Literary Competence Via L2 With L1
Keywords:Literary Competence, Literary Cognition
Learning the L2 may start with everyday basic communication skills but this aspect is not enough to develop higher order skills and deep learning. Thus the study aimed to determine the effectiveness of using L2 with L1 in teaching Philippine Literature to Elementary Education students of Surigao State College of Technology, City Campus during the first semester of Academic Year 2012 -2013. Specifically, it described the pre-post tests performance of the students using L2 with L1 instruction. The quasi-experimental design was employed. There were 100 students who were involved in the investigation. The statistical tools used were mean computations, z-test, t-test of correlated means, t-test of mean difference. Binomial test, Mann Whitney U-test and Wilcoxon - ranked test for the theory validation. The results of the study revealed that the pre-test scores of the students in the experimental group were found as “below average”. The literary competence level after experimentation was found as “above average”. The L2 with L1 students have shown the existence of a significant difference in all genres, There also existed a significant mean gain improvement on the students level of literary competence in favor of the group using L2 with L1 in the three genres namely; essay, drama and poetry. The students in the experimental group have already acquired literary competence at a certain level. However, using L2 with L1 contributes more in achieving in-depth comprehension and appreciation towards Literature. It is therefore commendable that the School Administrators and the Literature Instructors should encourage the use of L2 with L1 as anchored on the Literary Cognition Theory via L2 with L1 to engage more students to express themselves freely
Alcantara, R..,Espina,F., Villamin, A., and Cabanilla, J.(2003). Teaching Strategies for the Teaching of Communication Arts.Katha Publishing Co. Inc., Manila
Ayeomoni, M. O. (2006). Code-switching and code-mixing: Style of use in childhood in Yoruba speech community. Nordic Journal of African Studies, 15(10), 90-99. | GS
Bagood, Evelyn .(2011). Multiple Intelligences in Speech Instruction.Unpublished Dissertation.Cebu Normal University.Cebu City.
Barrett, Thomas, C.(1972). Taxonomy of Reading Comprehension. Massachusetts: Ginn and Company. | GS
Bowen ( 2012). Teaching approaches using L1 in the class
Bloom’s Revised Taxonomy of Objectives (2001), | GS
CHEd Memo. Order No. 59, series of 1996 on New Education Curriculum
Colinares, Nilo E. (2010), 21st Century, Issues and Challenges in the PhilippineEducation.NavotasCity, National Bookstore
Cummins, Jim, (2000), Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency | GS
Dept. of Education K to 12 Learning Package for Grade 7 English
Dept. of Education.Mother Tongue-Based Multilingual Education (MTB – MLE) Resource Book, Teacher’s Guide
Education, Encyclopedia Britanica, 2010
English-Surigaonon/ Surigaonon-English Vocabulary
Executive Order # 74, series of 2009 – Institutionalization of Mother- Tongue-Based Multi-Lingual Education (MTB – MLE)
Giron, Paraluman R. (2010) Mother Tongue Based Multi-Lingual Education: Improving Quality & Access to Education. The Professional Teacher Volume II No,.I ISSN 2243-920X
Gonzales, Andrew (2003). The Lingua Franca Education in the Philippines
Go, M. &Posecion, O (2010) A Comprehensive Guide on Language and Literature Assessment: .QuezonCity, Lorimar Publishing Inc.
Hashim&Norizah Hassan. (2006). English in Southeast Asia: Prospects, perspectives and possibilities. Kuala Lumpur: University of Malaya Press. | GS
Kahayon, Alicia H. andZulueta, Celia A. (2000). Philippine Literature Through the Years, National Bookstore, Manila. | GS
Krashen, Stephen, (2001) Theory of Second Language Acquisition | GS
Kruschwitz, Peter (2011). Language is vital, not just to communicate. | Link
Maghuyop, Alica Z. (2006). Students Perceptions Towards Literature As A Subject in the Teacher Education Institutions(TEIs) of Surigao City: Basis for a Prototype Learning Module in Teaching Literature. Unpublished Master’s Thesis, St. Paul University, Surigao City.
Manara Christine. (2007). The use of L1 support: teachers’ and students’ opinion and practices in an Indonesian context. The Journal of Asia TEFL, 4(1), 145-178. | GS
Mallone, Susan &Mallone, Dennis, (2010). Two-track approach to Teaching Children to Read and Write their First language: A guide book for trainers.
Marquez, Sevillano T. Jr.,Casela, Neliza C.&Sadorra, Bryan E, (2009) Developmental Reading 2, Manila: Lorimar Publishing, Inc.
McArthur, Tom and Martin (2006) Code Mixing & Code Switching. Craine Oxford Companion to the English Lang. 1998 Encyclopedia.com.
Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom. | GS
Neranjani, Sulochana (2007). Enhancing Literary Competence Through Activity Based Literature Learning. | GS
Nolasco, Ricardo M. (2010), “21 Reasons Why Filipino Children Learn Better While Using their Mother-Tongue: A Primer on Mother-Tongue-Based Multilingual Education (MTB-MLE) and other Issues on Language and Learning in the Philippines. | GS
Paduraru, Melania (2010). Why students need literary competence. Retrieved from link
Protassova, E. and Miettiren, S. (1992) “Two Languages and Two Cultures”, St Peterburg: Zlatonst | GS
Rickford, J.R.(1999), African American Vernacular in English: Features, Evaluation and Educational Implications, John Wiley & Sons | GS
Shimizu, M. (2006).Monolingual or bilingual policy in the classroom: Pedagogical implications of L1 use in the Japanese EFL classroom. Oct 2008, | GS
Suarez, ChecheA..(2008). The Language of Essay Questions in Philippine ELT: A Preliminary View. ACELT Forum, Vol. 2 No.2. ADMU Manila.
Tabula, Rommel V. (2011). MTB-MLE: An Approach in the Teaching of Literature in the Tertiary Level. Published thesis, University of Northern Philippines.
Tanvir, Nabila(2009). Significance of the Study of Literature. Retrieved from link
Teaching Guide in English 1. 2010 Secondary Education Curriculum Using the Understanding by Design Framework (UbD)
Templates for Higher Order Thinking Skills (HOTS), Israel’s English Inspectorate The New Philippine Constitution, Article IV, Section 7, Use of Auxiliary Language
Tien, C. & Liu, K. (2006).Code switching in two EFL classes in Taiwan. In Azirah | GS
The Linguistics Journal, 4(2). Retrieved Sept.11,2010 | Link
YunisrinaQismullah Yusuf. (2009). A pragmatics analysis of teacher’s code switching in a bilingual classroom. | GS
Villamin, Araceli M. (2003). InnovativeTeaching Strategies in Communication Arts, Quezon City: National Bookstore