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1. CHALLENGES AND ISSUES IN RP HIGHER EDUCATION LANGUAGE PLANNING IN MULTILINGUAL COUNTRIES: The Case of the Philippines Medium of Instruction in Values Education Reporter: ABDULRAKIM, JANNA SYREIMA P. Professor: DR. MONALINDA M. MACAWADIB, RN, RM, LPT Subject: EDMA 607/PA308

2. LANGUAGE . It is the system of words or signs that people use to express thoughts and feelings to each other, or any one of the systems of human language that are used and understood by a particular group of people. MULTILINGUAL . Able to use several languages especially with fluency. In a multi-lingual class, there is one with a mix of students from various countries who may speak different language. In a Monolingual classroom the students share the same mother tongue.

3. LANGUAGE PLANNING IN MULTILINGUAL COUNTRIES : THE CASE OF THE PHILIPPINES MEDIUM OF INSTRUCTION IN VALUES EDUCATION Language Planning was thus hardly explicit and the educational system itself rather developing and highly exclusive. To speak of a plan would probably be an exaggeration. The Language planning activities during the American colonial period were geared towards education and the civil service but were not guided by explicit language laws or agencies. Although initially both McKinley and Root had ordered the two Philippine Commissions (that provided civil government after the military administration and began the civil government itself in 1902) to teach the local languages, they also instructed that English should be propagated so that Filipinos would become familiar with the ways of democracy.

4. Therefore, English became the language of social advancement. This provided an incentive to students to learn that language in order to advance through education and eventually study abroad under the pensionado system (fellowship program) (see Gonzalez 2003). A National Language Institute, established in 1937 under the Romualdez Law, mandated the development of a national language, which became an official language in 1941, an enactment confirmed during the Japanese-sponsored government under Jose P. Laurel. Its propagation and use was encouraged during the brief Japanese Occupation from 1942 to 1945 (see Gonzalez 1977).

5. English continued as the language of government, business and education, even under the umbrella of the Japanese East Asia Co-Prosperity Sphere, although the teaching of Japanese as a foreign language became mandatory during the Japanese Period. Post World War II independence, granted by the United States on July 4, 1946 (although Independence had been declared by Filipinos themselves on June 12, 1898), saw the national language being taught in all grades (primary and secondary). The medium of instruction remained English until June 1974 when the clamor of nationalists led to initiation of a bilingual scheme in which some subjects were taught in the national language and others in English, a policy repeated in 1984 and continuing until now. The national language, based on Tagalog, was renamed Pilipino in 1959 and renamed once more, as Filipino, by the 1973 Constitution and again by the 1987 Constitution. English continues to be an official language and, at present, the bilingual education system remains in operation.

6. POLICY AND PRACTICE As of last count (McFarland 1993), there are 120 mutually unintelligible Philippine languages in use in the islands although all are genetically related. In addition, based on the National Statistics Office 1990 survey, about 99% of Filipino households speak Filipino or Tagalog as a first or second language. About 56% of Filipinos report they able to speak English (see Social Weather Stations 1994). The lack of resources and the multilingual situation in the archipelago make it impossible to try to develop all languages although the Komisyon sa Wikang Filiino, or the academy, has a division that focuses on the conservation and maintenance of these languages and their literature.

7. Policy and reality do not match. Planning has been specific, not only through government policy declarations by colonial and later by independent authorities, but also through an enlightened and immensely rational national language law passed in 1936 and through statements in the Philippines constitutions of 1935, 1943, 1973 and 1987. (The 1896 Constitution of Biak na Bato maintained Spanish as the temporary official language along with the local languages; the 1898 Malolos Constitution recognized Spanish, but the 1935 Constitution mandated the creation of a body to develop the national language, which was recognized by the 1943 Constitution under Japan. The search was restarted by the 1973 Constitution and finally settled on Filipino in the 1987 Constitution.) Filipino is officially the national language, used in a bilingual scheme in school, but hardly cultivated for intellectual purposes.

8. In actual fact, no matter what the policy has been, the local vernaculars have been used in schools as the initial languages of instruction among entering school children, but the languages have not been given the official recognition that they deserve. Soon after the UNESCO recommendation in 1950 at an international conference on the use of the mother tongue (see UNESCO 1953), an experiment took place in Iloilo on the use of Hiligaynon as the first language of instruction in the division (province). The experiment proved successful and was the basis for later interesting experiments in language instruction undertaken in the Philippines (see Davis 1967). Unfortunately, the policy was not implemented because of the lack of resources allocated for the training of teachers in the use of the vernaculars and for the production of materials for the first two grades for content subjects.

