Local and international research have MOIs should happen no

MTB-MLE proven that using the mother tongue

first improves learning outcomes and
earlier than Grade 3, using
L1 to scaffold learning.
supports the goal of Education for All 8. Language in Testing and
UNIT 1 (EFA).
This DepEd Order provides:
Assessment:
The language used in
 A curricular framework to teaching must also be used
MODULE 1 Legal guide teachers for testing, both in school-
Bases and Benefits of  Instructional quality based and system-wide
assurance for educators and assessments—including
Teaching and
leaders international benchmarking
Learning Mother  Support for school managers —to focus on subject
Tongue and stakeholders understanding rather than
language proficiency.
LESSON 1.1 Knowing and Ten (10) Fundamental Requirements 9. In-Service Training (INSET):
Understanding DepEd Order No. for MTB-MLE Implementation Ongoing training for teachers
74, s.2009 To ensure a successful and with MLE specialists to
That language you first used sustainable MTB-MLE program, effectively use L1 for
—your home language—is your first DepEd Order No. 74 outlines 10 teaching reading, developing
language or mother tongue. It is the fundamental requirements: cognitive and higher-order
language that you, as a child, know 1. Orthography: thinking skills (HOTS), and
best and use most because it is A standardized and accepted cultural sensitivity.
learned first. alphabet and spelling 10. Community Involvement:
system for the local language Strong participation and
No less than the United that supports its use for support from Local
Nations Educational, Scientific and intellectual, academic, and Government Units (LGUs),
Cultural Organization (UNESCO) instructional purposes. parents, and the community
supports and advocates the use of 2. Instructional Materials: is vital to the success of the
the mother tongue. In fact, it Development, production, program.
celebrates International Mother and distribution of low-cost,
Language Day every February 21 to localized, and age- Conclusion
promote linguistic and cultural appropriate materials, Knowing and understanding DepEd
diversity. especially for beginning Order No. 74, s.2009 provides future
The United Nations, in its declaration reading and children’s teachers like you with a legal
of Education for All (EFA), literature. foundation and clear direction on
emphasized the use of the mother 3. Medium of Instruction how to implement the mother tongue
tongue to help preserve cultural (Grades K–3): in the classroom.
heritage, as seen in the Jomtien The learner’s first language It is not only a policy but also a
Declaration. (L1) should be the main commitment to cultural identity,
medium of instruction from better learning outcomes, and
Legal Basis in the Philippines: DepEd preschool up to Grade 3, for inclusivity in education.
Order No. 74, s.2009 clear conceptual
In the Philippines, the Department of understanding. LESSON 1.2 The Benefits: Why
Education issued DepEd Order No. 4. L1 as a Subject: Use Mother Tongue
74, s. 2009, titled: The mother tongue must be This lesson explains the importance
“Institutionalizing Mother Tongue- taught both as a subject and and advantages of using the Mother
Based Multilingual Education (MTB- used for teaching other Tongue-Based Multilingual Education
MLE)” subjects starting Grade 1. (MTB-MLE) approach in teaching,
This Order formally institutionalized 5. Introduction of Other especially in the early years of
MTB-MLE in the basic education Languages: schooling. The practice is rooted in
curriculum. Filipino, English, or other Philippine education history, with
It was further reinforced by a local/foreign languages early experiments by Dr. Jose V.
statement from then President should be introduced Aguilar in Iloilo (1948–1954), and was
Benigno S. Aquino III, who gradually and in a carefully followed by other initiatives such as
emphasized the significance of planned pacing program. the Rizal Experiment and First
language in this way: 6. Medium of Instruction in Language Component-Bridging
“Learn English well and connect to Secondary: Program (FLC-BP). These programs
the world. In high school, Filipino and showed positive results when learners
Learn Filipino well and connect to English will be the main were taught in a language they
your country. media of instruction, while naturally understood.
Retain your dialect and connect to the learner’s L1 will be used The Lingua Franca Education (LFE)
your heritage.” as a supplementary support. Pilot Study (1999–2002) and
7. Choice of Additional programs like the Lubuagan Kalinga
What is MTB-MLE? Languages: MLE continued the advocacy by using
According to DepEd Order No. 74, Aside from English, Filipino, major Philippine languages (Tagalog,
s.2009, MTB-MLE is defined as: or Arabic (for Madaris Hiligaynon, Cebuano, and Ilocano) to
“The effective use of more than two schools), other languages transition learners from mother
languages for literacy and may be introduced with tongue to Filipino and English.
instruction.” parental support and as UNESCO and global research support
resources permit. Transition this initiative, proving MTB-MLE’s
to Filipino and English as value worldwide.
 helping learners grow through the by the mouth and
FOUR KEY DEVELOPMENTAL ASPECTS power of their own language. vocal tract.
