527665945-CHAPTER-1-Overview-of-Language-Policy-and-Practice-in-Education-Around-the-World.pptx

PPT

1. OVERVIEW OF LANGUAGE POLICY AND PRACTICE IN EDUCATION AROUND THE WORLD

2. Introduction In this chapter, the phrase language policy will mean the legislation on and practices pertaining to the use of languages in a society-often a nation, whereas the phrase language-in-education policy will be used to describe the legislation on and practices pertaining to languages or media of instruction and languages of literacy used in basic education. As we consider language policy, it’s helpful to review the role of language in society. Language has many forms – for example, there is a written form, a spoken form, a formal variety and informal varieties.

3. Language also has many functions – it is as medium of communication in different places and as language for specific purposes. Language and languages are also given different value by different people. Some languages are considered prestigious while other languages are considered to have less value. This may be related to the material qualities of the language – the presence of a writing system or the production of reading materials in the language. Edwards(2009) emphasizes the fact that, in most parts of the world, multilingualism is a reality, linked with goegraphical and environmental factors as well as economic interests fueling migration.

4. The intention of this chapter, is to view both multilingualism and multiculturalism from as enabling perspective, countering a deficit perspective on multilingualism, and to acknowledge and affirm the languages of ethnolinguistic communities as a dynamic aspect of their identity. Language Policy and Planning National Government and Regional Agencies such as ASEAN or the European Union, determine language policies, determine which language will be used for what purpose, including deciding on the language-in-education policy. Indeed, Toleffson and Tsui (2004:2) note that it is common for the educational argument for a specific language-in-education policy to be subservient to the sociopolitical or economic agenda of the nation,

5. And that responses to multilingualism within the nation can result in a variety responses from a policy makers. Ruiz (1984:17 ) identifies three perspectives on language planning in multilingual situation. Language can be seen as a problem where multiple language make mass education difficult and thus, one language and one cultured are preferred and supported, whereas other are less valued. Alternatively, it is possible to view language as a right and determined that speaker of non-dominant language have the right to maintain their ethnolinguistic identity and use their languages in education.

6. In the following section, examples from different regions of the world illustrate the challenge of determining language policy. 1.1 Africa In the 1960 a group of linguists from nations in post-colonial Africa and academics from around the world met to discuss the impact of the social change and national integration on language use and language development. Ferguson(2006:2)acknowledge the work of Fishman (1968:7) who described the challenges of the language policy issue in these state as tension between nationalism – the cultivation of national identity – and – nationalism – the development of “operational efficiency in administration and economic management for the maintenance of political stability”.

7. 1.2 Asia India The Ethnologue list more than 400 individual languages in India. How does this vast country with a population of over a billion respond to the challenges of linguistic diversity, particularly in the provision of the education? In India, Hindi, written Devanagri script, and English operate as official language for central government, but the individual state are given the opportunity to decide what language they will used for local administration and education.

8. 1.3 Europe The Industrial Revolution, with the increased mechanization of productions systems and the move from agriculturally-based economic system, was a major turning point I social political history. Until the Industrial Revolution in Europe in the early part of the nineteenth century, communities tended to be geographically isolated and the I pact of the national culture on local communities was limited ( Cartwright 2006:196). This can be seen in the Celtic-speaking people of Britain, the Basques in Spain and the Frisians of the Netherlands.

9. Wales Industrialization and the resultant internal economic migration from more rural countries to South Wale is identified as a key factor in the decline of the Welsh Language in the early 20 th century (Ferguson 2006:89). This was coupled with migration with England and Ireland into South Wales for employment, adding to the Anglicization of the region. This increase in language contact meant that Welsh increasingly become a language that had limited function in the community where English was use in multiple domains. English speakers remained monolingual and Welsh speakers were required to become bilingual, a unidirectional bilingualism.

10. Luxembourg Language policy in Europe continues to be strongly influenced by social and economic concerns. This is by illustrated by the changes in the language policy in Luxembourg, a small nation-state in Wester Europe where many of the population are already bilingual or multilingual, particularlyin either French or German. The government gave status to Letzebergesch by establishing it as the national language in order to forge national and cultural cohesion and to mitigate against the linguistic influences from neighboring countries.

11. 2. Language Policy in the Philippines A scene-setting Filipino perspective on the challenges of language and education is offered by Bautista (1999:113) who notes that; “The language problem of the Philippines, according to most filipino sociolinguists, is the problem of reconciling the competing demands of ethnicity (Embodied in an individual’s mother tongue or vernacular), nationalism (manifested in having and propagating a national language) and modernization (seen to be synonymous with using an international language).”

12. Toleffson (1991: 142) and Rappa & Wee (2006:72) discuss the complementary roles of Filipino and English. English is seen as a instrumental language of modernity, supporting economic progress. Filipino is viewed as a means of reinforcing the ideological status of the Philippines as an independent nation-state, facilitating enter group communication within the country while preserving aspect of national identity. Thus, the design of appropriate approaches to language education for the learners in the Philippines is a complex issue given the diversity of language, culture and pre-school experiences brought to school by children in nation of 7,000 islands in which more than 180 language are spoken ( lewis et. Al.2015)

13. The language policy of the Department of the Education(1974,1987)required the use of the two languages of instruction: Filipino and English. Other language only as “auxiliary” language in the classroom, not in textbooks or written form. The intent was to bring the country together under two languages and promotes fluency in English and Filipino. However, this marginalized 70% of learners by conducting learning in the languages that only communicate to around 30% of the population. On the basis of the recommendations of the Soriano Committee, the National Board on Education issued Resolution No. 73-2, s. 1973 an don June 19 th 1974, ( Sibayan 1973:308)

14. The official policy on bilingual Education on the Philippines was instituted by Department od Education and culture and sports (DECS) Order No. 25 titled “Implementing Guidelines for the policy on Bilingual Education” ( Sibayan 1978: 302; Espiritu 2002: Internet article; Gonzales 2007:368 The teaching methodology described in the 1974 language policy prescribes that the teacher use either Pilipino or English, depending on the subject. Subject are divided into the English domain and the Filipino domain (Gonzales & Sibayan 1988:1). English was define as the language of instruction for the delivery of English Communication Arts, Mathematics and Science. Filipino was to be the medium of instruction for all other subjects in the curriculum .

