See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/321016413
Language Planning Concept Paper
Article · November 2012
CITATIONS
READS
0
7,783
1 author:
Edgar R. Eslit
St. Michael's College
47 PUBLICATIONS 45 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
Language Teaching View project
Cross-cultural Communication View project
All content following this page was uploaded by Edgar R. Eslit on 12 November 2017.
The user has requested enhancement of the downloaded file.
Language Planning Concept Paper
By: Edgar R. Eslit
Introduction
Language planning is a deliberate effort to influence the function, structure, or acquisition
of languages or language variety within a speech community. It is often associated with
government planning, but is also used by a variety of non-governmental organizations, such as
grass-roots organizations and even individuals. The goals of language planning differ depending
on the nation or organization, but generally include making planning decisions and possibly
changes for the benefit of communication. Planning or improving effective communication can
also lead to other social changes such as language shift or assimilation, thereby providing
another motivation to plan the structure, function and acquisition of languages (Ogbu, 1987). In
this concept paper, the author will look into different international studies that have strongly
validated the superiority of employing the mother-tongue or first language for enhancing
learning outcomes and in promoting Education for all (EFA).
It is through language that we develop our thoughts, shape our experience, explore our
customs, structure our community, construct our laws, articulate our values and give expression
to our hopes and ideas. ‘Mother Tongue is a common language that is freely and comfortably
spoken by adult generation both at home and outside to their successors in a community and
reflect one’s culture and ethnic backgrounds’1. It is the means by which different groups within
the society maintain their identities. They do this by using the language in a way which is
characteristic of their group and by which they can be identified. Within a multicultural society
such as the Philippines there exist many subgroups that express their distinctiveness by particular
forms of language freely and commonly used in their communities.
Encouraging young children to learn their Mother Tongue would help them develop
confidence, self-esteem and their unique identity within a multicultural society. It will also
provide answers to many of their questions such as ‘Why I have brown skin?’. In an increasingly
multi-cultural society, the teaching of migrant languages in schools cannot be isolated from the
ERE 2012
Page 1
study of the culture of migrant groups. Culture and traditions essentially go hand in hand with
language.
The anthropologists are of opinion that the ethnicity is an identifiable feature wherever
people choose to live – may it be the country of origin or a country of adoption. Incidentally
language backgrounds becomes a visible ingredient of ones cultural heritage and ethnicity.
The term ‘mother tongue’, though widely used, may refer to several different situations.
Definitions often include the following elements: the language(s) that one has learnt first; the
language(s) one identifies with or is identified as a native speaker of by others; the language(s)
one knows best and the language(s) one uses most. ‘Mother tongue’ may also be referred to as
‘primary’ or ‘first language’. The term ‘mother tongue’ is commonly used in policy statements
and in the general discourse on educational issues. It is retained in this document for that reason,
although it is to be noted that the use of the term ‘mother tongue’ often fails to discriminate
between all the variants of a language used by a native speaker, ranging from hinterland varieties
to urban-based standard languages used as school mother tongue. A child’s earliest first-hand
experiences in native speech do not necessarily correspond to the formal school version of the
so-called mother tongue.
The objectives of this paper are: 1. Point out the main advantages and disadvantages in
the Language Planning implementation in each case study presented in the class, LS 314
(Language Planning); 1. Conceptualize some possibilities of integrating the merits of each case
study to further enhance the Philippine’ Language Planning scheme particularly in the
implementation of DepEd’s Order no. 74, series of 2009 regarding “Institutionalizing Mother
Tongue-based Multi Lingual Education (MLE); and, 3. Conceptualize previsioning strategy,
other than those cited in the above-mentioned case studies, to better improve the learning
outcomes.
Drawing from the Language Planning case studies of Australia, Malaysia, Brunei, and
other countries from Southeast Asia, the following insights were drawn:
I. The Advantages and disadvantages
Country
Australia
ERE 2012
Advantages
Disadvantages
The overarching advantages of The NPL policy has been and
the National Policy on in some areas continues to
Page 2
Language
(NPL)
expressed as four Es:




were attract criticism, and some
controversy, very few people
challenge the study of
Enrichment:
representing languages. Perhaps related to
intellectual and cultural this, there is very little
enrichment, for individuals concern about the status of
English. The demand for
and for the wider society;
English among immigrants
Economics:
facilitating and indigenous people is as
trade
and
commercial vibrant as it has always been.