AND BENEFITS OF MTB-MLE: o Concerned with the
Aspect Benefits raw materials of
language — its
Language Learners master
sounds.
communication skills
(listening, speaking, UNIT 2 2. Phonology
o Concerned with
reading, writing) more
effectively when
taught in their first
Mother sound patterns and
how sounds are
combined to form
language. It provides a
strong foundation and
Tongue as words.
o It’s how individual
smoother transition to
learning second (L2) or a sounds fit together
to produce
third (L3) languages. meaningful words.
Cognitive Thinking, analyzing,
and creativity are best
Language 3. Syntax
o Refers to the
developed when arrangement and
structure of words
learners use their first
MODULE 2 What is in a sentence.
language. It helps in
language? o It connects sound
developing higher- patterns with
order thinking skills. meaning through
Academic Learners understand proper word order.
lessons better, express LESSON 2.1 Structures of a 4. Semantics
themselves more Language o The study of
clearly, and perform "Language is primarily spoken." meaning in
better academically. language.
Parents and teachers o Focuses on how
What is Language?
can support learning words are
more effectively. understood and
Language is a system of human interpreted in a
Socio- Learners connect communication. It consists of speech community.
Cultural lessons with their real- structured arrangements of strings of 5. Pragmatics
life experiences, sounds (or their written o A growing field that
language, and culture. representations) that form a code.
deals with how
This promotes pride in This code labels a concept or object
language is used in
heritage and deeper and can be organized into larger units
real-life situations.
cultural awareness. such as words and utterances.
o It examines how
communication
(Richards, 1993) often conveys more
ADDITIONAL BENEFITS:
 Increases student than the words
A language can refer to any particular alone can express.
participation, confidence,
system of communication like:
and self-esteem.
 Fosters motivation,
 English
initiative, and creativity in 1. The Phonological
 Filipino
the classroom.
 Hiligaynon System
 Reduces dropout rates and  Kapampangan
increases retention, since A language’s phonological system is
students relate better to In recent years, many teachers — composed of speech sounds, known
lessons taught in their home even those without a background in as phonemes. These are the smallest
language. linguistics — have made efforts to units of sound that distinguish
 Allows children to be understand technical linguistic terms. meaning.
themselves, promoting This is important when studying and
holistic personality and teaching language. There are two types of phonemes:
intellectual development.
Understanding these terms will help 1. Segmental Phonemes
CONCLUSION: describe the components of a
The use of the mother tongue in early linguistic system, which are useful for These include:
language instruction, especially in the
education promotes better
Mother Tongue-Based Multilingual  Vowels
understanding in all communication
Education (MTB-MLE) approach.  Consonants
modes: listening, speaking, reading,
 Diphthongs (two vowel
writing, and viewing. It helps learners
sounds blended in one
make meaning from their experiences
Components of a Linguistic syllable)
and leads to overall success in school
System  Triphthongs (three vowel
and life. Without the mother tongue, sounds in one syllable)
a child’s full potential may remain
untapped, leading to 1. Phonetics
o Studies how actual 2. Suprasegmental Phonemes
underachievement or educational
failure. sounds of a
language are These include:
The journey of MTB-MLE continues—
physically produced
with the future teachers like you
  Stress (emphasis on certain  The syntactic system deals
syllables) with grammar, sentence
 Intonation (rising or falling structure, and word order.
pitch of voice)  It determines how words are
 Pauses (intentional breaks in arranged in a sentence and
speech) how they relate to each
 Junctures (transitions or links
other.
between sounds or words)
Syntax governs the structure and
rules of forming sentences, as well as
These phonemes are combined
inter-sentence connections.
according to rules, and the way
they’re spoken can change the Key Functions:
meaning of an utterance. For  Ensures that ideas are
example, the “tune” or intonation The consonant phonemes are basic logically expressed.
used can turn a statement into a speech sounds that are produced  Establishes clarity in
question. through the articulations of the communicating meaning.
mouth but with certain oral  For example, the sentence
International Phonetic Alphabet impediments. A consonant phoneme “The cat chased the mouse”
can be combined with a vowel to follows English syntax.