15. Essentially, this is the policy that has continued in the Philippines schools into the twenty first century (Gonzalez 1996: 210; 2007:368, Young 2011). Vizconde (2006:267) describes the 1974 policy as beginning a significant improvement in language teaching. Teachers no longer were so resilient on structured drills and memorization that were features of the English-only policy, but where increasingly aware of methodologies that were consistent with second language acquisition approaches. The Bilingual Education Policy was subsequently revised in 1978 by (DECS) order No. 25s (DECS 1987a; DECS 1987b). In the revised policy, the regional languages were elevated to the role of “auxiliary language”.

16. 2.1 The role of English in the Philippines The use of English, a result, primarily, of the American colonial legacy, has had a considerable impact, particularly in the education system, with some ( Tui 2005:8) believing that it has damaged the self-esteem of ethnolinguistic communities and the internal unity of those communities. “American colonial education has tranquilised our mind. Until now, it has continued to divide our communities , our intellectual and academic disdaining to talk on their own languages ----- in language of their peasant and workers. When are we going to return to our own people and restore the oneness of our communities”

17. In the rural communities, people may not have much exposure to either Filipino or English and children may begin formal schooling at sex years old with little knowledge of either Filipino or English, the major language of education. There strong support for the use of English in education and in the society for instrumental purposes. House Bill 4701 on “Strengthening and Enhancing the use of English as the Medium of Instruction in the Philippines School” was passed in the House of Representatives in 2006 ( Licuanan 200c). President Gloria Macapagal-Arroyo certified the House Bill as urgent and it received strong support from the business community, which saw the use of English in the School as a component towards increasing the global economic competitiveness of the Philippines. However, Acuna & Miranda ( 1994:7) state that there is “hardly any clamour ” for English to be the national language

18. The most powerful lobby for continued impasses on English comes from the private business sector, the media, political circles and some educators ( Licuanan 2007: Internet article). This lobby argues that the use of English is related to the Philippines global competitiveness in the country’s comparative advantages in each large English speaking work force particularly the potential of the Philippines retaining its large OFW workers. Both Fililpino Educators and the Filipino Public realise that English is now a major world language and competence in English gives access to the global opportunities. Sibayan (1999g:205). Notes,

19. “ The lesson for the Philippines is clear: it is not necessary or all Filipino’s to learn English, especially intellectualized English, provided we can develop Filipino so that most of the worlds knowledge can be made available and accessible and that language and Filipino’s may be educated in Filipino from kindergarten to graduates school”

20. 2.2 Towards Multilingual Education Policy There is comparatively little written about the contribution of the many vernacular languages of the Philippines to education and the development. These may itself be indicated of the value assigned to the languages of the provinces and the minority ethnolinguistic communities by language policy developers. The First Iloilo experiment was undertaken from 1948-1954 by Jose D. Aguilar ( Sibayan , 1999c, 1999e, Nolasco 2008:7) who pioneered in used of Hilligaynon as medium of instruction in grade’s one and two. The test with the showed Hiligaynon-taught children out performing English-taught children in reading, math and social studies.

21. The study not only showed L1 student’s being able to transfer the knowledge learned in their L1 to English. It also found the L1 student’s catching up with the L2 student’s in their knowledge in English within six months after being exposed to English as medium of instruction (Young 2011). Other related programs that can be mentioned are (Nolasco 2008:7) the second Iloilo Language Experiment (1961-1964), the Rizal experiment (1960-1966) and the six –year First Language Component – Bringing program (FLCBP) on “transitional” education in Ifugao province; and the Lubuagan First Language Component (Walter and Dekker (2008), However, despite these innovations, the Bilingual Education policies primarily acknowledged the use of vernacular languages of the Philippines as auxiliary languages to be used orally.

22. However, towads the end of Arroyo administration , it became clear that a response was required to the low educational achievement of Filipino students as revealed on international tests, which led to the institutionalization of mother tongue-base multilingual education initially through Department of Education Order No.74 s. 2009 (Department of Education 2009) which was a significant milestone in the journey to establish equitable system for learners from all ethnolinguistic communities of the Philippines (Young 2011). On 14 September 2010, the government-initiated Alternative Learning System (ALS) Curriculum for Indigenous Peoples (IPs) Education was institutionalized through DepEd Order No.101. This also moved multilingual policies and awareness of the importance of language –in-education from only the formal sector to the non- formal sector.

23. 2.3 Institutionalization of MTB-MLE “…. Shall adhere to the principles and framework of Mother Tongue- Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding from the known to the unknown; Finally, in 2013, the Philippines education system, through Republic Acts, 10533 and the associated implementing rules and regulations, in mandating a 13 year, K-12 education system, specified ( Section 10.2.f) that the curriculum for basic education in the Philippines