tag:blogger.com,1999:blog-88306719996285244142024-03-05T00:27:50.698-08:00Mother Tongue-Based Multilingual Education (MTB-MLE) in the PhilippinesThis blogsite was created to create awareness and share resources on Mother Tongue Based Multilingual Education (MTB-MLE). It also provides updates and relevant information about the state of MTB-MLE in the Philippines. Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.comBlogger58125tag:blogger.com,1999:blog-8830671999628524414.post-74630853154150026872023-11-27T08:46:00.000-08:002023-12-01T00:19:07.890-08:00In anticipation of PISA 2021 results announcement in December<p> 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.</p><p>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.” </p><p>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.</p><p>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). </p><p>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. </p><div>Note:</div><div>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 </div>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-32139292117353696162023-02-14T22:54:00.002-08:002023-02-14T22:58:57.143-08:00Conference Workshop on the International Decade of Indigenous Languages and the SDGs<p> <span style="background-color: white; color: #050505; font-family: inherit; font-size: 18.75px; white-space: pre-wrap;">Join us in 𝑰𝒍𝒐𝒊𝒍𝒐 𝑪𝒊𝒕𝒚 (𝑷𝒉𝒊𝒍𝒊𝒑𝒑𝒊𝒏𝒆𝒔) on 𝑭𝒆𝒃𝒓𝒖𝒂𝒓𝒚 21-23, 2023</span></p><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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)</div><div dir="auto" style="font-family: inherit;"><br /></div><div dir="auto" style="font-family: inherit;"><b>Theme</b>: <span style="white-space: normal;"><i>Carrying out the <a href="https://unesdoc.unesco.org/ark:/48223/pf0000379851">Global Action Plan</a> and the 2030 Agenda</i></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://scontent.fmnl8-1.fna.fbcdn.net/v/t39.30808-6/330920215_1369598923853592_3177997185639602639_n.png?stp=dst-jpg&_nc_cat=108&ccb=1-7&_nc_sid=730e14&_nc_ohc=pXFnt6g0_5AAX9-TQCQ&_nc_oc=AQmPR-jzCscmN1IuY83JZWw3BOkGoKcnqFDNK0JO47WP7yDVV8moaQaQlZiKvExe7-GxzL2usPi4749zMqwGAKWz&tn=KKLqCwhRyKxX3bYT&_nc_ht=scontent.fmnl8-1.fna&oh=00_AfD0z9o9zgRX4MoB9nPhV3kW6x8pnMqqNlP0zlp8-zd7eA&oe=63F17979" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="419" data-original-width="800" height="168" src="https://scontent.fmnl8-1.fna.fbcdn.net/v/t39.30808-6/330920215_1369598923853592_3177997185639602639_n.png?stp=dst-jpg&_nc_cat=108&ccb=1-7&_nc_sid=730e14&_nc_ohc=pXFnt6g0_5AAX9-TQCQ&_nc_oc=AQmPR-jzCscmN1IuY83JZWw3BOkGoKcnqFDNK0JO47WP7yDVV8moaQaQlZiKvExe7-GxzL2usPi4749zMqwGAKWz&tn=KKLqCwhRyKxX3bYT&_nc_ht=scontent.fmnl8-1.fna&oh=00_AfD0z9o9zgRX4MoB9nPhV3kW6x8pnMqqNlP0zlp8-zd7eA&oe=63F17979" width="320" /></a></div><br /><div dir="auto" style="font-family: inherit;"><br /></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">Plenary speakers:</div><div dir="auto" style="font-family: inherit;"><span style="font-family: inherit;"><a style="color: #385898; cursor: pointer; font-family: inherit;" tabindex="-1"></a></span>𝗣𝗿𝗼𝗳𝗲𝘀𝘀𝗼𝗿 𝗙𝗲𝗿𝗻𝗮𝗻𝗱 𝗱𝗲 𝗩𝗮𝗿𝗲𝗻𝗻𝗲𝘀</div><div dir="auto" style="font-family: inherit;">UN Special Rapporteur on Minority Issues at United Nations</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">𝗨𝗻𝗱𝗲𝗿𝘀𝗲𝗰𝗿𝗲𝘁𝗮𝗿𝘆 𝗚𝗶𝗻𝗮 𝗢. 𝗚𝗼𝗻𝗼𝗻𝗴, 𝗣𝗵𝗗</div><div dir="auto" style="font-family: inherit;">Department of Education Curriculum and Instruction Division</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">𝗣𝗿𝗼𝗳𝗲𝘀𝘀𝗼𝗿 𝗔𝗹𝗹𝗮𝗻 𝗕𝗲𝗿𝗻𝗮𝗿𝗱𝗼, 𝗣𝗵𝗗</div><div dir="auto" style="font-family: inherit;">University Fellow, De La Salle University Manila</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">𝗚𝗿𝗲𝗴𝗼𝗿𝗶𝗼 𝗱𝗲𝗹 𝗣𝗶𝗹𝗮𝗿, 𝗣𝗵𝗗</div><div dir="auto" style="font-family: inherit;">President, National Research Council of the Philippines</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">𝗩𝗶𝗰𝗸𝘆 𝗧𝗮𝘂𝗹𝗶 𝗖𝗼𝗿𝗽𝘂𝘇</div><div dir="auto" style="font-family: inherit;">Executive Director, Tebtebba Foundation</div><div dir="auto" style="font-family: inherit;">Former UN Special Rapporteur on the Rights of Indigenous Peoples</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">𝗝𝗼𝗵𝗻𝗺𝗮𝗿𝘁 𝗦𝗮𝗹𝘂𝗻𝗱𝗮𝘆 </div><div dir="auto" style="font-family: inherit;">President, Nagkakaisang mga Tribu ng Palawan Inc.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">𝗥𝗼𝗻𝗮𝗹𝗱𝗼 𝗔𝗺𝗯𝗮𝗻𝗴𝗮𝗻</div><div dir="auto" style="font-family: inherit;">Chairperson, UPAKAT Chairperson and Timuey of Erumanen ne Menuvu</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">𝗔𝗻𝗴𝗲𝗹𝗶𝗻𝗲 𝗢𝗿𝘁𝗶𝘇</div><div dir="auto" style="font-family: inherit;">Silingang Dapit sa Sidlakang Mindanao (SILDAP)</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">𝗝𝗼𝘀𝗲 𝗔𝗻𝗱𝗼𝗻𝗶 𝗦𝗮𝗻𝘁𝗼𝘀</div><div dir="auto" style="font-family: inherit;">Policy Advocacy Manager, Philippine Business for Education</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">For more details, visit the <a href="https://www.facebook.com/2023IDILConference ">Conference Facebook page </a></div></div>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-38097333612239413322023-02-10T18:22:00.018-08:002023-02-10T21:03:39.795-08:00What Chat.GPT says about MLE (advantages, approaches, and hurdles)<p> <span style="background-color: white; color: #050505; font-family: inherit; font-size: 18.75px; white-space: pre-wrap;">𝗖𝗵𝗮𝘁𝗚𝗣𝗧 is trending these days. It can be accessed through </span><span style="color: #050505;"><span style="font-size: 18.75px; white-space: pre-wrap;">https://chat.openai.com/. It is </span></span><span face="Lyon, Helvetica, Arial, sans-serif" style="font-size: 18px;">“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. </span></p><p><b style="background-color: white; color: #050505; font-family: inherit; font-size: 18.75px; white-space: pre-wrap;">𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: Why should the teacher use the L1 or mother tongue of the child as the language of instruction?</b></p><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;"><span style="font-family: inherit;"> </span><span style="font-family: inherit;"><a style="color: #385898; cursor: pointer; font-family: inherit;" tabindex="-1"></a></span><span style="font-family: inherit;">There are several reasons why a teacher might choose to use the L1 or mother tongue of a child as the language of instruction:</span></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div><div dir="auto" style="font-family: inherit;"><br /></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;"><b>𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: How can the teacher ensure that all students in a multilingual classroom feel included and valued, regardless of their linguistic background? </b></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;"><span style="font-family: inherit;">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:</span></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">Celebrate diversity: Teachers can celebrate the diversity of the students in their class by incorporating activities that highlight different cultural celebrations, languages, and traditions.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div><div dir="auto" style="font-family: inherit;"><br /></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;"><b>𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻: What steps that a teacher and school can take to increase the prestige of a minoritized language in the community?</b></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;"><span style="font-family: inherit;">There are several steps that a teacher and school can take to increase the prestige of a minoritized language in the community:</span></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="background-color: white; margin: 0.5em 0px 0px; overflow-wrap: break-word;"><div dir="auto"><span style="color: #050505; font-family: inherit;"><span style="font-size: 18.75px; white-space: pre-wrap;">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.
</span></span><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xdj266r x126k92a" style="color: #050505; font-family: inherit; font-size: 18.75px; margin: 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">when and how a child can learn a second language.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="color: #050505; font-family: inherit; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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:</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="color: #050505; font-family: inherit; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">L1 language proficiency: A child who has a strong foundation in their L1 and can use it effectively to <span style="font-family: inherit;"><a style="color: #385898; cursor: pointer; font-family: inherit;" tabindex="-1"></a></span>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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="color: #050505; font-family: inherit; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="color: #050505; font-family: inherit; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="color: #050505; font-family: inherit; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="color: #050505; font-family: inherit; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">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.</div><div dir="auto" style="font-family: inherit;"><br /></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="color: #050505; font-family: inherit; font-size: 18.75px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;"><b>Question: What can you say about the perception that using the child's L1 in the class will lessen the opportunity to learn English?</b></div></div><div class="x11i5rnm xat24cr x1mh8g0r x1vvkbs xtlvy1s x126k92a" style="margin: 0.5em 0px 0px; overflow-wrap: break-word;"><p style="color: #050505; font-family: inherit; font-size: 18.75px; text-align: left; white-space: pre-wrap;">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)</p><p style="color: #050505; font-family: inherit; font-size: 18.75px; text-align: left; white-space: pre-wrap;"><b style="font-family: inherit; font-size: medium;">Question: </b><span style="color: #343541; font-family: inherit; font-size: medium;">What are the challenges in implementing multilingual education and inclusive education in a highly multilingual and poor country</span><b style="font-family: inherit; font-size: medium;">?</b></p><div dir="auto"><span style="color: #050505;"><span style="font-size: 18.75px; white-space: pre-wrap;">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.</span></span></div><div dir="auto" style="color: #050505; font-family: inherit; font-size: 18.75px; white-space: pre-wrap;">.......</div><div dir="auto"><p class="MsoNormal" style="color: #050505; font-family: inherit; white-space: pre-wrap;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 14pt; line-height: 19.9733px;">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 </span><span style="font-family: inherit; font-size: 18.6667px;">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... </span></p><p class="MsoNormal" style="color: #050505; font-family: inherit; white-space: pre-wrap;"><o:p></o:p></p>
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</div></div>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-43164461014229605362023-02-07T00:18:00.005-08:002023-02-07T00:18:54.752-08:00Statement from Dr. Gregorio del Pilar of the National Research Council of the Philippines (NRCP) <p> 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. </p><p>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?" </p><p>Without a counterpart bill from the Senate, the bill is not yet a binding policy.</p><p>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). </p><p>You can watch the <a href="https://www.facebook.com/HouseofRepsPH/videos/450593480371420/ " target="_blank">video of the congressional hearing on their Facebook page</a>:</p><p>.............</p><p><b>Pahayag sa Pagdinig ng Mababang Kapulungan sa RA 10533</b></p><p>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). </p><p>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. </p><p>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.</p><p><br /></p>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-25202559549346875402022-08-28T09:55:00.001-07:002022-08-28T09:55:33.304-07:00STATEMENT ON THE PROPOSED SUSPENSION OF MTB-MLE THROUGH HOUSE BILL 2188 BY REP. ROMAN ROMULO OF PASIG CITY AND HB 3925 BY REP. MARK GO OF BAGUIO CITY <p> <span style="background-color: white; color: #050505; font-family: inherit; font-size: 15px; white-space: pre-wrap;">Within a span of two years, Rep. Roman Romulo, House Committee Chair on Basic Education, and Rep. Mark Go, House Committee on Technical and Higher Education, have made repeated attempts to discard MTB-MLE from RA 10533 on account of lack of learning materials. We denounce this latest attempt as nothing but pandering in its crudest form to the illusions of Ferdinand Marcos Jr’s imagined English speaking (but not understanding) nation of fifth graders. </span></p><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">Scrapping, guised in the form of suspension, or suspension which will lead to discontinuation, will never address the issue on “competitive education” and “lack of materials,” as the explanatory note of HB 2188 myopically tries to reduce what ails Philippine basic education. The suspension does not, and will never, guarantee quality learning, or improvement in our PISA ranking in the next cycle, or any standardized testing using English for that matter. As an ill-thought-out measure, suspension is diversionary and does not contribute to transformative reform. It is degenerative. It is akin to killing the wrong suspect without the benefit of an impartial trial.</div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">Rep. Go’s attempt via amendment to the lapsed and month-old RA 11899, the Second Congressional Commission on Education, is an unintelligent, lazy, and desperate act at preempting whatever sensible recommendations EDCOM II may produce after a comprehensive assessment of the state of Philippine basic, technical, and higher education. </div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">The Supreme Court has affirmed with finality the constitutionality of the use of the mother tongue as medium of instruction and this serves as a permanent injunction on any future attempt at pilfering parts or the entirety of RA 10533, of which MTB-MLE is embodied and serves as the only salient provision of the law if compared to other K-12 systems.</div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">The introduction of MTB-MLE is based on data and evidence and built on rigorous empirical research and longitudinal studies, and favorable results from field practice. Refusal to look at evidence in favor of MTB-MLE for decades is what brought us where we are today in education outcomes. Ironically, it was only in 2009 under the “English only” president, Gloria Arroyo, that DepEd opened its evidence-resistant doors to MTB-MLE by issuing Department Order No. 74, which allowed pilot implementation in selected schools in the country.</div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">MTB-MLE is founded on equity and inclusion. The previous restrictive bilingual policy left many learners unable to cope with the exclusionary MOI that also brought down literacy levels and erased learners’ identity. The entire Section 5 of RA 10533 is a guarantee that all school-age children in the country are given access to inclusive and equitable basic education. This guarantee is our commitment to the universal rights of our learners to be instructed in their own language. </div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">We are fully aware of operational issues in the policy, issues that can be addressed without suspending MTB-MLE or removing a single letter in the law. The proposed suspension is a lazy excuse to blame and penalize sound policy for flawed implementation. MTB-MLE cannot be the scapegoat for the failure of the Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program) to exercise its oversight powers early on considering the disruption that RA 10533 bears on the entire education system. </div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">The assessment made by the Philippine Institute of Development Studies (PIDS) documented flaws in the implementation, but the study never considered suspension, nor abrogation as a solution. The long list of issues, in fact, should lead to more inquiry on how to improve policy implementation. We note problems in governance and organizational arrangements that need to be addressed, as well as issues in the delivery of quality training and technical assistance, periodic assessment and monitoring and evaluation (M&E), and strengthening collaborative partnerships with stakeholders at all levels. </div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">Suspension provides the basis for eventual cancellation, leading to reversion to the old bilingual policy, which we discarded for equity, access, and inclusionary issues that run counter to the provisions of our fundamental law and practices in linguistic communities across the country.</div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">The suspension is scapegoating from the larger problems in education. The larger problems are in standards setting, governance, monitoring and evaluation, lack of data for decision-making, resource allocation and capacity absorption, which all affect education outcomes. With this recurring attempt at eventual cancellation in the form of suspension, we are adding defective policymaking as among the most serious problems in Philippine education. </div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">We enjoin both committee chairs to expedite convening of the EDCOM II where material discussion on issues affecting the entire education sector are to be dealt with thoroughly with experts whose critical findings and recommendations based on reliable data will reshape policies in the coming years. Therefore, House Bills 2188 and 3925 are premature as these preempt the more conclusive findings and recommendations the EDCOM II will make.</div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">The joint committee is better off compelling DepEd to formulate catch up measures to fully implement MTB-MLE and to conduct real, honest monitoring and evaluation to generate data to better address gaps in its implementation. </div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">There are mid- and long-term sectoral and regional development goals that demand more time for congressional committees on education to work on, and suspension of MTB-MLE certainly is not one of them. Congress should focus on teacher education and teacher quality, especially after passing the Excellence in Teacher Education Act. It’s not too late for both committees to really take up more important issues in education other than playing with children’s right to be instructed in the language they understand. </div></div><div class="l7ghb35v kjdc1dyq kmwttqpk gh25dzvf jikcssrz n3t5jt4f" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;"><b>170+ TALAYTAYAN MLE, INC.</b></div><div dir="auto" style="font-family: inherit;"><b>August 27, 2022.
