Invasive Species

“Invasive species”—it doesn’t sound very threatening, does it? But these
invaders, large and small, have devastating effects on U.S.
wildlife. Invasive species are one of the leading threats to native
wildlife. Approximately 42% of Threatened or Endangered species are at
risk primarily due to invasive species.
Human health and economies are also at risk from invasive species. The
impacts of invasive species on our natural ecosystems and economy cost
billions of dollars each year. Many of our commercial, agricultural, and
recreational activities depend on healthy native ecosystems.

What makes a species invasive?

An invasive species can be any kind of living organism—an amphibian (like
the cane toad pictured left), plant, insect, fish, fungus, bacteria, or even an
organism’s seeds or eggs—that is not native to an ecosystem and which
causes harm. They can harm the environment, the economy or even,
human health. Species that grow and reproduce quickly, and spread
aggressively, with potential to cause harm, are given the label of “invasive”.

An invasive species does not have to come from another country. For
example, lake trout are native to the Great Lakes, but are considered to be
an invasive species in Yellowstone Lake in Wyoming because they compete
with native cutthroat trout for habitat.
How do invasive species spread?
Invasive species are primarily spread by human activities, often
unintentionally. People, and the goods we use, travel around the world very
quickly, and they often carry uninvited species with them.

• Ships: Ships can carry aquatic organisms in their ballast water.

• Wood products: Insects can get into wood, shipping palettes
and crates that are shipped around the world.
• Ornamental plants: Some ornamental plants can escape into
the wild and become invasive.
• Pet trade: Some invasive species are intentionally or
accidentally released pets. Burmese pythons are becoming a big
problem in the Everglades.

Why do invasive species pose such a threat?

Invasive species cause harm to wildlife in many ways. When a new and
aggressive species is introduced into an ecosystem, it might not have any
natural predators or controls. It can breed and spread quickly, taking over
an area. Native wildlife may not have evolved defenses against the invader
or they cannot compete with a species that has no predators.

The direct threats of invasive species:

• preying on native species

• out-competing native species for food or other resources
• causing or carrying disease
• preventing native species from reproducing or killing their
young

The indirect threats of invasive species:

• Changing food webs: Invasive species can change the food

web in an ecosystem by destroying or replacing native food sources.
The invasive species may provide little to no food value for wildlife.
 • Decreasing biodiversity: Invasive species can alter the
abundance or diversity of species that are important habitat for native
wildlife. Aggressive plant species like kudzu can quickly replace a
diverse ecosystem with a monoculture of just kudzu.
• Altering ecosystem conditions: Some invasive species are
capable of changing the conditions in an ecosystem, such as changing
soil chemistry or the intensity of wildfires.

Examples of invasive species

There are unfortunately many examples of invasive species invasions across
the United States. Here are just a few:

• Asian carp — a catchall title for species of silver, bighead and

black carp from Asia — are a fast-growing fish that out-compete native
fish for food and habitat.
• West Nile virus, spread by mosquitoes infected with the virus,
is an invasive pathogen that has caused direct harm to humans
(sometimes resulting in death) as well as to wildlife (especially birds).
It has been detected throughout most of the continental United States.
• Cogongrass is an Asian plant that arrived in the U.S. as seeds
in packing material. It is now spreading through the Southeast,
displacing native plants. It provides no food value for native wildlife,
and increases the threat of wildfire as it burns hotter and faster than
native grasses.
• Feral pigs will eat almost anything, including native birds. They
compete with native wildlife for food sources such as acorns. Feral pigs
spread diseases, such as brucellosis, to people and livestock. E. coli
 from their feces was implicated in the E. coli contamination of baby
spinach in 2006.
• Zebra mussels first came to the U.S. from Eurasia in ship
ballast water released into the Great Lakes. Since 1988, they have
spread dramatically, out-competing native species for food and habitat.
Zebra mussels can attach to almost any hard surface - they clog water
intake and discharge pipes, attach themselves to boat hulls and docks,
and they even attach to native mussels and crayfish.
• European green crabs found their way into the San Francisco
Bay area in 1989. They out-compete native species for food and
habitat and eat huge quantities of native shellfish, threatening
commercial fisheries.
• Dutch elm disease (caused by the fungus Ophiostoma ulmi) is
transmitted to trees by elm bark beetles. Since 1930, the disease has
spread from Ohio through most of the country, killing over half of the
elm trees in the northern U.S.
• Water hyacinth is a beautiful aquatic plant, introduced to the
U.S. from South America as an ornamental. In the wild, it forms dense
mats, reducing sunlight for submerged plants and aquatic organisms,
crowding out native aquatic plants and clogging waterways and intake
pipes.

Invasive species and global warming

Higher average temperatures and changes in rain and snow patterns caused
byglobal warming will enable some invasive plant species—such as garlic
mustard, kudzu and purple loosestrife—to move into new areas. Insect pest
infestations will be more severe as pests such as mountain pine beetle are
able to take advantage of drought-weakened plants.

What you can do to help curb the spread of invasive species

• Plant native plants and remove any invasive plants in your

garden. There are many good native plant alternatives to common
exotic ornamental plants.
 • Learn to identify invasive species in your area. Report any
sightings to your county extension agent or local land manager. Learn
more aboutinvasive species in your state.
• Regularly clean your boots, gear, boat, tires and any other
equipment you use outdoors to remove insects and plant parts that
may spread invasive species to new places.

Disease

Disease is a normal part of the natural world. Most ecosystems include

organisms such as viruses, bacteria, fungi and parasites that cause disease.
Healthy wildlife and ecosystems have evolved defenses to fend off most
diseases before they have devastating impacts. An ecosystem with lots of
variation (genetic diversity and diversity of species) is more resilient to the
impacts of disease because there are greater possibilities that some species
have evolved resistance, or if a species is lost, there will likely be another
species to fill the niche of an extinct species.

Where ecosystems are not healthy, due to a loss in biodiversity and threats
such ashabitat loss, global warming, pollutants or invasive species, wildlife
and ecosystems are more vulnerable to emerging diseases. Diseases caused
by or carried byinvasive species are particularly threatening, as native
wildlife may have no natural immunity to them.

Diseases Threatening U.S. Wildlife

The following are a few of the many diseases threatening U.S. wildlife:
 • Chytrid Fungus: Batrachochytrium dendrobatidis (or “chytrid” for
short), is a fungus that grows on the skin of amphibians, interfering with their
ability to breathe or take up water through their skin. It has spread across
the globe, infecting and decimating frog populations. It is a global killer of
amphibians.
• Fibropapillomatosis: Sea turtles worldwide are becoming infected
with this disease, possibly caused by viruses, which causes tumors to appear
on the skin or internally. These tumors can make it difficult for a turtle to
swim, eat or see, and they weaken immune systems.
• White-nose Syndrome: Hundreds of thousands of bats in the
Northeast and Mid-Atlantic states have been infected or have died from the
white-nose fungus. The disease affects hibernating bats, making them appear
to have a white substance on their faces and wings.
• Chronic wasting disease: This disease is a highly contagious, fatal
neurological disease (spongiform encephalopathy) that infects primarily deer
and elk. The disease is believed to be caused by a modified protein called a
prion.
• Whirling disease: Trout, salmon and whitefish in 25 states have
been infected by the parasite Myxobolus cerebralis that causes whirling
disease. It damages nerves and cartilage, causing young fish to die and older
fish to swim in a tail-chasing or whirling motion, making it hard for them to
find food and increasing their vulnerability to predators.
• Sylvatic plague: Prairie dogs are highly susceptible to this bacterial
disease, which is transmitted by fleas. The endangered black-footed ferret is
at even greater risk from the effects of the disease, because not only can it
be infected by the disease, but prairie dogs are also its primary food source.

