College of Education

CEM202
Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
Comparative Educational System
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

MASTER IN EDUCATIONAL
MANAGEMENT

HANDOUT
Language and Literacy
Development
in Multilingual Settings

Prepared by:
JOSEPHA E. ANTIPUESTO
Submitted to:

DR. CAROLYN M. ILLESCAS

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Topic: Language and Literacy Development in Multilingual Settings

A. Dialectology
B. The Power of Babel: language and governance in the African Experience
C. Language Policy and Medium of Instruction in Formal Education
D. Ethnologue
E. Rhode Island Department of Education Blueprint for Multilingual Learner
Success
Professor: PROF. CAROLYN M. ILLESCAS, Ph.D.
Reporters: Nobelyn L. Gabotero
Ma. Magdalena A. Arcegono
Josefa A. Abdulpatta
Romelyn B. Palomar
Josepha E. Antipuesto
Learning Objectives:
Dialectology
I. Tell the meaning of Dialectology
II. Differentiate language and dialect
III. Compare students’ learning through their Mother Tongue and a Foreign
Language

The Power of Babel: Language & Governance in the African Experience

I. To differentiate the multilingual education in the Africa and in the Philippines
II. To know the importance of L1, L2 and L3 for sustaining the educational
progress
III. To understand the essential components of strong multilingual education
programmes

Language Policy and Medium of Instruction in Formal Education

I. To explain the Language Policy and its educational issues
II. To know what made English as a global language
III. To identify the different Medium of instruction used in the Philippines
Education and other southeast Asian countries

Language and Literacy Development in Multilingual Settings:

Ethnologue
I. To define Ethnologue.
II. To know the Problem of Language Identification.
III. To identify the Classification of languages.

Rhode Island Department of Education Blueprint for Multilingual

Learner Success
I. Know how the Blueprint will change the current educational system/policy for
MLLs
II. Discuss Rhode Island’s Principles for MLL Success
III. Identify the significance of RIDE Blueprint for Multilingual Learner Success

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Pre- activity: Word Game (thru PPT)

Discussions:
What is Dialectology?
 Dialectology (from Greek διάλεκτος, dialektos, "talk, dialect"; and -λογία, -
logia) is the scientific study of linguistic dialect, a sub-field
of sociolinguistics.
 It studies variations in language based primarily on geographic
distribution and their associated features. Dialectology treats such topics
as divergence of two local dialects from a common ancestor and
synchronic variation.
( Wikipedia )
 The study of dialects. Variation most commonly occurs as a result of
relative geographic or social isolation and may affect
vocabulary, grammar, or pronunciation (accent).
 Dialectology as a discipline began in the 19th century with the
development in western Europe of dictionaries and grammars of regional
dialects.
( Britannica )

How can we distinguish a language from a dialect?

There are ways to determine the difference between language and
dialect.
1. Mutual intelligibility: This is the most obvious way to understand
whether two persons are speaking different languages or are using
different dialects. Let’s take an example again from the English language
that’s spoken around the world. A Brit might say “hello” whereas a South
American English speaker says “howdy” but both of them are able to
understand each other easily despite using different dialects. Now, if they

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

cannot understand each other, they’re likely speaking two different

languages.
2. Difference in forms: Often, languages appear with abundant supplies
of literature and standard grammar rules. You can see them exist not only
as spoken traditions but written records as well. On the other hand,
dialects are generally spoken more than written. And in case dialects are
written, they don’t appear in official documents usually.

Language
It is a means of communication used by a particular community or country.
Therefore, it’s a system of human communication, which is both verbal and
written, comprising the utilization of words in a conventional and structured way.
This general concept can be applied to any type of language including those that
consist of signs and images.

Dialect
It is a particular form of a language spoken in a particular region or area, or by a
specific social group. It is a regional variety of a language. For instance, British
English, American English, are all dialects of the English language. You can
distinguish them from each other by reviewing features like grammar,
pronunciations, and vocabularies.

Number of Languages Spoken in Central, East, South, and South-East

Asia

The illustration above shows that there are more than 2,000 languages spoken in
Asia.

