Lesson 1 language planning and policy
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Lesson 1 language planning and policy
- 3. Let’s sing and play!
- 4. • BA BA • BE BE • BI BA BE BI • BO BO BA BE BI BO • BU BU BA BE BI BO BU
- 5. Objectives • identify ways in which minority language communities have been disadvantaged socially or politically through language and education policy; • plan advocacy strategies in your context, advancing and supporting language education for speakers of non-dominant language communities; • list examples of Filipinisms/Philippine English and their counterpart American/British/other varieties of English; and • explain stages of language planning and language planning principles using your own words
- 13. Language Planning • all conscious efforts that aim at changing the linguistic behavior of a speech community (Haugen, 1966) • occurs in most countries by their relevant governments where they have more than one language within the community
- 14. Language Planning • A deliberate language change (Ruben & Jernudd, 1971) • Organized activity in order to solve language problems within a community (Jahr, 1992) • Actual proposal to express language ideologies within the community
- 15. Language policy • Expression of the ideological orientations and views • Designed to favor or discourage the use of particular language or set of language • Done by the government officially through legislations and policies
- 16. 4 stages of language planning (Haugen, 1966) 1. Selection 2. Codification 3. Implementation 4. Elaboration
- 17. 1. Selection
- 18. 2. Codification
- 19. 2. Codification • Graphization • Grammaticalization • Lexicalization
- 23. 4. Elaboration
- 24. Language Planning Principles • Assimilation
- 26. Language Planning Principles • Linguistic Pluralism
- 27. Language Planning Principles • Vernacularization
- 28. Language Planning Principles • Internationalization
- 29. 3 LEVELS OF LANGUAGE PLANNING
- 33. Filipinisms • Hand carry • Traffic • Senatoriable • I failed in Accent training. • I am taking up law. • Pass by my office before you go.
- 34. Filipinisms • I talked to her already. • Actually • Sewer • Dine in/ take home • I felt kind of tired. • Could you repeat that again, please? • Bottomless • Fall in line • Fill up this form
- 35. Language Planning in the Philippines
- 38. Tasks of Komisyon sa Wikang Filipino • To develop as a language of academic work • Disseminate it further • Do linguistic and sociolinguistic research • Monitor government policies and laws so that they will not be inimical to its own purposes and work • Preserve and conserve and conserve as well as disseminate other Philippine languages and their respective literatures
- 39. • Dictionary making • As defined by KWF, Filipino is the variety of speech used as a lingua franca in the Philippines, found in urban areas and historically first emerging in the Manila area
- 40. English has no national agency concerned with its interests; it continues as an official language, and its use in the community continues as a language of instruction at the tertiary level and as a language of science and mathematics at the elementary and secondary levels.
- 41. • The use of Filipino and English is now governed by Department of Education, Culture, and Sports Policy No. 25 promulgated in 1974, and No. 52 promulgated in 1987. • The teaching of Filipino for six units at the collegiate level began in 1975.
- 43. • Department Order No. 22 series 1975 prescribed the content of the syllabus • CHED Order No. 59, Series 1997 has prescribed 9 units of Filipino, 9 units of English, and 6 units of Literature (which may ne taught in either English or Filipino).
- 44. Language Planning Agency (Formal and Informal) The FLPA for Filipino and the other Philippine languages is the Komisyon sa Wikang Filipino established in 1991 by RA. 7104.
- 45. Language Planning Agency (Formal and Informal) While a division of KWF is tasked with the conservation of the other Philippine languages and the compilation of their literatures, little work is really being done at the official government level for the conservation of these languages.
- 46. Language Planning Agency (Formal and Informal) There is no FLPA for the continuing use of English in the Philippine life.
