The Right to Learn in Ones Language Cong

The Right to Learn in One’s Language Cong. Magtanggol T. Gunigundo I February 28, 2009 Philippine Normal University

Links between multilingual education (involving the mother tongue, national languages and international languages), education for all and the Millennium Development Goals now constitute the pillars of any sustainable-development strategy. Koïchiro Matsuura Director-General of UNESCO, February 21, 2009

Realities about Filipino Learners

The TIMMS Report The Trends in International Mathematics and Science Study (TIMSS) provides reliable and timely data on the mathematics and science achievement of U. S. 4 th- and 8 thgrade students compared to that of students in other countries. TIMSS data have been collected in 1995, 1999, 2003, and 2007.

AN ITEM IN THE 2003 TIMSS Physics Light Conceptual Understanding Mary was looking out her window on a stormy night. She saw lightning and then heard thunder a few seconds later. Explain why she saw lightning before she heard thunder.

TOP FIVE Singapore England Chinese Taipei Japan Hong Kong, SAR 88 74 70 65 62 International average 42

LOWEST FIVE International average 42 Philippines Morocco Tunisia South Africa Ghana 13 12 8 4 1

AN ITEM IN THE 2003 TIMSS A candle is place on a ruled grid in front of a mirror, as shown. At what point will the reflection of the candle appear to be? (a) Point A (b) Point B (c) Point C (d) Point D

TOP FIVE 1. 2. 3. 4. 5. Belgium (Flemish) Singapore Netherlands New Zealand England International average 89 88 87 86 86 64

LOWEST FIVE International average 64 41. 42. 43. 44. 45. Tunisia Botswana Philippines Ghana South Africa 43 42 41 28 25

AN ITEM IN THE 2003 TIMSS A wet towel will dry when it is left in the Sun. Which process occurs to make this happen? (a) (b) (c ) (d ) melting boiling condensation evaporation

TOP FIVE 1. 2. 3. 4. 5. Chinese Taipei Singapore Hungary Estonia Slovak Republic 98 95 95 94 94 International Average: 83

LOWEST FIVE International Average: 83 41. 42. 43. 44. 45. Philippines Botswana Egypt South Africa Ghana 69 67 59 51 39

TIMSS 2003 RESULTS

One Critical Factor: Language Many pupils do not understand their teacher and cannot follow the lesson. Why? Because, the language in school is one they can hardly speak or understand.

2003 FLEMMS SURVEY

2003 Functional Literacy, Education and Mass Media Survey (FLEMMS) Of 57. 59 million Filipinos aged 10 to 64 years old: • 5. 24 million Filipinos could not read and write; • 7. 83 million Filipinos could not read, write, and compute; • 18. 37 million Filipinos could not read, write, compute and comprehend.

SY 2005 -2006 Phil. IRI – Oral Reading Results % of independent readers per grade level Grade 1 - 26. 98 Grade 2 - 40. 01 Grade 3 - 33. 95 Grade 4 – 40. 47 Grade 5 – 32. 99 Grade 6 – 40. 60

What is mother tongue-based multilingual education or MLE? • The use of more than two languages for literacy and instruction. • It starts from where the learners are, and from what they already know. • Learning to read and write in their first language or L 1 • The present approach begins with the unknown and moves to more unknowns

Effects of the present approach to learners • They lose confidence in themselves as learners • They are unable to learn the official school language well enough to succeed • They experience low retention and high drop-out rates • They are alienated from their home language and culture

When will children start learning Filipino and English? • As they develop a strong foundation in their L 1, children are gradually introduced to the official languages, Filipino and English, as separate subjects, first orally, then in the written form. • The learner can now transfer his/her knowledge encoded in their L 1 to their L 2 (Filipino and English)

BICS AND CALP (Cummins 2000)

Why use the mother tongue or the first language (L 1) in school? MLE encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them. MLE empowers the teachers as well, particularly when they are more fluent and adept in the local language than in the languages of wider communication.

Why use the mother tongue or the first language (L 1) in school? • MLE integrates the people’s community knowledge into the school system. • MLE allows the community to produce its own culturally relevant reading materials and teaching aids, together with the local writers, illustrators, cultural groups and other stakeholders.

1990 UN Convention On The Rights Of The Child The child has the right to an education and to learn and use the language of his family (Articles 28, 30) When a child receives an education in a language that he or she does not understand, this violates the child’s right to be literate and be educated.

UNESCO (2003) Education in a Multilingual World position paper supports 1. Mother tongue instruction as a means of improving educational quality 2. Multilingual education at all levels of education as a means of promoting both social and gender equality and as a key element of linguistically diverse societies. 3. Language as an essential component of inter- cultural education in order to encourage understanding between different population groups and ensure respect for fundamental rights.