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Official and National Languages in the Nations of Central, East,

South, and South-East Asia

The number of national and official languages in these 30 nations is only 45. The
concepts of official and national languages are quite similar, and sometimes they
overlap.
The numbers after language names state the number of countries in which the
language is official, and the italicized languages are of European origin. The
underlined languages use the Roman script in writing. The script issue is more
prominent in Asia than the rest of the world.
“Script” is “the graphic form of the units of a writing system (e.g. the Roman vs.
the Cyrillic alphabet).” (Crystal, 1999) For example, Roman script is used for
Bahasa Indonesia and Filipino, Thai script is used for Thai, and Devanagari script
is used to write Hindi and Nepali. All of these scripts are also adapted to create
orthographies for minority languages.

Comparison of Students Learning through their Mother Tongue and a

Foreign Language

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

The picture shows two groups of students. The group crossing the river across a
bridge can study through their mother tongue. Many of these students perform
well in school as their first language is included as the language of instruction and
literacy.

Literacy is the ability to identify, understand, interpret, create, communicate

and compute using printed and written materials associated with varying
contexts. Literacy involves a continuum of learning in enabling individuals to
achieve their goals, to develop their knowledge and potential, and to participate
fully in their community and wider society. (UNESCO )
The second group of students has to study in a foreign language. Although a
foreign language is used, some students can still cross the river, though some
with great difficulties. Their learning achievements may not be as good as they
could be had their mother tongue been used. Nonetheless, many students cannot
cross the river between their home language and the school. These students end
up repeating grades, dropping out, and basically failing in their education due to
restrictive language in-education policies. For children, a solution to this problem
is mother tongue-based multilingual education. In strong multilingual education
programmes, the learners’ first language is used as the language of instruction as
long as possible, at least at the pre-primary and primary levels.

The Power of Babel: Language & Governance in the African Experience

The power of babel

According to Ali Mazrui’s, it is one of the first comprehensive studies of the
complex linguistic constellations of Africa.
(Constellation is a visualization system for the results of queries from the
natural language semantic network.)

Babel means;
the confusing sound of many people talking at the same time or using
different languages

It draws on work of Ali Mazrui’s the "triple heritage" of African culture,

1. indigenous, 2. Islamic, and 3. Western traditions compete for influence. In
bringing the idea of the triple heritage to language, the Mazruis unravel issues of
power, culture, and modernity as they are embedded in African linguistic life.

Linguists estimate that there are currently nearly 2,000 languages in

Africa, a staggering figure that is belied by the relatively few national languages.
While African national politics, economics, and law are all conducted primarily in
the colonial languages, the cultural life of the majority of citizens is conducted in
a bewildering Babel of local and regional dialects, making language itself the
center of debates over multiculturalism, gender studies, and social theory. In The
Power of Babel, the noted Africanist scholar Ali Mazrui and linguist Alamin

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Mazrui explore this vast territory of African language.

SWAHILI (L1)
The most spoken language in Africa, which is said to have between 100
and 150 million speakers.

AMHARIC(L2)
Amharic is one of the main languages spoken in Ethiopia by over 20
million speakers. It is considered the second most spoken Semitic language in the
world after Arabic.
Example of African Language
Country Official and national Other spoken
Languages(L1) Languages(L2-L3)
Egypt Arabic English and French
widely understood by
educated classes

Multilingual education in Africa

+ an outlook on how to approach teaching students
In Africa, they are considering the different possible languages to
use for instruction.
+ the continent experiences an immense diversification
In different states there are lot of variety language spoken
+ a dilemma that researchers and policy makers
After a year of studying the African counties left by an diverse
solutions for teaching language in their schools

Multilingual education in Philippines

+ Mother Tongue Based-Multilingual Education (MTB-MLE) policy
The Philippines involves implementation of local mother tongues as
the language of instruction in Kindergarten to year three (K -3), with the
official languages (Filipino and English) being introduced as the language
of instruction after grade three.
+ Early years of schooling used Filipino and English
As the language of instruction, with local languages being used to
assist teachers and students in the classroom.
+ Many schools and teachers are now learning how to use a local mother
tongue
As the language of instruction, and in the coming years this will be
taken up by more schools, teaching a wider variety of language.