Overexploitation

People have always depended on wildlife and plants for food, clothing,
medicine, shelter and many other needs. But today we are taking more than
the natural world can supply. The danger is that if we take too many
individuals of a species from their natural environment, the species may no
longer be able to survive. The loss of one species can affect many other
species in an ecosystem.
Overexploitation is the over use of wildlife and plant species by
people for food, clothing, pets, medicine, sport and many other
purposes.

The hunting, trapping, collecting and fishing of wildlife at unsustainable

levels is not something new. The passenger pigeon was hunted to extinction
early in the last century, and overhunting nearly caused the extinction of the
American bison and several species of whales.

Today, the Endangered Species Actprotects some U.S. species that were in
danger from overexploitation, and theConvention on International Trade in
Endangered Species of Fauna and Flora(CITES) works to prevent the global
trade of wildlife. But there are many species that are not protected from
being illegally traded or overharvested.

What Wildlife are Being Overexploited?

Fish and other aquatic species

As fishing gear and boats have improved, the fishing industry has
become very efficient at harvesting fish and shellfish. The industrialization of
the fishing industry and the increasing world demand for seafood have
people taking more fish from oceans, lakes and rivers than is sustainable.
Prized fish, such as swordfish, cod and tuna, have undergone dramatic
declines. In the Great Lakes overfishing has caused whitefish, walleye, and
sturgeon populations to decline. Beyond their role in the food supply,
freshwater and marine fish are also trapped for the aquarium trade and
fished for sport.

Birds
Birds are collected or hunted for sport, food and the cage-bird pet trade
(parrots and songbirds are prized as pets). Millions of birds are traded
internationally each year. Close to 30% of globally threatened birds are
threatened by overexploitation, particularly parrots, pigeons and pheasants.
The Carolina parakeet was once the only species of parrot in the U.S., but it
was hunted to extinction early in the last century for food, to protect crops
and for its feathers (which adorned ladies’ hats).

Mammals
People have always hunted mammal species—for fur, food, sport, and for
their horns or antlers. Mammals are also trapped for the pet trade, zoos and
biomedical research. Today, illegal hunting still threatens many species,
especially large mammals such as tigers, rhinoceros, bears and even
primates, whose body parts are highly valued in some parts of the world for
traditional medicine.
Amphibians
Amphibians are collected and shipped all over the world for the pet trade,
medicine, education (frogs are dissected in many biology classes), scientific
research and for food (frog legs are a delicacy in many parts of the world).
TheCalifornia red-legged frog, now a federally protected endangered species,
was over hunted for food and its numbers seriously depleted during the Gold
Rush in the area around San Francisco.

Reptiles
Reptiles are harvested and traded around the world for their skins or shells,
their eggs, meat, and for the pet trade. Overharvesting of the Kemp’s ridley
sea turtle’s eggs nearly led to its extinction, and today it is still an
endangered species. In the U.S., box turtles are being collected at
unsustainable levels for the overseas pet trade. Some reptile skins—such as
crocodile, python and monitor lizard—are highly prized as exotic leathers.

Invertebrates
Invertebrates make up at least 75% of all known animal species. Insects,
oysters, octopus, crayfish, sea stars, scorpions, crabs and sponges are all
kinds of invertebrates. Today, many invertebrates—particularly marine
invertebrates—are at risk from overharvesting. Chesapeake Bay oysters,
once an important part of the Bay economy, are now in decline. Horseshoe
crabs, whose eggs provide food for migratory birds, fish and other
organisms, are being harvested as bait for eel and whelk fishing. Octopus
are suffering declines world-wide due to heavy fishing pressure. Shells and
corals are collected for ornaments and jewelry.

Plants
Plants are vital to our survival and are the foundation of most of the Earth’s
ecosystems. People harvest plants for food, medicine, building materials,
and as raw materials for making other products. But we are taking too
many plants from the wild. Some plants, such as orchids, are so prized by
collectors that they are now endangered and legally protected from
poaching by international law. Some medicinal plants, such as American
ginseng, have also been so enthusiastically collected that it is now very hard
to find them in the wild. A number of tree species that are prized for their
wood, such as mahogany, are under threat because of overharvesting.
 The National Teachers College

Manila

In Partial Fulfillment

Of the Requirements for the

Bachelor of Secondary Education

CHILDREN’S WAYS IN RESPONDING TO ADULT LANGUAGE IN

VARYING SITUATION: AN ANALYSIS

By: ECONG, AILYN M.

BSEd– English
 ACKNOWLEDGMENT

The researcher wishes to express her deepest gratitude and profound

appreciation to the following individuals who have contributed to the

completion of this endeavor:

To the Elementary Principal Mrs Estrella Aquino for allowing her to

observe in their department in order for her to realize her research

objectives.

To Mrs. Haidee Arellano for accommodating the researcher to her class

to observe and for the she time rendered in organizing the observation

scheduled.

To the teachers of the researcher for sharing their knowledge to their

students, that serves as her weapon to deal with circumstances of life along

her academic journey.

To the friends of the researcher for giving her inspirational words and

make her stressful day wonderful.

To her DCC family especially to Ate Liela for touching her lives and

makes her realize to value each opportunity given to her.

 To her family especially to Mr. and Mrs. Econg for serving as the

ultimate inspiration of the researcher, for being supportive and for giving

word of wisdom that serves as her strength to overcome all the hardship

along her journey.

Above all, to our Divine Providence who never fails to guide her along

her academic journey, for the knowledge that bestowed to her and for

serving as the source of light that leads her to finish this study.

A.M.E
 DEDICATION

The researcher would like to dedicate this study first to her parents Mr.

and Mrs Econg who always there to lift her up every time she fall.

A.M.E
 THESIS ABSTRACT

Title: “CHILDREN’S WAYS IN RESPONDING TO ADULT LANGUAGE IN

VARYING SITUATIONS: AN NALYSIS”

Researcher: Econg, Ailyn M.

Course: Bachelor of Secondary Education (Major in English)

School: The National Teachers College

School Year: 2010-2011

Number of Pages:

The study analyzes the ways of children in responding to adult

language in varying situation.

It looked into adult/child conversation that shows the ways of the

children in responding to the previous utterance of the children.

It utilized Qualitative design since its purpose was to analyze the ways

of children’s in responding to adult language. In this study, the researcher

conducted observation for her to prove that 5 year old preschooler can

sustain dialogues and produce contingent responses from adult language.

There is one class in Kinder who serves as the participant. Based on

the data gathered, interpreted and analyzed the researcher came up with

the conclusion that children are more likely to respond from the question
than to other types of utterances. Adult therefore must increase the

frequency with the question they ask in order to observe developmental

increase in the frequency of contingent responses.

 TABLE OF CONTENTS

Acknowledgment ............ i

Dedication ............ ii

Thesis Abstract ............ iii

Table of Contents ............ iv

CHAPTER 1

The Problem and Its Background ............ 1

Theoretical Framework and Paradigm of the Study . . . . . . . . . .

Statement of the Problem ............

Importance of the Study ............

Definition of Terms ............

Scope and Delimitation ............

Review of Related Literature and Study ............

CHAPTER 2

Method of the Study ............

Instruments and Techniques Used ............

Sampling Procedure ............

Treatment of Data ............

CHAPTER 3

Presentation and ............

Interpretation of Data ............

CHAPTER 4

Summary ............

Conclusions ............

Recommendations ............

Bibliography ............

APPENDICES

Appendix A: Letter of Permission ............

Appendix B: Transcriptions ............

Curriculum Vitae ............

 Chapter 1

THE PROBLEM – IT’S BACKGROUND

Language plays a vital role in life feelings, to learn to communicate

with others to fulfill our needs and as well as to of all beings. We used

language in expressing or thoughts and establish rules and maintain our

culture.

Language can be defined as verbal, physical, biologically innate and

basic form of communication. Each of us used language in our daily lives,

especially in forms of conversation either adult to adult or adult to child

conversation. To make the conversation sustainable for very long, each

party’s contribution must be relevant to the previous speaker turn.

