1. 1 Language of Instruction Central to Quality Education Reforms in the Philippines Hon. Magtanggol T. Gunigundo I Congressman, 2 nd District of Valenzuela Exercising the Right to Learn in One’s Own Language Promotes Literacy

2. A. Exercising the right of children to learn in their first language promotes literacy as it facilitates the learning process. Education is power. And Language is the Key to accessing that power. Quality Education =› thinking well arguing well questioning properly Quality Education =› prepares individual for life after school 2

3. 3 LOI is central to quality education reforms. Even if infrastructure is adequate, teachers are well compensated, textbooks are abundant, reform will not be complete. There is a need for Congress to formulate a 21st Century Philippine language in education policy that elicits the best educational outcome for Filipinos to become life-long learners and critical thinkers who can collaborate with one another to address the problems of national development.

4. 4 8. President Benigno Aquino III said that: UNESCO has proven that young children learn best in their mother tongue before moving on to English in higher grades. This is a policy already observed by DepED since Brother Andrew Gonzalez’s time as DepED Secretary. From pre-school to Grade 3, we will use the mother tongue as the medium of instruction while teaching English and Filipino as subjects. From Grades 4-6 (7), we will increasingly use English as the medium of instruction for science & math and Filipino for Araling Panlipunan (social studies). For High School, English should be the medium of instruction for science, math & English; Filipino for AP, Filipino and tech-voc education. xxx This is our Liberal Party position on Basic Education. If we fix these ten concerns, we will fix most of the problems in our education system. If we fix basic education, we fix the long-term problems of the country. And if we fix the country’s problems, we will build a truly strong society we can proudly call the Philippines. First delivered at the Third COCOPEA National Congress, 11 February 2010, Manila, Philippines

5. 5 Although DepEd deserves praise for coming up with DepEd Order No. 74, July 14, 2009 that gives the green light for MLE to proceed in public schools, we believe that a congressional act carries more permanency. But it will be a difficult and complicated process to craft a congressional act on language of instruction considering past language debates fueled by regionalism and over reliance on personal anecdotes and gut feel and exacerbated by a twisted belief that using a second language as medium of instruction for non-native speakers will make them better speakers.

6. 6 Is there a correlation between L1 education and national development? UNESCO Cluster No of countries % of population having access to L1 primary education Least developed 48 38.12 Less developed 120 59.91 Transition 31 71.45 Developed 29 86.42

7. 7 Is MLE costly? An L1-based system may actually cost less than an L2- system. Why? Because of the higher drop-out and non-completion rates, repeaters, failures, and poor learning outcomes in L2- systems. Three studies on the cost effectiveness of MLE In a Guatemalan study, it is more expensive to produce a grade level passer (in Grades 1-6) in a Spanish medium school ($6,013) than in a Mayan school ($4,496).

8. 8 Three studies on the cost effectiveness of MLE In Mali, a World Bank study, for instance, showed that French-only programs cost 27% more than mother tongue schooling, because of the difference in repetition and failure rates. Three studies on the cost effectiveness of MLE In Papua New Guinea, the national government moved the materials development process to the communities themselves. Because of this, the communities were able to produce instructional materials in approximately half of the 800 languages.

9. The Thomas and Collier Study (1997) Six school districts scattered around US Optimal versions of six (6) models of BE 42,000 students tracked for 11 years Standardized test scores Comparison population – native English speakers

10. Summary of findings of the T and C study (1997)

11. Will increasing the time for English or making it the exclusive medium of instruction improve our English? NO. This popular belief is increasingly being proven untrue. Large scale research during the last 30 years has provided compelling evidence that the critical variable in L2 development in children is not the amount of exposure, but the timing and the manner of exposure. For 11 years, the Thomas and Collier study tracked 42,000 children in the US who entered school without knowledge of English. These children have been placed into one of several programs which varied extensively in exposure to English language instruction. To the surprise and consternation of many educators (and parents), children who received ALL of their education in English learned the least amount of English and scored the lowest on national academic achievement test. This group (programs 5 and 6 ) finished at the 11 th and 22 nd percentile rank nationally. They were also the most likely to drop out of school. 11

12. Those who were schooled for three years in the mother tongue (programs 3 and 4) scored between the 24 th and 31 st percentile in the national tests. Children participating in the 6-year mother tongue based programs (programs 1 and 2) scored between 53 rd and 70 th percentile rank, which were well above the national norm for their native English speaking peers. Carole Benson cautions us: “ There is no evidence that the L2 must be a medium instruction to be learned well; countries like Sweden achieve high levels of L2 competence by teaching it as a subject and preserving the L1 for instruction.” Conclusion: The stronger the development of the mother tongue, the stronger the proficiency in the second language. 12

13. 13 Implication of the Thomas and Collier’s study into the workplace as computed by Dr. Steve Walter Career OptionsIf educated in L2 Only If educated In L1 Percentage Increase / Decrease Researchers, scientists, top writers, top intellectuals, medical doctors 52284,460% Professors, business leaders, professionals, journalists 1201,3591,032% Teachers, mid-level managers, engineers, programmers, bureaucrats 9503,413259.15% Skilled factory workers, equipment operators, clerical, service workers 2,9773,41314.65% Blue collar workers, manual laborers3,7121,359- 63.40% Hard to employ, domestics, menial labor2,236228- 89.80% TOTAL POPULATION10,000

