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.

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 Juan Tama, Mother Tongue-Based Multilingual Education (MTB-MLE) Storybooks: Their Effectiveness on Pupils’ Learning

2020 ◽  
Author(s):  
Rudyard C. Balacano
Keyword(s):  
Social Group ◽  
Cognitive Skills ◽  
Information Dissemination ◽  
Mother Tongue ◽  
Language Teachers ◽  
Instructional Materials ◽  
Achievement Level ◽  
Multilingual Education ◽  
Group A ◽  
Group B

This study analyzed the effectiveness on pupils’ learning of Mother Tongue-Based Multilingual Education (MTB-MLE) Storybooks. The use of Cebuano, Minasbate, and Filipino versions, entitled “JUAN TAMA”, for Grade 1 pupils of School A in Claveria South District and School B in Cawayan East District, Division of Masbate for SY 2012-2013 were evaluated. Each school covered 20 Grade 1 Pupils (Social Group A) and another 20 Grade 1 Pupils (Social Group B). The demographic profile of respondents in terms of language they used at home and school, showed that majority used Minasbate dialect in School A while Cebuano in School B. The average achievement rating of Grade 1 pupils in Social Group A was 62.18% while Social Group B obtained 81.76%. The use of mother tongue in the teaching story “Juan Tama” appears to have significantly affected the academic achievement level of Social Group B when compared to Social Group A. This demonstrates that pupils develop literary appreciation, literacy, cognitive skills and master content material more easily when they are taught in a familiar language. Teachers teaching in the mother tongue using Juan Tama storybooks perceived this medium of instruction as effective. Their suggestions included: increasing information dissemination on importance of mother tongue-based instruction; recognition of mother tongue acquisition as first priority in judging children’s achievement; training teachers in creating storybooks; and provision of instructional materials and references in MTB-MLE. Keywords: Mother Tongue Based-Multilingual Education, Storybooks, Pupils Learning

scholarly journals The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

2021 ◽  
Author(s):  
Suman Kothakonda
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Language Skills ◽  
Indian States ◽  
Dominant Language ◽  
Proficiency Levels ◽  
Multilingual Education ◽  
Target Languages ◽  
The Right

<p>My main goal is to focus on the importance of multilingual education through translanguaging pedagogies in Telangana schools especially in the areas of minority linguistic communities. India is remarkably well-known for cultural and linguistic diversity. In such a context, it is difficult to implement the right medium of instruction in which the students’ home language is different from the school language. Though there are many factors involved in delivering quality education, language plays a significant role in teaching and learning across the world. The majority of the schools encourage dominant language(s) in teaching and learning in Indian states. As a result, students of non-dominant language(s) are totally out of the classroom conversations and they slowly come to know that their languages are less prestigious and not used in schools. This leads them to show less interest in learning. Non-dominant language(s) are pushed out of important domains and such languages are impoverished with limited functions in India. In this paper, I discuss the complexity which lies in providing the right media of instruction to heterogeneous students in Indian classrooms and also explores the students’ language(s) proficiency levels in two target languages. Finally, I explain some ways to develop students’ linguistic and cognitive skills in such a multilingual environment. Two schools were, for this study, visited to understand the language(s) scenario in the Telangana region. The data was collected from 15 students who were in the IX class.Apart from this, we interacted with teachers to get their opinions on various topics in relation to students’ language skills as well as multilingual education. Extensive individual interviews and long conversations were conducted from classroom teachers in relation to students’ language skills in three languages. The data was collected through a variety of sources in order to illuminate multilingual education in Telangana schools. Oral and written samples were collected from the participants in two languages L2 & L3. In the process of data collection, each student performed spoken as well as written tasks. Oral tasks consist of discussions, role-plays, and one storytelling task based on the provided pictures. Written tasks consist of reading, listening, and writing (vocabulary, grammar, and sentence meaning). The result of the collected data reveals the proficiency levels of students in L2 & L3. The empirical data, interviews, and conversations revealed the significance of LI in schools at the right time. </p>

