Polytechnic University of the Philippines

Graduate School
Sta. Mesa, Manila

Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic odel

Prepared by:

r! "aymar# $! Llagas Master in Educational Management

major in Instructional Leadership

Submitted to: $r! %osefina U! Parentela

Professor
Education Models, Paradigms and Procedures (MEM 651)

April !1"

&ac#ground of Educational Linguistic

odel

Educational #inguistics is relati$el% %oung, as its foundation onl% dates &ac' some (!)"! %ears. *t +as first named, defined and descri&ed &% ,ernard Spols'% in the 1-.!s (Spols'%, 1-./) and continues to esta&lish it) self in the 1st centur%. 0hat is pro&a&l% o&$ious to someone +ho has ne$er heard of 1educational linguistics2 as a discipline is that it can &e situated some+here at the intersection of educational and linguistic concerns. A definition &% 3rancis 4ult suggests that 5Educational linguistics is an area of stud% that integrates the research tools of linguistics and other related disciplines of the social sciences in order to in$estigate holisticall% the &road range of issues related to language and education6 (4ult !!/7 1!). At first sight this also seems to hold true for applied linguistics. 4o+e$er, researchers suggest that educational linguistics is to &e separated from A# (cf. 4orn&erger !!18 4ult !!/8 Spols'% !!/). '! a! 9hat +hich is a model or a pattern8 a t%pe, a standard. :;< b! A standard or pattern of social &eha$ior that is accepted in or e=pected of a group. >su. in pl. :;< c! A $alue used as a reference standard for purposes of comparison (OED !!-7 1norm2) *n the educational linguistic conte=t, norms appear to &e a particularl% interesting o&?ect for stud% &ecause norms and the related issue of standards pla% an important role on a num&er of le$els in the comple= interpla% of language, culture, societ% and education. Education, or rather, educational institutions, shape a societ% and the people that li$e in it, &ut societ% or culture can also influence education.

2 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

(he

ain Streams of Educational (echnology *t is +orth noting, as a starting place, the ma?or lines of +or' that

comprise educational linguistics. 9hese are the domains that characteri@e the Educational #inguistics, A using language in classrooms, A literac% de$elopment, A language learning, A planning language use in educational settings, A assessing language 'no+ledge. Blearl%, the role of educational linguistics in each of these domains is some+hat different. *n the first three domains, the primar% customer for linguistic insight is the classroom teacher, +ho +ould &enefit from 'no+ing ho+ hisC her o+n language use facilitates or interferes +ith student learning, from understanding the linguistic challenges inherent in te=ts and classroom discourse, from $aluing (+hile also decreasing) the linguistic $aria&ilit% displa%ed &% student language users, from understanding ho+ to shape classroom discourse to promote acti$e engagement, critical thin'ing, and rapid learning, and from specific techniDues to promote language and literac% de$elopment. *n the last t+o domains, the primar% customer is the ministr% of education or the local educational authorit%, responsi&le for decisions a&out +hich language to use in schools, +hat standards for use of that language to impose, and ho+ to assess +hether those standards are &eing met. 3urthermore, +or' on educational linguistics +ill ine$ita&l% ha$e $ar%ing priorities in different parts of the +orld. Each region faces uniDue challenges, and educational researchers need to attend to those challenges +ith a genuine focus on the specificit% of each situation. *n some places, for e=ample, issues of educational language planning hardl% arise. Eet, +hether
3 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

