Many of the older students work before or after school hours as street vendors, jeepney barkers, or scavengers in dump sites. Na iisa ang? This function is adapted from the competencies of non-native English-speaking teachers (NNESTs) that Medgyes (in Forman 2010) identifies in his study. In E. Low & A. Hashim (Eds.). Training of young writers’ contestants/photojournalism, HEKASI (heograpiya, kasaysayan, at sibika or geography, history, and civics). Lessons and activities observed and recorded in class, Introducing lesson on cause and effect relationship, Identifying cause and effect relationships in a paragraph, Checking homework on identifying cause and effect, Checking homework on getting the main idea of a paragraph. The use of the Filipino language in ELT shows that the periphery English classroom has become an extension of family and community. This was a frequent topic in conversations among students and faculty outside the classroom. They are integral in molding students to become responsible citizens of the country. In Medgyes’ study (in Forman 2010), this kind of competency among NNESTs is more accurately identified as the ability to “be more empathic to the needs and problems of students” (in Forman 2010). I cannot think of any tool to make a life-changing and long term impact to every human being that can match the effectivity, efficiency and resiliency that teachers and education bring. Fish. Stakeholders in the Philippine setting and the larger region will benefit in developing and maintaining teacher development that truly addresses classroom realities that include teaching English in a classroom with a plurality of voices. The descriptions found in the chapter support the argument that teaching English only through English in a multilingual and multicultural country such as the Philippine language can never benefit any student. Akin to national identity, without human language, human culture would not exist. Do you firmly believe that the government can shoulder the translation of needed materials? The use of no less than four languages (English, Pilipino, Spanish and the vernacular) did not prove effective in educating the Filipino child. By employing a kind of language alternation (McLellan 2010) that uses Filipino and English to teach English, the Grade 6 teacher, who is the subject of this study, operated on a gut feel that seemed to follow how Canagarajah (1999) defines critical pedagogy as a “pedagogical practice in terms of an expanded notion of context” (p.17). When asked how she became a teacher, Ongkiko said it is a result of several factors that combined her passion for service, her discovery of her skills, and the need of the country for teachers. This service is more advanced with JavaScript available, Reconceptualizing English Education in a Multilingual Society Sequencing events? overseas workers? In 2007–2008, it ranked 29th out of 38 schools in the district under the category of “400 and above examinees.” Based on a survey of teachers on subjects that students seem interested in, frequency results show English as the subject that is least liked. Students are only allowed to write their answers in their own notebooks or on separate sheets of paper, depending on the teacher’s instructions. This may be viewed as contributing to a sense of confidence and security as a student had to commit to the challenge of demonstrating one’s understanding of what was going in class by volunteering to recite. 2011). After having been educated in the “American language” since the turn of the twentieth century, the multilingual Filipino still looks to English as the most credible language of knowledge and literacy. She made an effort to catch the boys’ interest by mentioning a familiar term, “fraternity” (grupo ng mga bata, mga kalalakihan) to explain the meaning of a collective noun. They teach us not to give up when we are about to surrender. Ms. Bernardo demonstrated a sense of inclusiveness that everyone in class, despite limited levels of English proficiency, may participate in the discussion. Nolasco, R. (2008). The objectives of the program include: l. language development which establishes a strong education for success in school and for lifelong learning; 2. cognitive … Who are? Praise/encourage classroom behavior and performance. American phonology was not taught, but a form of oratory and declamation overladen with the traditional oratorical style and manner of delivery. Table 4. Filipino language is like a person, it is essential to have a name of its own. In this context, Hall and Cook (2012) raise a relevant argument that “the monolingual teaching of English has inhibited the development of bilingual and bicultural identities and skills that are actively needed by most learners, both within the English-speaking countries and in the world at large” (p. 273). She directed the student’s attention to the term “collective noun” to “a group of fish” and what it means in Filipino (grupo ng mga isda). Sabrina Ongkiko, a 2016 Ten Outstanding Women of the Nation awardee, initially wanted to become a doctor so she studied biology at the Ateneo de Manila University. This is a pretty great post. Proceedings from the. For her, seeing her pupils succeed in life is the best fulfillment a teacher can get. The second pedagogical principle in this study is one that addresses the affective aspect of teaching and aims to establish solidarity “to facilitate easy, ‘natural’ interaction amongst students and teacher.” Similarly, Dumatog and Dekker (2003) observed that teachers in Lubuagan, Kalinga, in the Philippines, developed