regulars
4
5
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Bato Balani
Diwa ng Guro
Heard on Campus
22 Jewels for the Soul
33 The Reading Armchair
32
Volume 11 Issue 1
ISSN 0118-1327
From the Editorial Desk
Creative Nook
C over Story
features
6
10
6 A Look into the Reading and Writing
Culture in the Philippines
Today, readers are being presented with words and
images never imagined before. Platforms upon platforms
of how messages are sent, reading, and writing, are being
revolutionized in content as well as in delivery. Are we
challenged as a reading and writing nation in the face
of the information Revolution? Or, is the Philippines a
reading or a writing nation to begin with? How do we fare
with our Asian counterparts?
About the Cover:
A wealth of knowledge,
perspectives, and ideas will
remain tucked away in the
pages of books unless one is
charmed to open them up.
A Need for Knowledge
For more than three decades the Reading
Association of the Philippines has worked to
improve the field of reading in the country through
various projects, programs and researches. Learn
more about what the RAP has to offer.
English Teachers are Good
Hands
One of the organizations vital in ensuring that
everyone would be able to maximize the use of
English is the British Council. Currently represented
in 109 countries worldwide, it has an extensive
experience in running programs in education. QT
summarizes its programs and shows you how you
can benefit from them.
20
Is English the Answer? Bilingual
Education Policy Meets EO 210
Dr. Lourdes R. Quisumbing, then Secretary of the
Department of Education, Culture and Sports—
helped craft the Bilingual Education Policy—
guidelines for putting into practice bilingual education
in schools and other institutions. This policy met a
setback in the approval of Executive Order 210, a
directive that makes English the mandatory medium
of instruction (MOI) “in all academic subjects in the
elementary grades from Grade III to Grade VI and
in all levels in the secondary.” Read on and see the
conflicts.
23
Medium of Instruction in
the Philippine Educational
System: English or Filipino?
(Wikang Panturo sa Sistema ng
Edukasyon sa Pilipinas: Ingles o
Filipino? )
The Philippines scramble for ways to regain its
upperhand in English, while educators want to
maintain a bilingual education policy. Which is
which? Read the arguments.
VOLUME 11 ISSUE 1
F r o m t he
Editorial Desk
Wer n u? Hir n s lbas. Pls txtbak.
That is the kind of training that students get nowadays on syntax,
spelling, and grammar. That is the kind of language that they speak.
While everyone’s attention is on Science and Mathematics education,
the language arts have taken a wrong turn. With more and more youth
getting language training from Philippine television’s broken English and
much more broken Filipino, or language composition and expression
through text messaging, it will not be hard to guess where language
education is headed.
Let us start with the fact that we are not a nation inclined to the arts,
more so the language arts. To illustrate this point, take for instance a
Filipino high school graduate’s short list of options for college:
First option: Nursing
Second option: Engineering
Third option: Business Administration
Filipino students look at practical courses that will land them sure
jobs. Language studies and the arts are non-lucrative fields that are for
the rich and comfortable, fun and frivolous. For most working class
Filipinos, the arts is not the practical choice.
But beyond its seeming impracticality, language education is important.
It all starts from language. The basic skills of learning are reading,
writing, and speech. Reading is thinking. Speaking is expressing
thoughts. Reading is an important mode of knowledge input while
writing and speaking are expressions of knowledge learned. Reading is
our gateway to all the knowledge that mankind has accrued throughout
the centuries. The medium of reading, writing, and speaking is language.
When you solve the problem on language competency, you solve half
of the problem of competency in other areas of learning. Language
competency is the key to unlocking the knowledge that can be gained
from Science, Mathematics, Social Studies, History, and all the core
subject areas. Language education is that missing puzzle piece that we
need to regain our nation’s glory in education.
It is true that the Filipino is not a reading people. We are a TV people.
We are a music people. And now we are a texting people. Although
we have lost our hold on language competency, we are a nation that
loves to communicate. There is the promise. If we strive to strengthen
our competency in language, that is, in reading, writing, speaking, in
communicating, that is going to be the beacon that will lead us to where
we once were: the hub of education in Asia. Why don’t we start with our
text messages? That sure will be one easy way to practice.
Where are you? I’m here outside. Please reply.
K?
Okay.
Quality Teacher
Editorial Desk
Executive Publisher
Associate Publisher
Managing Editor
Contributing Editors
Saturnino G. Belen, Jr.
Lourdes F. Lozano
Rosalind M. Landicho
Brian L. Belen
Armel M. Espiritu
Columnists Francis J. Kong
Efren R. Abueg, PhD
Contributing Writers Yvonne A. Almiranez
Marjorie M. Magno
Edyllyn Frondoso-Ng
Prisma Diyosa S. Espina
Art Director Virgie B. Naigan
Layout & Design WriteShop Editorial and
Publishing Services, Inc.
Bato Balani Foundation Inc. Board
Saturnino G. Belen, Lorna L. Belen
Amada J. Javellana, Enrique A. Caballero
Lourdes F. Lozano, Antonio N. Abaya
Armel T. Cansino
Bato Balani Foundation Inc.
Program Directors
Brian Vincent L. Belen, Gay Marie M.
Francisco, Natalie Christine V. Jorge
Bato Balani Foundation Inc.
Program Associates
Enrique Caballero, Reynaldo M. Dela Cruz,
Lourdes F. Lozano, Jose Maria T. Policarpio,
Elma L. Ropeta
Bato Balani Foundation Inc.
Established in 1991, the Bato Balani Foundation Inc
(BBFI) is a non-stock, non-profit organization engaged
in the conceptualization and management of education
development programs. It is devoted to help build the
nation’s future by uplifting the quality of education in
the country.
Quality Teacher is a controlled circulation magazine
given to qualified subscribers of Quality Teacher
magazine and to members of the Society of Educators
for a Better Philippines (SEBP). Founded in 1996,
SEBP is a multi-sectoral organization of people working
together to held make education more responsive to
the needs of the country. SEBP is a program under the
Bato Balani Foundation Inc.
Refer all inquiries and subscription to Diwa Learning
Systems Inc or to the Bato Balani Foundation Inc.
Published and distributed by the
Bato Balani Foundation Inc.
L.P. Leviste cor. V.A. Rufino Sts.,
Salcedo Village, Makati City, Philippines
Telephones: (632) 892.54.62 and (632) 893.85.01 Fax:
(632) 892.64.64
Email: bbfi@diwamail.com or qteacher@diwamail.com
This issue is produced by the
Bato Balani Foundation Inc.
2006 Copyright by Bato Balani Foundation Inc.
VOLUME 11 ISSUE 1
BATO BALANI
BBFI Supports GILAS, 12 schools in Tanauan, Batangas
B
ato Balani
Foundation Inc. has
recently partnered
with GILAS (Gearing up
Internet Literacy and Access
for Students) a consortium
of private corporations,
foundations, government
agencies, and public leaders
organized to provide the
necessary infrastructure
that will allow high school
students in the public
educational system to access
the wealth of resources in
cyberspace.
BBFI provided a cash donation of P100,000
to directly benefit one of the twelve schools’
infrastructure requirements and P8M worth
F
of GENYO licenses through the generous
donation of Diwa Learning Systems. The
formal turnover with GILAS and the twelve
schools was held last 24 May 2007 at the
Tanauan City High School, Tanauan City,
Batangas.
integrates the curriculum into a format that
is user-friendly and will allow the students
an alternative way of learning. GENYO is a
fully-integrated academic e-learning solution
designed to serve the needs of the teacher,
the student and the school.
The donation of GENYO for the twelve
schools will provide Tanauan students
and the schools with an internationally
competitive eLearning software that
GILAS and BBFI will make sure that
the necessary training is provided for
the teachers, which will be scheduled
accordingly.
Bridging the Gap
or centuries,
most educational
institutions
have adapted Bloom’s
Taxonomy of Learning.
According to Bloom, there are three domains
of education activities that students must be
able to acquire during the training process:
• Cognitive: mental skills
(Knowledge)
• Affective: growth in feelings or
emotional areas (Attitude)
• Psychomotor: manual or physical
skills (Skills)
Almost all students in a class of any level—
elementary, secondary, and collegiate—start
learning on the same day but not all finish
with the same results in the process.
There are students whose learning
abilities are impaired because of mental,
psychological, social or physical restrictions.
In order for the teaching and learning
process to bring productive results, these
individuals need special attention and
assistance.
In the past, individuals with special needs
were able to enroll or be admitted into
regular schools. They learned at the same
pace as their classmates but they were not
given the needed attention and consideration
from their teachers or the school. These
students were not able to cope well with
the lessons and were left behind by their
classmates. Eventually, this led them to
prematurely stop going to school.
Today, however, with the advent of human
rights awareness and the UNESCO pitch
for “education for all,” the special education
system is gaining strong support from
legislative bodies and social advocates in
democratic countries. The move calls for
a full-blown fiscal budget and academic
infrastructures to ensure the project’s
By Kristina Punzal
success and continuity.
What we need are special teaching and
student materials to cater to every kind of
impairment. In this way, not only is learning
specialized but also serves as a motivational
key for these students to actively participate
in class without any difficulty or the risk of
embarrassment.
What is crucial here is that we provide them
with a proper environment and avenue for
learning given their special condition. By
this, we are able to bridge their special needs
and boost their morale. The main solution is
to recruit and train a pool of special teachers,
who are willing to give one-on-one attention
and dedication to their students.
---------------* Kristina Punzal is an AB Developmental Studies
student at the Ateneo de Manila University. She
was an intern for the Bato Balani Foundation, Inc.
Quality Teacher
VOLUME 11 ISSUE 1
FEATURE
for free--will be held once every two years.
Dr. Pado was also able to bring together
heads of various publishing houses, to
act as the Association’s partners for the
improvement of literacy.
A Need for
Knowledge
VOLUME 11 ISSUE 1
By Yvonne A. Almiranez
If every child can see the whole
world through the pages of a book,
guided by the stories as told by their
mentors;
If every child can learn the history
Some might wonder how the association
plans to address the lack of training
materials and manpower in the academe,
especially for schools in far-flung locations.
Since most of the board members of
RAP work in their private capacities as
consultants/volunteers of foundations such
as Mc Donald’s Bright Minds Read Project,
Jesus Del Rosario Foundation, Metrobank
Foundation, and National Bookstore
Foundation, Dr. Pado assures that lack of
materials and manpower is not much of a
problem. Some, like National Bookstore,
have the mobile library called Buklat Aklat,
where RAP is a partner. The Association
technology to boost instruction.
The Reading Association of the Philippines
plan to continue holding quality conventions
by working with the Reading professors
of the Teacher Education Institutions.
RAP also wants to partner with advocates
of literacy, like the League of Corporate
Foundations, Sa Aklat Sisikat, Reach Out and
Read, Read or Die, and most especially, with
the general public.
On the idea that Filipinos are not a “reading”
people, that the reason why Filipinos do
not speak well is the fact that they do not
read, Dr. Merlene M. Alon, RAP’s current
president, says that reading is not the issue.
She believes that language is the problem—
the fact that the nation has several dialects
presents a challenge to the society, as most
are not properly educated on bilingualism.
Despite the language issue, Dr. Alon says
of humankind through each written
word;
The root of literacy is in the home. Parents
should develop the love for reading by reading
stories to the young children. They should be
reading models themselves. And they should
litter their homes with reading materials. More
community libraries should be built so that the
children and young adults have a place to go to.
“Sana cheaper ang books. ”
If every child can read, and be
equipped with knowledge—then the
world can truly be a better place.
For every child who learns to read, there
is a teacher who stands proudly of his or
her success in uplifting the young person’s
chances of survival in today’s society.
For every teacher who is triumphant, the
Reading Association of the Philippines
strives harder than ever to help them
improve the lives of fellow Filipinos—by
giving them the tools on how to teach
reading.
The Reading Association of the Philippines
(RAP), together with the Department of
Education and various private schools
in the archipelago, seeks to assist in
the improvement and delivery of more
advanced programs in the field of reading
by motivating and promoting research in all
areas of the reading program and teaching
procedures.
An affiliate of the International Reading
Association, RAP was founded in 1970 by
educators who wished to disseminate what
they know about reading instruction and
the development of love for reading to the
reading teachers in all levels of the academe.
Today, they accomplish these through
Quality Teacher
projects that enhance teacher-training and
readership.
The Association recently held its Annual
Summer Convention at the St. Paul College
Auditorium in Pasig City, which carried
the theme “Reading Comprehension:
The Journey From Words to Worlds.”
The convention brought together school
administrators, department heads,
classroom teachers and professors from all
over the country with the aim of sharing their
thoughts, ideas and experiences in teaching
reading, language and literature in both
fields of Filipino and English.
RAP is known for its quality Reading
conventions which are held twice a year: an
annual summer convention held in Metro
Manila and a Midyear Demofest during the
months of October or November held in
one of the regions of the Philippines outside
Metro Manila, where there is a RAP Chapter.
Aside from these two regular conventions,
the association offers RAP-on-Wheels (Ro-W), a set of eight training packages which
are offered to public and private schools
according to their needs. RAP also conducts
forums on reading.
The most well attended conventions
occurred during the presidency of Dr.
Felicitas E. Pado where over 650 participants
convened in Bohol in November 2005; more
than 350 participated at the University of
Asia and the Pacific, Pasig City in April 2006;
around 450 attended in Legaspi City in Oct,
2006; and just last April, more than 560
people gathered in St Paul, Pasig. The large
number of attendees epitomized the need for
knowledge on the themes of the conferences:
Reading Difficulties, Reading in the Content
Areas, and Reading Comprehension.
The Association also offered a strand for the
Reading professors of the teacher education
institutions. Dr. Pado personally feels that if
RAP wants to get good Reading teachers in
the elementary and high-school level, then
RAP must actively work with the Reading
professors.
A two-day leadership conference for
the officers of all 16 RAP chapters was
introduced to the Association for the first
time by Dr. Pado. The conference—offered
always make it a point to invite others to
work with RAP through networking.
Asked if Dr. Pado sees any improvement
in today’s reading habits, she cites the
gains made by the various partners and
maintains that there are many initiatives
to develop readership, such as the Library
Hub project of the Department of Education
and the National Book Development Board.
Sa Aklat Sisikat Foundation (SAS) and
National Bookstore’s Buklat Aklat are both
active in bringing the books to the public
schools. Pioneered by Adarna Publishing,
the publishing houses are creating and
publishing more storybooks.
Asked how modernization (i.e. information
technology and texting) has affected the
Association’s goals, the professor admits that
with the emergence of “texting” as a form of
expression, there is a need to have a stronger
program on phonics and spelling. On the
other hand, a topic on IT in the classroom
is included in the convention to enlighten
the teachers on how they can utilize modern
that the Filipino people as a whole have
definitely improved on their reading habits.
And that with RAP’s help, together with
its partners and the public, the rest of
the country will reach the golden age of
reading and literacy, and be at pace with the
developing world.
Dr. Pado says it best: “The root of literacy
is in the home. Parents should develop the
love for reading by reading stories to the
young children. They should be reading
models themselves. And they should litter
their homes with reading materials. More
community libraries should be built so that
the children and young adults have a place to
go to. Sana cheaper ang books. ”
If every Filipino can learn to read, then the
goals of the association will be met sooner
than expected. As part of the reading public
we must do our part in ensuring that our
children and the generations to come will
have the ability and resources to learn such a
basic skill: the art of reading.
RAP’s Reading Partners: Helping
Families Fight Illiteracy
A study conducted by the Bureau of
Elementary Education found that the
current state of education and literacy in
the Philippines is deteriorating. The study
also found that in the year 2003, book-tostudent ratio in the public school system is
one reading material for every four students;
sadly this figure continues to decrease.
In 2004, more than 60 percent of the public
school students in the elementary level have
problems with reading properly. In fact,
only 14-23% percent of Grade I-VI public
school pupils can read in their level.
What is alarming is that public school
teachers themselves are not adequately
equipped in literacy training. It is therefore
not surprising that the quality of education
in most public schools in the country is
poor.
