Education, language policy and language use in the Philippines

2017 ◽  
Vol 41 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Lorraine Pe Symaco
Keyword(s):  
Language Policy ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
School Setting ◽  
The Philippines ◽  
Knowledge Based ◽  
Multilingual Education ◽  
Knowledge Based Economy ◽  
Country Case Study

Abstract The roles of language policy and language practice and use in education have been regarded to influence the efficacy of teaching and learning in the school setting. With the rise of globalisation and internationalisation of services in education, the objective of producing manpower that is equipped to the demands of the knowledge-based economy has realigned government policies worldwide to put education at the forefront of its development plans. From the rise of English language as ‘the’ language for globalisation calls for a more inclusive and locally- oriented mother-tongue based multilingual education (MTB-MLE), this article will discuss broadly the dynamics of language, access and influence, and will look at the Philippines as a country case study of explicit and implicit declarations in language policy and use, as affecting the education sector, and access to the labour market.

scholarly journals Landscaping the Philippine Languages: The Implementation of Multilingual Education Policy

2021 ◽  
Vol 3 (11) ◽  
pp. 01-06
Author(s):  
Christian Lawrence N. Reyes
Keyword(s):  
Program Implementation ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Descriptive Analysis ◽  
The Philippines ◽  
Language Teachers ◽  
Multilingual Education ◽  
Culture Centered ◽  
Based Instruction

The institutionalization of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines through the Department of Education order no. 74. series of 2009 outlining aspirations for a culture-centered mother tongue-based instruction is positioned to focus on the acquisition of language content and allow the learners to experience a theoretically based, well-planned educational program that provides a strong foundation for literacy using the cognitive skills and comprehension of academic content from day one. However, the dynamic process of teaching and learning brought many factors contributing to the implementation of the program as the key language policy of the Philippines. With this, the researcher examined the extent of program implementation through the use of qualitative and quantitative data. The study employed validated and standardized survey instruments and used Statistical Package for the Social Sciences (SPSS) to analyze the gathered data, and it applied descriptive analysis to determine the level or degree of implementation. Also, the perspectives of language teachers were taken into account to ensure a better view of the panorama as they are the end-users. Findings suggested that (1) the policy has been implemented to a great extent by the teachers; teachers have a good grasp of the program. Also, (2) teachers are providing relevant and responsive delivery of instruction in order to capitalize the learner's capability.

scholarly journals Translanguaging in Multilingual English Language Teaching in the Philippines: A Systematic Literature Review

2021 ◽  
Vol 4 (1) ◽  
pp. 52-57
Author(s):  
Tranie Balderrama Gatil
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
The Philippines ◽  
English Language Teaching ◽  
Target Language ◽  
English Only ◽  
Multilingual Education

The debate on language preference in English language teaching in a multilingual setting has stirred the traditional monolingual “English Only Policy” in the Philippines. As a result, the Mother Tongue-Based Multilingual Education (MTB-MLE) was institutionalized in 2009. The question still lies as to the multilingual teaching practices employed in the Philippine schools. This study was conducted in order to review the translanguaging strategies of teachers in teaching English in the Philippines. It utilized the qualitative approach using systematic literature review. 14 papers were initially examined using 4 inclusion and exclusion criteria. 7 papers have qualified and selected as samples. The findings of the literature review showed that: 1.) Both natural and official translanguaging are employed in ELT and 2.) Translanguaging bridges the linguistic gap of learner’s L1, L2 and the target language, which in common in a linguistically diverse country such the Philippines. Future researches may look at building a theoretical framework of translanguaging as a language teaching pedagogy in mainstream education. 

scholarly journals Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom

2021 ◽  
Vol 4 (2) ◽  
pp. 125
Author(s):  
Hyra Dave Pepito Gempeso ◽  
Jubelle Dianne Solatorio Mendez
Keyword(s):  
Policy Implementation ◽  
Language Policy ◽  
Mother Tongue ◽  
Subject Area ◽  
The Philippines ◽  
Medium Of Instruction ◽  
Constructive Alignment ◽  
Multilingual Education ◽  
Multilingual Classroom ◽  
K 12

