Review Time!

Includes marketing strategy, production of books,

pamphlets, newspapers, and textbooks using the new
codified standard.
It is an ever-evolving process
Makananu de
mong sasabyan
deng
Kapampangan…
“Na’ng
nanangnang
nang
nanang?”
“Keng
tutuki e
na ka
tutuki!”
“Tang tutu
tang,
tututu ku
tang ”
“Kakangkang
kang
kakangkang”
“Kinayi neng
kayi i kayi
anyang kayi
ketang kayi.”
“Kiku ke
kuku.”
“Tse tsu
tsi mo?”
“Ninanan
mu ne na
naman ini?”
“Nanu na
naman
amanwan
mu?”
“Kukuku
kung
kukuku.”
“Tang ‘tin
tang
tun?”
“Kakayi
kang
kakayi”
“Lelele ka
keng lele
lele”
“Pasibayu e
mu na
pasisibayuan.”
“Kaku ka,
keka ku.”
Understanding Language
The Nature of Human Language

The Study of Human Language

The Grammar of Philippine Language

The Philippine Linguistic Education

Lesson 2
Objectives:

1. Demonstrate understanding and appreciation of

language to human lives and society
2. Explain the details of linguistic structure
3. Discuss the importance of language and how it
changes overtime
The Nature of
Human
Language
What is Language?
The ability to use language, perhaps more than any
other attribute, distinguishes humans from other
animals

But what does it mean to know a language?

 When you know a language, you can speak (or sign)
and be understood by others who know that
language

Linguistic Five-year-olds already know their first language(s)

Knowledge

But, the ability to use a language requires profound

knowledge that most speakers don’t know that
they know
 When we know a language, we know
what sounds (or signs) are used in the
language and which sounds (or signs) are
Knowledge not

of the
This also includes knowing how the
Sound sounds of the language can be combined
System • Which sounds may start a word?
• Which sounds may end a word?
• Which sounds may follow each other within a
word?
Creativity of Linguistic Knowledge

• Every language has an infinite number of possible

sentences
• Knowing a language enables you to:
• Create a sentence that has never been uttered before
• Understand a sentence that has never been uttered
before
• Most sentences we use are new; very few sentences are
stored in our brains
Knowledge of Sentences and Nonsentences

Language is more than a set of words because

words must be ordered in certain ways to create
sentences

Our knowledge of language allows us to separate

possible sentences from non-sentences.
Linguistic Knowledge and Performance

Knowledge: what we • Mostly unconscious knowledge about the sounds,

know about a language structures, meanings, words, and rules for combining
(linguistic competence) linguistic elements

Performance: how we use • We can theoretically create an infinitely long sentence,

this knowledge in actual but physical constraints make this impossible
speech production and • In speech we stammer, pause, and produce slips of the
comprehension tongue
 Do the deaf
children have a
language?
 How do these
children learn
their language?
Is there anyone
here who
knows/uses sign
language?
Sign Languages:
Evidence for the
Innateness of
Language
 Do the animals
have languages?
 • Parrots can mimic words, but their
utterances carry no meaning

• They cannot dissect words into discrete

units
Animal • Polly and Molly don’t rhyme for a parrot
“Languages”
• They cannot deduce rules and patterns
to create new utterances
• If the parrot learns “Polly wants a cracker”
and “Polly wants a doughnut” and learns
the word “bagel,” the parrot will not say
“Polly wants a bagel”
 • Birdcalls convey messages associated
with the immediate environment

• Bird songs are used to stake out territory

and attract mates

Animal • There is no evidence of internal

structure in these songs, although
“Languages” they may vary to express varying
degrees of intensity

• Birdcalls and songs are similar to human

languages in that they contain regional
dialects, are passed down from parents
to offspring, and can only be acquired up
to a certain age
Animal “Languages”
• Honeybees have a communication system that relies on dance to convey information about the
location and quality of food sources to the rest of the hive

• Round dance: food source is within 20 feet from the hive

• Sickle dance: food source is 20 to 60 feet from the hive

• Tail-wagging dance: food source is more than 60 feet from the hive

• The number of repetitions of the basic pattern in the tail-wagging dance indicates the
precise distance, with a slower repetition rate indicating a longer distance
 • The bee dances are theoretically able to
create an infinite number of messages