Necessity of multilingual education in Africa

+ Families
+ Schools
+ Other related organizations

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

To make complex decisions on which languages should be considered

essential and how they should be implemented in education curricula. A common
notion is that using international languages as a medium of instruction,
commonly corresponding to the state's European colonial power (such as French
in Sénégal or English in South Africa), is more advantageous for a child at an
early age to begin developing so that they become more employable in the future.
However, as formal education is usually in the colonial tongue, it is problematic
that the local community and even the instructors often do not communicate in
those languages fluently.In most cases, children benefit more from education in
their mother tongue or the local language of the place of instruction than they do
from instruction in a language received from a former colonial power.

Multilingual education strategies in Africa

+ L1 as a medium of instruction in primary and secondary school, with
additional languages learned as electives.
This is a model used in South Africa, where Afrikaans learners would
be taught in Afrikaans and have one English lesson a day.
+ Six to eight years taught in L1 followed by dual-medium instruction.
It is a model also used in South Africa.
+ Eight years taught in L1 followed by a complete switch to L2 by the ninth
year.
This is a model that has been used in Ethiopia.

Outcomes of Non-Mother Tongue Education Programmes

For many learners from ethnic minority communities…

+ High repetition and drop-out rates
Fifty percent of the world’s out-of-school children live in communities
where the language of schooling is rarely, if ever, used at home. This
underscores the biggest challenge to achieving Education for All (EFA): a
legacy of non-productive practices that lead to low levels of learning and high
levels of dropout and repetition. (World Bank, 2005, p. 1)
+ Alienation from their heritage language and culture, from parents and
home community
When our children go to school, they go to an alien place. They leave
their parents, they leave their gardens, they leave everything that is their way
of life. They sit in a classroom and they learn things that have nothing to do
with their own place. Later, because they have learned only other things, they
reject their own. (Parent of school child in Papua New Guinea, cited in Delpit
& Kemmelfield, 1985, pp. 19-20)
+ Lack of knowledge and skills for employment
Existing policies and supports have failed to reduce discrimination
towards indigenous communities in vital areas related to employment,
religion, language, ownership, possession or use of lands and natural
resources…and access to education, health services and different institutions.
(Research and Development Collective, 2003, p. 17)

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

For the ethnic communities in general…

+ Loss of heritage language and culture; poverty and demoralization
For many ethnolinguistic minority groups...promises of incentives such
as economic and social mobility are doled out as poor compensation for
cultural subordination and language shift. In the process, paradoxically, the
linguistic minority groups are driven to further poverty – culturally and
economically – because their languages, as resource for educational
achievement and, through it, for equal access to economic and other benefits
in a competitive society, are rendered powerless. (Mohanty, 1990, p. 54)

For many nations and for the world…

+ Underutilization of human resources
There is strong evidence that submersion in the L2 is at least highly
inefficient, if not wasteful and discriminatory, since such school systems are
characterised by low intake, high repetition and dropout, and low completion
rates. The costs to the individual, who sacrifices productive agricultural and
family work time to go to school only to experience failure and rejection, are
high. The overall costs to the society, then, are clearly astronomical, and must
be seen as at least partially to blame for the lack of inclusive, participatory
governing in postcolonial countries. (Benson, 2002, p. 314)
+ Loss of linguistic and cultural diversity and of indigenous wisdom and
knowledge
Every language reflects a unique world view and culture mirroring the
manner in which a speech community has resolved its problems in dealing
with the world and has formulated its thinking, its system of philosophy and
understanding of the world around it. With the death of the language, an
irreplaceable unit of our knowledge and understanding of human thought and
world view has been lost forever. (Wurm, 1991)
+ Ethnic divisions and rebellion
Our greatest national resource is the diversity of cultures in our
country. Diversity means more viewpoints to clarify, more ways of solving
problems, more creative ideas, a greater ability to deal with change… Where
diversity is crushed…the nation becomes weak and divided. (Waiko, 1997)

Making “Education for All” Truly for Everyone

Multilingual education programmes for ethnic minority communities
should enable learners to build a strong educational foundation in their first
language (L1), bridge successfully to additional languages (L2, L3, etc.) and
continue learning in both/all languages, at least through primary school.
Language (L1), (L2), (L3)
Phases of a three-language programme

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Strong MLE programmes enable learners to gain competence and

confidence in using the new language(s) for communication and for learning new
and increasingly more abstract concepts.

