Establishing a Filipino mother tongue program in Reykjavík An action research project

1. Establishing a Filipino mother tongue program in ReykjavíkAn action research project Kriselle S. Cagatin Final Project for B.A. Degree on International Studies in Education Supervisor: Robert Berman, PhD

2. Aim of the project: To briefly: • describe and reveal students‘ language environment • Unfold parents‘ views on their children‘s bilingualism • Find out the teachers‘ views on the program • Analyze my courses of action and strategies for an effective mother tongue program

3. Literature Review • The target group: Filipinos • 181 living languages in the country (Ethnologue) • Migrants of the world (9.45 million live outside the Philippines) • Mother tongue education • “Bilingual paradox” or “the perception that very early bilingual language exposure is both good and bad for a child” (Petitto, et al., 2001, p. 489) • Ronjat (1913) and Leopold (1939-49) Having mixed-language family does not delay child‘s language development • Grammont‘s rule: One-parent-one-language rule • Issues • Heritage language: “Because the home or family language is a minority language, not all heritage language children have access to education in their heritage language.” (Montrul, 2010, p.4) • “Linguistic human rights should be considered basic human rights.” (Philippson et al., 1994, p. 2)

5. Methodology • Researcher‘s role in the group • Anonymity of the participants • Action research Gather data, plan, implement, reflect and improve With the help of critical friends

6. Timeline

7. Findings • Children‘s language environment

8. Findings • Parents‘ language ideologies Parent 1: “I don’t want to confuse my child with more than one language at once.” Parent 2: “Icelandic should be my children’s mother tongue but I also want them to understand my language.” Parent 3: “I learn Icelandic through speaking with my children.”

9. Findings • Teachers‘ views • It‘s gratifying for them to teach Filipino and Bisaya • They had more difficulties with parents rather than children • Student attendance could be better 12 out of 28 students had perfect attendance • 70-80% of parents they talk to would NOT enroll their children Reasons: no access to a car, child custody, other activities, etc. • Organize more fun cultural events – positive image of Filipino language and culture • More teacher seminars, and more collaboration with other teachers

10. Next steps • More organized Filipino Mother tongue teaching program - We teach from 1 – 16 year old children • Increasing awareness of parents about bilingualism and importance of their mother tongue - Ongoing project now funded by the Developmental Fund • Teacher training workshop • Two workshops in January • Professional Learning for World Language Teachers in California, June • School year 2013-14 - Hope for more recognition in the Filipino community as professional teachers - Possibility of travelling Filipino mother tongue teachers?

11. THANK YOU! Don‘t worry, it‘s on Skemman!