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Phcase 080202 USING THE MOTHER TONGUE AS A BRIDGE LANGUAGE OF INSTRUCTION IN TWO SCHOOLS IN LAPAZ, AGUSAN DEL SUR A Case Study Yolanda S Quijano and Ofelia Eustaquio Background Information The municipality of La Paz, is an interior town of Agusan del Sur, one of the provinces in Mindanao. It lies south of Prosperidad, the provincial capital, and of San Francisco, a major transportation and trading hub of the province. A third class municipality, La Paz has an annual income of Php850,000 derived from logging and farming (chiefly corn and rice). Based on ethnolinguistic grouping, 90% of the population is Manobo while the remaining 10% are either Cebuano and/or mix of Cebuano and Manobo. According to the Year 2000 Census, the municipality has a total population of 20,880 with 15 barangays in 3,754 households. It consists of one school district consisting of 23 public elementary schools and two high schools. Current elementary enrolment (SY 2007-2008) of La Paz district shows that 73% (3,192) of the pupils are Manobos (Southern Mindanao) and the rest (27%) are Cebuano (Cebu), Ilonggo (Iloilo), Boholano (Bohol), Ilokano (Northern Luzon) and Surigaonon (Southern Mindanao) – people groups from elsewhere in Mindanao and the central Visayas. Two public elementary schools in La Paz District are the subjects for this case study. These are Logpond 3 IP Experimental School and Langasian Elementary School. The people of the community where the two schools are located have only three livelihood activities: farming, fishing and driving a single motorcycle. In most cases, a man engages in two or even all of the economic activities. To produce the bulk of food supply, husband and wife plant gabi (sweet potato), kalibre (cassava), and vegetables. Corn is the staple food of the people. Small-time farmers who plant corn finance their planting by borrowing money from others who have more in life. Those who do not own farm animals rent a carabao for P100 per day. At harvest time, they pay their loans and whatever remains of the cash they keep. Freshwater fishing in a nearby lake is major economic activity especially in Logpond 3. Due to road conditions, driving a habal-habal (single motorcycle) to transport people to town is a means of livelihood. Men and their wives who sell freshwater fish and agricultural products ride the motorcycle. The teachers in these schools also ride the motorcycle when they need to go home on weekends or transport official business on weekdays. Linguistic Information The national language of the Philippines is Filipino. It is embodied in the 1987 Constitution of the Philippines. It provides the legal basis for the various language policies that are being implemented in the country. According to Gonzales (2003), McFarland’s estimated 120 languages, 10 are considered major languages based on the criterion of having at least one million speakers (as of the last 1 census of 1995). These languages are Tagalog, Cebuano Bisayan, Hiligaynon Bisayan, Waray (Eastern Bisayan), Ilokano, Kapampangan, Bicol, Pangasinense, Maranao and Maguindanao. The latter two are really dialects of the same language but are considered separate by their native speakers for reasons of history and political rivalry. Though Minanubu is not included as one of the major languages in the Philippines (only 0.33% in the entire nation), recent census of population (2000) shows that in the province of Agusan del Sur, Manobo comprises the 2nd highest number of population by ethnicity and therefore Minanubu is used as their lingua franca at home. Household Population by Ethnicity, Agusan Del Sur, 2000 Ethnicity Both Sexes Agusan del Sur 558,414 Cebuano 171,276 Manobo 87,543 Hiligaynon 50,707 Boholano 39,765 Butuanon 23,865 Other 182,730 Other Foreign Ethnicity 102 Not Reported 2426 Children in the three schools of the pilot program use Minanubu as their first language at home. The presence of inter-marriages and other settlers, mostly Cebuanos, makes Cebuano- Bisayan the 2nd language used in communicating especially when they go out of their locality. Filipino and English are considered their 3rd and 4th languages, respectively. While in school, the traditional expected media of instruction in the classroom are Filipino and English, both foreign to the students. In a traditional approach, the students are expected to read, write and master curriculum content and objectives in these two languages while at the same time acquiring and learning these two new languages. Philippine experience reveals that various first languages or mother tongues are actually used informally in teaching young children especially during the first two grades in the public schools. But the use of the first languages however, is not supported with instructional materials. From Grade 1 all materials and much of classroom instruction are in the two official languages – Filipino and English - even for children who speak neither language at home. Some teachers initially use the prescribed language for particular subject (Filipino or English) and then translate into Manobo or Cebuano Visayan (in case of teachers who do not know Manobo language) for the students to understand the lesson. Since the students do not understand the Filipino or English language, they often wait for the teacher to translate it for them before they try to respond or follow the teachers instruction. 