In anticipation of PISA 2021 results announcement in December

 The latest PISA 2021 results will be released anytime soon. After being apprised of the initial results, education officials have preemptively tempered expectations, announcing that DepEd “is not expecting high scores.” Like the previous PISA 2018 results, the Philippines will most likely remain at the bottom. PISA (Programme for International Student Assessment) is held every three years and intends to assess 15-year-old school pupils' performance in mathematics, science, and reading. We also join similar international studies like the Trends in International Mathematics and Science Study (TIMSS) and Southeast Asia Primary Learning Metrics (SEA-PLM). The results are pretty much the same. Notably, the SEA-PLM results formed the basis for asserting that 91% of Filipino children are grappling with learning poverty, a condition when one cannot read a simple text by the age of 10. Curiously, these assessments, including PISA, were conducted in English, even though English is the home language of only 6% of the Filipino test takers. The choice of English as the medium of testing is reminiscent of the 1925 educational survey by the Paul Monroe Commission. The study found that the reading ability of high school graduates was equivalent to that of a 5th grader in the US. Take note that the American Thomasite teachers were still here, and English was the only language used in school. The Monroe Commission reported that the restrictive English-only policy was the main culprit for academic underperformance due to a lack of productive discussion in the classroom.

A critical question arises. What precisely are our educational planners aiming to measure? Is it proficiency in math, science, reading, or English? If the goal is to produce English-speaking graduates for global employment, language proficiency tests like the Common European Framework of Reference for Languages (CEFR) or the locally administered Department of Education’s Teacher English Proficiency Test (TEPT) would be more fitting. By the way, the TEPT results reveal that only 2% of our teachers are proficient in English, and the rest are either low (45.95%) or nearly proficient (51.09%). Given that the TEPT results have been unchanging for the past 12 years, expecting teachers to prepare students to meet PISA standards in English seems unrealistic. The PISA standards expect students to be able “to explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically,…apply scientific knowledge in the context of real-life situations.”   

If we are indeed serious about developing science, math, and reading skills, then the government should invest more in education (among the PISA 2018 participating countries, Philippines has the lowest spending per learner). Decentralized intervention is also recommended. Each region should have a strategy with defined goals and milestones based on its performance and resources. The regional strategy must define what pedagogy, languages, materials, and testing modalities to use based on its context. Recent studies show that what works well with multilingual children is multilingual and multimodal pedagogy and assessments.

If we persist in participating in international tests, there are models to consider. Vietnam, a low-income developing nation, ranked fourth in science and 13th in reading, surpassing wealthier OECD countries. Vietnamese students took a paper-and-pencil test with questions contextualized in Vietnamese. It must be noted that in the 1970s, Vietnam decided to let go of French and used the Vietnamese language in all subject areas across all educational levels (with a provision for the mother tongue for ethnic minority groups). China was another topnotcher but they selected participants from four wealthy cities only. Multicultural countries like Malaysia chose Chinese, Malay, and Tamil (for SEA-PLM). 

Most likely, when the new PISA results come in, we will go through another cycle of self-flagellation. At some point, I was resigned to the thought that we had the worst system, but I found it incredible that 91% of our 4th-grade pupils could not read a simple text. True enough, the basis was an English reading test. Despite decades of bad news, we should remain hopeful that things can change, but we should find the appropriate way to measure what our children really know. In the first place, PISA was meant for wealthy OECD countries, and only less than 40% of the countries participated. India abstained from joining PISA for the past 12 years because they felt that it was not culturally appropriate. And yet India has been instituting massive educational reforms through its New Education Policy (NEP) 2020, shifting the focus from rote learning to holistic, relevant, and problem-solving education. I hope that our policymakers, through the EDCOM 2, will do no less. 

Note:

This is the letter I sent to Inquirer.Net. Due to space limitation, they removed some parts. You can read the published form here - https://opinion.inquirer.net/168641/anticipating-pisa-results-on-dec-4-will-self-flagellation-follow 

Conference Workshop on the International Decade of Indigenous Languages and the SDGs

