LANGUAGE PROGRAMS & POLICIES franca (House 2003)- with the most likely choice

today being the English language- or promoting

IN MULTILINGUAL SOCIETIES
multilingual communication in its various forms
Why study language? and potentials of permitting mutual
understanding.
To communicate effectively, learn new things,
express who we are, think clearly, and bridge Generally speaking, "multilingual
cultural gaps. communication" can be characterized by the
following features:
Significance in daily life
The use of several languages for the common
It’s essential for talking to others, getting things purposes of participants
done (like paying bills or asking for directions),
Multilingual individuals who use language(s) to
sharing feelings, succeeding in school/work, and
realize these purposes
joining in on the world around us—from
watching a show to celebrating a holiday. The different language systems which interact
for these purposes
Multilingual Communication
Multilingual communication structures, whose
Interacting using two or more languages, purposes make individuals use several
whether by switching between them in a languages
conversation or using different languages with
different people, to make sure everyone Due to the situation of contact between
understands. different languages as different communication
systems, languages mutually influence one
The make-up of communication has always another and give rise to changes that may result
consisted of a variety of constellations of in the creation of differentiated, multilingual
autochthonous and migrant languages- not only communication systems.
in Asia, Africa, Latin America or Australia (Clyne
1998), but also in Europe, in spite of the fact Numerous communication structures are likely
that most nation states appear to be to be themselves fundamentally multilingual
monolingual (cf. e.g. Weinreich 1963; Fodor & and their implementation is the basis of
Hagège 1983-1994; Ohnheiser, Kienpointner, & individual speakers' multilingual capabilities.
Kalb 1999; Coulmas & Watanabe 2001

We are today witnessing an ever stronger trend

towards multilingual communication both in the The Value of Multilingualism
international sphere and due to increasing
migration processes also at an intra-national A language is an asset that is difficult to
level- a process not without friction. estimate in simple monetary terms, though Grin
and others (Grin 1996; Grin & Vaillancourt
There are two not necessarily conflicting lines of 1997; Pool 1996) have made considerable
policy to meet this complex multilingual advances in that direction. But it is the human
situation: promoting the adoption of a lingua and social dimension that needs to be

1
prioritized. Multilingualism is a resource in A student who knows two or more languages
many ways. can analyze questions from different
perspectives and switch strategies faster.
Examples of Multilingualism in Daily Life
2. Cultural Awareness and Appreciation
A trilingual student using English at school,
Filipino in public, and Cebuano at home.  Learning multiple languages helps
people:
A Filipino worker mixing English and Filipino  Understand different cultures
during presentations.  Respect traditions and values
Government agencies offering forms in Filipino,  Become more open-minded
English, and mother torigue. Example:
Teachers switching between languages for A person who learns Korean language also
clearer instruction. discovers Korean customs, practices, and
Multilingualism is the ability of an individual or cultural values.
a community to communicate in more than one [Link] Communication Skills
language. It includes:
 Multilingual individuals can:
Speaking  Communicate with more people
Reading  Understand different communication
styles
Writing  Switch languages depending on the
situation
Understanding multiple languages
Example:
Example:
A teacher explains concepts in English but
A Filipino student who can speak Ilocano,
clarifies ideas in Filipino or the mother tongue
Filipino, and English is multilingual.
to ensure students understand.
The Value of Multilingualism
4. Enhanced Academic Achievement
1. Cognitive (Mental) Benefits
 Students who grow up multilingual
 Multilingual individuals are known to: often:
 Have better memory  Learn new languages more easily
 Show improved problem-solving skills  Perform better in reading and writing
 Easily adapt to new situations  Show stronger critical thinking skills
 Think more creatively
Example:
Example:
Children taught in their mother tongue during
early grades learn English and Filipino more
effectively later on.

