Language Struggle, 5


(Below is an exchange I had with Ched Arzadon, one of the key advocates of Mother Language Education/Mother Language in Education)

, aloha:

You have our assurance, from the ranks of many enlightened Nakem Conferences, Timppuyog Dagiti Mannurat nga Ilokano Global, America, and Filipinas (TMI Global), and 
GUMIL Filipinas cultural workers, rsearches, teachers, and creative writers. 

This MLE has been our ranks' concern for so long, and we read this Manifesto in the way it ought to be read from our own end. Many of our people have signed the online petition as you might realize. I have signed, and I am number 25, if you care to know.

This politics of language thing is one concern that we have to look into in the alliance, and I am certain it is not going to be a walk in the park. 

But we will be there, armed with the hoped-for capacity to discourse with other language advocates with a certain humility to be present to others and with openness to truth and its demands before ideology. 

Let us all move on. We go 'divide et tempera', and we are all done in. 

Best to all of us.

Aurelio Agcaoili
Nakem Conferences/ UH Manoa

--- On Fri, 11/21/08, ched estigoy-arzadon <
removed> wrote:

From: ched estigoy-arzadon <
Subject: [DILA] Re: PETITION for 
mother tongue based learning
 To: DILA@yahoogroups. com
Date: Friday, November 21, 2008, 4:23 AM

Since there is a continuing discussion about motives underlying the   petition I posted for mother tongue based learning or  multilingual  education (MLE), please allow me to share the context in  which the  manifesto came to being. I helped craft the manifesto,  along with two  of my friends from NEDA Education and Manpower Development  Division. 

We're together in the 
Teacher Education and Development  Program  yahoogroup where the MLE framework has been the topic for  months. We  crafted the manifesto as part of our personal advocacy for  MLE. Mine  was crystallized when I attended meetings sponsored by  SEAMEO where  MLE programs initiated by DepEd and NGOs were presented. I was drawn  to MLE for its efficacy in affecting learning and for  addressing the  needs of marginalized learners. 

Being from the education sector, it was clear in my mind  that the  manifesto we put together was all about catalyzing
EDUCATION REFORM  in the country. It was actually right after the UP  centennial lecture  on education reform that the manifesto was finalized.  Lobbying for a  language bill was just a fraction of my concern. If you  visit my blog 
http://demarginaliz ingeducation. blogspot. com/ you would  find that I  wrote how MLE as a pedagogical approach would be  implemented now  (with or without an enabling law) in all learning  situations  including in catechetical and Sunday school classes. 

In my eagerness to gather support, I sent the appeal to all  my e- groups, including those I found in the search engine of  
yahoo that  advocate culture and language development (like DILA). I  posted the   appeal in this group not knowing fully well the dynamics  and extent  of language politics that exist among language experts like  you. I'm  learning a lot from you. Thanks for those who have  patiently expained  some historical background. I am sorry if you felt that I was  imposing the manifesto in disregard to your experiences of  linguistic  injustice. That was not my intention. Well, though some  of you may  not affix your signature, based on your exchanges, I feel  that you  are one with us in advocating for culturally and  linguistically responsive education. 

Dios ti agngina.
Ched Arzadon

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