With this in mind—coupled with the United
Nation’s efforts to erase illiteracy by the
year 2015, RAP—together with its partners,
joined hand-in-hand in the worldwide
effort to empower people through several
programs aimed at improving the country’s
rate of literacy.
Buklat-Aklat Mobile Library
Project
The Buklat Aklat Mobile Library Project
was launched by National Book Store
Foundation, Inc. in cooperation with
Anvil Publishing, Inc. and the Reading
Association of the Philippines (RAP) in
1998.
The aim of Buklat-Aklat is to promote
reading among public school children ages
5 to 12. The mobile library is a collection
of 500 books, topics of which include very
basic reading materials for children in the
preschool and grade school levels. The
library calls on public elementary schools,
libraries and barangay halls throughout
the year. The mobile library also conducts
storytelling sessions to make children’s
experiences more memorable. Being
inter-active, illustrators and writers are also
invited to share the joys of reading books.
Adarna House
Adarna House is the first and largest
Filipino children’s book publisher. For over
25 years, Adarna House have taken great
efforts to introduce the Filipino child to the
wonder of books and reading. Adarna
House’s difference from other publishing
houses lies in the fact that the company,
through its books, has cultivated the
imagination of Filipino children. Through its
different reading programs (i.e. Kuwentong
Adarna which offers storytelling sessions,
workshops, and other activities for children)
Adarna House focuses on inspiring Filipino
children to dream, to explore worlds, to
enjoy their childhood, and to take pride in
being Filipino.
Quality Teacher
COVER STORY
VOLUME 11 ISSUE 1
Reading and Writing:
Symbiotic?
Reading and writing skills are
fundamental to literacy.
There isn’t a classroom in basic
education that is not replete with
reading and writing exercises.
But do we take reading to mean
recognizing the alphabets and uttering
the syllables? And writing to mean
scribbling letters to form words and
phrases and master handwriting?
By Deedee Santa Cruz-Espina
While the development of the literal reading
and writing skills of schoolchildren in the
basic level is important, thoughtful reading
and insightful writing is an end result that
should not be missed if they are to become
language competent. As this issue’s editorial
says, “When you solve the problem on
language competency, you solve half of the
problem of competency in other areas of
learning.”
Are reading and writing symbiotic?
We asked a few seasoned writers/journalists
and here are some of their insights on
reading and writing.
The author of Reading Like a Writer cannot
quite figure out why people would want to
write unless they life to read. “I don’t quite
get it,” Francine Prose says in an interview
about her book. Francine, a literature
teacher, has written fourteen works fiction.
Reading Like a Writer is a guide for people
who love books and for those who want to
write them. According to Francine, her book
is about the pleasure of reading and about
learning to write.
“What I write now is the sum total of all
my reading,” says multi-awarded writer/
journalist, Howie Severino, who has been
passionately reading since around the third
grade.
Howie, whose father was a writer and reader,
remembers that their home was full of
books. His parents bought him books and
subscriptions to magazines. “By the sixth
grade,” he says, “I was a subscriber to four or
five magazines, including Newsweek.”
He recalls rather amusingly that he also
hung around geeky kids who read a lot.
“I remember a friend and I read Moby
Dick at the same time in Grade 3. I didn’t
understand a lot of it, but it gave me
bragging rights.”
Howie: Alon reading Al Queda at eight months. Alon is turning 5.
Quality Teacher
“I read almost all the Hardy Boys and
Tom Swift books and many books by
Marguerite Henry by the age of ten,” Howie
VOLUME 11 ISSUE 1
“To be a good speaker
you must be a good
listener first. I guess
the same holds true for
reading and writing,”
remembersHowie, who wanted to be a writer
and journalist at the age of ten, believes that
if he were not reading then, he would not end
up the way he is writing now. “I don’t think I
was born particularly gifted,” he says.
While his mother would always remind
him to do his homework instead of reading
for pleasure, he ended up reading all the
Hardy Boys and Tom Swift books and many
books by Marguerite Henry by the age of ten
anyway.
“If one can learn to enjoy reading, especially
at a young age, a life of fulfillment and
probable success awaits [him or her]. I feel
my world is so large, simply because I love
to read.”
Sammy Santos, who has more than two
decades of journalism experience behind
him, believes his reading in the past greatly
influenced the way he writes today. “What I
read influenced the way I think and look at
things today and they are reflected in what I
write.” He adds, “I don’t think I will be able
to write not if I was not interested in reading
then.”
COVER STORY
those I found really boring.”
“Reading is something they learn from their
parents,” says Chay. “If their parents are
not readers, they cannot be readers.” She
also says that reading cannot be imposed
on someone because reading is a desire that
comes from the heart. “Any attempt that
does not come from the heart is bound to
fail.”
Popular entertainment columnist Dolly Ann
Carvajal grew up in a family where writing
was a way of life. “Even the boys in the clan
had a passion for the written word.”
But more than being a family of writers,
Dolly believes that reading and writing go
hand in hand just as speaking and listening
do. “To be a good speaker you must be a
good listener first. I guess the same holds
true for reading and writing,” she says. Dolly
says that to a certain extent, “we are what we
read.”
Ben Domingo, who teaches mass
communication, says that he could not have
ended the way he writes now if he had not
been reading. “No! Never! But in addition to
reading, I have to listen to how people talk,
observe my surroundings up to their very
minute details, and describe these through
the use of appropriate words that I create in
my mind. Then, I write my thoughts...”
Ben also says that anything imposed is
met with resistance. “I don’t believe in
imposition. I believe in freedom of choice,
but teachers—and parents—should help in
guiding students in their choices.”
A call of action of sorts, Ben encourages
teachers and parents to teach the students to
enjoy reading as a habit and lifestyle. “Also,
teachers and parents should be seen reading
a lot and should share what they have read to
their students and children.”
Long after their school days, imposed or
not imposed, reading has been a way of
life for Howie, Sammy, Chay, Dolly, and
Ben. Howie is reading Micheal Pollan’s An
Omnivore’s Dilemma (The Natural History
of Four Meals). Sammy is getting hooked
on reading blogs and the Internet, and quite
amusingly, people’s minds. Chay has not
stopped reading the newspaper, and She
Has Done a Beautiful Thing for Me and
More Than Conquerors. Ben continues to
read newspapers. Dolly is reading Michael
Drury’s Advice to a Young Wife from an Old
Mistress.
Francine had five books on her desk at the
time of her interview.
Chay Jacinto, a former writer/journalist,
also believes that if she had not read in the
past, it would have been difficult for her to go
through a journalism course. She says that
one cannot write unless he reads. “Even if
he goes on a writing workshop, if he doesn’t
read, he won’t be able to write.” Saying
rather strongly, “When one doesn’t receive
anything through reading, he cannot give
anything through writing.”
Sammy says that reading cannot be imposed
on a person. “I would say,” he says, “you can
lead a horse to the library, but you cannot
force it to read a book. According to Sammy,
high school teachers must find a way to make
reading interesting and relevant to young
people. “As a young boy, I remember being
required to read certain books or essays I
never liked as a student. I don’t think I ever
grasped or understood the significance of
“What I write now is the sum total of all my reading.
If one can learn to enjoy reading, especially at a
young age, a life of fulfillment and probable success
awaits [him or her]. I feel my world is so large,
simply because I love to read.”
Quality Teacher
VOLUME 11 ISSUE 1
FEATURE
English Teachers
are in
I
Good Hands
By Marjorie M. Magno
f the English language were the currency to progress, then English teachers
are its managers, encouraging the young to develop the habit of using it
regularly and accurately.
One of the organizations vital in ensuring
that everyone would be able to maximize
the use of English is the British Council—
equipping the educators, assisting in
educational reforms, opening doors of
opportunities here and overseas, linking
networks, and getting people involved.
The British Council is the United Kingdom’s
international organization for educational
opportunities and cultural relations. Since
1980, it has been steadfast in nurturing
mutually beneficial relationships with
Filipinos by creating opportunities where
they can meet and fulfill their aspirations in
the fields of learning, society and culture.
Currently represented in 109 countries
worldwide, it has an extensive experience
in running programs in education. The
British Council Philippines is not just
working independently in the country but
in collaboration with other countries where
British Council is established.
“We are putting our resources together and
work towards teacher development, teacher
education and the like,” says Nannette
Mercado, British Council Assistant Director
for Education and Governance.
Programs in Progress
Teachers have always been expected to set
a good example to learners, to offer a model
behavior. Mercado relays the organizations
effort to encourage reading not just for
learners but for the teachers as well. “If the
teachers are reading, then the students will
also be reading.”
The British Council’s Animating Literature
program has a strong focus on reader
development. A strand of this was the
Reading Development Program, a weeklong
training of secondary school teachers of the
Department of Education conducted last year
in Manila, Baguio, Cebu, and Davao.
“We try as much as possible to do training
10
Quality Teacher
here in Manila and another either in
Mindanao or Visayas,” adds Mercado. But
with a lean staff and only one office located
in Ortigas, it is not always feasible, she says.
Another regional project is the Primary
Innovation Capacity Building, which
intends to empower the schoolteachers in
the primary level. These teachers are often
specialized in education but not necessarily
in English teaching.
Thirteen counties in the Asian region are
building a pool of teacher-trainers who
can be engaged within the region to help
in building the capacity of primary school
teachers.
The British Council is currently making the
modules that will later be shared within the
region. Mercado says that the program,
which is a work-in-progress, will begin in the
third quarter of the year.
In addition, the organization also helped
Muslim teachers, through workshops,
in improving teaching methodology
and helping develop culturally sensitive
materials.
The program, which was bestowed the
Innovations Award in the UK, helped the
teachers develop their own materials, which
are culturally sensitive to their students. It
simplified and made easy the already existing
materials in English teaching.
practices and perhaps, also to amount to
long-term friendships.
Only a year old, from 10-15 teachers, the
English Teachers’ Club has grown to 200
active members who are from public and
private schools and relevant institutions,
involved in primary, secondary, tertiary,
even pre-school education, private teaching,
and language centers. The Club was launched
in December 2005 with a book launch and
videoconference with renowned linguist and
author David Gradoll.
In the club’s early stages, meetings were held
every other month but special meetings were
also arranged when there were visitors from
other countries who share similar interests
with the English Teachers’ Club members.
Members get to join British Council’s
ELT workshops for free and participate
in regional fora. They can also avail of
membership to English Language Teaching
Contacts Scheme (ELTeCS). For more
information, check out www.britishcouncil.
org/eltecs or email eltecs@britishcouncil.
org.
This is what the English Teachers’ Club is
about. It provides a number of informal
and formal channels for teachers to share
insights, discuss concerns, exchange effective
Officer. “We are not just after increasing
the number but also in sustaining the
membership.” This year the club is expecting
more members from Visayas and Mindanao
as numerous inquiries have been sent from
these places. Members in these areas can
access online resources from the club.
According to Mercado, British Council
provides a venue, besides the literal sense, by
actually facilitating meetings, encouraging
teachers to help themselves uplift the
standards. “It is about getting all teachers
involved. It is people to people, helping one
another.”
She adds, “You can give trainings for one or
two weeks but if the people do not use what
they learned then the work is of no value.”
Castillo affirms, “The British Council
supports the teachers and the teachers
support one another.”
“Some of the participants of these programs,
especially those from the public schools
are replicating these training on their
own, in their own divisions,” said Castillo.
These teachers do not go to British Council
anymore but often still give feedback on
how they are able to adopt the key learning
to their own classrooms and schools. Other
teachers are interested in becoming involved
in the projects – by becoming volunteers and
suggesting projects.
Club members also have access to the
British Council’s Knowledge and Learning
Centre, with its vast collection of English
publications and audio-video materials.
Here, a number of resources are available,
which teachers can actually bring at home
or reproduce copies of, to stimulate new
ideas and help reconsider old or outdated
practices.
The British Council likewise promotes
English by Radio, which is a practical
English language assisted “learning through
listening” program for English learners in
homes and schools. It is co-sponsored by the
British Broadcasting Company (BBC) World
Service, in partnership with the Philippine
Broadcasting Services’ Radyo ng Bayan and
the Department of Education.
In addition, members are immediately
notified of the club’s events and
opportunities, and receive concessions on
British Council events. Members who are
not able to attend the events are updated
through the UK Link, the British Council
Philippines’ magazine, its website and email
blasts.
Mercado adds, “It works as a supplementary
material to help teachers in their English
classes.” Teachers who have tuned in now
tape these 15-minute programs so that
they can use them in all of their classes.
Visit www.englishbyradio.com.ph for more
information.
Not a Numbers Game
Some companies have even pledged to the
program to donate radio units, which British
Council then would give to schools that are
“We are not just after the number,” tells Digi
Ann Castillo, British Council Information
interested in using the radio program. The
country’s education sector is also beginning
to encourage its schools to maximize the use
of this program.
Upcoming projects include E-Club 2,
which includes conversations, stories, and
quizzes intended for high school students;
Adventures in English, which offers short
stories and comprehension exercises;
Follow Us, which gives lessons on good
pronunciation and Working English, which
caters to individuals who want English
practice for their work.
“What We Aren’t”
“Mentoring is easy but it has to be done
systematically. It is not just you consulting
me on something and me giving you advice.
It entails certain skills. But mentoring if done
very carefully can have a long lasting effect.”
Help is in the Air
Teacher’s Club
Teaching is a lifelong learning and journey.
And what better ways to tread new paths
than to seek the help of those who’ve been
there or to have someone come with you, to
inspire or maybe just assure you that you’re
not alone.
VOLUME 11 ISSUE 1
“Most teachers inquire about resources,
local and overseas opportunities, trainings
at minimal costs, further studies and English
certifications,” shares Castillo, so she checks
out if they can meet these needs and if not,
she refers them to the ELTeCS.
“Once you become a member, they send
you online activities within the region or
even globally. So teachers would know what
opportunities are out there.”
Mercado advises people to dispel the notion
that British Council is a donor agency. “We
have grant money to be allocated to all our
projects but it is too small that it does not
merit us being called a donor agency.”
“What we do is we are trying to establish
partnerships. Not really with financial
partners but partners with the same
vision and goal as we do, who can help us
implement the projects that we do.”
One billion people are speaking or trying to
speak English while 300 million people are
studying this language today. The language
of technology (at least in the worldwide
web) is English. Beyond promoting the use
and importance of the English language,
the British Council takes on the hat of
empowering those who would likely shape
how the future of English would be in the
country. Within the reach of an English
teacher is its myriad of resources (books,
trainings, networks, opportunities). But
what he does with these resources is another
story.
-----------To know more about British Council programs
drop by its office at the 10th Floor, Taipan Place,
F Ortigas Jr. Road (formerly Emerald Avenue),
Ortigas Center in Pasig City, contact 914-1011-
What’s next for English
teachers?
Recently, the British Council with
the Department of English if the
Ateneo De Manila University and the
English Speaking Union (Philippines)
hosted a talk on “Global Trends
on English Language Learning” by
David Gradol, British applied linguist,
writer, and consultant, on issues
relating to global English.
Here are some points he discussed:
English has gone from ‘foreign
language’ to a basic skill. “It is now
regarded as a component of basic
education, rather than as part of the
foreign language curriculum.”
Many countries have made it a point
to teach it as early as primary school.
“One Korean Internet provider is
offering English courses for fetuses
still in the womb.”
English proficiency has become
a measure of a student’s
‘graduateness.’ Students, therefore,
cannot obtain their degrees unless
they reach a certain level of skills in
English.
As learners become younger, English
teachers become more interactive,
even finding their classrooms moved
in shopping malls and theme parks.
“Specialist English teachers in many
countries can expect to see the
nature of their jobs changing during
the next 10-15 years.” As younger
students become proficient in the
language, English teaching in higher
education will become focused on
subject specialisms, e.g., English for
engineers.
When the demand for learning
English will peak, which can be as
soon as 2010, nearly a third of the
world population will be trying to
learn the language—all requiring
teacher, textbooks, and materials.