2
5. Economic and Professional Advantages languages continue to increase dramatically.
Multilingual communication has thus become a
 Multilingualism opens doors to: ubiquitous phenomenon and there can be no
 Better job opportunities denying the fact that the omnipresence of
 International work multilingual communication must be reflected
 Global business connectionz in intensified research activities.
Example:
The use of several languages for the
A call center agent who speaks English, Filipino, common purposes of participants
and Spanish can handle international clients
? Multilingual individuals who use language(s)
more effectively.
to realize these purposes
6. Social and Community Engagement
? The different language systems which interact
 Knowing several languages strengthens: for these purposes
 Social bonds
? Multilingual communication structures, whose
Cooperation among people purposes make individuals use several
languages
What is Multilingual Communication?
The Value of Multilingualism
Why do we need to study language?
1. The practices of code-switching and the
What is its significance in our daily life? metalinguistic awareness flowing from early
bilingualism have facilitated a distinctive
What is Multilingual cognitive style of young bilinguals which
Communication? promotes an earlier understanding of cultural
relativity, differences between form and
The make-up of communication has always
content, and the arbitrariness of the linguistic
consisted of a variety of constellations of
sign; divergent thinking; and early reading
autochthonous and migrant languages- not only
readiness (Cummins & Gulutsan 1974; Yelland,
in Asia, Africa, Latin America or Australia (Clyne
Pollard, & Mercuri 1993; Baker 2001; Cummins
1998), but also in Europe, in spite of the fact
2000).
that most nation states appear to be
monolingual (cf. e.g. 2. The increased self-esteem and family
cohesion in immigrant families flowing from the
Weinreich 1963; Fodor & Hagège 1983-1994;
recognition of the language as an asset.
Ohnheiser, Kienpointner, & Kalb 1999; Coulmas
& Watanabe 2001). 3. The relationship-building function of a
language between parent and child and with
• Parallel to rising world-wide migration
other people.
processes and the galloping technological
advances in international communication, 4. As a symbol of identity - multilingualism
interrelations between individuals, groups, expresses multiple identity
institutions and societies who use different

3
5. The cultural knowledge vested in a language, other nations in more general projects,
which makes language the deepest including making their own language more
manifestation of a culture. This is an issue accessible abroad.
raised in relation to the endangerment of the
majority of the world's languages (Dixon 1997; 3. Be charged with the implementation of the
Grenoble & Whaley 1998). In this paper, policy within its borders.
however, we are focusing on taking advantage 4. Collect data on the use of languages within
of the opportunity to acquire the capacity for their nation.
multilingual communication
5. Support rhetorically and financially the
Multilingualism may have a positive impact on sharing of languages within and beyond the
international business, academic and diplomatic borders.
communication. In an immigration country, not
only external but also internal business is 6. Promote awareness of the importance of
promoted by multilingual communication, i.e. languages and cross cultural communication
operating in more than one language. within institutions of education, business and
industry, the public service, and the media, and
Internationalization of university education the utilization and rewarding of multilingual
should also provide new opportunities and human resources in these institutions.
requirements for multilingualism. In fact,
student mobility through study abroad schemes 7. Constantly monitor that the implementation
has led to many countries recently initiating of the policy is being adequately implemented,
English as the language of some university involving linguistic minorities and experts as
courses (Ammon & McConnell 2002). well as professional and other interest groups in
this.
The role of institutions
8. Cooperatively develop schemes for the
• 1. Develop a national languages policy and, pooling of resources in languages, including
between them, a regional (e.g. European or joint curriculum development and teacher
South-East Asian) language policy around goals training. 9. Make available tax relief for
such as: companies with multilingual web sites.

Language maintenance and development; 10. Develop multilateral incentive schemes for
EU officials to be proficient in more European
b. Second language acquisition of the national
languages and for ASEAN officials to be pro
language, immigrant languages, and other
languages; Language Policy and Practice In The
c. Provision of services in relevant immigrant Philippines
languages.
Host to possibly one of the most extensive
2. Undertake for each nation to contribute an education sectors in the world, the Philippines
agreed percentage of its GDP to implement the has over 62,000 schools (primary and secondary
policy within its borders and to cooperate with level) and over 21 million students enrolled in
public schools alone (DepEd, 2015). It is also

