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Name: Xyrene Kate O. Balisacan. Year & Section: BEED2-A Activity 1 Assessment Tasks

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14 views

Name: Xyrene Kate O. Balisacan. Year & Section: BEED2-A Activity 1 Assessment Tasks

Uploaded by

Xyrene Kate Balisacan
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© © All Rights Reserved
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Name: Xyrene Kate O. Balisacan.

Year & Section : BEED2-A


ACTIVITY 1
ASSESSMENT TASKS
1. Describe constructing policy environment for language education for learner’s from non
dominant language communities in the Philippines and approaches to implementation of MTB-
MLE as applied in different regional context.
 Constructing policy environment for language education for learner’s from non-dominant
language communities in the Philippines and approaches to implementation MTB-MLE as
applied in different regional context is important because it is the way in order for us to
sustain , maintain , expand ,and develop our first language or our local language in the
Philippines . It is also teach us and provide as a learner’s to no more taking about our
second language or the “English language”.

2. Choose a stakeholders in the context in which you work. Dialogue with the stakeholders about
policy change and approaches to the implementation of the MTB-MLE Describe your
experiences to colleagues. Identify what you could do improve your advocacy.
 Language policy is very useful to give importance , in terms of tradition, norms and
languages that applied in each culture to make us individual unique and special to others.
This tool helps with the assessment of different external factors that
impact upon the policy making process, and provides pointers on how to
influence policy and practice. The government officials the legislation and court
decision are determine how language are useful in making first language as a tool . The
first language helps the learner’s to learn easier about the topic , were the word used by the
instructor are well known to them .

3. Plan advocacy strategies in your context to better advance and support language education for
speakers of non-dominant language communities.
The stakeholders in Family, I choose iwhich is the Parents. Parents is one who teach first a non-
dominant language to learn how to speak , to understand and communicate with other citizen.
Parents and community members from a non-dominant language community in the Philippines
considering the implementation. Implementing MTB-MLE in a diverse context presents
particular challenges and requires creative adaptations, which impact non-dominant
communities, who should have a significant voice in education planning for their children.
Taking a mixed methods approach, with a combination of participatory methods and individual
interviews, the study seeks to discover and analyze community members’ understanding of
current language-in-education policies and practices, their hopes and desires for their
children’s education, and their vision for accomplishing those goals. parents want children to
learn, a valuable starting point for contextualizing to reflect their culture and language.
Creative solutions were proposed to increase school participation and incorporate into the
implementation of MTB-MLE through the involvement of community members in the
classroom. 

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