more creative and culturally situated contexts of learning as the project led them to a sharpened awareness for how “the educational system had alienated Lubuagan children from their own culture” (Dumatog and Dekker 2003). It is a group. Rafael, V. (2013). Although the students’ answers were nowhere near the accurate definition, Ms. Bernardo made an effort to steer their levels of understanding to more familiar terms. Macaro, E. (2009). At the basic level, overseas Filipinos have found the means to teach Filipino language and culture. Hirap din tayo. We will try to make your learning Tagalog (Filipino) as easy as possible and give you a lot of resources about Tagalog (Filipino). (2006). I’ve been thinking of starting a blog on this subject myself. Not logged in If English remains as one of the international languages, what would be the stand of Filipino students? …the tradition of teaching English analytically, via grammar, definitions of parts of speech, exemplification, and numerous exercises of what we would now call testing rather than teaching exercises. That refers to a group of fish. BAGUIO CITY—Explaining science and math in Filipino will help improve classroom interaction, and schools need not attempt to translate scientific and technical terms, according to National Artist Virgilio Almario. (2012). Martin (2012) asserts as much in her survey of the Philippines’ language policies beginning with the American colonial period that viewed English as a “language that would ‘civilize’ Filipinos” after more than 300 years of being ruled by an oppressive Spanish church and government (p. 190). Ang tawag natin sa kanila ay? Her openness to look for appropriate, relevant, and creative solutions to the challenges that Filipino public school teachers and students face in the teaching and learning of English in a periphery community reflect, indeed, a changing period in the field today. Today she teaches science and English to Grade 6 students at Culiat Elementary School in Quezon City. When I think of endurance, efficiency and competitiveness, none other than Filipino teachers are suited to the description. Ms. Bernardo checked on the students’ comprehension of the term “schools of fish” by using Filipino. Martin, I. Ten principles of bilingual pedagogy in EFL. grupo ng mga? She represents to us the salvation from God that the birth of the Messiah brings about and the receptiveness that God’s... A thought experiment considers a hypothesis, theory, or principle for the purpose of thinking through its consequences.... Covid-impacted workers can still get DOLE assistance, 1,114 schools in Calabarzon, Eastern Visayas qualify for pilot face-to-face classes–DepEd, Cops arrest wanted NPA leader in Pangasinan, No term limits could give Xi more sway on Hong Kong, Taiwan, President Duterte’s EO 13 being trivialized, SMART SOLUTIONS FOR SMARTER BUSINESS | Unleashing the fullest potential of Filipino enterprises. Reasons for Using Filipino in the English Classroom. Causes of Anxiety of Undergraduate Filipino Teacher Education Learners. T: O, sino dapat? However, as in the case of Ms. Bernardo’s class, the notion that English proficiency is a gateway to financial success and stability is still a popular one in many educational settings. Bernardo, A. What, what does “schools” mean? 195.134.67.81, For the most part of the American occupation, there was neither a recognized nor an institutionalized policy that allowed the development of laws or agencies that looked at and aided language planning closely (Gonzales, However, in reality, Tupas points out that the concept of an all-inclusive Filipino, coming from a perceived biased Pilipino, was still essentially Tagalog as it was the national language which gained a foothold in the educational system, alongside English, since the 1930s. Okay. The Philippines are an excellent laboratory for language acquisition studies because of the multilingual context. (pauses to listen to what a student says) yes, that’s right. (addressing students who are talking, then focuses again on the student who volunteered to answer) stand up, my child. 2, p. 133. There seemed to be considerable effort from the students to understand the use of collective nouns in this structure based on the tentative responses. T: When you say—O? (1999, p. 175), ELT methods, as they are currently defined and practiced, stifle such reflexivity and negotiation as they enforce a partisan set of values, thought processes, and learning strategies as the norm. When they are in a group, we call it a school of? First language education in Lubuagan, Northern Philippines. This practice of using such a term to identify a student when managing classroom dynamics in recitation truly seems to reduce the distance and power of Ms. Bernardo as a teacher and identified her role as mother as well. She shared that she was aware that the teaching methods and language theories that she learned in her graduate classes are the ideal; but she reiterated that they are inadequate and irrelevant to her classroom realities. (2011). In her effort to fulfill these institutionalized objectives, she was also making an effort to fulfill the students’ needs. This practice was continued under Filipino teachers who later on replaced their American mentors in the classroom. language to the Filipino people by making it a part of the school curriculum as a language . Viewed in this manner, Ms. Bernardo may be demonstrating how she applied the critical pedagogical principle of “learning as situated” that the students’ personal and social contexts shape what is learned