Animal • But, the messages are confined to the subject of

food sources
“Languages”
• If there are any special circumstances regarding
the food source, the bee cannot convey that
information
Animal “Languages”

But, to claim that human language

is qualitatively different from
Human language is animal communication does not
fundamentally different claim human superiority
from animal Humans are not inferior to
communication systems one-celled amoeba because
we can’t reproduce by
splitting in two
Activity
• How will you explain to your neighbor the difference
between these two colors. You can use words, symbols,
drawings, or gestures.
Activity
• What about these two colors?
Activity
• Finally, what about these two colors?
 1. Wherever humans exist, language exists
What We
Know 2. There are no “primitive” languages—all
About languages are equally complex and expressive

Language 3. All languages change over time

and
Universal 4. The relationships between signs (sounds or
gestures) and meanings are arbitrary
Grammar
What We Know About Language and Universal
Grammar
5. All human languages combine a finite set of discrete signs to make
words, which can then be combined to make an infinite set of sentences

6. All grammars contain rules for word and sentence formation

7. Every spoken language includes discrete sound segments (like p, n, or a)

and include vowels and consonants
 8. Similar grammatical categories (like
nouns and verbs) are found across
languages

What We 9. There are universal semantic

properties across languages—
Know About morphemes, words, and sentences.
Language and
10. Every language can negate, form
Universal questions, issue commands, refer to past
or future time, etc.
Grammar
11. All languages allow abstractions, like
goodness, happy, skillful
What We • 12. All languages have slang, epithets, taboos, and
euphemisms

Know About • 13. All languages have hypothetical,

Language counterfactual, conditional, unreal, and fictional
utterances: If I won the lottery, I would buy a
Ferrari.
and
• 14. All languages exhibit freedom from stimulus,
Universal i.e., a person can choose to say anything at any
time, or say nothing at all.
Grammar
What We 15. Speakers of all languages can create and
understand an infinite number of sentences
Know About
Language 16. The ability for humans to acquire, know,
and use language is a biologically based
ability rooted in the structure of the human
and brain

Universal 17. Any neuro-normative child is capable of

Grammar learning any language to which he or she is
exposed.
The Study of
Human
Language
 The scientific study of human
language

What is Aims of linguistic theory:

Linguistics? • What is knowledge of language?

(Competence)
• How is knowledge of language acquired?
(Acquisition)
• How is knowledge of language put to use?
(Performance/language processing)
 • Grammar = the knowledge speakers have about
the units and rules of their language

• Rules for combining sounds into words, word

formation, making sentences, assigning
Grammar meaning

• When a sentence is ungrammatical in a

linguistic sense, it means that it breaks the
rules of the shared mental grammar of the
language
• A Grammar includes everything one knows about the structure of
one’s language:
• Phonetics and Phonology (the sounds and the sound system or
patterns)
• Lexicon (the words or vocabulary in the mental dictionary)
• Morphology (the structure of words)
• Syntax (the structure of phrases and sentences and the constraints
on well-formedness of sentences)
• Semantics (the meaning of words and sentences)
• Pragmatics (the making of meaning)
 Main branches of linguistics

•Phonetics
•Phonology
•Morphology
•Syntax
•Semantics
•Pragmatics
 Phonetics

• Phonetics studies
speech sounds,
including the
production of speech,
that is how speech
sounds are actually
made, transmitted and
received, the
description and
classification of speech
sounds, words and
connected speech, etc.
 • Phonology studies the rules
governing the structure,
distribution, and sequencing of
speech sounds and the shape of
syllables. It deals with the sound
Phonology system of a language by treating
phoneme as the point of
departure.
• A phoneme is the smallest linguistic
unit of sound that can signal a
difference in meaning.
Morphology

• Morphology is concerned with the internal

organization of words. It studies the minimal units of
meaning — morphemes and word-formation
processes.
• Although many people think of words as the basic
meaningful elements of a language，many words
can be broken down into still smaller units, called
morphemes.
• Morphemes serve
different purposes. Some
derive new words by
changing the meaning or
the part of speech, others
only refine and give extra
grammatical information
about the already existing
meaning of a word.
• As morphemes are
pairings of sounds
with meanings, there
are many complexities
involved, forming a
new field by the name
morphophonology.
pubs.asha.org
Syntax
• Syntax is about principles of forming and understanding correct
sentences.
• The form or structure of a sentence is governed by the rules of syntax,
which specify word order, sentence organization, and the relationships
between words, word classes and other sentence elements.
What is Syntax? [Video] (mometrix.com)
Semantics

