THE CHALLENGE OF MOTHER TONGUE-BASED MULTILINGUAL EDUCATION IN THE PHILIPPINES

RICARDO MA. NOLASCO, Ph.D. Department of Linguistics, UP Diliman

The Philippine education crisis

For every 100 children that enter Grade 1, only 86 make it to Grade 2 By the start of Grade 4, only 76 are still in school. By the end of Grade 6, only around 70% are around to receive that elementary diploma.

The Education crisis (Contd)

Of this, 58 will go to high school But only 42 will graduate four years later.

TIMSS 1998 and 2003

In the 1998 TIMSS, out of 39 participating countries, RP ranked 36th. In the 2003 TIMSS, our Grade IV students were ranked 23rd out of 25 participating countries in Science and Math; our HS students ranked 43rd (among 46 countries) in Science, and 34th (among 38 countries) in Math

TIMSS ITEM (Gr 8 science)

Fanning can make a wood burn hotter because the fanning (A) makes the wood hot enough to burn (B) adds more oxygen needed for burning (C) increases the amount of wood there is to burn (D) provides the energy needed to keep the fire burning

TIMSS ITEM (contd)

Top 5 Japan Sweden Hungary Chinese Taipei Netherlands Intl Ave. 94 93 91 88 87 70 Bottom 5 Saudi Arabia Ghana Philippines Botswana South Africa 43 38 35 34 33

TIMMS 2007
In 2007, the TIMSS study reiterated earlier findings that: Students who spoke the language of test at home had higher mathematics and science achievement. Achievement was highest among schools where the language of test was 90 percent or more in the students home language.

2008 Advanced Mathematics

With only the science high schools participating, the Philippines scored 355 in the tests, compared to the international average of 500. We were ranked lowest of the ten participating countries.

The language question

Pupils do not understand what their teacher is saying, and therefore they cannot follow the lesson. Why? Because the language in school is one that they can hardly understand. The school language is NOT their language.

Reading without understanding

Based on the 2003 FLEMMS survey, One out of three Filipinos, aged 10-64, does not understand what (s)he reads. For the poor, the ratio is even worse at one out of two.

2008 FLEMMS survey

Level 2 Level 3
Can read, write Can read, and compute write, compute and understand

Philippines

86.4

69.9

NCR
Region VIII

94
72.9

85.6
52.0

Two survey questions to gauge computation skills

1.

2.

If a kilo of rice costs P25.00, how much will two kilos cost? If a kilo of sugar costs P38.00, how much will half a kilo cost?

Survey question to gauge comprehension skills

The depletion of our forests is one of the most serious environmental problems of the Philippines. It causes frequent floods and loss of fertile soil. Crops and property are destroyed and many lives are lost because of frequent floods. Based on the paragraph you read, what are the effects of forest depletion?

National achievement tests March 2004 (Luz, 2008)

Only 6.8% of seniors tested passed the English test with a score of at least 75% correct 12.9% scored 75% or better in Math 0.7% or less than 1 in 100 scored 75% or better in the Science test Over-all, only 2.8% of all seniors met the passing grade of 75%

National achievement (contd)

What if 50% MPS is used as the passing mark? Then one-third (33%) of all seniors would have passed. the average score for English was 50.1%, for science, 36.8% and for mathematics, 46.2.

NCAE results by type of high school 2008-2009

School Type AVE Science Math ability ability
ReadVerbal ing Ability Compre hension

Total
Public Private

45.4
43.9 50.9

43.2
42.1 46.9

41.7
40.7 45.3

51.1
49.1 57.9

45.0
43.0 52.1

Diff

(7.0)

(4.8)

(4.6)

(8.8)

(9.0)

Were things rosier during the American period?

No. Of the children in the primary schools at end of the 1930s around 27.42 percent or about onefourth reached Grade 5; 72.58 percent or nearly three-fourths could attend only one or two, or three or, at most, four grades.

Summary
The English-dominated education system in the Philippines has condemned many of our children to failure and as a consequence to a life of poverty.