Other position papers posted online are found in this <a href="https://drive.google.com/drive/folders/10zwCyAetzGdnwRkA13Pq6rjXr3C7qbBr?usp=sharing">Google folder </a></b></div></div>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-91220066112948369632022-01-25T22:33:00.008-08:002022-01-26T00:04:59.419-08:00The MTB-MLE Movement in the Philippines: Multi-Stranded and Strategic<p><span style="font-family: inherit;">Somebody said that she perceived that MTB-MLE in the Philippines seems to subscribe to only one language and education framework. I am including here my reply.</span></p><p><span style="font-family: inherit;">The MTB-MLE movement in the Philippines is
multi-stranded, and we are trying our best to be inclusive. We hope to accommodate
diverging advocacies and find spaces for dialogue, critique and mutual learning. Hopefully we find convergences that can help position
our stand more strategically. Since we have limited resources, we try to find ways
to maximize resources offered by government bodies and INGOs. In the past, we
hardly received any support for language revitalization,
including the development of our supposed developing national language. Fortunately, opportunities came through the Education for All discourse and the call to address the literacy crisis. </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The MTB-MLE strands include include discourses on language preservation, national language formation and language for literacy. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;">A group of people in the MTB-MLE
movement are concerned with preserving and revitalizing our indigenous languages (including
scripts and indigenous knowledge). The indigenous people groups in the
Philippines suffered more (compared with the major ethnic groups) from oppressive
practices (our settlement schools were based on the residential school template
in North America) brought by external and internal colonization. Through
activism, we've had policies for indigenous people's rights. Indigenous
education supports the inclusion of indigenous knowledge (including languages and indigenous
learning systems) in the curriculum. Capacitating community leaders
(helping contribute to indigenous people's curriculum and engage with
local district officials) is a major task. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;">Other members in the MTB-MLE movement
are concerned with the intellectualization of Filipino as an amalgam language
(so that we will not need English as a common language). And
the literacy and ECCD people in the movement want to build on the home
languages of young children to help them learn reading more quickly and school
competencies (including citizenship and second languages). It must be noted that though the current policy privileges this orientation, it also states MTB-MLE is meant to </span>develop higher-order thinking skills and pride in one’s identity (<span style="font-family: inherit;">DepEd Order 16 s.2012, Guidelines on the Implementation of MTB-MLE). One's identity is linked to one's cultural heritage like indigenous languages and scripts. </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;">Though we have
differing orientations (which sometimes lead to tensions and broken
relationships), we all vehemently oppose those who say that we should discard
our L1s and just focus on prestige languages. However, based on experience, our
government is prone to support programs that support English and the national
language and so we have to engage with them and help them see the other aspects
of MTB-MLE like identity and heritage issues. We also try to build a local
community-based support system in various provinces by linking with the local
writers, universities, local radio/TV, etc. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><o:p> </o:p>Though in most documents, we
support the position of literacy starting in the home language, the MTB-MLE
movement has also promoted the language revitalist discourse. One is by providing supporting to colleagues who are working with small indigenous communities. In my
experience <a href="https://asiapacificmle-bucket.s3.us-east-2.amazonaws.com/image/Maria%20Mercedes%20Arzadon%20et%20al_DOI_2.pdf">(Arzadon et al., 2019)</a>, our participatory storybook writing projects with local indigenous
communities like the Iwak, Mag-Indi, and Mag-Anchi paved the way for language
revitalization of dying indigenous languages. </span><span style="font-family: inherit;">Reflecting on my research and readings, the best
way for adults (teachers, parents, local writers, community leaders) to
revitalize their heritage language (not just in oral but in literate form) is
by participating in formulating stories and creating multilingual storybooks
for their children. This set-up provides a context for meaningful and
contextual learning of their language and indigenous knowledge. </span></p><br /><p></p><p><br /></p>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-14298879989285743982022-01-19T21:04:00.003-08:002022-01-19T21:04:39.279-08:00Student Assessment and Multilingual Education (UNESCO Webinar)<p> Presentation files can be found in the <a href="https://bangkok.unesco.org/content/student-assessment-and-multilingual-education-designing-instruments-gathering-data">UNESCO-Bangkok MLE Working Group Website </a> </p><p><a href="https://www.facebook.com/watch/?v=586911382608803">Recording files are found here </a></p><p><br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBOk0WU2gb3xQZ_4SyaoBqu1bK6IIja40uD21K46QbINjJUCA_AOxlkTSE_aKwdqwr2VZQjeRt9TEe5JPYaaZnK9lJ_6kV5NtH5pIw_UxKblN4v6Sd2VcI0SK8amim238TFbDRpUzqqSE/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="225" data-original-width="225" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBOk0WU2gb3xQZ_4SyaoBqu1bK6IIja40uD21K46QbINjJUCA_AOxlkTSE_aKwdqwr2VZQjeRt9TEe5JPYaaZnK9lJ_6kV5NtH5pIw_UxKblN4v6Sd2VcI0SK8amim238TFbDRpUzqqSE/w358-h358/image.png" width="358" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsPVPaw_XdIxZeF-4oMC_cy2uNxaRToHef4kms3l78pKxCchVY3NHaX3BbWpJhXWzQAo_XBCue2hjKAzEz9rJB2Q_fcq8cNKFYKposCL5jnFimyY7moSo7Yv3k5f8sjpO5HQxXIvKlRM8/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="528" data-original-width="649" height="303" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsPVPaw_XdIxZeF-4oMC_cy2uNxaRToHef4kms3l78pKxCchVY3NHaX3BbWpJhXWzQAo_XBCue2hjKAzEz9rJB2Q_fcq8cNKFYKposCL5jnFimyY7moSo7Yv3k5f8sjpO5HQxXIvKlRM8/w371-h303/image.png" width="371" /></a></div><br /><br /></div><br /><br /><br /><p></p>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-23987966629854656202022-01-19T20:44:00.002-08:002022-01-26T00:26:41.106-08:00International Conference on MTB-MLE 2021 - Recordings <p>The recordings are found in the in the <a href="https://www.youtube.com/watch?v=QOd-ox-73FM&list=PLMbZ6TYIE6aesicA_Na_fnY-4uiL0OuXY">YouTube DongZong Playlist </a><br />Abstracts and presentation files are found in the <a href="https://www.dongzong.my/v3/mtbmleconf#sppb-tab1-6">conference webpage</a> <br /></p><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpsw-TfC2txoAzHwhrLMX6UtoD3_IhTV7ILiqQK7dE3ECM9udGjWEgtuMzxPrr-IhjINRv3yHKCBuJ4cj2arnnVJx0yIpBYBHvWuS_fXTuqXaUTJckLFuA-QF4tqe-2dHVzSAbWYs_u5k/" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="" data-original-height="3669" data-original-width="2673" height="602" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpsw-TfC2txoAzHwhrLMX6UtoD3_IhTV7ILiqQK7dE3ECM9udGjWEgtuMzxPrr-IhjINRv3yHKCBuJ4cj2arnnVJx0yIpBYBHvWuS_fXTuqXaUTJckLFuA-QF4tqe-2dHVzSAbWYs_u5k/w439-h602/image.png" width="439" /></a></div><div style="text-align: left;"></div><p></p></blockquote><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="385" src="https://www.youtube.com/embed/QOd-ox-73FM" width="463" youtube-src-id="QOd-ox-73FM"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="361" src="https://www.youtube.com/embed/9wbk68kG9xc" width="436" youtube-src-id="9wbk68kG9xc"></iframe></div><br />Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-6592651642806245172021-12-08T01:46:00.011-08:002021-12-08T06:45:22.766-08:00The making of the MTB-MLE Operations Manual <p>For the past 1 1/2 years, I participated in developing the MTB-MLE Operations Manual. It was a joint project of UNICEF and DepEd. The process involved reviewing related literature and interviewing MTB-MLE implementers. Our team examined reports, scholarly articles, and other related literature on MTB-MLE and other forms of multilingual education. We also analyzed the practices that our Filipino teachers have developed for the past decade of program implementation. We found that many schools adopted the MTB-MLE training they received ten years ago and they also did their own tweaking. Some created new tools and approaches. The initiatives and results were uneven, depending on the presence of trained and committed education leaders and teachers. <br /><br />It is commendable that DepEd formulated policies that supported MTB-MLE that touched on teacher hiring (L1 proficiency is part of qualification), materials development, language mapping, integration of indigenous knowledge, the procedure in adding new languages as a medium of instruction, performance management, handling linguistically diverse contexts, etc. </p><p>Literacy instruction in the MTB-MLE framework is informed by the balanced literacy approach that combines the whole language and code-based instruction. It is often called the Two-Track Approach introduced by SIL. Many schools used the Marungko and the Four-Pronged Approach introduced by our own literacy experts to teach literacy in L1. </p><p>To provide content on bridging from L1 to L2, our team referred to the the training on Bridging plus multilingual education related programs in other countries like the following: Dual Language Immersion Program, Content and Language Integrated Learning (CLIL), Sheltered Instruction Observation Protocol (SIOP), Language Independent Literacies (LILIEMA) and Translanguaging. In addition to reading the manuals of these programs, we also interviewed their trainers and practitioners. </p><p>I realized that MTB-MLE requires addressing the various dimensions of the teaching process. It must also be noted that for best results, the requirement for MTB-MLE is not just to change the medium of instruction and use L1 for a short time. There should be conditions to be met. The longitudinal study on bilingual education study involving 700,000 students conducted by Thomas and Collier (1997) found that positive results came about with the following factors:</p><p>• Cognitively challenging academic instruction in the students’ L1 for as long as possible, at least five or six years</p><p>• The use of interactive methods in teaching through the two languages.</p><p>• A school environment that supports multilingual learning.</p><p>Institutionalizing the program in the Philippine educational system demands examining how MTB-MLE can be embedded in the various parts of the bureaucracy. Moreover, since the teachers are asked to exert a lot of effort to make the program work, there should also be a corresponding mechanism for training and granting of support and incentives. </p><p>Honestly, I realized more than ever, how daunting the task of implementing MTB-MLE. However, we cannot revert to the old English/Filipino-only education policy. It would certainly require commitment, perseverance, and time to make the program work all over the country. Tragically, some policymakers would like to rescind the policy without giving it the chance to take root. This insidious move in Congress should be constantly resisted. There is no other option but to move forward. Other stakeholders, especially the academe, should continuously and strongly support MTB-MLE towards its full implementation. </p><p>Below are the major topics covered by the MTB-MLE Operations Manual.</p><p></p><ul style="text-align: left;"><li> Essential Components of the MTB-MLE Program</li><li>The MTB-MLE Curriculum</li><li>Four Minima for MTB-MLE Implementation</li><li>Contextualization of the Mother Tongue Curriculum</li><li>Development of Learning Resources</li><li>Use of Mother Tongue in Teaching and Learning</li><li>Oral Language Development</li><li>Two-Track Method</li><li>Instruction from L1 to L2/L3</li><li>Planning and Management of the Curriculum</li><li>Assessment and Reporting</li><li>Classroom Assessment</li><li>Contextualized, Linguistically Appropriate Assessment</li><li>Language Proficiency vs Content Proficiency</li><li>Professional Learning and Development of Teachers for MTB-MLE</li><li>Recruitment, Hiring and Deployment of Teachers and Teacher Assistants</li><li>Monitoring and Evaluation of MTB-MLE Program</li><li>School Leadership</li><li>MTB-MLE Transition Plan</li></ul><p></p><p>Here is the <a href="https://drive.google.com/drive/folders/1xnHpjbhPgGzJNEX-0Z432GxF_a56wl2Z?usp=sharing">link to the draft of the MTB-MLE Operations Manual</a>. This is still a draft. It is not meant for reproduction. This however can be a basis for action research projects in various regions. UNICEF and DepEd would enhance the draft some more and be presented in a more readable format. Hopefully it would be accompanied with a DepEd Order or Memo.</p><p>The ones who provided content and direction were DepEd officials from the Bureau of Learning Delivery headed by Dr. Leila Areola, Regional MTB-MLE Focal Persons (led by the National MTB-MLE Focal Person, Dr. Rosalina Villaneza and her team Mr. Luiz Gaudencio and Ms. Nemia Cedo), the DepEd's National MTB-MLE Trainers, Ms. Ina Aquino (of ABC +) and UNICEF's Ms. Cheche Olayvar and Ms. Cecil Dajoyag. The draft was validated by 3 groups - education supervisors, school heads and MT teachers. </p><p>The following also commented on the contents: Dr. Diane Dekker, Dr. Fredrick Lupke, Ms. Mirriam Weidl and Mr. Efren Lubuguin.