• Semantics examines how meaning is encoded in

a language.
• It is not only concerned with meanings of
words as lexical items, but also with levels of
language below the word and above it.
pinterest.com
Pragmatics

• Pragmatics is the study of meaning in context. It

deals with particular utterances in particular
situations and is especially concerned with the
various ways in which the many social contexts of
language performance can influence interpretation.
• In other words, pragmatics is concerned with the
way language is used to communicate rather than
with the way language is internally structured.
• What is said vs. what is meant.

slideserve.com
The Grammar
of Philippine
Language
The Philippine
Linguistic
Education
The Conceptual Framework
Language Learning Area Conceptual Framework
 COMMUNICATIVE COMPETENCE and
MULTILITERACIES

A
S F
THINKING
S E
E E
MAKING
S MEANING D
THROUGH
S LANGUAGE B
M A
E C
N K
WRITING and
T REPRESENTING

THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
The Conceptual Framework

COMPONENT 1
Language Learning
Process

DEPARTMENT OF EDUCATION
 THEORIES of LANGUAGE TEACHING
THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
 The Conceptual Framework

Spiral Progression

➢ Skills, grammatical items, structures and various types of texts will be taught,
revised and revisited at increasing levels of difficulty and sophistication. This
will allow students to progress from the foundational level to higher levels of
language use.

Interaction
➢ Language learning will be situated in the context of communication (oral and
written). Activities that simulate real-life situations of varying language
demands (purposes, topics, and audiences) will be employed to help students
interact with others thereby improve their socialization skills.

DEPARTMENT OF EDUCATION
 The Conceptual Framework

Integration

➢ The areas of language learning – the receptive skills, the productive skills, and
grammar and vocabulary will be taught in an integrated way, together with the
use of relevant print and non-print resources, to provide multiple perspectives
and meaningful connections. Integration may come in different types either
implicitly or explicitly (skills, content, theme, topic, and values integration).

Learner-Centeredness
➢ Learners are at the center of the teaching-learning process. Teaching will be
differentiated according to students’ needs, abilities and interests. Effective
pedagogies will be used to engage them and to strengthen their language
development.

DEPARTMENT OF EDUCATION
The Conceptual Framework

COMPONENT 2
Effective Language Use

DEPARTMENT OF EDUCATION
 THEORIES of LANGUAGE TEACHING
THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
 The Conceptual Framework

UNDERSTANDING CULTURES
➢ Learning language through text types and literary appreciation exposes
learners to different cultures of the world, including one’s culture.

UNDERSTANDING LANGUAGE
➢ Learners apply their knowledge of the system of the language to assist them
to make meaning and to create meaning.

PROCESS AND STRATEGIES

➢ Learners select from a repertoire of processes and strategies by reflecting on
their understanding of the way language works for a variety of purposes in a
range of contexts.

DEPARTMENT OF EDUCATION
 The Conceptual Framework

Making Meaning Through Language

DEPARTMENT OF EDUCATION
 THINKING

MAKING
MEANING
THROUGH
LANGUAGE

WRITING and
REPRESENTING

THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
 The Conceptual Framework

❑ Language is the major instrument in communication (oral and written) and

the heart of which is the exchange of meaning. Language learning should
focus on guiding students make meaning through language for different
purposes on a range of topics and with a variety of audiences. Students must
be able to adapt to various situations where communication demands greatly
vary.

❑ The skills, grammatical items, structures and various types of texts will be
taught, and revisited at increasing levels of difficulty and sophistication. This
design allows students to progress from the foundational level to higher levels
of language use.

❑ The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five

(5) intricately intertwined and integrated sub-strands (listening, speaking,
reading, writing, and viewing) that serve as building blocks for understanding
and creation of meaning and for effective communication across curricula.

