Transcript Slide 1

Language-in-Education
Policy Making
in the Philippines
Hon. Magtanggol T. Gunigundo I
Congressman, 2nd District of Valenzuela
Reclaiming the Right to Learn in One’s Own Language
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There is a need for Congress to formulate a 21st Century
Philippine language in education policy that elicits the best
educational outcome for Filipinos to become life-long learners
and critical thinkers who can collaborate with one another to
address the problems of national development.
Leadership will and administrative space, capacity
building, and monitoring and evaluation are essential to ensure
success of this language policy in education.
Our present language policy is flawed as it rejects the use
in school of the first language of children which is a chronic
source of weakness plaguing Philippine Education. Students
fail to understand their teacher and their school lesson because
the language in school is one they can hardly speak or
understand.
I.
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International and local research studies in the use of
languages in education are conclusive – when the mother tongue is
the medium in primary instruction, learners end up being better
thinkers and better learners in both their first AND second
language(s).
The state’s constitutional mandate to provide quality
education remains a dream in the Philippines. Our linguistic diversity
has been considered a major roadblock. This attitude must change.
We must embrace and celebrate our multilingual society that
represents our rich culture and traditions. We must think of the
greater majority of Filipinos (almost 20 million enrolled in public
schools) who are forced to study in a language that is not their own.
We want a society that values their 1st language and can work
together under a common language to address the issues of national
development, and be conversant in a language of wider
communication in the global stage.
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The Philippines is a multilingual nation with more than 170
languages. According to the 2000 Philippines census, the biggest
Philippine languages based on the number of native speakers are:
Tagalog
21.5 million
Cebuano
18.5 million
Ilokano
7.7 million
Hiligaynon
6.9 million
Bicol
4.5 million
Waray
3.1 million
Kapampangan
2.3 million
Pangasinan
1.5 million
Kinaraya
1.3 million
Tausug
1 million
Meranao
1 million
Maguindanao
1 million
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We completely agree with Dr. Bonifacio Sibayan who
said that “We forget, (or do not know, and if we know, we
ignore the fact) that most of the rest of the world that we have
to compete with teach and educate their children in ONE
LANGUAGE, their NATIVE LANGUAGE (Japanese, South
Koreans, Americans, British, French, German, Russians,
Malaysians, Thai, Indonesians, and others.)”
Bro. Andrew Gonzales was emphatic in stating that
“We cannot gear an entire education system for the
intellectual and economic elite. There has to be maximum
flexibility in MOI and curriculum. Not everything in
Philippine Education has to be uniform, in fact, even if we
have policies toward uniformity; we never accomplish
enough to be able to attain uniformity in results.”
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We must realize that our neighboring countries have
12 years or more basic education as preparation for
University / College while we only have ten years. Probably,
we believe that Filipino children are so bright, they can learn
in 10 years in a foreign language and 2 other languages what
the people we have to compete with learn in 12 – 14 years in
only one language, their native language. We are expecting
too much from the Filipino child. It is unjust and unfair to the
forsaken majority in the economic pyramid.
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The 21st Century Philippine language of instruction policy
must be aligned with the provisions of the 1987 Constitution and
our commitment to International Conventions (UN Convention
on the Rights of a Child and UNESCO Education for All).
1987 Constitution, under Article XIV:
“Sec. 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.
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Sec. 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.
Spanish and Arabic shall be promoted on a voluntary
and optional basis.
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Other Relevant Constitutional Provisions
Sec. 13, Article II, 1987 Constitution
The state recognizes the vital role of the youth in
nation-building and shall promote and protect their
physical, moral, spiritual, intellectual and social wellbeing.
Sec. 4, Article III, 1987 Constitution
No law shall be passed abridging the freedom of speech,
of expression, or the press, or the right of the people
peaceably to assemble and petition the government for
redress of grievances.
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Sec. 1, Article XIV, 1987 Constitution
The state shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to
all.
Par. 1 Sec. 2, Article XIV
(1) Establish, maintain and support a complete,
adequate, and integrated system of education relevant
to the needs of the people and society.
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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.
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III. There are two contending bills proposing a new
language of instruction policy in the 14th Congress.
COMPARISON OF THE GUNIGUNDO
AND THE GULLAS, ET AL BILLS
House Bill 3719 (Gunigundo) Purpose: To promote
literacy and learning by making the native tongue as
MOI during the formative years of basic education.
House Bill 5619 Bill (Gullas, et al bill) Purpose: To
“strengthen” English as the medium of instruction in
all levels of education, from the preschool to the
tertiary level.
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Gunigundo HB 3719
Multilingual Bill
Strategy for Learning:
• Develop literacy and learning in L1 first.
• Strong teaching of English and Filipino.
• Transfer L1 skills to Filipino and English.
Gullas, et al HB 5619
“English Only” Bill
Strategy for learning:
• Increase time for English by making it as primary
MOI.
• Ban on L1 and Filipino as MOI.
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Gunigundo HB 3719
Multilingual Bill
Use of L1
 L1 as primary MOI from pre-school to Grade 6.
 Separate subject in elementary.
 Separate subject and auxiliary MOI in secondary.
 Additive
 Pluralistic
Gullas, et al HB 5619
“English-Only” Bill
Use of L1
 Optional use as MOI up to Grade 3.
 Ban on L1 use thereafter.