the

focus

is

on

the

./1

million

illiterate

adults

in

the

+orld

(http7CCportal.unesco.orgCeducation), on the need to prepare students for tertiar% education &e%ond national &oundaries and thus often in a second language(http7CC+++.uis.unesco.orgC e$.phpF *GH6! /I !1J*G HGKI9KP*B), or on the design of education for either indigenous or immigrant students +ho do not spea' the national language (http7CC+++.cal.orgCtopicsCellC), certain fundamental Duestions arise7 1 0hat should +e &e teaching our students a&out language to prepare them for academic success, for professional success, for their &roader intellectual challenges in adult lifeF 0hat do teachers need to 'no+ a&out language in order to &e effecti$e in promoting the desired linguistic outcomes +ith the full range of students in their classesF ( Knce +e ha$e identified the desired linguistic outcomes of education and the reDuired teacher 'no+ledge, ho+ do +e go a&out fostering themF *n the sections that follo+, +e use these three Duestions &oth to organi@e the 'no+ledge accumulated across the $arious chapters and as a first cut in specif%ing more precisel% the most urgent Duestions for the future. )hat do (eachers *eed to +no, about Using Educational Linguistics odel9he issue of +hat teachers need to 'no+ a&out language is, of course, a &urning and recurrent pro&lem for educational linguists. 9here is a $er% long list of 1need to 'no+2, for e=ample7 A understanding the difference &et+een non)standard dialects, second language characteristics, and language disorders8
4 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

A understanding the ine$ita&ilit% of $ariation in language use, and the identit% +or' such $ariation accomplishes8 A understanding the characteristics of normal language de$elopment, in &oth first and second language spea'ers, and ho+ to measure it A understanding ho+ oral language &oth relates to and differs from +ritten language, and +hat (meta)linguistic s'ills children need to &e e=plicitl% taught in order to ma'e the transition from oral to literate comprehension8 A understanding +hat constitute normal de$elopmental errors in spelling and in +riting, and +hich student errors should &e responded to +ith e=plicit instruction8 A 'no+ing enough a&out et%molog% and morpholog% to &e a&le to e=plain the meanings of +ords and their morphological and et%mological neigh&ors. 9his &rief list could &e greatl% e=tended (3illmore J Sno+, !! ). Most

nota&l%, though, this list primaril% reflects declarati$e 'no+ledge, +hereas in fact an additional long list of linguistic 'no+ledge items could &e added that fall more in the domain of enacted 'no+ledge, for e=ample7 A 'no+ing +hat 'inds of Duestions to as' to generate producti$e classroom discussions8 A using sophisticated $oca&ular% +ords freDuentl% in the course of interactions +ith students8 A understanding +hat aspects of +ritten te=t are li'el% to &e confusing to students8 A understanding ho+ to respond to student +riting to ma'e it more sophisticated8

5 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

A &eing familiar +ith man% literar% and e=positor% te=ts of potential interest 9he difficulties of pro$iding teachers +ith sufficient declarati$e 'no+ledge a&out education are clear8 ensuring the a$aila&ilit% to them of enacta&le 'no+ledge is e$en more challenging (Sno+, Griffin, J ,urns, !!5). Larious teacher education programs ha$e tried sending their students to courses in the linguistics department, or hiring in a linguist to teach pre)ser$ice teachers a&out language8 such e=periments are not nota&l% successful (,urling, 1-.1) for man% reasons, including of course the multipl%ing list of competencies teacher certification programs must pro$ide access to.

(he Challenge of .nstruction and Assessment #anguage de$elopment researchers, as noted a&o$e, ha$e focused primaril% on %oung children and the ma?or ad$ances in language s'ills achie$ed &et+een ages 1 and (M" %ears. 9heir +or' is directl% rele$ant to the practice of earl% childhood educators and has informed and impro$ed the design of preschool and parent)in$ol$ement programs. Most educators, though, ta'e those earl% accomplishments for granted, and concern themsel$es +ith later language de$elopment M de$elopment of the capacit% to engage in classroom discussion, to produce e=tended discourse orall% and in +riting, to acDuire sophisticated $oca&ular%, and deplo% comple= grammar. >nderstanding these later de$elopmental challenges, for students operating in their first language and for those acDuiring a second language, is a tas' +ith +hich educational linguistics could help. As 4ull and 4ernande@ point out, adolescent literac% has latel% recei$ed more attention8 ho+e$er, there are still numerous gaps to fill in to full% understand ho+ to &etter ser$e older students.
6 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

(he Educational Linguistic odel Structure applied in (eaching Filipino Subjects 9he Education)#inguistic Model (E#M) +hich +as de$eloped &% the researchers through a reframing of Neuro)#inguistic Programming (N#P). 4ere is the 9heoretical 3rame+or' of Educational #inguistic Model and their conceptual ideas.