2 National Educational System The Philippine educational system is anchored on fundamental legal documents, the most important of which are the Philippine Constitution of 1987 and the Education Act of 1982. The educational provisions mandated in the Constitution have been articulated in the Education Act of 1982, which provides that: The State shall promote the right of every individual to relevant quality education regardless of sex, age, creed, socio-economic status, physical and mental condition, racial as well as ethnic origin, political or other affiliation. The Sate shall promote equality of access to education as well as the enjoyment of the benefits by all its citizens. The State shall promote the right of the nation’s cultural communities in the exercise of their rights to develop themselves within the context of their cultures, traditions, interests and beliefs, and recognize education as an instrument for the maximum participation in national development and in ensuring their involvement in achieving the national unity. Free public basic education is 10 years: six years for the elementary level and four years for the secondary level with preschool education offered in most schools. Consistent to the Philippines’ 1987 constitutional mandate is the Department of Education’s language policy under Department Order No. 52, s. 1987 entitled The 1987 Policy of Bilingual Education.“ This Order reiterates the basic provisions of Department Order No. 25, s. 1974 (Implementing Guidelines for the Policy on Bilingual Education) by stating that the “policy on bilingual education aims at the achievement of competence in both Filipino and English”. The policy statement also emphasizes that “the aspiration of the Filipino nation is to have citizens possess skills in Filipino to enable them to perform their duties and responsibilities as Filipino citizens and in English in order to meet the needs of the country in the community of nations”. The specific subjects in which each language should be used are the same as those indicated in Department Order No. 25, s. 1974. This is the use of English and Filipino as media of instruction in Grades I and II in all schools and the regional languages shall be used as auxiliary media of instruction and as initial language for literacy, where needed. In addition, English and Filipino were to be taught as language subjects in all grades in the elementary and secondary schools. Filipino was to be the medium of instruction in specified subject areas as follows: Social Studies/Social Science, Character Education, Work Education, Health Education, and Physical Education. English was to be the medium of instruction in all other subjects. Methodology and Implementation Process Implementation of the Culture Responsive Curriculum for Indigenous People (CCIP): Preparatory Work In response to the recommendations of the study conducted on curriculum indigenization by the University of the Philippines-School of Economics (UPeCon) in 2002 for the Third Elementary Education Project (TEEP) of the Department of Education, local initiatives to support indigenous people and address specific concerns of pupils in the indigenous people (IP) communities were conceptualized. Aimed to improve school’s academic performance, the program was called Culture Responsive Curriculum for Indigenous People (CCIP). Basic components of the program included: 3 § the use of the mother tongue in learning concepts and skills § teacher training § preparation of indigenous instructional materials § community participation. The CCIP Program implementation in the Division of Agusan del Sur started in 2002 under the leadership of the then Schools Division Superintendent, Dr. Beatriz Omay. A survey to gather data on the number of indigenous people in the area was conducted and served as the basis for decision making relating to the location of the program. The program was handed over to the then district supervisor and at the same time coordinator for CCIP in the division, Mrs. Elena Acacio. Being new in the division, with a limited knowledge about the program, and coming from a different background, being a Leytena, she admitted she had second thoughts of how she could lead the implementation of the program. But knowing its urgency and importance, she had to find ways to make it work. As an initiative, she visited Schools of Indigenous Knowledge and Tradition (SIKAT) Office in Tagum, Davao Oriental for orientation on the programs for IPs and to identify ways in which the Office could help her. She was also sent by the Division to attend trainings relevant to the education of children from IP communities.
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