Influences on Teachers' Use of the Prescribed Language of Instruction: Evidence from Four Language Groups in the Philippines

Autor/inn/en	Harden, Karon; Punjabi, Maitri; Fernandez, Maricel
Titel	Influences on Teachers' Use of the Prescribed Language of Instruction: Evidence from Four Language Groups in the Philippines
Quelle	In: Education Quarterly Reviews, 5 (2022) 1, S.516-530 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Language of Instruction; Language Usage; Multilingualism; Teacher Characteristics; Comparative Analysis; Second Language Learning; Foreign Countries; Native Language; Language Planning; Indonesian Languages; Tagalog; English (Second Language); Social Studies; Elementary School Students; Kindergarten; Teacher Attitudes; Classroom Communication; Language Proficiency; Mathematics Instruction; Science Instruction; Correlation; Creoles; Muslims; Malayo Polynesian Languages; Geographic Regions; Elementary School Teachers; Philippines + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Ausland; Sprachwechsel; Indonesisch; English as second language; English; Second Language; Englisch als Zweitsprache; Gemeinschaftskunde; Lehrerverhalten; Klassengespräch; Language skill; Language skills; Sprachkompetenz; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Kreole; Muslim; Muslimin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Philippinen
Abstract	In 2009 the Philippines introduced a mother tongue-based multilingual education language policy requiring the "mother tongue" as the language of instruction (LOI) in kindergarten through grade 3. Using teacher classroom language data collected from four LOI groups in 2019, we compared the frequency of teachers' use of the target LOI in different contexts, including urban versus rural classrooms, classrooms with relatively homogeneous student language backgrounds versus more heterogeneous classrooms, and classrooms with materials in the target language versus classrooms without. We also examined language usage against characteristics of the teacher populations, including language background, years of experience, training, and beliefs about the best language for initial literacy. The results strongly suggest that the most influential levers for increasing teacher usage of a designated LOI in these contexts are ensuring that teachers are assigned to schools where the LOI matches their own first language and providing teaching and learning materials in the target LOI, especially teacher's guides. These two factors were more strongly and more consistently correlated with teacher use of the LOI than all other variables examined. The linguistic homogeneity of the student population also showed a statistically significant though lower impact on teacher language usage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01