The IPA is a universally form a syllable. Changing the word order to
established and standardized set of “The mouse chased the cat”
codes or system that can be used to changes the meaning
represent the sounds of human entirely.
speech. It can be employed in
transcribing the speech sounds of any 4. The Content and
language.
Semantics of Language
There are varied phonemes in a  Content refers to the
language: vowels, consonants, meaning intended by the
diphthongs, triphthongs, pauses or speaker.
junctures, stress, and intonation.  Semantics studies how words
carry meaning in different
1. Vowel Phonemes are the sounds contexts.
produced by the articulation of the Different cultures may label and
mouth without any oral impediment. perceive reality differently. Words are
not just direct representations of
things but also of experiences and
practices.
2. The Morphological Example:
 Rice in Filipino culture is a
System staple. Words like kanin,
 The morphological system bigas, palay, lugaw, and
studies the morpheme, the bahaw all refer to different
smallest unit of meaning in a forms or preparations of rice.
language.  In other cultures, rice may
Types of Morphemes: not be as central, and so they
Type Definition Exampl may not have multiple words
es for it.
Free Can stand pencil, Language reflects the lived reality of
Morphe alone as a rain, its speakers.
me word; study
functions
independen 5.The Use of Language
tly – Pragmatics
Bound Cannot -s  Pragmatics is the branch of
2. Diphthongs and Triphthongs
Morphe stand alone; (pencils linguistics that studies how
 Diphthongs are two vowel
me needs to be ), -ing language is used in real-life
phonemes combined in one syllable
attached to (raining contexts.
(e.g., aw in araw, ay in sabay).
a free ), -ied  It examines how speakers
 Triphthongs are three
morpheme (studie and listeners understand
vowel phonemes in one syllable.
d) each other, especially when
 Philippine languages
 Bound morphemes include meaning goes beyond the
commonly use diphthongs.
prefixes, suffixes, inflections, literal words.
 Triphthongs are not
and derivational affixes. It explains how intention, context,
typically found in Philippine
 These morphemes modify or and social rules affect interpretation.
languages.
change the grammatical Example:
function or meaning of  If someone says: “Can you
words. pass the salt?”
o Literally: It's a
3. The Syntactic System question about
ability.
 o Pragmatically: It's a multilingual or multicultural dialect vs. language
polite request. settings. distinctions can blur.
Understanding what is meant vs.  A language typically refers to
Speech Acts and Halliday’s Language what is said is a key aspect of real- a speech code not mutually
Functions world language use. intelligible with others.
Renowned linguist Michael Halliday McFarland (1997) estimated 109
identified seven functions of language Lesson 2.2 My Mother Tongue: Philippine languages, not including
among young learners. These reflect The Language I Learned First dialects. With Chavacano, the total
how children use language to serve becomes 110.
real-life purposes: “Language Is Dynamic”
Function Purpose Exampl 5. Dialects, Sociolects, and Language
e Continuum
1. To “I want 1. Multilingualism in the Philippines  Language is not uniform
Instrumenta express my  The Philippines is a across regions:
l needs or toy.” multilingual nation. All o Variations occur due
get Philippine languages are part to geography
things of the Austronesian family, (regional dialects) or
2. To “Please more specifically the social factors
Regulatory control give me Hesperonesian (Western (sociolects).
or the Austronesian) branch.  Some regions exhibit a
influence ball.”  A notable exception is language continuum, where
others' Chavacano, a Spanish-based dialects gradually shift
behavior creole language. between areas.
o While it uses Example: Although Hiligaynon is
3. To build “Will
Interactional relations you Spanish vocabulary, dominant in Iloilo, its southernmost
hips and play its grammar and towns speak a dialect that closely
interact with structure follow resembles Kinaray-a of Antique.
socially me?” Philippine syntax.
o It is primarily 6. Subgrouping of Philippine
4. Personal To “I am
express going spoken in Languages
personal to be a Zamboanga, and (Based on McFarland, 1997)
identity marine was once spoken in Philippine languages are categorized
and biologis Cavite. into major language groups based on
feelings t.” 2. Language Change and Loss linguistic features and geography.
