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The role of MLE in reaching the Education for All (EFA) in Asia: trends and developments

K. Kosonen

Dr. Kimmo Kosonen (on Facebook), International Consultant in Multilingual Education and Lecturer, Payap University, Thailand, delivered the keynote address at the MTBMLE Conference in Iloilo City last February 16, 2012.

For his PowerPoint presentation, click on Kimmo_Kosonen_MLE-Conf_Philippines-Keynote_Full_PPT

Talumpati ni Kong. Magtanggol Gunigundo I sa MTBMLE2

Rep. M. Gunigundo I

Keynote na Talumpati ni Kong. Magtanggol
Gunigundo I 
sa 2nd Philippine Conference
Workshop on Mother Tongue-Based
Multilingual Education
Iloilo City, Peb. 16, 2012

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Isang Maginhawang araw sa inyong lahat!

Maayong Adlaw! Bugal ko gid ang pagdala sang mensahe sa sini nga Mother Tongue Conference.  Magbuligay kita tanan para makuha naton ang kaalam gikan sa  pagtudlo sa mga eskwelahan. Ang pag-edukar sang mga tawo amu gid lang ang paagi para dulaon ang dako nga agwat sa tunga sang manggaranon kag imol diri sa aton banwa.

Sa darating na Martes, ika-21 ng Pebrero 2012, ipagdiriwang natin ang Pandaigdaigang Araw ng mga Wika o International Mother Language Day.

Sa araw na iyon ay ginugunita natin ang pagpapakasakit ng mga bayani sa Bangladesh na nag-alay ng kanilang buhay noong 1952 para sa kanilang karapatang pangwika. Ito ang nagpasiklab sa isang digmaan na humantong sa pagkakatatag ng bansang Bangladesh na dati’y sakop ng Pakistan.

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Teaching Geometrical Figures in Waray: The LNU-ILS Experience

By Voltaire Q. Oyzon, Cyrene C. Lubio, Lorena M. Ripalda, and Jose Ismael S. Salamia

Paper presented at the 2nd Philippine
Conference Workshop on
 Mother
Tongue-Based Multilingual Education
held February 16-18, 2012 at the
Punta Villa Resort
Sto. Niño Sur
Arevalo, Iloilo City, Philippines

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ABSTRACT

Waray children are “unconsciously shifting from their mother language to English and/or Tagalog in their vocabulary use”. English vocabularies are more familiar to Waray educands of today than are the indigenous Waray terms, for instance, for geometrical figures, colors, numbers, etc.

Still, “it is an ongoing debate of what type of language should be used in the implementation of MTBMLE.” Should educators use a Waray that borrows heavily from English and other languages or a Waray that uses exclusively its own indigenous terms and concepts?

The researchers formulate a single lesson plan using an inductive method incorporating the Montessori Approach. Using Waray as the medium of instruction, the lesson is taught to two groups equivalent in number and composition: Group A (the experimental group) uses indigenous terms in the teaching of geometrical figures, and Group B (the control group) uses borrowed English terms in the teaching of geometrical figures. We have two types of pupils at LNU-ILS: Waray pupils whose language at home is Waray, and Waray pupils who are exposed to English at home.

With this set up, the researchers tried to see if there are significant differences in achievement scores between the following: (1) Waray pupils versus English pupils within Group A; (2) Waray pupils versus English pupils within Group B; (3) Waray pupils from group A versus Waray pupils from Group B; (4) English pupils from Group A versus English pupils from Group B; (5) English pupils from group A versus Waray pupils from Group B; (6) Waray pupils from Group A versus English pupils from Group B; and (7) Group A versus Group B. T-test for independent samples is utilized as a statistical tool in the analysis of the achievement scores (post-test minus pretest).

Keywords: MTBMLE, Teaching Waray, Teaching Geometrical Figures in Waray, Vocabulary development in Waray, Intellectualization of Waray

To read the complete article, click on Oyzon et al – Teaching Geometrical Figures in Waray.

