Cambodia Workshop on Bilingual Education: FINAL REPORT

Organized by the Ministry of Education, Youth and Sports (MoEYS), International Cooperation Cambodia (ICC) and United Nations Educational, Scientific and Cultural Organization (UNESCO, a Workshop on Bilingual Education was held at the Imperial Garden Villa and Hotel, Phnom Penh, Cambodia, on Nov. 17-18, 2011.

Dr. Rosalina J. Villaneza

Dr. Rosalina J. Villaneza, MTB MLE Focal Person and National Coordinator and Head of the Philippines National English Proficiency Program, Office of the Undersecretary for Programs and Projects, Department of Education, was one of the workshop presenters. She spoke on “The Philippine Model of Mother Tongue Based Multilingual Education.

Here’s the FINAL REPORT: Cambodia Workshop on Bilingual Education FINAL Eng with Photos Dec 22 pdf.

2 thoughts on “Cambodia Workshop on Bilingual Education: FINAL REPORT

  1. The wisdom presented by Dr. Rosalina J. Villaneza is one way of addressing the concerns of education when it comes to teaching-learning language–so-called mother-tongue language as basis for teaching another language for a non-native learner, say the English language. The pattern, strategies and the like in learning the first language would be akin to learning the second language. I commend the expertise of Dr. Villaneza where language now is the focus of teaching-learning situation; thus, understanding the second language becomes easier, more fun and meaningful to a learner.

    • I agree. However, the initial implementation of DepEd Order No. 74 s. 2009 institutionalizing MTBMLE which is funded under DepEd Order No. 90 s. 2011 leaves a lot to be desired. In the first place, the list of schools initially funded for implementing MTBMLE (per enclosure to DepEd Order No. 90) does not include the entire DepEd Region II (Batanes, Cagayan, Isabela, Quirino, and Nueva Vizcaya). Secondly, an inordinately large number of schools with Tagalog/Filipino speaking students (from the CALABARZON Region, for instance) is included in the list for initial MTBMLE funding. I tend to think that since DepEd and the Komisyon sa Wikang Filipino and the organizations which preceded them have spent more than 50 years and lots of the taxpayers’ money in developing Tagalog/Filipino learning materials, as well as, in training teachers, etc., etc., etc., these schools with Tagalog/Filipino students should be given lower priority in the initial MTBMLE funding. And third but not least, it would have been wonderful to engage experienced writers in the various non-Tagalog languages, especially those which already have existing, vibrant bodies of literature in the ethnic languages — these regional writers should have been vigorously pursued by DepEd in writing the stories needed in MTBMLE at various levels of implementation instead of reinventing the wheel by asking DepEd teachers and staff — some of whom really have very limited writing experience in the regional languages — to do the writing.

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