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LANGAUGE PROGRAMS AND POLICIES LANGUAGE EROSION AND LOSS IN MULTILINGUAL SOCIETIES Many indigenous languages are at risk of extinction LANGUAGES OF THE PHILIPPINES: Factors include...

LANGAUGE PROGRAMS AND POLICIES LANGUAGE EROSION AND LOSS IN MULTILINGUAL SOCIETIES Many indigenous languages are at risk of extinction LANGUAGES OF THE PHILIPPINES: Factors include urbanization, migration, and media influence INTRODUCTION TO PHILIPPINES Some languages have fewer than 1,000 LANGUAGES speakers remaining The Philippines is home to over 180 languages CODE-SWITCHING AND TAGLISH Most belong to the Austronesian language Code-switching between Filipino and English family is common Filipino (based on Tagalog) and English are "Taglish" has become prevalent in urban the official languages areas Some view it as a natural linguistic evolution MAJOR LANGUAGE GROUPS Others worry about the purity of Filipino Tagalog: Most widely spoken, basis for language Filipino Cebuano: Second most common, prevalent in LANGUAGE POLICY IN EDUCATION Visayas and Mindanao Mother Tongue-Based Multilingual Education Ilocano: Common in northern Luzon (MTB-MLE) implemented in 2009 Hiligaynon: Spoken in western Visayas Aims to use local languages in early education Waray: Eastern Visayas language Challenges in implementation due to linguistic diversity INDIGENOUS LANGUAGES Debate over the balance of Filipino, English, Over 100 indigenous languages exist in the and local languages Philippines Many are endangered due to declining usage DIGITAL AGE AND LANGUAGE Examples: Ivatan, Kalinga, T'boli, Maranao Impact of social media on language use and Preservation efforts are ongoing to protect evolution these languages Limited digital resources for many Philippine languages SPANISH AND ENGLISH INFLUENCE Opportunities and challenges in language Spanish: 300+ years of colonization left technology linguistic marks Many Spanish loanwords in Filipino INTRODUCTION TO PHILIPPINE LANGUAGE languages POLICY English: Introduced during American colonial The Philippines has a rich linguistic landscape period with over 180 languages Now widely used in education, business, and Language policies have evolved significantly media since independence in 1946 Key areas of focus: education, official LANGUAGE POLICIES AND EDUCATION languages, and preservation efforts Mother Tongue-Based Multilingual Education (MTB-MLE) implemented in 2009 THE BILINGUAL EDUCATION POLICY OF Aims to use local languages in early education 1974 Filipino and English taught as separate Introduced English and Filipino as mediums of subjects instruction Challenges in implementation due to linguistic Aimed to develop Filipino as a national diversity language while maintaining English proficiency Implemented gradually across grade levels THE 1987 CONSTITUTION AND LANGUAGE CURRENT DEBATES AND FUTURE Established Filipino as the national language DIRECTIONS Mandated the development and formal use of Ongoing discussions about the effectiveness Filipino of MTB-MLE Recognized the importance of English for Debates over the balance between Filipino, international relations English, and local languages in education Calls for more inclusive national language THE PHILIPPINE LANGUAGES ACT OF 1991 policies Aimed to develop, propagate, and preserve Filipino and other languages THE COMMISSION ON THE FILIPINO Established the Komisyon sa Wikang Filipino LANGUAGE (KWF) (Commission on the Filipino Language) Established to develop, preserve, and Promoted the intellectualization of Filipino and promote Filipino and other Philippine languages other Philippine languages Tasked with standardizing Filipino orthography and grammar SHIFT TOWARDS MOTHER TONGUE- Conducts research and publishes materials in BASED EDUCATION Filipino Growing recognition of the importance of Organizes events to promote the use of mother tongue in early education Filipino in various domains Pilot programs implemented in various regions in the early 2000s FILIPINO IN EDUCATION: OPPORTUNITIES Aimed to improve learning outcomes and AND CHALLENGES preserve local languages Mother Tongue-Based Multilingual Education (MTB-MLE) policy MOTHER TONGUE-BASED MULTILINGUAL Filipino as a subject and medium of instruction EDUCATION (MTB-MLE) in schools Implemented nationwide in 2009 through Development of Filipino