II. ANALYZE MotherTongue instruction, especially in the Philippines, is relatively young. One of the major challenges in the implementation of MTB-MLE in the country is the scarcity of on-grade and culturally relevant instructional materials using the language of the mother tongue. Hence, being a teacher of MotherTongue as a learning area, you are also expected to develop your own instructional materials (IM) using the mother tongue of your class by creating your own IM and translating and adapting written materials into the language of the mother tongue. Our focus in this module is for you to develop instructional materials for new readers of Mother Tongue. But how do you develop these materials? You will begin by analyzing a sample material. Bring out the short story written in the mother tongue that was asked from you by your teacher as an assignment. With a partner, answer the following questions: 1. Who will read this story? What topics do you think would interest them?
2. Why do you think this story was written? What was the goal of the writer for the readers?
3. Who and what is the story about? Where and when did the story take place?
In creating your own stories that you will use in teaching Mother Tongue as a language, it is vital that you first identify clearly your audience, the purpose of your story, and the overall plot of your story. Malone (2013) provides you with the basic guidelines that you need to remember when writing your own stories. a) Make sure to keep your stories short and easy-to-read; b) Use natural, familiar language of your readers when composing your story; c) Write about people, places, activities, and experiences that are familiar and relatable to your readers; 76 Content and Pedagogy for the MotherTongue
