Mother Tongue Beyond Grade 3 Firth McEachern, 1 st
International Research Conference on K-12 Education, Legazpi City,
The Philippines, Aug 20-22, 2013
Slide 2
1.Recent History of MOI policy 2.Literature and Research about
MOI beyond Grade 3 3.Constraints in the Philippines for MT beyond
Grade 3 4.Opportunities for MT beyond Grade 3 5.Conclusion
Outline
Slide 3
Recent History of Medium of Instruction (MOI) Part 1
Slide 4
In 4282 BC, Pharaoh Xirxeflopis wrote the following about MOI
in upper grades:
Slide 5
JKlets talk about recent history
Slide 6
DepEd Order 74, s. 2009 ? Mother Tongue-Based Multilingual
Education, hereinafter referred to as MLE, is the effective use of
more than two languages for literacy and instruction. Henceforth,
it shall be institutionalized as a fundamental educational policy
and program in this Department in the whole stretch of formal
education including pre- school and in the Alternative Learning
System.
Slide 7
Policy before D.O. 74 ? Right now, the mother tongue or the
lingua franca (the common language used by a region) is used (at
least in theory, although in practice things are quite different!)
as the sole language of instruction during the first three grades
of elementary school. Dr. Isagani R. Cruz (The Philippine Star,
July 23, 2009) Former Undersecretary of Education
Slide 8
Mayroon pa lang MLE policies noon ? Dr. Cruz was referring to a
number of policy moves towards Mother Tongue (MT) education over
the last decade: 1999 DECS Order No. 80 specified that the MOI in
all learning areas in Grade I will be taught in the lingua franca
2001 Number of mother tongues to be used in the first three grades
of the Lingua Franca Education Project increased to 10. More
schools identified as pilot schools. 2007 DepEd ordered all public
schools (not just pilot or selected schools) to use the mother
tongue for the first three grades.
Slide 9
So whats different about D.O. 74? ? The Order extends the use
of the mother tongue beyond the first three years of elementary
schoolThis means that the mother tongue will now be used not just
for the first three grades, but all the way to the last year of
secondary school, its use progressing one level per year. Dr.
Isagani Cruz (The Philippine Star, July 23, 2009)
Slide 10
So whats different about D.O. 74? ? At one level per year
beginning with preschool starting June 2010, the use of the mother
tongue as primary language of instruction will be fully implemented
across the basic education curriculum by 2021. Colleges and
universities will start accepting high school graduates that were
taught primarily in their mother tongue by 2021 or 2023. Dr.
Isagani Cruz (The Philippine Star, July 23, 2009)
Slide 11
Mother Tongue until graduation?!? Really? Well, not exactly.
More recent policy issuances have delimited the role of MT.
Slide 12
DepEd Order 31, s. 2012 ? Implementing Guidelines of Grades 1-
10 of the new Enhanced Curriculum Enclosure 1, section D: Medium of
Instruction Mother Tongue (MT) shall be used as the medium of
instruction and as a subject from Grade 1-3. English or Filipino is
used from Grade 4 to 10.
Slide 13
DepEd Order 31, s. 2012: Guidelines for K-12 ? No MT beyond
Grade 3
Slide 14
How long is enough? Research and Recommendations on Extent of
Mother Tongue (MT) in Education Part 2
Slide 15
Slide 16
Report: Closer to Home: how to help schools in low- and
medium-income countries respond to childrens language needs (2011)
? There are well documented teaching approaches which give children
good access to national, regional and international languages,
without damaging their education or their linguistic rights and
heritage (World Bank, 1995; Patrinos and Velez, 1996).
Slide 17
Report: Closer to Home: how to help schools in low- and
medium-income countries respond to childrens language needs (2011)
? Robust evidence from several countries shows that children who do
not use mainstream languages at home need to learn in their own
language for at least six years, at the same time as being
introduced to new languages that they will need later in life
(Alidou et al, 2006)
Slide 18
Report: Language and Education: The Missing Link (2009) ?
Children should learn second language in gradually increasing
amounts from the beginning of school until at least grade 6, before
they can cope with the curriculum being delivered in that
language.
Slide 19
Slide 20
Report: EGRA: Applications and Interventions to Improve Basic
Literacy (2011) ? Although children may develop functional language
for social situations within a year, achieving academic literacy
has been estimated to take 5 or more years for second-language
learners. Transitioning to full use of 2nd- language instruction
before students have sufficient capacity in that language can block
them from learning basic concepts that are key to
comprehension.
Slide 21
Slide 22
Report: Promoting Literacy in Multilingual Settings (2006) ?
International research shows that at least some five years of
instruction in the first language but preferably throughout the
education system is required to provide a solid foundation for
further studies (e.g. Baker, 2006; Baker & Hornberger, 2001;
Benson, 2004, 2005; Cummins, 2000, 2001; Thomas & Collier,
2002).