</p><p>Thanks to my friend Angel Vasquez for introducing me to her co-teachers who use SIOP. </p><p>Members of the writing team were Dr. Sangsok Son, Mhawi Rosero, Svet Mendoza, Jakey Rosauro, Fern Colicol and yours truly (Ched Arzadon). </p><div><br /></div>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-47099508103254523992021-07-27T07:13:00.020-07:002021-11-24T02:30:50.106-08:00Current Issues and Concerns in MTB-MLE (Philippines)<p> On July 21, 2021, I was invited by the PhD English Language Studies of the University of Santo Tomas, Manila through Dr. Andrew Bernardo to give a lecture (originally exclusively for his class but was opened to the graduate students and faculty) on the "Current Issues & Trends in MTB-MLE." Though I was given only a few days to prepare, I appreciate the chance to consolidate and organize my notes from my recent study and readings on MTB-MLE. </p><p>Thanks to UST for giving me a copy of the video recording. I am sharing it here hoping that researchers would see the broader terrain of MTB-MLE. I noticed that most MTB-MLE research topics were perception studies. I hope that through this lecture, there will be deeper and productive engagements. </p><p>Here is the broad outline of my presentation (it was delivered mostly in Filipino):</p><p></p><ul style="text-align: left;"><li>What is MTB-MLE? </li><li>Research supporting MTB MLE </li><li>Previous MTB-MLE-related initiatives in the Philippines </li><li>MTB-MLE programs in Africa and Asia-Pacific</li><li>MTB-MLE brought shifts in literacy instruction </li><li>MTB-MLE brought shifts in teaching additional languages</li><li>Framework for Functional MTB-MLE Program in Philippine context</li><li>Official languages for MT subjects in the Philippines </li><li>Enabling Policies</li><li>MTB-MLE Curriculum</li><li>Teachers’ Training and Deployment</li><li>Localized Production of MTB-MLE Learning Resources</li><li>MTB-MLE Partnerships </li><li>BASA Pilipinas Findings </li><li>BASA Pilipinas’ Recommendations </li><li>International assessments and language of testing </li><li>Challenges (from DepEd-BCD Consultations) </li><li>Possibilities </li></ul><div>I discussed the components of functional MTB-MLE program for country-wide implementation. I color-coded the ones needing urgent attention (yellow as urgent and red as more urgent). </div><div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /> </div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="449" src="https://www.youtube.com/embed/Fn_4Xor1-o0" width="541" youtube-src-id="Fn_4Xor1-o0"></iframe></div><div><br /></div><br /><div><b>Key references cited in the presentation:</b></div><div><b><br /></b></div><div><a href="https://drive.google.com/file/d/1-p6DGRPOmnU-DJGrdRWyX9FcYDeNTffJ/view?usp=sharing" target="_blank">Areola, L. (2021). Updates on MTB MLE implementation. International Mother Language Conference and Festival. February 22, 2021</a> <br /><br /></div><div><a href="https://www.academia.edu/48868359/Policy_Enactment_in_MTB_MLE_Big_Book_Making_Among_Teachers_in_Buguias_Benguet" target="_blank">Arzadon, M. (2021). Policy Enactment in MTB-MLE Big Book Making Among Teachers in Buguias, Benguet. Unpublished Dissertation, College of Education, University of the Philippines. </a></div><div><b><br /></b><div><a href="https://www.deped.gov.ph/2009/07/14/do-74-s-2009-institutionalizing-mother-tongue-based-multilingual-education-mle/" target="_blank">DepEd Order 21 s. 2019. Policy Guidelines on the K-12 Basic Education Program</a></div><div><a href="https://www.deped.gov.ph/2009/07/14/do-74-s-2009-institutionalizing-mother-tongue-based-multilingual-education-mle/" target="_blank">DO 74, s. 2009 Institutionalizing Mother Tongue-Based Multilingual Education (MLE)</a></div><div><br /></div><div><a href="https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/" target="_blank">Republic of the Philippines. (2013). Republic Act No. 10533: An act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes</a></div><div><br /></div><div><a href="https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1906.pdf ">Monje, JD.; Jr., Orbeta, A., Francisco-Abrigo, KA; Capones, EM (2019). ‘Starting Where the Children Are’: A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation. Philippine Institute for Development Studies.</a></div><div><a href="https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1906.pdf "> </a></div><div><a href="https://pdf.usaid.gov/pdf_docs/PA00T715.pdf ">USAID (2018). Basa Pilipinas Program </a></div></div><div><br /></div><div>The video clip from a dual language class (Spanish and English) can be viewed in its entirety here: <a href="https://www.youtube.com/watch?v=TpPa7MZC4O0" target="_blank"> SEAL.org</a></div><div><br /></div>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-81257093773518953882021-06-11T07:53:00.000-07:002021-06-11T07:53:01.577-07:00The LILIEMA Approach<p> In linguistically diverse classes where several languages are spoken as L1, a language inclusive approach is suggested based on the LILIEMA approach. LILIEMA means Language-Independent Literacies for Inclusive Education in Multilingual Areas. Dr. F. Lüpke and her team from SOAS University of London/Helsinki University, which includes local experts, teachers and trainers, introduced LILIEMA in a highly multilingual region in Senegal (due to cohabitation, migration, intermarriage and fostering as widely occurring cultural practices). </p><p>2. Using each of the languages and their unique orthography is not feasible in such a low-resource area. Using one language in instruction does not also reflect the actual speaking and writing culture of the learners. Using the LILIEMA approach, Dr. Friederike Lüpke and her team from SOAS University of London/Helsinki University teach basic literacy that builds on the features of multilingualism as actually used in spoken and written form. </p><p>3. Applying the LILIEMA approach begins by analyzing the daily informal conversations among the multilingual learners inside and outside the classroom. Emerging from the language analysis would be frequently used words that can be used for reading exercises. </p><p>4. Lüpke’s team chose the orthography of one of the national languages and carefully chose the keyword for each sound. Each key word must be among the most frequently used words among the speakers. In other words, the keywords of each letter-sound are not limited to one language only. If adopted in the Philippine setting, the teacher would choose the most common word among Philippine languages. For example, the word “mata” for /m/ is a common term for “eyes” in probably all Philippine languages. The students' names can also be used as a language-neutral keyword (e.g., Toto for /t/; Nina for /n/). In addition to the keywords, the team chose a list of frequently used words in multilingual conversations, including invented words like aba, bab, baab, abba. During literacy instruction, the learners can also contribute words that will be included to expand the word bank for the next batch of students. Open exercises allow learners to write words and texts in their entire repertoire.</p><p>For more information see <a data-saferedirecturl="https://www.google.com/url?q=https://liliema.com/&source=gmail&ust=1623381290229000&usg=AFQjCNGPFBXKt3V8vkDuE__kBFsnya2j4w" href="https://liliema.com/" rel="noopener noreferrer" style="color: #0563c1; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 14.6667px; margin: 0px;" target="_blank">https://liliema.com/</a><span style="background-color: white; color: #500050; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 14.6667px;"> </span><br /></p><p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2NDZ712hs3IdVagW42pucenTXXIcOROp2um1Gsc_rB3_pCLmqKrjDXJbeXBs1mjys7Acrhebc0u5XHjaqPpEduAKLvPkPJN7pLHX4nIpjOXAFtx5lHrMW5pG1BzPTUIZMcFJR9jUvDM4/s997/LILIEMA.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="683" data-original-width="997" height="277" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2NDZ712hs3IdVagW42pucenTXXIcOROp2um1Gsc_rB3_pCLmqKrjDXJbeXBs1mjys7Acrhebc0u5XHjaqPpEduAKLvPkPJN7pLHX4nIpjOXAFtx5lHrMW5pG1BzPTUIZMcFJR9jUvDM4/w404-h277/LILIEMA.JPG" width="404" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">Source:<br />https://soascrossroads.org/2017/06/26/liliema-language-independent-literacies-for-inclusive-education-in-multilingual-areas-by-friederike-lupke-text-and-miriam-weidl-videos/comment-page-1/</span></td></tr></tbody></table><br /><span style="background-color: white; color: #500050; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 14.6667px;"><br /></span></p><p><span style="background-color: white; color: #500050; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 14.6667px;"><br /></span></p>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-43146468698786041322021-05-10T20:37:00.004-07:002021-12-09T19:33:51.994-08:00My dissertation journey<p> </p><p>I have "hibernated" the past three years to complete my dissertation for my PhD in Anthropology and Sociology of Education at the UP College of Education. I would say that my dissertation journey is the most challenging and intense experience I have ever had as a graduate student and teacher. I often wished that I was younger and had more energy. Despite the pains and difficulties, I believe that it was worth it. It was heartwarming to go back to places in Benguet where I spent my first years of schooling and be reminded of the thrill of holding and reading storybooks for the first time. </p><p>It was a great privilege to meet the trailblazing and creative big book makers and teachers of Buguias. I genuinely hope that their examples will be multiplied in all villages. I would like to appreciate the following madams especially --Herminia Osting, Teresita Madinno, Nerissa Culas, Patricia Allatis, Mildred Julian, Pilita Sab-it, Rose Organo, Elizabeth Lawa, Margarette Palasi, Nila Marcelo, Ofelia Osting, Claire Balasin, Juliet Cario, Rosevelle Satur, and Fabielyn Baguista; Benguet CID Chief Dr. Rizalyn Guznian and SDS Dr. Carolyn Verano. Namwaw. Sinaay dissertation ko et para en dakayo.</p><p>As I end this journey, I honestly say that I could not have completed the course without the support given by my panel members, friends, and colleagues. I am genuinely grateful to my dissertation adviser, Dr. Eufracio Abaya, for his brilliance and unconditional commitment in guiding me closely until the end despite my many shortcomings. It was an honor to have Sir Fras and my former thesis adviser, Dr. Julian Abuso, as mentors in ethnographic research. I thank my critic-reader, Dr. Romylyn Metila, for her meticulousness and thoroughness in reviewing my manuscript and for sharing my passion for MTB-MLE. My heartfelt appreciation to the other members of my dissertation panel -- Dr. Clement Camposano, Dr. Virgilio Manzano, and Dr. Aleli Bawagan. Their critical insights informed by their scholarly endeavors have enriched my research practice. </p><p>Maraming salamat for the warm encouragements expressed by friends and colleagues. To my parents and family, agyamanak unay iti addu nga kararag ken dakkel nga ayatyo. Finally, unending praise and thanksgiving to our great God for sustaining me and making all things possible. May the stories and knowledge produced through this dissertation help accomplish His purposes for a happier, just, and more nurturing world. </p><p>*******</p><p><b>Title:</b> Policy Enactment in MTB-MLE Big Book Making Among Teachers in Buguias, Benguet</p><div><b>Abstract</b></div><p>This ethnographic research, informed by Anthropology and Sociology of Educational Policy, examines the policy enactment in the MTB-MLE big book making among teachers in Buguias, Benguet. Policy enactment is the complex way policies are perceived and interpreted alongside/against contextual factors by various actors. </p><p>The research setting is the school district of Buguias, Benguet, known to have produced more than 300 big book stories. Data collection and validation were undertaken from September 2018 to April 2020. The study utilized various data elicitation strategies of ethnography like participant observation, class observation, interviews, document, and artifact analysis. </p><p>The findings of the study reveal that the local policy actors translated the MTB-MLE policy into a localized book supply chain that generated the big books for the MTB-MLE program in Buguias. Secondly, the policy was enacted through contextualization practices that created stories about the place, cultural values, and environmental concerns. And thirdly, the policy was translated as a literacy instruction approach called ANIDUT. This approach utilizes a locally made Kankanaey primer, standardized and intellectualized academic register of the local language, a set of big books, and ways that made reading a positive experience. </p><p>Fulfilling the roles of policy actors were the teachers, school heads, supervisors, illustrators, digital printing shop operators, language experts, and the big book (as a non-human actor). Being policy entrepreneurs and enthusiasts, the teachers developed expertise as teacher-writers, teacher-ethnographers, and teacher as MTB-MLE literacy leaders. The big book makers were motivated in various ways -- to provide a child-friendly learning experience, fulfill the expectations of an MTB-MLE pilot school, become counted in a collective effort of big book making, and earn merits for career advancement. The agency of the big book as a policy actant became apparent as it heightened the visibility and symbolic value of the MTB-MLE policy. The MTB-MLE policy as an actant was found to be limited in its power.</p><p>The analysis of contextual factors uncovers the following enabling conditions: the spaces for creativity provided by the piloting stage; training and mentoring relationships; teacher incentives; technical resources; and the situatedness of the place. The disabling conditions include the stringent quality assurance processes, lack of funding support, limited authorship, adversarial relationships, normalization of impoverished (storybook-less) literacy instruction, and the economistic and hierarchical view of languages.</p><p>As a contribution to the discourse on Anthropology and Sociology of Educational Policy as well as the field of MTB-MLE, this study has attempted to demonstrate the importance of educational ethnography in grounding the complexities of policy enactments embodied in the making and use of the MTB-MLE big books in a given locale. Accordingly, the study has formulated a conceptual model for analyzing policy enactments of MTB-MLE big book making that may be conducted in other settings. </p><p><a href="https://drive.google.com/file/d/1aK9-a71-ef8x4h3GqeAQ3r0_rDfKsOgZ/view">You can read the full text here</a>. </p><div>I gave a 15 minute presentation of my dissertation during the NAKEM 16th Conference </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='501' height='417' src='https://www.blogger.com/video.g?token=AD6v5dzhAJ3TUhoTrDDGC26BSugs0maFjITMW1Ttz7HqlfEVqxJ7JJ7CVINagaosPoksfI-hkv11HvDDtnudWd3Nzw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><div><br /><br /><br />In a symposium organized by S4SES, I discussed the chapter on the meanings and practices of contextualization of learning resources. <br /><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="421" src="https://www.youtube.com/embed/lrgUBBYw2gw" width="507" youtube-src-id="lrgUBBYw2gw"></iframe></div><br />Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-70078574340390985922020-04-23T23:00:00.000-07:002020-04-23T23:00:26.601-07:00COVID-19 information in various mother tongues UNESCO-Bangkok webpage is featuring many COVID info materials in various languages, many of which are Philippine mother tongues.<br />
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To see their page, copy-paste (do not click) this link in your browser: <span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"> </span><a href="https://asiapacificmle.net/covid-19">https://asiapacificmle.net/covid-19 </a><br />
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<br />Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-27433638779895761562020-02-26T00:08:00.000-08:002020-02-26T08:59:20.037-08:00Statements re House Bill No. 6125 Suspending MTB-MLE (Updated Feb 26)<span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;">Congressman Romulo Roman filed <a href="http://www.congress.gov.ph/legisdocs/basic_18/HB06125.pdf">House Bill No. 6125</a> proposing the suspension of the implementation of Mother Tongue-Based Multilingual Education. The following are statements from various groups.</span><br />