teaching materials DepEd Order No. 74 and resources Mandates use of mother tongue as medium of Training of teachers in Filipino language instruction from Kindergarten to Grade 3 instruction Filipino and English taught as separate subjects FILIPINO IN MEDIA AND POPULAR CULTURE K-12 PROGRAM AND LANGUAGE Government policies promoting Filipino EDUCATION content in media Implemented in 2013, extending basic Role of Filipino in television, radio, and film education to 12 years Challenges from the prevalence of English in Reinforced MTB-MLE in early years media Introduced a language track in Senior High Impact of social media on Filipino language School use DIGITAL AGE AND LANGUAGE POLICIES FILIPINO IN GOVERNMENT AND PUBLIC Increasing focus on digital literacy alongside SERVICE language proficiency Use of Filipino in government documents and Online resources for Philippine languages proceedings being developed Translation of laws and important documents Challenges in creating content for all local to Filipino languages Challenges in technical and specialized terminology Language proficiency requirements for government employees  - English is introduced as a subject FUTURE DIRECTIONS AND CHALLENGES starting in Grade 2 or 3, depending on the Balancing promotion of Filipino with linguistic country’s specific policy. diversity Impact of globalization and digital MOTHER TONGUE-BASED MULTLINGUAL technologies on language use EDUCATION Need for continued policy support and funding - Instruction in all subjects except Filipino Importance of public participation in language and English is delivered in the students' development local language. - This aims to enhance comprehension and learning, as children understand IMPLEMENTATION OF THE BILINGUAL lessons better in their native language. EDUCATION POLICY LINGUA FRANCA PROJECT EARLY CHILDHOOD The Lingua Franca Project (1999) was a - Early Childhood starts from birth to age government initiative aimed at promoting the eight or kindergarten to grade three. use of Filipino as the national lingua franca across the Philippines. Both Filipino and English are used for medium of instruction for 5-year-old children in pre- English and Filipino are the languages of school. education and the official languages of literacy Dominant Languages that are commonly (Espiritu2015). learned by the children are Filipino and English. In non-Tagalog regions, the teachers are It was accomplished through the translating Filipino or English in their local/native issuance of DECS Memorandum No. 144 s. language, children mostly answered in mixed 1999 The "Lingua Franca Project" began in language. 1999 and continued until 2003. PROGRAM The project's goal was to establish and Mother Tongue-Based Multilingual Education implement a national bridge program to promote (MTB-MLE) initial literacy. The bridging program - Early learning in the mother tongue. implemented an alternative curriculum for gaining fundamental literacy and numeracy PRIMARY GRADES abilities. Pupils aged 5 to 12 complete the following 3 phases of Elementary Education: Reading in the first language developed kindergarten; self-confidence, and there was smooth transfer lower primary education (grades 1-3); of learning ability from the first language to the upper primary education (grades 4-6). second language (Eustaquio & Quijano 2009). LANGUAGE SELECTION Main Objectives - Lingua Franca Project - Use of the mother tongue as the primary - To make children functionally literate in language of instruction in early grades (K their local language to Grade 3). - To standardize the Filipino language - Filipino and English become the primary - To foster national unity languages of instruction, with a gradual - To implement language policies phase-out of the mother tongue. Key Features of the Project: - Lingua Franca INTRODUCTION OF FILIPINO AND ENGLISH Project - Filipino is gradually introduced as a - Pilot Areas subject in Grade 1. - Language Immersion - Integration into Education  - Cultural Activities MULTILINGUAL CLASSROOM A multilingual classroom is a classroom with PROJECT GOALS learners having more than two languages. It was to make children functionally Multilingual class is where the learners speak literate in their native language (lingua franca) a variety of first languages. by using it as the medium of instruction. FIRST LANGUAGE