Read the online version of Graddol’s
book ‘English Next’ for free at the British
Council website.
14 or 914-1020 (fax), visit its website at www.
britishcouncil.org.ph., or send your messages at
britishcouncil@britishcouncil.org.ph.
Quality Teacher
11
VOLUME 11 ISSUE 1
Students here and abroad
are in
biting into the
English craze
V
e ronica Wu, a Chinese high school student,
is a Martina Hingis fan. She is visiting her
grandparents who have taken residence in
the Philippines. While in the country, she signs up
for English classes at her grandparents’ church. She
frequents English websites and has taken English
classes after school, but she feels she needs more
practice so she can go to a good university after
secondary school.
Anthony Park has just finished his military service in South
Korea. He is in the country for six months, and has been
taking English tutorial classes in Quezon City. With his
handy computer dictionary, he translates a Korean word to
English so he can tell his tutor Anya what he ate last night.
Overseas Filipino Worker Felecita Torres
is taking her long-awaited vacation from
working as an emergency room nurse in
hospital in Saudi Arabia. Before heading to
her hometown of Tacloban, Leyte she stops
by a review center in Manila. She takes on
grammar refresher classes so she can get a
band score of 7 in IELTS. If she passes this
test she can start applying for a nursing job
in the United States, United Kingdom or
Australia.
working conditions. Still there are some
people who simply would like to get into
their ideal schools, which often require
higher proficiency in English.
Carlos Domingo had the same base pay for
years and would like to leave his clerical job
in a heartbeat. He is eyeing a more lucrative
job in the flourishing call center industry.
But only a handful are hired from a hundred
candidates who apply. He is eager to start his
100-hour training at a language center-cumplacement agency in his neighborhood.
The aliens are coming….
Wu, Park, Torres, and Domingo are
just some of the many people who have
recognized the importance of the English
language and the urgency of learning it
today. Some people want to get higher
paying jobs or more enticing benefits; others
find it as a golden ticket inside their ideal
jobs or to countries that can offer better
12
Quality Teacher
What draws people to learn the English
language in the country? Why are foreigners
temporarily leaving their homes to study
here? And why are Filipinos enlisting to
English schools?
Wu enjoyed the buddy system in her
grandparents’ church. She has her classes
thrice a week, but she practices spoken
English almost everyday. She is partnered
with a volunteer, who not only helps her
with her lessons but also serves as an activity
partner. “I can call my buddy Gina anytime,”
shares Wu. “I consider her an elder sister
and a good friend.”
Filipinos do not only see Koreans on TV.
Nowadays, they meet them on streets, sit
beside them in the MRT and find them in
the shopping malls. It is no wonder that
the Philippines is known to host the biggest
overseas Korean population in the region.
Many of the Koreans staying in the country
are expatriates and professionals, but
many of them also are students studying in
Philippine schools and review centers. In fact
in the Philippine Women’s University, some
Koreans have even reaped sports awards for
the school.
South Korean Park saved his own money and
went to the country because his friends raved
their experiences here. “They tell me people
here are friendly and speak good English.
The classes and accommodations are also
within my budget.” For some Koreans
coming to the Philippines is but a first stop
to learning the English language. Instead
of having summer vacations, students,
sometimes even in primary school, travel
to the country and immerse themselves in
English.
Indeed the country offers foreigners
competitive tuition fees, affordable cost of
living and friendly language partners.
Back to the Classrooms
But Filipinos have also taken a keen look at
their own possibilities. Many have returned
to the classrooms to brush up on their
subject-verb agreement, prepositions and
modifiers.
Armed with a certificate of English
proficiency, like the IELTS, which is offered
here by the British Council and IDPAustralia Education, Filipinos can then take
on the next steps for overseas employment
as medical professionals. Those who intend
to migrate to English-speaking countries
like Canada, Australia and New Zealand,
also have to show they have the necessary
language skills to live in these countries and
communicate with the people there.
“I’ve been working in a foreign country, so
I can speak English on a daily basis” relays
Torres. “But I am not confident with my
reading and writing skills. Torres admits she
is not fond of reading and the most writing
she has done recently are but brief e-mails to
relatives back home.
VOLUME 11 ISSUE 1
One who would like to find work in call
center companies need at least intermediate
level English, somewhat the level of a typical
American high school student. Students
from the top universities are often lured to
work in call centers while still in school for
experience and additional income.
Most HR people in call centers, however, are
saddened that even if the demand is high for
call center agents, for inbound and outbound
calls, some Filipinos are not accepted
because of their poor English skills.
“It took me a while to answer a simulated
phone call,” recalls Domingo. Filipinos
can readily understand English but their
response rate is not as fast. Domingo, like
many others, may need to take on some
classes first. He needs to review some
grammar lessons, to master his phone
interview, and to build his confidence in the
language.
Learning Styles
Psychologists, teachers, and students
themselves have recognized that people
learn better in more ways than one. Christine
understands her lessons much faster without
any distractions. So she retreats to her
room, shuts the windows and locks the door.
Robert, on the other hand, learns best with
a study group, in his tambayan and while
eating his favorite snacks. In contrast to
Jennifer who could not stand noise when
studying, Raymond learns faster with rock
music blaring on his Ipod.
There is also a slew of ways of learning
English in the country, maybe to address that
many people would learn better if they adopt
the learning style that suits them best.
Students who want to be able to interact
regularly with the teacher especially like the
many one-on-one classes in the outskirts
of Manila. But for those who prefer group
classes enlist in centers, sometimes even get
degrees in colleges and universities. Other
students get the most practice not in actual
classes but in English clubs and partner
systems because they can be themselves in
these occasions.
Nowadays, however, foreigners need not
leave their home country to practice their
English. English teachers in the country
are but a click a way. Students from other
countries like Japan and Korea go online and
they converse with their English teachers.
Some online tutorials allow students to see
and hear their tutors while others only afford
the students to hear their tutors’ voices.
Armed with a microphone and sometimes a
web camera, they either follow a rigid lesson
plan or talk about anything under the sun.
And they would keep on coming…
There seems to be no stopping people from
learning or in most Filipinos’ cases relearning English. And the Philippines may
just be the best destination in the region
for this. So the next time you ride the MRT
and hear someone conjugating his verbs or
practicing scripts have a little understanding,
the country after all is selling its own kind of
English. And Wu, Park, Torres and Domingo
are buying it.—M. Magno
PHILIPPINES ESL (English as a Second Language) TOUR PROGRAM
What is the ESL Tour Program?
ESL Tour Program is a tourist activity in which the study of
English as a second language forms part of a structured
tour package. The study of English becomes more exciting
and fun through dynamic and creative ways of learning
where participants get to interact, practice and use
English more often in real-life settings thru games, outdoor
activities, excursions and immersions. Aside from learning
the English language, participants get to see the beautiful
sceneries of the Philippine countryside and immerse with
the local culture.
from one (1) week to one (1) month depending on the level
of proficiency of students. In 1-week modules, English
lessons are conducted daily. Excursions, immersions and
other outdoor activities are integrated in the program to
provide the students opportunity and venue for practical
application of what they learned in the classroom. For 1month program, overnight out-of-town tours are arranged
during weekends. In-depth English courses for more than a
month can be arranged by the schools.
What are the costs?
Why study English in the Philippines?
The Philippines has the following advantages as your
alternative destination for the study of English not too far
away from your home country:
• English is widely spoken in the Philippines. It is
used as the business language as well as the medium
of instruction in schools and universities. 93.5% of
Filipinos can speak and understand English well.
• The Philippines offers the same quality English
education at a much affordable cost.
• The Philippines prides itself with rich natural and
cultural resources that fascinate visitors.
How long are the English courses?
The duration of English courses vary depending on the
need and/or objective of the student. Modules may range
Costs of English courses are dependent on the duration of
the course, number of enrollees, type of instruction (group
or one-on-one basis) and facilities/amenities provided by
the school.
Where do I get more information about ESL tours
offered in the Philippines? How do I avail of these
packages?
For information about ESL tours, you may get in touch with
the following:
Office of Product Research and Development
Planning, Product Development & Coordination
Rm. 412, OPRD, DOT Building
T.M. Kalaw, Manila , Philppines
(632) 524-2423, 523-1930, 524-4315
E-Mail: rcbueno@tourism.gov.ph
Quality Teacher
13
VOLUME 11 ISSUE 1
VOLUME 11 ISSUE 1
COVER STORY
COVER STORY
“Back in the 1970s, a
campaign to promote love
for reading ran a radio
jingle that goes: “Read
today, lead tomorrow.
Read, read, read.”
—Edlynn Ng
The traditional schools are now seeing
the emergence of alternative methods
to education and their number is on the
rise. “I think a lot of students see reading
as a chore—something they have to do
because they need to answer homework
or something they need to do to pass their
subjects,” shares Karen Ong, the English
Department Chairperson of the Ateneo
de Manila High School. Ong says most
students would read to research, and there
are only a few who would do so for pleasure.
A Look into the
Reading and Writing
Culture in the Philippines
By Edlynn Frondoso-Ng
14
Quality Teacher
Joanne Jesena of The Learning Haven saw
the difference in the effect of reading and
writing based on the kind of school the
student is exposed to. Jesena, who used
to teach in the Pre School Department of
Xavier, says reading and writing would be
one of the tools in measuring intellectual
development and grades represent the
scores. Today, she promotes developmentally
appropriate practices (DAP) in her
preschool. With the DAP methodology, she
says her students find reading purposeful
and fun. “The students don’t memorize the
alphabet in their sequence but in the context
and the significant letters are those which
make up their names, their family members’
and that of their classmates’,” Jesena says.
According to her, this then develops outward
as the child also expands his awareness
beyond himself.
The Filipino reader will be the “eager
reader” who has love for the language.
He is greatly influenced by the immediate
family, extended family, school, and
culture. With the advent of technology, he
is now exposed to a lot of reading formats.
Nowadays, majority of content that is
available are accessible either in print and
online, or through the internet. If the book
is not available locally, it is very convenient
to order from cyber stores as shipping is
bundled with the final price. A lot of authors
are taking advantage of electronic publishing
and produce their own e-books, making
the topics of interest expand exponentially.
Virtually anyone can write about anything
under the sun.
Jesena’s ideas brought back memories of
writing and penmanship workbooks given
to us and practicing vertical lines and
continuous circles. Back then, I regarded
them as doodles without much meaning.
“What were they for?” I asked. And when
I learned to read, I saw no connection
whatsoever between the two. I learned
much later that the writing exercises were
to develop the hand muscles to make your
penmanship legible and aesthetic.
The context for the writing tasks is provided
through the reading selections, according
to Ong. “One is a receptive skill and the
other a productive skill. I don’t think one
can “produce’ without receiving input. In
the same way, after receiving input, how
can one not “produce” either by speaking or
writing?” she shares. I this regard, reading
and writing are symbiotic. She concludes,
“I’ve observed that students who like to read
are the students who can write well.”
So, what are the Filipinos reading and
writing? The Ateneo de Manila conducted
an informal survey among its students last
school year. The survey revealed that 60% of
the student population said they read. Ong
says, “When asked to rank their preferences
in terms of genre, comedy was number
one for all levels.” Other preferred genres
included fantasy and adventure (like “Harry
Potter,” “Lord of the Rings,” and “Narnia
Chronicles”). Inspirational books also made
it to the top ten, together with other popular
bestsellers like “Angels and Demons” or “The
Da Vinci Code” by Dan Brown. Students
prefer book adaptation of movies.
The Ateneo High School
promotes reading by
conducting what they
call Drop Everything and
Read (DEAR) sessions. It
involves setting aside 15
minutes at the beginning
of the day for one month.
Students are asked
to bring any reading
material of their choice
(other than their school
textbook) with enough
content for the allotted
time. Most of them bring
magazines or comic
books.
Is the Philippines a reading or a writing
nation? And how do we fare with our Asian
counterparts?
Ong visited Singapore last year to observe
classes in some of the better schools. She
discovered that the writing topics that
Singaporeans take up are not much different
from the ones that we teach our students in
our schools. However, Ong says the focus in
Philippine schools should be on how to train
the students to think critically to aid them in
developing their ideas in their composition.
In Singapore, Ong relates that it is common
to see ordinary commuters reading books
while waiting for the train or while riding
crowded trains (whether they were seated or
standing). She says in Singapore,
people would sit on couches or along
bookstore aisles and start reading. “We also
saw banners that promote reading displayed
along the streets. In the schools we visited,
students are given 15 minutes every day
to read newspapers and magazines like
Reader’s Digest and Time magazine.
The Philippines may have a long way to go,
and we seem to take it lightly as we pride
ourselves with bagging the title of being
the “Text (or SMS) Capital of the World.”
Sending short cut messages definitely won’t
help and even using the predictive feature
will have the tendency to ‘spoon feed’ the
user and compromise the development of his
spelling skills, especially for students.
At the end of the day, it still boils down to
the purpose of reading and writing—which
is the communication of ideas, principles,
and philosophies between and among
individuals. What we express and receive
greatly influences us. To quote Frank Outlaw
“Watch your thoughts; they become words.
Watch your words; they become actions.
Watch your actions; they become habits.
Watch your habits; they become character.
Watch your character; it becomes your
destiny.”
Ben Franklin gives us good advice on living
a life with meaning: “Either write something
worth reading or do something worth
writing.”
A trend on the upswing
is web logs (or ‘blogs’) or
online diary or accounts.
One of the most prominent
professional bloggers in the
Philippines is Abe Olandres
of www.yugatech.com. I got
the chance to hear his story
in the recent iBlog Summit
last April in UP Diliman. He
had 78,000 unique visitors
and 210,000 page views in
March 2007; Technorati
ranking then was 2,480.
He posted 1,520 entries,
eliciting 16,495 comments
as well as 220,994 spam
messages. He has 362 e-mail
subscribers from 900 feed
readers.
Quality Teacher
15
VOLUME 11 ISSUE 1
SUBJECT AREA UPDATE
The Language
L
of Science
and
By Yvonne A. Almiranez
Mathematics
VOLUME 11 ISSUE 1
and non-print methods such as audiovisual materials and other multi-media
applications. To date, NISMED is focusing
on its radio program called Titser’s Iskul on
the Air: Third Course consisting of sixteen
radio lessons on elementary Mathematics.
of Education –linking with the Commission
on Higher Education and other local and
international teacher education institutions,
professional organizations and funding
agencies, help contribute in the government’s
effort in stepping up productivity and
earners learn most effectively from experiences that are engaging,
meaningful, challenging and relevant, and from teachers who facilitate
construction of knowledge from such experiences.
The National Institute for Science and
Mathematics Education Development
(NISMED) is a branch of the University of
the Philippines which seeks to uplift the
level of Science and Mathematics education
in the Philippines at the basic and teacher
education levels.
UP NISMED creates programs and
projects on curriculum development,
teacher training, research and extension
in collaboration with various local and
international agencies, organizations and
institutions. One of the Institute’s projects is
the creation of children’s books on Science
and Mathematics, written in both Filipino
and English.
Through the years, it has been an established
fact that reading the standard textbooks
have made learning seem like a chore to
students, especially in the elementary and
high-school levels. In the year 2000, this
realization led Dr. Vivien M. Talisayon,
director of the Institute—together with
the NISMED staff, scientists and literary
writers—to conceptualize and create a project
on bilingual children’s storybooks on the
subjects of Science and Mathematics based
on Philippine cultural context. Students from
the University of the Philippines and St.
Stephen High School of Manila participated
in the try-out of the stories, through storytelling sessions. These children’s stories also
act as supplementary materials in Science
and Mathematics subjects in Grades one to
six. Parents can also use the stories for their
children, aged six to twelve.
One can find a wide range of stories that
deal with extensive topics in Science and
Mathematics theories in these storybooks.