President Aquinos Ten Point Agenda for Basic Education

1) 2) 3)

4)

5)

12-year Basic Education Universal pre-schooling for all Madaris Education as a subsystem within the education system Bring back technical vocational education to high school Every Child a reader by Grade 1

President Aquinos Ten Point Agenda for Basic Education

6. 7.

8. 9. 10.

Science and Math proficiency Assistance to private schools as partners in basic education Medium of instruction rationalized Quality textbooks Covenant with local governments to build more schools

What is Mother tongue basedmultilingual education or MLE?

the use of more than two languages for

literacy and instruction. starts from where the learners are, and from what they already know. learning to read and write in their first language or L1, and also teaching subjects like mathematics, science, health and social studies in the L1.

What is an L1?
The first language or L1 is defined by UNESCO as the language that a person (a) has learned first; (b) identifies with or is identified as a native speaker of by others; (c) knows best; or (d) uses most.

How many L1s in the Philippines?

1. Tagalog 22 M 2. Cebuano 18.5 M 3. Ilokano 7.7 M 4. Hiligaynon 6.9 M 5. Bikol 4.5 M 6. Waray 3.1 M 7. Kapampangan 2.3M 8. Pangasinan 1.5 M 9. Kinaray-a 1.1 M 10.Tausug 1.0 M 11.Maguindanao 1.0 M 12.Maranao 1.0M

Total: about 170

When will children start learning Filipino and English?

As they develop a strong foundation in their L1, children are gradually introduced to the official languages, Filipino and English, as separate subjects, first orally, then in the written form.

Learning strategy
The strategy is to develop the cognitive skills of learners in their L1 first. When they reach the higher levels, they would have gained enough proficiency in their second language (L2) and third language (L3). These can then be used as primary media of instruction, without neglecting their L1.

Does MLE only involve changing the MOI and materials into the L1?
MLE also involves the following: (a) the development of good curricula (i.e. cognitively demanding); (b) the training of good teachers in the required languages for content and methodology; (c) the production of good teaching materials (i.e., error-free and culturally relevant); (d) the empowerment of the community (i.e. school-based management).

MLE as additive education

Additive bi/multilingualism - a situation where an L2 adds to, rather than replaces the L1 Subtractive bi/multilingualism a situation where an L2 is learnt at the expense of the L1

Will MLE empower the learners?

Yes. They can immediately use their L1 to construct and explain their world and articulate their thoughts without fear of making mistakes. They can now understand what is being discussed and what is being asked of them, and therefore they can now actively participate in class.

Will MLE empower the teachers?

Yes, particularly when they are more fluent and adept in their L1 than in their L2 Because the students can now express themselves, their teachers can more accurately assess what has been learned and identify the learning areas where students need help.

Will MLE empower the parents and the community?

Yes. The parents can now take an active part in the education of their children because the school language is also their language. MLE makes it possible for the community to produce its own culturally relevant materials, together with the local writers, illustrators, artists and cultural groups.

But children already know their L1. Why still learn it in school?
Conversational vs. academic language

What our children know is the conversational language. What they need to master is the school academic language in their L1 and also in their L2.

BICS vs. CALP

Research says you need at least two or three years to have conversational skills in an L2. But it takes L2 learners from four to seven years before (s)he can adequately use this language for academic purposes.

Dutcher and Tucker (1994)

Individuals easily develop cognitive skills and master content material when they are taught in a familiar language Children need at least 12 years to learn their L1 Older children and adolescents are better learners of an L2 than younger children

Dutcher and Tucker (1994)

Cognitive/academic language skills, once developed, and content-subject material, once acquired, transfer readily from one language to another The best predictor of cognitive/academic language development in the L2 is the level of CALP in the L1.

Will increasing the time for English or making it the exclusive MOI improve our English?
Large scale research during the last 30 years has provided compelling evidence that the critical variable in L2 development in children is not the amount of exposure, but the timing and the manner of exposure.

