Untitled - Telling Tales from Southeast Asia and Korea - APCEIU

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SEAMEO-APCEIUSEAMEO-APCEIUCountry Story Class Activity MethodPhilippines The Ant and the GrasshopperSemantic webbingRole playingThe Legend of the PineappleChamber theaterCharacter portrayalThe Legend of Mariang Sharing of experiencesMakilingJuan TamadChamber theaterIbong AdarnaThe Hare and the TurtleVietnam The Toad Is the Heaven’sUncleThe teacher readsthe story and checkson students’ comprehensionSilent readingClass discussionStorytellingGroup discussionInteractive discussionDirect teachingQuestion-and-answermethodPART III. SUMMARY AND RECOMMENDATIONSThe SEAMEO-APCEIU Collaboration on the Development of Learning Materials onSoutheast Asian and Korean Folktales aims to increase intercultural education betweenSoutheast Asia and Korea by investigating regional folklores and folktalesfound in the primary-school textbooks of the 12 countries involved in the project.This joint undertaking supports ASEAN Vision 2015 and is spearheaded by APCEIUand the SEAMEO Secretariat.The project investigated 12 countries in total, 11 of which are from Southeast Asia(Brunei Darussalam, Cambodia, Lao PDR, Indonesia, Malaysia, Myanmar, the Philippines,Singapore, Thailand, Timor-Leste, and Vietnam) while one is from East Asia(Korea).The two major deliverables of the project include a situation report on the use offolktales in Southeast Asia and Korea and a book of regional folktales with learningnotes for teachers’ use.The project’s specific objectives are:1.2.3.To survey and assess the current situation on the use of folktales in SoutheastAsia and KoreaTo collect folktales from both public and private primary-school textbooksTo formulate medium-term strategies and to develop well-grounded programsto increase the dissemination of Asian folktales across the regionThe situation analysis comprised three major stages, namely:1.2.3.Conducting the survey from June to July 2009 in each of the participatingcountriesPresenting the highlights of the national surveysConducting a regional meeting on August 10–11, 2010 in Bangkok, ThailandKEY FINDINGSSome of the salient findings we obtained from the survey conducted in the participatingcountries are:A vast majority of the 60 folktales mentioned by the respondents (five respondentsper country) are published in grade 4 and 5 textbooks.A large number of folktales cited in primary-school textbooks are written in thelocal languages of the surveyed countries.An overwhelming majority of the respondents revealed that folktales are frequentlytaught in primary-school language classes3031
SEAMEO-APCEIUSEAMEO-APCEIUAmong the 12 countries, role playing and storytelling were the most popularclass activities used to teach folktales. Meanwhile, the least preferred techniquewas conducting small-group discussions.Storybooks and audio-video recordings were the most common teaching aidsused to support class activities and to reinforce the effect of learning, followedby the chalk-and-board method and paper-and-pencil tests. In contrast, therespondents expressed the least amount of preference for storytelling; use ofillustrations, handouts, and flashcards; and having the learners answer questionsin their textbooks.The most common pedagogical objective behind the inclusion of folktales inprimary-school lessons was to improve the learners’ communication skills.Traditional stories adapted for media tend to employ the television drama andaudio CD formats.Based on the survey responses gathered from all over Southeast Asia andKorea, folktales in primary-school textbooks were found to inculcate the followingkey themes:Smartness/Cleverness/Sagaciousness/IngenuityGood prevailing over evilValue of true friendshipAppreciating/Valuing someone’s deedsOrigins/LegendsHonoring one’s promise or wordLoyaltyRespect/Love/Obeying one’s parentsCourage/BraveryMore than half of the total number of respondents cited that teaching folktalesin primary school was compulsory. The most employed form of media toteach folktales in Southeast Asia and Korea were textbooks.Most of the surveyed countries conduct storytelling sessions once a week.The most widely used method to deliver folktales in primary-school classroomswas storytelling (by the teachers) and direct teaching methods.Written exams and role playing were the most popular methods of assessmentused to gauge the effectiveness of folktales as a medium to promoteunderstanding of one’s own culture. Likewise, half of the total number of respondentsalso indicated oral exams as an effective assessment method tomeasure learners’ oral proficiency in their mother tongue.Folktales that promote understanding of other people’s cultures are compulsoryin many countries in the region. This could be attributed to schools’ increasedfocus on global citizenship education.In many of the surveyed countries, folktales that fostered appreciation of othercultures were usually discussed in the classroom once a week.Half of the total number of respondents named small-group discussions astheir method of choice to deliver folktales to their learners.RECOMMENDATIONSOne of the primary goals of conducting the survey on folktales in Southeast Asia andKorea was to enhance regional understanding, cooperation and unity of purposeamong countries in Southeast Asia and Korea through the promotion of folktales inprimary-school textbooks.Schools play the most important role in disseminating knowledge and in acquiringknowledge about the regional folktales. However, not all schools have access to theSoutheast Asian Folktales. The distribution of Southeast Asian and Korean folktalesat low cost is critical. This will enhance the children’s understanding of the SoutheastAsian countries and Korea.Moreover, the community reading centers and libraries should be encouraged tohave a collection of Southeast Asian and Korean folktales. The study pointed outthat the greater majority of schools are using mother-tongue based folktales. Thus,possibilities of translating the Southeast Asian and Korean Folktales must be upscaledand written in the local languages.Key directions for policy making must be on expanding the range of access routesto the Southeast Asian and Korean Folktales. The Ministries of Education shouldconsider:Producing Southeast Asian and Korean Folktales in the local language forpromoting inter-cultural understanding.Popularizing the Folktales developed in the study using different modalitiesand media.Exploring the possibility of distributing the Folktales not only in big and smallbooks but also through some ICT-based modalities such as I-Pod, E-Book.3233
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Untitled - Telling Tales from Southeast Asia and Korea - APCEIU

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