Phil Roadmap to Multiliteracy MT

8/12/2019 Phil Roadmap to Multiliteracy MT

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The PhilippineRoadmapto

Multi-literacy

Dina Ocampo

Leonor DiazPortia Padilla

Liu Vilbar Victor Villanueva

Mark Norman MacaPau Fontanos

Liza VillanuevaRoberto Ruda


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2Dina Ocampo, UP College of Education

Foundations of the PolicyRecommendations thru BESRA

Philippine language context and the evolution oflanguage use

Cultural identity, language and social development

How language is learned; Multilingualism How literacy is learned; Multiliteracy The Cross Linguistic Transfer of Literacy and

Thinking Skills across languages Global studies/experiences in bilingual education


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We are multilingual

We are by virtueof our geographyand history, amulti-lingual

people.

This gift has for toolong been viewedas a liability.


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The Philippine Language Context

120 languages ( McFarland, 1993 ) or 171 (PhilippineCommission on Educational Reform, 2000)

Eight major languages are Ilocano, Pangasinense,Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynonand Waray-Samarnon ( Belvez, 2002 )

Filipino is the national language, and incorporates

vocabulary from the other Philippine languages andnon-local languages used in the Philippines, i.e.,English, Arabic and Spanish ( Gonzales, 1998 )


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Cultural identity, language andliteracy Culture is the sum total of ways of

living built up by a group ofhuman beings transmitted fromone generation to another. Theshared values, customs andhistories characteristic of culture

shape the way a person thinks,behaves and views the world. Culture is perhaps the strongest

determinant of identity Language is intrinsic to the

expression of culture

Language is fundamental tocultural identity


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Language Acquisition andLearning

Language Acquisition the way children learn their mother

tongue the process of natural assimilation

of a language requires good models of the

language that is to be learned andimmersion in its use and function.

all children can acquire languageability because humans have thecapacity to learn language (Brown,1994).

Language Learning The process used by learners

when languages are added totheir linguistic repertoire

Refers to second, third, nthlanguage learned by a person Can be learned (or not

learned) well by Immersion

Structuralist or Formalist Audiio-lingual Communicative competence


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Childhood Bilingualism

from Monolingual to BilingualThrough

interactions

in thecommunity

Throughteaching

inschool

Natural

Additive


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For our purposes, weshould look at it this way:

The Issue of Biliteracy

The prevailing ideas positthat literacy is outside thedomain of bilingualism.

Bilingualism

Biliteracy

Bilingualism Biliteracy


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Therefore..

Experience OralSymbolsPrintedSymbols

OralSymbols PrintedSymbolsIn L2


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Word Reading and Spelling


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Sentence and ListeningComprehension


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12Dina Ocampo, UP College of Education0 00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

% of Schools Surpassing 60% on NAT

2002/32003/42004/5

50.00

Whats goingon here?


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The Reality

Experience

OralSymbolsin Filipino

PrintedSymbolsin Filipino

OralSymbols

In English

PrintedSymbolsIn English

OralSymbols

in L1

Whatsmissing

here?

SCHOOL


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Cross-linguistic Transfer ofLiteracy Ability

Considerable and wealthy evidence to show the literacytransfers across languages Ocampo (2002) showed that cognitive & linguistic skills

used to read in one language (Filipino) were also used inanother language (English)

Aquino (2005) reports that beginning reading instruction inFilipino or English had positive effects on alphabeticknowledge and phonological awareness in the otherlanguage

Ocampo (2005) found the ease of learning to read wordsand comprehend sentences better in Filipino than in Englishfor elementary grade students


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Childs LanguageProvides the foundation for additional languages

Facilitates learning subject matterIncreases school participation

FilipinoEasier to learn to readLanguage of the media

Understood by most Filipinos

EnglishA global language

Continues to be a languageof aspiration among Filipinos

Arabic

OtherLanguages

CrossLinguisticTransfer

Of Literacy


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National Language and LiteracyStrategy #1

Implement a developmentally andculturally sound programming of

language and literacy development inschools Revise the implementing rules for the Bilingual

Education Policy


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Create better learning environmentsto support language and literacyeducation of students.

1. Articulate how language and literacy will bedeveloped in learners at specific grade/year levelsof basic education.

2. Use childrens literature to support language and

literacy development through exposure,immersion, and practice.3. Support student learning through the

development, production, and distribution of


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4. Ensure that teachers at different grade/year levels havethe knowledge and competencies in the languages they are supposed to use for teaching on language and literacy education in a bilingual/multilingual

context in the subject(s) they are supposed to teach

5. Match the assessment of language and literacy withcurriculum content and the languages of learning atspecific grade/year levels.

6. Provide students with language and literacy difficultiesremedial instruction based on assessment results.


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Instructional Materials should bemade for:

1. Beginning Reading in the mothertongue for Preschool and Grade 1.2. Childrens literature in the mother

tongue for Preschool until Grade 3.3. Math in the mother tongue from

Preschool until Grade 3.

4. Science in the mother tongue fromPreschool until Grade 3.5. MAKABAYAN in the mother tongue

for Grades 1 and 2.6. Filipino materials using local context

and literature (where possible) forPreschool, Grades 1 to 6.

7. English materials using local contextand literature (where possible) forPreschool, Grades 1 to 6.

8. Beginning Reading in Filipino for Grade2.9. Beginning Reading in English for Grade

3.10. MAKABAYAN in Filipino for Grade 3

to support the transition of the languageof learning from mother tongue toFilipino.11. Edukasyong pangkabuhayan in Filipinofor Grades 4 onwards.

12. Math in English for Grade 4 to supportthe transition of the language of learningfrom mother tongue to English.

13. Science in English for Grade 4 tosupport the transition of the language oflearning from mother tongue to English.


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Enliven critical social supportstructures in the community tosupport learners in school.

1. Ensure maximum LGU/community participation andsupport for the implementation of the language andliteracy programming strategy.

2. Raise critical awareness among parents about effectivelanguage and literacy learning processes.


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MARAMING

SALAMATPO!
http://users/dina/Desktop/FINAL%20Integrated%20Language%20Arts%20Curr%20Presentation%208%20MArch%202012%20MIMOSA%20(2).keyhttp://users/dina/Desktop/FINAL%20Integrated%20Language%20Arts%20Curr%20Presentation%208%20MArch%202012%20MIMOSA%20(2).keyhttp://users/dina/Desktop/FINAL%20Integrated%20Language%20Arts%20Curr%20Presentation%208%20MArch%202012%20MIMOSA%20(2).keyhttp://users/dina/Desktop/FINAL%20Integrated%20Language%20Arts%20Curr%20Presentation%208%20MArch%202012%20MIMOSA%20(2).keyhttp://users/dina/Desktop/FINAL%20Integrated%20Language%20Arts%20Curr%20Presentation%208%20MArch%202012%20MIMOSA%20(2).keyhttp://users/dina/Desktop/FINAL%20Integrated%20Language%20Arts%20Curr%20Presentation%208%20MArch%202012%20MIMOSA%20(2).key

Documents

Phil Roadmap to Multiliteracy MT