Planning for Strong Multilingual Education

Essential components of strong multilingual education programmes

Multilingual education programmes require a supportive political context,

thoughtful planning, careful preparation, and cooperation among multiple
agencies, organizations and individuals. Especially important is the formative
participation of ethnic minority speakers in planning, and implementing
programmes for their own communities. The picture above presents an overview
of the components of strong and sustained MLE programmes. Note that each
component requires support from multiple agencies at all levels of
implementation.

Language Policy and Medium of Instruction in Formal Education

Language policy
Is what government does either official through legislation, court decision on policy
center of educational system?

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WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Scope of Language policy

Varies in practice from state to state. This may be explained by the fact that LP is often
based on contingent historical reasons. Likewise, states also differ as to the degree of
explicitness with which they implement a given language policy.

Language Issues in Comparative Education

Language-in-education policy issues

1. Declining Intergenerational Transmission of Indigenous Languages
 Canada indigenous language are at risk of extinction because of government
policies that have actively opposed or neglected them. The national policy only
recognized colonial language (English and French) in medium of instruction in
their educational system.

2. Mismatched Languages and Learning Goals at School Entry

 First, there are still communities where a majority of the children speak their
indigenous language but are forced to start schooling in English and French,
with no support for transferring skills from the more familiar language to the
newly introduced language.
 Second, many children especially in rural and remote communities speak a non-
standard variety of English that creates communication difficulties for children
and their teachers.

3. Cultural Learning through Language

 When children learn their indigenous language from infancy, they are able to
consolidate a culturally cohesive identity with links to the land, to traditional
knowledge, to elders, and to their communities.

ENGLISH LANGUAGE EDUCATION POLICY IN ASIA

Why English the global language?

1. Geographical-historical
 The Geo-historical answer shows how English reached a position of pre-
eminence. The historical account traces the movement of English around the
world, beginning with the pioneering voyages to the Americas, Asia, and the
Antipodes.
 It was an expansion which continued with the 19th century colonial
development in Africa and south pacific, and which took a significant further
step when it was adopted in the mid-20th century as an official and semi-official
language by many newly states. English is now presented in every continent,
and in island of the three major oceans (Atlantic, Indian, and Pacific). it is
spread of representation which makes the application of the label “global
language” a reality.

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

2. The socio-cultural
 Explanation looks at the way people all over the world, in many occupations,
have come to depend on English for their economic and social well-being.
 The language has penetrated deeply into the international domains of political
life, business, communication, entertainment, the media and education.

Challenges for English Educational Policies in Asia.

 the relationship of the English language spread and the English ability for
educational, academic, cultural and political equity and the effects on local/
Indigenous language.
 educational challenges of the current English language policy such as teacher
education, English learning environment, national curriculum, pedagogies,
English proficient and evaluation
 Approaches to improve English education policies.

MEDIUM OF INSTRUCTION IN EDUCATION

 Language used in teaching.
 K to 3 - Learner's first language should be the primary medium of instruction.
 Secondary Education-Filipino and English are primary medium of instruction.

Southeast Asian nations find a balanced between the national, local, and international
language-English in particular

According to its policy of MTB-MLE,

 Philippines includes all language in education
 Malaysia and Singapore used several dominant language as language of
instruction
 Multilingual Education, which includes local language, is increasing in
Cambodia and Thailand.

Medium of Instruction in Southeast Asian

Thailand
Thai-is the medium of instruction in most schools including universities

Laos
Lao-is the medium of instruction of instruction including universities

Malaysia
Malay- is the medium of instruction and still required to be taught as a subject
English- continue to be compulsory subject in all Malaysia and school.

Vietnam
Vietnamese- is the medium of instruction in most school including universities

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WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Cambodia
Khmer- is the medium of instruction in most school including universities

Singapore
English- is the medium of instruction in all schools following the national curriculum
except in mother-tongue subject. International and private school may use other
languages.

Bilingual or multilingual education

 May involved the use of more than one language of instruction
 Bilingual Education in the Philippines- is defined operationally as the separate
use of Filipino and English as the media of instruction in specific subject area.

Filipino- studies/ social sciences, MAPEH, Home Economics, practical arts and
character education.