 Language evolves—it can Below is a condensed view of key
5. To “I saw a
grow or become extinct. groups:
Representa convey green
 This change is driven by the I. Ivatan Languages
tional informati turtle
speech community: when  Spoken in Batanes and
on or in the
people continue using a Babuyan Islands
facts pond.”
language, it gains stability. o Itbayaten
6. Heuristic To “What
 If a minority group shifts to o Ivatan
explore is the
another dominant language, o Babuyan
and learn most
their native tongue can fade II. Northern Philippine Languages
about danger
over time, especially among  Includes Cordilleran, Ilokano,
the ous
the younger generation. Dumagat, Sambalic, and
environm shark?”
Language death often occurs silently, Ilongot languages
ent
when children no longer learn or use  Ilokano serves as a lingua
(inquiry)
the vernacular at home. franca in much of Northern
7. To create “In a
Imaginative an farawa Luzon.
3. Modern Influence and Lexical Loss III. Meso-Philippine Languages
imaginar y place,
 As society develops, so does  Largest group including:
y world there
its language. New concepts, o Tagalog (basis of
(stories, lived a
technologies, and inventions Filipino)
fantasy) hermit.
require new words. o Bikol, Bisayan,
”
 Often, foreign words Palawan, and
These functions show how children
(especially English) replace Mangyan languages
use language not just to speak, but to
native terms.  Cebuano is widely spoken
express, connect, inquire, create, and
Example: The English word "bag" is across Visayas and Mindanao
understand.
widely understood. But can you still
name it in your mother tongue? Many
Pragmatics in Practice IV. Southern Philippine Languages
original terms are being lost due to
 Not all meaning is directly  Includes Subanon, Danao
the dominance of English or Filipino.
spoken. A listener often (Maranao, Maguindanao),
interprets more than what is and Manobo groups
4. The Complexity of Counting
said, based on tone, context,  These languages are
Languages
culture, and shared primarily spoken in
 Filipinos often wonder: How
understanding. Mindanao
many languages are spoken
 Pragmatic competence is V. Sama-Bajau Languages
in the Philippines?
crucial for effective  Spoken in Zamboanga, Sulu,
 The answer is not simple—
communication, especially in Tawi-Tawi, Basilan, and parts
linguists categorize
of Palawan
languages differently, and
  Includes:  The distinction between THE ALPHABET
o Sama (various language and dialect is not
Definition
dialects) always clear and often
 An alphabet is a standard set
o Yakan depends on geography and
of letters (graphemes) used
o Jama Mapun standardization:
to represent phonemes—the
o Abaknon (Capul 1. Geographic labeling
smallest units of sound in
Island) – assigning a name
spoken language.
VI. South Mindanao Languages based on location.
 Philippine languages today
 Languages of indigenous 2. Standardization –
are mostly written using the
groups in South Cotabato, when a variety
Roman alphabet, heavily
Davao, and Maguindanao becomes codified
influenced by English and
o Bagobo and widely accepted
Spanish due to colonial
o Blaan for official use.
history.
o Tiboli  Language Continuum:
Historical Context
o Tiruray Sometimes, neighboring
 Ancient Philippine writing
VII. Sangil Language dialects or languages are so
used alibata or baybayin, a
 Spoken in Balut and closely related that it is hard
syllabary likely related to
Sarangani Islands, near to tell where one ends and
Indian and Arabic scripts.
southern Davao del Sur the other begins. This often
 The alibata system has been
happens in provinces where
replaced by the Roman
7. Language as Cultural Identity frequent interactions
alphabet, adopted by most
 Language is closely tied to between communities cause
Philippine languages today.
identity and heritage. a blending of features.
 A Filipino traveling from Example:
Luzon to Mindanao may feel  In southern Iloilo, the
like a foreigner due to Hiligaynon spoken is closer in
form to Kinaray-a (spoken in
linguistic diversity.
Antique) than to other
PHONEMES
Each language reflects the unique
varieties of Hiligaynon. For Definition
worldview, culture, and lifestyle of its
some, Kinaray-a is seen as a  A phoneme is the smallest
speakers.
dialect, while in other places, unit of sound that can
 While we are intimately
it is treated as a separate differentiate meaning in a
familiar with our native
language. language.
language, many do not take
Influence of Socio-Political Factors Examples:
the time to study or
 Political, educational, and  English: can /k/ vs fan /f/
understand it deeply.