This study was made to analyze the ways of children in responding to

adult language in varying situations. Language Development Theory was

explored which will serve as lenses in gaining deeper understanding with the

study.

The researcher focused on the Components of Communicative

Competence, specifically in discourse- the development of conversational

skills which will concentrate in sustaining dialogue and contingent

responding.

To achieve deeper understanding look at theoretical framework below.

 Language Development Theory

Development of Communicative Competence:

Learning to Use the Language

Components of Communicative Competence

Pragmatics Discousre Sociolinguistic

The Development of Conversational Skill

Responding to Initiating Topics Repairing Sustaining dialogue

Speech Miscommunication and Contingent
Responses

Child Utterance

Nonadjacent Adjacent

Noncontingent Imitative Contingent

CHILDREN’S WAYS IN
RESPONDING TO ADULT
LANGUAGE IN VARYING
SITUATION
 Teacher
Adult 5Adjacent
year old Contingent
Language preschooler
Response
5 year old
preschooler can
sustain
RESEARCH PARADIGM
dialogues and
produce
S contingent
A responses from
M adult language
E

Teacher 5 year old T

preschooler O
P
I
C, 5 year old
preschooler can
S sustain
O dialogues and
M produce
E contingent
Adult Adjacent T
Contingent responses from
Language Response H
I adult language
N
G

N
E
W

COMMUNICATIVE
 CONCEPTUAL FRAMEWORK

In classroom setting teacher plays an important role in developing

conversational skill of a child. The child will give adjacent responses after the

adult utterance; adjacent responses can be categorized into three those are

noncontingent, imitative and contingent responses. According to Bloom and

associates concluded that children under two years find it easier to initiate

new topic and produce imitative responses, than to produce new information

related to the topic because this require them to retrieve information from

memory. However, as children’s age increases’ learning to produce

contingent responses also increases. This will realize that a five year old

preschooler can sustain dialogues and produce and produce contingent

responses from adult language.

STATEMENT OF THE PROBLEM

This study made to analyze the ways of children in responding to

adult language.

Specifically, this study aimed to answer the following questions:

1. What are the ways of the children in responding to adult language in

varying situation?

2. Does five year old preschooler can sustain dialogues and produce

contingent responses after adult utterance?

3. Determine how adult language affects the language development of

the children?
4. How do the children respond from adult language in varying situation?

5. What are theoretical and practical insight gained from the exposure of

actual adult – child conversation?

IMPORATNCE OF THE STUDY

Conversational skill is really important for the child to develop.

This can help them to improve their communicative skills. This study

will give benefits first to the parents for them to realize their role in

developing the conversational structure of their child. Second for the

teacher to realize how they will execute their lesson in a way that their

students will enhance their conversational skill. Lastly to the

administrator and to the curriculum designer for them to realize that

communicative skills must be developed in children provided in the

curriculum.

DEFINITION OF TERMS

To make this study more understandable by the readers the

following keywords are defined. Each word bears concept that is either

practically or conceptually defined.

Adjacent Response – It occurs after the adult utterance, it

refers to the response of the children based from the utterances of the

adult. It were further coded as noncontingent, imitative and

contingent.
 Communicative – It refers to the ability to use appropriate

sentences to sustain the conversation. It is knowing how to use the

language in social interaction.

Contingent – Practically it refers to the utterances of the

children from the utterance of the adult with the same topic with

adding new information. Blooms and associates concluded; as the

children’s age increases learning to produce contingent response also

increases.

Imitative – It refers to the utterances of the children based

from the previous utterance of the adult that has same topic but with

no new information.

Noncontingent – It occurs after the utterance of the adult but

the response of the children has a different topic.

SCOPE AND DELIMITATION

This study is concerned with the ways of the children in responding to

adult language. It caters the analysis of the development of the

conversational skill of a five year old preschooler in sustaining dialogue and

contingent responses. After the adult utterance the adjacent response will

give by the child. The response of the child will vary from the adult which

will also depend on the relevance of t topic. Since the target participant is a

five year old preschooler there is a bigger contingent respond. Blooms and
associates said that as the age of the child increases the contingent

response will also increases. This study may refute or prove that a five year

old preschooler can sustain dialogues and produce contingent responses

after the utterance of the adult. It is also concerned how the adult language

affects the language development of a child; this will also describe the

different ways of the children in responding to adult language in varying

situation.

RELATED LITERATURE AND STUDIES

Bloom, Rocissano, and Hood (1976) have carefully investigated the

development of children’s ability to produce related replies: As their

database, they used transcripts af adult/child interaction recorded for four

children at three different points in children’s development. They concluded

that from before the age of two years, children followed the conversational

rule of responding to another speaker or to someone they are talking too.

What they changed is the kind of response they produced. As the children

got older the noncontingent and imitative became less frequent and

contingent responses became more frequent.

Based from the investigation of Blooms and associates they found out

that the frequency of contextually contingent response declined with ager,

whereas the frequency of linguistically contingent responses increases.

 The children in Bloom and associate (1976) study were also more

likely to produce contingent responses to questions than to nonquestions.

Hoff – Ginsberg (1990) also stated that children are more likely to

respond to question than to other types of utterances of adult. He found out

that chi8ldren are more likely to respond to maternal speech that continued

a topic in the child’s prior speech. Mothers initiate the topic and try to

prolong the conversation which in return the children sustain dialogues and

produce contingent responses.

Kaye and Charney (1980) describe that mothers’ use of “turnabouts”,

which both respond to the child’s prior utterance and request further

response. This leads the conversation may contribute to sustaining dialogue.

 Chapter 2

METHODS OF STUDY

This describes the approaches and procedures were used in

undertaking this study. It gives the research design, data gathering

instruments and techniques.

The researcher employed qualitative design in this study since its

purpose was to analyze the ways of children’s in responding to adult

language.In this thesis, the researcher conducted observation for her to

prove that 5 year old preschooler can sustain dialogues and produce

contingent responses from adult language.

INSTRUMNENT AND TECHNIQUES

The instrument and techniques used to gather data for this study were

observation and transcription.

Observation - The researcher made personal observation from the

students while they are having their lesson that shows adult-child

conversation. The information gathered was utilized in analyzing the ways of

children in responding to adult language.

Transcription - The researcher used transcription to show how the

children will respond to adult language in varying situation. It was utilized in

validating the data gathered.

Validation. It is also utilized which a study accurately reflects or assesses

the specific concept that the researcher is attempting to measure.

SAMPLING PROCEDURE

The selection of the schedule in observation involved in this study was

based on the collaborative effort of the principal and teachers in the school.

The Researcher selects one section in kindergarten to be the

participants of her observation for three days. That is composed of thirty

students where in each session will last for two hours.

TREATMENT OF DATA

In order to give meaning to the data gathered the instrument

that the researcher used is:

Frequency count – It was used in analyzing the response of the learners

after the previous utterances of the teacher. It is utilized by counting the

repeated occurrence of the response of the students.

 Chapter 3

PRESENTATION AND INTERPRETATION OF DATA

This presents, analyzes, and interprets the data gathered in tabulation

and textual forms. The presentation starts with the tabulation of the first

lesson of the teacher followed by the second and the third lesson of the

teacher which will analyze the conversation of the teacher and the students.

This will show how the children will respond after the utterance of the

teacher.

First Day of Observation

Teacher Utterances Learners Responses

1. Good afternoon children! Good afternoon teacher . . .
2. Everybody stand-up… (All learners stood-up)

3. Before we proceed for our lesson Yes!

for today let us sing first. Do you
want to sing?
4. Okay let’s start… my toes, my
knees, my shoulder, my head,
ready sing…
My toes, my knees, my shoulder, my
head (3x) Let’s stamp our feet and clap
our hands.

