Citation

Lessons about teacher and student choices from monitoring classroom practice in mother tongue-based multilingual education (MLE) schools in the Philippines

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Abstract:

This paper presents the results of longitudinal observations in MLE classrooms conducted over an eight-month period, and discusses their significance for understanding and improving MLE implementation in the Philippines and elsewhere. In the 2011-2012 school year, Save the Children is supporting the implementation of MLE in 10 pilot schools representing 3 language groups in rural Mindanao. In order to improve the MLE program implementation process and contribute to implementation guidelines for other MLE programs, the team and government partners are monitoring classroom practices throughout this period with a timed observation schema. Observations record patterns of teacher and student behavior, language use, and materials use, with a special focus on use of mother tongue, active learning methods and student participation. The results will provide a multi-dimensional picture of classroom practice, illuminating changes as the program implementation progresses over the year, and differences between MLE classrooms. Classroom monitoring provides insight into areas where MLE training is being put into effect by teachers, and areas where teachers are still struggling to implement the program. These results are important for informing future teacher training. They also illustrate classroom practice over time, providing greater understanding of the process of MLE implementation which may be useful in scaling up MLE programs for additional schools and language groups.
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Association:
Name: 56th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p551927_index.html
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MLA Citation:

De Korne, Haley. "Lessons about teacher and student choices from monitoring classroom practice in mother tongue-based multilingual education (MLE) schools in the Philippines" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, <Not Available>. 2014-12-12 <http://citation.allacademic.com/meta/p551927_index.html>

APA Citation:

De Korne, H. "Lessons about teacher and student choices from monitoring classroom practice in mother tongue-based multilingual education (MLE) schools in the Philippines" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico <Not Available>. 2014-12-12 from http://citation.allacademic.com/meta/p551927_index.html

Publication Type: Panel Paper
Abstract: This paper presents the results of longitudinal observations in MLE classrooms conducted over an eight-month period, and discusses their significance for understanding and improving MLE implementation in the Philippines and elsewhere. In the 2011-2012 school year, Save the Children is supporting the implementation of MLE in 10 pilot schools representing 3 language groups in rural Mindanao. In order to improve the MLE program implementation process and contribute to implementation guidelines for other MLE programs, the team and government partners are monitoring classroom practices throughout this period with a timed observation schema. Observations record patterns of teacher and student behavior, language use, and materials use, with a special focus on use of mother tongue, active learning methods and student participation. The results will provide a multi-dimensional picture of classroom practice, illuminating changes as the program implementation progresses over the year, and differences between MLE classrooms. Classroom monitoring provides insight into areas where MLE training is being put into effect by teachers, and areas where teachers are still struggling to implement the program. These results are important for informing future teacher training. They also illustrate classroom practice over time, providing greater understanding of the process of MLE implementation which may be useful in scaling up MLE programs for additional schools and language groups.


Similar Titles:
Mother tongue-based multilingual education (MTBMLE) in the Philippines: The effects of training on teacher attitudes towards mother tongue instruction

Assessment of mother tongue-based multilingual education (MLE) programs: Linguistic, sociocultural, and methodological lessons from the Philippines


 
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