 Join us in 𝑰𝒍𝒐𝒊𝒍𝒐 𝑪𝒊𝒕𝒚 (𝑷𝒉𝒊𝒍𝒊𝒑𝒑𝒊𝒏𝒆𝒔) on 𝑭𝒆𝒃𝒓𝒖𝒂𝒓𝒚 21-23, 2023

𝟮𝟬𝟮𝟯 𝗖𝗼𝗻𝗳𝗲𝗿𝗲𝗻𝗰𝗲-𝗪𝗼𝗿𝗸𝘀𝗵𝗼𝗽 𝗼𝗻 𝗜𝗻𝗱𝗶𝗴𝗲𝗻𝗼𝘂𝘀 𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲𝘀 𝗮𝗻𝗱 𝗦𝗗𝗚 as a presenter and/or participant (organized/sponsored by 𝗨𝗣-𝗩𝗶𝘀𝗮𝘆𝗮𝘀, 𝗧𝗲𝗯𝘁𝗲𝗯𝗯𝗮, 𝗔𝗕𝗖+, 𝗨𝗡𝗘𝗦𝗖𝗢-𝗝𝗮𝗸𝗮𝗿𝘁𝗮 & 𝗧𝗮𝗹𝗮𝘆𝘁𝗮𝘆𝗮𝗻-𝗠𝗟𝗘)

Theme: Carrying out the Global Action Plan and the 2030 Agenda

Plenary speakers:

𝗣𝗿𝗼𝗳𝗲𝘀𝘀𝗼𝗿 𝗙𝗲𝗿𝗻𝗮𝗻𝗱 𝗱𝗲 𝗩𝗮𝗿𝗲𝗻𝗻𝗲𝘀

UN Special Rapporteur on Minority Issues at United Nations

𝗨𝗻𝗱𝗲𝗿𝘀𝗲𝗰𝗿𝗲𝘁𝗮𝗿𝘆 𝗚𝗶𝗻𝗮 𝗢. 𝗚𝗼𝗻𝗼𝗻𝗴, 𝗣𝗵𝗗

Department of Education Curriculum and Instruction Division

𝗣𝗿𝗼𝗳𝗲𝘀𝘀𝗼𝗿 𝗔𝗹𝗹𝗮𝗻 𝗕𝗲𝗿𝗻𝗮𝗿𝗱𝗼, 𝗣𝗵𝗗

University Fellow, De La Salle University Manila

𝗚𝗿𝗲𝗴𝗼𝗿𝗶𝗼 𝗱𝗲𝗹 𝗣𝗶𝗹𝗮𝗿, 𝗣𝗵𝗗

President, National Research Council of the Philippines

𝗩𝗶𝗰𝗸𝘆 𝗧𝗮𝘂𝗹𝗶 𝗖𝗼𝗿𝗽𝘂𝘇

Executive Director, Tebtebba Foundation

Former UN Special Rapporteur on the Rights of Indigenous Peoples

𝗝𝗼𝗵𝗻𝗺𝗮𝗿𝘁 𝗦𝗮𝗹𝘂𝗻𝗱𝗮𝘆

President, Nagkakaisang mga Tribu ng Palawan Inc.

𝗥𝗼𝗻𝗮𝗹𝗱𝗼 𝗔𝗺𝗯𝗮𝗻𝗴𝗮𝗻

Chairperson, UPAKAT Chairperson and Timuey of Erumanen ne Menuvu

𝗔𝗻𝗴𝗲𝗹𝗶𝗻𝗲 𝗢𝗿𝘁𝗶𝘇

Silingang Dapit sa Sidlakang Mindanao (SILDAP)

𝗝𝗼𝘀𝗲 𝗔𝗻𝗱𝗼𝗻𝗶 𝗦𝗮𝗻𝘁𝗼𝘀

Policy Advocacy Manager, Philippine Business for Education

For more details, visit the Conference Facebook page

What Chat.GPT says about MLE (advantages, approaches, and hurdles)

 𝗖𝗵𝗮𝘁𝗚𝗣𝗧 is trending these days. It can be accessed through https://chat.openai.com/. It is “an AI-powered chatbot developed by OpenAI, based on the GPT (Generative Pretrained Transformer) language model. It can respond to queries in a human-like text based response. It draws from a big data of reports and literature that were generated in 2021 and earlier. I asked the application several questions related to L1-based multilingual education and the responses are impressive. 

𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: Why should the teacher use the L1 or mother tongue of the child as the language of instruction?

There are several reasons why a teacher might choose to use the L1 or mother tongue of a child as the language of instruction:

Improved comprehension: When children are taught in their L1, they are more likely to understand what is being taught, as they are already familiar with the language and its structures. This can lead to greater engagement in the classroom and better learning outcomes.

Enhanced cognitive development: Research has shown that using a child's L1 in the classroom can help them develop their cognitive abilities, including problem-solving, critical thinking, and creative thinking.