*n the proposed E#M, the former has &een allocated the standalone categor% 5addressing challenging &eha$iour6. 5Monitoring correct or incorrect
7 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

'no+ledge6, along +ith 5elicitation +ith learner6 and 5leading the learner,2 is categori@ed as 5scaffolding the learner6. 9hese three conceptual ideas focus on correcting, guiding, andCor challenging the learner. 5Bollapsing an anchor6 +as replaced &% 5ac'no+ledging success6 to refer to 5reinforcing learner achie$ement &% emphasi@ing success6. 5Bali&ration of the learner6 and 5pacing +ith the learner6 refer to recogni@ing indi$idual differences and ad?usting the teaching pace to suit the learner. 9hese t+o ha$e &een com&ined under the categor% 5responding to indi$idual learners6. #astl%, 5re) framing the approach6 refers to 5stopping unproducti$e strategies, and pro$iding &etter alternati$es6. *t has &een reclassified as 5self)monitor the teaching6 +hich reflects the agenc% of the teacher. Findings: Educational Linguistic and English "apport 9he teacher in this stud% particularl% e=celled in esta&lishing a rapport +ith their students. 9he follo+ing e=amples illustrate ho+ teacher de$eloped a rapport +ith their students to ma=imi@e a rela=ed and en?o%a&le classroom atmosphere. *n a class, *. 9eacher7 Ito ay lamang isa sa aking iniidolong Pilipino. Gwapo siya di ba? Students7 :#aughter< : agpapakita natatanging Pilipino< **. ang guro ng iba!t ibang mga larawan ng mga odel as Applied in (eaching Filipino

8 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

9eacher7 "ng kapital ng #apan ay $okyo. Ito ang pinakamalaking metropolitan area sa mundo. Student7 Gusto ko sa $okyo. %asarap pagkain doon. 9eacher7 $ama& %ahusay' marami silang mga (ood delicacies doon. Student7 Oo nga po sir' actually noong isang araw kumain kami doon kasamang aking mga magulang at kapatid. ***. 9eacher7 4o+ do +e sa% 5Go %ou li'e coconut)manF Student7 * li'e coca)cola. 9eacher7 Eeah, its not good to %our health. *L. 9eacher7 )apag narinig niyo ang salitang paruparo' ang sasabihin niyo ay *sino ang nandyan?+ ,anda na ba? Student7 Kpo. 9eacher7 Sino ang nad%anF (Paruparo). K'O Mahusa%. Sino ang nan%anF Si%empre and paruparo. *n the first con$ersation, the teacher tried to use personal pronouns (akin' siya) to engage her students and the students responded +ith 5laughter6. *n the second con$ersation, the teacher successfull% engaged students &% using %oung students2 language ( mahusay). *t is o&$ious that the teacher aimed to teach the students +hat is 9o'%o all a&out. Although she didn2t achie$e this aim, she enlisted students2 responses relating to their personal 5li'es6. *n the third con$ersation, the teacher commenced +ith a topic 5coconut man6, assuming the students +ould &e interested. 9his stimulated a student2s association +ith 5coco6 in 5cococola6.

9 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

9o esta&lish further teacher)student harmon%, this teacher also used a pronoun (%our) to ma'e the con$ersation rela=ed and personal. *n the last e=cerpt, the teacher relied on the sound similarit% &et+een 3ilipino 5 sinong nandyan?+ and 5paruparo6 to engage her students. 9he students2 spontaneous responses and laughter indicated that the teacher successfull% de$eloped an interpersonal contact +ith the students. 9hese teachers pro$ed to &e successful in de$eloping strategies to address teacher)student rapport. Scaffolding Learning 9he teacher also demonstrated their strengths in scaffolding learning7 I. 9eacher7 %ay nakikita ba kayong- pagkakapareho sa dalawang Student 17 Pareho silang lalaki. 9eacher7 $ama& .a kanilang mga ginawa' may pagkakapareho ba sila? Student 7 Pareho silang nagsakripisyo para sa ikararangal ng bayan. II. 9eacher7 )ung susuriin niyong mabuti itong larawan na ito' %ukha ba itong telebisyon o -.? Student 17 Parang $/ naming sa bahay. Student 7 Parang baul ni lola na nakatago sa bahay namin. III. 9eacher7 %ayroon akong isang bugtong' buto!t balat' lumilipad? Student 17 Eroplano Student 7 ,elicopter Student (7 Ibon

