000			02022nam a2200193Ia 4500
003			NULRC
005			20250520102755.0
008			250520s9999 xx 000 0 und d
040			_cNULRC
050			_aP 51 .S41 1983
245		0	_aScience learning and teaching : _blanguage in focus : proceedings of a Symposium on the Role of Language in Science Learning / _cedited by Marie S. Fernandez
260			_aPhilippines : _bNational Science and Technology Authority, _cc1983
300			_aiv, 136 pages ; _c24 cm.
505			_aThe Major Papers -- I. Filipino as the Language of Instruction in Science: The Maugnayin Approach -- II. Linguistic and Conceptual Problems in Learning Science -- III. English as the Medium of Instruction for Science Education -- IV. English and Pilipino in Science Teaching and Learning: Some Theoretical and Pragmatic Considerations -- V. Pilipino or Filipino in Science Learning -- The Reaction Papers -- I. Pilipino as the Medium of Instruction in Science Education: Reviewing the Possibilities for Development -- II. Pilipino as the Language of Science and Technology: The Real Problem -- II. The Role of Language in Science Learning: Some Linguistic Considerations -- IV. The Advantages of a Bilingual Policy in Philippine Science Education -- V. Language as a Tool for Science Learning.
520			_aThe smallness of this room where we are gathered today belies the educational importance of the event that shall take place here this morning. I am sure that you will agree with me that the topic for discussion today holds more significance than the other subjects that normally catch the attention of the public about education. Language and the language of instruction have always been very interesting and important issues in education. Many previous discussions on these, however, have confused the differences between a language policy and the medium of instruction policy.
650			_aLANGUAGE IN SCIENCE LEARNING
700			_aFernandez, Marie S. _eeditor
942			_2lcc _cBK
999			_c15037 _d15037