English-Science, Mathematics and technology subjects.

The goals of Bilingual Education

 Enhance learning through two language to achieve quality education as called

for by the 1987 constitution
 The propagation of Filipino as a language of literacy
 The development of Filipino as a linguistic symbol of national unity and identity
 The cultivation and elaboration of Filipino as a language of scholarly discourse,
that is to say its continuing intellectualism.
 The maintenance of English as an international language for the Philippines

Ethnologue
History of the Ethnologue

The Ethnologue was founded by Richard S. Pittman, who was motivated by the desire
to share information on Bible translation needs around the world with his colleagues
as well as with other language researchers.
The first edition in 1951 was 10 mimeographed pages and included information on 46
languages or groups of languages. Hand-drawn maps were included for the first time
in the fourth edition (1953). The publication transitioned from mimeographed pages to
a book in the fifth edition (1958). Dr. Pittman continued to expand his research
through the seventh edition (1969), which listed 4,493 languages.

In 1971 Barbara F. Grimes became editor. She had assisted with the Ethnologue since
the fourth edition (1953) and took on the role of research editor in 1967 for the seventh
edition (1969). She continued as editor from the eighth through the fourteenth editions

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WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

(2000). In 1971 the scope of the Ethnologue was expanded from primarily minority
languages to encompass all known languages of the world. Between 1967 and 1973
Grimes completed an in-depth revision of the information on Africa, the Americas, the
Pacific, and a few countries of Asia. During her years as editor, the number of
identified languages grew from 4,493 to 6,809 and the information about each
language expanded so that the published work more than tripled in size. In 2000,
Raymond G. Gordon, Jr. became the third General Editor of the Ethnologue and
produced the fifteenth edition (2005). At the same time, Gary F. Simons became the
Executive Editor, taking on overall responsibility for the production of the Ethnologue
both online and in print. Shortly after the publication of the fifteenth edition, M. Paul
Lewis became the General Editor and served in that role through the nineteenth
edition. David M. Eberhard took up the role beginning with the twenty-second edition.
In response to the growing scope and importance of the Ethnologue as a global
research project, the editorial staff was expanded in 2010 to include Charles D. Fennig
as Managing Editor, a globally distributed team of Field Contributors, and several
research assistants and interns.

The published data are generated from a computerized database on languages of the
world first created in 1971 by then consulting editor, Joseph Grimes, from the
typesetting tapes for the seventh edition (1969). The work was done at the University
of Oklahoma under a grant from the National Science Foundation. In 1974 the
database was moved to a computer at Cornell University where Dr. Grimes was
professor of linguistics, and it was then moved to a personal computer in 1979. Since
2000 the database has been maintained at the headquarters of SIL International in
Dallas, Texas. The structure of the database continues to develop to meet the ongoing
research needs of the Ethnologue user community. The fact that language entries are
largely constructed from the database by software accounts for a certain stiffness or
redundancy in the phrasing.

The seventeenth edition marked a major milestone in the history of the Ethnologue .
Previously, the primary product had been a printed book. Beginning in 1997 with the
thirteenth edition, the complete contents of the book were also shared online.
However, with the seventeenth edition, Ethnologue shifted to a web-centric paradigm
in which the website is the primary means by which the Ethnologue database contents
are accessed. The web edition stands at the center of a whole family of more-focused
derivative digital and print products that are updated annually. The seventeenth
edition was initially released to the web in 2013, with a revision of that same edition
appearing both on the web and in other formats (including print) in 2014. Another
significant milestone accompanying the seventeenth edition release was the
development of the Ethnologue Global Dataset which makes a subset of the
Ethnologue database available to researchers in tabular form. In 2015, a new Online
System for Collaboration and Research (OSCAR) was developed and launched. This
data entry and editing interface greatly enhances the editorial and database
maintenance processes as well as providing greater opportunity for collaboration in
the Ethnologue research itself.
One feature of the database since its inception has been a system of three-letter
language identifiers. The codes were first published with the following explanation in a

