The Philippine

Roadmap
to
Multi-literacy
Dina Ocampo
Leonor Diaz
Portia Padilla
Liu Vilbar
Victor Villanueva
Mark Norman Maca
Pau Fontanos
Liza Villanueva
Roberto Ruda
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Dina Ocampo, UP College of Education
Foundations of the Policy
Recommendations thru BESRA
Philippine language context and the evolution of
language use
Cultural identity, language and social development
How language is learned; Multilingualism
How literacy is learned; Multiliteracy
The Cross Linguistic Transfer of Literacy and
Thinking Skills across languages
Global studies/experiences in bilingual education
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Dina Ocampo, UP College of Education
We are multilingual
We are by virtue
of our geography
and history, a
multi-lingual
people.
This gift has for too
long been viewed
as a liability.
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Dina Ocampo, UP College of Education
The Philippine Language Context
120 languages (McFarland, 1993) or 171 (Philippine
Commission on Educational Reform, 2000)
Eight major languages are Ilocano, Pangasinense,
Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynon
and Waray-Samarnon (Belvez, 2002)
Filipino is the national language, and incorporates
vocabulary from the other Philippine languages and
non-local languages used in the Philippines, i.e.,
English, Arabic and Spanish (Gonzales, 1998)
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Dina Ocampo, UP College of Education
Cultural identity, language and
literacy
Culture is the sum total of ways of
living built up by a group of
human beings transmitted from
one generation to another. The
shared values, customs and
histories characteristic of culture
shape the way a person thinks,
behaves and views the world.
Culture is perhaps the strongest
determinant of identity
Language is intrinsic to the
expression of culture
Language is fundamental to
cultural identity
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Dina Ocampo, UP College of Education
Language Acquisition and
Learning
Language Acquisition
the way children learn their mother
tongue
the process of natural assimilation
of a language
requires good models of the
language that is to be learned and
immersion in its use and function.
all children can acquire language
ability because humans have the
capacity to learn language (Brown,
1994).
Language Learning
The process used by learners
when languages are added to
their linguistic repertoire
Refers to second, third, nth
language learned by a person
Can be learned (or not
learned) well by
Immersion
Structuralist or Formalist
Audiio-lingual
Communicative competence
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Dina Ocampo, UP College of Education
Childhood Bilingualism
from Monolingual to Bilingual
Through
interactions
in the
community
Through
teaching
in
school
Natural
Additive
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Dina Ocampo, UP College of Education
For our purposes, we
should look at it this way:
The Issue of Biliteracy
The prevailing ideas posit
that literacy is outside the
domain of bilingualism.
Bilingualism
Biliteracy
Bilingualism Biliteracy
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Dina Ocampo, UP College of Education
Therefore..
Experience
Oral
Symbols
Printed
Symbols
Oral
Symbols
Printed
Symbols
In L2
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Dina Ocampo, UP College of Education
Word Reading and Spelling
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Dina Ocampo, UP College of Education
Sentence and Listening
Comprehension
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Dina Ocampo, UP College of Education
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
50.00
Math % English % Science % Overall %
% of Schools Surpassing 60% on NAT
2002/3
2003/4
2004/5
50.00
Whats going
on here?
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Dina Ocampo, UP College of Education
The Reality
Experience
Oral
Symbols
in Filipino
Printed
Symbols
in Filipino
Oral
Symbols
In English
Printed
Symbols
In English
Oral
Symbols
in L1
Whats
missing
here?
SCHOOL
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Dina Ocampo, UP College of Education
Cross-linguistic Transfer of
Literacy Ability
Considerable and wealthy evidence to show the literacy
transfers across languages
Ocampo (2002) showed that cognitive & linguistic skills
used to read in one language (Filipino) were also used in
another language (English)
Aquino (2005) reports that beginning reading instruction in
Filipino or English had positive effects on alphabetic
knowledge and phonological awareness in the other
language
Ocampo (2005) found the ease of learning to read words
and comprehend sentences better in Filipino than in English
for elementary grade students
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Dina Ocampo, UP College of Education
Childs Language
Provides the foundation for additional languages
Facilitates learning subject matter
Increases school participation
Filipino
Easier to learn to read
Language of the media
Understood by most Filipinos
English
A global language
Continues to be a language
of aspiration among Filipinos
Arabic
Other
Languages
Cross
Linguistic
Transfer
Of Literacy
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Dina Ocampo, UP College of Education
National Language and Literacy
Strategy #1
Implement a developmentally and
culturally sound programming of
language and literacy development in
schools
Revise the implementing rules for the Bilingual
Education Policy
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Dina Ocampo, UP College of Education
Programming of Languages
of Learning
Languages of Learning
0 1 2 3 4 5 6 7 8
4th Yr
3rd Yr
2nd Yr
1st Yr
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1
ECCD
G
r
a
d
e
/
Y
e
a
r

L
e
v
e
l
s
Domains of Use
Child's Language Filipino English Arabic/Others
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Dina Ocampo, UP College of Education
National Language and Literacy
Strategy #2
Create better learning environments
to support language and literacy
education of students.
1. Articulate how language and literacy will be
developed in learners at specific grade/year levels
of basic education.
2. Use childrens literature to support language and
literacy development through exposure,
immersion, and practice.
3. Support student learning through the
development, production, and distribution of
instructional materials in the designated languages
of learning at the school, division, and regional
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Dina Ocampo, UP College of Education
National Language and Literacy
Strategy #2
4. Ensure that teachers at different grade/year levels have
the knowledge and competencies
in the languages they are supposed to use for teaching
on language and literacy education in a bilingual/multilingual
context
in the subject(s) they are supposed to teach
5. Match the assessment of language and literacy with
curriculum content and the languages of learning at
specific grade/year levels.
6. Provide students with language and literacy difficulties
remedial instruction based on assessment results.
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Dina Ocampo, UP College of Education
Instructional Materials should be
made for:
1. Beginning Reading in the mother
tongue for Preschool and Grade 1.
2. Childrens literature in the mother
tongue for Preschool until Grade 3.
3. Math in the mother tongue from
Preschool until Grade 3.
4. Science in the mother tongue from
Preschool until Grade 3.
5. MAKABAYAN in the mother tongue
for Grades 1 and 2.
6. Filipino materials using local context
and literature (where possible) for
Preschool, Grades 1 to 6.
7. English materials using local context
and literature (where possible) for
Preschool, Grades 1 to 6.
8. Beginning Reading in Filipino for Grade
2.
9. Beginning Reading in English for Grade
3.
10. MAKABAYAN in Filipino for Grade 3
to support the transition of the language
of learning from mother tongue to
Filipino.
11. Edukasyong pangkabuhayan in Filipino
for Grades 4 onwards.
12. Math in English for Grade 4 to support
the transition of the language of learning
from mother tongue to English.
13. Science in English for Grade 4 to
support the transition of the language of
learning from mother tongue to English.
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Dina Ocampo, UP College of Education
National Language and Literacy
Strategy #3
Enliven critical social support
structures in the community to
support learners in school.
1. Ensure maximum LGU/community participation and
support for the implementation of the language and
literacy programming strategy.
2. Raise critical awareness among parents about effective
language and literacy learning processes.
MARAMING
SALAMAT
PO!