This descriptive observational study examined the implementation of Mother Tongue-Based Multilingual Education (MTB MLE) language policy to the classroom practices of a grade three multilingual classroom in the Philippines. The constructive alignment of the said language policy implementation was evaluated in terms of: (1) Mother Tongue (MT) as a subject area, examining specifically the coherence of the teaching and learning activities and assessment criteria used; and (2) MT as a medium of instruction. Findings revealed that there were discrepancies, incongruences, and insufficiencies in the administration of assessments in the alignment of MT as a subject area. These issues resulted in the underdevelopment of the four macro skills of the learners and caused misalignment of the classroom implementation to the language policy. The same is true with the implementation of MT as a medium of instruction in the classroom; however, the use of translation and code-switching of L1, L2, and L3 helped in the comprehension and participation of the students. These findings call for the attention of the policymakers and teachers for a rigorous review of the policy and its actual implementation as it significantly affects the holistic development of the students. This study further contributes to the continuous improvement of the educational system in the country particularly in the K-12 and MTB MLE implementation.

scholarly journals Mother Tongue based Multilingual Education (MT- MLE): Teachers' Language Ideologies

2018 ◽  
Vol 5 ◽  
pp. 28-40
Author(s):  
Jnanu Raj Paudel
Keyword(s):  
English Language ◽  
Language Ideologies ◽  
Mother Tongue ◽  
Language Teachers ◽  
Strong Belief ◽  
Multilingual Education ◽  
Depth Interview ◽  
English Language Teachers ◽  
Language Promotion

 Mother Tongue based Multilingual Education (MT- MLE) is a form of multilingual education built on the learners' mother tongue. This article explores the teachers' ideology on the policy (as policy appropriator). The ideologies of the language teachers have been drawn from the interpretive perspectives where the reality is judged based on the experiences of the research and the researched. The participants in this study covered five English language teachers who have been working in the area of multilingualism. The in-depth interview with them supplied the data for arriving into the results and conclusions. Finally, the teachers unraveled their strong belief on the use of MLE for language promotion and protection of indigenous knowledge.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 28-40

Educational policy borrowing in a globalized world

2015 ◽  
Vol 14 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Nguyen Van Huy ◽  
M. Obaidul Hamid
Keyword(s):  
Language Policy ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
The Body ◽  
Policy Document ◽  
Policy Borrowing ◽  
Content Type ◽  
Grass Root Level ◽  
Global Language

Purpose – This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for languages, in the context of Vietnam. Design/methodology/approach – The data to develop the argument of the paper are obtained from a doctoral research project that aims to understand the reception, interpretations and responses of key stakeholders in the process of enacting the CEFR in a Vietnam public university. The study was designed as a qualitative case study with data being collected using policy document analysis, classroom observation and in-depth interviews with 21 purposively sampled participants, including school administrators, English language teachers and students over a period of six months. Findings – The paper argues that the adoption of the CEFR, as it currently stands, can be seen at best as a “quick-fix” (Steiner-Khamsi, 2004, p. 58) solution to the complex and time-consuming problem of improving the quality of English language education in Vietnam, which fails to address some critical issues in the practice of teaching and learning the language in the country. Originality/value – The study speaks to the body of literature on the CEFR as a contemporary global language policy borrowing phenomenon in developing countries. It contributes to a better understanding of how a global language policy is adopted and appropriated at the grass-root level.

scholarly journals REVISITING STAKEHOLDERS’ ATTITUDE TOWARDS MTB-MLE AND ELT

2020 ◽  
pp. 81-91
Author(s):  
Nimfa G. Dimaculangan ◽  
Marie Ann Gonzales
Keyword(s):  
English Language ◽  
Positive Impact ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Program ◽  
Global Competitiveness ◽  
Multilingual Education ◽  
Grade 3 ◽  
Global Language

A number of studies on the Filipinos’ attitude towards the Philippine official languages and on code-switching have been done; nonetheless, very few studies on attitude towards the Mother Tongue Based Multilingual Education (MTB-MLE) language program after its implementation in 2013 have been conducted. This paper presents selected stakeholder participants’ attitude towards the language program in relation to English language teaching (ELT) and learning after about seven years of its implementation, and now that it may be suspended through House Bill No. 6125 or the Act Suspending the Implementation of the Use of Mother Tongue as the Medium of Instruction for Kindergarten to Grade 3 as suggested by a prestigious national linguistic organization[13]. The writer’s self-designed attitude questions which were patterned after the language attitude questions [21] were used to gather data through interview. Analysis revealed that four out of six participants had a positive attitude towards MTB-MLE; two were undecided about their perception and attitude; however, three among the six did not fully understand the program. The participants supported ELT and acknowledged the role of English as the global language; nonetheless, they were uncertain as to whether or not MTB-MLE would have a positive impact on ELT and on global competitiveness. KEYWORDS: Attitude, Bilingualism, English proficiency, English Language Teaching (ELT), Language of Instruction (LOI), Mother Tongue Based-Multilingual Education MTB-MLE), Multilingualism.