Increased self-esteem and motivation: Children who are able to use their L1 in the classroom may feel more confident and motivated to learn. They are more likely to feel valued and respected as individuals, and this can have a positive impact on their overall well-being.

Facilitation of transition to second language: Using the L1 as the language of instruction can help children make a smoother transition to learning a second language. Children who have a solid foundation in their L1 are often better equipped to pick up a second language later on.

It's important to note that while using the L1 as the language of instruction can be beneficial, it may not be appropriate in all contexts. For example, in multilingual classrooms where children speak different L1s, a common language may be used instead. In such cases, the teacher should strive to make sure that all students feel included and valued, regardless of their linguistic background.

𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: How can the teacher ensure that all students in a multilingual classroom feel included and valued, regardless of their linguistic background?

There are several strategies that a teacher can use to ensure that all students in a multilingual classroom feel included and valued, regardless of their linguistic background:

Create a supportive and inclusive classroom environment: Teachers can foster a sense of community in the classroom by encouraging all students to participate in class discussions and activities, and by valuing the contributions of all students.

Use visual aids and gestures: In a multilingual classroom, visual aids, such as images, diagrams, and gestures, can help to support understanding and overcome language barriers.

Encourage use of students' home languages: Teachers can allow students to use their home languages in class, and can encourage students to share their cultural backgrounds with their classmates. This can help students feel valued and respected for their linguistic and cultural heritage.

Provide opportunities for individual and small group work: Teachers can provide opportunities for students to work individually or in small groups on tasks that are relevant to their interests and needs. This can help students feel more confident and engaged in the learning process.

Provide additional support: Teachers can provide additional support to students who may need help with language and academic skills, such as through tutoring, peer-assisted learning, or after-school programs.

Celebrate diversity: Teachers can celebrate the diversity of the students in their class by incorporating activities that highlight different cultural celebrations, languages, and traditions.

By incorporating these strategies, a teacher can help create a supportive and inclusive environment in which all students feel valued and respected, regardless of their linguistic background.

𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: What steps that a teacher and school can take to increase the prestige of a minoritized language in the community?

There are several steps that a teacher and school can take to increase the prestige of a minoritized language in the community:

Provide language education: By offering classes in the minoritized language in the school, and making sure that students have access to materials and resources in that language, the school can help to increase the prestige of the language and promote its use.

Encourage use of the language in daily life: Teachers and the school can encourage students and families to use the minoritized language in their daily life, and to share their linguistic and cultural heritage with others.

Partner with community organizations: The school can partner with local organizations, such as community centers, cultural organizations, and language schools, to promote the language and provide additional opportunities for learning and cultural exchange.

Celebrate the language and culture: The school can celebrate the language and culture associated with the minoritized language by organizing cultural events, such as festivals, performances, and language competitions.

Promote language rights: The school and teacher can advocate for language rights and work to increase awareness about the importance of maintaining linguistic and cultural diversity.

Provide professional development opportunities: The school can provide professional development opportunities for teachers, such as language immersion programs, workshops, and training sessions, to help them better understand and support the language and culture of the students.

By taking these steps, a teacher and the school can help to increase the prestige of a minoritized language and support its use in the community. This can help to promote linguistic and cultural diversity, and ensure that the language continues to be passed on to future generations.

when and how a child can learn a second language.

Determining when a child has enough first language (L1) proficiency and is ready to learn a second language (L2) can be a complex process, and various factors need to be taken into consideration. Here are some of the indicators that a child has sufficient L1 proficiency and is ready to learn L2:

L1 language proficiency: A child who has a strong foundation in their L1 and can use it effectively to communicate and understand messages is likely ready to learn L2. This includes being able to use the L1 to understand and respond to complex questions, express opinions, and engage in conversation.

Age: Research has shown that younger children tend to have an easier time learning multiple languages, so age can be an indicator of readiness to learn L2. However, this is not a fixed rule, as children of any age can learn L2 if they have sufficient L1 proficiency and are motivated to do so.

Motivation: A child who is motivated and interested in learning L2 is more likely to be ready to learn it. This motivation can come from a variety of sources, including a desire to communicate with friends or family members who speak L2, or a desire to learn about a new culture or way of life.

Cognitive development: Children who have developed their cognitive abilities and are able to process information, problem-solve, and learn new skills are more likely to be ready to learn L2. This includes children who have developed their attention, memory, and executive function skills.

