This paper describes how Pag-asoy (storytelling in Cebuano language) served as a tool in developing the students’ oral fluency in their mother tongue. During the study period, the students were introduced to local Cebuano stories to determine their oral language fluency during classroom interaction. What was found out were the positive effects of using Cebuano folktales in promoting the Cebuano language during which Pag-asoy was conducted. Using Cebuano stories told in Cebuano language provided an unequal impact to children because they can easily relate to the stories based on their personal experiences and emotional affiliations. Also, their effortless reactions allow them to use their first language confidently when they express their ideas and perspectives naturally like in a usual, casual conversation. Pag-asoy (Storytelling) in the mother tongue was found to solicit more class participation and oral interaction compared to stories told in English. As a result they develop oral fluency in their mother tongue (Cebuano) as they become expressive and participative as they listen to the story and to the information provided. Through Pag-asoy children also enhanced the receptive skill of listening when they intently focus on the elements of the stories presented and actively participate in asking and answering questions during the Pag-asoy.
| Published in | International Journal of Education, Culture and Society (Volume 3, Issue 5) |
| DOI | 10.11648/j.ijecs.20180305.12 |
| Page(s) | 86-91 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Oral Fluency, Mother Tongue, Pag-asoy, Storytelling, Cebuano Folktale
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APA Style
Cristie Ann L. Jaca, Felino B. Javines Jr., Brian Anonat Vasquez. (2018). Pag-asoy as a Tool in Developing the Students’ Oral Language Fluency in the Classroom. International Journal of Education, Culture and Society, 3(5), 86-91. https://doi.org/10.11648/j.ijecs.20180305.12
ACS Style
Cristie Ann L. Jaca; Felino B. Javines Jr.; Brian Anonat Vasquez. Pag-asoy as a Tool in Developing the Students’ Oral Language Fluency in the Classroom. Int. J. Educ. Cult. Soc. 2018, 3(5), 86-91. doi: 10.11648/j.ijecs.20180305.12
AMA Style
Cristie Ann L. Jaca, Felino B. Javines Jr., Brian Anonat Vasquez. Pag-asoy as a Tool in Developing the Students’ Oral Language Fluency in the Classroom. Int J Educ Cult Soc. 2018;3(5):86-91. doi: 10.11648/j.ijecs.20180305.12
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Download@article{10.11648/j.ijecs.20180305.12,
author = {Cristie Ann L. Jaca and Felino B. Javines Jr. and Brian Anonat Vasquez},
title = {Pag-asoy as a Tool in Developing the Students’ Oral Language Fluency in the Classroom},
journal = {International Journal of Education, Culture and Society},
volume = {3},
number = {5},
pages = {86-91},
doi = {10.11648/j.ijecs.20180305.12},
url = {https://doi.org/10.11648/j.ijecs.20180305.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20180305.12},
abstract = {This paper describes how Pag-asoy (storytelling in Cebuano language) served as a tool in developing the students’ oral fluency in their mother tongue. During the study period, the students were introduced to local Cebuano stories to determine their oral language fluency during classroom interaction. What was found out were the positive effects of using Cebuano folktales in promoting the Cebuano language during which Pag-asoy was conducted. Using Cebuano stories told in Cebuano language provided an unequal impact to children because they can easily relate to the stories based on their personal experiences and emotional affiliations. Also, their effortless reactions allow them to use their first language confidently when they express their ideas and perspectives naturally like in a usual, casual conversation. Pag-asoy (Storytelling) in the mother tongue was found to solicit more class participation and oral interaction compared to stories told in English. As a result they develop oral fluency in their mother tongue (Cebuano) as they become expressive and participative as they listen to the story and to the information provided. Through Pag-asoy children also enhanced the receptive skill of listening when they intently focus on the elements of the stories presented and actively participate in asking and answering questions during the Pag-asoy.},
year = {2018}
}
TY - JOUR T1 - Pag-asoy as a Tool in Developing the Students’ Oral Language Fluency in the Classroom AU - Cristie Ann L. Jaca AU - Felino B. Javines Jr. AU - Brian Anonat Vasquez Y1 - 2018/12/24 PY - 2018 N1 - https://doi.org/10.11648/j.ijecs.20180305.12 DO - 10.11648/j.ijecs.20180305.12 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 86 EP - 91 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20180305.12 AB - This paper describes how Pag-asoy (storytelling in Cebuano language) served as a tool in developing the students’ oral fluency in their mother tongue. During the study period, the students were introduced to local Cebuano stories to determine their oral language fluency during classroom interaction. What was found out were the positive effects of using Cebuano folktales in promoting the Cebuano language during which Pag-asoy was conducted. Using Cebuano stories told in Cebuano language provided an unequal impact to children because they can easily relate to the stories based on their personal experiences and emotional affiliations. Also, their effortless reactions allow them to use their first language confidently when they express their ideas and perspectives naturally like in a usual, casual conversation. Pag-asoy (Storytelling) in the mother tongue was found to solicit more class participation and oral interaction compared to stories told in English. As a result they develop oral fluency in their mother tongue (Cebuano) as they become expressive and participative as they listen to the story and to the information provided. Through Pag-asoy children also enhanced the receptive skill of listening when they intently focus on the elements of the stories presented and actively participate in asking and answering questions during the Pag-asoy. VL - 3 IS - 5 ER -
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