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<li><span style="background-color: white; color: #1c1e21; font-family: "arial" , "helvetica" , sans-serif; font-size: 14px;">Linguistics Society of the Philippines</span></li>
<li><span style="background-color: white; color: #1c1e21; font-family: "arial" , "helvetica" , sans-serif; font-size: 14px;">English Department, Ateneo de Manila University </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">College of Education, UPIS - University of the Philippines Diliman</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">UP College of Education Student Council</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Talaytayan MLE Inc</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">UNESCO-Bangkok </span></li>
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<span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"><b>UNESCO-Bangkok</b> </span><span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"><br /><a href="https://tinyurl.com/u38becw">PDF version</a> - </span><a data-ft="{"tn":"-U"}" data-lynx-mode="asynclazy" data-lynx-uri="https://l.facebook.com/l.php?u=https%3A%2F%2Ftinyurl.com%2Fu38becw%3Ffbclid%3DIwAR2Mq-OOJxt_gzJR2luFtXsedT5dvp0cMxuYvoq320OLeBemzTyeChN-a8c&h=AT3Dl7BVaAA4n6Nr5k6Pf2WlWtIjpOjZMFoJXca_3EYY4l4tq4EzDrlf8BDoW1lGb7qI7U7SOeZCfXePOkkCUiySB2ao5kLvPkbKjwbE9bzOwffWLXvB73QXlTrLQQKezQDsRYD3DMP5tVVNni3024Luw-5bHtv1iN2y" href="https://tinyurl.com/u38becw?fbclid=IwAR2Mq-OOJxt_gzJR2luFtXsedT5dvp0cMxuYvoq320OLeBemzTyeChN-a8c" rel="noopener nofollow" style="background-color: white; color: #385898; cursor: pointer; font-family: Helvetica, Arial, sans-serif; font-size: 14px;" target="_blank">https://tinyurl.com/u38becw</a><br />
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<span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"> </span><span style="color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;"><i>The MTB-MLE provisions of Republic Acts 10533 (2013) were based on extensive research and pilot programs, carried out by Filipino and international scholars, with strong support from local and international NGOs, as well as leaders of many of the Philippines’ diverse cultural communities. This research found that children whose early education was provided in the mother tongue actually learn a second language better, and have a better grasp of concepts in Math, Science and other content areas. In other words, mother tongue instruction does not detract from English language learning, but improves all learning.</i></span></span><br />
<span style="color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;"><i>Similar research carried out in both “developed” countries such as the United States, Australia, and Finland, as well as “developing” countries such as Thailand, Cambodia, India, and Timor Leste, confirms the effectiveness of mother tongue-based education.</i></span></span><br />
<span style="color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;"><i>While there is universal agreement that English skill are very important for students worldwide, important questions remain as to the best way to teach English to non-native speakers. The consensus of international research is the English-only “submersion” is not an effective method. In 2016, British Council Research Head John Knapp decried “Asia’s suicidal rush into early English,” warning that language-in-education policies based on political expediency rather than research were hurting children.</i></span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Talaytayan MLE Inc</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>The suspension of MTBMLE implementation is a step backward in our quest to offer learners better quality basic education and a setback for human rights, diversity and inclusion. The suspension shall lay waste numerous policy gains from implementation, which are in abundance if we care to collect field information. MTBMLE has produced encouraging results especially in areas where cultures converge and collide even. In Mindanao, MTBMLE is embraced in communities. People view it as a feeder to promoting a culture of peace and tolerance in areas that have seen violence and neglect for decades</i></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>UP College of Education Student Council</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Ngayon na natukoy na mismo ng mga opisyal ng pamahalaan ang ilang mga kahinaan ng programa, nararapat lamang na agaran itong aksyunan nang sa gayon ay hindi na lumawak pa ang pawang mga suliranin.</i></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>University of the Philippines - College of Education, UP Integrated School </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Although many studies found flaws in the implementation of MTB-MLE in the Philippines, none of them recommended the suspension of the program... </i></span></div>
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<i style="color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 14px;">MTB-MLE should be valued, maintained and protected</i><br />
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<span style="color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;"><b>The Linguistics Society of the Philippines</b></span></span><br />
<span style="color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif;"><span style="background-color: white;"><span style="font-size: 14px;"><i> House Bill No. 6125 blames the lack of instructional materials and treats this as the fundamental basis for the suspension of MTB-MLE in the country. What we need, however, is a concerted effort and a political will to capacitate the concerned government sectors, particularly the Department of Education (DepEd), to work in collaboration with universities, professional organizations, book companies, and non-profit government organizations, in order to produce teaching and learning materials needed by both instructors and schoolchildren to effectively implement the use of the mother tongue or first language in basic education. </i></span></span></span><br />
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<span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"><br /></span>Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-1691919744563513682020-02-10T00:31:00.002-08:002020-02-23T19:14:17.076-08:00Making Mother Tongue Big Books Through University-Community PartnershipsEducation leaders now agree that “leveraging the language practices of the children who are being educated is a good thing. It is good whether the children are immigrants, refugees, regional minorities, indigenous peoples, deaf, hearing, or majorities” (Garcia & Lin, 2016). However, governments who wish to implement a bilingual or multilingual education program face two major challenges: the training of teachers in appropriate pedagogies and the dearth of learning materials — including textbooks, storybooks, and other references — in local languages (Edwards and Ngwaru, 2012). Between these two challenges, the lack of materials has been cited as the most major obstacle (Busch, 2007; Edwards, 2009; Heugh, 2008; Kamwendo, 2008; Opoku-Amankwa, 2015; Bühmann and Trudell, 2007).<br />
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<b>MTB-MLE in the Philippines.</b><br />
Beginning in 2009, the Philippine government has been institutionalizing a program called Mother Tongue Based Multilingual Education (MTB-MLE) for its 47,000 schools. MTB-MLE promotes the use of mother tongues to teach basic literacy, develop comprehension of concepts in math and science, and to bridge to a second language such as Filipino or English. In ethnic minority or indigenous groups, the use of local languages in schools is likewise viewed as a means to effectively explain indigenous knowledge systems and practices (DepEd Order 32 s.2015).<br />
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Nevertheless, a primary challenge to the new MTB-MLE policy is the fact that the Philippines is a linguistically diverse country with 182 living languages, most of which are spoken by minority indigenous groups (Eberhard et all, 2019). Furthermore, the publishers do not have the capacity to supply reading materials in the mother tongues. To address this concern, DepEd directed schools all over the archipelago to develop locally the needed instructional materials and storybooks, which should be original, written in the local languages and contextualized (DepEd Order 74 s.2009). A digital copy of their output is to be shared through the Learning Resource Materials portal.<o:p></o:p><br />
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Moreover, the localized materials production requires partnership with the community especially with local writers, artists, community leaders, and knowledge bearers. In some places, helping the teachers produce mother tongue materials are other education stakeholders such as universities, non-government organizations, and mother tongue advocates.<o:p></o:p></div>
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<b>Big books.</b><br />
<b></b>Dequila et al (2015) wrote that the big books in MTB-MLE are materials that children can touch, featuring enlarged text and pictures, and can make learning “a wholesome and exciting learning adventure.” The big book stories are written in the mother tongue and they narrate stories about pupils’ daily experiences, fables or folklores, and original imaginative stories. Introduced by teachers in New Zealand in the 1970s, the big book was meant to simulate the natural lap reading experience of young children and their caregivers in a shared, flexible, and more feasible manner—through enlarged storybooks (Nicoll-Hatton, 1992; Button and Johnson, 1997).<o:p></o:p></div>
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This report describes the processes involved in creating MTB-MLE storybooks through a simplified, abbreviated method that utilizes the participatory process between a university and selected ethnolinguistic communities. It examines what conditions and resources are needed and what challenges arise. The use of the participatory process as required by MLE and Indigenous Education policies would mean providing greater flexibility and enabling the community to be involved and have more control over the production of materials (Kumar, 2002).<br />
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The ideas here are generated from lessons learned from four separate occasions of participatory big book making workshops from 2015 to 2019. Each occasion lasted for one to three months. There were two sets of participants – one consisted of graduate students from the College of Education, University of the Philippines. The big book making project was a service learning activity for two courses -- Educational Foundations and Nonformal Education, both taught by the author (Arzadon).<br />
The other group were participants from the following ethnolinguistic communities: .<br />
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● Ayta Mag-Antsi, an indigenous community in Tarlac Province. There were 15 mothers led by two daycare workers who came to tell stories.<br />
● Ayta Mag-Indi, an indigenous community in Pampanga Province. There were 18 participants from the community (16 women and 2 men).<br />
● Iwak, an indigenous group in Nueva Vizcaya Province. There were 25 participants, including village leaders, public school teachers, and provincial government representatives.<br />
● Bikolano, one of the major ethnolinguistic groups living at San Fernando, Camarines Sur Province. This group, which does not claim to be “indigenous,” included public school teachers and students of Alternative Learning system (an adult education program) and community leaders.<br />
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<b>Preparatory Stage</b><br />
The central event in the big book making process is the storytelling and story writing workshop held at the village and usually lasted for one to two days. The participants from the university served as workshop facilitators and documenters while the community members were the storytellers. In the four occasions of participatory big book making, certain critical events were identified: preparation of the workshop facilitators, organizing the main event, storytelling and story writing session at the community, editing, translating, illustrating the stories, printing and binding, and finally, presenting and turning over the big books to the community.<br />
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Prior to the workshop, the participants underwent a series of preparations. The graduate student participants who will facilitate the workshops had to read and discuss about the nature of MTB-MLE program and the use of mother tongue big books in teaching basic literacy. Malone’s (2003) workshop guide was used to highlight the importance of using materials that are familiar and interesting to the learners in making the big books. The “climbing a mountain” diagram was also utilized to illustrate the key points of development in the plot, from the introduction of the main characters to the climax up until the story’s resolution. Another important characteristic of the big book that was emphasized during preparation is that the story should be written using the natural language that is heard and spoken in the daily life of a child. In addition, the facilitators were given a checklist of specific tasks to be undertaken during the storytelling event at the site and they were likewise instructed on how to treat the community with respect.<br />
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Meanwhile, the preparation with the partner community began right at the start of the semester. The teacher from the university visited the site to discuss the project with a community leader, and this meeting involved deciding on the date, place and participants involved, including the arrangement for food, lodging, local transportation and security of the participants from the university. The main big book workshop at the community would need at least two days.<br />
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Another crucial item to be discussed during the initial visit with the community was the choice of themes. The community leaders were asked what kind of stories they would want to be passed on to the village’s children, notably stories about the community’s heritage and more everyday concerns. The themes would also determine the types of participants or speakers who will supply the material for the story, e.g. a story about fishing or farming had to be told by participants knowledgeable about the trade. Choosing the themes of the big books and the workshop participants allowed the community partners to influence the direction of the entire project and decide on the content and the kind of big books that will be produced. It must be noted that three of the partner communities were not aware of any orthography that was developed for their language. They assumed that since they were literate in Filipino, they can transfer the same skills in writing stories in the local languages.<br />