Among the Science and Mathematics
theories illustrated in these stories are
volcanic eruption, lunar eclipse, simple
16
Quality Teacher
machine, pressure of moving air, behaviour
of animals and counting by twos, and
countless other narratives. The stories
come with moral lessons, teachings that
enable children to learn positive behaviour
early in life. The caveat in the project of
the Institute is that these stories are done
in both Filipino and English. Each story
has English and Filipino text, the better to
reach a wider range of readership among the
youth. Each book also includes entry points
in the elementary science curriculum and
are indicated accordingly for the guidance of
teachers.
Staff at NISMED believes that those
who have a thirst for learning learn from
experiences that are full of relevance and
meaning, can engage and challenge, and of
course learn from teachers who can easily
pass on knowledge from these experiences.
To help aid teachers in teaching Science
and Mathematics NISMED has developed
several sourcebooks for teachers, such as
the sourcebook on Supervising of Science
and Mathematics Teachers, created under
the current directorship of Dr. Merle C. Tan.
The Institute also utilizes new and helpful
ways of teaching and learning Science and
Mathematics through community-based
materials, demonstration lessons, games,
puzzles, and teaching kits, using their in-
–NISMED Philosophy
house laboratory equipment.
The University of the Philippines National
Institute for Science and Mathematics
Education Development (UP NISMED)
regularly presents seminar-workshops as
part of its obligation to help upgrade the
competencies of Science and Mathematics
teachers and supervisors in the country. This
year, seminar-workshops are focused on
hands-on, minds-on and hearts-on activities
using improvised, as well as state-of-the-art
equipment. Though the Institute is focused
on the development of manipulative and
thinking skills, these seminar-workshops
aim to also help Science and Mathematics
teachers to understand relevant and
timely concepts. Topics included in these
activities are teaching strategies, laboratory
techniques, lesson planning, assessment and
test construction, investigatory programs,
and technology. And with the establishment
of the Science Teacher Training Centre—
made possible through a Japanese Grant Aid,
the Institute has acquired state-of-the-art
facilities designed specifically for research,
development and training.
The Institute also takes an innovative
approach in Science and Mathematics by
developing and making use of a variety of
teaching and learning tools, in both print
Staff at NISMED believes that those who have
a thirst for learning learn from experiences
that are full of relevance and meaning,
can engage and challenge, and of course
learn from teachers who can easily pass on
knowledge from these experiences.
Forty district in-service training trainers from Kenya participate in a six-week training program
aimed to provide local and international trainers opportunities to explore alternative classroom
practices. The training was part of the Strengthening Mathematics and Science in Secondary
Education project in Kenya sponsored by the Japan International Cooperation Agency (JICA)
Third Country Training Program.
The radio course is currently being aired
over ABS-CBN’s DZMM radio in Mega
Manila and DXOM in South Cotabato. Their
television course for on-air inter-active
learning—a program on popularizing Science
with around 13 episodes—is currently being
aired over NBN 4.
The National Institute for Science and
Mathematics Education Development, as
part of its extension program, also has a
mentoring project wherein Science and
Mathematics teams from the Institute visit
hard-to-reach areas like Abra, Kalinga,
Romblon, Zamboanga Del Sur, North
Cotabato and other locations. During their
stay, NISMED staff and other instructional
leaders provide support and assistance to the
teachers in planning lessons, assessing the
progress of students and choosing strategies
appropriate for the culture in these remote
areas. Called Third Elementary Education
Project (TEEP), NISMED is conducting this
program in cooperation with the Department
of Education.
UP NISMED, together with the Department
economic progress as it responds to the
country’s constant need to improve its
Science and Mathematics education.
Upon request, the Institute conducts
specially designed seminar-workshops at
other locations or venues for a minimum of
15 trainees. In these instances, the requesting
party answers the cost of transportation and
accommodation of NISMED’s training staff.
Arrangements, indicating the number of
prospective trainees and proposed dates and
venues, should be made with the Office of the
Director.
For inquiries and reservation, please contact or
write to:
The Director
UP NISMED
E. Quirino Ave. UP Campus
Diliman, Quezon City 1101
Tel. Nos. 981-8500
local 3901 up to 3910
e-mail: nismed@up.edu.ph
UP NISMED TRAINING
PROGRAMS
UP National Institute for Science
and Mathematics Education
Development (NISMED) tackles
programs and projects that deal
with curriculum development,
research, extension and teacher
training, in partnership with diverse
local and international agencies,
organizations and institutions. The
following is a list of projects done
by the Institute in the past few
years.
DepED Video Lessons
UP NISMED creates video lessons
for the Department of Education’s
project: Enhancement Materials
(Video Lessons) in Science I. The
20-minute video lessons aim to
increase the understanding of
Science concepts and principles in
a more participative and interesting
learning medium. The Department
of Education provided the Institute
with a list of complicated topics,
skills, and learning competencies
that should be emphasized in this
particular venture.
The video lessons are presented
in segments such a way that
pauses and cues enable teacherstudent interaction. This ensures
that students remain attentive
and therefore able to process the
lesson more easily.
JICA Third Country
Individual Training
Programme: Secondary
Mathematics and Science
Education for Kenyan
INSET (In-Service Training)
Trainers
The JICA Third Country Individual
Training Programme provides
opportunities for Kenyan INSET
trainers (both National and
District levels) in secondary
Mathematics and Science
education to explore alternative
and promising classroom
practices. The participants were
introduced to effective teaching
and learning strategies, utilizing
the “Activity, Student, Experiment,
Improvisation” (ASEI) and “Plan,
Do, See, Improve” (PDSI) method
through a set of courses that
consists of lectures, demonstration
teaching, peer teaching, field/study
trips and various learner-centered
approaches to teach content.
Quality Teacher
17
VOLUME 11 ISSUE 1
VOLUME 11 ISSUE 1
Heard ON Campus
What are you
How many of your students
actually read advance-reading
assignments that you give them?
Do they actually read them? Do
you hear them talk about a story,
an information, a statement that
they recently read about?
Students today hardly take on the habit
of reading. The distractions around them
are difficult to contend with. A little push
perhaps will help this habit to take root in
their system. It is obvious that teachers play
an important role in making students read.
The big question is: Do you follow what you
preach? And while you are in a position to
ask your students to read, do you, actually
read yourself?
It is contingent upon you to read textbooks
as they have the content of the lesson; and
so there is no escaping the fact that reading
them makes you prepared.
Heard on Campus
Reading, Teacher?
Reading is more than reading the textbook.
A number of teachers believe that beyond
the textbook, reading offers a more enriching
experience. We asked some of teachers about
their reading habits, and their opinion on
reading. Of the 14 teachers we interviewed,
10 gave answers that were short of our
expectations.
When asked about the importance of reading
outside the reading list of the subjects
they teach, six claimed that they do this
for ‘widening their vocabularies, staying
updated, and enriching their knowledge.’
However, there are those who regard reading
as an important activity in a teacher’s daily
life, more important in fact to just widening
vocabularies or staying updated. Reading
to them is a means to widen their teaching
skills, enabling them to open their student’s
minds into the vast world of knowledge by
sharing what they themselves have learned
through reading.
Joanne Rhea Cabal-Marasigan, who teaches
English and
Journalism in
high school and
intermediate
levels says reading
textbooks is a
“must” reading,
but reading per
se stimulates the
senses.
Miss Joanne,
as her students
call her, has just
started reading “The 7 Habits of Highly
Effective People by Stephen Covey,”
following the advice of her friends.
She finds this book helpful, but would
sometimes want a lighter read just to relax,
such as “Between Dinner and the Morning
After” by Tara FT Sering.
John Nicholas Ramos, an architect who also
teachers History and Theory of Design at
the UST College of Architecture, is currently
reading the “Middle Mind” by Curtis White
and likes it enough to be reading it for the
Adela Santa Cruz-Espina, who used to teach
at a special school, says there is no excuse for
not reading, especially for a teacher who is
have. Make sure
you fill up, so you
don’t run out.”
Teacher Deedee, as her students addressed
her, is now reading “The Science of Getting
Rich” by Wallace D. Wattles. This book,
she says, has changed her views on poverty
and has enabled her to discover the laws
of success as the author found them in the
work of the world’s great philosophers. “It is
such an enriching experience, learning about
how belief systems can be a deterrent to
becoming wealthy.”
Susan Fernandez,
a professor at
the sociologyanthropology
department of
Ateneo de Manila
University, is
reading “Cows,
Pigs, Wars, and Witches: The Riddles of
Culture” by Marvin Harris. “It talks about
different cultures; it talks about the sacred
cow, why is it so sacred to Indians, etc.” It
is very relevant to what I teach, she says.
And then she recently picked up a magazine
called UTNE, which is actually the name
of this couple who espouses an alternative
lifestyle and critiques the modern lifestyle.
She explains that in the course that she
teaches, readings on everyday lives, and
human behavior give her illustrative
examples as well as concepts which help
her in her teaching. “It gives me a broader
understanding of these subject matters,” she
says.
“Reading is a teachers’ business. Teachers
are never content with what is listed on
the school’s booklist.” She says that a
continuous supply
of facts, stories,
biographies,
news, speeches,
statements,
etc., should be
the concern of
teachers. “If
this supply runs
out, what can
they give their
students? You
cannot give
what you don’t
Word Works 2007 Press Release
Founding the importance of
ASEAN through creative writing
Diwa Marks ASEAN 40th
Anniversary
Diwa Learning Systems Inc once more commences
its annual creative writing competition to encourage
student’s participation in the 40th year anniversary
of ASEAN. The theme of the competition is
aligned with the ASEAN principles and it focuses
on unity among Southeast Asian countries and
the importance of ASEAN in fostering regional
cooperation and development. The ASEANs vision
in the year 2020 is to have an environment that
are outward looking, peacefully living, stable and
prosperous, bonded together in partnership in
dynamic development and in a community of caring
societies for its members.
To reinforce ASEANs importance, the competition is
Quality Teacher
Sir Nick, as he is
usually addressed,
likes to read books
on art, architecture, culture, history, and
philosophy. When asked what he thinks
about the teacher as a reader, he replies,
“I think it is very important for teachers to
read books outside of any institutionallyapproved list. A teacher should, ideally,
be able to address matters from his or her
area of expertise from as many different
perspectives as possible.” He adds, “A wellrounded knowledge of any given topic can
never be achieved if one is limited by a
narrow list of sources. The mind should be
allowed to roam unencumbered by blinders
if it seeks to broaden itself to its fullest
potential.”
expected to be broad in knowledge, deep in
understanding, and sensitive in the humanity
of his students.
Gawad Tambuli 2007 Press Release
Gawad Tambuli 2007
18
second time. “It’s
not without its
flaws but the author
certainly brings up
some very sharp
observations on
the present state of
mass culture,” he
says.
divided into two parts. The Kaluskos Paligsahan sa pagsulat
ng Tula, open to all subscribers of Kaluskos magazine and
the Tambuli Paligsahan sa Pagsulat ng Maikling Kwento
which is open to all subscribers of the Tambuli magazine.
This year, the Patimpalak sa Pagsulat ng Tula themes
are “Isang Bansa sa ASEAN na Nais kong Marating” for
students from grades 1-3 and “Matatag na Bukluran ng
ASEAN” for students from grades 4-6. For the Patimpalak
sa Pagsulat ng Maikling Kwento, the themes are “Tungo sa
Nagkakaisang Pamayanang ASEAN” for first and second
year high school students and “ASEAN: Pagkakaisa Sa
Gitna ng Pagkakaiba-iba” for third and fourth year high
school students. Winning entries will be published in the
fourth issue of Kaluskos and Tambuli. All entries should be
submitted on or before the 15th of August 2007. For details
of the competition, visit www.diwa.ph or call Kris Binalla at
(02) 893-8501 with local 218.
Books and other reading materials are like
treasure chests without padlocks. The gifts
they can offer are yours for the taking.
Word Works 2007
Diwa Learning Systems Inc once more commences
its annual creative writing competition to encourage
student’s participation in the 40th year anniversary of
ASEAN. The theme of the competition is aligned with
the ASEAN principles and it focuses on unity among
Southeast Asian countries and the importance of ASEAN
in fostering regional cooperation and development. The
ASEANs vision in the year 2020 is to have an environment
that are outward looking, peacefully living, stable and
prosperous, bonded together in partnership in dynamic
development and in a community of caring societies for
its members.
To reinforce ASEANs importance, the competition is
divided into two parts. The Kaluskos Paligsahan sa
pagsulat ng Tula, open to all subscribers of Kaluskos
magazine and the Tambuli Paligsahan sa Pagsulat ng
Maikling Kwento which is open to all subscribers of the
Tambuli magazine.
This year, the Patimpalak sa Pagsulat ng Tula themes
are “Isang Bansa sa ASEAN na Nais kong Marating” for
students from grades 1-3 and “Matatag na Bukluran
ng ASEAN” for students from grades 4-6. For the
Patimpalak sa Pagsulat ng Maikling Kwento, the themes
are “Tungo sa Nagkakaisang Pamayanang ASEAN” for
first and second year high school students and “ASEAN:
Pagkakaisa Sa Gitna ng Pagkakaiba-iba” for third and
fourth year high school students. Winning entries will be
published in the fourth issue of Kaluskos and Tambuli.
All entries should be submitted on or before the 15th of
August 2007. For details of the competition, visit www.
diwa.ph or call Kris Binalla at (02) 893-8501 with local
218.
Quality Teacher
19
VOLUME 11 ISSUE 1
FEATURE
Is English theAnswer?
Bilingual Education Policy Meets EO 210
By Yvonne A. Almiranez
F
o r 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. –Article
14, section 7 of the 1987 Philippine Constitution
The 1987 Constitution mandates that
the national language is Filipino and
that subject to the country’s laws—and
as Congress may deem proper—the
government is tasked to take steps in
initiating and sustaining the use of Filipino
as a medium of official communication, and
as language of instruction in the educational
system.
The Constitution also states that as the
Filipino language evolves, it shall be further
developed and enriched hand-in-hand with
existing Philippine and other languages. In
this regard, Dr. Lourdes R. Quisumbing, then
Secretary of the Department of Education,
Culture and Sports—helped craft the
Bilingual Education Policy—guidelines for
putting into practice bilingual education in
schools and other institutions.
Bilingual education in the Philippines is
defined as the separate use of Filipino
and English as the media of instruction
in particular subject areas. This means
that Filipino must be used as medium
of instruction in music, arts, physical
education, home economics, practical arts,
character education and social studies/
sciences. English will be used as method
of instruction in technical subjects such
as science, mathematics, engineering and
technology.
The strategy on bilingual education
intends to further the people’s literacy and
competence in both Filipino and English
at the national level, by teaching both
languages and using them as media of
instruction in all levels. The regional dialects
shall be used as supplementary languages in
Grades I and II.
Since competence in the use of both
Filipino and English is one of the goals of
20
Quality Teacher
the Bilingual Education Policy, continuous
learning in the teaching of both languages,
their use as a means of instruction and
the role of their functions in Philippine
schooling shall be the responsibility of the
nation’s teaching institutions. Higherlevel institutions, organizations and
foundations shall lead in the continuing
intellectualization of Filipino as a language.
The program of instruction, however, must
be pursued in both the elementary and
secondary levels.
The Bilingual Education Policy aims to
develop Filipino as a linguistic symbol of
national unity and identity, at the same time
cultivating Filipino as a means to promote
the intellectualization of the nation. The
policy also seeks to maintain the use of
English as an international language for the
Philippines, especially on the subjects of
mathematics, science and technology.
A research conducted by UNESCO and
the Summer Institute of Linguistics who
have been supporting research on language
learning for over fifty years states that:
“Children who begin their education in the
mother tongue make a better start, and
continue to perform better, than those for
whom school starts with a new language”—
Education Today (UNESCO, July-September
2003). By first introducing children to their
native language, and teaching them the basic
rudiments of early childhood education—
these children have an easier grasp of what
education and knowledge can do for them in
the future.
It is the goal of the Filipino nation to have
its’ citizens possess skills in its national
language to enable them to perform their
duties and tasks in order to meet the needs
of the country and in the global community.
