Abstract
AbstractDrawing on Sutton and Levinson’s Socio-cultural Approach to policy, this study explores the experiences and collective language beliefs of 25 teachers implementing the Mother Tongue-Based Multilingual Education (MTBMLE) policy in two urban Philippine school districts. Mixed methods were used to understand policy enactment and teacher perspectives. Findings reveal that teacher beliefs about language significantly influence their appropriation of the MTBMLE policy. While some teachers accommodated the policy, others demonstrated negotiation and some showed nuanced resistance due to perceived pedagogical challenges hindering implementation. This research highlights the role of teachers as active agents in shaping policy, not simply passive recipients. By uncovering teachers’ deeply held language ideologies, the study offers valuable insights for MTBMLE policy reformulation.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