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

Assessment Literacy of Pre-Service Teachers and the NCBTS Domain

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Jovelyn G. Delosa ◽  
Kathleen M. Morales
Keyword(s):  
Rasch Model ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Descriptive Analysis ◽  
The Philippines ◽  
Assessment Tools ◽  
Assessment Literacy ◽  
Education Assessment ◽  
Unethical Practices ◽  
Competency Based

Assessment Literacy is a requisite skill pre-service teachers need to develop to ensure the quality of teaching and learning. Teacher Education Institutions (TEIs) are the best venue where this skill is developed. This study seeks to find out the classroom assessment literacy of pre-service teachers of Xavier University utilizing the Classroom Assessment Literacy (CALI) Tool of Dr. Craig Mertler. This tool was revalidated using the Rasch Model and items were revised in the Philippine context. Standards for each item in CALI were matched with the Strands of Domain 5 (Planning, Assessing & Reporting) of the National Competency-Based Teacher Standards (NCBTS) of the Philippines. Fifty-nine pre-service teachers participated in the study. The descriptive analysis included frequencies and percentages. Results show highest performance on choosing appropriate assessment tools with 81.36% while least in developing valid grading procedures with 8.47%. Furthermore, five out of seven assessment standards in CALI were well represented in the NCBTS. However, the standards for developing valid grading procedures and recognizing unethical practices were least addressed. The need to re-examine how assessment concepts were taught to pre-service teachers emerged. This study provided an avenue to suggest to the NCBTS Team the necessity of revisiting the strands of the NCBTS Framework. Keywords - Education, assessment literacy, NCBTS standards, Rasch Model, descriptive research design, Philippines

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   

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. 

scholarly journals EVALUASI PROGRAM AKSELERASI DI SMP NEGERI KOTA AMBON

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
David Tuhurima
Keyword(s):  
Program Implementation ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Daily Basis ◽  
Planning Program ◽  
Public And Private ◽  
Accelerated Program ◽  
Program Coordinators ◽  
Study Techniques ◽  
School Committees

<p>This research is aimed to evaluate acceleration program in SMP Negeri 6 Ambon which is include four components such as: (1)Context (2)Input (3) Process, and (4)Product. This is an evaluative research using descriptive analysis. This research informants are principals, viceprincipals, program coordinators, teachers, school committees, parents, and students accelerated program. Research sites in SMP Negeri 6 Ambon. The data is collected using interview, observation and documentation study techniques. For the data validation, this research used triangulation of sources and techniques. The results shows that, from context, the implementation of the acceleration program is a school’s initiative as an effort to address the needs and provide the education services for special smart learners (IQ  130) as well as the effectiveness of school facilities and infrastructure utilization. From the point of input including: (a) the program policy, the school has permission from the department as the juridical basis for accelerated program implementation, and (b) planning program: recruitment of learners are in accordance with the criteria, curriculum acceleration program already differentiated, educators (teachers) already meets the qualifications and criteria as teacher in class acceleration, infrastructure and financing program is sufficient to support the accelerated program. In terms of Process, acceleration program in SMP Negeri 6 Ambon has been implemented in accordance with the planning program, although there are still some shortcomings and obstacles. Recruitment of learners already implemented, curriculum adjustments will only be visible on the implementation of the teaching and learning activities, educators (teachers) are still there who do not meet the qualifications and criteria as a teacher in class acceleration, infrastructure is not sufficient to support an accelerated program of activities, and financing programs that is still lacking. The implementation of the teaching and learning process in an accelerated program carried out on a daily basis according to the effective education calendar prepared by the school. The obstacles in the implementation of the accelerated program associated with government policy on the closure of the accelerated program. Product of the implementation of an accelerated program at SMP Negeri 6 Ambon that learners can complete their education exactly two years, passed 100%, and is accepted in favorite high school, both public and private. Thus, the implementation of accelerated program at SMP Negeri 6 Ambon should be continued but with improvements. For the further service, the school is suggested to improve the service toward accelerated program learners with providing the needs related to the implementation of the program, and for the education department, related to the monitoring, supervision, and evaluation toward the implementation of accelerated program, especially in SMP Negeri 6 Ambon.</p>

