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MLE in the Philippines: History and Possibilities (Yolanda Quijano-DEPED)
Keynote Speech: Sheldon Shaeffer (former Director, UNESCO Bangkok)

Panel Discussion: Language-in-education policy making in the Philippines (Secretary Jesli A. Lapus, Congressman Magtanggol Gunigundo, Carl Grove-LEAD-SIL) Reactor: Napoleon Imperial, NEDA
Doing MLE in Mindanao (Apo Palamguwan Cultural Education Center)
“Who am I? Who are you? Who are we? Cultural Markers that Divide and Unite” handout (Francisco Datar-UP Diliman)

Panel A: Case Studies in Mother Tongue Instruction I
Effective Education through Community Based Language and Development Programs (Zenith Mousumy Sarker, Kuri Teresa Chisim and Mridul Sangma-SIL Bangladesh)
2. Mga Leksyon sa Paggamit ng Sariling Wika sa Pagtuturo ng Kasaysayan ng Pilipinas at Mindanao (Rudy B. Rodil-MSU-IIT)
3. History and Development of a Mother Tongue-Based Multilingual Education Program in the Carribean (Diane Morren-SIL International)
4. Thirty Years of Multilingual Education in Guatemala (Ronald Morren-SIL International)
Panel C: What makes a Philippine language?
1. The Dialectology of Cebuano: Bohol, Cebuano and Davao (Divine Angeli Endriga-University of Asia and the Pacific)
2. A Pedagogic Grammar for Cebuano-Visayan (Angelo O. Pesirla – Cebu Normal University)
3. Romancing `ay”: A Corpus-based Analysis of the Tagalog linker `ay’ (Jevalene C. De Los Reyes and Leizl Ocampo-UP Diliman)
4. On the Making of an English-Cebuano Visayan Dictionary (Adelino B. Sitoy- Akademiyang Bisaya)
Panel D: Teaching Mathematics in a Multilingual Framework
1. The Math Inside: Songs, Stories, Dances, Poetry and Games (Alleli Domingo-UP Los Banos)
2. Using Ilocano in Teaching Basic Number Concepts and Operations in Arithmetic (Ernesto Toquero-Isabela State University)
3. Math-talino sa Unang Wika, e sa Ibang Wika? (Flordeliza Mayari, Aurora Maghuyop; Victoria Tafalla
Bernardina Echaluce, Julita Magbitang, Florita Matic-DEPED Valenzuela, and Jessa Mariz Fernandez UP Diliman)
4. Linguistic Cues and the Number Word Acquisition in a Multilingual Context (Rowanne Marie R. Maxilom-University of San Carlos)

Panel E: Developing quality and culturally sensitive teaching materials
1. Traditional Music and Arts in the Classroom: A whole-brain learning approach to language and culture acquisition (Mary Saurman and Glenn Stallsmith-SIL)
2. Insider and Outsider Roles and Other Essential Elements in Developing Quality and Culturally Sensitive MLE Materials (Mansueto S. Casquite- Mindanao Peace Volunteers)
3. Suwat-suwat lang : Turning Teachers into Writers (Raul Moldez-Bathalad Mindanao)
4. On My Experience in Teaching Sinugbuanong Binisaya to our Pupils in Grades 1, 2 & 3 (Aida Zafra-DepEd Day-as Elementary School)

Panel F: The Science in Science Teaching
1. Teaching Quality Science Education in Filipino (Marina E. Balce-NISMED)
2. How do Pupils Organize Information from Video Materials? (Editha T. Villaflor, NISMED)
3. In Science Learning, Two Languages are Better Than One (Keithlyn C. Rubio – UP Diliman)
4. Using Filipino in the Teaching of a Unit on Weather in Grade 4 (Risa L. Reyes- NISMED)

