Teaching Geometrical Figures in Waray: The LNU-ILS Experience

Waray children are “unconsciously shifting from their mother language to English and/or Tagalog in their vocabulary use”. English vocabularies are more familiar to Waray educands of today than are the indigenous Waray terms, for instance, for geometrical figures, colors, numbers, etc. Still, “it is an ongoing debate of what type of language should be used in the implementation of MTBMLE.” Should educators use a Waray that borrows heavily from English and other languages or a Waray that uses exclusively its own indigenous terms and concepts? The researchers formulate a single lesson plan using an inductive method incorporating the Montessori Approach. We have two types of pupils at LNU-ILS: Waray pupils whose language at home is Waray, and Waray pupils who are exposed to English at home.