9. Language policy is relatively easy to draft; language planning, usually based on a policy document or even a law, is likewise easy to formulate. In the case of the Philippines, since the first attempts at a forming a republic, language policy was made part of the Constitution or the fundamental law of the land. And yet in spite of policy expressed by equally eloquent rhetoric, realization has been slow. The key element towards realization of language policy is political will based on a developing or, better still, a developed, cohesion within the state that leads to genuine nationhood. What emerges from the Philippine experience, and from experiences in other countries as well, is that utilitarian more than symbolic objectives prevail in the actual development of the national language, especially as an intellectualized medium. Moreover, in the case of the Philippines, it seems that the need for an indigenous intellectualized medium is less urgent because of the continuing dominance of English and the extension of its use in multiple domains.

10. CONCLUSION By way of conclusion, insights from the Philippine experience may be of some application to other multilingual societies: Policy may not be fully carried out in practice. The Philippine experience is that the selected national language has been standardized and propagated and even cultivated as a language of literature and entertainment. The only dimension where it has not seen full development is as a language of intellectual discourse in the print medium and in academia. The latter demands corpus planning but since Corpus Planning is expensive in terms of human and financial resources, the society might not be willing to make it a priority in the face of competing needs and economic imperatives. Language development is multidimensional and has many facets. Like some other countries which have a similar option, the Philippines has a national language which it holds up as a symbol of unity and linguistic identity but not as a medium of instruction for scholarly discourse at the university level.

11. Thus, symbolism takes priority over use in some domains but not in others. Present social problems in the Philippines (a rapid population growth rate, resulting unemployment and underemployment, too large an output of university graduates for an economy that is not sufficiently industrialized to make full use of its output in the educational system, the slow rate of economic growth due to many factors, the reliance on Overseas Employment as a source for foreign currency for the balance of payments of the country) have caused it to reemphasize English competence more than National Language competence at the tertiary level. Hence, in spite of the rhetoric for the national language, the resources at present are being directed to the improved teaching of the former colonial language, English, to the perceived neglect (genuine or not) of the cultivation of the national language for intellectual purposes. Yet for language to be cultivated intellectually, it must be used and not just studied. If school policy makers choose not to use the national language in certain academic domains,

12. the language will not be cultivated for higher cognitive activities in that field of specialization. It is, of course, easier to reach a stage of critical thinking in one’s native language or mother tongue and it takes special tutoring and practice to cultivate a second language for purposes of higher order thinking. In the Philippines, because of the lack of financial resources, the national language has not been sufficiently developed as a language of intellectual discourse. English competence, once attained, becomes a highly effective tool of intellectual discourse and learning of the world’s knowledge. However, the number of those in the system who reach such an advanced stage in a second language such as English is bound to be small and elitist. In brief, language planning presumes rationality on the part of the language planners in drafting action plans, but these action plans likewise presume rationality on the part of the political decision-makers and would-be beneficiaries (parents and their children) of these rational policies. Unfortunately, in a world not quite fully rational, rational means to realize plans do not always obtain and results are often mixed, which they are in the Philippines!

13. EFFECTS OF CHANGE IN MEDIUM OF INSTRUCTION English Language is the medium of instruction which used in imparting instruction in any subject at any level. The medium of instruction is a controversial issue at all levels, especially in the societies in which various systems of education are followed (Nisar, & Ahmad, 2011). Medium of instruction has a very crucial role in transforming education and making it easy or difficult for a student. Language is an important aspect of culture. It is an important tool through which transformation of cultural values, old and new, is made easier. In general, there are many factors which determine student’s academic success. Language is also one of them, which affects the performance of students. According to Arshad (1997), language has considerable importance that affects education in many countries.

14. CHALLENGES AND ISSUES IN RP HIGHER EDUCATION There is no common first language among students in a Multilingual Classroom. Cultural Experiences of Students Differ. Students in a Multilingual Class are making different mistakes in Structure and Pronunciation. Students have different Learning Styles

15. ADVANTAGES AND DISADVANTAGES OF MULTILINGUALISM You have more career prospects available to you because of multilingualism It creates an opportunity for early diversity Multilingualism improves a person’s working memory Learning one new language makes it easier to learn more Being multilingual allows for individual wisdom to develop You can travel with more convenience because you understand what others are saying

16. The brain benefits from multiple positive cognitive benefits There are several health benefits linked to being multilingual People who are multilingual are more open-minded than monolingual individuals You can teach the benefits of multilingualism to the next generation You’re not in the minority any more

17. LIST OF THE DISADVANTAGES OF MULTILINGUALISM You might struggle to get along in monolingual societies There might be a lack of skilled educators in your community It requires a complete immersion in the language to be effective Studying new languages can shift the focus of a student Multilingualism can lead to fewer relationships Your parents use the first language to communicate that you are in trouble Your phone is not going to understand what you want to say. You can start to mix the different languages together as you speak

18. THE 10 BIGGEST CHALLENGES FOR LANGUAGE TEACHER Languages are complicated Language teaching is hard work Classroom Management Supporting students Handling parents You’re In - Charge Classroom Resources Support and Assistance The best laid plans Being far from home

19. ISSUES AND CONCERNS ABOUT FILIPINO VALUES The program hopes to develop Filipinos who possess the following values and traits: Self- Actualization, people imbued with a sense of human dignity; A sense of responsibility for community and environment, self-discipline; Productivity, contributory to the economic security and development of the family and nation; A deep sense of nationalism, commitment to the progress of the nation and to global solidarity; and An abiding faith in God and spirituality.