Slide 23
Report: Enhancing Learning of Children from Diverse Language
Backgrounds (2011) ? Maintaining first language abilities and
enhancing them through the development of literacy and academic
language skills in L1 actually leads to better academic outcomes in
L1 (Palmer, Chackelford, Miller & Leclere, 2007), easier
literacy learning (International Reading Association, 2001), and
better outcomes in second language education (see e.g.,
Lindholm-Leary & Borsato, 2006).
Slide 24
Report: Enhancing Learning of Children from Diverse Language
Backgrounds (2011) ? Research and theory support the gradual
introduction of L2, first through formal instruction in L2 as a
subject of study, and subsequently, through the use of L2 in a
gradually increasing number of academic subjects in the curriculum.
However, this second step should not be taken too soon.
Slide 25
Report: Enhancing Learning of Children from Diverse Language
Backgrounds (2011) ? Requiring minority language children to
transition too soon to education in a new language (e.g., a
majority language) can be detrimental to their learning processes
and their academic achievement (e.g., Porter, 1990; Rossell &
Baker, 1996).
Slide 26
Report: Enhancing Learning of Children from Diverse Language
Backgrounds (2011) ? Unfortunately, research support for additive
forms of bilingual education has too often been misconstrued,
unwittingly or deliberately, as support for short cut transition
programmes that require children to tackle the academic curriculum
in the new language before they have developed academic proficiency
in their first language (Benson, 2002, 2009; Thomas & Collier,
2002)
Slide 27
? Short cut transition programs tend to result in subtractive
bilingualism. UNESCO works to raise awareness of the need to
support children in becoming fully literate and highly proficient
in their first language to create a foundation for the acquisition
of additional language(s). Creating a strong linguistic foundation
typically requires at least six years of formal schooling in L1 as
the medium of instruction. Report: Enhancing Learning of Children
from Diverse Language Backgrounds (2011)
Slide 28
? In summary, where data are available, findings consistently
show that children who have the opportunity to receive their formal
education in L1 for at least six years have higher levels of
achievement than those who must transition too soon to a medium
they lack the metacognitive skills to understand and use
effectively in academic work (UNESCO, 2000; Mothibeli, 2005).
Report: Enhancing Learning of Children from Diverse Language
Backgrounds (2011)
Slide 29
? Yet, internationally, the trend is towards early-exit from
mother tongue-based bi/multilingual education and a fast track
transition to English or another dominant language. Report:
Enhancing Learning of Children from Diverse Language Backgrounds
(2011)
Slide 30
Slide 31
Report: Optimising Learning, Education and Publishing in
Africa: The Language Factor (2011) ? The first language needs to be
reinforced and developed for 12 years in order for successful
second language learning and academic success to take place, i.e.
from birth to 12 years (first language as medium of instruction for
at least six years of formal schooling).
Slide 32
Report: Optimising Learning, Education and Publishing in
Africa: The Language Factor (2011) ? The international Second
Language Acquisition literature indicates that under optimal
conditions it takes six to eight years to learn a second language
in school sufficiently well enough to use it as a medium of
instruction.
Slide 33
Report: Optimising Learning, Education and Publishing in
Africa: The Language Factor (2011) ? Language education models
which remove the first language as a primary medium of instruction
before year/grade five will facilitate little success for the
majority of learners.
Slide 34
Report: Optimising Learning(cont) ? If one examines early-exit
models and the findings of large-scale studies(Ramirez et al.,
1991; Thomas and Collier, 1997, 2002; Halaoui, 2003; Sampa,
2003)one finds that for the first three to four years students
appear to be progressing well. However, by mid-way through year
four (sometimes sooner), these students in the submersion or
early-exit to second language programmes start to fall behind
Slide 35
MOI Case Studies What they reveal about length of MT
instruction Part 3
Slide 36
Thomas and Collier Study ? Landmark longitudinal study on
different language-in-education models Examined the records of
700,000 language minority students, speaking dozens of home
languages, in five school systems across the U.S. between 1985 and
2001 Achievement levels in English reading were tracked from school
entry through 11 th grade. Result: the strongest predictor of
learner success at upper secondary levels in the dominant language
(English) education system was the number of early years of
instruction the learners had received in their mother tongue.
Slide 37
English reading achievement levels of students over time, for
different education models Additive Late-exit Early-exit
Subtractive (No MT) (from Thomas & Collier, 1997:53) English
reading achievement levels of students over time, for different
language- in-education models
Slide 38
Case Study: Niger ? A study conducted by the Ministry of Basic
Education and GTZ compared experimental bilingual classrooms with
traditional French-only classrooms. It was found that the MOI
affects classroom interaction. Bergmann et al. (2002) reported that
interactive teaching style is more prevalent in experimental
bilingual schools where both teachers and students are able to use
the mother tongue. The experimental teachers, using the L1, do not
do most of the talking. They let the pupils express themselves very
often in the elementary classes.