tauhan sa kwento?

10 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

9eacher7 %ahusay ang inyong mga isinagot' ngunit hindi iyon ang sagot. Paka0isipan niyo pa' malapit niyo nang mahulaan. %ayroon itong tali at madalas laruin kapag mahangin. Student "7 Langit0lupa 1isang larong pambata2 Student 57 .aranggola& 9eacher7 $ama& Ito!y saranggola. Galing talaga ng mga mag0aaral ko. *n the first and the third e=cerpts, &oth of the teachers tried to scaffold the students &% pro$iding minimum &ut necessar% hints rather than telling students the ans+er straight a+a%. 9he first teacher as'ed the students to do a comparison and anal%sis of the t+o characters and to deduce the meaning &% themsel$es. 9he third teacher guided the students to deduce the meaning of an ideographic character &ased on the 'no+ledge the students pre$iousl% learned. *n the second con$ersation, the teacher used the pictographic features of characters to guide the students to outputs. *n all three cases, none of teachers simpl% pro$ided statements of ne+ 'no+ledge to the students. *nstead, through Duestioning, the% &uilt on +hat the students alread% learned and guided them to the ne+ language points. 9his allo+ed the students to pla% a full and acti$e role in the lesson, +hich ma=imi@ed their learning opportunities and achie$ement in class. 3rom the students2 correct guess of the ne+ +ords, it can &e seen that the teachers +ere successful in effecti$el% emplo%ing scaffolding.

11 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

odelling 9his research found that modelling +as successfull% implemented &% the teachers and +ell recei$ed &% their students. E=amples +ere7 *. 9eacher7 3asahin natin ang tula' sumabay pagkatapos ko. :9he +hole class follo+ed< **. 9eacher7 Gusto ko' sulatin sa paraang dikit0dikit ang titik *".+ Isulat ito ng tatlong beses sa inyong notebook. :Some students started to tal' to each other a &it +hile getting their +or'&oo' read%< Student7 )ung hindi niyo masundan ang titik *"+ sa inyong workbook' tumingin sa pisara at sundan ang susulatin ko. .imulan na natin-. :Most of the students raised their head and loo'ed at the &oard< 0hile modelling the learning, the ,S9s used straight)for+ard

strategies such as 5read after me6 or 5follo+ me6. 9he researchers regarded the teachers2 modelling strategies as simple &ut successful. Although the data e=cerpts under this categor% +ere similar the students responded appropriatel%. Millrood ( !!") argues that e=cessi$e use of modelling in language teaching can create a learning en$ironment +here students ma% easil% &ecome disengaged. 4o+e$er, no e$idence in this stud% indicated that students resisted this strateg%.

12 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

Ac#no,ledging success 9hese teachers demonstrated strengths in promptl% ac'no+ledging students2 success. Educational Linguistic odel /Ac#no,ledging Success0 4. %ahusay& Ipagpatuloy mo yan. 5. apakagaling. 6. Ok. %aaring tama ang sagot mo ngunit-.. 7. %arahil tama ang isang punto ang iyong sagot ngunit-. 8. %agaling. 9. Gusto ko ang iyong kasagutan. :. $ama& ;. %agandang pananaw. <. Isang napakagandang kongklusyon. 4=. %ahusay ang pagkakagawa. 44. )aramihan sa inyo ay natapos ang gawain. awa!y ganyan kayo lagi. 1 . Palakpakan sila. "esponding to the Learner 9eacher7 9apos na &ang &asahin ang '+ento. Student7 :No Pesponse< 9eacher7 Sige, &i&ig%an 'o pa 'a%o ng 'aragdagang limang minuto. 9he data indicated that the teachers had the intention to pace a lesson appropriatel% to respond to and include students +ith different needs. Although these e=pressions are appropriate, the% +ere not effecti$e as the% did not address indi$idual learners. *n contrast, the classroom teachers2 Duestions +ere targeted at the particular student or student group. 3or e=ample, 5.ige' bibigyan ko pa kayo ng karagdagang limang minuto F6 9heir instructions recei$ed more responses from the students.