The Thomas and Collier Study (1997)

Six school districts scattered around US Optimal versions of six (6) models of BE 42,000 students tracked for 11 years Standardized test scores Comparison population native English speakers

Summary of findings of the T and C study (1997)

Career and workforce implications of the T and C study (Walter 2008)

Career Options If educated in L2 Only 5 If educated In L1 & L2 228

Researchers, scientists, top writers, top intellectuals, medical doctors

Professors, business leaders, professionals, journalists

Teachers, mid-level managers, engineers, programmers, bureaucrats Skilled factory workers, equipment operators, clerical, service workers Blue collar workers, manual laborers Hard to employ, domestics, menial labor TOTAL POPULATION

120
950 2,977 3,712 2,236 10,000

1,359
3,413 3,413 1,359 228 10,000

Will MLE hinder the learning of a second language like English?

No. Many studies indicate that students first taught to read in their L1, and then later in an L2, outperform those taught to read exclusively in an L2. Learning to read in ones own language provides learners with a solid foundation for learning to read in any L2.

2007-2008 Year End Test Scores, Lubuagan Kalinga MLE Program

2010 Valenzuela Language-inMathematics Experiment

What is the best way to attain proficiency in English?

For non-native speakers of English, the best way is to teach it as an L2 and to teach it well. This depends on the proficiency of teachers, the availability of adequate models of the language in the learners social environment, sufficient reading materials and adequate practice.

Are local languages capable of being used as MOI?

The late Rolando S. Tinio once spoke of a basic fear among us that our languages have not yet been developed enough for use by various thinkers. We forget that the advanced state of the language of the English language was reached and created through the efforts of its users.

Teaching Mathematics Using Sugbuanong Binisaya

Dr. Jes Tirol, U. of Bohol Research Center Director showed how adequate Sugbuanong Binisaya is for Mathematics instruction up to analytic geometry. He claimed our ancestors had already counting numbers from zero to a billion. He has laid down the corpus for teaching Mathematics in Sugbuanong Binisaya.

Sugbuanong Binisaya Counting Words

Sample problems:

Sample problems:

Local studies using L1 instruction

1948 Iloilo Experiment (Dr. Jose Aguilar) 2000-2001 Lingua Franca Project First Language Component Bridging Program (NVSIT, now NVSU) Lubuagan Kalinga MLE Project

Cant we just use L1 up to Grade 3 and use English thereafter?

The African experience as documented by Alidou et al. shows us that: It takes six to eight years of strong L2 teaching before this can be successfully used as a medium of instruction. L1 literacy from Grades 1 to 3 helps but is not sufficient to sustain the learning momentum.

Cant we just use L1 (contd)

L1 education, when interrupted, adversely affects the cognitive and academic development of the child. The full benefits of long term L1 instruction (6 to 8 years) will only be evident after the tenth year. Premature L2 use can lead to low scores in literacy, math and science.

Dont we need more English to get higher paying jobs?

The consensus among employers is that a high school diploma is inadequate because Filipino high school graduates are weak in: communication skills in any language reasoning skills problem solving skills

The Malaysian experience

In 2003, Malaysia changed its Bahasa Malaysia and mother tongue policy to English in science and math education. After 5 years, it decided to reverse this policy: from 2012, the subjects will be taught in Bahasa Malaysia in national schools; and in Chinese and Tamil in vernacular schools. Why?

The Malaysian experience

Studies showed English-taught pupils doing poorly in tests in Mathematics (7.89 out of 20); Science (4.08 out of 14) and English (11.87 out of 30) 3 out of 4 pupils said they could hardly understand their teachers English. Malaysian students used to rank no. 10 in Math; in 2007, they were down to no. 20.

Will MLE foster disunity?

No, it wont . On the contrary, it is the suppression of local languages and cultures that may lead to violent conflicts. Lithuania Catalonia Bangladesh

Is MLE costly?
An L1-based system may actually cost less than an L2-system. Why? Because of the higher drop-out and noncompletion rates, repeaters, failures, and poor learning outcomes in L2systems.

Three studies on the cost effectiveness of MLE

In a Guatemalan study, it is more expensive to produce a grade level passer (in Grades 1-6) in a Spanish medium school ($6,013) than in a Mayan school ($4,496).