cultural perspectives can  Hiligaynon: sila /s/ vs pila /p/
influence whether a variety is Transcription
“Language and Dialect” labeled as a language or a  Broad transcription uses
 Language is a structured dialect. These decisions are slashes: /p/
system of communication often non-linguistic in  Narrow transcription uses
using sounds and symbols nature. brackets: [p]
that can form morphemes, Under Generative Phonology,
words, sentences, and For Filipino Learners: phonemes have:
utterances. It may be spoken  Filipino learners often relate  A mental representation (//)
by a whole nation (e.g., to languages through the  A spoken output or surface
Mandarin in China) or by lens of learning English, but form ([])
only part of the population every language is unique in
(e.g., Catalan in Spain). terms of its: VOICED vs VOICELESS PHONEMES
 In the Philippine context, the o Phonology (sound  Voiced: vocal cords vibrate
country is multilingual, and (e.g., /b/, /g/)
system)
at least eight mother  Voiceless: no vocal cord
o Morphology (word
tongues have been chosen vibration; airflow is felt
formation)
by the Department of (e.g., /p/, /f/)
o Syntax (sentence
Education for initial Tip to test:
structure)
implementation in the MTB- Place paper near your mouth while
o Semantics
MLE (Mother Tongue-Based pronouncing the phoneme.
(meaning)
Multilingual Education)  If paper moves → voiceless
 Language diversity in the
program. More languages  If paper stays still → voiced
classroom enhances the
are expected to be added.
learning experience and
Dialect SEGMENTAL PHONEMES
mirrors the multilingual
 A dialect is a variation of a 1. Vowel Phonemes
reality of the Philippines.
language spoken in a specific  Produced without oral
region or by a particular obstruction.
social group (sociolect). It  Shaped by tongue position
may differ in: Module 3 Phonetic and height.
o Pronunciation Features of a  Examples: /a/, /e/, /u/
(accent) Language 2. Consonant Phonemes
o Vocabulary (words)  Produced with some
o Grammar Lesson 3.1: The Sounds of a obstruction in the vocal tract.
(structure) Language.
 o Stops: airflow
blocked (e.g., /p/,
/b/)
o Fricatives: narrow
airflow, causes
friction (e.g., /f/,
/v/)
o Nasals: air flows
through the nose
(e.g., /m/, /n/)
3. Diphthongs
 One complex vowel sound
formed by gliding from one
vowel to another.
 Examples: /ai/, /ou/
4. Triphthongs
 Three-vowel sound 4. Assimilation – A sound
combinations in a single adapts to a neighboring
syllable. sound.
 Example: words like fire or
our in English (in some
accents).

SUPRASEGMENTAL PHONEMES:
ACCENT AND STRESS
Accent / Stress
 Accent involves emphasis on
a syllable through:
o Loudness
o Pitch
o Vowel length
 It can change meaning in
some languages.
Examples in Hiligaynon:
Word Meaning
ila they/theirs
ilá wild
ámu master 2. Vowel Loss – A vowel drops
amů that is it out when morphemes
pánit skin merge.
panít tuna
lúku fool
lukú command to sit
pála shovel 5. Consonant Change – A
palá big ants consonant is altered due to
combination with others.
MORPHOPHONEMICS
Definition
 Morphophonemics (or
morphonology) studies how
sounds change when
morphemes (smallest
meaning-carrying units)
combine into words.

Types of Morphophonemic Changes

1. Stress Shift – Changing the 3. Metathesis – Sounds swap
stress of a syllable alters places.
meaning.
Module 4
Orthography.
Lesson 4.1: Rules in Spelling
Rule 1: Phonetic Spelling
Words should be spelled according to
their phonetic sound—how they are
pronounced.
Examples:
 bulsa
 semana
  gid  taga-Iloilo, maki-Dios, mapa- Name words or nouns refer to names
 umpisa Capiz of persons, places, animals, things and
Rule 2: Use of O and U  kaon-a, pili-a events. In any language, name words
a. If the first syllable contains the /o/  tupad-balay (neighbor) are often used as subjects of the
or /u/ sound, use U. Exceptions: sentences and they have number,
b. If the last syllable has the /o/ or /u/  liempo, tiangge kind, and gender.
sound, use O, except: Rule 5: Spelling of Certain Syllables Study the name words in Hiligaynon
 when it is followed by M, Use: and their English meaning in the
 in a U-O vowel pattern,  wa, we, wi instead of ua, ue, tables below. Reflect also on how
 or when the word carries a ui these are formed in your own
grave or circumflex accent.  ya, ye, yo instead of ia, ie, io language.