4
one of the more ethnically and linguistically pronounced Tagalog as the national language of
diverse nations in SouthEast Asia represented the Philippines. But given contentions over the
by over a hundred ethnic groups and over 170 choice of Tagalog as the national language, the
different languages, which makes language term was then coined to ‘Pilipino’ to appease
policy planning more challenging than usual. the dispute. The Japanese occupation that then
Recent initiatives by the Philippine government followed saw the creation of the 1943
which aim to increase quality and access to Constitution which limited Western influence by
education has resulted in the mandating that “(t)he government shall take
institutionalization of the MTB-MLE in the steps toward the development and propagation
country in 2009, and subsequently of Tagalog as the national language” (Article IX,
implemented in all public schools in 2012 (with Section 2). The short-lived 1943 Constitution
the use of 8 major languages). The MTB-MLE is was soon replaced by the reinstated 1935
also envisioned to support the “Every Child-A- Constitution when the Allied Forces liberated
Reader and A-Writer by Grade 1” program the country (Tan, 2014)
which is in line with the universal school
participation target of the government. Consequently, the 1973 Constitution under
then President Ferdinand Marcos has advanced
Language policy and use in the use of ‘Filipino’ as the national language
wherein the government shall “take steps
Philippine Constitutions
towards the development and formal adoption
The Philippines has had five Constitutions since of a common national language to be known as
the independence of 1896. The Malolos Filipino'' and “(u)ntil otherwise provided by law,
Constitution of 1899 required no mandate or English and Pilipino shall be the official
regulation of the use of the languages spoken in languages” (Article XV, Sections 2 and 3). Also,
the country, except by “virtue of law and only as will be discussed later, under Marcos’ rule,
for acts of public authority and judicial affairs''. bilingualism was promoted in schools by the
It pointed further that for such occasions, the National Board of Education (NBE).
“Spanish language shall be temporarily used”
The Philippines’ current Constitution (1987)
(Article 93). On the one hand, under the
formed after the collapse of the Marcos
Americans and the foundation of the Philippines
government, also reinstates Filipino as the
Commonwealth, the 1935 Constitution then
national language and likewise promotes a
instituted the steps to adopt one of the
bilingual language policy. And most recently,
languages in the country as a national language,
the Department of Education (in 2009)
while English and Spanish are to be used as
promoted the MTB-MLE framework in the
official languages meantime (Article XIII, Section
education sector.
3).

The Institute of National Language (INL) then

suggested, through extensive study and The MTB-MLE, bilingual policy and language
consultation, that Tagalog be the national preference in the Philippines In the country
language of the country. This ultimately context, the MTB-MLE program is delivered as a
resulted in Executive Order 134 of 1937 which subject area and as MOI. Under this scheme,

5
fluency in the mother tongue (MT) starts at - Nonverbal communication refers to any form
grades 1 to 3 (ages 7 to 9 years old). The MT is of communication that is not transmitted
also to be used as the MOI from pre-primary to through spoken word.
Grade 3 except for subjects in Filipino (L2) and
English (L3). - It can include body language, facial
expressions, gestures, posture, passive
Oral fluency, reading and writing for L2 and L3 communication strategies, and even what you
are to be introduced from Grade 1 (DepEd wear (which can send signals about your
Order 16, 2012). Supported by empirical cleanliness, social class, etc.).
findings recognized by the government from
both the Lingua Franca and Lubuagan First Examples
Language projects, the MTB-MLE gains - Facial expressions
precedence through the purported academic
competencies more efficiently gained by - Gestures
learners if taught in their first language (L1) as
- Posture
compared to their second or third languages (L2
and L3). So much attention has been given to - Eye contact
the MTB-MLE initiative that a university, in
compliance with the 2009 institutionalization of 2. Verbal Communication
the agenda, has offered an education graduate
- Verbal communication is any form of
program specializing in MTB-MLE (DepEd
communication that occurs through spoken
Advisory 398, 2012). Prior to the MTB-MLE, the
word. Its key strength is that it tends to be
Philippines has adopted a bilingual policy on
perceived as a trusted and authentic form of
education.
communication.
Prompted by the National Board of Education’s
Examples
(NBE) inclination to promote bilingualism in
schools, the then Department of Education - Conversations
Culture and Sports (DECS) instituted the policy
on bilingual education in 1974. Bilingualism is - Presentations
then defined as the operational use of both
English and Filipino as MOIs in subject areas in
schools (Espiritu, 2015).

The change in government and constitutional

amendments that followed in 1987 also
emphasized the use of bilingual

Types of Communication

1. Nonverbal Communication