MikeLigalig.com

Written By Engineer Jes Tirol
Columnist
The Bohol Chronicle

EDUCATIONAL THEORY BASED ON CULTURE AND LANGUAGE
Part 4. Last of series
 
Proem

The book "Endangered Minds" by Jane M. Healy provides many discussions and explanations regarding the perceived learning deficiencies of schoolchildren today.  What I like about the book is that it jibes with my ideas on educational theory.

In page 124 she says, "once a child has one type of grammatical speech under her scalp, the brain is primed to master others more easily at any time during the life span.  Teachers of foreign languages should look warily at children with inadequate mastery of their mother language, whatever they may be."

The above statement fits our situation.  Our mother language is Sugboanon Bisaya and we study English as a second language and Filipino as a third language.  If the child did not master her grammar in Bisaya, then she would have difficulty in English and Filipino.  What our elitist schools are doing is to alter the situation.  They try to make English as the first language and make Bisaya and Filipino as the second and third languages.

The result would be an emotionally unstable person because the emotional aspect of a person is closely related to the concepts of the mother language.

Role of Language to Convince

There are two approaches in the role of language to convince others – appeal to the intellect and appeal to the emotion.  Since Filipinos are educated using the English language, it is the language fitted to appeal to the intellect.

Since the mother language is closely related to the emotional aspect of man, it is the language fitted for use in the appeal to the emotion.  This is the reason why our politicians use the mother language in their political campaigns.  They always appeal to the emotion for the coveted vote.

Why is Sugboanon Bisaya not taught in our school system?  The answer is that the Americans knew that the appeal to the emotion could easily bring out a revolt.  They even prohibited the public display of the Filipino flag until 1917.  When it was allowed it was to be displayed with the American flag and a little bit lower than the American flag.

The practice of not allowing native languages to be taught was an American colonial policy.  The Americans were afraid of the emotional appeal of one's native language.

The question is, why do we still continue the colonial policy of not teaching our native languages?  The answer is, we are still in the grip of our colonial mentality.  The Philippines is supposed to be independent but still we could not imagine ourselves to be independent because we are in the grip of a colonial language policy.  To develop nationalism and love of country, we should teach in school the mother language of the student.

Wrong use of pictures

When I read the book "Endangered Minds" I was particularly struck by its statement regarding the use of pictures when teaching.  The book says that the picture should be used to assist or augment learning and not as a tool for learning.

The mental pattern conveyed by the spoken and written word is different from the mental pattern conveyed by the picture or visual image.  The spoken and written word should be first presented and its meaning analyzed.  To reinforce the mental process of the pupil, the picture is then presented.  This way, the pupil will learn how to grasp the concept of abstract words that could not be put into pictures such as love, friendship, conscience, etc.

It is wrong to present first the picture or cartoons and later on explain what they mean.  The picture can elicit different meanings to the mind of the pupil and mostly it is of the peripheral kind.  It will tend to make the pupil inattentive because he will insist on his interpretation if it would not jibe with the interpretation intended by the teacher.  Do you still wonder why most our student does not seem to pay attention in class?  If so, then try to find out if there is an overuse of pictures in the lessons.

This is the reason why in the demonstration class I conducted at Cordova, Cebu, I first discuss the concept and later on made the pupils verify by the use of the visual aid.  All the observers were surprised why the pupils could understand "pure" Bisayan words that the teachers themselves did not understand.  The procedure was well adapted to the mental pattern of the mother language of the pupils.

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