I recently joined an online group of Filipino unschoolers and independent homeschoolers, those who homeschool without a provider and tailor-fit their own curricula. One of the questions raised was about language learning, specifically learning Filipino as a subject. For Filipinos, it is very understandable because heck, Filipino as a subject in school was more about grammar! We've been drilled and lectured about pandiwa, pang-uri, pangngalan, (isn't that double N G the most intimidating combination of letters you've ever encountered in your life?) etc. (or should I write atbp.?) and yet lacked the exposure to rich Filipino literature oozing with great Filipino characters, relevant and engaging plots, diverse Filipino values, and captivating illustrations. I believe this misplaced focus created a gap between the learners and the Filipino literature, the distance between Filipinos and our own culture.
The discussion brought three language acquisition/learning theories in mind. So I would try to recall them and relate them to how our family was able to apply them in unschooling James and Adam. To be honest, they influenced us without even knowing that we're actually applying what I learned back in college when I was training to be a teacher.
The first one is the concept of LAD or language acquisition device by Noam Chomsky, which claims that our human brain is capable to naturally acquire language. Unschoolers often use language acquisition as an example of natural learning because we just learn words, grammar, sounds, intonation, etc. instinctively or innately as babies, worksheets not required.We believe that just like acquiring language, we can also acquire skills because we are natural born learners! The easiest, most convenient and effective way to acquire language is through free play. Just by allowing our kids to play with our neighbors here in Mindoro, they have gained a wider vocabulary that they might not have if we only stayed in Manila. It also works when learning English as their second language. They watched movies, follow their favorite Youtubers, read Marvel comic books, speak English when role playing just like their favorite English-speaking characters, and I believe they think bilingually as well.
Instead of having a debate on nature versus nurture, let's just say that they both play a role in language learning.
Behaviorists argue that when something appeals to the pleasure center of our brains, we tend to repeat the behavior. On the other hand, when we feel punished or are literally punished, the frequency of the behavior lessens. Personally, we do not use classical/operant conditioning because it is manipulative. We believe that grades, test scores, charts, stars, or other forms of rewards might work on a short-term basis, but in the long run, learners might find them too petty to provide enough motivation or they might not have the desire to learn in the event that there are no material rewards at the end. Instead, we hope that our children would find learning as rewarding in itself. To nurture their innate abilities, we just try to provide a supportive and stimulating environment by strewing books, games, toys, people, places, etc. that are rich with knowledge and learning experiences. We read bedtime stories in Filipino, English, and even in Swedish and Thai even though we can only undertstand the stories through context provided by the pictures. Daddy and I also speak mostly in Filipino. We tell stories and jokes, ask questions and express feelings with ease and from this experiences, our children experience the pleasure of speaking and listening to Filipino as well. We are not very particular with grammar, we believe that as they get older, they will immerse themselves in various forms of the written word.
Now, comes the third theory, which might answer the controversy related to learning or speaking Filipino. It's about the role of culture, of rejecting or embracing it, and how a learner's degree of acculturation affects learning a language. It argues that the learner must be able to identify with the culture, therefore, if a learner associates Filipino or other Filipino languages to inferiority for many different reasons (e.g. colonization, language of kasambahay, the poor, the uneducated, etc.) s/he will have difficulties learning the language. In our family, we believe that exposure to as many cultures as possible and learning about diversity is a gift. We try to travel as much as we can so that we can learn how to respect the different ways people live and learn that differences are not reason to consider one culture or language as inferior or superior. As we see more places, talk to more people, read, watch movies, search online, play, etc., we become more and more open to the beauty of diversity.
The discussion brought three language acquisition/learning theories in mind. So I would try to recall them and relate them to how our family was able to apply them in unschooling James and Adam. To be honest, they influenced us without even knowing that we're actually applying what I learned back in college when I was training to be a teacher.
The first one is the concept of LAD or language acquisition device by Noam Chomsky, which claims that our human brain is capable to naturally acquire language. Unschoolers often use language acquisition as an example of natural learning because we just learn words, grammar, sounds, intonation, etc. instinctively or innately as babies, worksheets not required.We believe that just like acquiring language, we can also acquire skills because we are natural born learners! The easiest, most convenient and effective way to acquire language is through free play. Just by allowing our kids to play with our neighbors here in Mindoro, they have gained a wider vocabulary that they might not have if we only stayed in Manila. It also works when learning English as their second language. They watched movies, follow their favorite Youtubers, read Marvel comic books, speak English when role playing just like their favorite English-speaking characters, and I believe they think bilingually as well.
Instead of having a debate on nature versus nurture, let's just say that they both play a role in language learning.
Behaviorists argue that when something appeals to the pleasure center of our brains, we tend to repeat the behavior. On the other hand, when we feel punished or are literally punished, the frequency of the behavior lessens. Personally, we do not use classical/operant conditioning because it is manipulative. We believe that grades, test scores, charts, stars, or other forms of rewards might work on a short-term basis, but in the long run, learners might find them too petty to provide enough motivation or they might not have the desire to learn in the event that there are no material rewards at the end. Instead, we hope that our children would find learning as rewarding in itself. To nurture their innate abilities, we just try to provide a supportive and stimulating environment by strewing books, games, toys, people, places, etc. that are rich with knowledge and learning experiences. We read bedtime stories in Filipino, English, and even in Swedish and Thai even though we can only undertstand the stories through context provided by the pictures. Daddy and I also speak mostly in Filipino. We tell stories and jokes, ask questions and express feelings with ease and from this experiences, our children experience the pleasure of speaking and listening to Filipino as well. We are not very particular with grammar, we believe that as they get older, they will immerse themselves in various forms of the written word.
Now, comes the third theory, which might answer the controversy related to learning or speaking Filipino. It's about the role of culture, of rejecting or embracing it, and how a learner's degree of acculturation affects learning a language. It argues that the learner must be able to identify with the culture, therefore, if a learner associates Filipino or other Filipino languages to inferiority for many different reasons (e.g. colonization, language of kasambahay, the poor, the uneducated, etc.) s/he will have difficulties learning the language. In our family, we believe that exposure to as many cultures as possible and learning about diversity is a gift. We try to travel as much as we can so that we can learn how to respect the different ways people live and learn that differences are not reason to consider one culture or language as inferior or superior. As we see more places, talk to more people, read, watch movies, search online, play, etc., we become more and more open to the beauty of diversity.
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