fact that teachers are prepared to successfully educate students who speak a mother tongue different from the target language of instruction. This requires that teachers understand and can implement strategies for using the mother tongue as the primary road for children to build their initial literacy skills as well as using it to bridge to oral and written literacy in the targeted second language. Utilizing a survey questionnaire as well as documentary analysis, the study looked into the status of the implementation of the mother tongue as a learning subject in Grade I in the public elementary schools in Pangasinan I. Results show that the. It has also been found out that majority of the instructional objectives in the mother tongue as a subject are not being met as indicated by the areas where they are found weak. It is thereby recommended that the......

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The Importance of Mother Tongue-Based Schooling for Educational Quality

...2005/ED/EFA/MRT/PI/9 Background paper prepared for the Education for All Global Monitoring Report 2005 The Quality Imperative The importance of mother tongue-based schooling for educational quality Carole Benson 2004 This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2005 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative”. For further information, please contact efareport@unesco.org The importance of mother tongue-based schooling for educational quality Commissioned study for EFA Global Monitoring Report 2005 Carol Benson, Ph.D. Centre for Research on Bilingualism Stockholm University 14 April 2004 Part A: Overview While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. Many developing countries are characterized by individual as well as societal multilingualism, yet continue to allow a single foreign language to dominate the education sector. Instruction through a language that learners do not speak has been called “submersion” (Skutnabb-Kangas 2000) because it is analogous to...

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Mother

...a reader, I looked at this text as a revelation. This text gave me a sudden realization that I too share the same background as Tan and that I too have a mother tongue of my own. The text was very relatable in my perspective. Growing up, I've experienced events similar to the ones Tan spoke of. I remember my father being scolded by the owner of a deli across the street that he was stupid, cheap, and that he should go back to China based on his irregular English. I also remember my mother being turned away during parent teacher conference because the teacher simply did not want to bother with my mother's English. My mother and father was not taken seriously just like how Tan's mother was not either. Although I can relate to the author very much so and agree that language should not serve as a barrier to the way we try to understand or be understood by each other, many other people may disagree. Many people do not have thick and choppy accents like Chinese Americans. Not many have the ability to see the image that Tan is trying to convey: the idea of a language that speaks to all also known as her Mother Tongue. Tan also does not consider the fact that many people may not have their own Mother Tongue or that English may have been their first language. Therefore, they may not be able to understand that Mother Tongue is not simply, just another language. It is another language with structure and vocabulary, just like any other language. It seems that Tan originally......

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Tongue and Quill

...The Tongue and Quill AFH 33-337 1 AUGUST 2004 Communication is an essential tool for the twenty-first century Air Force BY ORDER OF THE SECRETARY OF THE AIR FORCE AIR FORCE HANDBOOK 33-337 1 AUGUST 2004 Communications and Information THE TONGUE AND QUILL COMMUNICATING IS A POWERFUL TOOL FOR THE TWENTY-FIRST CENTURY AIR FORCE The Tongue and Quill is dedicated to every man and woman in today’s Air Force who will ever sling ink at paper, pound a keyboard, give a briefing, or staff a package to support the mission. Currently, The Tongue and Quill is widely used by Air Force military and civilian members, professional military school educators and students, and civilian corporations around the United States. As United States Air Force employees, it is important we communicate clearly and effectively to carry out our mission. This handbook together with AFMAN 33-326, Preparing Official Communications, will provide the necessary information to ensure clear communications— written or spoken. The use of the name or mark of any specific manufacturer, commercial product, commodity, or service in this publication does not imply endorsement by the Air Force To all you enthusiastic users worldwide, keep up the good fight! SUMMARY OF REVISIONS This revision improved organization; rearranged layout; updated quotes, art and word lists; and added material on preparing to write and speak, writing with focus, communicating to persuade, research, meetings, briefings and......

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Mother Tongue and L2 English Learners

...Mother Tongue and L2 English Learners I remember the time when I was told that in an English class the use of the mother tongue cannot be acceptable because it is not beneficial for students to learn a foreign language. So I asked to myself, why? Because I knew that you cannot speak in Spanish all the time, but “never”? In my classes I accept it for some activities and for others I do not. According to Davis Carless “Students use of the mother tongue in the task-based classroom”, the use of the native language or mother tongue (MT) is quite complex because it could be beneficial for learners but, at the same time, it could not. In general, the use of MT is stigmatized by some methods, and teachers who cannot handle a class in the target language (TL) feel frustrated by the overuse of the students’ first language. However, as the writer claims, by taking into account the type of tasks we give to our students we can analize which are the ones that imply a positive effect on the second language acquisition and the ones that imply negative effects. Thus, teachers will be able to handle a task-based class with both languages in interaction. Firstly, Carless argues that the use of MT may have positive and negative effects on second language acquisition. Positive effects seem to “serve social and cognitive functions, including the construction of scaffolded assistance and create through collaborative dialogue the opportunity for language acquisition to take place.” In fact,......

Words: 1125 - Pages: 5