5. Okay, do you like the song? Yes teacher!!!

The table above shows the communication of the teacher to the

students those utterances respond by the students depend on the previous

utterances of the teacher. The ways of the learners vary from the situation

like when the teacher asks the students to stand, the learners respond

through verbal action; they stand and sing after the request of their teacher.

6. Our lesson for today is Yes teacher!!!

Recognizing and Identifying
 Sounds and Distinguishing Words
with the same Sounds. So now,
lets us sing again. Do you want
to sing again?
7. Jack and Jill went up the hill, Jack and Jill went up the hill to fetch a
ready sing… pail of water, Jack fell down and broke
his crown and Jill came tumbling after
lalalalalalalalalalalalalalalala and Jill
came tumbling after.
8. So now what are the words with Jack and Jill…
the same sounds? According to
the song, who went up the hill?
9. That’s right, Jack and Jill. So No teacher… (di sila parehas ng tunog)
now, do they have the same
sounds?
10. Okay, so they do not have (Do not know the answer)
the same sounds. How about
Jack and Jill went up the hill?
What words have the same
sounds?

This table shows that the respond of the learners depend on their

interest and knowledge about the topic that the teacher asks them, it also

shows the way of the children when they do not know the answer. The

learners will not be able to sustain dialogues and produce contingent

responses when they don’t understand the previous utterance of the

teacher.

11. Okay, I’ll change my I and L

question. What letters are the
same?
12. So they both have lettered /i/…
I and L. what is the sound of
letter I? Letter I sounds /i/…
Again children say /i/…
13. How about letter L? What is /l/…
the sound of letter L. Letter L
sounds /l/…Again children say /l/
 …

14. Great children! Now I am

going to show you some pictures
and you will identify whether
they have the same sounds.
(The teacher presents the picture of an
alligator)
15. What can you see? Alligator.

The table above shows how the teacher converts her question by

making it simpler that the learners will easy to understand. It also shows

that the frequency of contingent responses depends on the teacher.

16. Is it big? Yes.

17. Have you seen an alligator Yes teacher… (Pag pumupunta po kmi
in person? ng zoo)

18. How do you feel? I’m scared.

19. Why you’re scared? Because it’s big. (Tsaka po marami
siyang teeth)
20. That’s right. Ako ma’am hindi na tatakot. Kasi po
nakikita ko siya lagi lagi sa T.V.

This shows the contingent responses of the learners after the

utterances of teacher it also prove that the child are more likely to respond

to questions than to other type of utterance (Hoff – Ginsberg, 1990)

21. Let’s have the second Apple.

picture
(The teacher presents the picture of an
apple)
22. Who brought apple for Teacher ako po.
 snacks?
23. Who gave your baon? Mommy ko po.
24. Why? Is it delicious? Opo Para daw po healthy
25. Alright that’s true!

Those conversations describe that the learners are more likely to

respond from query of the teacher. Learners can produce contingent

responses based from the previous utterance of the teacher.

26. Look at this picture now.

(The teacher presents the picture of an
ant)
27. Look at this picture now. Ant.
(The teacher presents the picture of an
ant)
28. Who has experience bitten (No one answer the teacher translate
by the ants? the question)

29. Sino na kagat na ng ants? Ako po. (In chorus)

30. Don’t answer in chorus. Ako po teacher. Nung nag play po

Let’s hear from Ison kami.

If the children cannot understand what the teacher said it reflects from

their action, thus the teacher will translate the question in a way that the

learners will make relevance answer and prolonged the conversation.

31. How do you feel? Makati po siya tsaka po masakit.

32. Did you cry? No.

33. Now let’s proceed to the Atis.
next picture. What about this
one?
(The teacher presents the picture of an
atis)
34. Nice children! Who often Me teacher.
eats atis here?
 35. Is it your favorite fruit? Hindi po pero po kasi teacher masarap
po siya eh.

This shows that the teacher will ask question depending on the answer

of the learners. Adult really plays an important role in developing the

conversational skills of the child.

The table below will describe how the learners will respond from the

previous utterance of the teacher. It shows that the learner will likely to

respond from the question than the statement raised by the teacher.

Contingent responses will occur after the utterance of the teacher, students

responses refer to the same topic as the prior utterance. Though there is

some utterance by the teacher which is not given by verbal response instead

a verbal action of the learners. This also shows how the teacher prolonged

the conversation by translating the question into Filipino so that the learners

will be able to give response from the query.

36. How does it taste? Matamis po.

37. Sino na kakain na ng hindi Ako teacher.

na matamis? (Teacher smiles)

38. Bakit hindi na matamis? Kasi po teacher maitim na siya…

39. Ahh eh baka sira na kasi,

kaya iba na yung lasa. (Teacher
smiles) Next time you should ask
parents first before you eat atis.
40. So what letters do the A…
words have the same?
41. Yes, all of the shown /a/…
pictures begin with letter A.
Children what is the sound of
 letter A?
42. Now let us have another Ball.
set of pictures.
(The teacher presents the picture of
a ball)

43. Who plays ball? Ako po.

44. What particular game? Soccer ball.
45. What are the different Soccer, Basketball and Volleyball
games that we used ball?

46. That’s right. Next… (The Balloon.

teacher presents the picture of a
balloon)
47. Who knows the song “Ako (Hazel volunteered)
ay may lobo”? Ako ay may lobo
LumipadsaLangithindikonanakitapumut
oknapalasayangangperakopambiling
lobo sa pagkain sana na busog pa ako.
(With actions)
48. Ok everybody stand. (Everybody stood-up)
Sabayan natin si Hazel.
49. Ako ay may lobo Lumipad sa Ako ay may lobo Lumipad sa Langit
Langit hindi ko na nakita hindi ko na nakita pumutok na pala
pumutok na pala saying ang saying ang pera ko pambili ng lobo sa
pera ko pambili ng lobo sa pagkain sana na busog pa ako. (With
pagkain sana na busog pa ako. actions)
(With actions)
50. Ok, you may take your Ibili na lang…
seat.
What lesson can we learn from
the song “Ako ay may Lobo”?

51. Don’t answer in chorus. Ibili na lang po teacher ang perang

Tataas po ang kamay pag gusto pagkain.
sumagot.
52. Next… (The teacher Basket.
presents the picture of a basket)
53. Who usually use this? (Nobody answer the teacher translate
(Nobody answer the teacher the question in Filipino)
translate the question in Filipino)
 54. Sino madalas gumamit Si mommy po.
nito?
55. What for? Pag na mamalengke po.
56. Next… (The teacher Bed.
presents the picture of a bed)
57. What’s the purpose of Teacher para po pag rest sa gabi.
bed?
58. Sino dito mahilig tumalon Ako po teacher (In chorus)
sa kama?
59. What did mommy say? Bawal daw po.
60. Why? Bakit? Eh kasi po ma sisira daw.
61. Ma sisira ang Kama, sino (Learners shake their heads)
pa ditto ang tatalon sa Kama
62. Alright children! So what B…
letters do the words have the
same?
63. Yes, all of the shown pictures /b/…
begin with letter B. Children
what is the sound of letter B?
64. Very good children!!! That Goodbye teacher…
would be all for today. We’ll see
again tomorrow for our next
lesson. Goodbye for now
children…

Generally, in the first lesson the learners are able to sustain dialogues

and produce contingent responses vary from the previous utterance of the

teacher. It also shows that learners used gesture in some instances

depending also from the previous utterance of the teacher like when the

teacher request them to stand and ask question based from their interest

and knowledge about the topic.

 Second Day of Observation

For the second day of observation the researcher analyzes the ways of

children in responding to their teacher.