14. 14 International and local research studies in the use of languages in education are conclusive – when the mother tongue is the medium in primary instruction, learners end up being better thinkers and better learners in both their first AND second language(s). The state’s constitutional mandate to provide quality education remains a dream in the Philippines. Our linguistic diversity has been considered a major roadblock. This attitude must change. We must embrace and celebrate our multilingual society that represents our rich culture and traditions. We must think of the greater majority of Filipinos (almost 20 million enrolled in public schools) who are forced to study in a language that is not their own. We want a society that values their 1st language and can work together under a common language to address the issues of national development, and be conversant in a language of wider communication in the global stage.

15. 15 The Philippines is a multilingual nation with more than 170 languages. According to the 2000 Philippines census, the biggest Philippine languages based on the number of native speakers are: Tagalog21.5 million Cebuano18.5 million Ilokano7.7 million Hiligaynon6.9 million Bicol4.5 million Waray3.1 million Kapampangan2.3 million Pangasinan1.5 million Kinaraya1.3 million Tausug1 million Meranao 1 million Maguindanao1 million

16. 16 We completely agree with Dr. Bonifacio Sibayan who said that “We forget, (or do not know, and if we know, we ignore the fact) that most of the rest of the world that we have to compete with teach and educate their children in ONE LANGUAGE, their NATIVE LANGUAGE (Japanese, South Koreans, Americans, British, French, German, Russians, Malaysians, Thai, Indonesians, and others.)” Bro. Andrew Gonzales was emphatic in stating that “We cannot gear an entire education system for the intellectual and economic elite. There has to be maximum flexibility in MOI and curriculum. Not everything in Philippine Education has to be uniform, in fact, even if we have policies toward uniformity; we never accomplish enough to be able to attain uniformity in results.”

17. 17 We must realize that our neighboring countries have 12 years or more basic education as preparation for University / College while we only have ten years. Probably, we believe that Filipino children are so bright, they can learn in 10 years in a foreign language and 2 other languages what the people we have to compete with learn in 12 – 14 years in only one language, their native language. We are expecting too much from the Filipino child. It is unjust and unfair to the forsaken majority in the economic pyramid.

18. 18 Legal basis of this right is found in Constitution, UN and UNESCO, Republic Acts. II.The 21st Century Philippine language of instruction policy must be aligned with the provisions of the 1987 Constitution and our commitment to International Conventions (UN Convention on the Rights of a Child and UNESCO Education for All). As early as 1953, UNESCO supported the use of vernacular languages, and especially the use of children’s home languages, in education: It is axiomatic that the best medium for teaching a child to read is his mother-tongue. Psychologically, it is the medium of meaningful signs that in his mind works automatically for expression and understanding. Sociologically, it is a means of identification among the members of the community to which he belongs. Educationally, he learns more quickly through it than through an unfamiliar language (UNESCO, 1953: 11, in Wagner, 1991, p. 169).

19. 19 1990 UN Convention On The Rights Of The Child The child has the right to an education and to learn and use the language of his family (Articles 28, 30) When a child receives an education in a language that he or she does not understand, this violates the child’s right to be literate and be educated. UNESCO (2003) Education in a Multilingual World position paper supports 1. Mother tongue instruction as a means of improving educational quality 2. Multilingual education at all levels of education as a means of promoting both social and gender equality and as a key element of linguistically diverse societies. 3. Language as an essential component of inter-cultural education in order to encourage understanding between different population groups and ensure respect for fundamental rights.

20. 20 1987 Constitution, under Article XIV: “Sec. 6. The National language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the basis of existing Philippine and other languages. Subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain the use of Filipino as a medium of official communication and as language of instruction in the educational system.

21. 21 Sec. 7. For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English. The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein. Spanish and Arabic shall be promoted on a voluntary and optional basis.

22. 22 Other Relevant Constitutional Provisions Sec. 13, Article II, 1987 Constitution The state recognizes the vital role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual and social well- being. Sec. 4, Article III, 1987 Constitution No law shall be passed abridging the freedom of speech, of expression, or the press, or the right of the people peaceably to assemble and petition the government for redress of grievances.

23. 23 Sec. 1, Article XIV, 1987 Constitution The state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. Par. 1 Sec. 2, Article XIV (1) Establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and society.

24. RA 8990 Early Childhood Care and Development Act, Section 5 states that it shall use the child’s first language as a medium of instruction RA 8371 (NCIP) – authorizes indigenous people to establish educational system in their own language RA 9155 – school based management, teachers flexibility to serve the needs of learners RA 8047 – encourages the publication of books in Philippine languages. RA 9521 – The National Book Development Board, in coordination with the national and LGUs, shall undertake activities to inform, promote and develop Filipino authorship. 24

25. 25 III There are two contending bills proposing a new language of instruction policy in the 15th Congress. COMPARISON OF THE GUNIGUNDO AND THE GULLAS, ET AL BILLS House Bill 162 (Gunigundo) Purpose: To promote literacy and learning by making the native tongue as MOI during the formative years of basic education. House Bill 93 Bill (Gullas, et al bill) Purpose: To “strengthen” English as the medium of instruction in all levels of education, from the preschool to the tertiary level.

