EEM 115: Content and Pedagogy Quiz

EEM 115: Content and Pedagogy for the Mother Tongue

• Course Title: EEM 115: Content and Pedagogy for the Mother Tongue
• Professor: Edward Francis G. Gabor, LPT
• UC-PNC Vision: A premier educational institution of higher learning in Region 4, developing globally-competitive and value-laden professionals and leaders instrumental to community development and nation building.
• UC-PNC Mission: As an institution of higher learning, UC (PnC) is committed to equipping individuals with knowledge, skills, and values to achieve professional goals and provide leadership and service for national development.
• PNC Core Values:
  • Personal Dignity (P)
  • Nurturing Community (N)
  • Commitment to Excellence (C)

Greetings

• Maayong Buntag Kaninyong Tanan! (Good morning to all!)
• Kumusta Kamong Tanan? (How are you all?)

Filipino Emotions

• Malipayon (Happy)
• Masulub-on (Sad)
• Gikapoy (Tired)
• Katulugon (Sleepy)

Concept Clarifications

• Mother Tongue: The individual's primary language, acquired from birth. Also known as the first language, dominant language, home language, or native tongue. Another definition refers to the initial language acquired in childhood at home still understood during the data collection.
• MTB-MLE: Mother Tongue-Based Multilingual Education is an educational approach using a child's preferred languages to facilitate learning. This incorporates a child's family environment's language but not exclusively. MTB-MLE also goes beyond changing textbooks, assessments or classes by improving critical thinking and essential social skills.
• Language Policy: Refers to legislation on practices related to the use of language in the wider society, including a nation. Language-in-education policy is legislation on language practices relating to languages or media of instruction and languages of literacy used in education .

Intended Learning Outcomes

• Define key concepts in MTB-MLE.
• Identify the national and official languages in the Philippines.
• Discuss cultural rootedness as a reason to use the mother tongue.

Introduction

• Language is the foundation of culture, identity, & communication.
• Mother tongue multilingual education prioritizes a student's linguistic and cultural roots.
• The approach acknowledges the background of the child and recognizes the knowledge that students bring to the classroom as part of their overall learning journey.

Language Policy and Planning

• National governments and agencies determine language policies, including language-in-education policies.
• Language policies might be considered as a problem, a right or a resource.

Challenges of Determining Language Policy

• Examples of the determination challenges are explored from different regions in the world (Africa, India, and Europe).

The Role of English in the Philippines

• English's use stems from American colonial influence.
• The impact on the self-esteem of communities in the Philippines and their internal unity is discussed.

Towards a Multilingual Education Policy

• There is little written about the role of the different vernacular languages and their contributions to education.
• The Iloilo Experiment, where Hiligaynon is used in education, is identified as an example.
• Initiatives like the Rizal, and other programs show that Filipino students achievement in international tests was the main reason for making a language policy response towards a multilingual approach.

Institutionalisation of MTB-MLE

• Republic Act 10533 and the K-12 education aim to fully implement this education policy.

• The MTB-MLE principles emphasize beginning with what the learner knows and progresses from the known to the unknown. Resources and teachers are needed

• Kindergarten and the first three years of elementary education must be done in the regional or native language of the learner.