DEPARTMENT OF EDUCATION
 Alignment of the Language and Literacy Domains
with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language √ √

1. Phonological Awareness √

1. Book and Print Knowledge √

1. Alphabet Knowledge √ √ √ √ √

1. Phonics and Word Recognition √ √ √

1. Fluency √ √

1. Spelling √ √

1. Writing and Composition √ √ √ √

1. Grammar Awareness & Structure √ √ √ √

1. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

1. schema & prior knowledge
2. strategies √ √ √
3. narrative text
4. informational text

12. Listening Comprehension √ √

12. Attitudes towards language, literacy and literature √ √ √ √ √

12. Study Strategies √ √ √ √ √

DEPARTMENT OF EDUCATION
The Conceptual Framework

COMPONENT 4
Holistic Assessment

DEPARTMENT OF EDUCATION
 COMMUNICATIVE COMPETENCE and
MULTILITERACIES

A
S F
THINKING
S E
E E
MAKING
S MEANING D
THROUGH
S LANGUAGE B
M A
E C
N K
WRITING and
T REPRESENTING

THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
 The Conceptual Framework

Holistic Assessment
❑An integrative view of learning
✓ assessment attempts to capture the learner’s total array of skills
and abilities
✓ assessment procedures are based on the idea that various
aspects of a learner’s life, both academic and personal, are integral
to the development of language proficiency and cannot be ignored

❑ Developmental appropriateness
✓ assessment procedures set expectations that are appropriate within
the cognitive, social, and academic development of the learner

❑ Multiple referencing
✓ assessment entails obtaining information about the learner from
numerous sources and through various means

DEPARTMENT OF EDUCATION
 COMMUNICATIVE COMPETENCE and
MULTILITERACIES

A
S F
THINKING
S E
E E
MAKING
S MEANING D
THROUGH
S LANGUAGE B
M A
E C
N K
WRITING and
T REPRESENTING

THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
Understanding
Multilingualism

Lesson 3
 Objectives:

1. Explain the effects of multilingualism

2. Describe the behavior of a multilingual
person
3. Compare the multilingual context of the
Philippines to other settings
Multilingualism
What is multilingualism?
Are there students here who
only speak using two
languages?
Is there someone among you
who knows other foreign or
local language/s aside from
Kapampangan, Filipino and
English?
INTRODUCTION:

MULTILINGUALISM REFERS TO THE USE OF

THREE OR MORE LANGUAGES BY AN
INDIVIDUAL AS A GROUP OF SPEAKERS
SUCH AS THE INHABITANTS OF A
PARTICULAR REGION OR NATION.
MULTILINGUALISM IS COMMON IN e.g.
WEST AFRICA , NIGERIA ,GHANA ,
SINGAPORE ,MALAYSIA, ISRAEL , RUSSIA
,INDIA.
 ❑Multilingual education typically
refers to first language first
DEFINITION: education ,i.e. Schooling which
begins in the mother tongue and
transition to additional language.
 ❑According to Pearce ,”Multilingualism
is the use of several languages by an
individual or society. Sometimes
bilinguals are described as multilingual
DEFINITION: but usually the term is reserved for
speakers or socio linguistic situations in
which more than two languages are
used”.
 A multilingual person, in a broad
definition is one who can
communicate in more than two
languages be it actively or passively.

Multilingual:
What does communicating actively
mean?
How about communicating
passively?
Active communication Passive
is done through communication is
speaking, writing and through listening,
signing. reading or perceiving.
Multilingual:

The terms bilingual or trilingual are used to describe comparable

situations in which two or three languages are involved.

A multilingual person is generally referred to as a “polyglot”.

Poly in Greek means many and glot means language

Types of Multilingualism
Natural & artificial multilingualism:

Natural multilingualism is like a “natural When scholars teach more than

process”, it is not learning more than two two languages through
languages.
educational institutions, they are
called artificial multilingualism.
 CONCLUSION:

❑In the end we can say that the effects of multilingualism are
far reaching. Multilingualism has increased its influence in all
aspects, nation of humanity, social integrity and motivation of
education. For the common reasons multilingualism has
played an important role in the education system and
curriculum.
Multilingualism
in Society
 How is
multilingualism
connected with
globalization?
Why do you think
speakers code-
switch?
 Benefits of
Multilingualism
What are the benefits of
Multilingualism?
 Multilingualism makes the
curiosity of learning the language.