relations, with a special Social and economic forces
pragmatic
emphasis on the Asian impel
motivated
region, but not neglecting instrumentally
Europe and other parts of demand for English, but there
is also social and citizenship
the world;
Equality:
representing oriented demand for English.
enhanced
social
and Public provision of English
educational
participation instruction has meant the
and
opportunity
for almost complete absence of
immigrant and indigenous politics on this issue. What
communities
and
for has been of considerable
speakers of non-standard public controversy has been
varieties of English as well standards of assessed literacy
for
both
as for users of Australian performance,
Sign Language and for those children and adults, but this is
students with language not generally perceived to be
an immigration connected
disabilities;
issue.
External:
facilitating
strategic
responses
to
diplomatic, commercial and
security
interests.
The
principles of the National
Policy on Languages are
summarized as follows and
elaborated into very broad
program categories.

Brunei
ERE 2012
The introduction of the  Nevertheless factor which
policy, has been met with
could have an adverse
remarkably little opposition
effect on pupils and hence
within Brunei.
examination performance is
a lack of trained teaching
 Obviously Malay medium
staff.
teachers
who
face
discontent, but even this  There are already teacher
Page 3

criticism has been muted
shortage in some subjects.
and has certainly not
threatened the adoption of  It is possible that in the
the system.
haste to fill staff shortage
both local and expatriate
 The general consensus of
teachers
may
find
opinion amongst Bruneians
themselves filling posts for
is that it’s a progressive step
which they are inadequately
in the right direction.
qualified.
Malay is given the status as the  The government became the
national language for several
sole authority of the
reasons:
implementation hence the
control of the program is
Other than a language to unite
manipulative.
all the ethnic groups in
Malaysia and to strengthen
communicative
integration,
one of the reasons is to give
Malaysia a national identity.
Malaysia
In the aim to make Malay an
esteem national language,
Language Institute was set up
in 1957 to improve the quality
of teaching of Malay. Another
agency, the Language and
Literary
Agency
was
established for the purpose of
planning, development and
publishing in Malay.
Asiah Abu Samah (1994)
stated that we can see language
planning in Malaysia as
successful due to the fact that
the development of Malay has
been impressive, linguistically,
pedagogically and stylistically.
All academic disciplines at
tertiary
level
are
now
conducted in Malay. It has
become the language of
communication at all levels,
both in formal or informal
settings.
ERE 2012
Page 4
Philippines
Mother
Tongue-Based
Multilingual
Education,
hereinafter referred to as MLE,
is the effective use of more
than two languages for literacy
and instruction. Henceforth, it
shall be institutionalized as a
fundamental
educational
policy and program in this
Department in the whole
stretch of formal education
including pre-school and in the
Alternative Learning System
(ALS).
Though conceived as early
as the 1980s, it needs
further studies and support
for its full implementation
just commenced in June
2013.
II. Integration of the merits of each case
Australia, Brunei, and Malaysia, have opted for supporting multiculturalism and
recognizing language rights. Reports (the Galbally Report of 1978 and the Senate Committee
Report on National Language Policy, 1984) still identified characteristics of the ethnic
groups as the source of the language problem. In contrast, in the case of Australia, Lo Bianco
report (1989) addressed issues of social justice and universal English language learning.
While recognizing the limitations of education in attaining social justice, it considered
mother-tongue education a necessary means to reach this goal. The report raises the question
of the relationship between inequality and education. Some consider education the cause for
social inequality and look for curricular solutions to address these inequalities. For example,
the traditional culture contact theory assumes that teaching pupils about different cultures and
languages will enhance tolerance. Within the historical-structural approach, on the other
hand, education is seen as the reflection of inequalities of system and structure. Solutions
should therefore be directed outside the educational system to structural, rather than
individual processes.
In the Philippines, previously an American colony, to show the relationship
between language, class, and power. In the Philippines, English has a high status as the
official language of the country. It is the language for education, and often a required
language for higher-level jobs. Classical explanations describe this in terms of the
ERE 2012
Page 5
instrumental value of English versus the symbolic/integrative value of Pilipino. However,
this avoids looking at the social class issues that are involved. In the report of Tollefson, as
cited by Cummins, he points out that the current policy, which promotes English and does
not officially recognize the national languages in education, gives the English-speaking elite
an advantage, while at the same time maintaining linguistic barriers to education for the poor,
who speak other languages than English (Cummins, 1986) . Thus, the struggle between the
languages is therefore one aspect of a struggle between competing economic interests, with
English and Pilipino serving the aims of fundamentally different groups. In view however, it
mirrors the significance why is there a need to totally implement the DepED Order #74 s.