c. If the word has three /o/ This applies to common nouns, not 1. Nouns are names of persons,
or /u/ sounds: proper nouns. places, animals, things and events
 The first and second are U Examples: 2. Nouns can be common or proper
 The last is O  kwarta 3. Nouns can be count nouns or
d. If the word has four /o/  kambyo common nouns
or /u/ sounds: 4. Nouns can be determined whether
 The first three are U Rule 6: Use of Prefixes they are singular or plural through
 The fourth is O a. The addition of prefixes like a-, i-, several forms:
e. If a word ends in O, it al-, pala-, mala-, dulo-, hulo-, etc. a. Most nouns add mga to
changes to U when a suffix is does not change the spelling of the signify that they are plural.
added. root word. b. To determine whether
Examples: b. Prefixes pang- / mang- will undergo nouns are in singular or
 suman, uling assimilation (consonant change) when plural form, grammatical
 kuno, dulom, itum the root word starts with a consonant particles are used.
 tinutuyo, pumuluyo except: g, h, m, n, r, w, y. C. Nouns referring to
 kumpleto + -ha → Examples: relationships are determined
kumpletuha  palahambal (from hambal) as singular or plural through
Exceptions:  inugdugang (from dugang) their affixes.
 bayu, amu  pamulak (pang + bulak) → 5. Nouns have gender, too.
Rule 3: Repetition of Root Words /n/ → /m/
When a root word is repeated, the  pangudal (pang + kudal) Lesson 5.2: Pronouns
spelling stays the same. → /n/ → /ng/ Inspire Oneself: Fun Linguistic Facts
Examples:  panuhol (pang + duhol) → /g/ About Pronouns!
 tiyog-tiyog (spinning assimilated Did you know?
repeatedly) → not tiyug-  mamulak, mangudal → 🌏 Korean: Often omits pronouns —
tiyog mang + root relies on context
 sunod-sunod (in sequence) Rule 7: Use of Infixes 🌏 Chinese: Gender-neutral, uses few
→ not sunud-sunod Infixes such as -in-, -um-, -ul- do not gender markers
Rule 4: Use and Non-use of Hyphen change the spelling of the root word. 🌏 Finnish: Has no gendered pronouns
a. Use a hyphen between a consonant Rule 8: Use of Suffixes — “hän” means both he and she
and a vowel only when needed to a. Words ending in -d may change to - 🌏 Persian: Genderless language —
avoid confusion. r when suffixes are added: same words used for both males and
b. Use a hyphen between two  patawad + a → patawara females
repeated words to show:  tawo + han → katawhan 🌏 Japanese: No grammatical gender
 Similarity b. Words ending in -o may or number — pronouns are avoided
 Intensity change to -w when suffixes 🌏 Malay: Gender-neutral — “dia”
 Repeated action are added: means he, she, or it; “-nya” means his,
Note: If the root word is  inom + -on → imnon her, or its
already a repeated syllable,  sulod + -an → sudlan 🗺️According to the World Atlas of
do not use a hyphen. c. Words with: Language Structures, many languages
c. Use a hyphen between a  final syllable -r may change don’t use gendered pronouns — no
prefix and a proper noun. to -l “he” or “she,” just gender-neutral
d. Use a hyphen as a  final syllable -g may change terms.
replacement for a deleted to -d
vowel. d. Some suffix additions result in What is a Pronoun?
e. Use a hyphen between a metathesis (switching of sounds) A pronoun is a word that takes the
root word and a one-vowel Examples: place of a noun or noun phrase.
suffix, especially in  sugilanon = sugid + -on Example:
commands or requests.  kadton = kagat + -on  Maria is kind. ➝ She is kind.
f. Use a hyphen in some  baslan = balos + -an  I love the book. ➝ I love it.
compound words.  bululngan, kinadlaw,
Examples: lumumpat Types of Pronouns:
 luy-a (ginger) Type Description Example
 tawo-tawo (likeness of a Refer to I, you,
person) Module 5 Parts of Personal specific he, she,
 laon-laon (worsening feeling)
 huyahuya (makahiya plant —
Speech. Pronouns people or it, we,
things they
no hyphen, as it’s repeated
Lesson 5.1: Name Words. Demonstrative Point out this,
syllables)
Pronouns specific that,
Type Description Example ➡️The actor has an inherent ability or  What kind?
these, quality to do the action  How many?
things 🔹 Marker: maka-  Which one?
those
who, 📌 Example: 📌 They are often placed before the
Interrogative Used to ask what, Makabasa ako sang malaba nga noun or pronoun they describe.