With this in mind, the Bilingual Education
Policy aims to enhance learning with the use
of two languages to achieve quality education
as called for by the 1987 Constitution,
while propagating Filipino as a language of
literacy.
In spite of wide-spread efforts, the Bilingual
Education Policy encounters some
difficulties. To this day, the issue of whether
to use Filipino or English as a tool for
teaching is a highly debated topic. After more
than two decades of implementing the policy,
there are still a lot who do not grasp the
spirit of bilingual education. Many, especially
those living in the Southern Philippines,
fear that the policy is aimed at the total
replacement of English by Filipino.
Though other regions show a positive
attitude towards using Filipino as a mode of
instruction, there is still a lack of information
regarding language policies. Lack of
reference materials and manuals in writing
in Filipino have been cited numerous times
as the number one problem in imparting
knowledge. Those in the academe admitted
that more training is needed in writing
Filipino and learning how to pronounce the
words, and that there is still resistance in
some sectors to fully implement the Bilingual
Education Policy.
Another problem in the dissemination of
information is the need to consolidate words
and phrases in Filipino—the fact that the
country has around 171 different dialects
makes it difficult to come up with Filipino
equivalents, resulting in confusion in most
cultures.
One setback to the initiatives put forth by
the Bilingual Education Policy is the recent
approval of Executive Order 210, a directive
that makes English the mandatory medium
of instruction (MOI) “in all academic
VOLUME 11 ISSUE 1
subjects in the elementary grades from
Grade III to Grade VI and in all levels in the
secondary.” This, according to officials of the
Department of Education, is a response to
the need to develop the aptitude, competence
and proficiency of Filipino students in the
English language.
As stated in the order, English must now be
taught as a second language starting with
Grade 1; English is to be used as the medium
of instruction of English, Mathematics,
Science and Health subjects starting Grade
3; and the English language shall now be
used as the main medium of teaching in all
schools in the secondary level, including
those established as laboratory and/or
experimental schools, and vocational/
technical institutions. As the chief medium
of instruction, English should be used no
less than 70% of the total time allotment of
instruction in all levels of the academe.
The Department of Education continues
to recognize Filipino as an official medium
of instruction in the basic education level,
specifically in the subjects of Filipino and
Araling Panlipunan.
Admittedly, there is a need to promote
English as a means to achieve and
maintain an accelerating rate of economic
[EXECUTIVE ORDER NO. 210]
May 17, 2003
WHEREAS, Section 7, Article XIV of the 1987 Constitution provides
that for purposes of communication and instruction, the official
languages of the Philippines are Filipino and, until otherwise provided
by law, English;
WHEREAS, it is a declared policy of the State to promote education
as a means to achieve and maintain an accelerating rate of economic
development and social progress;
WHEREAS, there is a need to develop the aptitude, competence and
proficiency of our students in the English language to maintain and
improve their competitive edge in emerging and fast-growing local
and international industries, particularly in the area of Information and
Communications Technology [ICT];
WHEREAS, strengthening the use of the English language as a
medium of instruction also depends on the improvement of the entire
educational system, particularly in the training of educators and the
provision of learning materials and resources;
WHEREAS, the Department of Education [DepEd], the Commission
on Higher Education [CHED] and the Technical Education and Skills
Development Authority [TESDA] fully support the policies sought to
be established herein and have favorably endorsed the issuance of
this Executive Order;
NOW, THEREFORE, I, GLORIA MACAPAGAL-ARROYO, President
of the Republic of the Philippines, by virtue of the powers vested in
me by the Constitution and existing laws, do hereby order:
SECTION 1. Declaration of Policies. - The following policies are
hereby established:
a. English shall be taught as a second language, starting with
the First Grade.
b. As provided for in the 2002 Basic Education Curriculum,
English shall be used as the medium of instruction for English,
Mathematics and Science from at least the Third Grade level.
c. The English language shall be used as the primary medium
of instruction in all public and private institutions of learning in the
secondary level, including those established as laboratory and/or
development and social progress in the
country. English is seen as one of the
ways to promote growth, to maintain and
improve the country’s competitive edge
in emerging and fast-growing local and
international industries, particularly in the
area of Information and Communications
Technology.
A point to consider is that though nations
around the world are investing heavily to
promote the use of English, none of them
consider it necessary to adopt English as
their medium of instruction. Instead, these
countries make certain that their children
learn their native tongue well enough to
be able to think in that language. It is then
easier for the children to learn a second,
third, and even a fourth language. Countries
like China, Vietnam, and the two Koreas
are working hard to learn English. In
the Philippines, the current medium of
instruction in most public schools is Filipino.
And with over a hundred dialects, Filipino is
not the mother tongue. The use of bilingual
education—Filipino hand-in-hand with the
English language—will surely bring back the
pride the country once had in literacy and
competence.
I Wreck This Chair: “English proficiency is
important. But analytical thinking, problem
solving, and interpersonal effectiveness skills
are more important. And more often than
not, the absence of these skills automatically
translates into deficiency in English rather
than the other way around. In short,
someone who lacks analytical thinking skills
or interpersonal effectiveness automatically
flunks in the area of fluency. We find that
the ability to articulate ideas is a function of
poor thinking skills to begin with; and not
necessarily due to lack of familiarity with
English words and phrases.”
Is English the answer to our failing and
falling competency? Many say that to be
globally competitive, we must do our best to
learn English as a second language, since it
is considered as a universal language. A lot
more, those coming from mainstream society
say that the government must do its share
to enable the people, especially those from
the masses—to avail of the chance to learn a
language different from their mother tongue.
As a street cleaner put it: “Hanggang grade
three lang ako, kung nakapag-tuloy lang ako
ng pag-aaral, di sana mas masagana ang
buhay ng pamilya ko ngayon.”
As Mr. William E. Esposo—a columnist of
The Philippine Star—wrote in his column As
ESTABLISHING THE POLICY TO STRENGTHEN THE USE OF THE ENGLISH LANGUAGE AS
A MEDIUM OF INSTRUCTION IN THE EDUCATIONAL SYSTEM
experimental schools, and non-formal and vocational or technical
educational institutions. As the primary medium of instruction, the
percentage of time allotment for learning areas conducted in the
English language is expected to be not less than seventy percent
(70%) of the total time allotment for all learning areas in the
secondary level.
It is the objective of the foregoing policies to develop the aptitude,
competence and proficiency of all students in the use of the English
language to make them better prepared for the job opportunities
emerging in the new, technology-driven sectors of the economy.
SECTION 2. Institutions of Higher Education. - Institutions of higher
education, including State Colleges and Universities [SUCs], are
hereby encouraged to adopt the use of the English language as the
primary medium of instruction in the tertiary level. The CHED shall
adopt measures to promote and encourage the use of the English
language as the primary medium of instruction in the tertiary or higher
education level.
SECTION 3. Proficiency of Teachers. - The DepEd, through
the National Educators’ Academy of the Philippines [NEAP],
the Educational Development Project Implementing Task Force
[EDPITAF], the CHED, the TESDA, as well as through the educational
institutions in the private sector, shall evaluate the proficiency of
educators in the English language and conduct training programs
nationwide to develop and improve it.
SECTION 4. Support Mechanisms. - The implementing authorities
specified in Section 5 hereof shall undertake to secure the funding
support necessary to provide adequate learning materials and
resources that will develop the aptitude, competence and proficiency
of students in the English language. They shall also collaborate in
developing an evaluation instrument that will make it possible to
monitor the progress of educators and students in achieving the
policy objectives established herein.
SECTION 5. Implementing Authorities. - The DepEd and the TESDA
are hereby directed to take active steps to ensure the implementation
of this Executive Order and monitor compliance therewith in all public
and private institutions of learning in the elementary and secondary
levels, including those established as laboratory and/or experimental
schools, and non-formal and vocational or technical educational
institutions.
SECTION 6. Implementing Rules and Regulations. - The DepEd,
the CHED and the TESDA are hereby authorized to issue the
appropriate rules and regulations for the effective implementation of
the policies established herein.
SECTION 7. Report to the President. - Within thirty (30) days from
the issuance of this Executive Order, the DepEd, the CHED and the
TESDA shall submit to the President a plan of action to effectively
implement the provisions of this Executive Order.
SECTION 8. Use of the Filipino Language. - Pursuant to the
Constitutionally-mandated policy of the Government to ensure
and promote the evolution, development and further enrichment
of Filipino as the national language of the Philippines, the Filipino
language /shall continue to be the medium of instruction in the
learning areas of Filipino and Araling Panlipunan.
SECTION 9. Guarantee of Academic Freedom. - Nothing in this
Executive Order shall be construed as limiting the academic freedom
of institutions of higher education.
SECTION 10. Repealing Clause. - All executive issuances, rules and
regulations or parts thereof which are inconsistent with this Executive
Order are hereby repealed, amended or modified accordingly.
SECTION 11. Effectivity. - This Executive Order shall take effect
immediately upon approval.
City of Manila, MAY 17, 2003
(Sgd.) GLORIA MACAPAGAL-ARROYO
By the President:
(Sgd.) ALBERTO G. ROMULO
Executive Secretary
Quality Teacher
21
JEWEL FOR THE SOUL
VOLUME 11 ISSUE 1
Dad Always There
“The power of love.” What is
that song really all about?
After reading this story
of Sharon Whitley from”
A 4th Course of Chicken
Soup for the Soul,” you will
understand that the power
love offers is simply “that
little extra something.”
When I was growing up, my father always
stopped what he was doing and listened
while I’d breathlessly fill him in on my day.
For him, no subject was off-limits. When I
was a lanky and awkward 13, Dad coached
me on how to stand and walk like a lady. At
17 and madly in love, I sought his advice on
pursuing a new student at school. “Keep the
conversation neutral,” he counseled. “And
ask him about his car.”
I followed his suggestion and gave him
daily progress reports: “Terry walked me
to my locker!” “Guess what? Terry held
my hand!” “Dad! He asked me out!” Terry
and I went steady for over a year, and soon
Dad was joking, “ I can tell you how to get a
man; the hard part is getting rid of him.”
By the time I graduated from college, I was
ready to spread my wings.
I got a job teaching special education at
a school in Coachella, California, a desert
town about 170 miles from home. It was
no dream job. Low-income housing across
the street from the school was a haven for
drug users. Street gang hung around the
school after dark. Many of my charges,
emotionally disturbed 10 to 14-year-old
boys, had been arrested for shoplifting, car
theft or arson.
“Be careful,” Dad warned me during one of
my frequent weekend visits home. He was
concerned about my living alone, but I was
23, enthusiastic and naïve, and I needed to
be on my own. Besides, teaching jobs were
tight in 1974, and I felt lucky to have one.
Don’t worry,” I reassured him, as I loaded
up the car to start my trip back to the desert
and my job. Several evenings later I stayed
22
Quality Teacher
after school to rearrange my classroom.
Finished, I turned out the light and closed
the door. Then I headed toward the gate.
It was locked! I looked around. Everyone
– teachers, custodians, secretaries – had
gone home and, not realizing I was still
there, stranded me on the school grounds. I
glanced at my watch – it was almost 6 p.m.
I had been so engrossed in my work that I
hadn’t noticed the time.
After checking all the exits, I found just
enough room to squeeze under a gate in
the rear of the school. I pushed my purse
through the first, lay on my back and slowly
edged through.
I retrieved my purse and walked toward my
car, parked in a field behind the building.
Eerie shadows fell across the schoolyard.
Suddenly, I heard voices. I glanced around
and saw at least eight high-school-age boys
following me. They were half a block away.
Even in the near darkness I could see they
were wearing gang insignia.
I retrieved my purse and
walked toward my car,
parked in a field behind the
building. Eerie shadows
fell across the schoolyard.
Suddenly, I heard voices. I
glanced around and saw at
least eight high-school-age
boys following me. They were
half a block away. Even in the
near darkness I could see they
were wearing gang insignia.
“Hey!” one called out. “You a teacher?”
“Nah, she’s too young – must be an aide!”
another said.
As I walked faster, they continued taunting
me. “Hey! She’s kinda cute!”
Quickening my pace, I reached into my
VOLUME 11 ISSUE 1
DIWA NG GURO
Bato Balani Foundation Inc Prepares
Year’s Tribute for Teachers
shoulder bag to get my key ring. If I have
the keys in my hands, I thought, I can unlock
the car and get in before…. My heart was
pounding.
Frantically, I felt all over the inside of my
handbag. But the key ring wasn’t there!
“Hey! Let’s get the lady!” one boy shouted.
Dear Lord, please help me, I prayed silently.
Suddenly, my fingers wrapped around a
loose key in my purse. I didn’t even know
if it was for my car, but I took it out and
clutched it firmly. I jogged across the grass
to my car and tried the key. It worked! I
opened the door, slid in and locked it – just
as the teenagers surrounded the car, kicking
the side and banging on the roof.
Trembling, I started the engine and drove
away.
Later, some teachers went back to the school
with me. With flashlights, we found the key
ring on the ground by the gate, where it had
fallen as I slid through.
When I returned to my apartment, the
phone was ringing. It was Dad. I didn’t
tell him about my ordeal; I didn’t want to
worry him.
“Oh, I forgot to tell you! he said. “I had an
extra car key made and slipped it into your
pocketbook – just in case you ever need it.”
Today, I keep that key in my dresser drawer
and treasure it. Whenever I hold it in my
hand, I am reminded of all the wonderful
things Dad has done for me over the years.
I realized that, although he is now 68 and
I am 40, I still look to him for wisdom,
guidance and reassurance. Most of all,
I marvel at the fact that his thoughtful
gesture of making the extra key may have
saved my life. And I understand how a
simple act of love can make extraordinary
things happen.
Sharon’s right. That’s the power of love – a
little extra something.
---Taken from; One Day at a Time: A Daily
Dose of Inspiration for the Man at Work
Book 1 by Francis Kong
For students of long ago, this period brings
back lots of school-day memories. These
include memories of special people who
taught us Science, Math or English, and most
of all inspired and motivated us through
thick or thin.
This year, Bato Balani Foundation Inc.
(BBFI) together with major sponsor Diwa
Learning Systems, Inc. (DLSI) invites all to
honor inspiring teachers who dedicated their
lives enriching the lives of their students
through its “The Many Faces of the Teacher”
advocacy campaign.
Since 2002, BBFI and DLSI have been
honoring teachers who are true heroes of
our society by being a source of inspiration
and knowledge for their students as well as
their colleagues. This year, the campaign
seeks to honor teachers who have pioneered
innovative ways in teaching as they continue
to inspire and engage students in learning.
This year’s honorees will join the ranks of
Batibot founder Feny delos Angeles-Bautista;
Father of Filipino Philosophy Dr. Florentino
Timbreza; Theology Professor Dr. Joseph
Roche; Math Wiz and professor Queena
Lee-Chua; explorer and teacher Dr. Josette
T. Biyo, to whom Planet Biyo was named
after; cool dad and man of science Dr. Caesar
Saloma; mentor and esteemed teacher Dr.
Onofre Pagsanghan; Loboc Children’s Choir
founder and nurturing mom Alma FernandoTaldo; World’s Fastest Reader and reading
coach Dr. Maria Teresa F. Calderon; wonder
worker and mathematics pillar Dr. Milagros
Ibe; and man for others and mentor Fr.
James Reuter.
Chosen honorees will be accorded with the
honor during the “A Tribute to Teachers”
at the Araneta Coliseum, Quezon City to be
participated in by more than 12,000 teachers
from all over the archipelago.
“A Tribute to Teachers” and “The Many
Faces of the Teacher” are Gold Quill, CMMA,
and Anvil award-winners that celebrate the
teaching profession.
--------For more information, log on to www.diwa.
ph or call 8938501 and 8925462 or email
tributetoteachers@diwamail.com.
Diwa Sponsors
Wish Ko Lang Mall Tour
21 April 2007, SM SAN LAZARO, MANILA. Diwa Learning Systems Inc partnered with Wish
Ko Lang, a wish-granting television show on GMA 7, during its annual SM Mall tour by giving
out 300 pieces of loot bags containing Diwa textbooks, Scholastic Enhancement Materials,
pencils, rulers, and highlighters to the event attendees.