13 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

&ehaviour

anagement

*t +as found that the use of English to manage students2 inappropriate &eha$ior constituted a large percentage of teacher discourse in &oth the primar% and secondar% school classrooms. 9a&le ( lists some e=amples from each group. Educational Linguistic odel /&ehaviour anagement0 Panatilihin niyo ang magandang pag0uugali. $umingin sa pisara at laging making sa guro. ,uwag makikipag0usap hangga!t nagsasalita ang guro. %agtaas lamang ng kamay kapag sasagot. $umahimik. %akinig. >mupo ng tuwid. 9he teachers2 language +as more general, &rief and con$entional +hereas the e=perienced teachers2 e=pressions +ere more specific, detailed and di$erse. 9eacher7 $ahimik& :9he students 'eep tal'ing< 9eacher7 Lagi niyong tatandaan huh' kapag gusto niyong sumagot' itaas lamang ang inyong kamay. :9he +hole class &ecome Duiet.< 9eacher7 #ustin' upo& :Qustin, ignores instruction< 9eacher7 Isa& )apag hindi ka umupo' dadalhin kita sa o((ice. :Qustin follo+s the instruction< Similarl% to 5Ac'no+ledging Success6, teacher did not ?ust address students2 &eha$iors &ut also tended to pro$ide reasons for doing so, and pro$ided additional instructions for the students to follo+. 9he language
14 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

4. 5. 6. 7. 8. 9. ..

used &% the ,S9s +as full of formulaic e=pressions such as 59ahimi'O6, 1>po2 19he researchers2 o&ser$ation notes indicated +hen the% articulated these +ords, their mind seemed engaged +ith other issues. Perhaps the% +ere thin'ing 59he% are not stoppingO No+ +hat should * doF6 Most of teachers did not tr% to pro$ide instructions for students to change their &eha$iour. Moreo$er, the researchers2 o&ser$ation notes demonstrated that +hene$er the teachers disciplined the students, their $oice +as often soft and lo+ +hereas the e=perienced teachers al+a%s used a firm $oice. Self1monitoring strategies 9he data re$ealed that the ,S9s lac'ed self)monitoring strategies. 9hat is, stopping unproducti$e strategies, and pro$iding &etter alternati$es. 9eacher7 gayon' sagutin natin ang mga idyoma. "no ang kahulugan

ng salitang * ang ipinanganak siya ay may ginto!t pilak siya sa bibig+? :9he students are thin'ing< Student7 kumakain? 9eacher7 sa bibig.+ Student7 %araming alahas 9eacher7 %alapit na. )ung sila ay maraming alahas' anong tawag sa kanila? Student7 "yaw ko na. ,indi ko alam. *n these e=cerpts teacher used Duestioning to scaffold and guide the student to the correct ans+er. 9heir scaffolding +as unsuccessful in that rather than read?ust the Duestion or gi$e more support, the teacher 'ept $ama ba ng kanyang isinagot? ,alimbawa nito sa pangungusap' *lahat ay kanilang nabibili sapagkat sila ay may ginto!t pilak