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<b>The main event</b><br />
It was Saturday morning and the school yard — typically empty during this time — saw a gathering of men and women, both young and old, entering through the school gate. Once seated, the community elder welcomed the guests and introduced the purpose of the event. One facilitator from the university brought out a sample big book and read the whole story, pointing at the text and pictures on each page. It was the first time that the audience heard a story written in a local language. There were expressions of surprise and delight coming from the children and some elderly women.<br />
Afterwards, the teacher from the university explained the specific tasks of the day and divided the participants into smaller groups, with each group being assigned to work on a specific theme.<br />
After some ice-breakers, the facilitator discussed the overview of tasks. He sought permission for the documentation of the stories as one member recorded the narrations using an audio recording device and another member took down notes.<br />
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<i>The following were the specific instructions given to each group:</i><br />
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<li>The graduate students will briefly discuss the features of a good story.</li>
<li>Each participant will tell a story related to the theme. It can be based on their own or another person’s experience. They will then narrate this story in their own natural language in 5 minutes or less. Afterwards, they will share the same story in Filipino (or a language shared by the community participants and the university students). Alternatively, a participant tells a story and someone in the group can do the translation. The documenter will listen closely to the stories, taking note of highly emotive words or terms, phrases, and objects that they tend to repeat and emphasize. (The exact words used should be noted.)</li>
<li>The facilitators will process each story and clarify facts and details with the speakers.</li>
<li>The group will choose a story that they will then develop into a big book, preferably the one that is most interesting and is strongly representative of the theme. It can be based on the story of one member or another story that combines the features of various stories.</li>
<li>One person will narrate the complete story in the local natural language and retell it in the shared language.</li>
<li>The participants will write the story as they hear it, then review and rewrite it. They will take note of terms that needed to be clarified.</li>
<li>Once the initial story is completed, the participants will draw a picture series (using stick figures) on a manila paper. Each picture should be numbered according to the sequence of events in the story.</li>
<li>The students will take photos of places mentioned in the story such as homes, river, and farms, and including materials that might be unique to the community, e.g. fish traps, hunting tool, musical instrument, traditional wedding dress, ritual clothes, etc.</li>
<li>Photos of the whole workshop group will also be taken, and contact information of the participants will be noted down for follow up work. </li>
<li>At the end of the workshop, the small groups read their story to the big crowd using the stick drawings as illustrations. Other participants were asked to give feedback – both commendations and suggestions for improvement to the initial output.</li>
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<b>Refinements and Translations</b><br />
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There were occasions that the community participants would continue revising the stories and editing the written text. In working with the Ayta Mag-antsi and Ayta Mag-indi, two representatives from the community traveled to the university campus to assist the groups in editing the mother tongue texts. In the case of the Bikol stories, after the community participants wrote the stories, they were directed by the local office of the Department of Education to align the text to the new Bikol orthography. There were also discussions on whether they should use terms which were believed to be borrowed from another town. Because of the requirement from the officials, the community participants asked for more time in submitting the final text of their stories.<br />
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This kind of controversy did not happen with the Ayta Magantsi and Iwak groups because they did not have any access to any orthography of their language (if such existed at all) that influenced the writing of the texts. There was actually no available published literature in the local language in the community. The system of writing used was based on what they already knew and they used in writing in other languages like Filipino or English. The two participants from the Ayta Mag Indi group were resource people of a bible translation project; thus, they wrote the stories using the conventions they learned from their project.<br />
<br />
Part of the support provided by resource people from the community was in the translation of the texts into Filipino, English or the lingua franca of the province, like Kapampangan. Instead of a simple translation, some groups attempted to make an adaptation of the story in a familiar language. Regardless, the translated or adapted story in the lingua franca was meant to broaden the readership, and it can also enable teachers who do not speak the mother tongue to use the materials in Filipino or English classes.<br />
<br />
After the translation of the text into a major language, the story was also “translated” into images. The task of drawing the images were undertaken by the graduate students, some of whom were skilled artists, while others looked to relatives, friends, or professional illustrators to accomplish the task; on one occasion, a teacher from the community volunteered to do the illustrations of a big book. In the process of adding the illustrations, groups would present the digital file of the drawings to the whole class for review and to solicit suggestions for enhancement.<br />
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<b>Printing and binding</b><br />
Once the illustrations were completed, a student using a computer software would work on the layout of the big book that will place the images and texts. The layout of the big book conformed to how it is usually used in a shared reading activity. The teacher opens the book to the class and spread two pages with the illustration on the left page and on the corresponding text at the right page. In reading the big book to the class, the teacher would first point at the image and ask the pupils what they think about the picture and what might happen next. After reading the pictures, the teacher points and reads the texts. These skills – speaking, interpreting pictures, and predicting are necessary for beginning reading skills (Pado, 2020).<br />
<br />
Finally, the formatted storybook is printed in A3-size paper, although one of the groups opted to draw the illustrations manually and write the text using colored pencils. They also did manual binding which involved attaching the papers using a durable adhesive tape and sewing them together with a string and large needle. However, most of the groups brought their electronic files to digital printing and photocopying shops, often found within or in the vicinity of the university campus. These street corner shops have machines to print colored drawings and texts on large A3 papers and they also provide various binding services: tape or soft binding, stitching or hard binding, or quick binding using either a plastic coil, plastic combs, or ring wire. The whole process of printing and quick binding of a big book takes about one to two hours.<br />
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<b>Returning the books to the community</b><br />
The writing of the stories and the production of the big books undertaken by the working groups of graduate students were completed in about three months. The semester for the writing of Ayta Mag-Indi materials was the most productive with a total of 8 big books completed by one class in a semester. Typically, it would take three to four students to produce one big book in three to four months; a shorter period would require a greater number of participants. The total cost of adding illustration, printing and binding was shared by the students. Meanwhile, the digital file of the big book, including the high resolution images, were uploaded in a Google Drive folder made accessible to the class and the community leaders for printing or reproduction.<br />
<br />
Once all the big books were submitted, a copy of each title would be delivered and presented to the community through a “book launch” of sorts. It involved speeches and reading the stories before a group of children. The Ayta Mag-Indi community leader expressed his gratitude in seeing the books feature their children as the main characters, especially because, according to him, their children would often express sadness that they were always absent in mainstream books. The Ayta community leaders have also expressed desire to learn how to create learning materials on their own, so that they will no longer have to wait for others to add to their collections. The Bikol group, on the other hand, even went as far as actually making their own materials, as the big books stirred interest among the teachers in other places in the province. The books became part of exhibits, literacy events, and teachers’ training, and the town mayor even allocated some funds for the reproduction of the materials.<br />
<br />
Similarly, the big book making activity also made an impact on the graduate students, who wrote, in their reflection papers, about their realizations on the diversity of languages and the richness of indigenous knowledge; some even came to understand more profoundly the experience of discrimination that the indigenous children have to deal with every day.<br />
<br />
<b>Conclusion</b><br />
This report reveals the great potential of the universities, especially Teacher Education Institutions, in assisting and enabling the ethno-linguistic groups (especially those with limited literature in their local language) to produce literacy-related and other learning materials. Such partnership captures authentic stories of the community and taps into the resources of the university like specialized knowledge regarding literacy and learning processes, organizing skills and greater access to relevant expertise like arts, computer science, anthropology, linguistics, and community development. As revealed in the reflection papers of the students, the service learning activity provided profound insights about inclusion/exclusion, social justice, and multilingual education.<br />
<br />
<b>Written by </b><br />
Mercedes Arzadon, Louise Borela & Nina Seva<br />
University of the Philippines<br />
<br />
Some contents of this article were included in a conference presentation by the same writers.<br />
Participatory Big Book Making for Mother Tongue Based Multilingual Education in the Philippines. 1st Biennial Conference of CESCam “Education for Shared Community and Prosperity”. December 6-7, 2019. Siem Reap, Cambodia. Comparative Education Society of Cambodia<br />
<br />
<b>Acknowledgement</b><br />
We wish to thank Mel Awid and Leslie Gumba for facilitating the big book making in two areas and for sharing their ideas about the key tasks to be accomplished by the small groups.<br />
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<h3>
See<a href="https://drive.google.com/open?id=11cxeKHQPSCRX-aykhpGGvwxzb1rtMG3Y"> sample big books </a></h3>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHx0LQBsD0DOTPuBngmL7yXObx4-RvDcm0878Rua1xLf-i6tgVRMcDegsbCA-unkvh3xErhtkJob2rHsVza8eBr40VfTZ5XxTGn8pDDIxcyVG-LrBcCH_tHXPhJtFUTR-N15zebWusI90/s1600/9.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="454" data-original-width="607" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHx0LQBsD0DOTPuBngmL7yXObx4-RvDcm0878Rua1xLf-i6tgVRMcDegsbCA-unkvh3xErhtkJob2rHsVza8eBr40VfTZ5XxTGn8pDDIxcyVG-LrBcCH_tHXPhJtFUTR-N15zebWusI90/s320/9.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ayta Mag-Indi children at Floridablanca, Pampanga</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8y4kPm6UVAIlkicoQRdyJlAM0dhW92Ert4Mi032e31ztG_2-nJlmBOdj2X_VmBf9a1I0o_pqB_L3r8z2KYQabs1PpOYCDmcnmgfIKlJjR8W6RI1IG4eDpyeRkok4YN0tAqpOOhA5NIUM/s1600/aa.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="640" data-original-width="960" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8y4kPm6UVAIlkicoQRdyJlAM0dhW92Ert4Mi032e31ztG_2-nJlmBOdj2X_VmBf9a1I0o_pqB_L3r8z2KYQabs1PpOYCDmcnmgfIKlJjR8W6RI1IG4eDpyeRkok4YN0tAqpOOhA5NIUM/s320/aa.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ayta Mag-antsi children at Capas, Tarlac</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">A teacher in Tarlac uses the Ayta Mag-antsi big book in his ALS class</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUzKqAeK3VYONEQ4BOOZE5_awv1EONyBVEL1wJTqjl7ZBZGYJXPQX4K7y-mYxZIFGprvQojCCIYyoO6HM18aSDQpdG7t07-ubAqUVwr20cQdKVwnnKO1Ig4nEg4vosgQx7zG4LfWTQJto/s1600/b.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="901" data-original-width="1600" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUzKqAeK3VYONEQ4BOOZE5_awv1EONyBVEL1wJTqjl7ZBZGYJXPQX4K7y-mYxZIFGprvQojCCIYyoO6HM18aSDQpdG7t07-ubAqUVwr20cQdKVwnnKO1Ig4nEg4vosgQx7zG4LfWTQJto/s320/b.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Teachers from Kayapa, Nueva Vizcaya with the Iwak big books</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Mayor Perry Mabolo and Mam Rosa Alma Olitoquit - showing the big books they received thru a courier</td></tr>
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<li><span style="font-size: x-small;">Malone, S. (2003). Resource Manual for Literacy Specialists. SIL International.</span></li>
<li><span style="font-size: x-small;">Mckenzie P. and Walker, J. (2013). Global Campaign for Education. http://www.campaignforeducation.org/docs/reports/GCE%20Mother%20Tongue_EN.pdf</span></li>
<li><span style="font-size: x-small;">Nicoll-Hatton, V. (1992). Big Books Revisited: An Interview with Don Holdaway. PEN 86. Primary English Teaching Association, Newtown, Australia</span></li>
<li><span style="font-size: x-small;">Opoku-Amankwa, K., Edu-Buandoh, D. & Brew-Hammond (2015). Publishing for mother tongue-based bilingual education in Ghana: politics and consequences, Language and Education, 29:1, 1-14</span></li>
<li><span style="font-size: x-small;">Pado, F. (2020). Teaching Beginning Literacy. Anvil Publishing</span></li>
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<br />Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-15322425161438748282019-12-19T06:38:00.000-08:002019-12-19T06:38:34.583-08:00New MTB-MLE Resources <div style="background-color: white; color: #222222; font-family: "Times New Roman", Times, serif; font-size: 16px; text-align: center;">