Teacher Utterance Learners Respond

Good afternoon children! Good afternoon teacher . . .
Everybody stand-up… (All learners stood-up)

Before we proceed for our lesson for Yes teacher!

today let us sing first. Do you want to
sing?
Okay let’s sing the alphabet song ABCDEFGHIJKLMNOPQRS
T U V W X Y and Z, now I know my A B
children. A B C D … ready sing… C, next time want you sing with me.
Did you like the song children? Did you Yes teacher, we enjoyed!
enjoy?

It shows that learner’s response depends on the previous utterance of

their teacher.

They respond to what their teacher ask them to do.

Let’s have the first picture… Bird.

(The teacher presents the picture of a

bird)
Yes, this is a picture of a bird.
Who has lovebirds here? Ako po teacher.
We also have lovebirds in our house. Kami po teacher dalawa.
How many pairs do you have?

As in two pairs? Yes teacher. Four posila.

Is it still alive? Yes teacher sabi po ni Daddy mag iitlog
na daw po yun.
Yeah that’s true because birds lay B…
eggs. Now children what letter do the
word bird start?
What is the sound of letter B? /b/…
How about the next letter children? I…
How is it pronounced? /i/…
The next letter… R…
How do you pronounce Letter R? /r/…
The last letter of the word bird is… D.
And it is pronounced as… /d/…
Very good! Do you know the animal Tweet… tweet… tweet…
sound of the birds?

The table above describes the ways of the children in responding to

their teacher. The cognitive ability of the child manifest based from the

previous utterance of their teacher.

The table below will also manifest those learners respond depends on

the previous utterance of their teacher. The teacher initiate the topic then

the children respond in to it, and be able to produce contingent response.

Great! Let’s have the next picture. Dog.

(The teacher presents the picture of a
dog)
Do you have dog in your house? Teacher kami po meron.
What breed? Labrador po, its big teacher.
What other breed did you know? Bernese, Dalmatian…Hmmm (thinking)
tsaka po Chihuahua
Very good! Teacher diba po man’s best friend sila.
That’s right! That is why you should D…
take good care of your dogNow, what
letter does the word dog start?
What is the sound of letter D? /d/…
How about the next letter children? O…
How is it pronounced? /o/…
The next letter… G…
How do you pronounce Letter G? /g/…
Very good! Do you know the animal Aw… aw… aw…
sound of the dogs?
What can you see in this picture? Cat.
(The teacher presents the picture of a
cat)
Yes, this is a picture of a cat.
Who among you have cat in their Kami teacher wala kasi po ayaw ni
house? mommy.
Why? Madumi po kasi eh.
Kami teacher meron.
Some of us prefer cat to be their pet, C…
again you should take good care of
your pet. Alright children what letter do
the word cat start?
What is the sound of letter C? /c/…
How about the next letter children? A…
How is it pronounced? /a/...
The next letter… T...
How do you pronounce Letter T? /t/...
Very good! Do you know the animal Meow… meow… meow…
sound of the cats?
Let’s have another picture. Horse.
(The teacher presents the picture of a
horse)
Children, what animal is this?
Yes, this is a picture of a horse.
Who among you experience to ride on Me.
the horse?
How do you feel? Happy (smiling face)
Why our happy? Masarap po kasi pag na ka ride na.
Naka pag ride po ako noon nung
pumunta kami sa Baguio.
Teacher ako po scared kasi po na
ninipa siya.
You’re scared? Don’t be scared because H...
horse is also friendly.
So, what letter does the word horse
start?
What is the sound of letter H? /h/...
How about the next letter children? O
Again, how is letter O pronounced? /o/...
The next letter… R...

How do you pronounce Letter R? /r/...

What about the letter S?
Very good! Do you know the sound of
the horses when they run?
Very good children!!! That would be all
for today. We’ll see again tomorrow for
/s/...
Tigidig… tigidig… tigidig…
Goodbye teacher… Take Care…
our next lesson. Goodbye for now
children…

Third Day of Observation

The tables below show the ways of the children in responding to the

previous utterance of the teacher. For the third day of observation the

researcher also analyze how the children will response depending on the

previous utterance of the teacher.

Teacher Utterances Learners Responses

Good afternoon children! Good afternoon teacher . . .
Everybody stand-up… (All learners stood-up)

This table shows that the learners respond depends on the statement

of the teacher, because the teacher greet them it is a must for them to take

turn from the previous utterance of the teacher. Another thing is the gesture

used by the learners that also vary from the request of the teacher.

Teacher Utterances Learners Responses

Okay let’s start… my toes, my knees, My toes, my knees, my shoulder,
my shoulder, my head, ready sing… my head (3x) Let’s stamp our feet
and clap our hands.
Very good children! Now let’s sing the A B C D E F G H I J K L M N O P Q R
alphabet song children. A B C D … S T U V W X Y and Z, now I know
ready sing… my A B C, next time want you sing
with me.
Did you like the song children? Did you Yes teacher, we liked it.
enjoy?
Very Good! Let us proceed to our Yes teacher!
lesson for today children. Today, our
topic is Segmenting Sounds.
Segmenting is the process of
separating the sound of each
phoneme. I prepared an activity here
children, what you are going to do is
you will identify the sound of each
phoneme. Do you understand
children?

The table above describe that one way of learners responses also

depends on their interest. Learners can sustain dialogues if the previous

utterance of the teacher will catch their interest. This also shows that

learners are more likely to respond from yes/no question.

Teacher Utterances Learners Responses

Yes, this is a picture of a corn. Ako po teacher. Masarap po siya.
Who among you usually eats corn?
Right it’s delicious! Where do you Teacher titinda po siya.
usually see this?

This table gives another way of the learners in responding to the

teacher. Learners can sustain dialogues if they have enough background

about the topic that the teacher previously mentioned.

Teacher Utterances Learners Responses

Yes good observation. It is also serves C…
as alternative for rice.
Ok children, what letter does the word
corn start?
What is the sound of letter C? /c/…
How about the next letter children? O…
How is it pronounced? /o/…
The next letter… R…
How do you pronounce Letter R? /r/…
The last letter of the word corn is… N.
And it is pronounced as… /n/…
 Learner’s responses are not only depending on what the previous

utterance of the teacher but it is also depend what they perceived from what

they see.

Teacher Utterances Learners Responses

Yes, this is a picture of a girl. How will Teacher na ka smile po yan teacher
you describe the girl in the picture? ohh.
(Pointing at the picture)
That’s right the girl is smiling. Teacher di ba po dapat na ka smile
din kami.

Great! Let’s have the next picture. Fan.

(The teacher presents the picture of a
fan)
The picture is…
Yes, that’s right this is a picture of a Para po pamaypay pag ma init.
fan. (Learners chatting with each other)
What is the purpose of fan?

The table above shows that learners respond vary from what they

perceived and what they do believe in, based from their background

knowledge about the topic that is previously mentioned by the teacher.

Teacher Utterances Learners Responses

(The teacher presents the picture of Para siyang vase.
a jar)
Flower Vase. (Smiling)
No. it’s a jar. What’s this? Jar.
Yes, this is a picture of a jar. Wala po teacher.
Do you have this at home?
Kami teacher meron kasi mayaman
kami.
(Teacher smile)
Ahh that’s why you have this at Yes teacher.
home? Kaya pala kasi mayaman sila. (Other pupils are chatting with their
 classmate)

The table shows that the learner’s lack of cognitive background about

the topic mentioned by the teacher, it also shows that the learners respond

based from what they do believe in.

Therefore children' ways in responding to adult language vary from the

previous utterances of the adult. The learners are able to sustain dialogues

and produce contingent responses depending on the previous utterance of

the teacher that will cater the interest and knowledge of the learners.

The next table will show the frequency count of the response of the

learners from the previous utterance of the teacher. It will try to find out

how the learners are more likely to response and sustain dialogues and

produce contingent responses.

