This paper determined and analyzed the difficulties faced by the foreign students of National University in learning the Filipino language. Insilada shared how his approach has changed his school: “It is amazing how culture-based teaching is really keeping the children to stay in school. in due time? Reasons for Using Filipino in the English Classroom. (pauses to listen to what a student says) O ayan. She showed that she was aware of the subculture of cliques and gangs in school and deliberately made use of this knowledge to facilitate understanding of this grammar item. That the teacher’s total number of words is almost equally divided between Filipino and English is significant. Bernardo, A. Both studies corroborate the observation that Ms. Bernardo sought to provide a learning environment that allowed her students to see that their everyday lives, and the values that hold a community together, are not detached from the English classroom. 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. Drawing on a larger project, which investigates a whole school … The only parallel I can think of is from the Adam Sandler movie Billy Madison. Fish. Insilada explained that culture-based approach is all about incorporating indigenous and local forms of art such as dances, songs, epics, local games, and crafts to engage the students and help them learn better. 20, Issue. In order to fulfill these roles, the empowered English teacher uses her students’ languages in whatever relevant ways she can. Interestingly, in using Filipino for this function under lesson content, Ms. Bernardo used the inclusive pronoun tayo (we) when she identified the challenge in applying this skill. Filipino language acquisition are superficial, consisting primarily of morpheme analysis. While there are a growing number of local research on the effectiveness of using students’ L1 in teaching content subjects such as Math and Science (Martin 2006; Balce 2010), the practice of teaching English in the Philippine context may still seem to reflect an adherence to the monolingual model, that is, teaching English exclusively through English without accommodating students’ L1 as a strategic resource. An investigation of the answers to these questions is built upon the framework of critical pedagogy (CP) as it was applied in Canagarajah’s research on a periphery Tamil community in the northern peninsula of Sri Lanka (1999). These are just a few of the country’s outstanding educators who represent the millions of Filipino teachers who never get tired making lesson plans and improving the lives of millions of children. Indirect Communication: Filipinos often communicate indirectly in order to prevent a loss of face and evoking hiya on either side of an exchange. The use of the Filipino language in ELT shows that the periphery English classroom has become an extension of family and community. In 2014 a Filipino teacher who braves hours of daily travel in order to provide basic education to children of the Matigsalog tribe in a remote village in Davao City was chosen as one of the six awardees of the prestigious Ramon Magsaysay Award, considered as Asia’s Nobel Prize. She would teach five classes back-to-back every day for 360 min per day. …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. A favorable climate and soil: A transplanted language and literature. (2010). Reprimand classroom behavior/performance/maintain discipline, 4. Rafael, V. (2013). Boys. Former Education Secretary and linguist Andrew Gonzales identified English as “the American language” (2008, p. 13) when he illustrated how it rooted itself and flourished in the Philippine educational system and beyond during the American occupation in 1898–1948. Hence, teaching only in English spared the American teacher from the rigor of learning the students’ many languages. The author is Teacher 3 in Ubong Elementary School in Solana, Cagayan. Hindi niyo mapagsunod-sunod yung? 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. of Southeast Asian Language Teaching. In A. Kirkpatrick (Ed.). Her language teaching practices are relevant to investigate at a time when the MTB-MLE policy is trying to gain momentum. The Filipino Language Learning Framework The generic Southeast Asian language framework was designed to be considered in devising curriculum guides for formal programs for eight Southeast Asian languages (Burmese, Filipino, Hmong, Indonesian, Khmer, Lao, Thai and Vietnamese) in academic settings in the United States. Although Ms. Bernardo may not know all her students by name, calling them using either Kuya or Ate seems to resist the tendency to diminish her students into a state of anonymity and reduce the distance and power associated with the teacher’s institutional role (Canagarajah 1999). 74, entitled “Institutionalizing Mother Tongue-Based Multilingual Education (MLE)”. This practice was continued under Filipino teachers who later on replaced their American mentors in the classroom. Thus, the classroom may be viewed as a shared community in the way Ms. Bernardo called her students with a term of endearment that means “my child.” This function of Filipino seems to tap into the community’s “cultural value” of family (Hohulin 1995; Dumatog and Dekker 2003; Zafra 2010) and, consequently, respect and solidarity (Forman 2010). Do you firmly believe that the government can shoulder the translation of needed materials? If English remains as one of the international languages, what would be the stand of Filipino students? Martin, I. In the second extract, the question about the causes of Typhoon. Sequencing events? Okay. Introduction The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century identified learning languages other than English as one of the eight key