Three studies on the cost effectiveness of MLE (contd)

In Mali, a World Bank study, for instance, showed that French-only programs cost 27% more than mother tongue schooling, because of the difference in repetition and failure rates.

Three studies on the cost effectiveness of MLE (contd)

In Papua New Guinea, the national government moved the materials development process to the communities themselves. Because of this, the communities were able to produce instructional materials in approximately half of the 800 languages.

Is there a correlation between L1 education and national development?

UNESCO Cluster Least developed Less developed Transition Developed
% of population having access to No of countries L1 primary education

48 120 31 29

38.12 59.91 71.45 86.42

Is there a correlation between L1 education and national development?

Findings of Walter 2008b:

Access to education in a primary language steadily increases as one traverses the development categories from least to developed.

If MLE is so effective, why isnt everybody doing it?

Because its hard -- but not impossible -- to do.

Some basic education statistics (2008-2009)

Elementary Schools
Public Private

44, 691
37,607 7,084

Pre-School Enrollment
Public Private

1,175,499
746,433 429,056

Some basic education statistics (2008-2009)

Elementary enrollment Public Private Elementary Teachers
Public Private

13, 686,643
12,574,506 1,112,537

405, 588
353,280 52,308

How to do MLE (or features of a strong MLE program)

1. 2.

3.
4. 5.

Conduct research Mobilize resources and develop linkages. Recruit and train staff and teachers. Develop writing systems Develop curriculum and instructional materials

How to do MLE (or features of a strong MLE program) contd

6. 7.

8.

Develop literature. Evaluate the program and document the program. Coordinate the program.

Variables that may influence MTBMLE effectiveness*

More effective
Highly qualified teacher Teacher fully fluent in ALL the languages in the classroom

Less effective
Less qualified teacher

English-only teacher

Variables that may influence MTBMLE effectiveness

More effective
Language supports integrated into curriculum Including native L1 learners with L2 speaking peers

Less effective
Pull-out or remedial lessons for L2 language learners Isolating or separating learners according to L1

Variables that may influence MTBMLE effectiveness

More effective
MTBMLE strategies Detailed data from home language surveys and family interviews

Less effective
Submersion strategies Little or no information about home languages/family practices

Variables that may influence MTBMLE effectiveness

More effective
A curriculum and teaching materials providing explicit support to MTBMLE

Less effective
Nor formal or explicit support to MTBMLE

What is Dep-Eds stand on MTBMLE?

Secretary Jesli A. Lapus issued a May 8, 2009 statement : Children learn very little in a language they do not speak or understand. He also said that they are able to conceptualize better and think deeper in their L1.

DEP-ED ORDER no. 74, series of 2009

Mother tongue-instruction or MLE from pre-school up to at least grade three is now a Department of Education policy Nullifies the 35-year old bilingual directive laid down in the 1970s by the Marcos administration stipulating English and Filipino as languages of instruction.

DEP-ED ORDER no. 74, series of 2009

Filipino and English will be taught as separate subjects in the early grades and will be used as media of instruction when students are ready. This means when they have gained sufficient proficiency in the two L2s, as determined by Dep-Ed.

DEP-ED ORDER no. 74, series of 2009

English and Filipino will remain the primary languages of teaching in high school, with the mother tongue as auxiliary and supplementary medium. Sets certain conditions before implementing MLE

Conditions for implementing MLE under DO No. 74

the establishment of a working orthography or spelling system; the formation of a technical working group to oversee the program; the development, production and distribution of graded L1 materials that are original, culturally relevant, reflective of local realities but inexpensive.

Conditions for implementing MLE under DO No. 74

in-service MLE training of teachers; the use of L1 for testing; and maximum participation and support from the LGU, parents and community under the concept of school-based management.

Concluding remarks
Learning to read in a language is easy when learners already speak it.

Reading is important to the extent that it connects a reader with his or her own culture.

Concluding remarks
A literate and educated society is not one where the majority of its citizens can read and write or are educated. It is one which creates the opportunities for employing literacy and education to produce positive changes in their lives.

Maayong udto kaninyong tanan! Dios ti agngina! Dios mabalos! Magandang tanghali sa inyong lahat!