phil roadmap to multiliteracy mt
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The PhilippineRoadmapto
Multi-literacy
Dina Ocampo
Leonor DiazPortia Padilla
Liu Vilbar Victor Villanueva
Mark Norman MacaPau Fontanos
Liza VillanuevaRoberto Ruda
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Foundations of the PolicyRecommendations thru BESRA
Philippine language context and the evolution oflanguage 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 virtueof our geographyand history, amulti-lingual
people.
This gift has for toolong been viewedas a liability.
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The Philippine Language Context
120 languages ( McFarland, 1993 ) or 171 (PhilippineCommission on Educational Reform, 2000)
Eight major languages are Ilocano, Pangasinense,Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynonand Waray-Samarnon ( Belvez, 2002 )
Filipino is the national language, and incorporates
vocabulary from the other Philippine languages andnon-local languages used in the Philippines, i.e.,English, Arabic and Spanish ( Gonzales, 1998 )
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Cultural identity, language andliteracy Culture is the sum total of ways of
living built up by a group ofhuman beings transmitted fromone generation to another. Theshared values, customs andhistories 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 tocultural identity
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Language Acquisition andLearning
Language Acquisition the way children learn their mother
tongue the process of natural assimilation
of a language requires good models of the
language that is to be learned andimmersion in its use and function.
all children can acquire languageability because humans have thecapacity to learn language (Brown,1994).
Language Learning The process used by learners
when languages are added totheir linguistic repertoire
Refers to second, third, nthlanguage 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 BilingualThrough
interactions
in thecommunity
Throughteaching
inschool
Natural
Additive
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For our purposes, weshould look at it this way:
The Issue of Biliteracy
The prevailing ideas positthat literacy is outside thedomain of bilingualism.
Bilingualism
Biliteracy
Bilingualism Biliteracy
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Therefore..
Experience OralSymbolsPrintedSymbols
OralSymbols PrintedSymbolsIn L2
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Word Reading and Spelling
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Sentence and ListeningComprehension
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5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
50.00
% of Schools Surpassing 60% on NAT
2002/32003/42004/5
50.00
Whats goingon here?
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The Reality
Experience
OralSymbolsin Filipino
PrintedSymbolsin Filipino
OralSymbols
In English
PrintedSymbolsIn English
OralSymbols
in L1
Whatsmissing
here?
SCHOOL
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Cross-linguistic Transfer ofLiteracy Ability
Considerable and wealthy evidence to show the literacytransfers across languages Ocampo (2002) showed that cognitive & linguistic skills
used to read in one language (Filipino) were also used inanother language (English)
Aquino (2005) reports that beginning reading instruction inFilipino or English had positive effects on alphabeticknowledge and phonological awareness in the otherlanguage
Ocampo (2005) found the ease of learning to read wordsand comprehend sentences better in Filipino than in Englishfor elementary grade students
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Childs LanguageProvides the foundation for additional languages
Facilitates learning subject matterIncreases school participation
FilipinoEasier to learn to readLanguage of the media
Understood by most Filipinos
EnglishA global language
Continues to be a languageof aspiration among Filipinos
Arabic
OtherLanguages
CrossLinguisticTransfer
Of Literacy
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National Language and LiteracyStrategy #1
Implement a developmentally andculturally sound programming of
language and literacy development inschools Revise the implementing rules for the Bilingual
Education Policy
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National Language and LiteracyStrategy #2
Create better learning environmentsto support language and literacyeducation of students.
1. Articulate how language and literacy will bedeveloped in learners at specific grade/year levelsof basic education.
2. Use childrens literature to support language and
literacy development through exposure,immersion, and practice.3. Support student learning through the
development, production, and distribution of
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National Language and LiteracyStrategy #2
4. Ensure that teachers at different grade/year levels havethe 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
5. Match the assessment of language and literacy withcurriculum content and the languages of learning atspecific grade/year levels.
6. Provide students with language and literacy difficultiesremedial instruction based on assessment results.
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Instructional Materials should bemade for:
1. Beginning Reading in the mothertongue 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 fromPreschool until Grade 3.5. MAKABAYAN in the mother tongue
for Grades 1 and 2.6. Filipino materials using local context
and literature (where possible) forPreschool, Grades 1 to 6.
7. English materials using local contextand literature (where possible) forPreschool, Grades 1 to 6.
8. Beginning Reading in Filipino for Grade2.9. Beginning Reading in English for Grade
3.10. MAKABAYAN in Filipino for Grade 3
to support the transition of the languageof learning from mother tongue toFilipino.11. Edukasyong pangkabuhayan in Filipinofor Grades 4 onwards.
12. Math in English for Grade 4 to supportthe transition of the language of learningfrom mother tongue to English.
13. Science in English for Grade 4 tosupport the transition of the language oflearning from mother tongue to English.
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National Language and LiteracyStrategy #3
Enliven critical social supportstructures in the community tosupport learners in school.
1. Ensure maximum LGU/community participation andsupport for the implementation of the language andliteracy programming strategy.
2. Raise critical awareness among parents about effectivelanguage and literacy learning processes.
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MARAMING
SALAMATPO!
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