Teaching Geometrical Figures in Waray: The LNU-ILS Experience

Voltaire Q. Oyzon, Cyrene C. Lubio, Jose Ismael Salamia, Lorena M. Ripalda

Abstract


Waray children are “unconsciously shifting from their mother language to English and/or Tagalog in their vocabulary useâ€. English vocabularies are more familiar to Waray educands of today than are the indigenous Waray terms, for instance, for geometrical figures, colors, numbers, etc. Still, “it is an ongoing debate of what type of language should be used in the implementation of MTBMLE.†Should educators use a Waray that borrows heavily from English and other languages or a Waray that uses exclusively its own indigenous terms and concepts? The researchers formulate a single lesson plan using an inductive method incorporating the Montessori Approach. We have two types of pupils at LNU-ILS: Waray pupils whose language at home is Waray, and Waray pupils who are exposed to English at home.


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DOI: http://dx.doi.org/10.11591/edulearn.v8i2.213

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Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by: Universitas Ahmad Dahlan (UAD) in collaboration with Institute of Advanced Engineering and Science (IAES)

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