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 TAHAP PENGETAHUAN, SIKAP DAN MASALAH GURU BAHASA MELAYU TERHADAP PENERAPAN KEMAHIRAN BERFIKIR ARAS TINGGI DALAM PENGAJARAN DAN PEMBELAJARAN KOMSAS

2021 ◽  
Vol 4 (1) ◽  
pp. 93-107
Author(s):  
Nur Shahirah Mat Isa ◽  
Zamri Mahamod
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Mean Value ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Average Value ◽  
The Mean ◽  
High Level

This study aimed to learn the knowledge, attitude and problems of Malay Language teachers on the implementation of higher-order thinking skills (HOTS) in teaching and learning (T&L) literature component (KOMSAS) in secondary schools.The study was conducted because there are Malay Language teachers who have a low mastery of the syllabus and content of KOMSAS. Respondents of this study consisted of 108 Malay Language teachers in secondary schools that teach in Timur Laut district, Penang. The design of this study is a study that uses descriptive analysis. This study uses questionnaires as instruments. Data were analyzed using Social Package for Social Sciences (SPSS) version 25.0 for descriptive data description. The findings showed the mean average value of teacher knowledge level before T&L (min 3.917) and current T&L (min 3.970), teacher attitude level before T&L (mean 3.894) and current T&L (min3.875) against HOTS in T&L KOMSAS showed the average mean value was at a high level, while the average mean value of problems on teachers (mean 3.116) and problems on students (mean 2.578) to implement KBAT in T&L KOMSAS are at a moderate level. This indicates that the knowledge, attitudes and problems affecting the implementation of HOTS among Malay language teachers in the T&L of KOMSAS. Keywords: Knowledge, attitude, problems, HOTS, KOMSAS   Abstrak: Kajian ini bertujuan untuk mengkaji tahap pengetahuan, sikap dan masalah guru bahasa Melayu terhadap penerapan kemahiran berfikir aras tinggi (KBAT) dalam pengajaran dan pembelajaran (PdP) komponen sastera (KOMSAS) di sekolah menengah. Kajian ini dijalankan kerana terdapat guru bahasa Melayu yang mempunyai penguasaan yang rendah tentang sukatan pelajaran dan kandungan KOMSAS. Responden kajian ini terdiri daripada 108 orang guru Bahasa Melayu sekolah menengah yang mengajar di Daerah Timur Laut, Pulau Pinang. Reka bentuk kajian ini adalah kajian tinjauan menggunakan analisis deskriptif. Kajian ini menggunakan soal selidik sebagai instrumen. Data dianalisis dengan menggunakan Social Package for Science Social (SPSS) versi 25.0 untuk pemerihalan data secara deskriptif. Dapatan kajian menunjukkan nilai purata min bagi tahap pengetahuan guru sebelum PdP (min 3.917) dan semasa PdP (min 3.970), tahap sikap guru sebelum PdP (min 3.894) dan semasa PdP (min3.875) terhadap KBAT dalam PdP KOMSAS menunjukkan nilai purata min berada pada tahap tinggi, manakala nilai purata min bagi masalah terhadap guru (min 3.116) dan masalah terhadap pelajar (min 2.578) untuk menerapkan KBAT dalam PdP KOMSAS berada pada tahap sederhana. Hal ini menunjukan bahawa tahap pengetahuan, sikap dan masalah guru bahasa Melayu mempengaruhi penerapan KBAT dalam KOMSAS dalam kalangan pelajar ketika proses PdP dijalankan. Kata kunci: Pengetahuan, sikap, masalah, KBAT, KOMSAS

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