scholarly journals |Vol. 6| No. 1|Year 2019

2019 ◽  
Vol 6 (1) ◽  
pp. 188-192
Author(s):  
Editorial Team
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
English Education ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Multilingual Education ◽  
Learning Language ◽  
Language Teaching And Learning

Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.

scholarly journals Implementation of Total Physical Response (TPR) in English Learning for Attention Deficit Hyperactivity Disorder Students

2021 ◽  
Vol 1 (2) ◽  
pp. 87-98
Author(s):  
Kadek Nesya Febi Pramesti
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
English Language Teaching ◽  
Hyperactivity Disorder ◽  
English Class ◽  
Physical Response ◽  
Response Method

Abstract   English becomes an international language to help people who have different mother tongue to communicate each other. Learning English is very important because it also helps to increase the quality of human resource. Each individual has right to learn English without exception. Students with Attention Deficit Hyperactivity Disorder also can learn English. This study aimed is to describe the process implementation of Total Physical Response method in teaching English and the response from students with Attention Deficit Hyperactivity Disorder. This study uses descriptive qualitative as research design with observation and interview. The participants in this study are five students who have Attention Deficit Hyperactivity Disorder in one of special need schools in Bali.  The result of this study shows that implementing Total Physical Response method, students are easy to remember the new words in English and they also practice the word physically and verbally. Total Physical Response method makes students feeling comfortable and enjoy in teaching and learning process. They are also being motivated and active in the English class.   Keywords: Attention Deficit Hyperactivity Disorder, English language teaching, TPR method

scholarly journals Teachers’ and Students’ Attitudes towards L1 Use in EFL Classrooms in the Contexts of Bangladesh and Saudi Arabia

2016 ◽  
Vol 9 (12) ◽  
pp. 62
Author(s):  
Israt Jahan Shuchi ◽  
A B M Shafiqul Islam
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Pedagogical Tool ◽  
Major Subject ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Students Attitudes ◽  
L1 Use

<p>The role of a mother tongue (L1) in the teaching and learning of a foreign language (FL) has been the subject of much debate and controversy. This paper reports on a piece of research carried out in our own teaching environments (at universities both in Bangladesh and Saudi Arabia) and presents an analysis of the attitudes of students and teachers towards the use of learners’ mother tongue (in this case Bengali and Arabic) in English language classrooms at the tertiary level where English is taught as a non-major subject. For the study, two surveys with the same questionnaires were conducted in two universities each from Bangladesh and the Kingdom of Saudi Arabia (KSA) with the participation of 1000 students and 30 teachers. Results suggest that a judicious and moderate use of L1 does not hinder learning; rather, it assists, aids and facilitates the teaching and learning process thus providing the teacher with an effective pedagogical tool for maximizing the learning outcomes.</p>

scholarly journals Articulation of English Consonants, Vowels and Diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan

2017 ◽  
Vol 7 (5) ◽  
pp. 19
Author(s):  
Afzal Khan ◽  
Wasima Shehzad ◽  
Inayat Ullah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Sound Production ◽  
Mother Tongue ◽  
Great Difficulty ◽  
Language Teachers ◽  
Standard English ◽  
Khyber Pakhtunkhwa ◽  
English Language Teachers ◽  
Learning English

This paper aims to examine the articulation of English consonants, vowels and diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan, and explores the problems they face in their English articulation due to the influence of mother tongue. A detailed experiment has been carried out to analyze the articulatory properties of /θ/ /ð/ /ɪ: /, /ɪ/ and /еɪ: / sounds spoken by Pashto speakers in Pakistan. The research reveals that Pashtun speakers of English language have a distinct pronunciation pattern of /θ/ and /ð/ sounds. This research provides a scientific justification to establish Pashto English as an independent deviant variety of RP Standard English Language. Based on the findings of the data collected from the recordings of 50 participants, it was concluded that thickness is low and frequencies of formants are considerably low as compared to RP sounds. In this regard, consonant phonemes of /θ/ and /ð/ sounds articulated by Pashto speakers are dissimilar to their Standard English (RP). They are produced as “Dental Plosives” instead of “Dental Fricatives”. The participants face great difficulty in pronouncing these English dental fricatives /ð/, /ɵ/ sounds, and they also face insurmountable problems in the regular plural forms. In relation to vowels and diphthongs in English language, major problems largely appeared in misunderstanding between /ɪ:/, /ɪ/ and /еɪ:/ sound production. The results of this study shall provide assistance to English language teachers and learners in teaching and learning English Language, especially in teaching and learning English pronunciation. It has been ascertained that special consideration should be given to these problematic consonants, vowels and diphthongs in order to avoid misunderstandings/confusion on the part of the listener. 

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