Advantages of
multilingualism:
 Multilingualism makes the curiosity
of learning the language.

One language is endowed by other

Advantages of languages for multilingualism.
multilingualism:
 Multilingualism makes the curiosity of
learning the language.

One language is endowed by other

languages for multilingualism.
Advantages of
multilingualism: Multilingualism builds on
internationality and nation solidarity.
 Multilingualism makes the curiosity of
learning the language.

One language is endowed by other

Advantages of languages for multilingualism.
multilingualism: Multilingualism builds on
internationality and nation solidarity.

Develop not only better verbal, but

also spatial abilities.
What may be the
disadvantages of
Multilingualism?
 ❑Creates problem for the diversity
of pronunciation.

DISADVANTAGE OF
MULTILINGUALISM:
 ❑Creates problem for the diversity
of pronunciation.
❑Racism is sometimes a problem of
multilingual society.
DISADVANTAGE OF
MULTILINGUALISM:
 ❑Creates problem for the diversity
of pronunciation.
❑Racism is sometimes a problem of
multilingual society.
DISADVANTAGE OF ❑Language is not covered
MULTILINGUALISM:
systematically.
 ❑Creates problem for the diversity
of pronunciation.
❑Racism is sometimes a problem of
multilingual society.
DISADVANTAGE OF ❑Language is not covered
MULTILINGUALISM: systematically.
❑Children with language disorder
may have extra trouble learning
more than one language.
Multilingualism
in the
Philippines
 CURRENT POLICIES
GOVERNING THE USE OF
LANGUAGE IN PHILIPPINE
PUBLIC SCHOOLS
INTRODUCTION
Republic of the Philippines

 local languages across country are numerous

and serve purpose of daily living and
interactions with others

 use of many languages in daily life is normal

and widely accepted

 at present and by consensus, Tagalog-based

Filipino is widely understood and used in all
domains of life
LANGUAGE-IN-EDUCATION POLICIES

The Legal Basis

 1987 Constitution of the

Philippines

 Department Order No. 53, s.

1987 – “The 1987 Policy of
Bilingual Education” aims for
achievement of competence in both
Filipino and English
LANGUAGE-IN-EDUCATION POLICIES

 Goals of the bilingual education policy:

1) enhance learning through two languages to achieve
quality education;
2) propagate Filipino as language of literacy;
3) develop Filipino as linguistic symbol of national unity
and identity;
4) cultivate and elaborate Filipino as language of
scholarly discourse,
i.e.. continue its intellectualization; and
5) maintain English as international language and as
non-exclusive language of science and technology.
LANGUAGE-IN-EDUCATION POLICIES

• Bilingual education means separate use of Filipino and English as

media of instruction in different subject areas

 Filipino is used in Social Studies, Social Sciences, Music, Arts,

Physical Education, Home Economics, Practical Arts and Character
Education

 English is used in Science, Math and Technology subjects

 Use of English and Filipino as media of instruction starting Grade

I in all schools

 Use of vernacular in locality or place where school is located and

was prescribed as auxiliary to media of instruction but only when
necessary to facilitate understanding of concepts being taught in
English, Filipino or Arabic, as case may be
LANGUAGE-IN-EDUCATION POLICIES
• DECS Order No. 11 s. 1987- “An Act Granting Priority to
Residents of the Barangay, Municipality or City where the
School is Located, in the Appointment or Assignment of
Classroom Public School Teachers”
which allows use of local language specifically where local
culture should be enhanced in cultural communities

 Executive Order No. 210 (May 17, 2003) - “Establishing

the Policy to Strengthen the Use of the English Language
as a Medium of Instruction in the Educational System” so
DepEd Memorandum No. 181 s. 2003 issued
provides that English language be used as medium of
instruction to develop aptitude, competence and proficiency of
students in the language, to maintain and improve their
competitive edge in emerging and fast growing local and
international industries, particularly in area of Information and
Communication Technology (ICT)
IMPLEMENTATION OF THE BILINGUAL
EDUCATION POLICY
A. Early Childhood Education