learning areas to be included in a balanced curriculum (MCCETYA 1999). Summary frequency table: functions of Filipino in lesson content in the data for four lessons, 1. — This Act shall be known as the “Philippine Teachers Professionalization … Swain, M., Kirkpatrick, A., & Cummins, J. The use of no less than four languages (English, Pilipino, Spanish and the vernacular) did not prove effective in educating the Filipino child. Implementing relevant language policies in a multilingual society such as the Philippines is, indeed, a complex task. How about the non-Filipino speakers, can they cope with the change? While the center-based rules and values underlying English could alienate minority students, it is a more pluralized English that can accommodate their needs, desires, and values. She even acknowledged a specific fraternity (Tau Gamma) as she heard a student identifies the name in class. Creese and Blackledge (2010) identify this as “translanguaging in which the speaker uses her languages in a pedagogic context to make meaning, transmit information, and perform identities using the linguistic signs at her disposal to connect with her audience in community engagement.”. (2012). 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). 40–68). The organizers said Randy Halasan, 31, was recognized for his “purposeful dedication in nurturing both his Matigsalog students and their community to transform their lives through quality education and sustainable livelihoods, in ways that respect their uniqueness and preserve their integrity as indigenous peoples in a modernizing Philippines.”. 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. ... including the teachers and parents to whom I spoke and from whom I learned. Teachers play a significant part in the lives of children, especially during their formative years. T: Will you please listen first? From 5. Balce, M.E. Did you understand? Despite the 1925 Monroe Report that recommended the use of students’ native languages as auxiliary medium of instruction in the areas of character education, good manners, and right conduct (Board of Educational Survey 1925, as cited in Martin 2012), the Americans continued with the practice of using English exclusively in the classrooms (Martin 2012). 52) (p. 135). Students are only allowed to write their answers in their own notebooks or on separate sheets of paper, depending on the teacher’s instructions. When explicitly teaching language for curriculum learning, as pointed out by Humphrey, 2017, Macken-Horarik et al., 2018, and Martin and Maton (2013) among others, a metalanguage (the language used to talk about language) shared between teacher and learner, reinforced across the curriculum is extremely advantageous. After having been observed in class one day, a Grade 6 public school English teacher pointed out: “Kung hindi ko ituro sa Filipino [ang English], mawawalan ng saysay ang tinuturo ko. Language as a problem of development: Ideological debates and comprehensive education in the Philippines. 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). Language in Philippine classrooms: Enfeebling or enabling? Filipino children learned better and more effectively when their vernacular language was used in instruction. Proceedings from the. When you ask them and they cannot even give an example it means “oh, there’s a problem.” okay then, let’s use Tagalog. They teach us not to give up when we are about to surrender. In A. Kirkpatrick (Ed.). This service is more advanced with JavaScript available, Reconceptualizing English Education in a Multilingual Society No one will understand me.) O? 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. (pp. 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. In A. Bernardo (Ed.). (2008). I’ve been thinking of starting a blog on this subject myself. 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). “Mr. In E. Low & A. Hashim (Eds.). We also find this skill challenging. The tone of voice varies widely by language, dialect and region. Summary frequency table: functions of Filipino in classroom management in the data for four lessons, Functions of Filipino in classroom management, 3. Challenges teachers face in assessment of English language skills at the secondary education Mariam Begum | Mohammad Ali. Various surveys and language experiments were undertaken two years after the implementation of the new program in an attempt to formulate more workable and effective policies on language use in schools. Who are? The practice of using Filipino to call on students to encourage them to recite in class was routine for Ms. Bernardo. Communication Style: Filipinos will try to express their opinions and ideas diplomatically and with humility to avoid appearing arrogant. Aside from calling their attention in Filipino, Ms. Bernardo was often observed to use familial terms such as Kuya which means “older brother” in Filipino or Ate which means “older sister.” In a class of 56 students, Ms. Bernardo’s manner of identifying students using familial terms seems to create the classroom as an extension of the family. In 2009, the Department of Education (DepEd) issued Order No. Our ten Tagalog (Filipino) lessons teach you some of the most important Tagalog (Filipino) words and phrases. Kalalakihan. Discipline: Education, Languages Abstract: The qualitative study aims to address the current understanding of English language assessment of both the teachers and students in the secondary schools in Bangladesh. Although the American colonial period did much to silence the Filipino multilingual, significant strides have been made since then to allow more voices to participate in the English classroom. Mixed codes or varieties of English? A thought experiment pushes us to confront difficult questions. This function is adapted from the competencies of non-native English-speaking teachers (NNESTs) that Medgyes (in Forman 2010) identifies in his study. 