The event was graced by the show’s host, Ms.
Vicky Morales, and performers, Lala, Top
Suzara, and others. The excited audience
received raffle prizes and gifts from the
sponsors. Tanya, one of the attendees, said
when asked if she liked the Diwa textbook
she was clutching, “Opo, Ate. Kasi po isa
lang ang libro ko. Ngayon dami na (referring
to the rest of the books inside the Diwa loot
bag).”
It was a wish come true indeed for the
children.
Diwa Adds to Philippine Science Centrum Attractions
To mark the 25th year of Salaguinto
magazine, Diwa Learning Systems Inc.
(DLSI) continues its advocacy of promoting
the culture of science and technology (S&T)
in the country in its partnership with the
Philippine Foundation for Science and
Technology (PFST) through the Philippine
Science Centrum.
Located in the Marikina Riverbanks Center,
the Philippine Science Centrum is the
country’s first interactive science center.
DLSI adds to the Science Centrum
attractions a reading corner loaded with
Diwa textbooks and Scholastic Enhancement
Materials in science, as well as in other
subjects.
The partnership was recently formalized
through a contract signing held at the
Philippine Science Centrum conference
room.
Quality Teacher
23
VOLUME 11 ISSUE 1
FEATURE
Medium of Instruction in Wikang Panturo sa Sistema
the Philippine Educational ng Edukasyon sa Pilipinas:
System: English or Filipino? Ingles o Filipino?
VOLUME 11 ISSUE 1
parties have their own arguments as to why they are for or against
House Bill 4701. It is only right, then, that both sides–those who
want English as the language of instruction and those who prefers
Filipino–be heeded first so that those people involved may be able
to come up with a decision that develops and improves our current
educational system.
“Sa kabila ng itinatadhana ng ating Saligang Batas, sa ipinalabas na Atas ng Pangulo 210
at sa Kautusang Pangkagawaran Blg.36, nananatili pa ang nag-iisang wikang panturo
sa loob ng paaralan, ang Taglish, isang hindi pormal na wika na binansagan na codeswitching o magkahalong salita o lingua franca, na nagtatampok sa hindi maayos na
paghahalo ng Tagalog, Ingles at wikang bernakular ng iba’t ibang rehiyon ng bansa.”
--Isagani R. Cruz tungkol sa usaping pangwika na kinakaharap ng ating edukasyon sa
ngayon.
English
To better appreciate the issue, we are presenting arguments on
behalf of and against both languages in English and Filipino.
In an effort to strengthen the use of the
English language as the medium of
instruction in the Philippine educational
system, the House Bill 4701, entitled
“Strengthening and Enhancing the Use of
English as the Medium of Instruction in the
Philippine Schools,” was recently passed in
the House of Representatives. The House Bill
authored by Cebu 1st District Representative
Eduardo Gullas, will be brought to the
Senate when it resumes session this July.
House Bill 4701 was not the first of its kind. Earlier on 2003,
President Gloria Macapagal-Arroyo expressed her concern at the
apparent decline of the proficiency of the Filipinos in speaking
English; thereby, issuing Executive Order 210, also known as
“Establishing the Policy to Stengthen English as a Second Language.”
According to the president, this deterioration was caused by the
implementation of the 1987 Bilingual Policy; the same policy that was
said to have prompted Rep. Eduardo Gullas on pursuing House Bill
1652, entitled “An Act Providing for the Use of English as a Medium
of Instruction in Philippine Schools,” on 2004.
However, when House Bills 1652 and 4701, and EO 210 initially
came out, they were received with different responses. While there
were some who readily conveyed their support for the “English as
a Medium of Instruction” proposition, there were also those that
immediately expressed their opposition to these proposed bills. Both
24
Quality Teacher
Kumakailan lamang ay naipasa na sa
Mababang Kapulungan o Kongreso ang
House Bill 4701, isang panukalang-batas
na naglalayong pagtibayin ang paggamit
sa Wikang Ingles bilang wikang panturo sa
lahat ng antas ng edukasyon ng ating bansa.
Ang panukalang-batas na ito ay isinulong
ni Cebu 1st District Representative Eduardo
Gullas. Nakatakdang ipasa ang naturang
panukala sa Mataas na Kapulungan o
Senado sa muling pagbubukas nito sa
darating na Hulyo.
Nguni’t nauna sa House Bill 4701, itinakda na noon pang taong
2003 ng ating Pangulong Gloria Macapagal-Arroyo ang Executive
Order 210, na may pamagat na “Establishing the Policy to
Strengthen English as a Second Language”, bilang tugon umano
sa nakababahalang pagbaba ng kahusayan ng mga Pilipino sa
pagsasalita sa wikang Ingles. At ang itinuturong dahilan nito, ayon
sa pangulo, ay ang pagpapatupad ng Patakarang Bilingguwal noong
1987. Ito rin ang itinuturong dahilan ng naunang Panukalang-Batas
Blg. 1652, taong 2004, na kilala sa tawag na “An Act Providing for the
Use of English as a Medium of Instruction in Philippine Schools.”
Nang isulong ang mga naturang panukala, samu’t saring
mga reaksyon ang sumalubong dito. May ilang mga sektor
ang nagpahayag ng suporta hinggil sa naturang isyu. Ngunit
mayroong mga samahan at sektor naman ang dagliang tumutol sa
pagpapatupad sa panukalang-batas na ito. Bawat panig ay may mga
kani-kanilang punto kung bakit nila isinusulong o kaya naman ay
tinutulan ang House Bill 4701. Kung kaya’t nararapat lamang na
pakinggan muna ang dalawang panig (ang maka-Ingles at makaFilipino) nang sa gayon, ang bawat isa ay makapili ng desisyong
makapagpapabuti at makapagpapaunlad sa sistema ng edukasyon sa
bansa.
For a long time, the Filipinos have prided themselves for being the
third largest English-speaking nation in the world, next to the United
Kingdom and the United States. However, for the past few years,
the Philippines has been losing its edge on English proficiency to
its neighboring Asian countries such as China, Malaysia, and even
Vietnam; countries who have all doubled their efforts in improving
their English skills.
Seeing that the country is losing its upper hand in English, the
Philippine lawmakers, and even the President herself, have done
their part on trying to regain the country’s waning glory.
Executive Order 210 and DepEd Order No. 36
On May 17 2003, President Gloria Macapagal-Arroyo signed
Executive Order 210, entitled “Establishing the Policy to Strengthen
English as a Second Language in the Educational System”.
As stated in the Executive Order, the language of instruction used
for the English, Math, and Science subjects from at least the third
grade shall be English. The same language shall also be used as the
“primary medium of instruction in all public institutions of learning
at the second level.”
Being that the English shall be the primary medium of instruction,
“the percentage of time allotment for learning areas conducted in
the English language in high school is expected to be not less than
seventy percent of the total time allotment for all learning areas”.
For the areas of Filipino and Araling Panlipunan, Filipino shall
continue to be the language of instruction.
According to the President, the Bilingual program the Philippines is
now implementing has greatly affected the Filipinos’ competence in
the English Language.
“Filipinos’ fluency in the English Language has fallen after it was
scrapped,” the president said.
Alarmed at the persisting decline of the English proficiency in
schools, Arroyo instructed the Department of Education (DepEd) to
revive the use of English as the medium of instruction.
As a response to the president’s order, the Department of Education
issued DepEd Order No. 36 series of 2006.
In the said order, “English shall be taught as a second language
starting with Grade 1.” Also, “English shall be used as the medium of
instruction of English, Mathematics, and Science and Health subjects
starting grade 3.”
House Bill 1652
To couple the president’s efforts, on 2004, Cebu 1st District
Representative Eduardo Gullas drafted a bill that aims to make
the English language the medium of instruction on all levels of the
Philippine education system.
According to Gullas, House Bill 1652, also known as “An Act
Providing for the Use of English as a Medium of Instruction in
Philippine Schools,” aims to reinforce the defects of the Bilingual
Policy of 1987.
“It is the aim of the bill to remedy the deficiencies of the current
bilingual education policy. Its ultimate objective is the improvement
of the total learning process in our schools, better education for
Filipino students and their enhanced competitiveness in terms of
knowledge and skills in the global arena,” Gullas said.
The Bilingual Policy was designed to develop a nation that is
competent in both Filipino and English. But Gullas contends that
the policy has caused a “language interference” wherein, neither the
Filipino nor English language was learned; and worse, the policy had
caused English not to be mastered by the Filipinos.
Gullas further said that the Filipinos’ deficiency to understand, write
and speak basic English is hampering them from getting betterpaying jobs. One determinant of this, he said, is the low hiring rate
for the call center job, a booming industry in the country.
“For every 100 college graduates applying for a local call center
job, fewer than five get hired. This is tragic. This problem has been
depriving many Filipinos of the opportunity to secure good-paying
jobs,” Gullas said.
Besides this, Gullas also pronounced that the decline of the Filipinos’
aptitude in the English language did not only mean them losing the
race as one of the largest English-speaking nation in the world, but
they are also being bested on landing jobs overseas.
“The employment of Filipinos overseas will soon be overtaken by
China and India,” the Cebu 1st District Representative said, warning
that in the Middle East, Filipino Engineers are threatened to be
replaced by Chinese and Indian Engineers that do not only speak
better English, but also “analyze and write reports in English better”.
In House Bill 1652, English will be the medium of instruction in all
Quality Teacher
25
VOLUME 11 ISSUE 1
educational levels. However, in grades one and two, the regional
language may be used as auxiliary language of instruction.
English and Filipino shall be taken up as different subjects in all the
levels of elementary and high school. While in college, the existing
programs on instruction in English or Filipino shall be continued
or changed depending on the discretion of the heads of schools in
consultation with the Commission on Higher Education.
English shall be used as language of assessment for examinations
that are intended for “admission, accreditation, acceleration and
promotion in Philippine schools.” Only 10 percent of the total
examination may constitute of Filipino.
House Bill 1652 was readily supported by Reps. Antonio Cuenco and
Raul Del Mar, two Cebu City Congressmen who vowed to go against
any move that intends to make Filipino the medium of instruction in
the Philippines.
Rep. Del Mar said that this bill would only mean support to President
Arroyo’s pronouncement to beef up the English language, especially
that recent studies conducted by experts deduce that most of the
country’s graduates are weak in conversing in the language. He also
said that the instructional and reference materials available for the
subjects “math, science, information, communication technology,
and other technical subjects are in English.”
Moreover, Rep Cuenco said, “Maluoy ta sa atong mga kabataan (Let
us take pity on the youth.) English is the only reason our children are
excelling in world affairs. If we switch to Filipino, we will lose our
opportunities in the international scene, including employment. It’s
really nonsense, its stupidity.”
House Bill 4701
After being passed in the House Representatives, House Bill 1652 was
said to have “accumulated dust.”
However, the Cebu Representative was not to be discouraged that
easily, not when the need for English proficiency has increased for
the past years.
On 2006, Rep. Eduardo Gullas authored another for-English bill,
entitled “Strengthening and Enhancing the Use of English as the
Medium of Instruction in the Philippine Schools.”
This time, House Bill 4701 has been passed by the House of
Representatives, and had gotten a 137–7 vote. HB 4701 will continue
to Senate when it resumes this July.
In HB 4701, “English, Filipino or the regional language may be used
in all subjects from pre-school until Grade II while English and
Filipino should be taught as separate subjects in all levels in the
elementary and secondary.”
According to the bill, from Grade 3 to Grade 6 and in all high school
levels, “English shall be the medium of instruction in all academic
subjects.”
The bill further reads, “In addition to formal instruction, the use
of English shall be encouraged as a language of interaction in the
school.”
Also, HB 4701 encourages the establishment of English clubs such as
“book, oratorical, debating, writing and related association.” School
26
Quality Teacher
publications are also encouraged to prioritize the use of English in
their articles, whenever “practicable”.
Initially, it was expected that the new proposed bill will be greeted
by opposition from the educational community and other sectors.
Contrary to that, the bill had immediately found approval from
the business community, which has long ago disapproved of
the deterioration of English in the Philippines. For the business
community, House Bill 4701 is a step towards the “right direction”.
Both President Arroyo and Rep. Gullas pointed a finger at a possible
“culprit”–the Bilingual Policy of 1987. Their greatest argument
is that, because of the policy, the Filipino students are made to
learn two languages at the same time: English and Filipino. What
should have been “additive bilingualism”, came out as “subtractive
bilingualism”. While the students are still trying to master one
language, they are given another language to master. This ultimately
leads to a student’s not being proficient in both languages at all.
It becomes clear now, that the Bilingual Policy is not serving its
purpose. While the Filipino language cannot be set aside, it must also
be considered that English is a requisite if the country wants to be
globally competitive. The Bilingual Policy, then, must be reassessed.
It may be true indeed that the House Bills 1652 and 4701, and even
the president’s EO 210, were done for the best interest of the country.
Local and even foreign studies have shown dismal figures in terms
of the Philippines’ performance in the fields of English, Math, and
Science.
With this figures at hand, it is hard to justify that the Filipinos could
really be “competent”. Even with the Filipinos trait of being hardworking, the figures are there. And the fact still remains that for the
past years, the Philippines has been producing graduates that are less
than “bankable”.
Now, this brings to question what the problem really is.
The real problem may or may not be the Bilingual Policy or the issue
of the best medium of instruction in the Philippine educational
system. Whatever it is, the academicians and the policy makers have
to figure it out fast, before the country completely loses its edge–its
competence in the English language–over its neighboring Asian
countries.
“Kailangan natin ang wikang
dayuhan para mabuhay sa
sariling panahon, ngunit
kailangan natin ang wikang
sarili upang mabuhay nang
magpakailanman (We need the
foreign language for us to live in
our time, but we need our own
language for us to live forever.).”
-- Dr. Ricardo Ma. Duran Nolasco
VOLUME 11 ISSUE 1
Filipino
“Ang wikang pambansa ng Pilipinas ay Filipino. Samantalang
nililinang, ito ay dapat payabungin at pagyamanin pa salig sa umiiral
na mga wika ng Pilipinas at sa iba pang mga wika.”
Ito ang malinaw na isinasaad ng Artikulo XIV, Seksiyon 6 ng ating
Saligang Batas. Sa pamamahala ng dating Pangulong Manuel L.
Quezon, nagsagawa tayo ng pananaliksik upang humanap ng isang
panlahat na pambansang wika. Isang pambansang wika na magiging
makapangyarihang kasangkapan sa pagtataguyod ng pangkalahatang
unawaan at pagkikintal ng pambansang pagmamalaki ng
sambayanang Pilipino.
Ayon nga kay Virgilio S. Almario, isang manunulat at kritiko, “...
nang ipasya ng 1935 Kumbensiyong Konstitusyonal na ang wikang
dapat pagbatayan ng ating pambansang wika ay magmumula sa
isa sa mga katutubong wika ng Pilipinas, nanaig sa mga delegado
noon ang paniniwala na higit tayong magkakaisa bilang isang bansa
at makapagsasarili sa politika at ekonomiya.” Ang mga Pilipino
ay naniniwala na sa pamamagitan ng iisang wika, mawawala ang
tanikala ng kolonyalismo na ikinabit sa atin ng mga dayuhang
nanakop sa ating bansa.
Alalaong baga, ang wika ang siyang sumasalamin ng ating kultura.
Ang usaping nasyonalismo ay nag-uugat kung gaano natin
pinahahalagahan ang ating pinagmulan at sariling pagkakakilanlan.
At ang lahat ng ito ay ang kulturang sumasalamin sa ating pagkaPilipino. Kung gayon, marapat lamang nating sabihin na kapag
pinatay ang wikang Filipino ay para na ring pinatay ang kultura ng
mga Pilipino. Maaaring matulad na lamang ito sa Wikang Latin na
hindi nakasunod sa agos ng nagbabagong panahon.