Pronouns questions which, istorya. 🔹 Example: beautiful dress, three cats,
whom (I can read a long story.) honest person

Lesson 5.3: Action Words. In Hiligaynon

What Are Action Words? Verb Aspect In Hiligaynon (a Philippine language),
Action words, or verbs, are words Aspect refers to how an action is adjectives are often formed by adding
that describe what the subject of a viewed in relation to time — whether affixes (prefixes) to base words.
sentence is doing. Verbs express: it has started, is ongoing, or hasn’t These affixes give specific meanings
 Action (e.g., run, write, eat) begun. that describe quality, purpose, origin,
 Purpose and emotion Aspect Meaning character, and more.
 The relationship between Unreal Action has not yet begun
Real Action has already begun Common Affixes Used in Adjectives
the action and the
participants involved (with Meanings)
Aspect Examples by Focus Affix Meaning Example
In Hiligaynon (and other Philippine
Goal Focus: (Optional)
languages), verbs change based on
 Unreal: Lutuon mo ang di- A di maayo
focus and aspect.
adobo. (You will cook the contraction (not good)
adobo.) of indi
Verb Focus in Hiligaynon (not); used
 Real: Ginluto mo ang adobo.
Focus shows which participant in the to negate a
(You cooked the adobo.)
sentence is the topic or emphasis. description
Referent Focus:
There are six types of focus: pang Shows pangulo
 Unreal: Lutuan ko kamo sang
- purpose or (leader/hea
adobo.
1. Actor Focus rank d)
 Real: Ginlutuan ko kamo
➡️The doer of the action is the topic pa- Means pahamtang
sang adobo. being (putting in
🔹 Marker: -um-
Accessory Focus: caused to place)
📌 Example:
 Unreal: Iluto ko ang baboy. be or in the
Lumangoy si Lina sa baybay.
 Real: Ginluto ko ang baboy. process of
(Lina swam at the beach.)
Actor Focus: becoming
 Unreal: Magluto ka sang paka- Shows pakabana
2. Goal Focus
adobo. character (concerned)
➡️The object receiving the action is or
 Real: Nagluto ka sang adobo.
the topic estimation
Stative Actor Focus:
🔹 Marker: -on ka- Shows kasubo
 Unreal: Makaluto sia sang
🔹 Introduced by the particle ang likeness or (similar to
adobo.
📌 Example: similarity sadness)
 Real: Nakaluto sia sang
Lutuon ko ang pagkaon. kina- Refers to kinamaayo
adobo.
(I will cook the food.) one's (innate
Stative Goal Focus:
nature or goodness)
 Unreal: Maluto niya ang
3. Referent Focus natural
adobo. state
➡️The beneficiary or location is the
 Real: Naluto niya ang adobo. ma- Describes maayong
topic
🔹 Marker: -an character (good)
Verb Tense or quality
📌 Example:
Tense indicates when an action inug- Shows the inugsudlay
Tudluan ko sang kanta ang bata niya.
happens: purpose or (used for
(I will teach his/her child a song.)
Past, Present, or Future. use of combing)
Verb Past Present Future something
4. Accessory Focus mala Tells malamig
(Root (Nagli (Subon (Palaa
➡️The instrument or means used is ) gad) g) buton) - similarity or (like cold)
the topic sulat nagsu nagasul magas resemblanc
🔹 Marker: i- (writ lat at ulat e
📌 Example: e) maka Shows makaluluoy
Ilimpyo mo sa sapatos ang trapo. pam nama nagapa mamas - ability, (pitiable)
(Use the rag to clean the shoes.) asyar syar masyar yar character,
(visit) or nature
5. Stative Goal Focus laba nangl nagapa mangla maki Describes a makisama
➡️The receiver of a state or quality is (was aba nglaba ba - shared trait (easy to get
h) or along with)
the topic
kaon ginka ginakao pagaka characteris
🔹 Marker: ma-
(eat) on n unon tic
📌 Example:
pala- Shows a palakain
Maluto niya ang sinugba karon sa person’s or (fond of
panyaga. Lesson 5:4: Adjectives
animal’s eating)
(The grilled food will be cooked by What Are Adjectives?
fondness
him/her for lunch.) Adjectives are words that describe or
for an
modify other words. action
6. Stative Actor Focus They usually answer: tig-/ Means tigtanum
 tag- season of (planter) expressive sentences. Though small,  Complex/Compound:
+ or these words play a big role in because of, in front of, in
verb characteriz grammar and communication. spite of
root ed by 📌 A prepositional phrase =
taga- Refers to Tagailoilo 1. Conjunctions Preposition + Noun Phrase
place of (from Iloilo)  under the table
Definition: Conjunctions are words
origin  after the war
that join other words, phrases, or
clauses.  to the bus station
Lesson 5.5: Adverbs
📌 Types of Conjunctions:  with Mother
What is an Adverb?