Social-emotional development: Children who have developed their social-emotional skills and are able to work cooperatively with others, understand and express emotions, and regulate their behavior are more likely to be ready to learn L2.

Question: What can you say about the perception that using the child's L1 in the class will lessen the opportunity to learn English?

There is a common perception that using the child's first language (L1) in the classroom will limit their opportunity to learn English, but this is not supported by research. In fact, using the child's L1 in the classroom can enhance their learning and support their development in multiple languages....(it reiterated the answers to my first question)

Question: What are the challenges in implementing multilingual education and inclusive education in a highly multilingual and poor country?

Implementing multilingual education and inclusive education in a highly multilingual and poor country can present several challenges, including: Limited resources: In many poor countries, there may be limited resources available to support multilingual education and inclusive education initiatives. This can include a shortage of trained teachers, a lack of educational materials in multiple languages, and limited funding for program implementation and sustainability. Language barriers: In a highly multilingual country, students may speak many different languages, and it can be challenging to find teachers who are fluent in all of these languages. This can make it difficult to provide effective language instruction and support to all students. Resistance to change: There may be resistance to change from some members of the community who are used to traditional approaches to education and may not understand the benefits of multilingual education and inclusive education. Cultural barriers: In a diverse society, there may be cultural barriers to inclusive education, including prejudice, discrimination, and misunderstandings about different cultural groups. Political instability: Political instability and conflict can make it difficult to implement and sustain multilingual education and inclusive education initiatives, as resources may be redirected to more immediate needs. Lack of teacher training: Teachers may not have received the training they need to effectively support multilingual learners and to create inclusive classroom environments. Low teacher morale: In a poor country, teachers may face many challenges, including low pay, inadequate working conditions, and a lack of resources. This can lead to low morale and a lack of motivation, which can impact the effectiveness of their teaching. These challenges can be overcome with dedicated efforts, including adequate funding, strong political support, and the provision of professional development opportunities for teachers.

.......

These responses by Chat.GPT are based on tons of research and reports. There is a consensus among scholars about the soundness of MLE. And these same statements have been articulated in many policy hearings at the Congress and Senate. We can only hope that our policymakers will listen to studies. To make the studies work in the Philippines, much wisdom and political will is needed, given the demographic and socio-economic realities of a developing country and the capacity of the government bureaus (DepEd, CHED, ECCD Council). For MLE to become a reality, it involves generating public acceptance, establishing a knowledge base of classroom technologies and materials at all levels and in all languages, and creating a well-planned strategy for contextualized implementation. These can be facilitated by an MLE multisectoral think tank/task force that will provide direction and technical support to current and future administrations. They should ensure that each generation of policymakers and practitioners should not balk at their duties but stay on course and do their part, building on the initiatives of their predecessors. The needs are enormous, and no less than long-term strategizing is required. This is indeed an undertaking beyond our lifetime...

Statement from Dr. Gregorio del Pilar of the National Research Council of the Philippines (NRCP)

 During the congressional hearing in September 2022 on Romulo/Go's bill to suspend MTB-MLE, several researchers and educators were invited to share their studies and expert opinion. The experts came from the Komisyon ng Wikang Pilipino, Philippine Institute for Development Studies, Save the Children,  Deaf National Network, Talaytayan MLE, National Research Council of the Philippines, E-Net,  the Movement for Safe Equitable Quality and Relevant Education (SEQuRe), Mariano Marcos State U, University of the Philippines, and Univ of British Columbia. ALL of them acknowledged the many challenges of MTB-MLE, but NONE agreed to suspend the program. They asked Congress to instead to support MLE and provide resources to address the implementation challenges. 

Unfortunately, this week, 240 of the congressmen voted to pass the bill without showing any study to support their stand. Upon hearing the news, my daughter replied, "ano yun, trip lang nila?"  

Without a counterpart bill from the Senate, the bill is not yet a binding policy.

Below is the statement read by Dr. Gregorio del Pilar during the hearing. He is the former president of the National Research Council of the Philippines (NRCP). 

You  can watch the video of the congressional hearing on their Facebook page:

.............

