The Future of Yogad: An Appreciative Inquiry on Mother Tongue-Based Multilingual Education Classroom Practices in the Philippines

It appears your Web browser is not configured to display PDF files. Download adobe Acrobat or click here to download the PDF file.

Click here to download the PDF file.

Creator: 

Quirante, Chareena Lareza

Date: 

2018

Abstract: 

This study centers on the present practices found across several top-performing public schools listed under the Mother Tongue-Based Multilingual Education (MTB-MLE) program in the Philippines, more than five years after its implementation. Explored through the narratives of Ilokano and Ibanag educators in Isabela, this inquiry examined their teaching approaches, classroom strategies, and instructional materials, among others. Using a two-level inductive analysis method, themes related to indigenous ways of teaching and learning were determined, in order to create a potential model for other heritage languages in the area, such as Yogad. Cooperative learning, stakeholder partnerships, as well as contextualized and localized materials dominated the discussion. Implications and recommendations were made, to promote the continued success of the nation's ongoing educational mandate. Keywords: mother tongue education, multilingualism, indigenous education, appreciative inquiry

Subject: 

Linguistics
Education - Bilingual and Multicultural
Education - Elementary

Language: 

English

Publisher: 

Carleton University

Thesis Degree Name: 

Master of Arts: 
M.A.

Thesis Degree Level: 

Master's

Thesis Degree Discipline: 

Applied Linguistics and Discourse Studies

Parent Collection: 

Theses and Dissertations

Items in CURVE are protected by copyright, with all rights reserved, unless otherwise indicated. They are made available with permission from the author(s).