The Philippine Roadmap to Multi-literacy

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The Philippine Roadmap to Multi-literacy
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Foundations of the Policy Recommendations thru
BESRA

• Philippine language context and the evolution of
  language 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 virtue of our geography and history, a
multi-lingual people. This gift has for too
long been viewed as a liability.
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The Philippine Language Context

• 120 languages (McFarland, 1993) or 171
  (Philippine Commission on Educational Reform,
  2000)
• Eight major languages are Ilocano, Pangasinense,
  Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynon
  and Waray-Samarnon (Belvez, 2002)
• Filipino is the national language, and
  incorporates vocabulary from the other Philippine
  languages and non-local languages used in the
  Philippines, i.e., English, Arabic and Spanish
  (Gonzales, 1998)

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Cultural identity, language and literacy

• Culture is the sum total of ways of living built
  up by a group of human beings transmitted from
  one generation to another. The shared values,
  customs and histories 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 to cultural identity

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Language Acquisition and Learning

• Language Learning
• The process used by learners when languages are
  added to their linguistic repertoire
• Refers to second, third, nth language 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 Bilingual

Natural
Additive
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The Issue of Biliteracy

• For our purposes, we should look at it this way

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Therefore..
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Word Reading and Spelling
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Sentence and Listening Comprehension
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Whats going on here?
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The Reality
SCHOOL
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Cross-linguistic Transfer of Literacy Ability

• Considerable and wealthy evidence to show the
  literacy transfers across languages
• Ocampo (2002) showed that cognitive linguistic
  skills used to read in one language (Filipino)
  were also used in another language (English)
• Aquino (2005) reports that beginning reading
  instruction in Filipino or English had positive
  effects on alphabetic knowledge and phonological
  awareness in the other language
• Ocampo (2005) found the ease of learning to read
  words and comprehend sentences better in Filipino
  than in English for elementary grade students

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National Language and Literacy Strategy 1

• Implement a developmentally and culturally sound
  programming of language and literacy development
  in schools
• Revise the implementing rules for the Bilingual
  Education Policy

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Programming of Languages of Learning
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National Language and Literacy Strategy 2

• Create better learning environments to support
  language and literacy education of students.
• Articulate how language and literacy will be
  developed in learners at specific grade/year
  levels of basic education.
• Use childrens literature to support language and
  literacy development through exposure, immersion,
  and practice.
• Support student learning through the development,
  production, and distribution of instructional
  materials in the designated languages of learning
  at the school, division, and regional levels.

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National Language and Literacy Strategy 2

• Ensure that teachers at different grade/year
  levels have the 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
• Match the assessment of language and literacy
  with curriculum content and the languages of
  learning at specific grade/year levels.
• Provide students with language and literacy
  difficulties remedial instruction based on
  assessment results.

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Instructional Materials should be made for

1. Beginning Reading in the mother tongue 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 from Preschool until
   Grade 3.
5. MAKABAYAN in the mother tongue for Grades 1 and
   2.
6. Filipino materials using local context and
   literature (where possible) for Preschool, Grades
   1 to 6.
7. English materials using local context and
   literature (where possible) for Preschool, Grades
   1 to 6.

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National Language and Literacy Strategy 3

• Enliven critical social support structures in the
  community to support learners in school.
• Ensure maximum LGU/community participation and
  support for the implementation of the language
  and literacy programming strategy.
• Raise critical awareness among parents about
  effective language and literacy learning
  processes.

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MARAMING SALAMAT PO!