• Filipino and English used as media of instruction for

5-year old children in preschool education

• Next dominant languages learned are Filipino and

English producing childhood bilingualism through
classroom activities

• In non-Tagalog areas, teachers translated Filipino and

English words to local language, children answered in
mixed language
IMPLEMENTATION OF THE BILINGUAL
EDUCATION POLICY
B. In the Primary Grades

 Children used Filipino in learning Civics and Culture (Sibika

at Kultura) in Grades I-III, Geography, History and Civics
(Heograpiya, Kasaysayan at Sibika) in Grades IV-VI,
Makabayan which includes Character Education, Music, Arts
and Physical Education in Grades I-VI, Home Economics
and Livelihood Education (Edukasyong Pangtahanan at
Pangkabuhayan) in Grades IV-VI

 Filipino and English learned as subjects in all grade levels

 Children learned Mathematics (Grades I-VI) and Science

(Grades III-VI) in English
IMPLEMENTATION OF THE BILINGUAL
EDUCATION POLICY
B. In the Primary Grades

➢ Teachers believed that use of Filipino as medium of

instruction
 promotes oneness in thought as nation and pride in
being Filipino, preserves cultural and national identity
 promotes development of reading skills because
Filipino is language of mass media which most
children have access to

➢ Children were observed to learn Filipino easier because

of regular transparent orthography and mother
tongues of children have Filipino vocabulary
IMPLEMENTATION OF THE BILINGUAL
EDUCATION POLICY
B. In the Primary Grades

• Learning of English supported by most teachers and

parents

• Early exposure of children to sounds (phonology and

semantics) of English language promoted familiarization

• Enhanced by educational programs in radio, television

and print materials which were widely present in many
environments

• In classrooms, more reading materials in English are

available than Filipino and in different learning areas
IMPLEMENTATION OF THE BILINGUAL
EDUCATION POLICY
B. In the Primary Grades

 Lingua Franca Education Project (1999-2003)

➢ aimed at defining and implementing national bridging

program to develop initial literacy
➢ all subjects in Grade I were taught in lingua franca
including reading readiness and beginning reading
➢ Filipino was taught orally
➢ Oral English was introduced in second semester
➢ Schools were given the option to select which lingua
franca to use: Tagalog, Cebuano or Ilocano
➢ Results showed that reading in first language developed
self-confidence and facilitated smooth transfer of learning
from first language to second language
IMPLEMENTATION OF THE BILINGUAL
EDUCATION POLICY
B. In the Primary Grades
➢ Study in Basic Education Reform Agenda (BESRA) in 2005
showed that abilities of Filipino children to transfer literacy
skills from Filipino to English were demonstrated in word
reading/decoding abilities

➢ But lack of linguistic or language competence compromised

English language performance because it lacked direct route
to sentence comprehension
Conclusion
➢ Filipino learners have better opportunities of becoming proficient in
two languages, Filipino and English
➢ Use of mother tongue should be strengthened in early years of
education (Preschool, Grades I and II) so that development of critical
thinking abilities could be strengthened
Selecting a Medium
of Instruction
Medium of instruction refers to the language that we use in
teaching.

Filipino is the national language of the Philippines. We use it in

communicating with our fellow Filipinos anywhere in the country.

English must also be learned because it is an international

language. The use of this language helps us connect to the world.

But we also have our Mother Tongue languages that teach about
our culture and our past.
Which language should be the
primary medium of instruction?

How will there be a transition from

one language to another?

If mother tongue will be selected,

how long in the course of
education should it be used?
• The medium of instruction may or may not be the official
language of the country or territory. Where the first language
of students is different from the official language, it may be
used as the medium of instruction for part or all of schooling.
Bilingual or multilingual education may involve the use of
more than one language of instruction. UNESCO considers
that “providing education in a child’s mother tongue is indeed
a critical issue”.
UNESCO defined three basic principles on language and education:

UNESCO supports mother tongue instruction as a means of improving educational

quality by building upon the knowledge and experience of the learners and
teachers.

UNESCO supports bilingual and/or multilingual education at all levels of education

as a means of promoting both social and gender equality and as a key element of
linguistically diverse societies.

UNESCO supports language as an essential component of inter-cultural education

in order to encourage understanding between different population groups and
ensure respect for fundamental rights.
L2 Group Activity
L3 Assignment