✅ Coordinating Conjunctions – join ⚠️Some prepositions show physical
An adverb is a word (or group of
equal parts space (under, over, beside), others
words) that modifies a:
 Examples: and, or, but are grammatical (like of in end of the
 Verb (e.g., He runs quickly.)
 Usage: year).
 Adjective (e.g., She is very
o Would you like a 💬 Examples in Filipino/Hiligaynon:
smart.)
banana or an  Pumunta kami sa palengke.
 Another adverb (e.g., They
apple? (We went to the market.)
arrived quite late.)
o Rafael sipped his  Lumangoy kami sa ilog. (We
📌 Adverbs answer the following
coffee, sat down, swam in the river.)
questions:
and opened his  Antayin mo ako sa kanto.
 How? (Manner)
book. (Wait for me at the corner.)
 When? (Time)
✅ Subordinating Conjunctions –
 Where? (Place)
introduce dependent (subordinate) 3. Interjections
 How often / To what extent?
clauses Definition: An interjection expresses
(Frequency or Degree)
 Examples: if, although, after, emotion or feeling, and is not
because grammatically connected to the rest
Types of Adverbs in Hiligaynon (with
 Usage: of the sentence.
Examples)
o After she finished Used more in spoken language than
Type Hiligayno Meaning in writing.
her essay, she went
n (English)
to the editor. 😮 Common English Interjections:
Example
o If you submit your  Oh! Ouch! Hey! Uh! Wow!
Adverb maayo good, well
work on time, I will Yipee! Alas! Aha! Whew!
of
Manner give you extra 📌 Express emotions like:
matutom diligent, points.  Joy – Yipee!
industriou ✅ Complementizers – introduce a  Exhaustion – Whew!
s clause that completes the meaning of  Surprise – Aha!
Adverb kahapon yesterday a verb  Sorrow – Alas!
of Time  Examples: that, whether ⚠️Note on Cultural Use:
Adverb kada every day  Usage: Some English interjections (like darn)
of Place adlaw o He said that he may sound rude or awkward when
sa likod at the would be here. used in Philippine settings, especially
back o I'm not sure if translated directly.
dira there 💬 Examples in Hiligaynon:
whether he's here.
Adverb pirme always  Ay sus! Nalipat ko magdala
💬 Examples in Hiligaynon:
of sang libro ko.
 Ang bata kag ang iya ido
Frequenc
naghampang sa plaza. (Oh no! I forgot my book.)
y
(The child and his dog played  Ay abaw! Kataas na sa imo
kon kaisa sometime
in the plaza.) nga bata.
s
 Pabal-on ta ka sang akon (Oh my! Your child is so tall.)
talagsa / seldom
malaka plano karon sa hapon ukon  Hay! Absent na naman si
Clitics pa still, yet sa masunod nga adlaw. Juan.
(small (I will inform you of my plan (Sigh! Juan is absent again.)
words this afternoon or by
with tomorrow.) ✅ Quick Recap:
emphasis  May dala nga payong si Ada Word Exampl
or Role
apang nabasa man siya Class e
nuance) gihapon. and,
gid indeed,
(Ada brought an umbrella Connects but, or,
very Conjuncti
but she still got wet.) words/phrases/cla if,
na already, on
now uses althou
2. Prepositions gh
Lesson 5.6: The Little Big Words Definition: A preposition connects a Shows under,
of a Language Conjunction, noun or pronoun to the rest of the Prepositio relationships after,
Preposition, Interjection. sentence and shows time, place, n (time, place, in, at,
Conjunctions, Prepositions, direction, cause, etc. direction) with
Interjections 🧩 Examples of Prepositions: Expresses emotion Oh!,
 Simple: to, in, on, at, with, Interjecti
While nouns, verbs, adjectives, and (not grammatically Ouch!,
of, for, after, under, over, on
adverbs carry content and meaning, linked) Ay sus!
function words like conjunctions, before
prepositions, and interjections help
form clear, connected, and