Lesson 2 understanding language and multilingualism

2. ECHOING OF OUTPUT

3. 1. What examples can you
identify of ways in which
minority language communities
have been disadvantaged
socially or politically through
language and education policy?

4. 2. Do you believe that English
contributes to social and
economic inequalities in the
Philippines? Why?

5. 3. Does English undermine the
culture of the Philippines? How
do you say so?

6. 4. Plan advocacy strategies in
your context advancing and
supporting language education
for speakers of non-dominant
language communities.

7. Filipinisms

8. USING YOUR OWN WORDS, EXPLAIN THE FOUR (4)
STAGES OF LANGUAGE PLANNING AND LANGUAGE
PLANNING PRINCIPLES. BE ABLE TO ALSO GIVE OTHER
EXAMPLES FOR EACH.

9. WHAT CAN YOU SAY ABOUT HOUSE BILL NO. 6125?
WOULD YOU AGREE TO SUSPEND THE
IMPLEMENTATION OF MOTHER TONGUE-BASED
MULTILINGUAL LEARNING? WHY NOT?

10. Guess
the
gibberish

11. eye miss eww

12. ail huck each arm

13. wander her womb
hand

14. we loaf ore chin

15. laws din trance lay
sjin

16. thesis sawn who
tomb he

17. thief hears late he

18. she is burg her

19. see yule hater

20. pretty shack scent

21. UNDERSTANDING
LANGUAGE AND
MULTILINGUALISM
TODAY'S AGENDA
• demonstrate understanding and appreciation of
language to human lives and society;
• explain the details of linguistic structure;
• elaborate nd explain the nature of language;
• give concrete situations for each
characteristic of language;
• construct sentences indicating Tagalog News
and POD;

22. UNDERSTANDING
LANGUAGE AND
MULTILINGUALISM
TODAY'S AGENDA
• differentiate the usage of ng from nang;
• create examples for Tagalog noun gender,
noun plurals, noun affixes, and verbs;
• generate sentences for each function of a
Tagalog sentence;
• appreciate the importance of multilingualism;
and
• reflect on the implications of multilingualism

23. English Class | Laredo York Primary School
language is a system of arbitrary vocal
symbols by means of which a social
group cooperates
NATURE OF HUMAN LANGUAGE
Bloch and Trager (1942)

24. in

25. endangered language
a language that is at risk of falling out of
use as its speakers die out or shift to
speaking another language

26. Dead languages
are still known and used in special contexts
in written form.

27. CHARACTERISTICS OF LANGUAGE
English Class | Laredo York Primary School
1.Language can
be diverse.
2. Language
has levels.
3. Language is
creative and
unique.

29. CHARACTERISTICS OF LANGUAGE
1.Language can
be diverse.
2. Language
has levels.
3. Language is
creative and
unique.

35. CHARACTERISTICS OF LANGUAGE
4. Language is a
means of
communication
.
5. Language
identifies
culture.
6. Language is
arbitrary.

36. struCTURAL
VIEW OF
LANGUAGE
2 different views
of the nature of language
communiCATIVE
LANGUAGE OR
FUNCTIONAL
VIEW OF
LANGUAGE

37. • Drills are used to teach structural patterns
• Set phrases are memorized with a focus on intonation
• Grammatical explanations are kept to a minimum
• Vocabulary is taught in context
• Audio-visual aids are used
• Focus is on pronunciation
• Correct responses are positively reinforced immediately
The Audio-lingual Teaching Method

38. Total Physical Response

39. Total Physical Response

41. The Silent Way

43. FUNCTIONAL
/CONTENT
WORDS
VIEW THAT
LANGUAGE IS A
VEHICLE FOR THE
EXPRESSION OF
FUNCTIONAL
MEANING
SEMANTIC AND
COMMUNICATIVE
DIMENSIONS OF
LANGUAGE
COMMUNICATIVE LANGUAGE OR
FUNCTIONAL VIEW OF LANGUAGE
English Class | Laredo York Primary School

44. Basic Word Order
• The Tagalog Point of Departure
• Tagalog News

45. TAGALOG POD
• Starting point of a basic sentence
• The object, person, or idea that the speaker thinks about
before he begins a sentence
• Picked by the speaker from among the things that he
assumes the listener knows
– Have been previously mentioned
or implied
– Are in sight or in the situation
– Are shared or common knowledge

46. TAGALOG POD

47. TAGALOG NEWS
• What is said about POD
• New information communicated to the listener
• Generally comes before the POD in basic
Tagalog sentences

48. TAGALOG NEWS

49. TAGALOG MARKERS
ang, ng, sa
English Class | Laredo York Primary School

50. ang markers

51. ang markers

52. Uses of Ang markers
1. Marking the POD of a sentence.

53. Uses of Ang markers
1. Marking the POD of a sentence.

54. Uses of Ang markers
2. Marking the NEWS, if it refers to a particular
person or thing.

55. Ng markers

57. 1. Showing possession or belonging
Common uses of Ng markers

58. Common uses of Ng markers
2. Expressing various kinds of specification (of)

59. Common uses of Ng markers
3. Only for ng and ng mga

60. Common uses of Ng markers
4. Marking the non-POD doer of an action (by)

61. Common uses of Ng markers
5. Only for ng:
• Indicating direction

62. Tagalog Ang markers

63. Tagalog Ang markers

71. ‘NG’VS‘NANG’

72. ‘NG’VS‘NANG’

73. ‘NG’VS‘NANG’

74. ‘NG’VS‘NANG’

75. ‘NG’VS‘NANG’

76. DIN/RIN

79. BASIC SENTENCE STRUCTURE

80. Reasons these types are
considered BASIC

82. Tagalog Sentence
Structure

83. The sentence structure of the English language is S-V-O.
Subject – Verb – Object
They are tall.
I am tired.

84. Sila ay matangkad.
They are tall.
Ako ay pagod.
I am tired.

85. Matangkad sila.
Pagod ako.

86. Proceed to Tagalog noun
gender, noun plurals
noun affixes
verbs discussion...

87. Functions of Tagalog Sentences

88. Functions of Tagalog Sentences

89. Functions of Tagalog Sentences

90. Functions of Tagalog Sentences

91. Functions of Tagalog Sentences

92. Functions of Tagalog Sentences

93. Functions of Tagalog Sentences

94. Functions of Tagalog Sentences

95. https://padlet.com/erligalano1
594/oh4c4742o3tanuri