in class and that whatever is learned in class also shapes the students (Canagarajah 1999). Close to the time of the classroom observations, media reported on violence initiated by a fraternity in another local public school in the city (“Top 10 in,” 2011). Filipino children learned better and more effectively when their vernacular language was used in instruction. In E. Llurda (Ed.). Indirect Communication: Filipinos often communicate indirectly in order to prevent a loss of face and evoking hiya on either side of an exchange. She would teach five classes back-to-back every day for 360 min per day. From Coming to teach in a country populated with multilinguals in a single classroom may have proven to be such a formidable task for the individual Thomasite. “Mr. Another familial term that Ms. Bernardo used is anak which is the Filipino term to refer to one’s child. The teacher’s use of Filipino during English class was categorized broadly according to (a) classroom management or “ways in which L1 helps manage the instructional process” and (b) lesson content or “how the use of L1 is motivated by cognitive considerations to help in the transmission of the lesson’s academic content” (pp. Ten Filipinos who are fully employed and economically productive, partly if not mainly on account of their adequate English skills, will do more good and justice to the Filipino heritage than 100 Filipinos who are jobless or underemployed because they lack English expertise. Pag magtatanong ka, hindi nila masagot, nagpabigay ka ng example, hindi nila makuha, so meaning ibig sabihin, “ay may problema na ‘to.” A, e, sige, i-Tagalog na natin. Rethinking monolingual instructional strategies in multilingual classrooms. Fish. Hall, G., & Cook, G. (2012). T: Will you please listen first? Through each conversation I learned how much they care about the students in their schools and the children in their families. To adjust teaching method to students’ needs; To encourage students to participate in class; To be more efficient in explaining ideas and teaching skills; To fulfill the requirements of the prescribed syllabus; To assert the relevance of English to students’ daily lives and future goals. Just as there was and continues to be resistance for the appointment of Tagalog as a national language, there is resistance against the notion that students’ mother tongues have a rightful place in the classroom. How about the non-Filipino speakers, can they cope with the change? Among the different factors affecting level of achievements as considered by several studies, is the Language factor. In L. Lim & E. Low (Eds. Sequencing events? This is consistent with relevant literature on using translation to explain and define terms in L2 (Canagarajah 1999; Macaro 2009; Latsanyphone 2009; Cummins 2010; Swain et al. The emergent post-method movement, however, liberates learners and teachers from the totalizing control of methods and encourages them to develop the reflexive approach. AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES. Reprimand classroom behavior/performance/maintain discipline, 4. There was a more deliberate pace in her speech as she seemed to make the effort to choose her manner of illustration more carefully. Identifying students’ needs and problems, 8. In Thailand, English language teaching has become one of the most popular jobs both for native and non-native English speaker-teachers. of Southeast Asian Language Teaching. In the next extract, Ms. Bernardo drew students’ attention to the need to improve their skill in sequencing events. 6. A favorable climate and soil: A transplanted language and literature. The summary frequency table shows that the most frequent function of Filipino under lesson content in all the observed classes is identifying students’ needs and problems. Mga? Our ten Tagalog (Filipino) lessons teach you some of the most important Tagalog (Filipino) words and phrases. The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners: A replication and … Teaching your child some abakada reading for it also helps develop their brain, and helps create new connections for their brain cells, which helps kickstart and boost their development as they grow up. The Department of Education (DepEd) on Wednesday announced that over 1,000 schools have been nominated for the... A suspected ranking member of the New People’s Army (NPA) on the most wanted persons list in... You have entered an incorrect email address! That’s how dedicated this Ateneo graduate is, who takes pride in seeing her former pupils succeed in life. Ongkiko has always been passionate to serve others. This paper determined and analyzed the difficulties faced by the foreign students of National University in learning the Filipino language. Her manner of focusing on the use of collective nouns in English is similar to how Zafra (2010) used Sinugbuanong Binisaya to raise “metalinguistic awareness” (p. 17) for understanding vocabulary in English. Own language use in language teaching and learning. 3. (2010). Older brother? Drawing on a larger project, which investigates a whole school … Language in Philippine classrooms: Enfeebling or enabling? No wonder we have the best teachers in the world. Gonzales, A. The prospects of multilingual education in the Philippines. Mixed codes or varieties of English? (2008). 