MTV-MLE: Music TeleVillame – Multilingual Education

By Patricia D. Musico
paaaaats@yahoo.com

Paper presented at the 2nd Philippine Conference Workshop on
Mother Tongue-Based Multilingual Education (MTBMLE 2)
held February 16-18, 2012, at the Punta Villa Resort
Sto. Niño Sur, Arevalo, Iloilo City, Philippines

ABSTRACT

This paper will analyze the role of music in language education. Big books are one of the materials employed in MTB-MLE, and which are taught as a shared reading activity in class. The stories are predictable, repetitive, easy to memorize and “pangmasa” which are characteristics they share with novelty songs and which make them both very appealing to children. Yoyoy Villame born Roman Tesorio, a Boholano singer who was discovered for his novel compositions sung in unusual ways with unconventional words and “funny” pronunciation is one of the biggest names in Pinoy novelty songs. This paper will examine in part the “oddities” in his phonetic, morphological and syntactic rendition and presents how these contribute to the creation of a distinctive vocal style many identify to be Visayan and “pangmasa”. His songs are a novelty and may sound strange to the ears yet this type of songs was able to capture a sizeable chunk of the market which can be partly explained by socio-cultural variables such as essentialism, nostalgia and authentication of identity.

Keywords: Yoyoy Villame, Music, Big books, Education, Teaching

To read the complete article, click on Musico – MTVMLE.

English and Englishes in the Philippines: A World Englishes Approach to MTBMLE

Isabel Perfianco Martin

By Isabel Pefianco Martin
Ateneo de Manila University

Paper presented at the 2nd Philippine Conference Workshop on
Mother Tongue-Based Multilingual Education (MTBMLE 2)
held February 16-18, 2012, at the Punta Villa Resort
Sto. Niño Sur, Arevalo, Iloilo City, Philippines

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ABSTRACT

In the past two years since DepEd Order 74 (series 2009) was implemented, teacher training sessions have been conducted that focussed on the development of teachingstrategies and the preparation of instructional materials for teaching in multilingual settings. One area of utmost concern among basic education teachers, and often a source of anxiety to both teachers and parents, is how to approach the teaching of English using the first language (L1). This presentation hopes to address these concerns by proposing a World Englishes (WE) approach to English language teaching (ELT) in the Philippines.

To read the complete article, click on Martin – English and Englishes in the Philippines.

The Oral Interlanguages in the L2 (English and Filipino) of Education Communication Arts Majors

By Joseleanor Melliza Magno
Faculty, University of San Carlos
Oldog Poblacion,Talisay City, Cebu
(032) 273-1952, 6045
magenael@yahoo.com

Paper presented at the 2nd Philippine Conference Workshop on
Mother Tongue-Based Multilingual Education (MTBMLE 2)
held February 16-18, 2012, at the Punta Villa Resort
Sto. Niño Sur, Arevalo, Iloilo City, Philippines

ABSTRACT

This research undertaking aimed to assess the interlanguage proficiencies of the Cebuano-Bisaya speaking college students who have ventured into majoring the two second languages. Moreover, this study analyzed the crosslinguistic influences among their languages as they orally narrate, code-switch in the process, and interweave Labov‘s (1999) narrative elements. Twenty (20) BSEd Com Arts majors were elicited narrative accounts, using English and Filipino, based on a short silent film. The results revealed that the participants’ oral proficiencies are higher in Filipino than in English; involved more intrasentential code-switches, and borrowings; and more of Labov‘s (1999) orientation, complicating action, evaluation and coda. There exists a low to moderate correlation from delivery to topic development. The oral interlanguage proficiencies of the learners in one language do not entail proficiencies in the second.

Keywords: code-switching, interlanguage, narrative, oral proficiency, positive and negative transfer

To read the complete article, click on Magno – The Oral Interlanguages in the L2 of Education Communication Arts Majors

Development of Mother Tongue-based Early Literacy Assessment Tools for Ilokano Children

By Joel Bagain Lopez
Department of Education, Region I, Ilocos Norte
jfilesjdoc@yahoo.com

Paper presented at the 2nd Philippine Conference Workshop on
Mother Tongue-Based Multilingual Education (MTBMLE 2)
held February 16-18, 2012, at the Punta Villa Resort
Sto. Niño Sur, Arevalo, Iloilo City, Philippines

ABSTRACT

This study developed mother tongue-based early literacy assessment tools for Ilokano children. These tools include tests to identify the early literacy achievement of children, such as Panagilasin kadagiti Letra (Letter Identification), Panagbasa kadagiti Sao ken Sinan-sao (Word and Pseudoword reading), Pannakaawat iti Panagbasa (Understanding about Reading), Panagsurat kadagiti Letra (Alphabet Writing), Panagsurat kadagiti Sao (Word Writing), and Panagsurat iti Istoria (Story Writing).

To read the complete article, click on Lopez – Development of Mother Tongue-based Early Literacy Assessment Tools for Ilokano Children.