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Group 3
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Presentation 05

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Let's Get Started
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10 Literature of 03

Effective Utilization 04

Of Mother Tongue 05

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1. Spolsky of (2011)
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Spolsky’s theory of 03

Language Policy 04
He proposed a theory of language policy in his book Language
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Management. He argued that the goal of a theory of language policy is to
account for the choices made by individual speakers on the basis of rule- 06
governed patterns recognized by the speech community (or communities)
of which they are members.
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2. Hornberger (2002)
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She stated, It would appear that the implementation space for popular 03
participation is of little avail in advancing a multilingual language policy if it is
not accompanied by popular participation in the ideological space as well. One 04
appears to influence the other in a way that each is a necessary component of
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multilingual education initiatives. Ideological and implementation domains of
language reform deserve attention when studying the way in which a national 06
policy is understood and enacted at the local level. The following two
conceptual frameworks provide a basis for identifying these spaces for MTB-
MLE.
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3. Ricento (2002)
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Language policy is a relatively new academic field that has evolved 03

immensely since the 1960s. It began with a philosophy of modernization

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through national development and focused more on linguistic
homogeneity than language preservation. Since then, it has moved 05
toward a critical perspective that considers issues of equality and justice
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through language rights.
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4. Akinnaso (1993) & Salami (2008)
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The children need to learn in the Mother Tongue until the age of 12 03

before switching to a second language education because at 12 they

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have sufficiently mastered concepts in the Mother Tongue and acquired
Mother Tongue awareness and consciousness that make them apt 05
enough to transfer knowledge into the second language.
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5. Chumbow (1990)
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Emphasizes the psychological importance of the First Language as 03

the language that is primarily learnt by a child and without which we

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cannot normally think and conceptualize things around us. The first
language also helps to develop and shape the thinking skills of young 05
learners to become confident and competent enough to use it as a
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supportive medium to build up new languages and concepts at schools.
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6. Gonzales (2003)
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The policy separated the languages as mediums of instruction for 03

specific subject areas. Filipino was used to teach social studies, work
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education, character education, music, health and physical education.
English was used for all other subjects, including math, science, and 05
technology. The policy allowed for the use of local vernaculars as
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auxiliary languages until grade three.
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7. Brigham & Castillo (1999)
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All school resources were written in either English or Filipino, even
for communities where neither language was spoken as the home 05
language
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8. Garcia & Menken (2010)
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The multidirectional nature of language interpretation and 04

implementation is a necessary, but conflict-laden, process. It suggests
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that language policy is not simply defined by national level statements.
Rather, the onion model depicts the complexity at play in shaping 06
decisions made at a local level. Teachers are specifically noted for their
role in reform implementation
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9. Thomas & Collier (1997)
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Another major benefit of mother tongue instruction is the 05

foundation it builds for gaining literacy in additional languages.
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10. Cummins (1990)
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he widely cited interdependency, which asserts that the level of

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second language (L2) proficiency acquired by a child is a function of the
child‘s level of proficiency in the first language (L1) at the point when 05
intensive L2 instruction begins. He distinguished between two kinds of
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literacy: interpersonal communication and cognitive academic language
proficiency (CALP).
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Thank you
God Bless and Stay Safe
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Everyone
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