bilingual ed

8/7/2019 Bilingual Ed

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involves teaching academic content in two

languages, in a native and secondary language

with varying amounts of each language used

in accordance with the program model.


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To assimilate individuals or groups into the mainstream ofsociety

To unify a multilingual society

To enable people to communicate with the outside world

To provide language skills aiding employment and status To reconcile and mediate between different linguistic and

political communities

To spread the use of a colonial language; socializing an entirepeople to a colonial existence

To strengthen elite groups and preserve their privelegedposition in society

To give equal status in law to languages of unequal status indaily life

To deepen an understanding of language and culture


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Transitional Bilingual Education

This involves education in a child's native language toensure that students do not fall behind in contentareas like math, science, and social studies whilethey are learning English. The goal is to help studentstransition to mainstream, English-only classrooms asquickly as possible, and the linguistic goal of suchprograms is English acquisition only.

f Early exit two years maximum help using mothertongue

f Late exit up to 40% classroom teaching in themother tongue until the sixth grade


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Mainstream Education (with foreign

language teaching)

All Subjects are taught through the nativelanguage with the second language treated

as a subject in the curriculum similar to

Science or Math.


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Separatist

Where a language minority aims to detach

itself from the language majority to pursuean independent existence. As a way of trying

to protect a minority language from being

over run by the language majority, or for

political, religious or cultural reasons.


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Immersion

1)The Second Medium is the language of instruction

2)Immersion Curriculum is the same as the local first

language curriculum3)School supports first language development

4)Additive bilingualism occurs

5)Exposure to the second language is largely confinedto the classroom

6)Students enter with similar (limited or non-existent)levels of second language proficiency

7)All teachers are bilingual


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Language Maintenance

Occurs where language minority children use

their native, home or heritage language inschool as a major medium of instruction

May be established in areas where a language

minority exists


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Dual Language or Two-Way Immersion

Involves having approximately equal numbers oflanguage minority and language majority students in thesame classroom. Both Languages are used in the

classroom and the aim is to produce relatively balancedbilinguals. Designed to help both minority and majorityspeakers become bilingual.

1)Minority language is used for at least 50% ofinstruction that lasts up to 6years

2)In each period of instruction, only one language isnormally used. Language is learned primarily throughcontent.

3)Both majority and minority speakers are integrated inall lessons


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Mainstream Bilingual

The use of two (or more) majority

languages in a schoolIn societies where much of thepopulation is already bilingual

fInternational Schools (exceptEnglish-only schools

fEuropean Schools


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1935 CONSTITUTIONOF

THE REPUBLICOF THE PHILIPPINES

ARTICLE XIV

General Provisions

Section 3. The Congress shall take steps toward the

development and adoption of a common national

language based on one of the existing native

languages. Until otherwise provided by law, English

and Spanish shall continue as official languages.


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1973 CONSTITUTIONOF

THE REPUBLICOF THE PHILIPPINES

ARTICLE XV

General ProvisionsSection 3.

(2) The National Assembly shall take steps towards the

development and formal adoption of a common

national language to be known as Filipino.

(3) Until otherwise provided by law, English and Pilipino

shall be the official languages.


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ARTICLE XIVEDUCATION,SCIENCE AND TECHNOLOGY,ARTS,CULTURE ANDSPORTS

LANGUAGE

Section 6. The national language of the Philippines is Filipino. As itevolves, it shall be further developed and enriched on the basis of

existing Philippine and other languages.

Subject to provisions of law and as the Congress may deemappropriate, the Government shall take steps to initiate and sustainthe use of Filipino as a medium of official communication and aslanguage of instruction in the educational system.

Section 7. For purposes of communication and instruction, the officiallanguages of the Philippines are Filipino and, until otherwiseprovided by law, English.

The regional languages are the auxiliary official languages in theregions and shall serve as auxiliary media of instruction therein.


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DECS issued Dept. Order No. 25, s. 1974

"Implementing Guidelines for the Policy on

Bilingual Education.

Bilingual education in the Philippines is

defined operationally as the separate use of

Pilipino (changed to Filipino in 1987) and English

as the media of instruction in specific subjectareas.


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Pilipino / Filipino English

Social studies /

Social sciences

Music

Arts

Physical education

Home economics

Practical artsCharacter education

Filipino

Science,

Mathematics

Technology subjects

English


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The goals of the Bilingual Education Policy shall be:1. enhanced learning through two languages to achieve

quality education as called for by the 1987Constitution;

2. the propagation of Filipino as a language of literacy;3. the development of Filipino as a linguistic symbol of

national unity and identity;

4. the cultivation and elaboration of Filipino as alanguage of scholarly discourse, that is to say itscontinuing intellectualization; and

5. the maintenance of English as an internationallanguage for the Philippines and as a non-exclusivelanguage of science and technology.


