scholarly journals The Case of East Timor Education beyond Independence 2000-2008

2020 ◽  
Vol 3 (11) ◽  
pp. 188-193
Author(s):  
Yunita Reny Bani Bili
Keyword(s):  
National Identity ◽  
Language Policy ◽  
Mother Tongue ◽  
Historical Context ◽  
East Timor ◽  
Multilingual Education ◽  
Library Research ◽  
Minority Language Rights ◽  
Teachers And Students ◽  
Global Language

The strong motive of East Timor government to establish a national identity through education had brought serious issues. This writing primarily discusses about the drawbacks regarding to East Timor language policy in education sector during the period of 2000 – 2008. Spolsky’s framework was employed to analyze the sociolinguistics situation, working of national/ethnic/other identity within the community, minority language rights and English role as a global language. The study was done by thorough library research in the related fields. The results show that while community language practice was ignored, the top-down language policy put more emphasis on Portuguese as the national identity language, Tetun Dili and English as the global language. As a result, the teachers and students were disadvantaged due to the inability to speak Portuguese, Tetun Dili and English. Second, the strong socio-historical context and political affinity to Portugal and its language had given little role to local languages in Mother Tongue Based-Multilingual Education.

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 Mother Tongue Based Multilingual Education Challenges: A Case Study

2017 ◽  
pp. 10-23
Author(s):  
Edgar R Eslit
Keyword(s):  
Cultural Diversity ◽  
Language Policy ◽  
Mother Tongue ◽  
Multilingual Education ◽  
Challenging Environment ◽  
The Government

Considering its implementation, the linguistic and cultural diversity of Mindanao, however, brings much complexity to the issue of language policy in education. With Mindanao’s more than 26 provinces and over 25 million population (Philippine Statistics Authority, 2005), the government offers a challenging environment for implementing a language policy that is supposed to serve all Mindanao regions and the rest of the country.

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 policy in the European Union

2006 ◽  
Vol 30 (1) ◽  
pp. 21-44 ◽  
Author(s):  
Pia Vanting Christiansen
Keyword(s):  
European Union ◽  
Language Policy ◽  
Citizen Participation ◽  
Mother Tongue ◽  
Language Model ◽  
The European Union ◽  
Lingua Franca ◽  
Internal Working ◽  
Multilingual Education ◽  
The Eu

This article analyses some of the potential language policy scenarios in a democratic, integrated European Union. It examines how a functional multilingual, democratic, ecological language policy in the European Parliament may ensure equal participation in, and benefit from, democratic processes for both majority and minority language communities. How multilingualism is managed and language policy is formed will be crucial in creating the identity of a future European Union, which the author discusses through a reinterpretation of what the EU might stand for; summarised in the notions of an English Union, an Elite Union, an Equal Union or an Esperanto Union. Language policy issues are especially important with regard to education, as multilingual education could be viewed as a democratic tool safeguarding active citizen participation in an intergovernmental forum such as the EU. Based on a three-language model it is possible to sustain a secure ethnic identity or identities via teaching through the mother tongue(s), as well as by acquiring at least one lingua franca and additional languages through carefully planned and well-organised multilingual education. The article concludes, in the long term, that the optimal language policy alternative would be one employing a planned language (such as Esperanto) as lingua franca, as a relay language and as an internal working language for the EU institutions.

Language and identity in East Timor

2008 ◽  
Vol 32 (2) ◽  
pp. 153-180 ◽  
Author(s):  
Kerry Taylor-Leech
Keyword(s):  
Language Policy ◽  
Policy Development ◽  
East Timor ◽  
Language And Identity ◽  
Data Sets ◽  
Structured Interviews ◽  
Student Focus ◽  
Research Findings ◽  
Official Languages

Language choice in the newly independent Republic of East Timor can be usefully examined in the wider context of language policy in multilingual states. The present article reports on ethnographic research investigating official and popular discourses of language and identity in East Timor and the role of past and present language policies and practices in shaping national and social identity. It focuses on the discursive reconstruction of identity through five official instruments of language policy development. Hostile discourses in the Australian and Indonesian press towards the choice of Portuguese (the former colonial language) and Tetum (the endogenous lingua franca) as official languages provided the context for the investigation. A persistent theme in these discourses is that English and/or Indonesian would be preferable choices. The article puts these discourses into perspective by presenting findings from two data sets: (i) the 2004 National Census and (ii) analysis of the discourses of 78 participants in semi-structured interviews and student focus groups. The census shows clear signs of the revival of Portuguese and the reinvigoration of Tetum. It also shows how diverse linguistic identities have become in East Timor. The research findings show that there is less hostility to official language policy than claimed in the Australian and Indonesian press. However, the findings also emphasise the urgent need to reconstruct an inclusive, plurilingual national identity that can encompass diversity.

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.

Sign in / Sign up

Export Citation Format

Share Document