VS. SECOND LANGUAGE Develop initial literacy and numeracy FIRST LANGAUGE skills: The project provided an alternative - Language acquired from birth by actively curriculum that focused on acquiring basic listening to parents communicating with literacy and numeracy skills in the child's first you. language. - Native language, mother tongue, native tongue. Foster self-confidence and a smoother - It is less complex. Babies learn it transfer of learning: Research showed that effortlessly. children who learned in their first language - It is abbreviated as L1. before learning a second language were more successful second-language learners, SECOND LANGUAGE exhibiting greater self-confidence and a - Language usually learned at a later stage smoother transition of learning ability. after a mother tongue. - Non-native language, non-native tongue. The Lingua Franca Project served as a - It is learned actively by studying grammar stepping stone towards the current Mother rules and many concepts. Tongue-Based Multilingual Education (MTB- - It is abbreviated as L2. MLE) program in the Philippines, which emphasizes the importance of using the BENEFITS OF MULTILINGUALISM learner's first language as the foundation for SOCIO CULTURAL education. - Understanding of others world cultures. - Increased empathy development. CHALLENGES - Enhanced connections to heritage - Teacher Training and Competency cultures. - Curriculum Development - Promotes global awareness, reduced - Resource Availability discrimination, improved self-esteem, - Community Acceptance and Support and stronger cross-group relationships. CONSIDERATIONS ECONOMIC - Language Dominance - Greater job opportunities in multiple - Long-Term Educational Goals public and private sectors. - Cultural Sensitivity - Greater business opportunities. - Raises occupational status and earning potential. MULTILINGUALISM IN THE CLASSROOM - Language skills are in high demand for employment. MULTILINGUALISM from two Latin words, “multi” means many COGNITIVE and “lingua” means language. - Executive function is the use of more than two or more languages, - May delay the onset of age-related either by an individual speaker or by a group of cognitive decline and the onset of illness speaker. such as Alzheimer’s disease. - Increased intellectual flexibility. EDUCATIONAL - Peer rejection and bullying can - Leads to increased levels of creativity significantly impact the social and - Promotes higher levels of abstract emotional well-being of students with thought and reasoning. disabilities, leading to feelings of isolation - Improved learning outcomes in various and hindering their overall educational subjects. experience. LANGUAGE AND INCLUSIVE BASIC RESOLUTIONS TO CHALLENGES: EDUCATION ISSUES AND CHALLENGES - Every child has a fundamental right to education. WHAT IS INCLUSIVE EDUCATION? - Every child has a unique characteristics, Inclusive education is the most effective abilities, interests, and learning needs. way to give all children a fair chance to go to - Those with special educational needs school, learn and develop the skills they need to must have access to regular schools. thrive. CRITIC ON ITS IMPLEMENTATION PROCESS The goal of an inclusive educational AND PRACTICES environment is to ensure that all students are treated equally and have access to the same CRITICISMS OF MULTILINGUALISM opportunities. IMPLEMENTATION Lack of Teacher Training and Resources FORMS OF INCLUSION - not fully equipped and may lack of PHYSICAL INCLUSION – refers to the students knowledge and necessary skills to utilize with disabilities to participate in all activities. students’ diverse language. SOCIAL INCLUSION – students are Persisting Monolingual Norms encouraged to assume leadership roles to - resist to change and resist to accept positively change their school and community. diverse language of all students. COGNITIVE INCLUSION – the educational Challenges in Assessing Multilingual institutions try out cognitive inclusion by allowing - assessing students’ proficiency in the children with special educational needs to multiple language can be challenging. study in general classrooms with non-disable children. Proficiency Language Dominance and Language Equity LANGUAGE AS AN INCLUSIVE EDUCATION - potential for language dominance and ISSUE inequity within multilingual classrooms. - Languages