A Mobile-Assisted Learning Application of Mother Tongue for Grade 3

A number of studies on the Filipinos’ attitude towards the Philippine official languages and on code-switching have been done; nonetheless, very few studies on attitude towards the Mother Tongue Based Multilingual Education (MTB-MLE) language program after its implementation in 2013 have been conducted. This paper presents selected stakeholder participants’ attitude towards the language program in relation to English language teaching (ELT) and learning after about seven years of its implementation, and now that it may be suspended through House Bill No. 6125 or the Act Suspending the Implementation of the Use of Mother Tongue as the Medium of Instruction for Kindergarten to Grade 3 as suggested by a prestigious national linguistic organization[13]. The writer’s self-designed attitude questions which were patterned after the language attitude questions [21] were used to gather data through interview. Analysis revealed that four out of six participants had a positive attitude towards MTB-MLE; two were undecided about their perception and attitude; however, three among the six did not fully understand the program. The participants supported ELT and acknowledged the role of English as the global language; nonetheless, they were uncertain as to whether or not MTB-MLE would have a positive impact on ELT and on global competitiveness. KEYWORDS: Attitude, Bilingualism, English proficiency, English Language Teaching (ELT), Language of Instruction (LOI), Mother Tongue Based-Multilingual Education MTB-MLE), Multilingualism.

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De Verwerving Van Morfologische Regels in Schrift

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.59.07dor ◽

1998 ◽

Vol 59 ◽

pp. 67-87

Author(s):

Marjolein van Dort-Slijper

Keyword(s):

Empirical Data ◽

Mother Tongue ◽

Word Type ◽

Production Task ◽

Explicit Information ◽

Syntactic Information ◽

Grade 3

In order to provide textbook authors with empirical data on acquisition of written morphology of plural forms in nouns and verbs in Dutch, a study was undertaken in grade 3 and 4. Subjects individually completed a comprehension and a production task in which factors such as number (plural-singular), word type (nouns-verbs), and syntactic information about number (explicit information-no information) were systematically varied. It turned out that plural in nouns was easier than plural in verbs, plural with audible morphology was easier than plural with silent morphology, comprehension was easier than production, and syntactic information about number facilitates performance, especially in the production task. These findings are in line with findings for mother tongue speakers of English and French.

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PRESERVING THE TINGUIAN CULTURAL HERITAGE: MOTHER TONGUE-BASED MULTI-LINGUAL EDUCATION AS TOOL

Journal Sampurasun Interdisciplinary Studies for Cultural Heritage ◽

10.23969/sampurasun.v2i01.123 ◽

2016 ◽

Vol 2 (01) ◽

pp. 79

Author(s):

Elizabeth Valera

Keyword(s):

Public Schools ◽

Cultural Heritage ◽

Heritage Language ◽

Mother Tongue ◽

First Language ◽

Department Of Education ◽

Language And Culture ◽

Multilingual Education ◽

Interview Guide ◽

Grade 3

Cultural heritage is important to people’s identity and character.Preserving the culture is therefore very important for the future generations. The Tinguians who are the natives of Abra Province have their own culture which is distinct from other Filipino ethnolinguistic groups. Studies on the Tinguians however, show that many of their customs, traditions, practices and beliefs are no longer observed or done. To develop socio-cultural awarenesswhich enhances the pride of the learner’s heritage, language and culture,the Department of Education has institutionalized the Mother Tongue-Based Multilingual Education as its fundamental educational policy and program. This study which is a qualitative research aimed to determine how the program helps in the preservation of the Tinguian culture. The interview guide was used to gather data from the teachers, and officials of the selected public schools in Tinguian communities where the program was piloted.These were complemented by the observations of the researchers when they visited the schools. Based on the findings of the study, the first language or mother tongue of the learners is Ilocano thus the medium of instruction for kindergarten to Grade 3 is Ilocano; some of the teachers are not Tinguians and cannot speak the dialect; there is no working orthography of the Tinguian dialects; there are no available teachers guide, reading and instructional materialsin Tinguian; many of the learners whose parents are Tinguians speak Ilocano with their friends and classmates.

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Literary Comprehension through Mother Tongue and the Achievement of Grade 3 Pupils in One District Public Schools

International Journal of Research Publications ◽

10.47119/ijrp100711220211776 ◽

2021 ◽

Vol 71 (1) ◽

Author(s):

Rowena G. Bolado ◽

Randy L. Palestina

Keyword(s):

Public Schools ◽

Mother Tongue ◽

Grade 3

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Reading Longer Words: Insights Into Multisyllabic Word Reading

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig1.86 ◽

2017 ◽

Vol 2 (1) ◽

pp. 86-94 ◽

Cited By ~ 2

Author(s):

Lindsay Heggie ◽

Lesly Wade-Woolley

Keyword(s):

Systematic Approach ◽

Word Reading ◽

Explicit Instruction ◽

Working Memory Capacity ◽

Reading Difficulties ◽

Instructional Programs ◽

Morphological Knowledge ◽

Morphological Complexity ◽

Reading Accuracy ◽

Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

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Positive correlation between neovascularization degree of carotid atherosclerosis determined by contrast-enhanced ultrasound and level of serum C-reactive protein

VASA ◽

10.1024/0301-1526/a000429 ◽

2015 ◽

Vol 44 (3) ◽

pp. 0187-0194 ◽

Cited By ~ 6

Author(s):

Xiaoni Chang ◽

Jun Feng ◽

Litao Ruan ◽

Jing Shang ◽

Yanqiu Yang ◽

...

Keyword(s):

Contrast Enhancement ◽

Rank Correlation ◽

Artery Stenosis ◽

Contrast Enhanced Ultrasound ◽

C Reactive Protein ◽

Protein Levels ◽

Reactive Protein ◽

Contrast Enhanced ◽

Grade 3 ◽

Axis View

Background: Neovascularization is one of the most important risk factors for unstable plaque. This study was designed to correlate plaque thickness, artery stenosis and levels of serum C-reactive protein with the degree of intraplaque enhancement determined by contrast-enhanced ultrasound. Patients and methods: Contrast-enhanced ultrasound was performed on 72 carotid atherosclerotic plaques in 48 patients. Contrast enhancement within the plaque was categorized as grade 1, 2 or 3. Maximum plaque thickness was measured in short-axis view. Carotid artery stenosis was categorized as mild, moderate or severe. Results: Plaque contrast enhancement was not associated with the degree of artery stenosis or with plaque thickness. Serum C-reactive protein levels were positively correlated with the number of new vessels in the plaque. C-reactive protein levels increased in the three groups(Grade 1: 3.72±1.79mg/L; Grade 2: 7.88±4.24 mg/L; Grade 3: 11.02±3.52 mg/L), with significant differences among them (F=10.14, P<0.01), and significant differences between each two groups (P<0.05). Spearmans rank correlation analysis showed that serum C-reactive protein levels were positively correlated with the degree of carotid plaque enhancement (Rs =0.69, P<0.01). Conclusions: The combination of C-reactive protein levels and intraplaque neovascularization detected by contrast-enhanced ultrasound may allow more accurate evaluation of plaque stability.

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