<span style="background-color: transparent; font-family: "arial" , "helvetica neue" , "helvetica" , sans-serif; font-weight: bold;"><span style="font-size: 28px;">#IMMLE19 presentation files and plenary videos are now available!</span></span></div>
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Check out the plenary videos and presentation slides given at the recent Inclusion, Mobility and Multilingual Education Conference from our programme page.</div>
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<a href="https://asiapacificmle.net/conference/2019/programme">https://asiapacificmle.net/conference/2019/programme </a></div>
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Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-3815518954001319072019-09-29T09:06:00.004-07:002019-10-08T00:12:01.491-07:00Lessons and Reflections on the Multilingual Education Conference 2019 <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Plenary Hall</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Speaking on behalf of displaced learners</td></tr>
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I attended the Inclusion, Mobility and Multilingual Education Conference 2019 organized by UNESCO, British and other INGOs held on September 24-26, 2019 at the Amari Watergate Hotel, Bangkok Thailand. There were about 450 delegates coming from various countries. It was my 3rd time to attend such a conference.<br />
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In the past, the main focus was learning from the case studies of various multilingual education programs in various places in Asia and Pacific which were mostly NGO operated learning centers (with few government-sponsored programs) among minority groups. This time, the use of mother tongue and multilingual education in development was highlighted especially in the context of Refugee Education. Based on <a href="https://www.unhcr.org/ph/figures-at-a-glance">https://www.unhcr.org/ph/figures-at-a-glance</a>, there are 70.8M displaced people worldwide, half of whom are displaced in their own country. In the Philippines, there are 87,500 displaced Filipinos in Mindanao (mostly in Marawi). There is no report on how education is being delivered in those places.<br />
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Above is a picture of a plenary speaker Mr. Saw Kolohtoo, the Deputy Director of the Karen Teacher Working Group. He talked about their work as an education provider in a refugee camp for the Karen people who fled Myanmar. He himself belongs to the Karen group.<br />
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<tr><td class="tr-caption" style="text-align: center;">Philippine Delegation</td></tr>
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All in all, there were more than 25 Filipinos who attended the conference, most of whom presented a paper in various themes or strands. My key interlocutors in my current research project in Buguias, Benguet joined me (at last) for a panel presentation. <br />
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It was refreshing to hear feedback from delegates who attended the conference for the first time. It was unnerving to hear so many people commenting that the Philippines was among the the first to mainstream MTB-MLE (in all its 47,000 villages). <br />
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In most countries, MLE was introduced only among minority groups. I remember when the MTB-MLE policy (DO 74. S.2009) was being formulated in 2009 and there was this suggestion of implementing the program only among Indigenous People communities. Somebody in our group objected saying that if that happens, our plan will not succeed. And during the conference, I raised the same issue to the school heads who were with me (they belong to the Kankanaey IP group in Northern Philippines) and they replied emphatically that they would not want that MTB-MLE to be applied only to to the Indigenous Peoples like them. They said that the more they would be marked and marginalized. It really made me think about what indigenous identity means--that IP communities may want to be both distinct and mainstreamed.<br />
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As I listened to many presentations at the conference and reflect on our own experiences in the Philippines in the past 11 years (since we started the advocacy in 2008), I realized that implementing MTB-MLE properly is such a daunting task. There are so many layers of tensions and complexities (curriculum, language standardization, IP identity, language ideology, funding, policy, technology, etc).<br />
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<tr><td class="tr-caption" style="text-align: center;">Dr. Isabel Pefianco-Martin</td></tr>
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I think our view of language as a bounded entity is one source of tension. Dr. Isabel Pefianco-Martin, one of the plenary speakers, argued for the possibility of softening boundaries among languages. She made reference to current interests in translanguaging or translingual instruction (which they promote at the Ateneo de Manila University) in which the learner’s whole linguistic repertoire is seen as a resource in instruction. This departs from the traditional MTB-MLE view that each child just brings in one mother tongue into the classroom. In translanguaging, the idea is the child has a mix of mother tongues. This idea is resisted by some who cannot imagine a world without a distinct division among languages. Dr. Sangsook Son, a Korean scholar who is doing action research on Translanguaging in Chang Mai would tell his colleagues (who held the bounded language perspective) that what is important is the learners more than the language.<br />
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The top policy leaders (from various countries) met together and came up with the Bangkok Statement for Language and Inclusion. It highlighted the need to foreground language concerns in education, investment for quality MLE, forging partnerships and language-specific data gathering.<br />
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<tr><td class="tr-caption" style="text-align: center;">With School Heads from Buguias District - CAR</td></tr>
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Our presentation (with Buguias school heads – Herminia Osting, Patricia Alatis and Estrella Tabdi) was entitled “Profusion of Mother Tongue Storybooks in a minority language group in Northern Luzon. In our presentation, we described the efforts of the Buguias School District in producing hundreds of big books despite the fact that their language, Kankanaey, is not part of the 19 supported Philippine languages. Our slide presentation is uploaded here - <a href="https://tinyurl.com/BuguiasPaper">https://tinyurl.com/BuguiasPaper</a><br />
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At the end of our presentation, we affirmed that the Philippines made some good initial gains in MTB-MLE like the:<br />
<ul>
<li><span style="white-space: pre;"> </span> Crafting a good initial policy (it’s unfortunate that the long exit in DO 74 s2009 was replaced with a short exit in RA 10533).</li>
<li><span style="white-space: pre;"> </span>A generic MTB-MLE curriculum and teachers’ guides to be contextualized in each language group</li>
<li><span style="white-space: pre;"> </span>Initial mass training of teachers</li>
<li>A good model of L1 literacy</li>
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However, through the years, with the change of leadership in the Philippine Department of Education (DepEd), MTB-MLE seems to have been stalled or shifting towards a weak MLE model. Based on our study and on the lessons learned from the MLE conference, DepEd should do the following so that the MTB-MLE will be more inclusive and will bring about quality education.<br />
<ol>
<li>Revisit and update the MTB-MLE Strategic Plan that was formulated in 2011. DepEd should do some short-term and long-term targeting (especially in teacher training, materials development, advocacy, funding) and provide accountability mechanisms (inclusion in the School Improvement Plan, PBB, performance metrics or school scorecard) that will guide monitoring and evaluation.</li>
<li>The MTB-MLE Plan should include expanding beyond the 19 languages. It should identify targets and provide greater support for the implementation of MTB-MLE as part of the IP Education program among minority languages</li>
<li>DepEd should realize that they do not have a strong and effective pedagogical model for the transition period (grades 4-6) which includes strengthening L1 literacy and bridging from L1 to L2. All teachers I talked to said there is so much talk about bridging but it is not being demonstrated or monitored. DepEd should build on the L1 of the learners and ensure that learners develop biliteracy in their L1 and L2. Dr. Heugh said that learners need to have a hold of at least 5,000 words in their L2 so they can learn in that language.</li>
<li>DepEd should convene a think tank, a multidisciplinary group, that will formulate a strong bridging model based on Malone’s framework (TPR, sandwich method, scaffolding, etc), Teaching English in Multilingual Contexts (certificate program taught by Dr. Isabel Martin in ADMU), Ofelia Garcia’s Translanguaging Model (including Dr. Son’s contextualized model in Bangkok), the Dual Language Program introduced in the US and Canada, and the Plurilingual Multicultural Education model of Europe. DepEd should realize that the old TESOL/ESL models taught in our Teacher Education Institutes (TEIs) do not align with MTB-MLE because such traditional models see the L1 as an obstacle, not a resource (thus they prohibit the use of L1 in the ESL classroom). MTB-MLE, Translanguaging and all the new models are not yet mainstreamed in our TEIs or higher education and so DepEd should do its own research and modeling. Aside from getting in touch with experts on MLE, Bilingual Education, and Translingualism, the DepEd pedagogy experts should study the growing body of literature. </li>
<li><span style="white-space: pre;"> </span>Address the needs of classrooms in urban areas where many mother tongues are used. </li>
<li>Train the new set of MTB-MLE teachers who were not included in the mass training in 2012. The MTB-MLE experts and writers/contextualizers that emerged in the past years should be developed and not be assigned to places where their knowledge would not be used (Madam Herminia Osting, the master trainer and storybook writer in Buguias was assigned to high school).</li>
<li>Provide spaces for collaboration (at various levels) with MLE scholars and advocates from the academe, development sector and the LGU (I am happy that the head of the Education Committee of the Lanao del Sur LGU came and presented a paper in the conference).</li>
</ol>
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<tr><td class="tr-caption" style="text-align: center;">Bangkok Statement on Language and Education</td></tr>
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I hope that DepEd would address these concerns as soon as possible.<br />
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I hope, too, that since people in top leadership in DepEd come and go, there would emerge a strong support group from the academe, the civil society, and the local governments who would provide sustained input.<br />
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Based on my own experiences for the past 10 years in MLE, I found that language is such a contentious and divisive issue. When pressed, I would say I am a teacher first, an Ilocano second. We should think about the learner first. And so alliances (solely based on language rights) to support MTB-MLE tend to be short-lived and are prone to self-destruct. I thought that if there should be sustained and strategic support from MLE stakeholders, there should greater participation from other sectors (some language advocates in the alliance should try to temper their discourse and learn to collaborate more, especially with those who have wronged them or do not meet their standards). MLE should be presented not only as a matter of language rights but the right to quality and inclusive education.<br />
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Since my area is Teacher Education, I would want that those who study and teach about Inclusion, Literacy, Bilingual Education, Indigenous Education, Linguistic Citizenship, ICT, Education in Emergencies, and the like would be involved. Careful study, planning and monitoring are needed because there is no one-size-fits-all model. MLE has to be contextualized and localized and that requires a learning process.<br />