Pahayag sa Pagdinig ng Mababang Kapulungan sa RA 10533

Ako po ay narito bilang indibidwal, karaniwang mamamayan, at dating pangulo ng National Research Council of the Philippines (NRCP) hanggang nitong nakaraang Marso (2020-2022), at convenor ng MTB-MLE Discussion Group ng organisasyong ito.  Ako po ay nanaliksik tungkol sa isyu ng wikang panturo noong dekada 1990, kung saan nirebista ko ang mga pag-aaral (1953-1982, del Pilar, 1990) na pinaghambing ang bisa ng pagtuturo gamit ang Ingles vs. mga wikang Pilipino (Hiligaynon, Pilipino, Filipino).  Bilang pangulo ng NRCP, ako po ang nagmungkahi na isama ang MTB-MLE bilang isa sa mga paksa ng pananaliksik sa ilalim ng aming programa sa Policy Research.  Naglaan na po kami ng pondo para pag-aralan ang mga problema ng mga guro sa pagpapatupad ng MTB-MLE, at ang pagbubuo ng isang programa ng pagsasanay para tugunan ang mga problemang matutukoy (Macahilig, 2022).  

Batay po sa pag-aaral na ginawa ko sa labing-anim na eksperimento mula 1953 hanggang 1982, kasama na ang malalaking pag-aaral ni Aguilar sa Iloilo (1953) at ng Bureau of Public Schools noong 1960 sa limang rehiyong di-Tagalog, malinaw po ang lamang ng mga wikang Pilipino sa Ingles sa pagkatuto sa iba’t-ibang asignatura mula Grade I (Arithmetic, Science) hanggang sekondarya at kolehiyo (Social Studies, Advanced Arithmetic, Biology, Chemistry, Physics), at sa iba’t-ibang probinsya sa Pilipinas (Ilocos, Albay, Sorsogon, Iloilo, Antique, Cebu, Negros Oriental). Tugma po ito sa mga malawakang pananaliksik sa ibang bahagi ng mundo (e.g., Thomas & Collier, 1997) na nagpapakita na ang mga wikang mas alam ng bata ay mas mabisa bilang midyum ng pagtuturo, at ang papel ng wikang panturo na gagap ng mga bata sa pagbubuo ng batayang kognitibo para sa tuloy-tuloy na paglalim ng kaalaman sa agham, matematika, araling panlipunan at maging sa mga wikang panturong iba sa kaniyang inang wika (tulad ng Filipino at Ingles).  Ito po ang dahilan kung bakit ganap ang paniniwala ko at ng aming grupo sa NRCP na tama ang hakbang na gawing wikang panturo ang mga inang wika ng mga bata o ang pinakamalapit na wika sa kanilang inang wika na sinasalita sa kanilang lokalidad.  Matibay ang aming paniniwala rito sa kabila ng pananatili natin sa kalunos-lunos na posisyon sa dulo ng mga pandaigdigang pagsukat ng kaalaman ng ating mga estudyante matapos tayong lumipat sa sistemang MTB-MLE noong 2013.  Ito ay dahil batid namin na ang MTB-MLE ay nangangailangan ng malawakan at malalimang paghahanda na mukhang hindi pa sapat na naisasagawa ng Dep Ed at ng ibang mga kaugnay na ahensya ng gobyerno.  Subali’t naniniwala rin kami na maliban sa tamang patakaran hinggil sa wikang panturo, kailangan ding tugunan ang mga mas malawak at karagdagang mga suliranin na tinukoy ng OECD noong 2018, matapos lumabas ang resulta ng PISA, pangunahin na ang kulang na budget para sa edukasyon, at ang kakulangan ng kahandaan ng mga gurong nagpapatupad ng MTB-MLE.  Dahil ang mga problemang kinakaharap ng implementasyon ng MTB-MLE ay may tuluyang kaugnayan sa kakulangan ng budget para sa edukasyon, at dahil ito ay kabilang sa iba pang mga problema sa ating sistemang pang-edukasyon, tinatanaw naming positibong kaganapan ang pagpasa ng RA 11899 na nagbubuo ng Second Educational Congressional Commission.  Ang komprehensibong pag-aaral ng datos na maingat na kinalap ng iba't-ibang mga mananaliksik at inaasahan nating maingat ding kakalapin ng mga ahensya ng pananaliksik na lalahok sa gawain ng komisyong ito, ay nagbibigay ng malaking pag-asa na matugunan ang mga suliraning kaugnay ng implementasyon ng MTB-MLE.  

Sa halip na suspindihin ang implementasyon nito, mungkahi naming ipagpatuloy ang mga proyektong naglalayong paghusayin ito --- tulad ng proyekto ng pananaliksik na gagawin ng NRCP --- habang nakikipagtulungan tayo sa EDCOM II sa paghahanap ng mga higit na maaasahang pangmatagalang solusyon.