80
70
60
50
40 Questions
30 Other types of utterances
20
10
0
1st Lesson 2nd Lesson 3rd Lesson

The table above will descried that are more likely to response to the

questions raised by their teacher. This also manifests that through the
initiation of the teacher the students can sustain dialogue and produce

contingent responses.
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This study focused in ways of the children in responding to adult

language. It aims to analyze the development of the conversational skill of a

five year old preschooler in sustaining dialogue and contingent responses.

Let us now find out the answer from the question raised at the

beginning.

1. What are the ways of the children in responding to

adult language in varying situation?

Children’s ways vary from the previous utterance of the adult.

They are more likely to respond from the query than the statement

given by the teacher, however they also response from the

statements when it catch their attention and interest. Cognitive

background also manifest from their response they are able to respond

if the they know something about the previous utterance of the

teacher. Some learners respond based from what they believe in

(Egocentric). Children are egocentric in nature and they cannot avoid

doing that.
2. Does five year old preschooler can sustain dialogues

and produce contingent responses after adult

utterance?

Yes, five year old preschooler can sustain dialogues and produce

contingent responses after the adult utterance. They are more likely

to respond from the question of the teacher thus, it made the

conversation long, though they are that communicative like the other

children. They able to give linguistically contingent responses because

they are not only to respond same thing as the prior utterance of the

teacher but they also use sentence structure of the prior utterance.

3. Determine how adult language affects the language

development of the children?

Adult plays an important role in language development of the

children. It’s their effort to follow the child leads in conversation may

contribute to sustaining dialogues. In producing contingent responses

depends on the part of who they are speaking to. As the adult

increased the frequency with which they asked questions, thus

contributing to the observed developmental increase in the frequency

of contingent responding. This also shows the role of parents

specifically the mother in developing the conversational skill of the

child.
4. How do the children respond from adult language in

varying situation?

The respond of the children comes after the utterances of the

adult they are speaking to. Mostly they respond when the adult will

ask something to them. It always comes after the utterances of the

adult. From the topic raised by the adult the child will initiate respond

depending on the situation.

5. What are theoretical and practical insight gained from

the exposure of actual adult – child conversation?

Adult is significant in developing the conversational skill of the

child. It can be said that the more frequency they raised question the

more frequency that the child will produce contingent responses.

The learners can sustain dialogues and contingent responses

vary from the teacher. Through the effort of the teacher the frequency

to produce contingent response from the learners increased.

Therefore five year old preschooler can sustain dialogues and

produce contingent response.

CONCLUSION:

Based on the foregoing findings the following conclusions were drawn:

 • Children respond based from the previous utterance of the adult.

They are more likely to respond from the question than to other

types of utterances.

• Children often used gesture depending on the previous utterance

of the adult.

• Children imitate what they see from their other classmate. They

respond from the teacher by imitating what they perceived from

her/his classmate.

• Children are egocentric in nature they often respond based from

what they do believe in.

• Children response depends from their interest.

• Adult plays a significant role in developing the conversational

skill of a child.

• Adult used scaffolding for the child to produce contingent

responses.

RECOMMENDATION

Based on the findings and conclusions, the researcher recommends

that:

• Parents must sustain conversation with their child mothers must

used turnabouts which both respond to the child’s prior

utterance and request further response.

 • Teacher must increase the frequency with the question they ask

in order to observe developmental increase in the frequency of

contingent responses.

BIBLIOGRAPHY

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Bekkering H, Wohlschlager A, Gattis M. Imitation of gestures in children is

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Experimental Psychology.2000; 53: 153-164.

Bekkering H, Wohlschlager A. action perception and imitation: A tutorial.

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BergesJ, Lezine I. The imitation of gestures: A technique for studying the

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Bloom, Rocissano, and Hood (1976). “Adult- Child Discourse”

Burger, J.M., Personality 5th ed, 2000.

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APPENDICES

APPENDIX A

Letter of Permission

The National Teachers College

November 30, 2010

ESTRELLA R. AQUINO
Elementary School Principal
This College

Dear Madam:

Pleasant day!

I am Ailyn M. Econg, 4th year student, currently enrolled in Off –

Campus (Practice Teaching) would like to request your good office to allow
me to conduct research observation, which is essential for the fulfillment of
my thesis entitled “Children’s Ways in Responding to Adult Language in
Varying Situations: An Analysis”

It is primarily intended to determine on how students respond to adult

language and content words and their meanings. In line with this, I will need
one class in Kinder for my observation where in each session will last for 2
hours.
 I further request that I may be allowed in your department for three
days (from December 6 to 8, 2010) in order for me to realize the general
and specific research objectives.

With this noble endeavor, your consideration will be highly

appreciated.

Thank you!

Respectfully yours,

Ailyn M. Econg

4th year student, BSED

APPENDIX B

TRANSCRIPTION

For the first lesson,

Teacher: Good afternoon children!

Learners: Good afternoon teacher . . .

Teacher: Everybody stand-up…

(All learners stood-up)

Teacher: Before we proceed for our lesson for today let us sing first. Do you

want to sing?

Learners: Yes!

Teacher: Okay let’s start… my toes, my knees, my shoulder, my head,

ready sing…

Learners: My toes, my knees, my shoulder, my head (3x) Let’s stamp our

feet and clap our hands.

Teacher: Okay, do you like the song?

Learners: Yes teacher!!!

Teacher: Our lesson for today is Recognizing and Identifying Sounds and

Distinguishing Words with the same Sounds. So now, lets us sing again. Do

you want to sing again?

Learners: Yes teacher!!!

Teacher: Jack and Jill went up the hill, ready sing…

Learners: Jack and Jill went up the hill to fetch a pail of water, Jack fell

down and broke his crown and Jill came tumbling after

lalalalalalalalalalalalalalalala and Jill came tumbling after.

Teacher: So now what are the words with the same sounds? According to

the song, who went up the hill?

Learners: Jack and Jill…

Teacher: That’s right, Jack and Jill. So now, do they have the same sounds?

Learners: No teacher… (di sila parehas ng tunog)

Teacher: Okay, so they do not have the same sounds. How about Jack and

Jill went up the hill? What words have the same sounds?

Learners: (Do not know the answer)

Teacher: So let’s do it word by word. Jack and Jill, do they have the same

sounds?

Learners: No teacher… (di sila pareho)

Teacher: How about the words Jill and went?

Learners: Teacher… (di pa din)

Teacher: They are also not the same. How about Jill and up? Do they have

the same sounds?

Learners: No teacher.

Teacher: How about Jill and hill? Do they have the same sounds? Listen

children, J-i-l-l, h-i-l-l do they have the same sounds?

Learners: Yes teacher…

Teacher: So what sound is the same?

Learners: (Do not know the answer)

Teacher: Okay, I’ll change my question. What letters are the same?

Learners: I and L

Teacher: So they both have lettered I and L. what is the sound of letter I?

Letter I sounds /i/… Again children say /i/…

Learners: /i/…

Teacher: How about letter L? What is the sound of letter L. Letter L

sounds /l/…Again children say /l/…

Learners: /l/…

Teacher: Great children! Now I am going to show you some pictures and

you will identify whether they have the same sounds.

(The teacher presents the picture of an alligator)

Teacher: What can you see?

Learners: Alligator.

Teacher: Is it big?
Learners: Yes.

Teacher: Have you seen an alligator in person?

Learner 1: Yes teacher… (Pag pumupunta po kmi ng zoo)

Teacher: How do you feel?

Learner 1: I’m scared.

Teacher: Why you’re scared?

Learner 1: Because it’s big. (Tsaka po marami siyang teeth)

Teacher: That’s right.

Learner 2: Ako ma’am hindi na tatakot. Kasi po nakikita ko siya lagi lagi sa

T.V.

Teacher: Let’s have the second picture

(The teacher presents the picture of an apple)

Learners: Apple.

Teacher: Who brought apple for snacks?

Learner 3: Teacher ako po.