2009.
It stands to reason that the knowledge that children bring with them when they
first step into the classroom serves as the staging area that teachers must build upon. Because
the young learner expresses this prior knowledge in the language that he speaks at home (i.e.
L1 in academic parlance), In the study of Azurin, as cited by Quijano, he argues that using
L1 enables the teacher to connect with the young learner. In fact, Azurin says, “the result of
such use of an auxiliary language is clearer and almost spontaneous understanding of the
lessons and more active class participation. And with the use of L1 altogether, better scores
in the national achievement tests. Moreover, other essays by eminent educators, social
scientists, legislators, mass media commentators, advocates and stakeholders, like the
classroom teachers, point to a very clear consensus: the MTBMLE [Mother-Tongue Based
Multilingual Education] is the most vital reform for this country’s benighted basic education
and school system as a whole. It is the tested stratagem to insuring a teaching-learning set-up
whose positive impact has been verified in various places, here and abroad.” (Quijano, et. al,
2012).
As cited in Australia’s Language: Policy Information Paper. The Australian
Language and Literacy Policy. August 1991. There are significantly salient reasons for
learning mother tongue. These reasons would include:
Communication purposes. By participation in activities organized around the use
of the mother tongue, learners will acquire communication skills in the language that will
enable them to widen their networks of interpersonal relations. It will enable the learners to
use their mother tongue to establish and maintain good relationships with family members
ERE 2012
Page 6
(specially grandparents) and relatives. Eg Eleni – Greek, two years old speaks to her
grandparents in Greek and to her parents in English! It will also be very useful when they
visit their country of origin to have direct access to information.
Cultural Identity. Learners will develop an understanding of the culture of the
mother tongue language and they can use it as base for comparison with other cultures. They
will thus develop an appreciation of the validity of different ways of perceiving and encoding
experiences and of organising interpersonal relations to reach a deeper appreciation of their
own personal identity and values. Through mother tongue children learn the everyday life
patterns of their contemporary age-group, cultural traditional social conventions, historical
roots, relationships with other cultures, cultural achievements, current events and regional
and geographical concepts, historical evidence of civilisation in different countries including
their own. The children who have a cultural identity learn to stand the pressure from peer
group of different cultures in schools, work places and society.
Cultural Heritage. Languages is a means of transmitting the cultural traditions of
ethnic groups to the second and later generations. Therefore, by learning the mother tongue it
will prevent total disappearance of certain language and cultures in the world. The children
will gain knowledge and understanding of a range of subject matter related to their needs,
interest and aspirations, as well as to other areas of their formal learning.
Benefits to the person. The learning of mother tongue will provide an individual
the right to study his/her mother tongue and culture. This will also preserve family bonds and
lessening of cultural conflicts between generations. Learning mother tongue may be an
avenue for occupation of translator, interpreter, or similar occupational pursuit, as well as
useful in trade and commerce. Bilingualism assists the child’s general intellectual and
conceptual development as well.
Looking at the surmountable reasons for the significance of the mother tongue in
teaching and learning, the following alternative strategies came to the fore.
III. Alternative strategies
The Mother-Tongue Based Multilingual Education (MTBMLE) is not perfect—no
program is!
There could be some lapses or downside in its implementation here in the
Philippines. Others reading I made enumerated these lapses but, surely, solutions can also be
ERE 2012
Page 7
made. In the light of the foregoing assertions, this author proposes the following revisioning
strategies: It includes, among others the:
A. The lack of orthographies and alphabets. BUT new alphabets can be developed,
at relatively low cost, often using the script of the national language.
B. The cost and expertise to create instructional materials and to recruit and train
teachers from, or in, minority languages. BUT materials and texts can be
produced locally and cheaply, especially for the early grades, using teachers and
community members as resources AND teacher trainees from linguistic minorities
can be found and trained. To make it happen, we must:
1. create networks of researchers, practitioners, NGOs, government officials, and
politicians
2. legislate to ensure longevity of the mother tongue-based MLE
3. advocate at all levels, from politicians and policy-makers to community
leaders and parents
4. collect evidence of the impact of MLE on academic, social, economic, and
cultural outcomes
5. develop orthographies and support MLE-based school curricula and texts and
popular literature
6. adopt affirmative action for recruiting and educating teachers from ethnic
minorities
ERE 2012
Page 8
References
A. Books, Magazines, Journals and Researches
Asiah Abu Samah. (1994). Language Education Policy Planning in Malaysia: Concern for unity,
reality and rationality. In Language Planning in Southeast Asia. Abdullah Hassan (Ed.)