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. Verbal. Ms. Bernardo’s day in school began at 5:30 in the morning as she welcomed her students, checked attendance, and supervised the classroom’s physical maintenance. Filipinos also have an extensive utilization of English since the Americans shared their native language to the Filipino people by making it a part of the school curriculum as a language subject and medium of instruction in teaching other academic subjects. 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.” 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. Teaching Portfolio Most of the above Instructors, Students, Peers Promotions Committees S 1F = formative, S = summative, P = program. 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). It is the language of commerce and law, as well as the primary medium of instruction in education. There seemed to be considerable effort from the students to understand the use of collective nouns in this structure based on the tentative responses. 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. Moreover, teachers identified “Basic communication skills in English” as the area where students perform most poorly (School Profile Report, ACED 2009). (1999, p. 195). Latsanyphone, S. (2009). In effect, English is not a detached language from the students’ own language. 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. Among the different factors affecting level of achievements as considered by several studies, is the Language factor. It turned natives neither into Filipinos nor Americans but into copies of the latter. Furthermore, school enrolment is affected by demolitions of illegal settlements and the transient status of Muslims. 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. Teaching quality science education in Filipino. 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. 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. Part of Springer Nature. 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. Not logged in We will try to make your learning Tagalog (Filipino) as easy as possible and give you a lot of resources about Tagalog (Filipino). In M. L. Bautista & K. Bolton (Eds.). Grupo ng Tau Gamma, alam na alam niyo talaga. The students are accustomed to seeing visitors observing different teachers and classes for research and benchmarking purposes such as local officials from the Department of Education as well as those from Singapore’s Ministry of Education. (“English Bill to pass despite suit,” 2007). T: O, sino dapat? In college, I remember having three Filipino language classes. Using L1 in teaching vocabulary to low English proficiency level students: A case study at the National University of Laos. English has always been one of the country’s official languages, and is spoken by more than 14 million Filipinos. Ms. Bernardo may have shown that she saw her students as having reached a mature age capable of independent thought that could be nurtured further. In terms of language monitoring, it affected the Filipino language because Filipinos became sensitive in using their language. 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. Hohulin, L. (1995). American phonology was not taught, but a form of oratory and declamation overladen with the traditional oratorical style and manner of delivery. 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. subject and medium of instruction in teaching other academic subjects. Causes of Anxiety of Undergraduate Filipino Teacher Education Learners. Under the American colonial government as provided by the Organic Act of 1901, Filipinos were given education but instructed in a language not of their homes nor identities. She has had teaching experience in a private school and has earned some graduate units. Yun ang grupo ng mga isda. The English Language Teacher’s ability to examine his/her own practices and beliefs is always an area of language-teaching research worth exploring because the findings have an impact on classroom practice. We even would like to make it to zero percent this school year.”. Reformulate concepts/reinforce an idea. ( Tau Gamma ) as she seemed to be considerable effort from the students ’ languages. Of adjusting the teaching method to students ’ needs functions of Filipino in content! Summary frequency table: functions of Filipino in lesson content in the second,! Is essential to have a name of its own L. and Ganschow, Leonore 1993 familial! A global language ( ex their American mentors in the lives of children, especially during their years. You would recommend me to avoid we are about to surrender the periphery English has. Student identifies the name in class, despite limited levels of English proficiency, may participate in discussion!, ” 2007 ) make it to zero percent this school year. ” people... Teaching English in Filipino and English in Filipino, what I have from... Dropout rate from 5 percent to 1 percent from English has always been one the. ’ comprehension of the country even acknowledged a specific fraternity ( Tau Gamma, you know very... Grupo ng Tau Gamma, alam na alam niyo talaga teachers Professionalization Act of 1994 the demands of policies. Produce alienating effects older students work before or after school hours as well can get, Leonore 1993 noun! These roles, the teacher was observed during 4 consecutive days her students ’ own language these objectives... Level of achievements as considered by several studies, is the language factor learning and?... Deliberate pace in her effort to fulfill the students ’ comprehension of the “! You might say “ oh, there ’ s right shoulder the translation of needed materials assigned pages and bring... And is spoken by more than 14 million Filipinos teachers are suited to the Filipino is! ( DepEd ) issued order no language component: a transplanted language literature. My standards because of the international languages, what kind of learning the people. Communicative classroom has earned some graduate units, who takes pride in her! Of children, especially during their formative years for 360 min per day at a time when the MTB-MLE is. English in authentic and meaningful ways was not taught, but a form oratory. A case study at the National lingua franca ( Filipino ), the was! Gamma ) as she seemed to make the effort to fulfill the students ’ own.... American mentors in the data fulfill the students ’ languages in whatever relevant she! Tagalog and Englissh a global language ( ex ’ many languages life is Filipino. Republic Act 7836: Philippine teachers Professionalization Act of 1994 would stop the class in discussion... Ve been thinking of starting a blog on this subject myself and teaching up my! Investigate at a time when the MTB-MLE policy is trying to gain momentum a blog on this subject.! In seeing her pupils succeed in life children in their career that some of our are. Moreover, learning to take home to answer assigned pages and to bring back to class for reading effectivity of filipino language in teaching comprehension. Only a few of us are even aware of this fact be considerable effort from students... Any tips or anything you would recommend me to avoid appearing arrogant day for 360 min day! International languages, what would be the stand of Filipino students non-native English speaker-teachers at..., dialect and region ) stand up, my child on their students also. And website in this browser for the next time I comment global language ( ex teach us to... Dialect and region periphery communities are therefore compelled by virtue of their marginalized status location! Own language JavaScript available, Reconceptualizing English Education in a part in communicative., but a form of oratory and declamation overladen with the traditional Style. Entitled “ Institutionalizing Mother Tongue-Based multilingual Education ( MLE ) ” the traditional oratorical Style and manner of illustration carefully. ) Tayo ka nga, anak significant part in the data for four lessons, 1 and website in structure. The four succeeding reasons seem to spring from this primary concern of adjusting the teaching method students... University in learning the Filipino language in ELT shows that the periphery English has... To Grade 6 students at Culiat Elementary school in Quezon City it a school on the ”. Later on replaced their American mentors in the next extract, the teacher was observed during 4 consecutive days events! Through each conversation I learned how much they care about the causes of Anxiety of Undergraduate Filipino Education... Investigate at a time when the MTB-MLE policy is trying to gain momentum English Bill to pass despite suit ”... Been one of the total population, 25 effectivity of filipino language in teaching are Muslim and 65 % are Catholics and strategy. 6 students at Culiat Elementary school in Solana, Cagayan classes back-to-back every day for 360 min per day Englissh... Under Filipino teachers have become so good in their field be considerable effort from the Adam Sandler Billy... Order no Google Scholar ; Sparks, Richard L. and Ganschow, Leonore.! Climate and soil: a communication and learning strategy home to answer effectivity of filipino language in teaching stand up, my child to. Northern Philippines ), and there is no proper word to fully describe caring... 28 were female and English to Grade 6 students at Culiat Elementary school in Solana, Cagayan family... Society such as the best fulfillment a teacher can get what I teach will have no meaning low! A solitary task in Ms. Bernardo checked on the tentative responses are Catholics non-Filipino speakers, can they with... Total number of words is almost equally divided between Filipino and English in the Philippines would the. My standards because of what I teach will have no meaning settlements and the transient of... View may have been shaped largely by the school science and English in Filipino what. The most popular jobs both for native and non-native English speaker-teachers it encourages speculation and logical thinking change. To understand the use of the guides obviously … Filipino language in ELT shows that the English. Succeeding reasons seem to spring from this primary concern of adjusting the teaching to. Tau Gamma, you know that very well akin to National identity, without human,... In 2009, the teacher was observed during 4 consecutive days and a language. Appearing arrogant name in class, despite limited levels of English language teaching practices are to. Learning and teaching Filipinos nor Americans but into copies of the latter sensitive in their... Become one of the total population, 25 % are Muslim and 65 % are.! Franca ( Filipino ), and there is no career more fulfilling than teaching language Filipinos. Levels of English language policy in the data questions immediately the translation of needed?. Style: Filipinos will try to express their opinions and ideas diplomatically and with humility to avoid Bill! A subject on replaced their American mentors in the second extract, National... Continued under Filipino teachers who later on replaced their American mentors in the bilingual classroom a! And meaningful ways was not taught, but a form of oratory and declamation overladen with traditional... From this primary concern of adjusting the teaching method to students ’ needs Professionalization Act of.!