Slide 39
Case Study: Niger ? By contrast, the use of unfamiliar
languages forces teachers to use traditional and teacher-centred
teaching methods. Chorus teaching, repetition, memorisation,
recall, code-switching and safe talk are common patterns of L2
classrooms. Thus, the use of mother tongues as languages of
instruction facilitates the implementation of child-centred
pedagogy.
Slide 40
? Dramatic effect language has on teaching style illustrated by
the study: when French was introduced as the main language of
instruction in the third year (CE1), bilingual teachers (EE)
unfortunately went back to the use of teacher- centered pedagogy,
just like the traditional French-only teachers (ET). Teachers
ability to engage Teachers allowed to use MT in first two grades
(CI & CP) Teachers never allowed
Slide 41
? In 2001, it was suggested that Niger move from a transitional
bilingual model to more appropriate model that maintains the use of
national languages as languages of instruction throughout primary
school.
Slide 42
Case Study: Ethiopia ? Introduced mother-tongue education for
the eight years of primary school in Ethiopia in 1994, with
transition to English in secondary school. Despite being one of the
poorest countries in the world, Ethiopia was able to develop 22
Ethiopian languages in addition to Amharic as languages of
learning. Accomplished through a system of decentralising
educational administration to the regions and the emergence of
enthusiastic and skilled language development teams and local
publishers.
Slide 43
Case Study: Ethiopia ? Retrieved from
http://wikitravel.org/en/Ethiopia on 19 August
2013.http://wikitravel.org/en/Ethiopia
Slide 44
Case Study: Ethiopia ? Conditions across the country are
complicated (civil conflict, military conflict along three national
borders, the impact of climate change, and so on) implementation
has differed from one region to the next In practice, some regions
continue MT until Grade 8, others until Grade 6, and others until
Grade 4. Systemic assessments in 2000, 2004 and 2008 show that
students with eight years of mother-tongue medium education achieve
better than students with six or four years of mother-tongue
education (cf. Mekonnen, 2005; Heugh et al., 2010; Benson et al.,
2010).
Slide 45
Case Study: Mali ? Schools using convergent pedagogy were first
introduced in Mali in 1987 (Canvin 2007:169). In this program, the
mother tongue of the learner is used throughout primary school, and
French is systematically introduced.
Slide 46
Case Study: Mali ? In Pdagogie Convergente Schools, written
French is not introduced until the child is literate in their
mother tongue. In 1993, in the Sgou Region of Mali, the 1 st
generation of Pedagogie convergente students finished the basic six
years of elementary school. 77% passed the national entry exam to 7
th Grade compared with the national avg of 66% (Traore, 2001, p.
23). Pedagogie convergente was extended beyond the pilot schools
beginning in 1994 and, by 2005, it was being used in 2,050 public
schools nationwide and in 11 of the 13 national languages
Slide 47
Case Study: Mali ?
Slide 48
MT vs. French schools: Exam Results ?
Slide 49
?
Slide 50
Case Study: Mali ? Another innovation introduced in Mali is the
inclusion of tests in national languages along with other tests
administered in French. This innovation establishes the importance
of mother tongue instruction for both teachers and students in
Mali. This change can help reduce teachers and students fears of
lagging behind monolingual school pupils who are taught exclusively
in French from the first year onward (Traore, 2001).
Slide 51
Case Study: Mali ? Mali is moving from the implementation of an
early- exit transitional bilingual model where mother tongues are
quickly replaced by French (before children develop satisfactory
literacy in their first language) to the promotion of a maintenance
bilingual model. Alidou and Brock-Utne, 2011 The World Bank (2004)
highlighted Mali as one of the African countries where learning in
public schools is improving.
Slide 52
Case Study: Mexico ? Hamel (2008) reported an improvement in
academic results when selected Purhepecha schools shifted from an
early-exit to a late-exit mother tongue (MT) transition model.
Pupils achieved writing scores twice as high as those in the
early-exit schools, in both the L1 (Purhepecha) and L2 (Spanish).
L1 Spanish-speaking Hnahnu pupils also performed well in bilingual
schools that used mostly Spanish curriculum and included some L2
(their heritage language). The worst results were seen among
indigenous-speaking pupils who were immersed in the second language
at school, or those who had to transition from their L1 to L2
quickly.
Slide 53
Expected achievement vis--vis different L1 models Extrapolated
from Ramirez 1991, Thomas & Collier 1997, 2002; correlated with
Macdonald 1990 and Heugh 2002
Slide 54
Expected achievement vis--vis different L1 models Extrapolated
from Ramirez 1991, Thomas & Collier 1997, 2002; correlated with
Macdonald 1990 and Heugh 2002 As illustrated in the chart, the
following ranges of mean achievement scores can be expected from
the different language-in-education models: subtractive model:
20-30% (below avg compared to L1-educated pupils) early-exit
transitional models: 30-40% (below avg) medium-exit transitional
model: 40-50% (borderline avg) late-exit and very late-exit
transitional model: 50-55% (above avg) additive multilingual model:
60% (above avg)
Slide 55
2 nd language acquisition studies ? Basque Country. Cenoz
(2009) presents the results of a study conducted by the University
of the Basque Country comparing English proficiency of students of
the same age who had experienced different program models. Some
students were introduced to English L2 instruction in kindergarten,
others in 3 rd year of primary, and others in 6 th year of primary.