- 47. Regional/International Influences Affecting Language Planning in the Philippines
- 48. The role of English in the Philippines
- 49. • House Bill 4701 on Strengthening and Enhancing the Use of English as the Medium of Instruction in the Philippine Schools was passed in the House of Representatives in 2006. • Pres. Gloria Macapagal Arroyo
- 50. Towards a Multilingual Education Policy
- 51. Towards a Multilingual Education Policy • Iloilo experiment by Jose D. Aguilar • Arroyo administration • Institutionalisation of mother tongue-based multilingual education (DEPED Order No. 74 s. 2009) • From Bilingual Education Policy to a multilingual approach • September 14, 2010 (ALS Curriculum for Indigenous Peoples Education) – DepEd Order No. 101
- 52. Institutionalisation of MTB-MLE • 2013 • Philippine education system • RA 10533 • Mandating a 13 year K-12 education system • Curriculum for basic education in the Philippines • Mother Tongue-Based Multilingual Education (MTB- MLE)
- 53. Institutionalisation of MTB-MLE • Section 10.4 • Allocation of languages • K-3 (regional/native language of the L) • Mother language transition program • 19 languages (Abueg, 2015)
- 56. ASSESSMENT
- 57. Ask yourself the following questions and answer them. • What examples can you identify of ways in which minority language communities have been disadvantaged socially or politically through language and education policy?
- 58. Ask yourself the following questions and answer them. • Do you believe that English contributes to social and economic inequalities in the Philippines? Why?
- 59. Ask yourself the following questions and answer them. • Does English undermine the culture of the Philippines? How do you say so?
- 60. Ask yourself the following questions and answer them. • Plan advocacy strategies in your context advancing and supporting language education for speakers of non-dominant language communities.
- 61. List 10 more examples of Filipinisms/Philippine English and their counterpart American/British/other varieties of English.
- 63. Enumerate ten (10) other Philippine English words that are already included in the Oxford English Dictionary.
- 64. SELF-ASSESSMENT
- 65. Instructions: Using your own words, explain the four (4) stages of language planning and language planning principles. Be able to also give other examples for each.
- 66. In your own words and experience, answer these questions in one expository paragraph: What can you say about House Bill No. 6125? Would you agree to suspend the implementation of Mother Tongue-Based Multilingual Learning? Why not?
Editor's Notes
- stop music check audio video screen share
- Words are very necessary. It gives a sense of identity to an individual as well as a social group; however, language can also become a problem and a barrier to communication, which needs language planning.
- It gives a sense of identity to an individual
- As well as a social group; however language can also become a problem and a barrier to communication, which needs language planning
- HISTORY: LPP was revitalized again mostly after the newly independent states, in the post-colonial era, needed to reconstruct their identity including language in a context of multi-ethno-linguistic diverse populace. Language policy – legislation on and practices pertaining to the use of language in a society—often a nation. Language in educ policy- legislation on and practices pertaining to languages or media of instruction and languages of literacy used in basic education. Example-colonization
- Language forms
- Language policy is sometimes used as a synonym to language planning Language policy refers to the more general linguistic, political and social goals underlying the actual language planning process
- Problems: 1.Multilingual geographical spread that may cause miscommunication between people of the same nation 2. Which language/s is/are going to be selected and standardized as the official language/s of these states This planning is often associated with government planning yet it can be done by NGO or individuals
- Is the term used to refer to the choice of a language variety to fulfill certain functions in a given society
- The creation of a linguistic standard standard or norm for a selected linguistic code It is divided into 3 stages
- Developing a writing system Deciding on rules/norms of grammar Identifying the vocabulary
- ACCEPTANCE Promoting of the decisions made in the stages of selection and codification which can include marketing strategy, production of books, pamphlets, newspapers, and textbooks using the new codified standard Bongga, kilig, pandesal
- Refers to the terminology and stylistic development of a codified language to meet the communicative demands of modern life and technology. Its main area is the production and dissemination of new terms For instance, addition of the words, ‘bongga’, ‘kilig’, ‘pandesal’ and many other Philippine English words in the OED.
- The principle states that every person within society should be fluent in that society’s dominant language. For example, in the USA, the only-english movement maintains that everyone in the US should speak English well, regardless of their first language Though the US never had a legislation that explicitly declares that English is the official language yet it is the language used in education, official setting
- https://www.ethnologue.com/guides/ethnologue200 English 1268 M 2 Mandarin Chinese 1120 M
- The opposite of assimilation This principle teaches that it is better to have multiple languages within society For example, Switzerland with French, german, Italian, and roman (all as official languages) Singapore have english, malay, tamil and Chinese as official languages
- It is a principle that wants to restore a native language into a commonly spoken language For example, JEWS from around the world gathered in the so-called “ISRAEL” and revived the Hebrew language with success
- This principle promotes adopting a non-indigenous language in order to communicate easily with other nations English now is considered to be global language and is taught worldwide.