5. We have decreased our dropout rate from 5 percent to 1 percent. This is a unique feature in many English classrooms in the Philippine setting: students are part of a family, a community where the teacher is one who nurtures, guides, disciplines, and praises. (2010). In college, I remember having three Filipino language classes. When you ask them and they cannot even give an example it means “oh, there’s a problem.” okay then, let’s use Tagalog. Verbal. English). In this context, the use of Filipino in the English classroom may be viewed as a tool for empowerment for Ms. Bernardo as it appropriates teaching practices to suit the classroom realities of what students expect and what linguistic objectives need to be met. Hindi niyo mapagsunod-sunod yung? English has always been one of the official languages of the Philippines and is spoken by more than 14 million Filipinos. Filipino teachers have become so good in their career that some of our educators are now recognized worldwide as the best in their field. Who’s the next? The diglossic situation of these languages, however helpful and healthy, contributes in some ways to the maintenance and proliferation of such aforementioned stereotypes and images the speakers put on their languages. In a case study of a public elementary school, I find that using the students’ language in ELT contributes to creating a relevant classroom atmosphere that is an extension of family and shared community. The Revised Philippine Education Program in 1957: the program declared that the vernacular be the medium of instruction for Grades 1 and 2 (Bernardo, 2004). She maintained that she could not follow nor practice the English-only policy because it did not consider the needs and contexts of her elementary public school students. On top of a tight and packed schedule, Ms. Bernardo has to address problems on language proficiency, classroom performance, and test results. Challenges teachers face in assessment of English language skills at the secondary education Mariam Begum | Mohammad Ali. (addressing students who are talking, then focuses again on the student who volunteered to answer) Tayo ka nga, anak. Thus did natives become triply displaced: not only from whom they had been as native peoples, and from what they were destined to be as national subjects, but also from what they were taught to become but were barred from achieving: faithful copies of their colonial masters. She may have conveyed through the use of the pronoun, we, that it was a struggle she also found familiar and shared with her students. Perhaps Ms. Bernardo chose “fraternity” as the most relevant term among her linguistic repertoire based on the media report at the time and how it might be relevant to her students. English should become more pluralized to accommodate the discourses of other cultures and facilitate fairer representation of periphery subjects. In effect, English is not a detached language from the students’ own language. This site uses Akismet to reduce spam. Asian Journal of English Language Studies (AJELS) Volume 3, December 2015 A framework for designing a Philippine-English-based pedagogic model for teaching English grammar Alejandro S. Bernardo University of Santo Tomas, Philippines ernardoandreahoocom Marilu R. Madrunio University of Santo Tomas, Philippines malumadrunio@gmail.com Abstract The use of the Filipino language in ELT shows that the periphery English classroom has become an extension of family and community. However, with the undeniable reality of languages coexisting in the English classroom, the questions that compel a more grounded look at how English is taught in periphery settings are how and why Filipino is used in teaching English in an elementary public school classroom. It was a daily classroom practice that employed “pedagogical practice in terms of an expanded notion of context” (Canagarajah 1999, p. 17). Filipino teachers have become so good in their career that some of our educators are now recognized worldwide as the best in their field. It is a group of? “School of fish,” meaning collective noun yon. Kasi, or else, kung masyado akong mag-ano sa standard ko kasi ito ang nakalagay sa libro, e ano pa’ng learning? Part of Springer Nature. Gonzales (2008) explains that the Filipino teachers themselves spread the Philippine variety of English as the majority of their American counterparts did not stay long after the first few months of their disembarkation from the USS Thomas. The following table shows her daily schedule (Table, The teacher was observed during 4 consecutive days. In A. Kirkpatrick (Ed.). The English class observed was ranked second among all Grade 6 sections in terms of achievement scores. Introduction 1 1. Based on its School Profile Report (2009), Culiat Public Elementary School is located in a periphery community where most of its members live in slums or illegal settlements. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? This kind of empathy is evident in Ms. Bernardo’s use of tayo (we) to signify how she herself could also relate to this challenge of applying the skill of sequencing events. ‘Filipino’ was to evolve from Pilipino and other local languages, thus making it even more inclusive because its very existence was dependent on the contribution of all languages in the country. (2009). (2010). The rest of the country speak their own dialects or languages and many see the "use-Filipino" campaign as nothing more than another form of domination by those who reside in the seat of economic and political power. She even acknowledged a specific fraternity (Tau Gamma) as she heard a student identifies the name in class. They are the teachers who have made a significant difference in their students’ lives, and they deserve all the honor and recognition being showered them. Latsanyphone, S. (2009). It was a relevant