Those students who were introduced to English late (either in 3 rd
or 6 th year of primary school) scored higher on most of the tests,
including vocabulary, grammar, and fluency. Basque Country.
Egiguren (2006) found no significant differences in English
vocabulary, reading, listening and speaking between Grade 4 Basque
pupils who had started learning English in Kindergarten and those
who had started in Grade 3.
Slide 56
2 nd language acquisition studies ? Catalonia. Muoz (2006)
investigated two age groups: intermediate starters (began English
instruction at age 8-9) and late starters (began at age 11-12).
Late starters obtained significantly higher results in academically
oriented tests when the time of exposure was controlled. Canada.
Studies of English-speaking children in Canada in late- immersion
programs (in which the second language is introduced in grades
seven or eight) have been found to perform just as well or better
on tests of French language proficiency as children who began their
immersion experience in earlier grades. (Genesee, 1987 and Harley,
1986)
Slide 57
2 nd language acquisition studies ? Other studies. Studies that
control for the number of hours of exposure to the L2 in the
classroom show, with high consistency, that those pupils who begin
L2 instruction at a later age acquire L2 skills faster than those
who begin earlier. That is, although early starters have the
advantage of more hours of instruction, their learning is less
efficient, making early- start programs less worthwhile on a per
hour basis (see Collins, Halter, Lightbown, & Spada, 1999;
Lightbown & Spada, 1991, 1994; Cenoz, 2003; Garcia Lecumberri
& Gallardo, 2003; Lasagabaster & Doiz, 2003; Perales,
2004;).
Slide 58
Summary of these studieswhen is the right time to introduce L2?
? Research on second language acquisition is extremely mixed. The
Basque, Catalonian, and Canadian studies show however that early
introduction or immersion of a second language (L2) does not
necessarily lead to better mastery of L2. In fact, it can even lead
to negative results. Why? Younger learners are not as as
cognitively developed as older learners. Younger learners cannot
easily reflect on the metalinguistic aspects of language. Older
learners are more efficient at recognizing patterns, and are able
to ask more targeted questions. Older learners are better at
prioritizing information Older learners have had more real-life
experiences and may recognize the personal benefits of acquiring a
second language. Older learners are more literate (in the L1),
allowing for richer instruction in L2 (grammar rules, deeper
vocabulary, more complex analogies, etc). Older learners often have
had more exposure to the L2 outside the classroom than younger
learners (having lived longer and participated in more language
domains), and thus may have some familiarity with the L2 already by
the time they begin formal instruction in it.
Slide 59
Implications ? Therefore, the early introduction of Filipino
and English and the early removal of the MT in the Philippine
education system is no guarantee for higher linguistic
proficiencies. Policy makers should weigh the costs and benefits of
early introduction of L2. Are we getting bang for our buck? By
phasing in Filipino and English early, we our consuming lots of
classroom timetime that could be better spent thru higher impact L1
learning. More exposure to the [second/foreign] language can
contribute to a higher level of proficiency, but the results do not
prove that this exposure has to take place from an earlier age
rather than in a more intensive way in later grades. Cenoz
(2009)
So why do countries often choose weak MLE models, like
early-exit transitions from L1 to L2? Part 4
Slide 62
? 1. Policy makers can be given false confidence in early-exit
programs because of misleading research Research conducted on
early-exit programs often only cover the first few grades of
school. That is, they obtain data showing the positive results of
the MT while it is still being used, but fail to follow-up a few
years later to see if the gains made during the MT- based grades
have been sustained since transitioning to a different MOI.
Slide 63
? 1. Policy makers can be given false confidence in early-exit
programs because of misleading research (cont) In reality, the
gains of MT education are often not sustained if the transition to
second languages is too early. Therefore Any evaluation of an
early-exit transitional programme which does not show students
performance to at least grade six (i.e. the medium-term resilience
of the intervention) is fundamentally flawed Heugh (2011)
Slide 64
? 2. Blurring of concepts of linguistic transfer and language
transition Linguistic transfer hypothesis that language skills in
one language, especially the MT, can transfer and be applied to
additional languages; this hypothesis is supported by an observed
high correlation between strong L1 foundation, and acquisition and
aptitude of L2(s) Language transition the policy-driven sequence of
language use in schools; teachers are directed on when and how to
use the L1, and when and how to transition to other
language(s).
Slide 65
? 2. Blurring of concepts of linguistic transfer and language
transition (cont...) The problem is, many policy-makers blur the
two. They believe that by enforcing an earlier language transition,
they are facilitating cross- linguistic transfer. In reality,
cross-linguistic transfer is a natural, psycholinguistic process
that happens at its own pace, on its own terms, with many
contributing factors. Of course, there will be no cross-linguistic
transfer of literacy skills without exposure to additional
languages, which is why schools play an important role. But
educators cannot make the assumption that cross-linguistic transfer
will abide by the particular MOI sequence that they have adopted in
their school system.