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There are so many MTB-MLE advocates from various countries who are looking at the Philippine MLE experience for inspiration and lessons (since we have made the bold decision to be among the first country to mainstream MTB-MLE). These advocates are hoping that their own government would listen and be open to the possibility of providing instruction and materials in the learner's languages. Our positive experience in the Philippines would help them strengthen their advocacy and MLE Projects. And so my dear fellow Filipinos, our MTB-MLE successes would not just benefit our 27M of Filipino learners but would also help other children and learners of the world (especially those who belong to non-dominant groups). <a class="css-4rbku5 css-18t94o4 css-901oao css-16my406 r-1n1174f r-1loqt21 r-1qd0xha r-ad9z0x r-bcqeeo r-1ny4l3l r-1ddef8g r-qvutc0" data-focusable="true" dir="ltr" href="https://twitter.com/hashtag/IMMLE19?src=hashtag_click" role="link" style="background-color: #f5f8fa; border: 0px solid black; box-sizing: border-box; color: #1b95e0; cursor: pointer; display: inline; font-size: 15px; font-stretch: inherit; line-height: 1.3125; list-style: none; margin: 0px; min-width: 0px; outline: none; overflow-wrap: break-word; padding: 0px; white-space: pre-wrap;">#IMMLE19</a> <span class="r-18u37iz" style="background-color: #f5f8fa; color: #14171a; font-family: , , "blinkmacsystemfont" , "segoe ui" , "roboto" , "ubuntu" , "helvetica neue" , sans-serif; font-size: 15px; white-space: pre-wrap;"><a class="css-4rbku5 css-18t94o4 css-901oao css-16my406 r-1n1174f r-1loqt21 r-1qd0xha r-ad9z0x r-bcqeeo r-qvutc0" data-focusable="true" dir="ltr" href="https://twitter.com/hashtag/learnersfirst?src=hashtag_click" role="link" style="background-color: rgba(0, 0, 0, 0); border: 0px solid black; box-sizing: border-box; color: #1b95e0; cursor: pointer; display: inline; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: 1.3125; list-style: none; margin: 0px; min-width: 0px; overflow-wrap: break-word; padding: 0px; text-align: inherit; text-decoration-line: none; white-space: inherit;">#learnersfirst</a></span><span class="css-901oao css-16my406 r-1qd0xha r-ad9z0x r-bcqeeo r-qvutc0" style="background-color: #f5f8fa; border: 0px solid black; box-sizing: border-box; color: #14171a; display: inline; font-family: , , "blinkmacsystemfont" , "segoe ui" , "roboto" , "ubuntu" , "helvetica neue" , sans-serif; font-size: 15px; font-stretch: inherit; line-height: 1.3125; margin: 0px; min-width: 0px; overflow-wrap: break-word; padding: 0px; white-space: pre-wrap;"> </span><span class="r-18u37iz" style="background-color: #f5f8fa; color: #14171a; font-family: , , "blinkmacsystemfont" , "segoe ui" , "roboto" , "ubuntu" , "helvetica neue" , sans-serif; font-size: 15px; white-space: pre-wrap;"><a class="css-4rbku5 css-18t94o4 css-901oao css-16my406 r-1n1174f r-1loqt21 r-1qd0xha r-ad9z0x r-bcqeeo r-qvutc0" data-focusable="true" dir="ltr" href="https://twitter.com/hashtag/languagesmatter?src=hashtag_click" role="link" style="background-color: rgba(0, 0, 0, 0); border: 0px solid black; box-sizing: border-box; color: #1b95e0; cursor: pointer; display: inline; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: 1.3125; list-style: none; margin: 0px; min-width: 0px; overflow-wrap: break-word; padding: 0px; text-align: inherit; text-decoration-line: none; white-space: inherit;">#languagesmatter</a> </span><span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"> </span><span class="_5afx" style="background-color: white; color: #385898; cursor: pointer; direction: ltr; font-family: inherit; font-size: 14px;"><a class="_58cn" data-ft="{"type":104,"tn":"*N"}" href="https://www.facebook.com/hashtag/multilingualphilippines?source=feed_text&epa=HASHTAG" style="background-color: white; color: #385898; cursor: pointer; font-family: Helvetica, Arial, sans-serif; font-size: 14px; text-decoration-line: none;"><span aria-label="hashtag" class="_58cl _5afz" style="color: #365899; font-family: inherit; unicode-bidi: isolate;">#</span><span class="_58cm" style="font-family: inherit;">MultilingualPhilippines</span></a> </span><span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"> </span><span class="_5afx" style="background-color: white; color: #385898; cursor: pointer; direction: ltr; font-family: inherit; font-size: 14px;"><a class="_58cn" data-ft="{"type":104,"tn":"*N"}" href="https://www.facebook.com/hashtag/mtbmle?source=feed_text&epa=HASHTAG" style="background-color: white; color: #385898; cursor: pointer; font-family: Helvetica, Arial, sans-serif; font-size: 14px; text-decoration-line: none;"><span aria-label="hashtag" class="_58cl _5afz" style="color: #365899; font-family: inherit; unicode-bidi: isolate;">#</span><span class="_58cm" style="font-family: inherit;">MTBMLE</span></a> </span><br />
<span class="r-18u37iz" style="background-color: #f5f8fa; color: #14171a; font-family: , , "blinkmacsystemfont" , "segoe ui" , "roboto" , "ubuntu" , "helvetica neue" , sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></span>
<span class="r-18u37iz" style="background-color: #f5f8fa; color: #14171a; font-family: , , "blinkmacsystemfont" , "segoe ui" , "roboto" , "ubuntu" , "helvetica neue" , sans-serif; font-size: 15px; white-space: pre-wrap;">Maria Mercedes "Ched" Arzadon
<a href="mailto:mearzadon@up.edu.ph">mearzadon@up.edu.ph</a>
<a href="http://educ.upd.edu.ph/educational-foundations/">http://educ.upd.edu.ph/educational-foundations/</a>
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Maria Mercedes Arzadon http://www.blogger.com/profile/14066261490917208839noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-9995906736409212042019-09-08T07:15:00.001-07:002019-09-08T07:16:40.516-07:00Commission on Higher Education (CHED) is funding MTB-MLE related projects<span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"><a href="https://www.facebook.com/chedk12/photos/a.472112729640523/1194705040714618/?type=3&theater">From the CHED K12 Transition Program FB Page </a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnl1tN-GYdtPDLOecQ_iyI2jX9h4G5UtAZHbPZOAmP560_ap9NNze1RRQwOlO2kgXXEBjYHf1xEuNUfCUrvZqGfSPIqpSmqGt285vOGAU4N90FyZ8HSaEvJ5QGv3lSbzCuQh4JqeKFoWY/s1600/70176008_1194705047381284_2605401241349521408_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnl1tN-GYdtPDLOecQ_iyI2jX9h4G5UtAZHbPZOAmP560_ap9NNze1RRQwOlO2kgXXEBjYHf1xEuNUfCUrvZqGfSPIqpSmqGt285vOGAU4N90FyZ8HSaEvJ5QGv3lSbzCuQh4JqeKFoWY/s320/70176008_1194705047381284_2605401241349521408_n.jpg" width="320" /></a></div>
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<span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"><br /><br />The Commission on Higher Education is now accepting proposals for the Revised and Expanded Continuing Professional Education (RECPE) Grants.</span><br />
<br style="background-color: white; color: #1c1e21; font-family: Helvetica, Arial, sans-serif; font-size: 14px;" />
<span style="background-color: white; color: #1c1e21; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;">RECPE Grants provides capacity-building initiatives based on the arising professional needs of teaching and non-teaching personnel, and accessible opportunities in training and/or materials development. RECPE also contributes</span><span class="text_exposed_show" style="background-color: white; color: #1c1e21; display: inline; font-family: "helvetica" , "arial" , sans-serif; font-size: 14px;"> to the body of knowledge in education by generating responses to content and instruction gaps.<br /><br />Proposals may focus on the following areas:<br />1. Materials Development for Mother Tongue Based-Multilingual Language Education;<br />2. Program for Mother Tongue Based-Multilingual Language Education Teaching;<br />3. Research Administration and Management;<br />4. Land Use Planning and Management; and<br />5. Statistics and Data Science.<br /><br />Submit your proposals at <a data-lynx-mode="asynclazy" href="https://l.facebook.com/l.php?u=http%3A%2F%2Fchedk12.com%2FRECPEapplication%3Ffbclid%3DIwAR0xLMiLIUjJxiFKy48xit4rDhhYzi5TpKapaUxaUvjqsmeCgJ1H1PzO2rA&h=AT0iT-P2mfoDNXX6t9Nyh417GaY0xmPDyTJM81X7u9IBkvmeeWsegiEhs7k_H8nAVru_oW1lDHkGphcBdAOVLWhSS7ZoBspuYn89TgSRdxJNbnRCiKF0llOLPFUXr6YT1Zlhbk4" rel="nofollow noopener" style="color: #385898; cursor: pointer; font-family: inherit; text-decoration-line: none;" target="_blank"><span style="font-family: inherit;">chedk12.com/</span><wbr></wbr><span class="word_break" style="display: inline-block; font-family: inherit;"></span>RECPEapplication</a>. Deadline of submission is on October 4, 2019.<br /><br />For more information, visit <a data-lynx-mode="asynclazy" href="https://l.facebook.com/l.php?u=http%3A%2F%2Fchedk12.com%2Fcpe%3Ffbclid%3DIwAR1qg2kiFUlh26XSMbJ8ZkHROsQytLE_tyEp6_y-xyyLNwfw6n8SwIhAwRI&h=AT3rY_q6dJTSXjbG02iBP2xk3wLoRBXFZhG8OKQ-8n-g40CPvkNctkqBroWIJrUqF-WOcyFFG2cqqcDamrqaYwIq_Rf3_m3y_vfdC5MAZJU2HAB2RBZdPVcWO0PjvPfTkit2xv4" rel="nofollow noopener" style="color: #385898; cursor: pointer; font-family: inherit; text-decoration-line: none;" target="_blank">chedk12.com/cpe</a>.</span>Maria Mercedes "Ched" Arzadonhttp://www.blogger.com/profile/09802745776495365177noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-66780602653134170162019-02-23T01:52:00.002-08:002019-02-24T05:57:47.369-08:00Launching the IYIL 2019-Philippines : a move for inclusion of every FilipinoThe celebration of the International Mother Language Day (IMLD) 2019 and launching of the International Year of Indigenous Languages (IYIL) at the University of the Philippines was held on February 20, 2019 at the College of Education, UP Diliman Campus, Quezon City. The event which was held after the the afternoon classes gathered 200 participants from various places. There were participants who traveled from the Pangasinan province. At the registration area, a display of mother tongue based multilingual big story books (Ayta Mag-antsi and Ayta Mag-indi languages) and MTB-MLE references was set-up. The latest book of the speaker, Dr. Clement Camposano on Jose Rizal was also on display.<br />
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Dr. Marie Therese Bustos, the dean of the UP College of Education gave the welcome remarks. She narrated how she and her colleagues in the Deaf Education and SPED Department struggled to promote the Filipino Sign Language (FSL) which led to the institutionalization of the FSL through a law passed in 2018. Dean Bustos also mentioned about the nationwide research project on Mother Tongue-Based Multilingual Education that was undertaken by ACTRC, a research center that she heads (https://actrc.org/category/projects/mtb-mle/ ).<br />
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Students from the Linguistics Department gave a backgrounder of IMLD and IYIL and explained to the audience how they can sign up for involvement in the IYIL website. This was followed by a presentation from learners from the Lumad Bakwit School (indigenous school) that was visiting the UP campus. They spoke about the struggles that they experience because they live in high-conflict communities in the Southern Philippines. They capped their presentation with an indigenous (Bagobo) song and a dance.<br />
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SIL Representative, Ms. Rynyj Gonzales presented the current state of Philippine languages in light of Fishman's EGIDS Scale (https://www.ethnologue.com/about/language-status). She described how certain languages in the Philippines are only spoken by the elders and are in the verge of extinction.<br />
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The main speaker of the evening, Dr. Clement Camposano, delivered a lecture based on his recent book “The Nation as Project”. He discussed the conflicting thoughts of Philippine heroes, Jose Rizal and Isabelo delos Reyes (who lived in the 19th century during the Spanish colonial period) about language, identity of indigenous groups in the Philippines. He underscored how the much revered national hero, Jose Rizal, saw the nation from a distant land. Due to the influence of the German Herderrian philosophy, his conceptualization of the Filipino identity was quite exclusionary (limited to lowland Christian converts). He along with other famous Filipino educated elite (illustrados) wanted to show that Filipinos were as modern and sophisticated, worthy to be represented in the Spanish Cortes (parliament assembly). Isabelo delos Reyes, on the other hand, looked at the project of nationhood as a local (probinsiyano) located at the margins (Ilocos province in Northern Philippines). Though he was well educated and well versed in Spanish, he turned to local folklores (in local languages) to inform his views. Delos Reyes as a counterdiscourse declared that he was one with the indigenous mountain dwellers. The project of nationhood is an ongoing process according to Dr. Camposano. Filipinos today should take into account subgroups like indigenous people communities, the Muslim (Bangsa Moro) groups and the Filipinos in diaspora in re-imagining the Filipino nation today. Prof. Arnold Azurin, the author of "Reinventing the Filipino" responded with his own commentary on some points raised by Dr. Camposano. He mentioned that Rizal and delos Reyes were kin. He took note of the exclusionary view of Filipino identity as one of the roots of the prevailing conflict in the Southern Philippines.<br />
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Participants posted their suggestions through an online form about ways to promote, study and develop the indigenous languages. There were many who requested for more forums, training and conferences. They recommended that there should be workshops on the means to integrate indigenous language and cultures in the curriculum. There were also suggestions on popularizing indigenous languages through music, literature, films and other art forms. Both social and mainstream media should be utilized to create awareness about indigenous language concerns. And members of indigenous cultural communities should be involved in various endeavors.<br />
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Mr. Fernigil Colicol, a PhD scholar (from Mindanao State University, Tawi-Tawi) wrote his thoughts about the event:<br />
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<i>As a Subanen coming from an Indigenous Community in Mindanao, it is empowering on my part that our language is now given importance with the celebration of the Indigenous Mother Language Day 2019. This is not only about preserving indigenous languages worldwide, but rather a recognition of every indigenous peoples' unique cultures and identities in the different parts of the world. </i><i>The success of the lecture symposium held at the UP Diliman College of Education in response to the UNESCO's call is a show of the institution's strong advocacy for embracing diversity - a move for inclusion of every Filipino from different ethnolinguistic groups in the country.</i><br />
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Below is a video clip of the launching event<br />
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<i><br /></i>Maria Mercedes "Ched" Arzadonhttp://www.blogger.com/profile/09802745776495365177noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-38785867830144160752019-02-13T22:57:00.000-08:002019-02-13T22:57:04.088-08:00Launching of International Year of Indigenous Languages and Celebration of International Mother Language Day<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhChx6PkjHTjNFnL5_Ftpdr9Dw2ARbZZ-avolVnqiKhrH0GNYFu7rM5GBwl4ufHugqI6oF5myRDdGZykuI5SD9epdUT56ovbOzLP7z6F1lm05ziG87NubTf6DOE9Byxf4KcAFCQgaVyPVM/s1600/iyil.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1132" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhChx6PkjHTjNFnL5_Ftpdr9Dw2ARbZZ-avolVnqiKhrH0GNYFu7rM5GBwl4ufHugqI6oF5myRDdGZykuI5SD9epdUT56ovbOzLP7z6F1lm05ziG87NubTf6DOE9Byxf4KcAFCQgaVyPVM/s640/iyil.jpg" width="452" /></a></div>
<br />Maria Mercedes "Ched" Arzadonhttp://www.blogger.com/profile/09802745776495365177noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-77198012976893867262018-11-13T18:35:00.001-08:002018-11-13T18:37:57.635-08:00Statement about Filipino language requirement in higher educationThe Supreme Court’s ruling lifting the Temporary Restraining Order of CHED’s<br />
Memorandum Order 20, series 2013, has caused significant controversy. It has been interpreted as the removal of Filipino language from higher education, leading to many vitriolic responses of nationalists of which the media has given widen coverage. As an informal network of academics and laypeople with a common interest in protecting, promoting, and studying all Philippine languages, we make the following observations and statements:<br />
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1. While teaching Filipino at the college level is considered vital for some, especially those who currently teach the language and those with strong nationalistic sentiments, let us keep in mind that there is a wide diversity of opinion on this issue, and media coverage should reflect this diversity in a balanced way. For some, the Supreme Court’s decision was a painful blow. For others, it was a welcome relief. It is important to understand the factors behind these various opinions and share them with the public.<br />