Panel G: Philippine Phonetics I
1. Primary and Secondary Stress in Ilocano (Buena G. Arquillo – UP Diliman)
2. The Acoustic Characteristics of Vowels in Pangasinan (Francisco C. Rosario-UP Baguio)
3. The Acoustic Correlates of Stress in Tagalog (Carla Maria Katrina P. Tantiangco- UP Diliman)
4. The Adaptation of Consonant Clusters into Tagalog Phonology Phonology (Alexandra David-UP Diliman)
Panel H: 2nd Language Acquisition
1. Understanding Why Some Chinese Speak Filipino the Way They Do (Mayyali Joy E. Ng –UP Diliman)
2. The Impact of Inflectional Awareness on the Fast Mapping of Novel Verbs in Filipino, English and Filipino of 46 to 81 month Filipino-English and Chavacano-English Speaking Children (Claribel Z. Concepcion-Ateneo de Zamboanga University)
3. The Acoustic Characteristics of the English Vowel Space of Filipino Children (Christine E. Espedido-UP Diliman)
4. The Acquisition of Case Marking By L1 Chabacano and L1 Cebuano Learners of L2 Filipino: Influence of Actancy Structure on Transfer (Aireen Barrios-Ateneo de Zamboanga University)
Parallel Workshops/Demos
Workshop A: Reading, writing and comprehension in the L1 (Dina Ocampo-UP Education)
Workshop B: Sounds, words and sentence patterns in Philippine Languages (Luvizminda Cagas-de la Cruz – Mindanao State University-IIT and Elizabeth -Calinawagan -UP Baguio)
Workshop C: Mathsaya – Sayaw, Kuwento, Kuwenta, Kanta (Alleli Domingo-UPLB)
Workshop D: Building oral fluency in the L1 and L2 (Ronald and Diane Morren-SIL International)
Workshop E: Sign Languages in the Philippines (PDRC/Philippine Federation for the Deaf)
Workshop F: Bridging the L1 to Filipino and English (Lydia Liwanag-Philippine Normal University)
Workshop G: How to Use the L1 in Educating Our Children in their Local Culture and History (Arnold Molina Azurin-UP Archaeological Studies Program)
Workshop H: Malikhaing Pagsulat bilang Pantulong sa Pagtuturo (Reuel Molina Aguila-UP Diliman)

6:30 PM Welcome Dinner/ International Mother Language Day Celebration
Special presentations from participants from Bangladesh, Timor Leste and various Philippine regions
*******SECOND DAY, February 19, 2010*******
Sharing and Testimonial
Merlie Alunan
Plenary Panel discussion: The Amianan Experience in L1 instruction (Nakem Conferences International – Phil Chapter)
The Lubuagan Experiment (SIL & DepEd Lubuagan)

Panel Discussion: Our MLE Tasks until 2015 (Allan Bernardo-DLSU, Paraluman Giron-DEPED and Aurelio Agcaoili-UH-Manoa/NAKEM

Parallel Paper Presentations

Panel A: Case Studies on Mother Tongue Instruction II
1. Building on Firm Foundations: Mother Tongue Based Early Childhood Education (Catherine Young and Fiona Morgan-SIL International)
2. Building Oral Competency in the Mother Tongue as a Foundation for School Based and Second Language Learning (Ellen J. Errington-SIL Asia)
3. Lipat, Lapit, Lapat: Responding to Challenges in Curriculum Development in Mother Tongue-based Multilingual Education (Edizon Fermin-Miriam College High School)
4. Dual Language Program Models in Philippine Progressive Schools (J. Aleta Villanueva- UPOU and Ani Almario- The Raya School)