 Subtractive
 Assimilationist
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Gunigundo HB 3719
Multilingual Bill
Use of English
 Strong teaching of English as a subject in elementary.
 MOI and separate subject in secondary together with
Filipino.
Gullas, et al HB 5619
“English-Only Bill”
Use of English
 MOPreferred MOI from pre-school to Grade 3.
 Exclusive I thereafter
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Gunigundo HB 3719
Multilingual Bill
Use of Filipino
 Strong teaching of Filipino in elementary.
 MOI and separate subject in high school together with
English.
Gullas, et al HB 5619
“English-Only” Bill
Use of Filipino
 Optional use of Filipino as MOI up to grade 3.
 Ban on Filipino as MOI thereafter except in Filipino as
subject.
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Gunigundo HB 3719
Multilingual Bill
Transition to Fil and Eng
 From Grades 4-6, English and Filipino are used as
MOI in some parts of the elementary curriculum
Gullas, et al HB 5619
“English-Only” Bill
Transition to Fil and Eng
 No transition.
 Introduce English immediately as MOI.
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Gunigundo HB 3719
Multilingual Bill
Development of Teaching Materials and Teacher
Training
Yes, in L1, L2 and L3.
Gullas, et al HB 5619
“English-Only” Bill
Development of Teaching Materials and Teacher
Training
No in L1 and L2. Yes, only in L3 (English).
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Once Congress enacts into law HB 3719, the
economic pyramid is expected to undergo a dramatic
transformation in 15 years where we shall see an
expanding middle class and a diminishing hoi polloi.
This is the way to move our nation forward.
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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 If educated
in L2
In L1
Only
Percentage
Increase /
Decrease
5
228
4,460%
Professors, business leaders, professionals,
journalists
120
1,359
1,032%
Teachers, mid-level managers, engineers,
programmers, bureaucrats
950
3,413
259.15%
Skilled factory workers, equipment
operators, clerical, service workers
2,977
3,413
14.65%
Blue collar workers, manual laborers
3,712
1,359
- 63.40%
Hard to employ, domestics, menial labor
2,236
228
- 89.80%
10,000
10,000
TOTAL POPULATION
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IV. Although DepEd deserves praise for coming up
with DepEd Order No. 74, July 14, 2009 that gives the
green light for MLE to proceed in public schools, we
believe that a congressional act carries more
permanency. But it will be a difficult and complicated
process to craft a congressional act on language of
instruction considering past language debates fueled by
regionalism and over reliance on personal anecdotes
and gut feel and exacerbated by a twisted belief that
using a second language as medium of instruction for
non-native speakers will make them better speakers.
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We firmly believe that Congress will be able to rise to
the challenge of educators rallying solidly behind Multi
Lingual Education. If Congress was able to pass RA 8371
(NCIP) that authorizes indigenous people to establish
educational systems in their own language; RA 9155 that
provides teachers with flexibility to serve the needs of
learners; and, RA 8047 that encourages the publication of
books in other Philippine languages., we believe that we can
also enact a Multi Lingual Education and Literacy Act of the
21st Century.
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In this day and age of computers and advanced technology
in communications that has made the world a lot smaller, we
submit that educational outcome is sublime and therefore must
tower above ideological objections and up-front costs in crafting
our 21st century Phil. Language policy.
On May 10, 2010 we shall be electing a new President and
a 15th Congress composed of 230 regular and 57 partylist
Representatives and 12 new Senators. Let us seize this opportunity
to elect men and women that possess intellectual breadth and a
deep grasp of the issues in language policy that is central in
education reforms. This is the only way to stop the further
deterioration of our ailing educational system. Then and only then
can our nation move forward.
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References
Bonifacio P. Sibayan. Difficult Tasks in Teaching Filipino Children in Two or Three Languages: Some Suggested
Solutions, 1999. The Filipino Bilingual: A Multidisciplinary Perspective, Linguistic Society of the Philippines.
Andrew Gonzales, FSC. Philippine Bilingual Education Revisited, 1999. The Filipino Bilingual: A Multidisciplinary
Perspective, Linguistic Society of the Philippines.
UNESCO. The Use of Vernacular Languages in Education. 1953
Emma J. Fonacier Bernabe: Language Policy Formulation, Programming, Implementation and Evaluation in
Philippine Education (1565-1974) 1987. Linguistic Society of the Philippines Monograph No. 25
Ma. Lourdes S. Bautista. An outline: The national language and the language of instruction (1995). Readings in
Philippine Sociolinguistics. 2nd Edition 1996
Stephen L. Walter. Does Language of Instruction Matter in Education? GIAL
Ricardo Ma. Nolasco. The Prospects of multi-lingual education and literacy in the Philippines. 2008 The Paradox of
Philippine Education and Education Reform: Social Science Perspective / Allan Bernardo, Editor – Quezon City:
Philippine Social Science Council.
Digna B. Apilado. A History of Paradox: Some notes on Philippine Public Education in the 20 th Century. 2008 The
Paradox of Philippine Education and Education Reform: social science perspectives/Allan B.I. Bernardo, EditorQuezon City: Philippine Social Science Council
Ricardo Ma. Nolasco. 21 Reasons why Filipino children learn better while using their Mother Tongue.1 st edition
January 2009. Guro Formation Forum, University of the Philippines PO Box 279
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