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The Philippine Roadmap to Multi-literacy

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Title: The Philippine Roadmap to Multi-literacy


1
The Philippine Roadmap to Multi-literacy
2
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

Dina Ocampo, UP College of Education
3
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.
Dina Ocampo, UP College of Education
4
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)

Dina Ocampo, UP College of Education
5
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

Dina Ocampo, UP College of Education
6
Language Acquisition and Learning
  • 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

Dina Ocampo, UP College of Education
7
Childhood Bilingualism
  • from Monolingual to Bilingual

Natural
Additive
Dina Ocampo, UP College of Education
8
The Issue of Biliteracy
  • For our purposes, we should look at it this way

Dina Ocampo, UP College of Education
9
Therefore..
Dina Ocampo, UP College of Education
10
Word Reading and Spelling
Dina Ocampo, UP College of Education
11
Sentence and Listening Comprehension
Dina Ocampo, UP College of Education
12
Whats going on here?
Dina Ocampo, UP College of Education
13
The Reality
SCHOOL
Dina Ocampo, UP College of Education
14
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

Dina Ocampo, UP College of Education
15
Dina Ocampo, UP College of Education
16
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

Dina Ocampo, UP College of Education
17
Programming of Languages of Learning
Dina Ocampo, UP College of Education
18
National Language and Literacy Strategy 2
  • Create better learning environments to support
    language and literacy education of students.
  • Articulate how language and literacy will be
    developed in learners at specific grade/year
    levels of basic education.
  • Use childrens literature to support language and
    literacy development through exposure, immersion,
    and practice.
  • Support student learning through the development,
    production, and distribution of instructional
    materials in the designated languages of learning
    at the school, division, and regional levels.

Dina Ocampo, UP College of Education
19
National Language and Literacy Strategy 2
  • 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
  • Match the assessment of language and literacy
    with curriculum content and the languages of
    learning at specific grade/year levels.
  • Provide students with language and literacy
    difficulties remedial instruction based on
    assessment results.

Dina Ocampo, UP College of Education
20
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.

Dina Ocampo, UP College of Education
21
National Language and Literacy Strategy 3
  • Enliven critical social support structures in the
    community to support learners in school.
  • Ensure maximum LGU/community participation and
    support for the implementation of the language
    and literacy programming strategy.
  • Raise critical awareness among parents about
    effective language and literacy learning
    processes.

Dina Ocampo, UP College of Education
22
MARAMING SALAMAT PO!
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