Panel B: Language and Computers
1. A Computational Approach to Filipino Speech Rhythm (Timothy Israel D. Santos- Rowena Christina Guevara, Ian Dexter Garcia and Ricardo Ma. Nolasco-UP Diliman)
2. Filipino Databases and their Applications to Educational Institutions (Rowena Christina Guevara, Arvin Jeremy Agoncillo, Mio Miguel Galang, Kristina Tejerero, Prospero Naval Jr.; Ed Peter Cabalfin and Ricardo Ma. Nolasco –UP DIliman)
3. Stressed out with Stress: the Perceptual Recognition of Stress in a Philippine Language (Maria Paz C. San Juan, Sergey B. Klimenko and Jem R. Javier – UP Diliman)
4. A Perception Test on Plosive Consonants (Divine Angeli P. Endriga- University of Asia and the Pacific and Michaelangelo E. de la Cerna –UPIS)

Panel C: Endangered Languages and their Revitalization
1. Taking Another Woman as my Mother: The State of the Waray Language as Used by Today’s Waray Children (Voltaire Oyzon- Leyte Normal University)
2. The Role of Religious Educational Institutions in Revitalizing Endangered Languages in Northern Luzon in Support of MLE (Bonifacio Ramos-St. Mary’s University)
3. The Revitalization Challenge for Small Languages: The Case of Isinai (Celina Marie Cruz-UPD)
4. Ulupan na Pansiansia’y Salitan Pangasinan: a Decade after: Revitalizing Pangasinan and the Blueprint for the Years Ahead (Catalina Felicitas/Erwin Fernandez-UPSP)

Panel D: Ang Hirap Mong Ispelingin – Issues on Orthographic Development
1. Mga Batakan sa Panitik sa Binisaya-Sinugboanon (Edgar Godin-Bisaya Magazine)
2. Magbaybay ay Di Biro (Resty Cena- formerly from PNU and UP Diliman)
3. Issues and challenges in Pangasinan Ortography (Melchor Orpilla- Ulupan na Pansiansia’y Salitan Pangasinan)
4. Linguistic and Non-Linguistic Factors in Designing an Orthography (Alyssa Cecille Joy B. Pacubat-UP Diliman)

Panel E: Language in Education Policies
1. The Impact of Government Policies on the Indigenous Languages of the Philippines (Atty. Manuel Faelnar-DILA)
2. The Cebuanu-Visayan Language as Medium of Instruction in Teaching Literature Subjects in the Tertiary: Basis for Multilingual Policy Making (Angeles De Pio-Suarez-University of Southern Philippines Foundation)
3. Constitutional Provisions on Language in the Philippines: Implications and Recommendation (Jose. P. Dacudao-Save our Languages Federation)

Panel F: MLE Across Disciplines
1. Ancient Baybayin: Early Mother Tongue-Based Education Model (Bonifacio Comandante-Asian Social Institute)
2. Sampung mga Daliri, Kamay at Paa: Isang Panimulang Pagtatala ng Austronesian Root sa mga Bagay na may Kinalaman sa Kamay, Paa at Bahagi ng Katawan (Eros Atalia-University of Sto. Tomas)
3. Discovering the Ethnic in Philippine History (Ma. Bernadette Abrera-UP Diliman)
4. The Jose Aguilar Community School and the Iloilo Experiment (Mila Aguilar)

Panel G: Philippine Phonetics II
1. Secondary Stress and Lengthening in Tagalog (Anna Tasnim S. Basman – UP Diliman)
2. Some Phonological Constraints in Tagalog (Lorraine Joy A. Lavaro-UP Diliman)
3. An Articulatory and Acoustic Investigation of Kalanguya Consonants (Paul Julian C. Santiago-UP Diliman)
4. The Prosodic Effects of Affixation in Philippine Languages (Carla Maria Katrina Tantiangco, Michael Wilson Rosero and JC Dawn Lim- UP Diliman)