Teacher: Who gave your baon?

Learner 3: Mommy ko po.

Teacher: Why? Is it delicious?

Learner 3: Opo Para daw po healthy

Teacher: Alright that’s true!

Teacher: Look at this picture now.

(The teacher presents the picture of an ant)

Learners: Ant.

Teacher: Who has experience bitten by the ants?

(No one answer the teacher translate the question) Sino na kagat na ng

ants?

Learners: Ako po. (In chorus)

Teacher: Don’t answer in chorus. Let’s hear from Ison

Learner 5: Ako po teacher. Nung nag play po kami.

Teacher: How do you feel?

Learner 5: Makati po siya tsaka po masakit.

Teacher: Did you cry?

Learner 5: No.

Teacher: Now let’s proceed to the next picture. What about this one?

(The teacher presents the picture of an atis)

Learners: Atis.

Teacher: Nice children! Who often eats atis here?

Learner 6: Me teacher.

Teacher: Is it your favorite fruit?

Learner 6: Hindi po pero po kasi teacher masarap po siya eh.

Teacher: How does it taste?

Learner 6: Matamis po.

Teacher: Sino na kakain na ng hindi na matamis? (Teacher smiles)

Learner 7: Ako teacher.

Teacher: Bakit hindi na matamis?

Learner 7: Kasi po teacher maitim na siya…

Teacher: Ahh eh baka sira na kasi, kaya iba na yung lasa. (Teacher smiles)

Next time you should ask parents first before you eat atis.

Teacher: So what letters do the words have the same?

Learners: A…

Teacher: Yes, all of the shown pictures begin with letter A. Children what is

the sound of letter A?

Learners: /a/…

Teacher: Now let us have another set of pictures.

(The teacher presents the picture of a ball)

Learners: Ball.

Teacher: Who plays ball?

Learner 2: Ako po.

Teacher: What particular game?

Learner 2: Soccer ball.

Teacher: Ok soccer very good.

Teacher: What are the different games that we used ball?

Learner 2: Soccer, Basketball and Volleyball

Teacher: That’s right. Next… (The teacher presents the picture of a balloon)

Learners: Balloon.

Teacher: Who knows the song “Ako ay may lobo”?

(Hazel volunteered)

Learner 4: Ako ay may lobo

LumipadsaLangithindikonanakitapumutoknapalasayangangperakopambiling

lobo sa pagkain sana na busog pa ako. (With actions)

Teacher: Ok everybody stand. Sabayan natin si Hazel.

(Everybody stood-up)

Learners: Ako ay may lobo Lumipad sa Langit hindi ko na nakita pumutok

na pala saying ang pera ko pambili ng lobo sa pagkain sana na busog pa

ako. (With actions)

Teacher: Ok, you may take your seat.

What lesson can we learn from the song “Ako ay may Lobo”?

Learners: Ibili na lang…

Teacher: Don’t answer in chorus. Tataas po ang kamay pag gusto sumagot.

Learner 4: Ibili na lang po teacher ang perang pagkain.

Teacher: Very good.

Teacher: Next… (The teacher presents the picture of a basket)

Learners: Basket.

Teacher: Who usually use this? (Nobody answer the teacher translate the

question in Filipino) Sino madalas gumamit nito?

Learner 1: Si mommy po.

Teacher: What for?

Learner 1: Pag na mamalengke po.

Learner 2: Teacher sumasama k okay Mommy mag grocery.

Learner 3: Teacher tinutulungan ko si Mommy mag luto. (A female pupil)

Learner 5: Ako teacher tinutulungan ko si Daddy mag luto. (A male pupil)

Teacher: Very good!

Teacher: Next… (The teacher presents the picture of a bed)

Learners: Bed.

Teacher: What’s the purpose of bed?

Learner 6: Teacher para po pag rest sa gabi.

Learner 3: Teacher para po ma tulog.

Learner 4: Teacher po humiga.

Teacher: Sino dito mahilig tumalon sa kama?

Learners: Ako po teacher (In chorus)

Teacher: What did mommy say?

Learner 4: Bawal daw po.

Teacher: Why? Bakit?

Learner 4: Eh kasi po ma sisira daw.

Teacher: Ma sisira ang Kama, sino pa ditto ang tatalon sa Kama?

(Learners shake their heads)

Teacher: Alright children! So what letters do the words have the same?

Learners: B…

Teacher: Yes, all of the shown pictures begin with letter B. Children what is

the sound of letter B?

Learners: /b/…

Teacher: Very good children!!! That would be all for today. We’ll see again

tomorrow for our next lesson. Goodbye for now children…

Learners: Goodbye teacher…

For hersecond lesson,

Teacher: Good afternoon children!

Learners: Goodafternoon teacher . . .

Teacher: Everybody stand-up…

(All learners stood-up)

Teacher: Before we proceed for our lesson for today, do you want to sing?

Learners: Yes teacher!

Teacher: Okay let’s sing the alphabet song children. A B C D … ready sing…

Learners: A B C D E F G H I J K L M N O P Q R S T U V W X Y and Z, now I

know my A B C, next time want you sing with me.

Teacher: Did you like the song children? Did you enjoy?

Learners: Yes teacher, we enjoyed!

Teacher: Let us proceed to our lesson for today children. Today, our topic is

Articulation and Blending. Articulation is the process of producing and

pronouncing sounds and words, while blending is the ability to combine

sounds to form words. Now, what you are going to do is you will tell me

what picture is shown. Do you understand children?

Learners: Yes teacher!

Teacher: Let’s have the first picture…

(The teacher presents the picture of a bird)

Learners: Bird.

Teacher: Yes, this is a picture of a bird.

Teacher: Who has lovebirds here?

Learner 1: Ako po teacher.

Teacher: We also have lovebirds in our house. How many pairs do you

have?

Learner 1: Kami po teacher dalawa.

Teacher: As in two pairs?

Learner1: Yes teacher. Four posila.

Teacher: Is it still alive?

Learner 1: Yes teacher sabi po ni Daddy mag iitlog na daw po yun.

Teacher: Yeah that’s true because birds lay eggs. Now children what letter

do the word bird start?

Learners: B…

Teacher: What is the sound of letter B?

Learners: /b/…

Teacher: How about the next letter children?

Learners: I…

Teacher: How is it pronounced?

Learners: /i/…

Teacher: The next letter…

Learners: R…

Teacher: How do you pronounce Letter R?

Learners: /r/…

Teacher: The last letter of the word bird is…

Learners: D.

Teacher: And it is pronounced as…

Learners: /d/…

Teacher: Very good! Do you know the animal sound of the birds?

Learners: Tweet… tweet… tweet…

Teacher: Great! Let’s have the next picture.

(The teacher presents the picture of a dog)

Learners: Dog.

Teacher: Do you have dog in your house?

Learner 2: Teacher kami po meron.

Teacher: What breed?

Learner 2: Labrador po, its big teacher.

Teacher: What other breed did you know?

Learner 2: Bernese, Dalmatian…Hmmm (thinking) tsaka po Chihuahua

Teacher: Very good!

Learner 2: Teacher diba po man’s best friend sila.

Teacher: That’s right! That is why you should take good care of your

dogNow, what letter does the word dog start?

Learners: D…

Teacher: What is the sound of letter D?

Learners: /d/…

Teacher: How about the next letter children?

Learners: O…

Teacher: How is it pronounced?

Learners: /o/…

Teacher: The next letter…

Learners: G…

Teacher: How do you pronounce Letter G?

Learners: /g/…

Teacher: Very good! Do you know the animal sound of the dogs?

Learners: Aw… aw… aw…

(The teacher presents the picture of a cat)

Teacher: What can you see in this picture?

Learners: Cat.

Teacher: Yes, this is a picture of a cat.

Teacher: Who among you have cat in their house?

Learner 3: Kami teacher wala kasi po ayaw ni mommy.

