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.

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.

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

scholarly journals Language Policy and the Use of English as the Medium of Instruction in Pakistan

2021 ◽  
pp. 229-237
Author(s):  
Saadia Mesti
Keyword(s):  
Language Policy ◽  
Mother Tongue ◽  
Language Planning ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Linguistic Context ◽  
Implementation Challenges ◽  
Regional Language ◽  
The Government ◽  
Pluralist Approach

Pakistan is linguistically a diverse country. The language policies of successive governments resemble a kind of educational apartheid, where local languages have continuously been neglected. The paper reviews the various language policies in Pakistan, and then, critically examines the existing language policy, and its implications on medium of instruction. The analysis suggests that linguistic cohesion with multi-linguistic policies are needed to adopt a multi-lingual approach in language planning policy in Pakistan. A more pluralist approach to language planning and policy (the mother tongue and regional language for local/regional communication, Urdu for national use, and English for national and international communication) may present a range of implementation challenges. The study is significant because it will shade light on the linguistic situation in Pakistan, and on the government language policy. It will also try to figure out how Pakistan can develop an ecologically valid model for bi/multiliteracy for such complex linguistic context.

Extent of Use and Acceptability of HiligaynonHiligaynon as Medium of Instruction in Philippine Schools

2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Ronora S. Malaga
Keyword(s):  
Quantitative Research ◽  
Mother Tongue ◽  
Data Gathering ◽  
Medium Of Instruction ◽  
Problem Analysis ◽  
Chi Square ◽  
Multilingual Education ◽  
Inadequate Information ◽  
Based Instruction ◽  
Teachers And Parents

There are conflicting views concerning the adoption of mother-tongue based instruction.  While there are issuances to use it in teaching preschool and primary grade subjects, many teachers are not lured to embrace it.   Grounded on this, the study purported to ascertain the extent of use and acceptability of Hiligaynon as language of instruction in selected elementary schools in Negros Occidental during the academic year 2012-2013. Descriptive quantitative type of research was used with 117 teachers, 39 parents and 39 pupils as respondents.  It utilized questionnaire and interview methods for data gathering. Mean, frequency and chi-square were the statistical tools employed. HiligaynonHiligaynon as the medium of instruction was used and acceptable on a moderate level among teachers and parents while higher level of acceptability was exhibited by the pupils.  Its extent of use HiligaynonHiligaynon was influenced by gender and assigned school; and its acceptability was affected by the assigned school.  Greater confidence in language utilization, the deployment of local learning resources and opportunity for creativity and innovativeness came out as its leading advantages. On the other hand, inadequate information, training and preparation appeared to be its major downsides. For the successful realization of the program, the Department of Education has to carry out significant steps encompassing problem-analysis, placement of appropriate content, adequate materials, clear directives as well as the fitting people to lead the implementation of Hiligaynon instruction.  This also necessitates collaboration and higher appropriation for education. Keywords - Hiligaynon instruction, Mother Tongue Based Multilingual Education (MTB-MLE), descriptive-quantitative research, Philippines   

Linguistic capital

2017 ◽  
Vol 41 (2) ◽  
pp. 159-167
Author(s):  
Chris Harwood ◽  
Conttia Lai
Keyword(s):  
Hong Kong ◽  
Language Policy ◽  
Mother Tongue ◽  
Financial Capital ◽  
Medium Of Instruction ◽  
Linguistic Capital ◽  
Policy Changes ◽  
Lingua Franca ◽  
Hong Kong Students ◽  
Cantonese Medium Of Instruction

Abstract This article discusses the effects of Hong Kong’s language policy changes in education since China reclaimed the territory in 1997. It describes Hong Kongers’ perceptions of English and their mother tongue Cantonese, and considers the effects of the Cantonese medium of instruction (CMI) policy, which was introduced to promote biliteracy and trilingualism1 among Hong Kongers. The analysis shows that even though CMI results in deeper learning in Hong Kong students, the strength and status of English as the lingua franca in the territory remains strong, and access to the linguistic capital English brings remains restricted to those with financial capital to afford it.

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. 

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