marilyn l. ngales, phd leonora h. astete, ma -elltlc.mahidol.ac.th/mleconf2013/pptnnotes/marilyn...
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Marilyn L. Ngales, PhD Leonora H. Astete, MA-ELLT 4th International Language and Education Conference Bangkok, 6-8 November, 2013
1
14 million IPs in the Philippines Dumagat belong to the 110 (NCIP)
ethnolinguistic groups 2.5 million IP children (Jocson, 2010)
2
Community engagements with the Dumagat since 2008
First Dumagat/Agta Conference (2010) Dumagat Book Monograph Productions (2011)
3
Precursors to the signing of K-12 Law
Education for All (EFA)
10-Point Basic Education Agenda
DepED Order Nos. 74, 32 & 62 (IP Education Policy Framework)
Indigenous People’s Rights Act, 1997 (IPRA)
4
identify the IPs’ issues and concerns in education as basis for collaboration with other stakeholders;
account for Dumagat children and youth of school age levels (in the 3 pilot areas) who have /have not acquired any form of education;
make a profile of the Dumagat children and youth studying in the pilot areas (formal or informal);
discuss the challenges and opportunities in
implementing MTB-MLE; and
describe the results of the community involvement and how these contributed to the implementation of MTB-MLE
5
Qualitative and Quantitative methods Participatory Case study
Tools Semi-structured interviews FGDs Direct observation Documents from various sources
July 2012 - July 2013 6
PUGAHAN 2012-present TAYAN-DEEP- 2008-2011
7
Far distances of schools
Discrimination in mainstream school
Non-literate parents
The dwindling use of the mother-tongue speakers among IP children
Inadequacy of government support to remote areas
Food insecurity due to aggressive development Myths about IP learners
8
134
35 4352
42
10
3423
3 4 112
60
411
3
0
20
40
60
80
100
120
140
160
Cabog (N=239)
Caragsacan (N=53)
Dikapanikian (N=89)
Singawan (N=90)
In-school
Out-of-school
Not yet attending/ never attended schoolNo account
Dingalan (N=471)
9
10
24
109
020406080
100120140160
Formal Non-formal
Cabog (N=134)
Primary
Secondary
Tertiary
Unspecified level
1
33
105
10152025303540
Formal Non-formal
Caragsacan (N=35)
Primary
Secondary
Tertiary
Unspecified level
1
42
0
10
20
30
40
50
Formal Non-formal
Dikapanikian (N=43)
Primary
Secondary
Tertiary
Unspecified level
3
48
10
10
20
30
40
50
60
Formal Non-formal
Singawan (N=52)
Primary
Secondary
Tertiary
Unspecified level
11
*Number of enrollees
**DepED (K-2) standard age: K=5, Gr.1= 6, Gr.2= 7 Gr. 3= 8-9, Gr. 4 =9-10,Gr.5=10-11, Gr. 6= 11-12 ***Average age: K-6
0
2
4
6
8
10
12
14
16
18
Cabog ES (N=109) Caragsacan ES (N=33) Dikapanikian ES (N=42) Singawan ES (N=47)
Kinder
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
*5 20 36 15 15 10 8 11 7 7 1 3 2 2 8 7 9 9 4 2 3 8 16 7 7 3 2 4
**A
ge
***4.8
8 9.09 9.2
10
13.38
11.77
6.45
8.86
9.43
13
16
10.5
12
5.38
7.14
9.56
10.78 10.5
11.5
14.33
4.88
8.75
11.86 11.29
11.33
14
15.5.
12
53
17
60
0102030405060708090
Formal Non-formal
Masla (N=90)
Primary
Secondary
Tertiary
Unspecified level
0
1
2
3
4
5
6
7
8
9
10
Kinder Grade I Grade II
Masla N=40
*5 14 21
** Age ***4.8
7.93
9.14
*Number of enrollees **DepED (K-2) standard age: K=5, Gr.1= 6, Gr.2= 7 ***Average age: K-2
13
12
29
05
101520253035
Formal Non-formal
Paglitaw (N=32)
Primary
Secondary
Tertiary
Unspecified level
0
2
4
6
8
10
12
Kinder Grade I Grade II
Paglitaw PS (N=27)
*5
7 15
***4.8
7.93
9.14
**A
ge
*Number of enrollees **DepED (K-2) standard age: K=5, Gr.1= 6, Gr.2= 7 ***Average age: K-2
14
9
0
5 5
4954 55
55
17
1 120
10
20
30
40
50
60
With family With schoolmates
With peers With community members
Cabog N=61
Dumaget only
Dumaget and Tagalog
Tagalog only
Others
17
2
0
14
2
15
17
56
8 8
6
0
2
4
6
8
10
12
14
16
18
With Family With Schoolmates With Peers With Community Members
Caragsakan (N=25)
Dumaget only
Dumaget & Tagalog
Tagalog only
5
01
3
10
5
12
99
19
1112
02468
101214161820
With Family With Schoolmates With Peers With Community Members
Dikapanikian (N=24)
Dumaget only
Dumaget & Tagalog
Tagalog only 8
0
4 4
21
2926 26
2 2 1 10
5
10
15
20
25
30
35
With Family With Schoolmates With Peers With Community Members
Singawan (N=31)
Dumaget only
Dumaget & Tagalog
Tagalog only
15
3
01 1
4
8
6
3
1514
15
18
5 5 5 5
0
2
4
6
8
10
12
14
16
18
20
With family With schoolmates With peers With other community members
Paglitaw (N=7)
Dumaget only
Dumaget & Tagalog
Tagalog
No account
914
30
23 22
17
10
1718
0
5
10
15
20
25
30
35
With family With schoolmates
With peers With other community members
Masla (N=40)
Dumaget only
Dumaget & Tagalog
Tagalog only
16
Community has a pool of language mentors Training opportunities available Supportive teachers & principals in some schools Availability of documented indigenous literature
as sources for localization Community members as resource persons on
Indigenous Knowledge, Systems, and Practices (IKSP)
Increasing support of government agencies & other NGOs
17
Indifference of some parents towards MT teaching Fast turnover of community teachers (language
mentors) ▪ Lack of confidence ▪ Indifference of some DepED teachers to support MTB-MLE ▪ Family concerns
Lack of learning materials on MTB-MLE Difficulty of gathering immediate feedbacks/ reports
due to distance of communities
18
Participating in the consultation meetings
Linking with government
agencies / Meeting DepED recognition requirements
Providing information for the
learning materials /Indigenizing existing curriculum
Acting as language mentors to
the non-fluent teacher
19
Designating
community teacher Acting as resource
persons in the classroom
Participating in
capability / confidence building activities
20
Counter parting for community library buildup
Gathering data as para researchers
Sharing folk stories as references to generate learning materials
21
One big encouragement for the IPs to participate in the MTB-MLE initiative is to tap them as contributors to curriculum development, Language Materials Production (LMP), language mentoring, and other community endeavors. Their latent wisdom coupled by their wealth of natural resources is just waiting to be mined.
22
A comprehensive capacity building program on MTB-MLE involving both IP adults & children geared towards a systematic recording and eventual inclusion of their IKSP in the teaching-learning process should be instituted by all concerned.
Likewise, a massive cultural awareness, cultural sensitivity, and cultural competence trainings be conducted for all stakeholders to forward MTB-MLE with IPs.
23
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