. If number of speakers is not an issue, I wonder why the Ivatan language has not been included among DepEd’s selection of languages used as medium of instruction in Ivatan schools being that Ivatans have a unique orthography [a, b, k, d, e, f, g, h, i, j, l, m, n, ny, ng, o, p, …
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By Karla J. Smith, PhD Multilingual Education SIL International Consultant Email: karla_smith@sil.org Introduction This book, Heritage Language Playschools for Indigenous Minorities, contains administrative and curriculum materials that can be used to establish and operate playschool programmes for indigenous communities. The book covers pre-reading, pre-writing and readiness skills and is divided into two parts: Part A and …
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By Dr. Lalaine F. Yanilla Aquino University of the Philippines Diliman, Quezon City Abstract: This research focused on the effects of bilingual instruction on the acquisition of literacy skills of preschoolers. An experimental design was used, with language of instruction as the independent variable and the different literacy skills as dependent variables. The sample …
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Assumptions: For it to be useful to as many countries as possible, the guide is based on a general conceptual design. However, since the concern is to show that the introduction of African languages and cultures in education is feasible in Africa today, the guide draws inspiration from concrete cases of the African reality and, …
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JP’s NOTE: Save for the project reports of the late Jose V. Aguilar on the pioneering use of the regional language as medium of instruction in the 1950s and the more recent study on First Language Education in Lubuagan, Northern Philippines, we have yet to see an exhaustive recent study on multilingual education in the Philippines. There …
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By Minati Panda, Ajit K. Mohanty, Shivani Nag & Bapujee Biswabandan Jawaharlal Nehru University Introduction to the study Increasing linguistic homogenisation in classrooms the world over has resulted in two major casualties – increased dropout among children belonging to linguistically and socio-culturally marginalised groups and disappearance of several minority and indigenous languages. While the latter …
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Nothing amps up our heartbeats more than a meaty report from Prof. Ched Arzadon, our trusty, energetic MLE activist-reporter out there. Here’s her latest: Davao City, 06 Sep 2011 Kablaaw! I brought my 2 MA classes (UP College of Education), about 20 students, to Davao last September 4-6 to visit MLE and ALS classes in …
Permanent link to this article: http://multilingualphilippines.com/?p=4229
By Danielle Anne M. Tadena and Eishrine Mei M. Amante Philippine Daily Inquirer, August 26, 2011 . The education reform landscape is now being reshaped quietly—but inexorably—by thousands of highly motivated young men and women who have decided to “pay it forward.” They come from different colleges and universities all over the country, and they …
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By Michael Carlo C. Villas, Ricardo Ma. Duran Nolasco Philippine Daily Inquirer, Friday, May 27th, 2011 “THE USE of the child’s language in education means more classroom interaction, deeper learning, lesser dropouts and also a regained sense of pride among language speakers” said Leyte Normal University president Dr. Evelyn Cruzada. Citing a recently completed project …
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Click “Why Languages Matter” for the complete MDG booklet.
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Multilingual Education for All in Asia and the Pacific: Policies, Practices and Processes. 4th International Conference on Language and Education. Nov. 6-8, 2013, Imperial Queen's Park Hotel, Bangkok, Thailand. Correspondence related to the conference may be addressed to: Ms. Panyaphat Piam-o-pad, International Conference Secretariat Coordinator (mleconf2013@gmail.com) or Ms. Kyungah Kristy Bang, MLE Secretariat Coordinator (k.bang@unesco.org).
Visit the MTB-MLE Network for international perspectives on mother tongue-based multilingual education.
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