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monograph reporting the results of the grant to create the database Each language is
given a three-letter code on the order of international airport codes. This aids in
equating languages across national boundaries, where the same language may be
called by different names, and in distinguishing different languages called by the same
name. (Grimes 1974:i)
While the codes were used behind the scenes in the database that generated the eighth
and ninth editions, it was not until the tenth edition (1984) that they appeared in the
publication itself.
In 1998, the International Organization for Standardization (ISO) adopted ISO 639-2,
a standard for three-letter language identifiers. It is based on a convergence of ISO
639-1 (an earlier standard for two-letter language identifiers originally adopted in
1967) and of ANSI Z39.53 (also known as the MARC language codes, a set of three-
letter identifiers developed within the library community and adopted as an American
National Standard in 1987). The ISO 639-2 standard was insufficient for many
purposes since it has identifiers for fewer than 400 individual languages. Thus in
2002, ISO TC37/SC2 formally invited SIL International to prepare a new standard that
would reconcile the complete set of codes used in the Ethnologue with the codes
already in use in the earlier ISO standard. In addition, codes developed by LinguistList
for ancient and constructed languages were incorporated. The result, which was
officially approved by the subscribing national standards bodies in 2006 and published
in 2007, is a standard named ISO 639-3 that provides unique three-letter codes for
over 7,500 languages (ISO 2007). SIL International was named as the registration
authority for the standard and administers the annual cycle for changes and updates as
a function separate from the Ethnologue under the supervision of ISO and following
the procedures established by the standard itself. It is the editorial policy of
Ethnologue to follow ISO 639-3 in determining what linguistic varieties should be
listed as languages.
This edition of Ethnologue is now the ninth to use the ISO 639-3 language identifiers.
In the fifteenth edition (2005) the codes had the status of Draft International
Standard. Since then the Ethnologue ’s language inventory has been based on the most
up-to-date version of the standard. The twenty-third edition includes all updates to the
standard as of January 2020. Information about the ISO 639-3 standard and
procedures for requesting additions, deletions, and other modifications to the ISO
639-3 inventory of identified languages can be found at the ISO 639-3 website:
http://iso639-3.sil.org/ .
https://www.ethnologue.com/about/history-ethnologue

IV. DEFINITION:

What is Ethnologue?
The Ethnologue® is the comprehensive reference work that catalogs all
the known living languages in the world today. It has been an active research project
for more than 60 years. Thousands of linguists and other researchers all over the
world rely on and have contributed to the Ethnologue. It is widely regarded to be the
most comprehensive listing of information of its kind.

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WESTERN PHILIPPINES UNIVERSITY
College of Education
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MASTER OF EDUCATIONAL MANAGEMENT

V. LANGUAGE STATUS:

This part of the entry reports on the vitality status of the language in the
country, describes its official function in the country, and supplies additional
background information for a language of wider communication (LWC)
EGIDS estimate. The vitality status of the language in the country is summarized by
estimating its level on the Expanded Graded Intergenerational Disruption Scale
(EGIDS); see the complete section on Language Status for a listing of the levels. In
cases where the rest of the language entry is sparse in terms of reporting facts about
the situation of the language, this estimate can be taken to be the best guess of
contributors familiar with the region.
An EGIDS estimate is provided only for languages that are judged to be “established”
within the country. This includes all languages that are indigenous to the country,
plus any languages originating from elsewhere that have become rooted in that
country. We judge a non-indigenous language to have become established in a
country when it meets the following two characteristics. First, it is being acquired by
the next generation. This can take place by various means—in the home, through
mandatory schooling, or in the work place. Second, its use is a norm (whether as L1
or L2) within a language community or a community of practice. The community of
practice may include students who learn it as an L2 in a widespread, mandatory
educational system

● According to statistical site Ethnologue, there are 7,139 living languages in the
world.

● Of those 7,139: Only 11 are spoken by over 100 million people

85 are spoken by between 1-10 million, 300 are spoken by between 1-10 million.
The remaining 6,700 languages are spoken by less than 1 million people each.
The Ethnologue Survey (2009) lists the following as the top languages by population:

● Sign language
There are hundreds of sign languages in the world, created and used by
deaf people. This edition of Ethnologue lists 149 living sign languages. As the primary
language of daily face-to-face communication for their respective communities of
users.
Ex: English / Sign Language

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

● Many countries designate at least one official language to be used for official
documents and public objects – like road signs and money.