Slide 66
? 2. Blurring of concepts of linguistic transfer and language
transition (cont) A mother tongue transition policy does not and
cannot decide when children will be able to transfer their
linguistic skills. In fact, it is the other way around. Our
knowledge of how cross-linguistic transfer works should inform
policy-makers about what kind of transition plan to pursue. We know
that it takes at least 6 years of second language learning to
develop enough proficiency in the L2 to use it in wide range of
academic subjects; this fact should guide policy-makers in devising
a complementary language transition plan that makes use of the L1
for at least 6 years.
Slide 67
? 2. Blurring of concepts of linguistic transfer and language
transition (cont) Example, the Zambian case: Unfortunately, the
conflation of the terms transition and transfer was carried through
to the Zambian Reading project. In the Zambian context, initial
literacy in year one, with the rest of the curriculum taught
through English, was understood as facilitating [cognitive and
linguistic] transfer when in fact it facilitated a very
early-exit-to-English model. Heugh (2011)
Slide 68
? 3. Misunderstanding of what characterizes a strong, additive,
multilingual education model. Even well-meaning and
well-intentioned initiativeshave often misunderstood, misconstrued
or misapplied the theory of additive bilingual education and
mis-identified early-exit models for either late- exit or additive
bilingual models of education. Alidou and Maman (2003) argue
thatmost countries talk about additive bilingual models but [in
fact] have transitional ones in place Heugh (2011)
Slide 69
3. Misunderstanding of what characterizes a strong, additive,
multilingual education models (cont) Example, South Africa: From
2002 to 2009, the revised curriculum was based on the completely
incorrect assumption that additive bilingual education can be
provided with three years of mother-tongue education followed by a
switch to English medium from year four onwards. Ibid.
Slide 70
4. Desperate hope? Some MT-based education is better than none
at all Sometimes, even when the external advisors/agencies
understand the need for substantial mother-tongue education, they
feel constrained to offer ministries/departments of education
encouragement when there is a shift from subtractive to early-exit
models. Although they understand that this is insufficient, they
believe that the use of some mother-tongue education is better than
none at all Heugh (2011)
Slide 71
4. Desperate hope? Some MT-based education is better than none
at all (cont) However: While evaluators wish to acknowledge
progress in moving from subtractive (zero mother-tongue education)
programs to early-exit, they ought not to obscure the central
problem. It is to the medium- to long- term disservice of the
program provider, the community in which the program is conducted,
and the national education system where relevant, if the evaluator
does not point out the fundamental design flaw(s). The design flaw
of the early-exit models offer a lose-lose scenario for all
stakeholders over the medium- to long- term. Ibid.
Slide 72
So what is on the menu for Philippine education? An early MT
transition, or an extended one? Part 5
Slide 73
The Philippines Enhanced Basic Education Act of 2013 (RA 10533)
Signed May 15, 2013. Effective August with release of IRR
Slide 74
RA 10533 ? For kindergarten and the first three (3) years of
elementary education, instruction, teaching materials and
assessment shall be in the regional or native language of the
learners. The Department of Education (DepEd) shall formulate a
mother language transition program from Grade 4 to Grade 6 so that
Filipino and English shall be gradually introduced as languages of
instruction...
Slide 75
Reminder of definitions ? Early-exit transition models: first
language (L1) or mother tongue (MT) is included as a medium of
instruction (MOI) up to Grade 3, before transitioning to other
MOI(s). These are weak MLE models. Late-exit transition models:
first language (L1) or mother tongue (MT) is included as a subject
and a medium of instruction (MOI) up to Grade 6, and is used at
least 50% of total instructional time (Ramirez et. al. 1991). These
are strong MLE models. Additive models: first language (L1) or
mother tongue (MT) is included as a medium of instruction (MOI)
throughout all years of basic education, alongside other MOI(s).
These are strong MLE models.
Slide 76
So what model does RA 10553 call for? ? The mother language
transition from Grade 4 to Grade 6 is quite vague. Notably,
regarding this transition, the law states that English and Filipino
will be gradually introduced as languages of instruction until such
time when these two languages become the primary languages of
instruction at the secondary level. Since Grade 4-6 is still
elementary level, this means that English and Filipino are not yet
considered primary languages of instruction (LOI) during this
period, implying that some or most of the subjects should still use
the MT as LOI. Secondly, we can also infer that the number of
MT-based subjects would gradually decrease during this period.
Thus, RA 10553 commits the Department of Education to a medium, or
at best, late-exit MT transition program.