20. General Guidelines specify that the Program must: Be oriented towards the whole learner; Consider the unique role of the family in personal development and integration into society and the nation; and Recognize and emphasize the role of teachers who themselves must possess a proper sense of values and respect for the person of the student. Values development is discussed from the viewpoints of learning theorists or behaviorists, cognitive developmentalists, and psychoanalysts. Implementing values education is divided into objectives for the elementary grades, at the secondary level, and at the tertiary level. Orientation workshops for administrators, trainers, and teachers are discussed. Problems and recommendations are listed.

21. The medium of instruction is a language used in teaching. It may or may not be the official language of the country or territory. When the first language of students is different from the official language, it may be used as the medium of instruction for some parts of the schooling. In the Philippines, English prevails as the predominant medium of instruction. It is used more in teaching rather than the national language which is Filipino. All subjects except the subject of Filipino are taught in English. The Philippines is one of the few countries that do not use its national language as its medium of instruction. Descriptive statistics was used to determine the effectiveness of using English as a medium of instruction among grade 12 students.

22. Several recent studies have pointed out the alarming deterioration of the quality of learning in the Philippines, but this was officially confirmed in the basic education report delivered by Vice President Sara Duterte on January 30. Duterte is concurrently serving as secretary to the Department of Education. Addressing stakeholders with President Ferdinand Marcos Jr. in attendance, Duterte highlighted the key issues that plague the country’s basic education system before announcing her department’s agenda for reform. She echoed what previous surveys have indicated about the low academic proficiency of Filipino students. She also identified her department’s biggest concern. “The lack of school infrastructure and resources to support the ideal teaching process is the most pressing issue pounding the Philippine basic education,” she said.

23. She presented the latest government inventory which shows that out of 327,851 school buildings in the country, only 104,536 are in good condition. There are 100,072 school buildings that need minor repairs, 89,252 that require major repairs, and 21,727 that are set for condemnation. She added that the procurement practices in the agency “had red flags that demanded immediate actions.” She shared initial findings in the ongoing review of the K-12 curriculum that underscored the failure of the 10-year-old program to deliver satisfactory results. “The K-12 curriculum promised to produce graduates that are employable. That promise remains a promise,” she said. Duterte criticized the heavy workload assigned to teachers as she pressed for an immediate review of the current setup in public schools. “This is a system that burdens them with backbreaking and time-consuming administrative tasks, a system that provides no adequate support and robs them of the opportunity to professionally grow and professionally teach, assist, and guide our learners,” she said.

24. She unveiled her education agenda themed “Matatag: Bansang Makabata, Batang Makabansa,” (Nation for children, children for the nation) and focused on curriculum reform, accelerated delivery of services, promoting the well-being of learners, and providing greater support to teachers. Responding to the report, Marcos joined Duterte in acknowledging the government’s accountability to the nation’s young learners. “We have failed them,” he said. “We have to admit that. We have failed our children and let us not keep failing them anymore.” He promised to build better infrastructure by investing heavily in education.

25. Meanwhile, the Alliance of Concerned Teachers (ACT) noted that the report “failed to present today’s real extent and gravity of the learning crisis due to the lack of an evidence-based learning assessment conducted after the pandemic-induced school lockdowns.” The group was referring to the prolonged closure of schools under the government of President Rodrigo Duterte. The ACT criticized Duterte’s reform agenda because it features “general promises that lack specific action plans and definite targets.” “No specific targets and timelines were presented to convincingly show that the agency will cut down the classroom shortage significantly,” it added. Duterte said the agency will build 6,000 classrooms this year, which is quite small compared to the backlog identified in the report. There’s also no deadline for the electrification of around 1,562 schools that still do not have access to power.

26. Despite her impassioned plea to uplift the working conditions of educators, Duterte was castigated for being silent about the pending proposals to raise the salary grades of public school teachers. ACT reminded officials to prove their political will in reversing the decline of Philippine education. “The call to reforming education should not be a grandstanding cry but a sincere pledge to rectify the mistakes and shortcomings of the past and the present,” it said. This can be measured in at least two ways this year. First, Duterte’s willingness to file appropriate charges against erring officials involved in anomalous transactions under the previous administration. And second, Marcos’ commitment to substantially increase the funding for education.

27. Thank You!