VI. The Problem of Language Identification

How one chooses to define a language depends on the purposes one has in
identifying one language as being distinct from another. Some base their definition on
purely linguistic grounds, focusing on lexical and grammatical differences. Others may
see social, cultural, or political factors as being primary. In addition, speakers
themselves often have their own perspectives on what makes a particular language
uniquely theirs. Those are frequently related to issues of heritage and identity much
more than to the actual linguistic features. In addition, it is important to recognize that
not all languages are oral. Sign languages constitute an important class of linguistic
varieties that merit consideration.
Due to the nature of language and the various perspectives brought to its
study, it is not surprising that a number of issues prove controversial. Of preeminence
in this regard is the definition of the basic unit which the Ethnologue reports on: what
constitutes a language?
EXAMPLE:
With 447 spoken languages, India has struggled to designate an official
language.

VI. CLASSIFICATION OF LANGUAGE:

World’s languages organized into:
● Language Families: Collection of languages related through a common
ancestral language.
● Language Braches: Collections of related languages within a family
● Language Groups : Collections of languages within a branch, displaying similar
grammar and vocabulary.

● Language Families
Africa’s six largest language families by language count are Niger-Congo,
Austronesian, Trans-New Guinea, Sino-Tibetan, Indo-European, and Afro-Asiatic. for
at least one language in the family.

● Language Branches
can be subdivided into smaller units called branches. For instance, the Benue-Congo
languages, Swahili language, Bantu languages, Lingala language, Kikongo- Kituba, Gur
language, Atlantic languages.

● Language Group
The family of Nigeria Congo in its branch Benue Congo its language group are
Yoruboid and Bantoid.

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

VII. Example of Language in Arabic

ARABIC FILIPINO
Avna? Saan?
Ma Saulo Ka? Ano ang iyong katanungan?/ Panlalaki
ang tinatanong.
Ma Sualo Ki? Ano ang iyong katanungan?/ kapag
babae ang kausap mo.
Hunako Doon

VIII. Facts About the Arabic Language

✘ Literary Arabic, usually called Classical Arabic, is essentially the form of the
language found in the Qurʾān, with some modifications necessary for its use in
modern times; it is uniform throughout the Arab world.
✘ Arabic is a Semitic language. ...There are around 280 million Arabic native speakers
worldwide. ...Arabic has influenced a great number of languages. ...
✘ There are around 14 words that describe “love” ...Arabic and Hebrew share
distinctive features. ...Arabic has no capital letters. ...Arabic has sounds that don't
exist in other languages.

Change of Course for Multilingual Students in Rhode Island

What is the Blueprint?

The Blueprint is a document filled with dynamic aspirations to help them better
serve multilingual learners (MLL), or students who are learning English in addition to
their home language(s).

What drives the Blueprint?

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Rhode Island’s blueprint is driven by a vision where the education system is

designed to ensure MLLs are successful, and goes as far as to define the characteristics
they hope to instill in each student.

What is the data telling us?

Recent data from the state’s English language proficiency assessment found that
there are actually students in the system that have receiving EL services for 12 years
and have yet to reach proficiency.

Rhode Island is a home of 23, 931 current and former multilingual learner, who
collectively speak more than 100 languages. The number of MLL/EL students in
Rhode Island has nearly doubled from the 2009-2010 to 2018-2019 school years.
(Increased by 93%)

How will the Blueprint change the status quo?

RIDE has identified five dynamic principles to transform the system into one
built for MLL success. Together, these two frameworks represent a significant break
from the status quo where MLL students have been seen as a liability rather than an
asset and have therefore been educated under inequitable conditions.

In the BLUEPRINT, you will read the specifics of the 6 principles which will guide
educators on implementing this new system for Multilingual Learners

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

What is the approach to shift the educational system?

RIDE intends to pair an asset-based approach with a high-quality instructional
system where the responsibility for supporting MLLs’ language growth and
development lies with all educators, not just one or two token individuals.

The Blueprint for MLL Success alignment, Policies and resources must align
intentionally to drive change, and educators and administrators must
continuously gather and act on evidence of learning to ensure that MLLs achieve
academic and learning goals. Such shifts in practices are within reach through the
Strategic Plan.

