Bridging the Gap: The Development of Appropriate Educational Strategies for Minority Language Communities in the Philippines

Abstract

There are more than 6000 languages spoken by the 6 billion people in the world today – however, those languages are not evenly divided among the world’s population – over 90% of people globally speak only about 300 majority languages – the remaining 5700 languages being termed ‘minority languages’. These languages represent the ethnolinguistic diversity of our world and the rich cultural heritage embedded within cultural communities. Within the Philippines, language-in-education planning reflects issues associated with the needs of a culturally and linguistically diverse nation. This paper examines language policy and planning at national level as it relates to elementary education for ethnolinguistic minorities. It includes a case study of one innovative community based approach being implemented by a northern Philippines language community to provide multilingual education using the first language of the learners as a foundation for quality language education in the national and international prescribed languages of instruction in the Philippines.

Keywords:

• language planning
• vernacular literacy
• Philippines
• linguistic diversity
• multilingual education