26. 26 Gunigundo HB 162Multilingual Bill Strategy for Learning: Develop literacy and learning in L1 first. Strong teaching of English and Filipino. Transfer L1 skills to Filipino and English. Gullas, et al HB 93“English Only” Bill Strategy for learning: Increase time for English by making it as primary MOI. Ban on L1 and Filipino as MOI.

27. 27 Gunigundo HB 162Multilingual Bill Use of L1 L1 as primary MOI from pre-school to Grade 6. Separate subject in elementary. Separate subject and auxiliary MOI in secondary. Additive Pluralistic Gullas, et al HB 93“English-Only” Bill Use of L1 Optional use as MOI up to Grade 3. Ban on L1 use thereafter. Subtractive Assimilationist

28. 28 Gunigundo HB 162Multilingual Bill Use of English Strong teaching of English as a subject in elementary. MOI and separate subject in secondary together with Filipino. Gullas, et al HB 93“English-Only Bill” Use of English Preferred MOI from pre-school to Grade 3. Exclusive MOI thereafter

29. 29 Gunigundo HB 162Multilingual Bill Use of Filipino Strong teaching of Filipino in elementary. MOI and separate subject in high school together with English. Gullas, et al HB 93“English-Only” Bill Use of Filipino Optional use of Filipino as MOI up to grade 3. Ban on Filipino as MOI thereafter except in Filipino as subject.

30. 30 Gunigundo HB 162Multilingual Bill Transition to Fil and Eng From Grades 4-6, English and Filipino are used as MOI in some parts of the elementary curriculum Gullas, et al HB 93“English-Only” Bill Transition to Fil and Eng No transition. Introduce English immediately as MOI.

31. 31 Gunigundo HB 162Multilingual Bill Development of Teaching Materials and Teacher Training Yes, in L1, L2 and L3. Gullas, et al HB 93“English-Only” Bill Development of Teaching Materials and Teacher Training No in L1 and L2. Yes, only in L3 (English).

32. Multi-Lingual Approach Empirical data culled by education experts worldwide supports that multi-lingual approach is a very effective tool for literacy. The approach not only affirms the value of the child and his cultural heritage but also enables the child to master the lessons in school curriculum. Thus it facilitates acquisition of Filipino and English that will also be taught in the first language of the child. Also, using his approach, the critical thinking and reading skills that are developed transfer to other languages when those languages become functional. 32

33. 33 Once Congress enacts into law HB 162, the economic pyramid is expected to undergo a dramatic transformation in 15 years where we shall see an expanding middle class and a diminishing hoi polloi. This is the way to move our nation forward. Let me end by quoting once again Pres. Aquino “My view on this is larger than just the classroom. We should become tri-lingual as a country: Learn English well and connect to the World. Learn Filipino well and connect to our country. Retain your dialect and connect to your heritage.”

34. “Language is not everything in Education, but without Language, Everything is nothing in Education” - Dr Ekkehard Wolff, University of Leipzig, Institute of Afrikanistik 34

35. MAAYONG UDTO KANINYONG TANAN DIOS MABALOS DIOS TI AGNGINA MARAMING SALAMAT PO 35

36. 36

37. 37 References Bonifacio P. Sibayan. Difficult Tasks in Teaching Filipino Children in Two or Three Languages: Some Suggested Solutions, 1999. The Filipino Bilingual: A Multidisciplinary Perspective, Linguistic Society of the Philippines. Andrew Gonzales, FSC. Philippine Bilingual Education Revisited, 1999. The Filipino Bilingual: A Multidisciplinary Perspective, Linguistic Society of the Philippines. UNESCO. The Use of Vernacular Languages in Education. 1953 Emma J. Fonacier Bernabe: Language Policy Formulation, Programming, Implementation and Evaluation in Philippine Education (1565-1974) 1987. Linguistic Society of the Philippines Monograph No. 25 Ma. Lourdes S. Bautista. An outline: The national language and the language of instruction (1995). Readings in Philippine Sociolinguistics. 2 nd Edition 1996 Stephen L. Walter. Does Language of Instruction Matter in Education? GIAL Ricardo Ma. Nolasco. The Prospects of multi-lingual education and literacy in the Philippines. 2008 The Paradox of Philippine Education and Education Reform: Social Science Perspective / Allan Bernardo, Editor – Quezon City: Philippine Social Science Council. Digna B. Apilado. A History of Paradox: Some notes on Philippine Public Education in the 20 th Century. 2008 The Paradox of Philippine Education and Education Reform: social science perspectives/Allan B.I. Bernardo, Editor- Quezon City: Philippine Social Science Council Ricardo Ma. Nolasco. 21 Reasons why Filipino children learn better while using their Mother Tongue.1 st edition January 2009. Guro Formation Forum, University of the Philippines PO Box 279