Sapagkat ang wikang Filipino ang siyang sumasalamin sa ating
kultura–ang kaluluwa ng ating bansa, higit na nakabubuting
gamitin ito bilang wikang panturo ng ating bansa dahil sa wikang ito
pinakamabisang matututo ang mga mag-aaral. Ang katotohanang
itinuturo nila ang mga aralin sa wikang ginagamit ng mga mag-aaral.
Napapabilis ang proseso ng pagkatuto ng isang bata sa pagsusulat
at pagbabasa na kung saan naipapahayag nila ang nais nilang
sabihin gamit ang katutubo nilang wika. Ang mga bansang katulad
ng Hapon, Singapore, Timog Korea, Republika ng Czech, Bulgaria,
Olandes, Hungary, Austria, at Belhika ay mga bansang nakakuha ng
higit na mataas na marka sa agham at matematika dahil ginamit nila
ang kanilang katutubong wika sa pagtuturo, kaysa sa mga bansang
gumamit ng dayuhang wika sa mga nabanggit na asignatura.
Nagsagawa rin ng sariling pag-aaral ang Summer Institute of
Linguistics (SIL) sa bayan ng Bukidnon at sa ilang lugar sa Pilipinas
kung saan naninirahan ang minoryang pangkat na mga Pilipino. Sa
isang pagsusulit na isinagawa ng Kagawaran ng Edukasyon, lumabas
na mas mataas ang bilang ng mga batang marunong magbasa,
magsulat at umunawa gamit ang kanilang katutubong wika.
Sa ilang mga pag-aaral naman natuklasan ang malaking
impluwensya ng Filipino sa paghahatid ng kaaalaman sa mga magaaral sa pamamagitan ng pantelebisyong programang tulad ng
Sine’skuwela. Batay sa isinagawang pag-aaral, ang mga bata na nasa
ikalawa at ikatlong baitang na nanonood ng programang nabanggit
ay may limampu hanggang animnapu’t pitong bahagdan ( 50-67% )
ng kaalamang natutunan sa siyensya. Samantalang ang mga batang
hindi nanonood ng Sine’skwela ay may dalawampu hanggang
tatlumpu’t tatlong bahagdan lamang ( 20-33% ).
Bukod sa nabanggit, mahalaga ring punahin na ang Wikang
Filipino ay mayaman, buhay at dinamikong wika na sumasabay sa
globalisasyon. Totoo ngang sa kasalukuyan ay gumagamit tayo ng
mga aklat na nakasulat sa wikang Ingles ngunit may mga isinasagawa
nang pagsasalin ang Komisyon ng Wikang Filipino upang
matumbasan ang mga wikang teknikal. Isang patunay rito ang UPDiksyunaryong Filipino na nagtatampok sa mga wikang bernakular
The students are not the only ones who are experiencing problems
with expressing themselves in the English language. There are also
teachers who find it hard to explain concepts in English, so they
explain these concepts in Filipino.
ito ay kinilala na nang Konstitusyon ng bansa nang itakda nito na
maging wikang panturo ang Filipino (Seksyon 6).
“Alinsunod sa mga tadhana ng batas at sang-ayon sa nararapat na
maaaring ipasya ng Kongreso, dapat magsagawa ng mga hakbangin
ang pamahalaan upang ibunsod at puspusang itaguyod ang paggamit
ng Filipino bilang midyum ng opisyal na komunikasyon at bilang
wika ng pagtuturo sa sistemang pang-edukasyon. ”
Gayundin naman, mahalaga ang ginagampan ng paggamit ng
katutubong wika sa pagkatuto ng isang bata. Batay sa isinagawang
pag-aaral noong taong 2004 ng Summer Institute of Linguistics at
ng United Nations Educational, Scientific and Cultural Organization
(UNESCO), ipinahayag na ang pinakamabisang paraan upang
matutunan ang ikalawang wika ay maging maalam o sanay na sa
paggamit sa unang wikang nakamulatan at ginagamit sa araw-araw.
At sa pamamagitan ng pagkaalam sa unang wika, nabubuksan ang
kaalaman sa iba’t ibang disiplina. Ayon pa sa nasabing pag-aaral,
kaya naging mas mataas ang kasanayan ng mga bansang katulad ng
Tsina sa mga asignaturang agham at siyensya ay sa kadahilanang
at mga diyalektong sinasalita sa ating bansa. Patunay lamang na ang
wikang Filipino ay hindi “modernisado at binihisang Tagalog” kundi
ang “Wikang Pambansa na wika ng mga wika sa Pilipinas. “
Binigyang halimbawa naman ni Dr. Ricardo Ma. Duran Nolasco,
Komisyuner ng Komisyon ng Wikang Filipino sa isang seminar
sa Pamantasan ng Lungsod ng Maynila ang mga Hanunuo, isang
tribong kabilang sa Mangyan, na may maunlad na lokal na sistema
ng pagsasaka dahil sa paggamit ng kanilang sariling agham sa
agrikultura. Aniya pa, “Ang ating wika, kung hindi man nanghihiram
o nagsasalin upang makasabay sa globalisasyon ay may mayaman
nang termolohiyang maaaring magamit nating panumbas sa wikang
teknikal. Hindi alam ng nakararami na ang pagkakaroon natin
ng humigit-kumulang na 700 na wika ay isang palatandaan nang
malusog na kalagayang kultural ng bansa.”
Kaugnay ng isyu ng globalisasyon ay ang pagkakabit sa Ingles bilang
ekslusibong wika ng Information and Communication Technology
(ICT). Ayon sa mga lingguwista, walang katotohanan ang nabanggit
na punto sapagkat anila, mismong ang Kagawaran ng Edukasyon ang
Quality Teacher
27
VOLUME 11 ISSUE 1
nagpahayag sa pamamagitan ng Kautusang Pangkagawaran Blg. 54,
ng taong 1987 na “... (panatilihin ang Ingles) bilang ‘di-ekslusibong
wika ng agham at teknolohiya.” May mga nagsasabi naman ng ibang
pananaw na ang wika ng ICT ay isa talagang bago at naiibang wika
sapagkat ang mga salitang tulad ng contol, escape, enter, at window
ay may kahulugang iba sa karaniwan at nakagawiang gamit ng
mga ito. Maaari nang direktang hiramin ang mga wikang teknikal
at idagdag ang mga ito sa wikang Filipino. At kung ating susuriin,
dumarami na ngayon sa internet ang mga nagsasalin ng mga
nilalaman na mula Ingles patungo sa iba pang wika tulad ng Aleman,
Espanyol, Hapones, Pranses, Ruso, Tsino at maging ang ating
sariling wika ay nag-uumpisa na rin sa pagsasalin.
Gayundin naman hindi makatwirang sabihing ang wikang Ingles
ay ang susi natin sa karunungan at kaunlaran sapagkat ang bawat
wika ay may taglay na katangian na maaaring maging sisidlan ng
karunungan. Upang matamo natin ang karunungan at kaunlaran,
nararapat lamang na paunlarin ang sistema ng edukasyon at huwag
hayaang malimitan ang alam nating mga wika. Ayon nga sa mga
lingguwista, walang superyor o imperyor na wika sapagkat ang bawat
wika ay may sistema upang matugunan ang pangangailangan ng
gumagamit nito at umunlad kung may pagbabago na sa interes at
buhay ng gumagamit nito.
The discussion on whether English or Filipino should be the
medium of instruction has long been an issue in the Philippine
education system. This issue does not only root from what medium
of instruction should be used in school, but also from the current
distressing state of the Philippine education. Recent studies show
that Filipinos are not only deteriorating in their English proficiency,
but also in the subjects Math and Science.
Ang usapin sa wika na kung Ingles o Filipino ba ang dapat na maging
wikang panturo ay matagal nang isyu sa sistema ng ating edukasyon.
Ang isyung ito ay hindi lamang nag-uugat sa kung ano ba ang dapat
nating gamiting wika bilang panturo sa loob ng paaralan, ngunit
nakaugat din sa nakakabahalang kalagayan ng edukasyon sa ating
bansa. Ang mga datos na mula sa iba’t ibang mga pag-aaral ang
nagpapatunay na totoong humihina ang kahusayan ng mga Pilipino
sa kakayahang bumasa at sumulat sa wikang Ingles, at maging sa
asignaturang Matematika at Agham.
In the Trends in Math and Science Survey (TIMSS), which was
first conducted in English, the students produced dismal scores.
The test was again conducted, this time in the Filipino language.
Surprisingly, the result was equally disappointing. This clearly shows
that the students are not only poor in English, but also in the Filipino
language. This deficiency in mastering both languages has also
resulted to the poor performance of the students on other areas.
Isa na nga rito ang isinagawang pagsusulit na Trends in Math and
Science Survey (TIMSS) sa mga mag-aaral. Nang unang beses
isinagawa ang nasabing pagsusulit ay nasusulat ito sa Ingles at ito ay
nagresulta ng pagkadismaya makaraang makukuha ang mga magaaral ng mababang marka. Nagsagawa rin ng pagsusulit ang TIMMS
na nasusulat naman sa Filipino ngunit kataka-takang mababa rin
ang nakuhang marka ng mga kumuha nito. Malinaw na ang mga
Pilipinong mag-aaral sa kasalukuyan ay mahina sa asignaturang
Filipino at Ingles na nagreresulta naman ng kahinaan sa iba pang
disiplina.
On 1998, former Department of Education Secretary Andrew
Gonzales and Dr. Bonifacio Sibayan, both linguists, conducted
an evaluation on the implementation of the Bilingual Policy on
education. After eleven years of implementation of the said policy,
the evaluation showed that the learning of the students has dwindled.
However, the study also showed that the main reason for this
decrease is not the Bilingual Policy, but the overall depreciation of
the quality of education in the country. According to Gonzales, the
failure of the students to completely learn should not be blamed on
the policy, and more so, in Filipino. On the other hand, it should be
blamed on forcing a second language on the students.
Kaugnay nito, ang dating kalihim ng Kagawaran ng Edukasyon
na si Andrew Gonzales at si Dr. Bonifacio Sibayan, pawang mga
lingguwista ay nagsagawa noong taong 1998 ng pagtataya kaugnay
sa pagpapatupad ng Patakarang Bilingguwal sa edukasyon. Batay
sa kanilang pag-aaral, napag-alaman na makalipas ang labingisang taon na pagpapatupad ng nasabing patakaran ay bumaba ang
antas ng pagkatuto ng mga mag-aaral hindi dahil sa Patakarang
Bilingguwal kundi dahil sa kabuuang pagbaba ng edukasyon ng
bansa. Ayon pa kay Gonzales, hindi dapat isisi ang paghina ng mga
mag-aaral sa patakaran at lalong higit sa Filipino, bagkus sa sapilitan
at puwersahang pagtuturo ng ikalawang wika sa mga mag-aaral.
Gonzales further expressed that a student learns better when the
child is taught in the child’s own mother tongue. “Mas higit na madali
para sa mga mag-aaral na matutunan ang ibang disiplina kung
kanilang gagamitin ang kanilang unang wika imbes na ang ikalawang
wika. At kung ang isang tao ay sanay o maalam na sa kanyang unang
wika, madali na lamang para sa kaniya ang lumipat sa ikalawa niyang
wika (It is easier for a student to learn a certain discipline if the
language that will be used is the child’s own mother tongue, instead
of a second language. And if a person has already mastered his or her
own mother tongue, it will be easier for that person to learn another
language.),” Gonzales said.
Ipinahayag din ni Gonzales na mas mabilis at mabisang ang
pagkatuto ng isang mag-aaral kung sariling wika ang gagamitin
sa pagtuturo. “Mas higit na madali para sa mga mag-aaral na
matutunan ang ibang disiplina kung kanilang gagamitin ang kanilang
unang wika imbes na ang ikalawang wika. At kung ang isang tao ay
sanay o maalam na sa kanyang unang wika, madali na lamang para
sa kaniya ang lumipat sa ikalawa niyang wika,” ani pa niya.
On the other hand, according to Dr. Daisy Hicarte, a DIWA
consultant on Social Studies and a current professor at the
Education department of the Pamantasan ng Lungsod ng Maynila,
the problem of the education system of the Philippines does not
28
Quality Teacher
Sinabi naman ni Dr. Daisy Hicarte, isa sa mga gurong-tagapayo
ng DIWA sa Araling Panlipunan at kasalukuyang propesora ng
Kagawaran ng Edukasyon sa Pamantasan ng Lungsod ng Maynila,
ang problema ng sistema ng ating edukasyon ay hindi lamang
VOLUME 11 ISSUE 1
only root from the language of instruction that should be used. She
said that the problem lies more on the students’ inability to master
both the English and Filipino languages, even before they reach
the tertiary level. She explained that if the student is competent in
both languages, it would be easy for that student to shift from using
English to Filipino, and vice versa.
nakaugat sa wikang dapat gamiting panturo. Aniya, ang problema
ay wala sa wika kundi sa mga mag-aaral na hindi sanay at maalam
sa Filipino at Ingles kahit sila ay nasa kolehiyo na. Dapat matibay na
ang pundasyon nila sa dalawang wika nang sa gayon ay madali na
lamang ang magpalit-lipat sa dalawang wika.
Isagani R. Cruz, however, has another view on the matter. “Sa kabila
ng itinatadhana ng ating Saligang Batas, sa ipinalabas na Atas ng
Pangulo 210 at sa Kautusang Pangkagawaran Blg.36, nananatili pa
ang nag-iisang wikang panturo sa loob ng paaralan, ang Taglish,
isang hindi pormal na wika na binansagan na code-switching o
magkahalong salita o lingua franca, na nagtatampok sa hindi maayos
na paghahalo ng Tagalog, Ingles at wikang bernakular ng iba’t ibang
rehiyon ng bansa (In reality, however, despite the Constitution, the
presidential order, and the Department orders, there is only one
language of instruction in practically all classrooms in the country. It
is Taglish, a non-language that is variously labeled as code-switching,
pidgin, or a lingua franca, featuring a still-unsystematized mixture of
Tagalog, English, and vernacular languages of various regions.).”
Iba naman ang pananaw na sinabi ni Isagani R. Cruz tungkol sa
usaping pangwika na kinakaharap ng ating edukasyon sa ngayon. “Sa
kabila ng itinatadhana ng ating Saligang Batas, sa ipinalabas na Atas
ng Pangulo 210 at sa Kautusang Pangkagawaran Blg.36, nananatili
pa ang nag-iisang wikang panturo sa loob ng paaralan, ang Taglish,
isang hindi pormal na wika na binansagan na code-switching o
magkahalong salita o lingua franca, na nagtatampok sa hindi maayos
na paghahalo ng Tagalog, Ingles at wikang bernakular ng iba’t ibang
rehiyon ng bansa.”
There is a truth to what Cruz said. The students are not the only ones
who are experiencing problems with expressing themselves in the
English language. There are also teachers who find it hard to explain
concepts in English, so they explain these concepts in Filipino.
Because of this, both languages are weakening; and at the same time,
the learning of the students is also lessening.
May katwiran ang pahayag ni Cruz lalo kung mapapansin na minsan
maging ang ilang guro ay nahihirapang makipagtalastasan sa wikang
Ingles kung kaya’t ipinapaliwanag nila sa klase ang mga konsepto
sa Wikang Filipino. At dahil dito, parehong humihina ang dalawang
wika at humihina ang pagkatuto ng mga mag-aaral na Pilipino.
For the past few years, the Philippines
has been losing its edge on English
proficiency to its neighboring Asian
countries.
The Bilingual Policy was
designed to develop a nation that
is competent in both Filipino and
English.
Ultimately, all arguments deduce to one point, that there is an
alarming problem eating at the system of education of the country.
