<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This two-phase action research examined the profile and knowledge level of Grade III pupils about their knowledge on the distinct local vocabularies in order to formulate enrichment or intervention, to address any deficiency or lack of, and to assess whether such enrichment programs are effective for authentic, localized implementation of the MTB-MLE. The research instruments used in the first phase included survey and vocabulary assessment test. The researchers initially employed descriptive statistics to interpret the result. Majority of the respondents have established residency in Lopez, Quezon for at least four years. All of the pupils speak Tagalog only at home. The first phase of the research revealed that the pupils of Lopez West Elementary School Bldg. 1 performed satisfactorily in the language test. Most of them found that the most difficult words are generally content words. The initial results of this study serve as baseline information implying that the pupils’ level of understanding of the Lopezeños words needs enhancement and/or reinforcements; hence, there is an urgent need to implement the 2<sup>nd</sup> cycle of this action research. The second phase once implemented seeks to evaluate the effectiveness of the intervention and/or enrichment activities that may guide language teachers in the conduct of classroom-based, culturally sensitive, contextualized language instruction.</p></abstract>

This two-phase action research examined the profile and knowledge level of Grade III pupils about their knowledge on the distinct local vocabularies in order to formulate enrichment or intervention, to address any deficiency or lack of, and to assess whether such enrichment programs are effective for authentic, localized implementation of the MTB-MLE. The research instruments used in the first phase included survey and vocabulary assessment test. The researchers initially employed descriptive statistics to interpret the result. Majority of the respondents have established residency in Lopez, Quezon for at least four years. All of the pupils speak Tagalog only at home. The first phase of the research revealed that the pupils of Lopez West Elementary School Bldg. 1 performed satisfactorily in the language test. Most of them found that the most difficult words are generally content words. The initial results of this study serve as baseline information implying that the pupils’ level of understanding of the Lopezeños words needs enhancement and/or reinforcements; hence, there is an urgent need to implement the 2nd cycle of this action research. The second phase once implemented seeks to evaluate the effectiveness of the intervention and/or enrichment activities that may guide language teachers in the conduct of classroom-based, culturally sensitive, contextualized language instruction.

Huntahan<xref ref-type="fn" rid="fn1_w2aab2b8b8b1b7b1ab1aaAa">*</xref> vocab assessment toward enriching mother tongue-based classroom practices

Philippine Normal University, Philippines

Lopez West Elementary School, Philippines

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Huntahan vocab assessment toward enriching mother tongue-based classroom practices

This two-phase action research examined the profile and knowledge level of Grade III pupils about their knowledge on the distinct local vocabularies in order...

Huntahan* vocab assessment toward enriching mother tongue-based classroom practices

Online veröffentlicht: 08. Juni 2015

Seitenbereich: 78 - 84

DOI: https://doi.org/10.1515/jolace-2015-0007

Schlüsselwörter
first language teaching and learning or mother-tongue based multilingual education, language assessment, vocabulary enrichment

© Reynald M. Cacho et al.

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Huntahan* vocab assessment toward enriching mother tongue-based classroom practices

Online veröffentlicht: 08. Juni 2015

Seitenbereich: 78 - 84

DOI: https://doi.org/10.1515/jolace-2015-0007

Schlüsselwörterfirst language teaching and learning or mother-tongue based multilingual education, language assessment, vocabulary enrichment

© Reynald M. Cacho et al.

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
first language teaching and learning or mother-tongue based multilingual education, language assessment, vocabulary enrichment