Scribd Logo
Upload

Welcome to Scribd!

  • 15 views

    EEM115-Week2-HW1-Prelim-SALAMAT, SHIELA MAE

    Uploaded by

    Salamat, Shiela Mae
    The document discusses the contrasting policy environments for language education in the Philippines for learners from non-dominant language communities. It describes how until 2009, English and Filipino were the primary languages of education, but a new policy now mandates using students' mother tongues as the primary medium of instruction for preschool through grade 3. However, this policy designates the regional majority language as the mother tongue for an entire region, even if it is not some students' actual first language. For the approximately 150 non-designated languages, communities can choose to implement mother tongue education without national Department of Education support. Efforts are underway to develop culturally responsive education in indigenous languages as well.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    EEM115-Week2-HW1-Prelim-SALAMAT, SHIELA MAE

    Uploaded by

    Salamat, Shiela Mae
    15 views2 pages
    The document discusses the contrasting policy environments for language education in the Philippines for learners from non-dominant language communities. It describes how until 2009, English and Filipino were the primary languages of education, but a new policy now mandates using students' mother tongues as the primary medium of instruction for preschool through grade 3. However, this policy designates the regional majority language as the mother tongue for an entire region, even if it is not some students' actual first language. For the approximately 150 non-designated languages, communities can choose to implement mother tongue education without national Department of Education support. Efforts are underway to develop culturally responsive education in indigenous languages as well.

    Original Description:

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses the contrasting policy environments for language education in the Philippines for learners from non-dominant language communities. It describes how until 2009, English and Filipino were the primary languages of education, but a new policy now mandates using students' mother tongues as the primary medium of instruction for preschool through grade 3. However, this policy designates the regional majority language as the mother tongue for an entire region, even if it is not some students' actual first language. For the approximately 150 non-designated languages, communities can choose to implement mother tongue education without national Department of Education support. Efforts are underway to develop culturally responsive education in indigenous languages as well.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    15 views2 pages

    EEM115-Week2-HW1-Prelim-SALAMAT, SHIELA MAE

    Uploaded by

    Salamat, Shiela Mae
    The document discusses the contrasting policy environments for language education in the Philippines for learners from non-dominant language communities. It describes how until 2009, English and Filipino were the primary languages of education, but a new policy now mandates using students' mother tongues as the primary medium of instruction for preschool through grade 3. However, this policy designates the regional majority language as the mother tongue for an entire region, even if it is not some students' actual first language. For the approximately 150 non-designated languages, communities can choose to implement mother tongue education without national Department of Education support. Efforts are underway to develop culturally responsive education in indigenous languages as well.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Pamantasan ng Cabuyao

    College of Education, Arts, and Sciences


    Katapatan Homes Subd., Brgy. Banay-Banay, City of Cabuyao

    EEM 115: Content and Pedagogy for Mother Tongue

    Homework #1-Prelim

    Shiela Mae A. Salamat


    3EED-A

    1. Explain comprehensively. You may use examples and cite authors and sources for
    evidence in your discussion. Describe contrasting policy environments for language
    education for learners from non-dominant language communities in the Philippines and
    the approaches to the different regional contexts.

    Since 1974, the languages of education and literacy in the Philippines have been
    English and Filipino, the Tagalog-based national language (Tupas and Martin, 2017, p.
    248), with all other Philippine languages relegated to a subordinate place as ‘auxiliary’
    languages of instruction, used only orally to enhance understanding in the classroom
    (Nolasco, 2008, p. 3; Young, 2001, p. 21). However, in response to increasing empirical
    evidence that children learn best when they have the opportunity to learn in the
    language(s) they understand best (Nolasco, 2008, pp. 5-8), the Department of
    Education issued an order in 2009 entitled ‘Institutionalising Mother Tongue-Based
    Multilingual Education’, which directed that students’ L1 should be the primary MOI and
    language of initial literacy for preschool through at least grade 3 (Department of
    Education, 2009, n.p.). In 2013, the Philippine Congress passed the Enhanced Basic
    Education Act, a weakened version of the same policy (Congress of the Philippines,
    2013, n.p.). The law put greater emphasis on early transition to Filipino and English as
    MOI, while still calling a gradual transition (Nolasco, 2013, n.p.). The law also allowed
    that ‘instruction, teaching materials and assessment shall be in the regional or native
    language of learners’ (ibid.). This option of ‘regional or native language’ opened the way
    for each. Department of Education (DepEd) field unit to designate the regional majority
    language as MOI for a Region or Division if they chose, even though some students in
    the Region or Division may speak other languages at home and have no exposure to
    the regional language.

    The designated MOI for an entire Region or Division is still called the ‘mother
    tongue’ by DepEd, although it may not be every students’ actual L1, which confuses the
    public discussion of the policy significantly. Since 2013, DepEd has been involved in the
    incremental implementation of MTB-MLE for the 8 major, regional languages, which
    later extended to 19 languages (Tupas and Martin, 2017, p. 9). For approximately 150
    languages which are not currently included in the DepEd implementation of MTB-MLE,
    the law allows for them to be used as MOI in the early grades if language communities
    so choose (Congress of the Philippines, 2013, n.p.). There are NDL communities
    throughout the Philippines who have chosen to work with local government authorities,
    NGOs or Universities to implement MTB-MLE or another model of MLE with an L1
    component without material support from national DepEd. Meanwhile, two years after
    the DepEd order institutionalising MTB-MLE (DepEd, 2009), DepEd strengthened its
    policy on Indigenous Peoples’ (IP) education in light of the marginalisation and
    exclusion that IPs often face (SEAMEO INNOTECH, 2007, p. vii, 54). The new policy
    mandated the development of an IP education programme under the oversight of the
    Pamantasan ng Cabuyao
    College of Education, Arts, and Sciences
    Katapatan Homes Subd., Brgy. Banay-Banay, City of Cabuyao

    newly established Indigenous Peoples’ Education Office, IPsEO (DepEd, 2011a, p. 1;


    DepEd, 2011b). The programme seeks to engage IP communities in a participatory and
    empowering way to develop more culture-responsive education (ibid.).

    The DepEd order cites the Indigenous Peoples’ Rights Act of 1997, which
    afforded IPs the right to education in their own language (Congress of the Philippines,
    1997, n.p.). And the new IP education programme prioritised, among other things,
    implementing MTB-MLE for IP learners (DepEd, 2011a, p. 4). As of 2018, progress has
    been made in many Regions towards developing guidelines for contextualising the
    curriculum for each IP culture, standardising orthographies for IP languages where
    needed, and developing instructional materials in those languages, under the direction
    of the national. IPsEO and the regional DepEd IP coordinators. In many cases, this
    work is being done with technical support from linguists and education experts from
    Universities and NGOs. In Davao City, where this study was conducted, Bisaya has
    been designated the official ‘mother tongue’ for the purposes of MTB-MLE
    implementation, since it is the Regional language and is spoken by most children in the
    city. Efforts are also underway to begin implementation of culturally-responsive and
    linguistically appropriate MTB-MLE for the IP groups living in the city (Badian, 2016,
    n.p.).

    REFERENCES:

    https://www.researchgate.net/publication/328172483_Perspectives_from_a_Non-
    Dominant_Language_Community_on_Education_in_a_Multilingual_City

    You might also like