The use of either English or Filipino as the medium of instruction
shouldn’t be a problem if both languages have already had a
strong foundation in each Filipino. English as an avenue for us to
reach out to other nations should not be overlooked. But neither
should Filipino be disregarded as the national language of the
Philippines. In reality, our problem is the wrong governance of the
system of education of the Philippines. Put into mind that the sole
objective of education is to mold Filipinos into becoming successful
professionals, scholars, and businessmen; people guided with a
sense of nationalism. Because it is the dream of education to train
individuals to be successful in whatever field they choose, that, in due
course, these individuals would not need to leave the country to work
elsewhere. Besides self-worth, education should be able to embed a
sense of nationalism in every Filipino. It is not damaging to use the
English language to be able to be globally competitive, but do not
forget also that the Philippines has its own language that mirrors its
culture and identity. As Dr. Nolasco had said, “Kailangan natin ang
wikang dayuhan para mabuhay sa sariling panahon, ngunit kailangan
natin ang wikang sarili upang mabuhay nang magpakailanman (We
need the foreign language for us to live in our time, but we need our
own language for us to live forever.).”
Iisa lamang ang pinatutunguan ng lahat ng puntong inilatag, ito ay
ang malalim at nakakabahalang problema sa sistema ng edukasyon
sa bansa. Hindi kailanman magiging suliranin ang paggamit sa
wikang Filipino o maging sa wikang Ingles kung naging matibay
na ang pundasyon ng dalawang wika sa bawat Pilipino. Ang Ingles
bilang daan upang makipag-ugnayan tayo sa ibang basa ay hindi
dapat makaligtaan. Gayun din naman, ang Filipino bilang ang
pambansang wika ng Pilipinas ay hindi dapat pabayaan. Ang
suliranin natin, sa katotohanan ay ang maling pamamalakad sa
sistema ng ating edukasyon. Pakaisipin na ang tanging layunin ng
edukasyon ay humubog ng mga Pilipino na magiging matagumpay
na propesyunal, iskolar at nagmamay-ari ng mga negosyo; mga
indibidwal na pinangingibabawan ng diwang makabayan. Dahil ang
edukasyon ay nangangarap na ang mga Pilipino ay maging mahusay
sa anumang larangan na hindi na kinakailangan pang umalis nang
bansa upang magtrabaho. Bukod sa kagalingang pantao, itinatanim
din ng edukasyon ang damdaming makabansa ng bawat Pilipino.
Hindi masama na gumamit ng Ingles upang makasabay sa mabilis
na agos ng globalisasyon, ngunit huwag ding kalimutan na mayroon
tayong wikang sandigan ng ating kultura at sariling pagkakakilanlan.
Winika nga ni Dr. Nolasco, “Kailangan natin ang wikang dayuhan
para mabuhay sa sariling panahon, ngunit kailangan natin ang
wikang sarili upang mabuhay nang magpakailanman.”
Quality Teacher
29
VOLUME 11 ISSUE 1
CREATIVE NOOK
Pinoys’ Edge
In English
Lost?
...or
E
nglish is like a fax
machine.
David Gradoll, author of
English Next and Future
English, likens the language
to the indispensable machine.
“Before, if you have a
fax machine, you have a
competitive edge. You can
easily send files to your clients.
Nowadays, if you do not have a
fax machine in your company
you have a liability.”
“English language is the same way,” he
explains. If you want to engage in business
especially when you are dealing with other
nationals you would want to have people
who are proficient in the English language.
These days, without people who have English
skills onboard your team, you are greatly
disadvantaged.
After the Americans set foot the Philippine
shores, they have been more than embraced
by the Filipinos. Unlike the Spanish who
opted to keep their language to themselves
or to a selected few only, the Americans
went for mass education, first and foremost,
teaching their language.
Years later, Filipinos are still being
entertained by television programs and
movies in English. They are publishing more
books in English than the vernacular. Most
subjects taught in schools are in English.
English has become not a foreign language
anymore. In most cases, it may have even
ranked the second language among the many
30
Quality Teacher
found at last
By Marjorie Magno
native languages in the country.
Left Behind?
English Speaking Union in the Philippines
Chairman Cesar Bautista stressed that
proficiency in English has been a great
leveler for developing countries like the
Philippines. “It is not only a language
of understanding and now it is also the
language of opportunity.”
Bautista further explains, “If one is weak
in English, he is also weak in Science or
Mathematics.” Most subjects are taught in
school using English terms.
Lately however the proficiency in the
language of most Filipinos has been
questioned. Many are concerned that the
schools are not producing enough people
competent in using the language. Some
even have fears that if the people’s language
skill will not improve many jobs would be
lost. Has the country really lost its edge
in the English language to its neighboring
countries? If so, can the Filipinos regain
what it has lost?
The American Chamber of Commerce of the
Philippines, in its 2002 poll of its members
who represent 17 business sectors rated the
English communications skills of Filipinos as
weakening.
Many factors have been attributed to
the decline in English language skills
of Filipinos. Mass media, mode of
communication in the education system,
wrong role models, and the people’s lack of
practice are but some of these reasons.
Local television programs and movies as well
as advertisements are usually Taglish, the
hodgepodge Filipino and English. Since most
kids these days would rather spent hundreds
of hours passively engrossed in television, it
is no wonder they mimic the way people on
TV speak.
If people do not speak English at home, in
their comfort zones, or in school or work,
where they usually spend most of their
waking hours, where else can people use the
language? And the less people practice it,
speak it, the less confidence they would have
in using it.
In the country, almost everyone can
understand English. A foreigner steps out
of the airport and gets on a cab. The taxi
driver can converse with him and take him
to his destination without any problem.
Toddlers are drilled to utter short English
A 2006 nationwide survey conducted by the Social Weather Station confirmed that
Filipinos are no longer as proficient in English as they seem. Based on the survey
results:
65% of Filipinos understand 48% write in English in spoken English compared to 74% in 1993
65% read in English as against 73% in 1993
(From PEP)
contrast to 59% in 1993
32% speak in English compared to 56% in 2000
VOLUME 11 ISSUE 1
phrases. Early on, they learn parts of the
bodies like ears and eyes and ordinary
objects in the house like table and door—all
in English. And the typical Filipino parents
would ingrain into their children common
courtesies, often in English before their
Filipino counterpart.
And yet most people cannot get jobs because
of their poor English. Only less than five
percent of people who apply in business
process outsourcing companies get hired
according to the Business Processing
Association of the Philippines.
Still some argue that the country is not
lagging behind that much. Some Asian
Their mission:
Reverse the decline in national
English proficiency
a. by re-popularizing the
English language primarily
among the youth and its
influencers;
b. by communicating the
opportunities and gains of
having a good command of
the language;
c. by positioning English as
accessible, desirable, fun;
d. by promoting English as
a value-adding skill that is
available to everyone;
Create mind-set change
e. by advocating constructive
values such as volunteerism,
self-correction and peer
tutoring as a positive
and doable means of
complementing regular
formal channels of language
education
End objective
f. Inspire the youth to practice
and improve;
g. Build up our youth’s
employability and
marketability;
h. Re-strengthen and
maintain the country’s
English language competitive
advantage.
and Vision:
To be a catalyst and inspiration
for positive mindset change
about English and to encourage
self-empowerment and selfconfidence in every Filipino
youth
(From English is Cool)
CREATIVE NOOK
countries are better than us in English while
we are still better in this language than other
countries.
Everything is not lost yet.
People from the academe, non-government
organizations, and even foreign
organizations are spearheading efforts left
and right to bring back ‘lost’ glory. Here are
two of them: English Is Cool Campaign and
Promoting English Project.
English Is Cool
Young people have always strived to
be “cool.” But these days the European
Chamber of Commerce of the Philippines
and Stakeholder Relations Firm EON Inc,
are mobilizing their efforts to promote a
different kind of coolness, learning the
English language that is, through the English
is Cool advocacy campaign.
According to them, a cultural hindrance to
the practice of English looms among the
youth. Many young people are afraid to
speak English because they may commit
mistakes so they would rather not speak the
language, even if they know it is important.
Some people find they are more accepted if
they speak half-Filipino and half-English.
Others even perceive the language as elitist.
This perception of English as an exclusive
language for the elite represents the greatest
obstacle to a wide-scale practice that is
needed to improve overall proficiency
among the youth. Indeed, the youth must be
convinced to be proud to be bilingual. “In a
globalized economy, English is a ticket to the
future. Loving, learning, and enjoying the
language will open doors and improve their
chances in life.”
Promoting English Proficiency
The Promoting English Proficiency
(PEP) Project, an initiative by the Makati
Business Club and the American Chamber
of Commerce of the Philippines with an
expanding group of partners, aims to
improve the level of proficiency in English
among teachers, students, and the workforce.
• PEP engages in an information,
awareness and advocacy campaign
to highlight the critical importance
of English language proficiency for
the success of Filipino workers and
endeavors to complement the English is
Cool advocacy.
• PEP is establishing a partnership
among corporations, business
associations, educational institutions,
non-government organizations, and
government agencies committed to
maintaining and improving English
proficiency.
• PEP emphasizes training for high
school and college students, Filipino
professional workers, and new entrants
into the labor force using a blended
approach of classroom teaching and
computer-aided instruction.
• PEP promotes the certification
of Filipinos using internationallycredible tests of English and encourages
employers in both the public and private
sectors to adopt higher standards
of certification for the hiring and
advancement of employees.
PEP envisions a total of 50 Computerized
English Language Centers (CELCs) operating
in the Philippines with 250 teachers and
42,000 students trained and certified by the
end of three years.
PEP Rallies Change
Through an information, awareness, and
advocacy campaign that highlights the
critical importance of English language
proficiency for the success of Filipino
workers.
Through the promotion of the certification
of Filipinos using internationally-recognized
tests of English and encouraging employers
to adopt higher standards of certification for
the hiring and advancement of employees.
Through refresher English training for
Filipino professional workers, students soon
to enter the labor force, and teachers using a
blended approach of classroom teaching and
computer-aided instruction.
Together with an expanding roster of
partners, the PEP project is establishing at
least 50 Computerized English Language
Centers (CELCs) to train and certify 45,000
students and teachers by the end of 2008.
And they want more people to get involved.
Indeed, it takes a community to create
change. It takes all the hands available to
empower the Filipino workforce, after all it is
the country’s richest resource.
For more information, check out:
ENGLISH IS COOL
Postal Address:
19th Floor, Philippine AXA Life Centre Building
Senator Gil Puyat Avenue. cor. Tindalo Street
Makati City 1200, Philippines
E-mail Address: info@english-is-cool.org
http://www.english-is-cool.org/contactus.php
PEP Secretariat
Tel. No.: 885-7867 ext. 485 Fax No.: 885-7866
Email: pep@sun.com.ph
Website: www.promote-english.org
Quality Teacher
31
CREATIVE NOOK
VOLUME 11 ISSUE 1
Charm Your Books
If you love your book like you love art, then
book charms are for you. Next time your eyes
need resting, mark your page with something
charming.
Call them bookmarks if you will; they serve the
same purpose, only more charming than seeing
your favorite quote or landscape on a piece of
cardboard. With book charms, you see this pretty
Prepare your working area. If you could cover a whole table with a
big piece of cloth, the better
and more enjoyable your
work would be. The cloth
will keep your beads from
rolling away and make it
easier to handle. Keep
organized so you will not
loose any of your beads or
your time.
Cut 15 inches of nylon string. This will be the length of your book
charm with enough allowance for knotting. If you plan to use this
charm for an unusually big book, just cut a longer string.
Knot one end of the 15-inch nylon string and start stringing your
beads. Remember that your charm is meant to be sandwiched
between pages of a book. If
you make the beads in the
middle part too big, it won’t
lay comfortably when you close
your book. Your charm will
work better if you use thin or
small beads in the middle part,
leaving your big and special
beads for the ends.
Leave 3-inches of your string without beads for knotting allowance.
When you’re satisfied with your design, make a knot and double
it to secure your beads. Cut
off any remaining nylon. If
you wish to make a clean and
secure finish, you may heat the
knots by gliding them through
candlelight so that they will
melt a bit and fuse and become
impossible to untangle.
Liwayway Arceo. Titser, Isang Nobela. Ateneo De Manila University Press, 1995, 150 pages
Many say the surest way to staying poor is
to become a teacher. As hurtful as it may
sound, it is rarely contested. But who can
say that the he or she has actually earned a
fortune just by teaching?
It is discouraging to hear that a teacher has
chosen a road without a pot of gold in sight
at the end of it. Worse, after years of getting
by with just enough in exchange of the
invaluable hard work, the teacher remains a
teacher.
There is nothing nobler than this teacher’s
story about a teacher’s journey that will
always be an awakening one. Just like it was
told in Liwayway Arceo’s Titser.
This tale of such tenderness is about Amelita,
whose becoming a teacher was an incidental
rebellion against her family’s expectations.
Be creative. Experiment. Try using different kinds of strings. Braid,
twist, and loop. Try different themes that will complement a certain
book. Put a special ingredient like a seashell for personal touch. Tell your
story through your beads. Keep in mind that these things are made to put
in a little more excitement to your reading, so put all the charm you can
into them.
The story begins with the wrath of Amelita’s
mother, Aling Rosa, a mother whose only
dream is to see her children become rich
and be comfortable later in life. Aling Rosa
doesn’t believe in the heart’s intents, but
rather in the instinct to nurture one’s self
through riches and a good reputation.
The mother-daughter relationship turns
into a game of pretense when Amelia
Quality Teacher
Prisma Diyosa S. Espina
queue of beads. Shiny or not, these charms tell
a story of their own – perfect for the pages that
embrace them.
Think of your design. Or just do it. Experiment by putting beads
in a line or just imagine them, whichever works for you.
32
THE READING ARMCHAIR
A Teacher’s Journey:
Opening the Door of Knowledge
Prisma Diyosa S. Espina
You will need: a pair of
scissors, a washcloth or
towel, nylon string, beads
of assorted sizes and colors
(the ones that you really
like)
VOLUME 11 ISSUE 1
naturally makes choices dictated by her heart
– choices contradictory to her mother’s.
Abrasive as she is, Aling Rosa insists that
Amelita gets a degree in dentistry. The
young lady puts her foot down and instead
gets a degree in education.
Amelia’s becoming a teacher quickly grows to
be the center of her life’s story – everything
that is to happen from then on is spun
around this conscious choice for something
that she believes is simple and fulfilling.
Amelia’s story reminds us that there
is a profound sense of fulfillment on a
teacher’s decision to tread a severely
beaten path.
Whilst everyone urges Amelita to hunt for
herself a future clad in gold, she goes against
the odds once again and marries Mauro,
the love of her life, also a teacher. They
marry and start a family together, built on
the foundation of their common love for
teaching.
Together, Amelita and Mauro repaint the
picture of the ideal teacher, intricately woven
with their other roles as mother, father,
husband, wife, son and daughter.
Liwayway Arceo tells Amelia’s heartwrenching story without a tinge of
superfluous color and succeeds in getting
through to the heart of the reader.
Teachers do not sail on a river of diamonds;
they travel on something shinier. Amelia’s
story reminds us that there is a profound
sense of fulfillment on a teacher’s decision to
tread a severely beaten path.
--------Liwayway Arceo was a Tagalog fictionist.
She was also a journalist, radio scriptwriter
and editor. Canal de la Reina and Titser
were among her well-received novels. Her
other works were Ina, Maybahay, Anak
at Iba Pa, Mga Maria, Mga Eva, and Mga
Anak na Cruz. Her short story Lumapit,
Lumayo ang Umaga was turned into an
award-winning film by National Artist
Ishmael Bernal, which starred Filipina
thespian Elizabeth Oropesa who received a
FAMAS Best Actress Award for her role in
the film.
She received an award from the Philippine
National Centennial Commission for her
pioneering and exemplary contributions in
literature. She passed away in 1999, at the
age of 79, and was paid tribute by Filipino
writers.
Quality Teacher
33
VOLUME 11 ISSUE 1
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Quality Teacher is published four times a year. Quality Teacher’s cover price is PhP85. Please allow 3–4 weeks for delivery of your first issue.
For inquiries, please call 817-2120. This order is subject to acceptance by Bato Balani Foundation Inc 6/F PDCP Bldg., L.P. Leviste cor. V.A.
Rufino Sts., Salcedo Village, Makati City.
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Quality Teacher