Dewan Bahasa dan Pustaka: Kuala Lumpur
Asmah Omar. (1994). Nationism and Exoglossia: The case of English in Malaysia. In Language
Planning in Southeast Asia. Abdullah Hassan (Ed.) Dewan Bahasa dan Pustaka: Kuala
Lumpur
Australia’s Language: Policy Information Paper. The Australian Language and Literacy Policy.
August 1991.
Baldauf, et. al (1990). Language Planning and Education in Australia and the South Pacific.
Multilingual Matter, Ltd. Bank House, 8a Hill Road Clevedon, Avon BS21 7HH,
England.
Bazaco, Evergisto.. 1953. History of education in the Philippines. Manila: University of Sto.
Tomas Press.
Coronel-Molina, S.M. (1999). Language and Literacy Planning. In Summer Literacy Training
Program
1999.
International
Literacy
Institute.
<http://dolphin.upenn.edu/
~scoronel/SLTP-1999-presenta-index.html> Viewed: 19th Aug. 2003
Cummins, J. (1986). Empowering minority students. A framework for intervention. Harvard
Educational Review, 56(1), 18-36.
Dawkins, JSD. (1991) Australia's Language: The Australian Language and Literacy Policy.
Canberra: Australian Government Publishing Service.
Doshi, A. (2003). Language Planning. In Analysis of Lexical Transfer between Languages.
University of Malaya, Kuala Lumpur
DepED Order No 60 s. 2008, Education policy, Language of instruction, Mother tongue, mother
tongue as language of instruction, multilingual education, Multilingualism, UNESCO's
Education in a Multilingual World.
Gonzales, Andrew (1996). Language Planning in the Multilingual Countries.
University. Manila Philippines.
ERE 2012
De la Salle
Page 9
Gonzalez, Andres FSC. 1977. Language planning in the Philippines during the Japanese
Occupation (1942-1945). Shkai Kagaku Tokyu (The Social Scienc e Review. Institute of
Social Science, Waseda University, Tokyo). 23.3.1-38 (614-577).
Ignace, M.B. (1998). A Handbook for Aboriginal Language Program Planning in British
Columbia. First Nations Education Steering Committee: British Columbia
<http://www.schoolnet.ca/aboriginal/fnesc/inex-e.html> Viewed: 19th Aug. 2003
Kavanagh, B. (1999). The Aboriginal Language Program Planning Workbook. First Nations
Education
Steering Committee:
British Columbia <http://www.fnesc.bc.ca/
publications/pdf/language%workbook2.pdf> Viewed: 19th Aug. 2003
Lo Bianco, J. (1987) National Policy on Languages. Canberra: Australian Government
Publishing Service. COAG, Council of Australian
McFarland, Curtis D. (1993). Subgrouping of Philippine languages. In Philippi ne Encyclopedia
of the Social Sciences, Vol. 2, 358-367. Manila: Philippine Social Science Council.
Noss, R.B. The Unique Context of Language Planning in Southest Asia. In Language Planning in
Southeast Asia. Abdullah Hassan (Ed.) Dewan Bahasa dan Pustaka: Kuala Lumpur
Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an
explanation. Anthropology and Education Quarterly, 18(4), 312-334.
Rubin, Joan and Bjorn Jernudd (eds.) 1971. Can language be planned? Honolulu: The University
of Hawaii Press.
UNESCO.1953. The use of vernacular languages in education. Monograph on fundamental
education. VIII. Paris: UNESCO.
Yolanda Quijano and Ofelia Eustaquio’s study titled “The Mother Tongue Language as a Bridge
of Instruction in Two Schools in La Paz, Agusan del Sur” will surely be noteworthy for
researchers and policymakers alike.
B. Online sources
http://www.seameo.org/images/stories/Projects/2009_MotherTongueBridgeLang/MT_compend
ium_Final_Book-08-05-09.
http://www.edes.webs.com
ERE 2012
View publication stats
Page 10