Article XIV of the 1987 Philippine Constitution Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the basis of existing Philippine and other languages. Subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain the use of Filipino as a medium of official communication and as language of instruction in the educational system.

Article XIV of the 1987 Philippine Constitution Section 7. For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English. The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein.

Definition of “Auxiliary Medium of Instruction” According to RA 7104: “Auxiliary language” refers to a particular language spoken in certain places which supports or helps the national and/or official languages in their assigned functions.

Comparison of the Gunigundo and Gullas Bills House Bill 3719 (Gunigundo) House Bill 5619 Bill (Gullas, et al. bill) Purpose: To promote literacy and To “strengthen” English as learning by making the medium of native tongue as MOI instruction in all levels during the formative of education, from the years of basic education. preschool to the tertiary level.

Comparison of the Gunigundo and Gullas Bills Multilingual Bill Strategy for Learning: • Develop literacy and learning in L 1 first. • Strong teaching of English and Filipino. • Transfer L 1 skills to Filipino and English. “English Only” Bill Strategy for learning: • Increase time for English by making it as primary MOI. • Ban on L 1 and Filipino as MOI.

Comparison of the Gunigundo and Gullas Bills Multilingual Bill Use of L 1 • L 1 as primary MOI from pre-school to Grade 6. • Separate subject in elementary. • Separate subject and auxiliary MOI in secondary. “English-Only” Bill Use of L 1 • Optional use as MOI up to Grade 3. • Ban on L 1 use thereafter.

Comparison of the Gunigundo and Gullas Bills Multilingual Bill “English-Only Bill” Use of English • Strong teaching of English as a subject in elementary. • MOI and separate subject in secondary together with Filipino. Use of English • Preferred MOI from pre -school to Grade 3. • Exclusive MOI thereafter

Comparison of the Gunigundo and Gullas Bills Multilingual Bill “English-Only” Bill Use of Filipino • Strong teaching of Filipino in elementary. • MOI and separate subject in high school together with English. Use of Filipino • Optional use of Filipino as MOI up to grade 3. • Ban on Filipino as MOI thereafter except in Filipino as subject.

Comparison of the Gunigundo and Gullas Bills Multilingual Bill “English-Only” Bill Transition to Fil and Eng • From Grades 4 -6, English and Filipino are used as MOI in some parts of the elementary curriculum • No transition. • Introduce English immediately as MOI.

Comparison of the Gunigundo and Gullas Bills Multilingual Bill “English-Only” Bill Development of Teaching Materials and Teacher Training Yes, in L 1, L 2 and L 3. No in L 1 and L 2. Yes, only in L 3 (English).

The Thomas and Collier Study (1997) • Six school districts around the US • Optimal versions of six (6) models of Bilingual Education • 42, 000 students tracked for 11 years • Standardized test scores • Comparison population – native English speakers

Implication of the Thomas and Collier’s study into the workplace as computed by Dr. Steve Walter Normal Curve Equivalent (Percentile) >92 Career Options Researchers, scientists, top writers, top intellectuals, medical doctors 71 -92 Professors, business leaders, professionals, journalists 50 -71 Teachers, mid-level managers, engineers, programmers, bureaucrats 29 -50 Skilled factory workers, equipment operators, clerical, service workers 8 -29 <8 Blue collar workers, manual laborers Hard to employ, domestics, menial labor

Implication of the Thomas and Collier’s study into the workplace as computed by Dr. Steve Walter Career Options Researchers, scientists, top writers, top intellectuals, medical doctors If educated in L 2 Only If educated In L 1 5 228 Professors, business leaders, professionals, journalists 120 1, 359 Teachers, mid-level managers, engineers, programmers, bureaucrats 950 3, 413 Skilled factory workers, equipment operators, clerical, service workers 2, 977 3, 413 Blue collar workers, manual laborers 3, 712 1, 359 Hard to employ, domestics, menial labor 2, 236 228 10, 000 TOTAL POPULATION

Conclusion The language in education is central to improving educational outcomes and addressing the problem of national development. We want a nation of Filipinos competent in Math and Science and proficient in their first, second, third, and even fourth languages, and proud of their culture and heritage. In the end, with a truly transformed education system, our labor force will be comprised of highly skilled workers and professionals that export their services and not themselves.

• Download the presentations and other MLE articles (including the MLE Primer) from our MLE sites • www. mothertongue-based. blogsite. com • www. mlephilippines. org • Or email mlephilippines@gmail. com or mother. tongue@yahoo. com