Results and Implications of a 2019 Study of Fidelity of Implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) Policy in the Philippines

This presentation highlights some of the results and implications of a 2019 study on fidelity of implementation of the language of instruction policy in the Philippines. In 2009 the Philippines Department of Education issued Order No. 74 calling for the use of the learners’ mother tongue (MT) as the main medium of teaching and learning (MoTL) in kindergarten through grade 3. The policy introduces Filipino and English as additional languages of instruction, gradually increasing their usage until they take over as the primary MoTL in grade 4. Successfully navigating students through three languages in the early grades is a daunting task. Building on previous studies of MTB-MLE policy implementation in the Philippines, this study examined how teacher assignment, class sectioning (grouping learners by MT), materials provisioning and usage, and teachers’ language usage in the classroom conforms to or diverges from the policy, especially across locations with different contextual factors. It also looked at the factors associated with higher implementation.

2019 Language Usage Study in Bahasa Sug, Chavacano, Magindanawn, and Mëranaw Mother Tongue Schools

The objective of this study was to provide insight into the relationships between the teachers’ and students’ language usage, the MTB-MLE policy implementation, and student reading outcomes, especially in areas with linguistically heterogeneous populations. It sought to examine how language usage in the classroom conforms to or diverges from the MTB-MLE policy after six years of implementation, which factors are associated with higher policy implementation, and how language usage by teachers and students relates to student learning outcomes.

What works in early grade literacy instruction

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom.

Relationships Between Coach Support and Teacher Instructional Practices Preliminary Findings from the Nigeria Reading and Access Research Activity (RARA)

Presentation delivered at CIES2017 (Atlanta). As part of the USAID-funded Nigeria Reading and Access Research Activity (RARA) (2014-2015), RTI International developed and evaluated, through a randomized control trial, an approach to improving early grade literacy instruction and reading outcomes in Hausa in Northern Nigeria. The intervention package included the provision of teaching and learning materials, teacher training, and periodic support to teachers by pedagogical coaches. This presentation will focus on the role of the coach support; 24 reading coaches were trained to support 72 teachers in 60 public primary schools in two states over a period of six months during the 2014-2015 school year. The coaches provided support in the form of recurring site visits, lesson observations, and a coach-teacher discussion after the lesson. The underpinning theoretical framework for this research assumes that ongoing engagement with a pedagogical mentor promotes positive changes in teachers’ instructional practices over time. The research activity collected data on the frequency, duration, content, and nature of the coach-teacher interactions during the intervention and tracked changes in the teachers’ instructional practices from baseline to endline. This presentation will share findings on the relationships between changes in teachers’ instructional practices and the degree and nature of support they received from their coaches. The objective of the presentation is to add to the body of knowledge about effective ways to use and improve pedagogical coaching to influence teacher instructional practices in similar low-resource contexts.

Summary of the Early Grade Reading Materials Survey in Zambia

information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Zambia. (Part of the DERP program).

Summary of the Early Grade Reading Materials Survey in Uganda

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Uganda.

Summary of the Early Grade Reading Materials Survey in Tanzania

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Tanzania.

Summary of the Early Grade Reading Materials Survey in Senegal

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Senegal.

Summary of the Early Grade Reading Materials Survey in Nigeria

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Nigeria. (Part of the DERP program).

Summary of the Early Grade Reading Materials Survey in Mozambique

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Mozambique.

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