Abstract
The institutionalization of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines through the Department of Education order no. 74. series of 2009 outlining aspirations for a culture-centered mother tongue-based instruction is positioned to focus on the acquisition of language content and allow the learners to experience a theoretically based, well-planned educational program that provides a strong foundation for literacy using the cognitive skills and comprehension of academic content from day one. However, the dynamic process of teaching and learning brought many factors contributing to the implementation of the program as the key language policy of the Philippines. With this, the researcher examined the extent of program implementation through the use of qualitative and quantitative data. The study employed validated and standardized survey instruments and used Statistical Package for the Social Sciences (SPSS) to analyze the gathered data, and it applied descriptive analysis to determine the level or degree of implementation. Also, the perspectives of language teachers were taken into account to ensure a better view of the panorama as they are the end-users. Findings suggested that (1) the policy has been implemented to a great extent by the teachers; teachers have a good grasp of the program. Also, (2) teachers are providing relevant and responsive delivery of instruction in order to capitalize the learner's capability.
Highlights
which positioned Mother Tongue-Based MultiLingual Education as the official language policy of the basic education system in the Philippines which aimed to improve the use of the English language of students
justice and equality among languages are put into consideration with the aid
learning of concepts in the schools can be acquired by learners
Summary
It is worth noting that it is the Philippines is the only ASEAN country that institutionalized multilingual education as its official language policy in the curriculum (Martin & Tupas, 2016), through the Department of Education Order 74, series 2009 and later adapted in the Enhanced Basic Education Act of 2013 For this reason, a program like MTB-MLE is worth revisiting, provided that its implementation is something unique in Southeast Asia, it can be viewed as a benchmark for our neighboring countries, yet we say that it can never run without any problem. In order to analyze and interpret the data gathered, the following statistical measures were used: the extent of the implementation of mother tongue-based multilingual policy by the teacher-respondents. Each of the respondents was given a well-structured, wellinstructed, and standardized set of questions to describe quantitatively, for the teacher-respondents, the extent of implementation of mother tongue-based multilingual education policy
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