Panel H: No Vocabulary? The Intellectualization Issue on Philippine Languages
1. MLE During the Spanish Period: Philippine Dictionaries from 1521 to 1896 (Amelia P. Punzalan-NISMED)
2. Speaking in a Tongue: Reclaiming the Ilocano Heritage in the Classroom (Julius Soria- University of Hawaii at Manoa)
3. MLE Initiatives in Alternative Learning Systems (Edna Gulosino- DepEd-BALS)
4. The Pedro Orata Community School (Erwin Fernandez- Ulupan na Pansiansia’y Salitan Pangasinan)
Parallel Workshops/Demos
Workshop A: Teaching strategies and methodologies for MLE (Diane Dekker-SIL International/Lubuagan teachers)
Workshop B: Reimagining social studies instruction in basic education (Zeny Reyes-Philippine Normal University)
Workshop C: Drawing on Memory Banking to Envision Community-Based Science Education: Implications to Elementary Science Teaching and Learning (Purita Bilbao-West Visayas State U)
Workshop D: Lecture-demonstrations for Teachers in Ethnic Music and Dance (Kontra-Gapi)
Workshop E: Designing an alphabet for written and unwritten languages (Resty Cena-UP Diliman/Roger Stone-SIL )
Workshop F: Storytelling: from orality to literacy (Orfelina Tuy- DEPED)
Workshop G: Educational Justice and MLE (Jose Lalas-University of Redlands)
Workshop H: Bridging L1 to Filipino and English (Lydia Liwanag/Mila Arias -Philippine Normal University)
Workshop I: MLE materials development and production (Concepcion San Antonio – DepEd Calabarzon and Mel Awid- Translators Association of the Philippines)
Workshop J: Phonetic Data Analysis (UP Linguistics Department)
******* THIRD DAY, February 20, 2010*******
Sharing and Testimonial
Mayor Linda Gonzales/Regional Representatives

Plenary Presentation: “Teacher, Unsa man ni?” Mother tongue education in the Visayas” (Jesus Tirol, University of Bohol)
9:40-10:00 BREAK

Parallel Workshops

Workshop A: Language documentation and data preservation (Rachel Edita Roxas, Danniel Alcantara and Ariane Borlongan-DLSU)
Workshop B: MLE program planning, evaluation and assessment (Yolanda Quijano-DepED and Greg Dekker-SIL International)
Workshop C: Double Exposure in Mathematics (Magdalena Lim-DepEd Mimaropa)
Workshop D: Assessment of Learning (Carl Grove- SIL International)
Workshop E: Socio-Cultural Dimensions of MLE (Dr. Julian Abuso)
Workshop F: Shifting from L1 to L2 in Beginning Reading. (Fely Pado-UP Diliman)
Workshop G: MLE materials development and production (Concepcion San Antonio – DepEd Calabarzon and Mel Awid- Translators Association of the Philippines)
Workshop H: Lecture-demonstrations for Teachers in Ethnic Music and Dance (Kontra-Gapi)

Download related conference materials:
Supporting DEPED MEMO
Supporting CHED MEMO
Conference Steering Committee: Ricardo Nolasco (UP-Linguistics), Lydia Liwanag/Rose Suatengco (PNU), Para Giron/Rose Villaneza (DepEd), Amor de Torres (CU), Francisco Datar (UP-Anthropology); Aurelio Agcaoili (UH-Manoa), Mel Awid (TAP), Tony Igcalinos (UNIDEV), Manny Faelnar (DILA), Greg/Diane Dekker (SIL) and Julian Abuso/Ched Arzadon (UP-Education)


  1. With regard to the campaign to save endangered and dying languages, can I point to the contribution, made by the World Esperanto Association, to UNESCO's campaign.

    The commitment was made, by the World Esperanto Association at the United Nations' Geneva HQ in September.

    Your readers may be interested in http://uk.youtube.com/watch?v=_YHALnLV9XU Professor Piron was a translator with the United Nations in Geneva.

    A glimpse of Esperanto can be seen at http://www.lernu.net

  2. Hi!
    I have some question needs to clarify these are the ff;
    1. What are the essentials of Mother Tongue-based Multilingual Education (MLE) in education?
    2. The "good bridge" of mother tongue to other language?
    Can you further explain these two questions, so that I can explain it well...Thank you!