What is the commitment in terms of language development?

The blueprint includes a heavy commitment to simultaneously building ELs’ core
content knowledge and language development instruction through better-aligned
curriculum, materials, assessments, and professional learning opportunities for all
educators.

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

In order to guarantee this high-quality instruction, RIDE initiated a multi-level

process to develop the Blueprint for MLL Success. With these living documents in
hand, RIDE will continue to engage stakeholders, begin implementing the plan, and
make adjustments as needed based on stakeholder feedback by March 2021.

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

This year it is in Engagement and Adoption period. And its full implementation is
fro Year 2023-2026.

During the 2018-2019 school year, bilingual and two-way/dual language

programs were offered in the different districts and at the Rhode Island School for the
Deaf and International Charter School.

Why do we need the Blueprint and the Strategic Plan in Rhode Island?

To address opportunity gaps, RIDE partnered with community stakeholders to develop

the Blueprint and the Strategic Plan. The Blueprint identifies a set of principles that
Research has shown to provide MLLs with greater opportunities and success, while the
Strategic Plan highlights the strategies and actions that RIDE will pursue to drive
shifts in practice.

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

Promising Future
Rhode Island’s Strategic Plan for MLL Success is designed to significantly improve the
quality of instruction for MLLs by addressing the essential elements within a school
system that influence MLLs’ access to high-quality education in our state. Each of the
goals and high-leverage strategies require steady and deliberate attention in the
coming years. For Rhode Island to realize its ambitious vision, the goals and high-
leverage strategies must be implemented throughout the state. As the goals and high-
leverage strategies are implemented, Rhode Island will:

 Increase the graduation rates of both Current and Former MLLs (i.e., decrease
dropout rates).
 Increase the percentage of MLLs who meet or exceed state academic standards
expectations on state assessments
 Increase the percentage of MLLs who achieve their annual English language
proficiency growth targets.
 Increase MLL enrollment and attainment in college preparatory, dual
enrollment, CTE, and AP courses.

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

 Increase the numbers of Current and Former MLLs graduating with the Seal of
Biliteracy and pathway endorsements.
 Increase the number of Long-Term MLLs receiving individualized language
instruction to reach proficiency.
 Increase daily participation rates for Current and Former MLLs (i.e., decrease
chronic absenteeism.

Evaluation:

1. According to Britannica, dialectology is a study of _______________.

A. Dialects B. Languages C. Ethnologue

2. Education in several _______________ based on the Mother Tongue we

considered as (L1, L2, & L3).
A. Dialects B. Languages C. Ethnologue

3. It is a comprehensive reference work that catalogs all the known living languages in
the world today.
A. Dialects B. Languages C. Ethnologue

4. May involved the use of more than one language of instruction.

A. English Education
B. Language Education
C. Multilingual Education

5. Dual language bilingual programs can significantly improve English reading

proficiency, decrease high school dropout rates, increase the likelihood of going to
college, and improve economic outcomes for MLL/EL students.
A. True B. False C. No Answer

6. The following are "triple heritage" of African Culture except one;

A. Islamic B. Western traditions C. Arabic

7. The following are ways to determine the difference between language and dialect
EXCEPT
A. Mutual intelligibility
B. Mutual understanding
C. Difference in forms

8. According RIDE data, which group of students have difficulty on reaching

proficiency in different standardized assessments?
A. Multilingual Learners B. Immigrants C. Newcomers

References:
https://www.languagecoursesuk.co.uk/arabic-language-facts/
https://www.sil.org/resources/publications/ethnologue

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 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
College of Education
Puerto Princesa City

MASTER OF EDUCATIONAL MANAGEMENT

https://www.ethnologue.com/about/history-ethnologue
https://files.eric.ed.gov/fulltext/ED500354.pdf
https://en.wikipedia.org/wiki/Multilingual_education_in_Africa
https://press.uchicago.edu/ucp/books/book/chicago/P/bo3618917.html
www.google.com
https://www.britannica.com/science/dialectology
https://en.wikipedia.org/wiki/Dialectology
https://www.barebones-translations.com/post/language-versus-dialect-understanding-the-
difference
https://files.eric.ed.gov/fulltext/ED500354.pdf
www.ride.ri.gov

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