Pag-asoy as a Tool in Developing the Students’ Oral Language Fluency in the Classroom
International Journal of Education, Culture and Society
Volume 3, Issue 5, October 2018, Pages: 86-91
Received: Nov. 13, 2018; Accepted: Nov. 27, 2018; Published: Dec. 24, 2018
Views 884      Downloads 215
Cristie Ann L. Jaca, Department of Teacher Education, University of San Carlos, Cebu City, Philippines
Felino B. Javines Jr., Department of Teacher Education, University of San Carlos, Cebu City, Philippines
Brian Anonat Vasquez, Center for Research and Development, University of the Visayas, Cebu City, Philippines
Article Tools
Follow on us
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.
Oral Fluency, Mother Tongue, Pag-asoy, Storytelling, Cebuano Folktale
To cite this article
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, International Journal of Education, Culture and Society. Vol. 3, No. 5, 2018, pp. 86-91. doi: 10.11648/j.ijecs.20180305.12
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Atkinson, R. (2002). The life story interview. In Gubrium, J. F., & Holstein, J. A. (Eds). Handbook of interview research: Context and method. SAGE Publications, Thousand Oaks CA. pp. 21-140.
Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years. France: UNESCO.
Basa, J. V. (1991). Teach and enjoy children’s literature: A handbook of modules. Cebu City.
Belet, D. , & Dal, S. (2010). The use of storytelling to develop the primary school students’ critical reading skill: The primary education pre-service teachers 'opinions. Procedia Social and Behavioral Sciences, 9(1), 1830–1834.
Benson, C, (2004). The importance of mother tongue-based schooling for educational quality. The Quality Imperative: Education for All Global Monitoring Report 2005.
Bernardo, A. B. I. (2005). Bilingual code-switching as a resource for learning and teaching: Alternative reflections on the language and education issue in the Philippines. In Dayag, D. T. , & Quakenbush, J. S. (Eds.), Linguistics and language education in the Philippines and beyond: A Festschrift in honor of Ma. Lourdes S. Bautista. Manila: Linguistic Society of the Philippines. pp. 151-169.
Bernardo, A. B. I., & Gaerlan, M. J. M. (2011). Non-native English students learning in English: Reviewing and reflecting on the research. In Jaidev, R., Sadorra, M. L. C., Wong, J. O., Lee, M. C., & Lorente, B. P. (Eds.), Global perspectives, local initiatives: Reflections and practices in ELT. Singapore: National University of Singapore, Centre for English Language Communication. pp.1-9.
Bialystok, E. (2007). Cognitive effects of bilingualism: How linguistic experience leads to cognitive change. International Journal of Bilingual Education and Bilingualism, 10, 210-223.
Bialystok, E. (2010). Global-local and trail-making tasks by monolingual and bilingual children: Beyond inhibition. Developmental Psychology, 46, 93-105.
Bialystok, E., & Majumder, S. (1998). The relationship between bilingualism and the development of cognitive processes in problem solving. Applied Psycholinguistics, 19, 69-85.
Bialystok, E., Craik, F., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 859-873.
Blot, K. J., Zarate, M. A., & Paulus, P. B. (2003). Code-switching across brainstorming sessions: Implications for the revised hierarchical model of bilingual language processing. Experimental Psychology, 50(1), 171-180.
Bowles, N. (1995) Storytelling: a search for meaning within nursing practice. Nurse Education Today, 15(5), 365-369.
Brand, S. T. , & Donato, J. M. (2001). Storytelling in emergent literacy: Fostering multiple intelligences. Albany, NY: Delmar-Thomson. bridging languages in MTB MLE programs, Bangkok.
Combs, M., & Beach, J. (1994). Stories and storytelling: Personalizing the social studies. The Reading Teacher, 47(6), 464-471. Retrieved October 18, 2018 from
Constitution of the Republic of the Philippines (1987).
Cox, A. J. (2007). No mind left behind: Understanding and fostering executive control – the eight essential brain skills every child needs to thrive. New York: Penguin Group.
Department of Education, Culture and Sports (1987). Bilingualism. Diliman, Quezon City: The University of the Philippines Press.
Dioko, E. C. (2007). Basic education – The language issue. The Green and White Journal, 2 (1), pp.15-26.
Emmorey, K., Luk, G., Pyers, J. E., & Bialystok, E. (2008). The source of enhanced cognitive control in bilinguals: Evidence from bimodal bilinguals. Psychological Science, 19(2), 1201-1206. doi:10.1111/j.1467-9280.2008.02224.x
Grugeon, E., & Gardner, P. (2000). The art of storytelling for teachers and pupils: Using stories to develop literacy in primary classrooms. London: David Fulton.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(1), 157-163.
Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J. L. W. (2014). Strategies and Problems Encountered by Teachers in Implementing Mother Tongue-Based Instruction in a Multilingual Classroom. IAFOR Journal of Language Learning, 1(1).
Malone, S. (2012). Introducing and building fluency in oral and written L1. Workshop on bridging languages in MTB MLE programs, Bangkok.
Martin-Rhee, M. M., & Bialystok, E. (2008). The development of two types of inhibitory control in monolingual and bilingual children. Bilingualism: Language and Cognition, 11, 81-93.
Mason, H. (1996). The power of storytelling: A step-by-step guide to dramatic learning in K-12. California: Corwin Press, Inc., SAGE Publications Inc.
Mellon, N. (1993). The art of storytelling. Australia: Element Books Limited.
Mokhtar, N. H., Halim, M. F. A., & Kamarulzaman, S. Z. S. (2011). The Effectiveness of Storytelling in Enhancing Communicative Skills. Procedia - Social and Behavioral Sciences, 18(1), 163-169. DOI:
PennState Eberly College of Science, 2018. Lesson 15: Crossover Designs of STAT 50 Design and Analysis of Clinical Trials. Retrieved October 21, 2018 from
Polit, D. F. , & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice (8th Ed.). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Powell, R. M. , & Murray, O. (2012). Using storytelling strategies to improve student comprehension in online classes. The Journal of Effective Teaching, 12(1), 46-52. Publishers Ltd.
Rai, V., Rai, M., Phyak, P., Rai, N. (2011). Multilingual education in Nepal: Hearsay and reality? Kathmandu: United Nations Educational, Scientific and Cultural Organization Office.
Trudell, B. (2016). The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa. Retrieved from UNICEF. (2016)LanguageandLearning-FullReport (SingleView).pdf.
Vasquez, B. A. (2013). Politico-economic influence and social outcome of English language among Filipinos: An autoethnography. University of the Visayas Journal of Research, 7(1), 183-193.
Villanueva, A. J. R., & Almario, A. R. S. (2008). Dual language program models in Philippine progressive schools. Paper presented at the 2nd international conference on language development, language revitalization, and multilingual education in ethonolinguistic communitites, Bangkok, Thailand.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186