- Or types of LP
- Refers to the social and political position a language will be assigned This level is done by the government officials It includes the selection and the implementation stages --------------- Example: In Quebec, Canada, politicians have raised the status of French by ordering that signs must give French more prominence
- Refers to changes or standardization of certain elements of the language This level includes codification and elaboration It is done by sociolinguist (linguist in general) Ex: lexicon, orthography This level includes codification and elaboration. It is done by sociolinguist (linguist in general). Example: lexicon, orthography
- It is usually done by government officials or private organizations that control textbooks and dictionaries Ex: Irish officials ordered that Irish Gaelic must be taught / used at least one hour of school everyday Filipinism Restroom, powder room, bathroom, shower room,toilet
- Carry on luggage Heavy traffic Senatorial candidate Without “in” Up – too casual / takig law, studying law Drop by my office before you go
- Talked- too informal ; misplaced adverb; I already spoke with her; ive already spoken to her Commonly used as filler, or an answer to replace yes Tailor (male); seamstress (female) For here/ to go Inappropriate term (kind of) ; I felt rather tired. Refillable Make a line, get into line, line up Fill out
- Inimical- negative Preserve- protect; maintain
- Dictionary making, one important activity for the standardization and cultivation of Filipino Lingua franca- any of various languages used as common or commercial tongues among peoples of diverse speech
- v
- Advocates of the Filipino language who questioned the curriculum before the Supreme Court now urge colleges to 'resurrect Filipino departments abolished because of the K to 12’ MANILA, Philippines – The Commission on Higher Education (CHED) has ordered all public and private higher education institutions (HEIs) to retain 6 to 9 units of Filipino subjects in their general curriculum, in compliance with a temporary restraining order (TRO) issued by the Supreme Court in 2015. In a memorandum signed by CHED Chairperson Patricia Licuanan on Monday, July 18, HEIs were instructed "to comply and implement" two CHED memorandums issued in 1996 and 1997 that require the inclusion of Filipino subjects in the general education curriculum: CHED Memorandum Order (CMO) 59 series of 1996 - 9 units of Filipino for Language and Literature CMO 4 series of 1997 - 6 units of Filipino for Humanities
- In the mass media, there has been no policy, formal or informal, except the policy enunciated by the Kapisanan ng mga Brodkasters sa Pilipinas (KBP) on the balanced use of FILIPINO AND ENGLISH songs played on radio.
- The most significant influence affecting language policy and planning in the Philippines as far as english is concerned, is the official encouragement of Filipinos to take on employment abroad as OFWs, a process now administered by a government agency called the Phil Overseas Employment Agency
- Certified the house bill as urgent and it received strong support from the business community which saw the use of english in school as a component towards increasing the global economic competitiveness of the Philippines.
