UNESCO: Learning language and literature in Multilingual Settings
This study inspired us to focus on learning the language and literature. The language teachers who conducted the research study made a mission to express the learning capability of the Filipino Youth through this off-campus study. On the other hand, the UNESCO promoted a program a long time ago for the wide policy dissemination as far as the benefits of learning English language are concerned.
The need for a good English education is direly necessary in this era today. In a survey by Weber in 1997, English was discovered to be the most widely spoken language in 115 countries, and French was ranked next in terms of diplomacy, etc.
At present, it is also one of the working languages of the United Nations, also having French as the lingua franca. This language diversity expands the foreign learners’ linguistic and cultural awareness, adding to the richness of the academic experience. It creates the novel challenges for both the teachers and learners. Written in a clear and straightforward style, the multilingual setting in learning the target language is indispensable in order to have significant language and literature background information and detailed practical advice to help school teachers at all levels come across the challenge of imparting knowledge effectively to students in multilingual settings. Multilingualism is becoming a social phenomenon governed by the students’ needs of globalization and cultural openness.
In connection with this, the Filipino linguist-researchers feel the need to study English language and literature subjects taught in both the secondary and tertiary levels in the Philippines, aside from the primary level, so as to assess the conditions of the target language revolving particularly in the stratified contemporary levels of educational system.
The UNESCO (United Nations Educational, Scientific and Cultural Organization) promotes a program for the wide policy dissemination and study of English language. In conjunction with this, through the amendment and reform advocated by DepEd (Department of Education), it has already brought along with it the RBEC (Revised Basic Education Curriculum) in which the in-depth study of universal language is highly regarded, and it is very essential to the grade weight per learner.
The SNWP (Surian ng Wikang Pambansa) likewise pushes through its petition in the unambiguous preface of Filipino Language and Literature studies in the primary, secondary and tertiary levels. The SNWP, the utmost authority on Filipino lexicalization and grammar, has pushed through the notion of rigid nationalism through the implementing program by the authorized government agency. It has since then maintained the effective communication of the national language.
By the turn of the 21st century, the French Embassy shall have expressed its interest in the introduction of the French language in the Philippine educational system. The school is located in Cebu South; that’s why, Minglanilla National Science High School became the pilot school beginning last school year 2011-2012 of French Teaching in Region VII. The progress aims to develop French literate scholars to serve in the UN. This study aims to derive a credible analysis and survey of the preceding language and literature studies.
This study is indispensable in order to ameliorate the instruction of the said language; furthermore, the study brings with it the hope of encouraging the directive research in the Philippine educational system, and finally empowering the Filipino youth to language excellence.
In the context of the research procedure, the mode of research is both the Quantitative and Qualitative data analyses. Methods used in the study are questionnaires, case studies, qualitative observations and test administration.
The participants came from MNSHS and GNHS, including the students from the ten sections. The respondents of research study included the 6 teachers teaching the Language and Literature: (English 2 & 3, French 1); (English 2 & 4, French 2); (Filipino 1 & 4); (Filipino 2); (Filipino 3); and (Developmental Reading).
As regards the Student Profile, the age and gender of the students comprised the majority (55.56%) of the population and the respondents were from the 11-14 age bracket (early adolescent) from the first and second year students entirely. The minority (44.44%) of the population was composed of the respondents from the 15-18 age bracket (middle adolescent) from the third and fourth year students as well.
There were more female than male respondents. Forty-seven and seventy-eight hundredths (47.78%) of the respondents were male, while fifty-two and twenty-two hundredths (52.22%) were female.
To the Academic Affluence, the students did better on the following tests with respective averages, consecutively: IQ (54.39); Worksheet 2 – Literary Appreciation (53.44); Worksheet 4 – Writing Skill (53.34); Worksheet 1 – Listening Skill (54.3); and Worksheet 3 – Speaking Skill (54.18)
To the Language Aspects, the language aspects covered in this thesis were the following: effective communication through speaking tests; and effective listening through listening tests.
To the Literature Aspects, the language aspects covered in this thesis were the following: effective text analysis through literary appreciation tests; and effective composition skills through writing tests.
On the other hand, as regards the teacher profile, the educational background was one of the top screening priorities. All teachers have passed the License Examination for Teachers. Said license is necessary for a teaching eligibility. The two teachers have specialized in Language and Literature and another three teachers have specialized in Filipino and Science.
To the observational data, the educational curriculum for English in High School followed the subjects for further update and study: First Year – Philippine Literature and Grammar & Developmental Reading; Second Year – Asian and African Literature and Grammar & Research; Third Year – English and American Literature and Grammar; and Fourth Year – Contemporary Literature and Advanced Studies in English. In addition to this, the following were the curricula for Filipino and French: First Year – Ibong Adarna; Second Year – Florante at Laura; Third Year – Noli Me Tangere; Fourth Year – El Filibusterismo. The following was the implementing curriculum for French: Third Year — Basic French; and Fourth Year – Intermediate French.
The curriculum of language and literature under rigid study was somewhat based on the UbD (Understanding by Design) which is based upon the concept of learning through activity approach.