Teacher: Why?

Learner 3: Madumi po kasi eh.

Learner 4: Kami teacher meron.

Teacher: Some of us prefer cat to be their pet, again you should take good

care of your pet. Alright children what letter do the word cat start?

Learners: C…

Teacher: What is the sound of letter C?

Learners: /c/…

Teacher: How about the next letter children?

Learners: A…

Teacher: How is it pronounced?

Learners: /a/…

Teacher: The next letter…

Learners: T…

Teacher: How do you pronounce Letter T?

Learners: /t/…

Teacher: Very good! Do you know the animal sound of the cats?

Learners: Meow… meow… meow…

Let’s have another picture.

(The teacher presents the picture of a horse)

Teacher: Children, what animal is this?

Learners: Horse.

Teacher: Yes, this is a picture of a horse.

Teacher:Who among you experience to ride on the horse?

Learner 5: Me.

Teacher: How do you feel?

Learner 5: Happy (smiling face)

Teacher: Why our happy?

Learner 5: Masarap po kasi pag na ka ride na. Naka pag ride po ako noon

nung pumunta kami sa Baguio.

Learner 4: Teacher ako po scared kasi po na ninipa siya.

Teacher: You’re scared? Don’t be scared because horse is also friendly.

So, what letter does the word horse start?

Learners: H…

Teacher: What is the sound of letter H?

Learners: /h/…

Teacher: How about the next letter children?

Learners: O…

Teacher: Again, how is letter O pronounced?

Learners: /o/…

Teacher: The next letter…

Learners: R…

Teacher: How do you pronounce Letter R?

Learners: /r/…

Teacher: What about the letter S?

Learners: /s/…

Teacher: Very good! Do you know the sound of the horses when they run?

Learners: Tigidig… tigidig… tigidig…

Teacher: Very good children!!! That would be all for today. We’ll see again

tomorrow for our next lesson. Goodbye for now children…

Learners: Goodbye teacher… Take Care…

For her third lesson,

Teacher: Good afternoon children!

Learners: Good afternoon teacher . . .

Teacher: Everybody stand-up…

(All learners stood-up)

Teacher: Before we proceed for our lesson for today, do you want to sing?

Learners: Yes teacher!

Teacher: Okay let’s start… my toes, my knees, my shoulder, my head,

ready sing…

Learners: My toes, my knees, my shoulder, my head (3x) Let’s stamp our

feet and clap our hands.

Teacher: Very good children! Now let’s sing the alphabet song children. A B

C D … ready sing…
Learners: A B C D E F G H I J K L M N O P Q R S T U V W X Y and Z, now I

know my A B C, next time want you sing with me.

Teacher: Did you like the song children? Did you enjoy?

Learners: Yes teacher, we liked it.

Teacher: Very Good! Let us proceed to our lesson for today children. Today,

our topic is Segmenting Sounds. Segmenting is the process of separating the

sound of each phoneme. I prepared an activity here children, what you are

going to do is you will identify the sound of each phoneme. Do you

understand children?

Learners: Yes teacher!

Teacher: Let’s have the first picture…

(The teacher presents the picture of a corn)

Learners: Corn.

Teacher: Yes, this is a picture of a corn.

Who among you usually eats corn?

Learner 1: Ako po teacher. Masarap po siya.

Teacher: Right it’s delicious! Where do you usually see this?

Learner 2: Teacher titinda po siya.

Teacher: Yes good observation. It is also serves as alternative for rice.

Ok children, what letter does the word corn start?

Learners: C…

Teacher: What is the sound of letter C?

Learners: /c/…

Teacher: How about the next letter children?

Learners: O…

Teacher: How is it pronounced?

Learners: /o/…

Teacher: The next letter…

Learners: R…

Teacher: How do you pronounce Letter R?

Learners: /r/…

Teacher: The last letter of the word bird is…

Learners: N.

Teacher: And it is pronounced as…

Learners: /n/…

Teacher: Let’s have another picture…

(The teacher presents the picture of a girl)

Ok, what is this?

Learners: Girl.

Teacher: Yes, this is a picture of a girl. How will you describe the girl in the

picture?

Learner 3: Teacher na ka smile po yan teacher ohh.

(Pointing in the picture)

Teacher: That’s right the girl is smiling.

Learner 3: Teacher di ba po dapat na ka smile din kami.

Teacher: Yes, but also in depends on the situation. Depende pa din yun sa

sitwasyon. Right?

Learners: Yes.

Teacher: Alright children, what letter does the word girl start?

Learners: G…

Teacher: What is the sound of letter G?

Learners: /g/…

Teacher: How about the next letter children?

Learners: I…

Teacher: How is it pronounced?

Learners: /i/…

Teacher: The next letter…

Learners: R…

Teacher: How do you pronounce Letter R?

Learners: /r/…

Teacher: The last letter of the word bird is…

Learners: L.

Teacher: And it is pronounced as…

Learners: /l/…

Teacher: Great! Let’s have the next picture.

(The teacher presents the picture of a fan)

The picture is…

Learners: Fan.

Teacher: Yes, that’s right this is a picture of a fan.

What is the purpose of fan?

Learner 4: Para po pamaypay pag ma init.

(Learners chatting with each other)

Teacher: Ok children listen now…

What letter does the word fan start?

Learners: F…

Teacher: What is the sound of letter F?

Learners: /f/…

Teacher: How about the next letter children?

Learners: A…

Teacher: How is it pronounced?

Learners: /a/…

Teacher: The next letter…

Learners: N…

Teacher: How do you pronounce Letter N?

Learners: /n/…

(The teacher presents the picture of a jar)

Teacher: What can you see in this picture?

Learner 5: Para siyang vase.

Learner 6: Flower Vase. (Smiling)

Teacher: No. it’s a jar. What’s this?

Learners: Jar.

Teacher: Yes, this is a picture of a jar.

Do you have this at home?

Learner 6: Wala po teacher.

Learner 7: Kami teacher meron kasi mayaman kami.

(Teacher smile)

Teacher: Ahh that’s why you have this at home? Kaya pala kasi mayaman

sila.

Learner 7: Yes teacher.

(Other pupils are chatting with their classmate)

Teacher: Ok listen now. What letter does the word jar start?

Learners: J…

Teacher: What is the sound of letter J?

Learners: /dz/…

Teacher: How about the next letter children?

Learners: A…

Teacher: How is it pronounced?

Learners: /a/…

Teacher: The next letter…

Learners: R…
Teacher: How do you pronounce Letter R?

Learners: /r/…

Teacher: Very good children!!! That would be all for today. We’ll see again

tomorrow for our next lesson. Goodbye for now children…

Learners: Goodbye teacher… Take Care…

Curriculum Vitae

PERSONAL BACKGROUND

Name: Ailyn M. Econg

Address: Blk 30 lot 5 Bougainvilla St. Maligaya Park Subdivision Novaliches

Quezon City

Date of Birth: May 23, 1990

Place of Birth: Manila

Age: 20 years old

Gender: Female

Civil status: Single

Nationality: Filipino

Religion: Roman Catholic

Language: Filipino and English

Contact Number: 09283961829

FAMILY BACKGROUND

Name of Father: Alfonso T. Econg

Occupation: Maintenance, Laborer

Name of Mother: Francisca M. Econg

Occupation: Housewife

Address: Blk 30 lot 5 Bougainvilla St. Maligaya Park Subdivision Novaliches

Quezon City

Contact Number: 09392338731

EDUCATIONAL ATTAINMENT

Elementary: Santulan Elementary School

School Year: 1996-2000

Maligaya Elementary School

School Year: 2000 - 2002

Secondary: Maligaya High School

School Year: 2002-2006

Tertiary: Technological Institute of the Philippines

School Year: 2006 – 2007

The National Teachers College

School Year: 2007 – 2011