are the most powerful instrument to preserve and extend Lack of Clear Implementation Guidelines heritage and inspire solidarity based on - can lead to inconsistent practices across understanding, tolerance and dialogue. different classrooms and schools - It is fundamental to communication and, without languages, unique modes of Concerns about Segregation and Exclusion thinking and expression may be lost and - it can lead to segregation and exclusion consequently, lessen cultural diversity. of multilingual students. ISSUES AND CHALLENGES FACE BY Lack of Empirical Evidence STUDENTS IN INCLUSIVE EDUCATION - lack of robust empirical evidence to - Large class sizes make it difficult for support its effectiveness in various teachers to provide individualized educational context. attention and support to all students, especially those with special needs. ADDRESSING THE CRITICISM education, which can help children learn Teacher Training additional languages. - equip educators with the skills, knowledge, and resources to effectively 3. COMMUNITY: implement multilingualism in the - Language Diversity: Living in a diverse classroom. community can expose children to a variety of languages. Curriculum Development - Language Policies: Government - developing curriculum materials and policies regarding language education resources that are sensitive to the and usage can influence language linguistic diversity of students. acquisition. Assessment Development 4. INDIVIDUAL FACTORS: - create a reliable and valid assessment - Cognitive Abilities: A child's cognitive tools. abilities, such as memory and learning style, can affect their language Policy Reform acquisition. - develop a clear and consistent policies - Motivation: A child's interest in learning that support multilingualism in schools, a language can play a significant role in provide guidance for implementation. their proficiency. Research and Evaluation It' s important to note that language acquisition - conduct a rigorous research to is a complex process, and individual investigate the effectiveness of experiences can vary widely. multilingual in educational context. - to identify best practices for DISCUSS HOW KNOWING DIFFERENT implementation. LANGUAGES BENEFIT YOU, PARTICULARLY AS FUTURE TEACHERS IDENTIFY THE LANGUAGES THEY There is always so much new learning we UNDERSTAND, SPEAK, READ AND WRITE are encouraged to engage with as teachers – much of it with the specific aim of enhancing our Language development is a complex pedagogical practice. And yes, it is critical that process influenced by multiple factors. we expand our teaching repertoire. FACTORS AFFECTING CHILDREN'S TEACHERS AS MULTILINGUAL LANGUAGE SKILLS 1. EFFECTIVE COMMUNICATION 1. HOME ENVIRONMENT: - Will be able to be open with students who - Primary Language: The language have diverse cultural languages. spoken at home is typically the child's - Parental Involvement is necessary first language and the one they are most comfortable with. 2. CULTURAL UNDERSTANDING - Multilingual Exposure: If parents or - Teachers will be able to promote caregivers speak multiple languages, the inclusivity and global awareness. child may be exposed to and learn those languages as well. 3. COGNITIVE DEVELOPMENT - Will be able to enhanced problem skills 2. EDUCATION: and critical thinking skills. - Language of Instruction: The language used in schools can significantly impact a 4. PROFESSIONAL OPPORTUNITIES child's language skills. - Increased employment opportunities and - Language Programs: Some schools career advancement. offer language programs or bilingual 5. BUILDING RELATIONSHIP - Will be able to built trust and rapport. - Peer Interaction Facilitation THE MULTILINGUAL CLASS A multilingual class, is one with a mix of students from various countries who may all speak different languages. Here are some examples of languages you might encounter: "YOU ARE A GOOD STUDENT" SPANISH: *Eres un buen estudiante (for addressing a male) *Eres una buena estudiante (for addressing a female) JAPANESE: *あなたは良い学生です (Pronunciation: Anata wa yoi gakusei desu) You can also say: *君はいい学生だ (Pronunciation: Kimi wa ii gakusei da) ่ THAILAND: *คุณคุ เป็ น ป็ นักนั เรียรีนทีดี (Pronunciation: Khun bpen nákrian thîi dii) Always recognize and celebrate the diverse languages and cultures of your students, fostering inclusivity and pride.