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EXECUTIVE ORDER NO. 210ESTABLISHING THE POLICY TO STRENGTHEN THE USE

OF THE ENGLISH LANGUAGE AS A MEDIUM OF

INSTRUCTION IN THE EDUCATIONAL SYSTEMand

DepED Order No.36 s. 2006

Declared that by secondary level, English should

be used as medium of instruction at least 70% of

the total time allotment for learning


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DepED Order No.74 s. 2009INSTITUTIONALIZING MOTHERTONGUE-BASED

MULTILINGUAL EDUCATION (MLE)

1. The lessons and findings of various local

initiatives and international studies in basic

education have validated the superiority of the

use of the learner's mother tongue or firstlanguage in improving learning outcomes and

promoting Education for All (EFA).


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2. Mother Tongue-Based Multilingual Education,

hereinafter referred to as MLE, is the

effective use of more than two languages forliteracy and instruction. Henceforth, it shall beinstitutionalized as a fundamental educational

policy and program in this Department in the

whole stretch of formal education including pre-school and in the Alternative Learning System

(ALS).


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3. The preponderance of local and international research consistentwith the Basic Education Sector Reform Agenda (BESRA)recommendations affirms the benefits and relevance of MLE.Notable empirical studies like the Lingua Franca Project andLubuaganFirst Language Component showthat:

a. First, learners learn to read more quickly when in their firstlanguage(LI);

b. Second, pupils who have learned to read and write in their firstlanguage learn to speak, read, and write in a second language(L2) and third language (L3) more quickly than those who are

taught ina secondorthird language first;andc. Third, in terms of cognitive development and its effects in other

academic areas, pupils taught to read and write in their firstlanguageacquire such competencies more quickly.


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The use of the learner's First Language (L1) as the primarymedium of instruction (MOI) from pre-school until, at least,gradethree.

Mother Tongue as a subject and as a language of teachingand learning will be introduced in grade one for conceptualunderstanding

In the secondary level, Filipino and English shall be theprimary medium of instruction (MOI). The learner's firstlanguage (L1) shall still be utilized as an auxiliary medium of

instruction. The language of instruction shall also be the primary

language for testing in all regular school-based and system-wide examinations and in all international benchmarkingandassessmentexercises.


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Phases of a Three Language Education Program


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Multi-literate they can read and write

competently in the local language, the national

language, and one or more languages of wider

communication, such as English;

Multi-lingual they can use these languages

in various situations;

Multi-cultural they can live and workharmoniously with people of culture

backgrounds that are different from their own.


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A 3-stage model for early bilingual development proposed by

Volterra & Taeschner, 1978:

I. the bilingual child has only one lexical system comprising words

from both languages [1.6-2.1]

II. development of two distinct lexical systems although the child

applies the same syntactic rules to both languages [2.5-3.3]

III. differentiation of two linguistic systems, lexical as well as syntactic

[2.9-311]

It is normal for children growing up in bilingual communitiesto mix their languages extensively because they are simply

learning the patterns of communication that are common in

their community. Genesee F. (1989, Journal of Child Language)


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Many studies indicate that students first taught to

read in their L1, and then later in an L2, out perform

those taught to read exclusively in an L2.


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Most of the rest of the world that we have to

compete with teach and educate their

children in their NATIVE LANGUAGE (Japanese,

South Koreans, Americans, British, French,

German, Russians, Malaysians, Thai,

Indonesians, and others.)

Regional Lingua Franca Project


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Bilingual education that values the culture of both

languages will have a positive effect on the childs

self-concept and self-esteem s/he will not be confused instead s/he will learn to

value her culture and that of others

It gives a deeper knowledge of different ideas and

traditions and promotes tolerance

When done correctly it enhances a child's cultural

identity


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Purpose:

To promote literacy and learning bymaking the native tongue as MOI

during the formative years of basic

education.

Purpose:To strengthen English as the medium

of instruction in all levels of education,

from preschool to the tertiary level.

Strategy for Learning:

y

Develop literacy and learning in L1first.

y Strong teaching of English and

Filipino.

y Transfer L1 skills to Filipino and

English.

Strategy for learning:

y Increase time for English by making

it as primary MOI.

y Ban on L1 and Filipino as MOI.


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bilingual ed

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