Mother Tongue Instruction in Lubuagan: A Case Study from the Philippines

Autor/inn/en	Walter, Stephen L.; Dekker, Diane E.
Titel	Mother Tongue Instruction in Lubuagan: A Case Study from the Philippines
Quelle	In: International Review of Education, 57 (2011) 5-6, S.667-683 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-011-9246-4
Schlagwörter	Experimental Schools; Educational Objectives; Language of Instruction; Outcomes of Education; Educational Change; Rural Areas; Foreign Countries; Public Education; Case Studies; Native Language; Reading Instruction; English (Second Language); Second Language Instruction; Second Language Learning; Tagalog; Comparative Analysis; Standardized Tests; Achievement Gains; Languages; Philippines + Suchen Sie Ihr Suchwort? Pilot school; Model school; Modellschule; Educational objective; Bildungsziel; Erziehungsziel; Teaching language; Unterrichtssprache; Lernleistung; Schulerfolg; Bildungsreform; Rural area; Ländlicher Raum; Ausland; Öffentliche Erziehung; Case study; Fallstudie; Case Study; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Standadised tests; Standardisierter Test; Achievement gain; Leistungssteigerung; Language; Sprache; Philippinen
Abstract	In the modern era, the prevailing model of public education has been that of "one size fits all", with private schooling being a small but notable exception. Language (of instruction) was generally viewed as a minor variable readily overcome by standard classroom instruction. As researchers have sharpened their focus on the reasons for educational failure, language has begun to emerge as a significant variable in producing gains in educational efficiency. This paper reports the intermediate result of a controlled study in a very rural area of a developing country designed to examine the effect of language of instruction on educational outcomes. In the experimental schools, children are taught to read first in the local language (via the local language) and are taught other key subjects via the local language as well. English is taught as a subject. Teachers in the control or standard schools continue the standard national practice of teaching all subjects in either English or Filipino, neither of which is spoken by children when they begin school. Year-end standardised testing was done in all subjects throughout grades one to three as a means of comparing the two programme methodologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10