- MOTHER TONGUE-BASED LEARNING MAKES LESSONSMORE INTERACTIVE AND EASIER FOR STUDENTS Monday, October 24, 2016 PASIG CITY, October 10, 2016 – Learners begin their education in the language they understand best—their mother tongue—and need to develop a strong foundation in their mother language before effectively learning additional languages. This is where the Department of Education (DepEd) gets inspiration in its inclusion of Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature of the Enhanced Basic Education Program. It mandates the use of the language that students are familiar with (their first language) as medium of instruction to allow them to grasp basic concepts more easily. Currently, DepEd uses 19 languages in MTB-MLE: Tagalog, Kapampangan, Pangasinan, Iloko, Bikol, Ybanag, Sinugbuanong Binisaya, Hiligaynon, Waray, Bahasa Sug, Maguindanaoan, Maranao, Chavacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Sinurigaonon. The MTB-MLE is implemented in two modules: 1) as a learning/subject area and 2) as medium of instruction. Developmentally appropriate As a subject, mother tongue education focuses on the development of speaking, reading, and writing from Grades 1 to 3 in the mother tongue. As a medium of instruction, the mother tongue is used in all learning areas from Kinder to Grade 3 except in teaching Filipino and English subjects. Filipino is introduced in the second quarter of Grade 1 for oral fluency (speaking). For reading and writing purposes, it will be taught beginning in the third quarter of Grade 1. The four other macro skills which are listening, speaking, reading, and writing in Filipino will continuously be developed from Grades 2 to 6. The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills, enabling children to operate equally in different languages – starting with the first language of the child. “Researchers have proven even during our education with the Thomasites that the child’s first language really facilitates learning, as emphasized by Dr. Monroe, that we should be educated in our mother tongue. This gave birth to the Iloilo experiment and the result of that study was very remarkable,” said Ms. Rosalina Villaneza, Chief of Teaching and Learning Division of DepEd.
- Major Findings of the Three Language-Teaching Experiments The results of first Iloilo Experiment (1948-1954) along with the experiments in Rizal (1960-1966) and Iloilo (1961-1964) reflected the value of holistic approach to language in combination with other languages. In the first Iloilo Experiment, experimental group of Grades 1 and 2 pupils were taught subject matter using Hiligaynon as the medium of instruction, while the control group received English instruction. Results showed that pupils in the experimental group were significantly superior in proficiency (language and reading tests) and subject matter (arithmetic and social studies tests) than their counterparts in the control group. In the Rizal Experiment, the teacher training was concentrated in English and Tagalog; the teaching materials for the Tagalog-based lessons were anchored on the English materials. After completing Grade 6, the all-English group showed higher levels of proficiency in English, social studies, health and science, and arithmetic—significantly greater than the achievement of the groups that used the Tagalog medium. However, despite under the limitations of training and materials, tests at the end of Grade 4 showed native-language teaching to possess significant strength. Receiving instruction in English, the all-English group attained the highest score in language, reading, social studies, health and science, and arithmetic computation. However, for arithmetic problems, the all-Tagalog group (Tagalog medium in Grades 1-4) obtained the highest level of achievement. In the Tagalog version of the tests, the three groups showed about the same proficiency levels in the reading test, but it was the all-Tagalog group that obtained the highest achievement levels in social studies, health and science, and arithmetic problems. The part played by the factors of training and materials were further shown by the Iloilo Experiment II. The literacy rate of the experimental classes in Hiligaynon that the Bureau of Public Schools obtained in 1965 was 75.99%, showing a holding strength within the 1961 level of 53.28% for the country’s vernaculars. The Iloilo Experiment II showed that the best medium of instruction to introduce Tagalog and English simultaneously in Grade 1 is Hiligaynon. There is reason to believe that, especially at an early age, using the mothertongue helps the learning process by introducing concepts to students in the language they are most used to.
- Filipino and english shall be gradually introduced as languages of instruction until such time when these two languages can become the primary languages of instruction at the secondary level
- At first, Teacher Regina of Pasig Elementary School, who has been teaching Grade 3 Mathematics for 17 years, was apprehensive to use the mother tongue. She was mainly worried about how mathematical concepts and terminologies could be translated to the mother tongue. However, this concern was negated by the more active participation of the children when they started using the mother tongue in her classes. She noticed that the children became more confident in conceiving and explaining content, and more articulate in expressing their ideas. She saw how using the mother tongue enables her learners to immediately construct ideas, explain without fear of making mistakes, and add new concepts to those they already know. Teacher Nemia, a Grade 3 Science teacher of 12 years, had the same apprehensions. “It was a very unwelcome idea to use the mother tongue in teaching Science. It seemed difficult. I also thought of the extra effort I might need to exert in using terms that would match the exact translation of scientific terms in the mother tongue,” she said. “However, when we started teaching in the mother tongue, we were surprised by how effective it was. The pupils were more attentive in class discussion. They are also able to explain their answers well when responding to questions. Furthermore, it makes them more confident to converse,” added Teacher Nemia.