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2. The claim that the Supreme Court and CHED are removing Filipino is misleading and hyperbolic. The Supreme Court merely ruled that CHED’s new general education curriculum (CMO 20 s. 2013) is constitutional. The curriculum includes 36 units of general subjects. To require a specific language subject in this curriculum, whether Filipino or English, would contravene the purpose of general education. However, CMO 20 makes it clear that any of the required gen ed subjects may be taught using Filipino or English, so there is nothing stopping a university nor instructors from using the national language. They could even teach all of the subjects using Filipino if they wanted to. Moreover, in addition to the gen ed subjects, universities could add as many Filipino subjects as they wanted to, whether elective or mandatory. Thus, it is simply a scare tactic to claim that the Supreme Court’s decision constitutes the abolition of Filipino.<br />
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3. Supporters of requiring Filipino in college have ignored the fact that Filipino is not the only language in the country. The Philippines is multilingual—with more than 100 native languages (KWF, 2014; Ethnologue, 2018). Our Philippine languages are informally (yet incorrectly) called dialects. They are just as important as the national language to our history, heritage, culture and communities. If ever there would be a language requirement in college, we support a fairer policy that would allow the teaching of any Philippine language (e.g. Tagalog, Cebuano, Ilokano, Waray, Bikol, Hiligaynon, Pangasinan, Maguindanaon, and other indigenous languages) towards the fulfillment of such a requirement. This would promote equality, allow greater understanding of our peoples’ origins, and empower our communities to create music, literature, film, and educational materials in their respective languages.<br />
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4. The Philippine Constitution states, “Academic freedom shall be enjoyed in all<br />
institutions of higher learning” (Article XIV, Section 5), which is also enshrined in the Higher Education Act of 1994 (R.A. 7722). Colleges should therefore have the choice about what languages to mandate or offer. It should be noted that none of the world’s top 10 universities, never mind the countries they are located in, require a specific language subject for all their students. If students are required to take up a language, students have a choice about what language they will learn. To mandate a specific language, regardless of its political status, is contradictory to academic freedom and personal freedom.<br />
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5. We support greater flexibility with regard to the languages taught and used in higher education so that colleges can meet the needs of their students and communities. Languages are tools for communication, employment, and many other aspects of our lives. The decision to use what language and how should be based on context, such as the local economy, availability of instructional materials, the capacities of instructors, the skills that students seek, and the vision, mission, and research priorities of the institution.<br />
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6. Continuity of employment is a major concern. However, the claim that thousands of instructors would lose their jobs is also inaccurate. First of all, DepEd is very open to hiring Filipino instructors for their growing Senior High School program. Secondly, higher education institutions are allowed to continue offering Filipino subjects. Thirdly, the existing Filipino instructors can apply internal pressure for the continuation of the Filipino subjects they handle. Fourthly, there are still 36 general education units which they can teach, whether some of these units are allocated for Filipino, other languages, or electives.<br />
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7. People continue to lambast CHED and the Supreme Court for not respecting “ang ating sariling wika at kultura”. In fact, we have many “sariling wika at kultura”. Our other languages have never had the privilege to be required courses in college, even in their native regions. And experts in these languages have not had the privilege of employment like the thousands of Filipino/Tagalog instructors. Is this fair? Is it a “colonial mentality” to ask for more representation and equality among our native languages? Request for inclusion is not colonial nor regionalistic, it is judicious and equitable.<br />
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8. If any Philippine language could be used/taught in the new General Education<br />
curriculum, then not only instructors who are proficient in English or Filipino/Tagalog will be able to teach said subjects, but also those who are proficient in other Philippine languages as well. This will create more dynamic, diverse, and inclusive language departments. Writers, poets, linguists, researchers and teachers of various languages could be tapped to share their expertise.<br />
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9. The Indigenous Peoples’ Rights Act of 1997 (R.A. 8371) gives indigenous peoples (IP) and indigenous cultural communities (IPPs) the right to “education in their own language, in a manner appropriate to their cultural methods of teaching and learning” (Chp. VI, Sec. 30). The Act further states, “the State shall endeavor to have the dignity and diversity of the cultures, traditions, histories and aspirations of the ICCs/IPs appropriately reflected in all forms of education” (Chp. VI, Sec. 31). If only one language is to be mandated in the gen ed curriculum, and all students are mandated to take it, then this policy could violate indigenous students’ rights. By contrast, if CHED will permit any local language to be used in the mandated subjects, including IP languages, then CHED will ensure that General Education is more appropriate to IP communities and will safeguard their right to education in their own language.<br />
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10. For too long, Filipinos have been unnecessarily restricted in their language options in higher education. Non-Tagalog people have had to learn the national language (based primarily on Tagalog), but Tagalog people have not had the chance to learn other Philippine tongues. Having a flexible language policy in higher education will open up opportunities for Filipinos to learn each other’s languages, provide more communication options, prepare them for inter-island travel and work, build mutual respect and appreciation, and strive for “unity in diversity” (Constitution, Article XIV, Section 14). Flexible language policies will also open the door to learn foreign languages for economic and social opportunities.<br />
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11. The Living Tongues Institute of Endangered Languages classifies the Philippines as one of the Top 10 “language hotspots” of the world, which means that it has a rich yet fragile linguistic heritage. The KWF meanwhile has reported that more than 40 Philippine languages are endangered. These are minority languages spoken in just a few places. While it is understandable that many people care about the national language, it is not threatened to the same degree that our truly endangered languages are. Therefore, it is important to give them a chance to be taught and learned as well. Hence, if a language requirement is retained in the higher education curriculum, we again support the eligibility of all Philippine languages, whether national, regional, or local, to be taken up in fulfillment of such a requirement. Nationalism is not the same as patriotism. Homogeneity is not the same as equality. Imposing or prioritizing one language is not the best way to combat colonialism. Let us promote Philippine languages in an inclusive way, and allow any of them to be taught in higher education. Inclusive, flexible, and pluralistic language policies contribute to sustainable development and peace (UNESCO, 2012).<br />
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This statement is issued by Multilingual Philippines Network:<br />
multilingual.philippines@gmail.com<br />
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1 Why Language Matters for the Millennium Development Goals. (2012). UNESCO BangkokMaria Mercedes "Ched" Arzadonhttp://www.blogger.com/profile/09802745776495365177noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-54759018167330264522018-07-02T11:26:00.002-07:002018-07-02T11:26:19.502-07:00Infographics on language diversity <a href="http://multilingualphils.blogspot.com/">Multilingual Philippines</a> has launched its blogspot featuring various infographics on the following:<br />
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<a href="http://multilingualphils.blogspot.com/2018/06/benefits-of-having-many-languages.html" style="color: #33aaff; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 22px; text-decoration-line: none;">Benefits of Having Many Languages</a><br />
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<a href="http://multilingualphils.blogspot.com/2018/06/factors-threatening-philippine-languages.html" style="color: #888888; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 22px; text-decoration-line: none;">Factors Threatening Philippine Languages</a><br />
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<a href="http://multilingualphils.blogspot.com/2018/06/signs-that-philippine-languages-are.html" style="color: #888888; text-decoration-line: none;">Signs that Philippine Languages are Declining</a> </h3>
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<a href="http://multilingualphils.blogspot.com/2018/06/constitutions-of-multilingual-countries.html" style="color: #888888; text-decoration-line: none;">Constitutions of Multilingual Countries</a> </h3>
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Maria Mercedes "Ched" Arzadonhttp://www.blogger.com/profile/09802745776495365177noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-26170390934249021962016-12-21T18:36:00.003-08:002016-12-21T18:36:38.711-08:00Philippines Leads MTB-MLE Initiatives <br />
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<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #1d2129; display: inline !important; float: none; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">UNESCO-Bangkok recognizes the role of the Philippines in leading the mother tongue based multilingual education initiatives in the region. This was articulated by UNESCO-Bangkok Director, Dr. Gwang-Jo Kim, during the opening program of the 5th International Conference on Language and Education. <br />
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"Asia-Pacific is home to some of the most comprehensive MTB-MLE policies in the world, including in the Philippines, a regional leader in institutionalizing the approach.." <br /><br />Read more...<br /><br />
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<a href="http://www.unescobkk.org/news/article/seizing-on-momentum-for-mother-tongue-in-asia-pacific-5th-international-conference-on-language-and/?utm_medium=class%2525253Dint&cHash=4fa8b1b23a5162e9e406299ca0644a61">Seizing on Momentum for Mother Tongue in Asia-Pacific: 5th International Conference on Language and Education Conference Opens in Bangkok</a></h2>
</span>Maria Mercedes "Ched" Arzadonhttp://www.blogger.com/profile/09802745776495365177noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-81781797860478239532016-12-19T07:02:00.000-08:002016-12-19T07:04:36.343-08:00New MTB-MLE Resource Kit<span style="background-color: white; color: #1d2129; display: inline; float: none; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px; font-style: normal; font-weight: normal; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">The new MTB-MLE Resource Kit for policymakers and practitioners is now available. The e-copy can be downloaded from<span class="Apple-converted-space"> <a href="http://www.unescobkk.org/news/article/mtb-mle-resource-kit-including-the-excluded-promoting-multilingual-education/">here</a></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmIgYArNdWbEflLLWYnDFHv3Oyl4pnbTMXm6wzAstVjYSy29uQGXat7FWfE9u5-IGr_AiQwklTEg2yE11YUVg3dGxK2P3M5cbaVKpyf4jZfWUbGLTbhElDjYp8F3vjobnuxWi46vgJNEI/s1600/x.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmIgYArNdWbEflLLWYnDFHv3Oyl4pnbTMXm6wzAstVjYSy29uQGXat7FWfE9u5-IGr_AiQwklTEg2yE11YUVg3dGxK2P3M5cbaVKpyf4jZfWUbGLTbhElDjYp8F3vjobnuxWi46vgJNEI/s400/x.jpg" width="343" /></a></div>
<span style="background-color: white; color: #1d2129; display: inline; float: none; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px; font-style: normal; font-weight: normal; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span class="Apple-converted-space"><br /></span></span>Maria Mercedes "Ched" Arzadonhttp://www.blogger.com/profile/09802745776495365177noreply@blogger.com0tag:blogger.com,1999:blog-8830671999628524414.post-12725231131570067842016-05-26T19:41:00.001-07:002016-05-28T08:41:00.881-07:00MTB-MLE Conference 2016<div class="separator" style="clear: both; text-align: center;">
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Last February 18-20, we organized a conference focusing on Sustainable Development Goals for Education 2030. It was held at Waterfront-Manila Pavilion Hotel. Participants from colleges/universities and DepEd from various places in the country came together to present a paper or do a teaching demonstration. We welcome the first batch of members who joined 170+ Talaytayan MLE. We hope that through them our advocacy for MTB-MLE will be brought to more places<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjUs14JxOj38ugIf0tktYT9eKgc4MXArVf_bLLvthXn73327JgegxCi1bmUkPsiyCr8SKM_8hNOhXPwsa3Xz-b0gMyAyyntG3wTKrOR6TUmoKMOybi8uJL3ZoaNtLeyRIFzDDcizS8_po/s1600/crowd.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjUs14JxOj38ugIf0tktYT9eKgc4MXArVf_bLLvthXn73327JgegxCi1bmUkPsiyCr8SKM_8hNOhXPwsa3Xz-b0gMyAyyntG3wTKrOR6TUmoKMOybi8uJL3ZoaNtLeyRIFzDDcizS8_po/s320/crowd.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Plenary Session</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVpmBojSX288v6KEV8PyOBKfnGwTNa1T_uLsnsLCypQj8x8renghyphenhyphenOSer4sRBHeuATxESsBdLIiVJ2Sp9aPrFN_wfcPG5aOFWWQd4sB4Irvz9mYv9VDWPOPHZrOxXL9wA_3aXZTAZwa_4/s1600/1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="137" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVpmBojSX288v6KEV8PyOBKfnGwTNa1T_uLsnsLCypQj8x8renghyphenhyphenOSer4sRBHeuATxESsBdLIiVJ2Sp9aPrFN_wfcPG5aOFWWQd4sB4Irvz9mYv9VDWPOPHZrOxXL9wA_3aXZTAZwa_4/s320/1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Participants who signed up for membership</td></tr>
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<a href="https://drive.google.com/folderview?id=0B_yZGfkL8ELvYVM3YlhuclRCcVk&usp=drive_web">Presentations can be downloaded here. </a><br />
<br />Maria Mercedes "Ched" Arzadonhttp://www.blogger.com/profile/09802745776495365177noreply@blogger.com0