question. Using L1 in teaching vocabulary to low English proficiency level students: A case study at the National University of Laos. Identifying the functions of Filipino and analyzing the classroom interactions where these functions are relevant seem to point to the decision to use Filipino as a practice of resisting what Canagarajah terms as “center pedagogical practices” such as the English-only policy in an effort to make classroom tasks and institutional requirements such as achievement tests more appropriate to the classroom realities of students’ limited levels of English proficiency. Teaching Portfolio Most of the above Instructors, Students, Peers Promotions Committees S 1F = formative, S = summative, P = program. The functions of Filipino in the English classroom show that the periphery English classroom in Ms. Bernardo’s context was an extension of family and a shared community in a larger perspective. 20, Issue. It ended at 12:20 at noon after her last class period. The data validates what the research of Macaro (1997), as well as similar studies by Turnbull and Arnett (2002), Kim and Elder (2005), Liu et al. Diffusions and directions: English language policy in the Philippines. In A. Bernardo (Ed.). One advantage has been identified by Cadsawan, “If the professor uses Filipino in teaching, he will be able to expound some more particularly on areas which may be somehow difficult to simplify by just explaining in English. The figures establish in more concrete terms that Filipino is, indeed, used in teaching English in a Grade 6 periphery classroom (Table, The following extract illustrates the most frequent function of Filipino under classroom management in all the observed classes which is to encourage recitation (Table, Aside from using Filipino when calling on students to recite, Ms. Bernardo also used it to ask a question to prompt and sustain interest and enthusiasm in sharing responses. The order presents pedagogical principles validated by local empirical studies as the basis for promoting the use of the students’ vernaculars for literacy and instruction. They are at our side when we needed guidance, they discipline us when we go astray, they give moral support and encourage us to do more, and to learn more. Thus, the English teacher, through the mother tongue, accommodates students’ shared values and identities in the local culture and creates a site for empowerment in the teaching and learning of the language. subject and medium of instruction in teaching other academic subjects. Periphery ELT: The politics and practice of teaching English in the Philippines. The main reference for the class exercises was a workbook prescribed by the Department of Education entitled All Around English 6 by Lea G. Talosig (2005). For these grades, English was taught as a subject. System, Vol. Teaching quality science education in Filipino. According to DepEd, 12 major Philippine languages will be introduced beginning this school year 2012-2013 to improve literacy and instruction: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano. In A. Mahboob (Ed.). When we say Filipino, it is also about other regional dialects used across the country as well. Periphery communities are therefore compelled by virtue of their marginalized status and location to reform English. The English language teacher, in exploiting the mother tongue in the classroom, does not only instruct but disciplines as well as asserts the role of cultural values such as respect, accountability, honesty, and solidarity in the completion of classroom tasks. We also find this skill challenging. Growing up, she heard stories from her dad’s meaningful work for those who have less, including building bridges in hard-to-reach areas. Consequently, the marginalization of students’ many local languages, as well as precolonial Philippine literature, in the American colonial educational system created and perpetuated an uncritical language attitude that all too readily favored and still favors the “American language.” Vincent L. Rafael (2013) writes: Rather than unify native societies by providing a common language, English intensified social divisions while promoting historical amnesia. For her, the English-only policy did not allow effective learning to take place in the classroom. T: Look. Including herself in the challenge seemed to have signified that they belonged to a group of shared goals and interests as demonstrated in the way that the whole class read the paragraphs together with Ms. Bernardo her close and attentive facilitation. Tupas, R. T. (2009). Indeed, in a multilingual nation with more than 170 languages (Nolasco 2008), monolingual instruction is an inadequate and ineffective practice that only silences the multilingual identities of students in and beyond the English classroom. On the part of the Filipino students, they should be able to better understand or deepen their knowledge on what the professor will be conveying.” The country’s conditions then, after having been a Spanish colony for more than 300 years, provided “a favorable climate and soil for transplantation” (p. 13) that enabled English to be the language that is now associated with literacy, culture, and economic mobility. To make the term even more familiar, she used the word “fraternity” to explain what a group (grupo) is. The School Profile Report also shows that 89% of the students’ parents are unemployed, with 95% of those employed earning a monthly salary of 10,000 pesos or less (Ateneo Center for Educational Development 2009). 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