15 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

rephrasing the same Duestion to see' the correct ans+er. 9his e$entuall% made the students lose interest and &ecome distracted. *n this stud%, although no e$idence of self)monitoring strategies +as identified +ithin the t+o super$ising teachers2 classes, the assumption made &% the researchers is that an e=perienced teacher +ould automaticall% s+itch to an alternati$e strateg% if the students +ere not responding. Conclusions 0e ha$e concluded that educational linguistics model needs on the one hand to narro+ its focus to pa% particular attention to the most pressing real)+orld educational pro&lems, and on the other hand to e=pand its focus &e%ond language teachingClearning to an understanding of ho+ language mediates all educational encounters. 3urthermore, in stud%ing the role of language in all learning and teaching, it is e=tremel% helpful to remem&er the continuum proposed &% ,aile%, ,ur'ett, and 3reeman7 from learning situations in +hich the language used is transparent to all concerned (teacher and students share a language and students control the academic language of the classroom) to situations +ere language use is opaDue (students are still learning the &asics of the classroom language, e$en as learning through that language is e=pected). *ntermediate points on that continuum, +here most students and teachers pro&a&l% find themsel$es, represent differing degrees of transparenc% M i.e., students and teacher share a language &ut not necessaril% all the specific linguistic features that characteri@e disciplinar%, metacogniti$e, or classroom language use. *dentif%ing the situations +here lac' of shared language 'no+ledge

interferes +ith learning, and characteri@ing helpful approaches to those situations, in the form of pedagogical strategies, curricular ad?ustments,

16 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

student commitments, or reorgani@ation of learning settings, is the common and urgent challenge for educational linguists. "eferences ,urling, P. (1-.1). 9al'ing to teachers a&out social dialects. Language Learning, 1, 1M (". 3elipe Puth E. ( !1() .uliranin ng mga agsasanay na Guro sa Pagtuturo ng "signaturang ?ilipino sa O((0@ampus. >npu&lished 9hesis from Pangasinan State >ni$ersit%),a%am&ang Bampus. ,a%am&ang, Pangasinan. 3illmore, #. 0. J Sno+, B. E. ( !! ). 0hat teachers need to 'no+ a&out language. *n Adger, B. 9., Sno+, B. E., J Bhristian, G. (eds.), Ahat $eachers eed to )now "bout Language. (pp. .M5() 0ashington, GBCMc4enr%, *#7 Benter for Applied #inguisticsCGelta S%stems Bo., *nc. Gouleta, Eirini ( !!6) Language Learning and Linguistic Policy in EducationB@onsiderations (or .uccess(ul 3ilingual Programs in %adagascar. 9rinit% >ni$ersit%7 Educational Approaches in ,ilingualism. 4an, Q., J Eao, Q. ( !1(). A Base Stud% of ,ilingual Student)9eachers2 Blassroom English7 Appl%ing the Education)#inguistic Model. "ustralian #ournal o( $eacher Education. 4orn&erger, Nanc% 4. ( !!"). 9he Bontinua of ,iliterac% and the ,ilingual Educator7 Educational #inguistics in Practice. >ni$ersit% of Penns%l$ania. #ang, Peter ( !!/). Norms in Educational #inguistics. Bam&ridge7 Bam&ridge >ni$ersit% Press. Millrood, P. ( !!"). 9he role of N#P in teachersR classroom discourse. EL$ #ournal. Pamos, 9eresita L. and Ma&anglo, Puth ( !1 ) 9he #anguage #earning 3rame+or' 3or 9eacher of 3ilipino. #ournal o( .outheast "sian Language $eaching.

17 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model

Sno+, B. E., Griffin, P., ,urns, M. S., J NAE Su&committee on 9eaching Peading ( !!5). )nowledge to .upport the $eaching o( CeadingB Preparing $eachers (or a @hanging Aorld. San 3rancisco, BA7 Qosse%) ,ass. >ccelli,P., J Sno+, B. E. ( !!/). A Pesearch Agenda for Educational #inguistics. Malden, MA7,lac'+ell Pu&lishing. .nternet "esources http7CCportal.unesco.orgCeducation http7CC+++.uis.unesco.orgCe$.phpF*GH6! /I !1J*G HGKI9KP*B http7CC+++.cal.orgCtopicsCellC

18 Filipino Subject Classroom Atmosphere: Applying the Educational Linguistic Model