1. Teacher Study, Language Registers, and Scientific Grammars: Long-Term Solutions to Upgrade Teacher Quality
Audrey Morallo , Janus Cabazares, and
Kevin Brandon Saure
University of the Philippines Diliman

2. Descriptive Equivalent
English Proficiency
MPS
Descriptive Equivalent
1. Structure
42.82
Low
2. Written Expression
37.13
3.Reading Comprehension
59.55
Moderate
TOTAL TEST
50.53
National Education Testing and Research Center,
Department of Education 2012.

3. National Education Testing and Research Center, Department of Education 2012.

4. What’s the current practice in teaching English voice to students?
Teacher’s Guide for Grade 9
Task 8 The Voice
Instruct students to read on the teaching points.
Allow them to study the examples given.
The teacher may have some inputs or give additional examples in case of gray areas.
Solicit students’ responses on the differences between active and passive constructions.
Ask students to give their own examples.

5. What’s the current practice in teaching English voice to students?
Task 10. The Voice in Action
Instruct students to write their own sentences in the active voice.
Then change these sentences into the passive voice.
For in-depth analysis, instruct them to note the changes that took place in the sentences.

6. (Celce-Murcia & Freeman, 2008)
The Grammar Framework
(Celce-Murcia & Freeman, 2008)
Grammar is not merely a collection of rules, but as a system with a communicative end in mind (Celce-Murcia & Freeman, 2008; Payne, 2011).
Grammar involves three dimensions: Form (Morphosyntax), Meaning (Semantics), and Use (Pragmatics).

7. The Grammar Framework (Celce-Murcia & Freeman, 2008)
Meaning
What does it mean?
(Meaningfulness)
Use
When/Why is it used?
(Appropriateness)
Form
How it formed?
(Accuracy)

8. Scientific Grammars
Under the MTB-MLE the teaching of the Passive Voice must be based on linguistic studies focusing on the grammars of English and Filipino. The grammatical analyses should be appropriate for the language in scrutiny.
These should be scientific grammars which are based on current developments in Linguistics

9. Analyzing English Passive Voice
Form and Meaning
Taking the active voice as takeoff point, the passive voice construction is derived by transposing the object of the verb to the subject position and changing the verb to its be + participle form. The agent, which is the original subject, is put to follow the be + participle verb and is introduced by the marker by.
However, passive voice constructions are not always derived forms. Especially when the statement has no necessary agent, the construction with a be + participle verb simply denotes status, description, or process.
Usage
Passive form is most often used in academic and scientific texts (Celce-Murcia and Larsen-Freeman, 1999: 354 in Roe, n.d.).

10. Why can’t we use the concept of English voice on Philippine Languages (PLs)?
Fundamental differences in structure renders the conceptual imposition of English voice on PLs inappropriate. Some of the important points were pointed out by Nolasco (2004 and 2006):
The concept of subject and object is not suitable for PLs. Instead, the concept of the most affected entitiy is suggested.
Traditionally considered passives are pragmatically “active”.
Passive constructions occur as frequently as their active counterparts.
While English passive has the option/tendency to drop the agent of the action, this behavior is not found, if not uncommon, in Philippine languages (Shibatani, 1988, 1991).
Other considerations: word order and number agreement.

11. Alternative analysis
Given these, an analysis that is tailor-cut for the special characteristics of PLs is proposed. As an alternative to the subject-object dichotomy, Nolasco proposes the S-A-O analysis for PLs. This roots from the categorization of English into nominative-accusative type, and the PLs into the ergative-absolutive type.

12. The Relevant concepts for understanding voice in Philippine Languages
The notion of subject is not relevant in Philippine Languages (Nolasco, 2004)
Concept of Transitivity in Philippine Languages:
The degree of effect of an action that is transferred from the agent-like entity to a patient-like entity (Nolasco, 2004).

13. Language Intellectualization
The MTB-MLE- curriculum requires the development of academic register for various Philippine languages.
For teaching the Passive voice, the concepts used to analyse Philippine languages are English based categories

14. English grammar concepts were used as the framework to understand the Philippine languages
[1] Subject (Simuno) –”Ang gumaganap ng sinasabi ng pandiwa” (Balarila ng Wikang Pambansa , 1944)
[2] Object (Layon) – “Tagatanggap ng gawaing sinasabi ng pandiwa” (Balarila ng Wikang Pambansa , 1944)
[3]Transitive (Palipat) – “Pandiwang maaaring lagyan ng tuwirang layon” (Makabagong Balarilang Pilipino, 2003).

15. English grammar concepts were used as the framework to understand the Philippine languages
[5] Active (Tukuyan) - “Ang simuno ay tahasang gumaganap at may layong sadyang ginagamapan ng gawaing tinutukoy ng salitang ugat”.
(Balarila ng Wikang Pambansa , 1944)
[6] Passive (Balintiyak) - “Nagsasaad ng pagiging simuno ng dating kaganapan, pagiging kaganapan ng dating simuno, at ibang panlapi ng pandiwa” (Balarila ng Wikang Pambansa , 1944)

16. Tagatanggap Katawanin Simuno Palipat Tukuyan Tinig Balintiyak
These categories can be used in teaching English grammar in the MTB-MLE
Tagatanggap
Katawanin
Simuno
Palipat
Tukuyan
Tinig
Balintiyak
Tagaganap
Layon

17. Lesson Study Group 1 Debrief 2 Discuss the Research Concept
3 Compare research with Practice
4 Plan Collaboratively
5 Assignment

18. Thank You!