Slide 77
Caveats about extended MLE Part 6
Slide 78
Linguistic development Linguistic development is needed before
some MTs can be introduced at higher levels. Such as: Corpus
planning activities (Cooper, 1989, p. 149), including the extension
of the language for new functions and topics Regularization of
spelling and other written conventions are a prerequisite for
effective learning and for producing high quality teaching and
learning materials. Early experimentation in Mali showed that some
concepts were not easily transferable to the mother tongues
(national languages) due to a lack of appropriate technical
vocabulary in those languages. UNESCO 2008. Mother Tongue Matters:
Local Language as a Key to Effective Learning
Slide 79
Guided change Pacing. If you decide to extend the use of MT to
new grade levels or otherwise make a big change to the school
system, time is needed for planning, and implementing. Educational
models evolve with time. Educational reforms should be introduced
progressively, on an experimental basis first, in order to
implement necessary improvements. UNESCO 2008. Mother Tongue
Matters: Local Language as a Key to Effective Learning
Slide 80
MOI is not a cure-all Medium of instruction is not everything:
The use of local languages as medium of instruction does not
suffice to guarantee optimum effectiveness of teaching and learning
In Mali, the introduction of MT in 1979 improved outcomes somewhat,
but much greater success in MT schools has been seen since the
1990s, when the language, teaching methods, AND content of
instruction were improved in an integrated way. UNESCO 2008. Mother
Tongue Matters: Local Language as a Key to Effective Learning
Slide 81
Materials Materials are very important: Well-planned and
structured provision of literature for readers Primer and basic
reading materials not enough. sequential, graded reading materials
to move the learners step-by- step to develop full, life-long
literacy Materials for other subjects too. Young, Catherine (2005).
Developing Teaching/Learning Materials and Graded Reading
Materials. In First Language First: Community-based Literacy
Programmes for Minority Language Contexts in Asia. UNESCO
Bangkok.
Slide 82
External factors External factors affect the feasibility of
extended, more robust MLE programs: Sufficient funding for
activities is critical (that said, extended MLE programs need not
be very expensive see Vaillancourt and Grin, 2000; World Bank 2005;
ADB 2010) Also important that local language communities contribute
to the effort in various ways Political conditions must support, or
at least permit, stronger MLE programs.
Slide 83
What are the sentiments of teachers about extended MLE? Part
7
Slide 84
Small survey ? All grade 1 teachers in urban areas of San
Fernando City, La Union were given a short questionnaire about
Mother Tongue-based Multilingual Education (MTBMLE) Among other
questions, they were asked to what extent MT should be used in
basic education, both in terms of number of years and subjects.
Number of respondents is 44. This survey just provided a glimpse of
teacher sentiments in the year 2013. It is not to be taken as
representative of other regions; moreover, opinions continue to
evolve as the K-12 curriculum, including MTBMLE, is
implemented.
Slide 85
To what extent should MT be used in K-12?
Slide 86
What subjects, in your opinion, would be suitable for MT beyond
Grade 3?
Slide 87
What language should be prioritized as MOI in secondary
level?
Slide 88
Short survey - results ? More teachers prefer there to be some
role for the MT beyond grade 3, as an medium of instruction,
compared with no role at all. This is in line with the need for a
suitable, gradual transition from MT to other languages. For the
secondary level, English is the priority language for the majority
of respondents Teachers identified AP and EsP as the most suitable
subjects for using MT as a medium of instruction beyond Grade 3.
MAPEH and EPP/TLE received the next highest number of
responses.
Slide 89
Short survey - discussion ? Precaution: opinions are opinions.
They do not necessarily reflect sound research findings or whats
best for the learner However, it is important to consider what
teachers think, as they are the ultimate implementers of MOI
policies! Surveys on teacher perception are valuable for: shaping
realistic policies Understanding the level of awareness of teachers
about certain issues Seeing how acceptance of certain policies
changes over time as teachers actually implement them.
Slide 90
Medium of Instruction Sequences - Example Plans- Part 8
Slide 91
KEY Medium of Instruction (MOI)this describes the main language
of teaching, learning, assessment, and instructional materials in a
given subject and year. Note about school systems in which the
first language [L1] is used initially, followed by a transition to
second language(s) [L2s]: in the early years of elementary,
MT-based subjects are ideally almost exclusively taught in the MT
because the focus is to build literacy in the L1. In upper
elementary grades, there is a wide variety of ways the transition
from L1 to L2 can be manifested. In some systems around the world,
the L1 continues to be the MOI for most subjects, but L2s are
gradually introduced as co-MOIs. That is, the languages are used
side-by-side in each class, or on alternate days, or even alternate
weeks. This can apply to both oral and written activities. In other
systems, the L1 remains as the exclusive MOI for some subjects, but
the L2(s) are introduced as the exclusive MOI(s) for other
subjects, which may or may not increase in number every year. The
following example sequences reflect this latter paradigm, whereby
only one MOI is designated for a particular subject in a particular
grade level. This is not to imply that the designated MOI is the
only language that can be used, however. Subjects designated as
MT-medium can still make use of English and Filipino, and visa
versa...whatever innovations help the learner.
