00000namaa22000004a 4500 UP-99849408841399477 Buklod 20230714090833.0 a gr ||| u ta 230714s2021 ph a rm 00| 0|engdd DEDUC rda eng DMLUC LG 996 2021 E33 A79 Arzadon, Maria Mercedes Estigoy author Policy enactment in MTB-MLE big book making among teachers in Buguias, Benguet Maria Mercedes Estigoy Arzadon ; dissertation adviser, Eufracio C. Abaya, ; dissertation reader, Romylyn A. Metila ; Aleli B. Bawagan, Clement C. Camposano, Virgilio P. Manzano, members. Policy enactment in mother tongue based-multilingual education big book making among teachers in Buguias, Benguet Quezon City College of Education, University of the Philippines Diliman 2021 xv, 298 leaves illustrations (some color) 28 cm. text rdacontent unmediated rdamedia volume rdacarrier Dissertation (Doctor of Philosophy in Education - Anthropology and Sociology of Education) University of the Philippines Diliman January 2021 Includes bibliographical references (260-276 leaves) This ethnographic research, informed by Anthropology and Sociology of Educational Policy, examines the policy enactment in the MTB-MLE big book making among teachers in Buguias, Benguet. Policy enactment is the complex way policies are perceived and interpreted alongside/against contextual factors by various actors. The research setting is the school district of Buguias, Benguet, known to have produced more than 300 big books stories. Data collection and validation were undertaken from September 2018 to April 2020. he study utilized various data elicitation strategies of ethnography like participant observation, class observation, interviews, document, and artifact analysis. The findings of the study reveal that the local policy actors translated the MTB-MLE policy into a localized book supply chain that generated the big books for the MTB-MLE programs in Buguias, Benguet. Secondly, the policy was enacted through contextualization practices that created stories about the place, cultural values, and environmental concerns. And thirdly, the policy was translated as a literacy instruction approach called ANIDUT. This approach utilizes a locally made Kankanaey primer, standardized and intellectualized academic register of the local language, a set of big books, and ways that made reading a positive experience. Fulfilling the roles of policy actors were the teachers, school heads, supervisors, illustrators, digital printing shop operators, language experts, and the big book (as a non-human actor). Being policy entrepreneurs and enthusiast, the teacher developed expertise as teacher-writers, teacher-ethnographers, and teacher as MTB-MLE literacy leaders. The big book makers were motivated in various ways-to provide a child-friendly learning experience, fulfill the expectations of an MTB-MLE pilot school, become counted in a collective effort of big book making, and earn merits for career advancement. The agency of the big book as a policy actant became apparent as it heightened the visibility and symbolic value of the MTB-MLE policy. The MTB-MLE policy as an actant was found to be limited in its power. The analysis of contextual factors uncovers the following enabling conditions: the spaces for creativity provided by the piloting stage; training and mentoring relationships; teacher incentives; technical resources; and the situatedness of the place. The disabling conditions include the stringent quality assurance processes, lack of funding support, limited authorship, adversarial relationships, normalization of impoverished (storybook-less) literacy instruction, and the economistics and hierarchical view of languages. As a contribution to the discourse on Anthropology and Sociology of Educational Policy as well as the field of MTB-MLE, this study has attempted to demonstrate the importance of educational ethnography in grounding the complexities of policy enactments embodied in the making and use of the MTB-MLE big books in a given locale. Accordingly, the study has formulated a conceptual model for analyzing policy enactments of MTB-MLE big book making that may be conducted in other settings. Native language Study and teaching (Elementary) Philippines Buguias (Benguet) Native language and education Philippines Buguias (Benguet) Language policy Philippines Buguias (Benguet) Teachers In-service training Philippines Buguias (Benguet) Children's books, Philippine. Big books (Children's books) Abaya, Eufracio C. dissertation adviser. Metila, Romylyn A. dissertation reader. Bawagan, Aleli B. member. Camposano, Clement C. critic reader member. Manzano, Virgilio P. critic reader member. FI UP UPD DEDUC LG 996 2021 E33 A79 Thesis