The Challenge of Implementing Mother Tongue Education in Linguistically Diverse Contexts: The Case of the Philippines
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- 作者：Romylyn A. Metila ; Lea Angela S. Pradilla…
- 关键词：Mother tongue education ; Linguistic diversity ; Philippine mother tongue education ; Challenges in mother tongue education ; Strategies in mother tongue education ; Language ; in ; education policy implementation
- 刊名：The Asia-Pacific Education Researcher
- 出版年：2016
- 出版时间：December 2016
- 年：2016
- 卷：25
- 期：5-6
- 页码：781-789
- 全文大小：630 KB
- 刊物主题：Education (general); Learning & Instruction; Sociology of Education; Educational Policy and Politics; International and Comparative Education;
- 出版者：Springer Singapore
- ISSN：2243-7908
- 卷排序：25
文摘
This study reports on the implementation of mother tongue education in linguistically diverse contexts (LDC), or locations where a number of mother tongues (MT) are spoken. In 2012, the Government of the Philippines implemented a Mother Tongue-based Multilingual Education program for the first 4 years of schooling (K-3). The Philippine Department of Education proposed two program models to assist schools to cater for linguistic diversity: a ‘multiple monolingual’ model, which groups students with the same MT in separate monolingual classes, and a ‘lingua franca’ model, which adopts a widely used language as medium of instruction in all classes. Three years into the program, a nationwide survey including 50 schools in LDC was conducted to identify challenges that teachers faced and strategies in program implementation. Responses to the survey described modifications of the Department-proposed models, illustrating how educators embraced the multi-layered character of linguistic diversity through context-driven program strategies. Results also identified program areas for which schools need additional support, such as the organization and teaching of classes in which a range of MTs is spoken. The adopted strategies demonstrate a localized realization of a national policy and provide policy-makers and implementers with a range of classroom realities and possible options for improving educational outcomes for students in complex and dynamic multilingual settings.