Slide 92
1 st Language Curriculum This model, in which children receive
the majority of their education thru their mother tongue, is often
enjoyed by children who are speakers of dominant languages, like
German, French, Spanish, English, Mandarin Chinese, and others.
MT-dominant curricula like this are also provided to regional,
minority, and indigenous groups of some countries, but not the
Philippines. If political, economic, social, or linguistic
obstacles prevent the implementation of this model, then consider a
late-exit transitional model
Slide 93
Extended MLE Model In this model, there would be a big
adjustment from Grade 6 to Grade 7, but the transition could be
softened if teachers are trained to gradually integrate English and
Filipino in lessons before Grade 7, and also if one or two subjects
continue in the mother tongue medium through high school. If
political, economic, social, or linguistic obstacles prevent the
implementation of this model, then consider another transitional
model Significant transition after Grade 6
Slide 94
Extended MLE Model Staggered transition In this model, the
number of subjects using mother tongue (MT) as a medium of
instruction (MOI) decreases gradually between grades 4-6 for a
smoother transition. Content subjects which can be realistically
translated into the MT at higher levels (such as AP, MAPEH, etc.)
can transition later than subjects like Math or Science, which may
lack technical terms in the MT. Note: even if instructional
materials are rendered in English by Grade 5 in Science and Math,
the MT should be taken advantage of to scaffold learning. This
model is compatible with Republic Act 10553. If political,
economic, social, or linguistic obstacles prevent the
implementation of this model, however, then consider a medium-exit
transitional model
Slide 95
Medium-Exit Transition Model Problem with this model: children
may not have enough command of English to already begin using it to
learn Science and Math effectively in Grade 4.
Slide 96
Medium-Exit Transition Model Ideally, a mother tongue subject
should be included in all grades to continue to facilitate
cross-linguistic transfer of literacy and cognitive skills. L1
reading achievement, even as late at high school, is strongly
correlated with L2 listening, speaking, and writing ability (see
Sparks et. al. 2012).
Slide 97
Medium-Exit Transition Model Note: While English and Filipino
are the primary mediums of instruction (MOIs) at the secondary
level, it is not necessary that this policy is restrictive. DepEd
can theoretically identify one or two subjects that can be taught
in any language as deemed appropriate by the region, division, or
school. An element of choice, in some cases, is favorable for
educators to make the best adaptations of national policy in the
interest of their learners and sociocultural context. EsP is a good
candidate for flexibility because unlike Science, Math, AP, etc, it
is not part of the high-stakes National Assessments and therefore
could be taught in any language. Family and community are central
to EsP content, making it doubly conducive to being taught in the
local language.
Slide 98
DepEd Order 31, s. 2012 (Guidelines for K-12) ? No MT beyond
Grade 3 The plan of DepEd as of 2012 (before RA 10533) was to
discontinue the MT as an MOI after Grade 3, as can be seen by this
figure. The plan does not give the student enough time to develop
his literacy skills before being forced to switch to second
languages as sole MOIs. It remains to be seen, however, whether
DepEd will respond to RA 10533 and extend the MT beyond Grade
3.
Slide 99
DepEd Order 31, s. 2012 Sink or Swim Early-Exit MLE Model
Another big weakness: D.O. 31s incorporation of two language
transitions in subjects such as MAPEH (wherein the MOI is defined
as MT for Grades K-3, Filipino for 4-5, and English for Grade 6+)
places unnecessary burden on learners. The extension of the MT as a
MOI will not only buy vital time for developing literacy in the L1,
but will also resolve the problem of the strange double transition.
Through the extended use of MT as a MOI, learners can better absorb
the content of subjects like EPP/TLE and MAPEH until at least Grade
5, before transitioning to English. The same with AP and EsP with
regards to transitioning to Filipino. Every subject should ideally
have only one language transition (MT E or MT F), if at all.
Slide 100
Early exitto? Adapted from Stairs to Nowhere by Rolfe 13
Slide 101
Compare Early-Exit model with Ideal model (Kosonen): MT still
plays role as a subject and as an Language of instruction (LOI) up
to Grade 6.
Slide 102
And the MOI plan for the Pwo Karen community in Thailand MT is
used as a LOI in gradually decreasing amounts, all the way to Grade
6.
Slide 103
Conclusion Part 9
Slide 104
Philippine MLE is evolving, with legal basis ? The choice of
language(s) as Medium of Instruction from Grades 46 is still under
scrutiny The status quo of transitioning from MT to
English/Filipino early and simultaneously across all subjects is
not well-supported by research. Republic Act 10553 tasks DepEd to
formulate a mother language transition program for Grades 46. It is
anticipated that the early-exit plan outlined in Department of
Education Order No. 3, series of 2012, will be appropriately
revised.
Slide 105
Expanding role of MT has potential ? Teachers appreciate the
value of including the MT as a MOI in some subjects after Grade 3.
