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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Ferdinand T. Abocejo
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Philippine Informal Reading Inventory (Phil-IRI) Program: A Critical Analysis Jennylyn G. Abril; Christian T. Acerbo; Ferdinand T. Abocejo
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 5, No 4 (2022): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v5i4.7270

Abstract

The implementation of the Philippine Informal Reading Inventory (Phil-IRI) program is mandated by the Department of Education (DepEd) for implementation in schools as an assessment tool in determining the performance of learners in reading proficiency. This paper critically analyzed the implementation of Phil-IRI in schools as a prescribed reading program of DepEd. Following a critical analysis approach, the paper explored the problems encountered in the program implementation. The results of the inventory serve as the basis for teachers in creating appropriate reading intervention initiatives to improve the performance of struggling readers. Challenges were revealed along the Phil-IRI implementation which drew setbacks on literacy improvement, writing and reading proficiency of the learners. In the implementation process, some teachers were not adherent nor consistent to program interventions since they are already bombarded with workloads in their teaching tasks and so many paper- works for submission, apart from the time-consuming reading interventions. It was difficult to carry out the appropriate reading remediation in view of teaching time constraints and too many assigned works coupled with the insufficient instructional reading materials, limited or no technological facility and limited library resources. Indeed, developing the reading ability of learners with reading difficulties has never been an easy feat for the reading teachers.
Evaluation of the Mother Tongue-Based Multilingual Education Program in the Philippines Abba Joy L. Dagalea; Sharon B. Peralta; Ferdinand T. Abocejo
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 5, No 4 (2022): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v5i4.7269

Abstract

This study is a critical evaluation of the “Mother Tongue-Based Multilingual Education (MTB-MLE)” program implemented in the Philippine primary education level. The MTB-MLE program plays a vital role in the learners’ development process specially in the language acquisition domain. Lending to a content evaluation analysis approach, the study analyzed the strengths and weaknesses of the Program implementation. Findings revealed that the Program implementation within the educational context in the Philippines has brought far reaching beneficial effects like adherence to cultural and linguistic origin while learning and deeper native language comprehension. Meanwhile, the enactment also resulted to some drawbacks as confirmed by the DepEd where the public schools were not yet ready towards the implementation of the MBT-MLE as it requires additional funds concerning to address the inadequacy on instructional and developmental resources. In conclusion, the Program realized valuable effects to the learners, teachers, and within the community context. The authors recommend for a reconfiguration of MTB-MLE strategies and goals to be aligned with the linguistic, economic, and cultural condition. The National Board of Education must engage in language mapping to determine the language distribution in schools where the program is implemented. The local government units can provide vital supports particularly in the provision of operational funds along the implementation of the program.
Co-Authors Abba Joy L. Dagalea Christian T. Acerbo Jennylyn G. Abril Sharon B. Peralta