There are many possible options for extended L1 L2 transitions No
one knows what is best, because MT has never been used as a medium
of instruction beyond Grade 3 in this country. We are in new
educational territory! All we know is, from international
experience, late-exit programs are generally more successful than
early-exit ones. We also know that there is not just one successful
approach.
Slide 106
Transition considerations ? Ideally, the MT should be included
in education as long as possible. But what subjects should
transition from MT to E/F, and when? Depends on: Linguistic ability
of the child. When is the child ready to switch mediums of
instruction (MOI)? As demonstrated extensively in this
presentation, international research reveals that it takes at least
5 to 8 years of formal instruction to develop cognitive academic
proficiency in a language that is not your own. Only then can it
become an effective MOI for content subjects. Hence, the MT should
still remain the MOI for most subjects in Grade 4, with extensive
use beyond.
Slide 107
Transition considerations ? Linguistic ability of the child.
When is the child ready to switch MOIs (cont)? While Philippine
educators frequently refer to the MT as L1, Filipino as L2, and
English as L3, we must be careful not to presuppose that this
scheme accurately describes all childrens linguistic trajectories.
A Sagada child might have L1 Kankana-ey, L2 Ilokano, L3 English,
and L4 Filipino; a Manila child might have L1 Filipino, L2 English;
a Baguio child might have L1 English, L2 Filipino & Ilokano; an
Iloilo child might have L1 Hiligaynon & English,
simultaneously, followed by L2 Filipino. Thus we cannot assume that
a particular language (whether Filipino or English) can be phased
in earlier for everyone because it is easier. The only confident
statement that we can make is that the L1, by definition, is the
best understood language, and a child should not be disadvantaged
by its premature removal as a MOI. Second languages (such as
English and Filipino for the majority of children) do not
necessarily have to be introduced as MOIs in a particular order.
The important point is that, collectively, they should not dominate
the curriculum too quickly in the transition period from Grade 4 to
6.
Slide 108
Transition considerations ? Sophistication of MT and/or
teachers mastery of it. How long can the MT be sustained as an MOI
in an increasingly complex academic environment in the upper
elementary grades? Depending on the particular MT, it may be more
easily sustained as a written medium in less cognitively demanding
subjects or those with fewer specialized vocabulary. However,
cognitively demanding subjects, like Math and Science, still need
the support of MTat least orallyprecisely because they are so
difficult. Logistics English and Filipino learning materials for
higher elementary grades can be contextualized in the local
languages in workshops similar to those organized for the early
grades, with Central Office guidance. But what learning materials
are easier to translate? Would some subjects be cheaper and easier
to contextualize?
Slide 109
Transition considerations ? Features of the secondary school
curriculum. How can pupils be lead there in a smooth and seamless
fashion? The MT should gradually transition to English in those
subjects for which English is the MOI in secondary school, while MT
should gradually transition to Filipino in those subjects for which
Filipino is the MOI in secondary school. But no subjects should
impose two language transitions. If a subject is taught thru MT
first, Filipino next, then English in secondary school, this is
confusing for learners and difficult to execute for teachers. The
MOI sequence for EsP/TLE and MAPEH subjects in D.O 31 s. 2012
incorporates this flawed design. The transition from Filipino to
English in these subjects made sense in the past when the school
system only included these languages; it meant that these subjects
featured a single language transition. But now that the MT is the
main MOI in the early grades, and should be extended even further,
there is no room nor point for the retention of the Filipino-medium
interval in Grades 4 and 5 in these two subjects (MAPEH and
EsP/TLE). Such an interval will: i) detract from content learning;
and ii) create inequalities, whereby children in Tagalog regions
will be able to learn these subjects thru their L1 until Grade 5,
whereas everyone else will have to switch in Grade 3. The judicious
paradigm now would be for all Filipino children to learn MAPEH and
EsP/TLE through their respective mother tongues until at least
Grade 5, before transitioning to English. Likewise, other subjects
should transition to Filipino or English, but not both within the
same subject.
Slide 110
Looking ahead ? We can reliably predict that a single MOI model
will not be equally appropriate for all schools in the Philippines.
DepEds mother language transition program for Grades 46 will
ideally be moderate, research-grounded, and not so restrictive so
that it can be widely implementable The elements of the transition
program can act as a minimum standard for everyone. Meanwhile,
pilot projects can be organized so schools can experiment, on a
smaller scale, a variety of MLE programs that go beyond the minimum
standard. Costs, sociolinguistic issues, teacher training, parental
and community preferences all play a part in the design of
approaches. Such pilots will enhance our understanding of
multilingual education in the Philippine context and shape future
policy and practice.
Slide 111
Early-Exit MLE Model like D.O. 31, s.12 (w/ sharp transition )
Extended MLE Model (w/ staggered transition)
Slide 112
Submersion Education (no development of L1, poor development of
L2s ) Early-Exit MT transition (incomplete development of L1 and
L2s as medium of instruction shifts) Extended MT transition
(cognitive academic proficiency developed in multiple languages for
lifelong learning)
Slide 113
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