Mother Tongue-based Multilingual Education Research Articles

The Interplay Between Language Ideologies and Mother Tongue-Based Multilingual Education (MTBMLE) Policy Implementation in the Philippines

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.

Trajectories of language and the culture of the Gopali community in the Chitlang Valley

Language pedagogy primarily casts light on cultural trajectories of language use in certain communities. By examining these of the Gopali community in the Chitlang Valley, located 28 miles southwest of Kathmandu, this preliminary study delves into various applied aspects of language use in the area. Preliminary observations indicate that the Gopali, a subset of the Newar ethnic group, have a distinctive linguistic and cultural identity in Nepal. However, they have yet to be recognized as a separate ethnic community despite their unique language, marital exchange, origin stories, and cultural practices. Currently subsumed under the Newar subset, the Gopali language is on the brink of extinction primarily because of an increasing level of influence exerted by Nepali, Tamang and Kathmandu-based Newar accents on Gopali speakers. As the misrecognition of language and culture was historically linked with the political-economic access of the community, we observed the impact of the political economy on the Gopali of Chitlang. This paper has been developed on the basis of data elicited from various narratives, key informant interviews (KII), life histories, language surveys, and observations conducted in October, 2021. Thus, the interpretation has been made in relation to various political, social and economic relations of language use and cultural changes. In consideration of multilingualism as a norm of language education, this study has also explored the impact of multilingualism among the younger generation in the Chitlang Valley. The study can help policymakers introduce mother tongue-based multilingual education (MTB-MLE) to children in the Gopali community.

MTB-MLE Curriculum: An Evaluative Study on Language Transitioning Design for Basic Education

The purpose of this phenomenological study was to elicit teachers' lived experiences of teaching Mother Tongue-Based Multilingual Education (MTB-MLE) in the primary grades. It sought to evaluate the MTB-MLE program in Dawis Elementary School in Digos City, Philippines particularly in its effects in the curriculum, instruction, and assessment, the effect of the transition from mother tongue to English language, and how teachers address the challenges they encountered in the implementation of MTB-MLE. In-depth interview (IDI) was conducted to the participants who handled learners from diverse tribes. Eight (8) significant themes emerged from the effects of MTB-MLE in terms of Curriculum, Instruction and Assessment divided into two categories: success and struggles. For the success: Easy Understanding of Concepts and Enhancement of Students’ Engagement surfaced as themes. For the struggles: Linguistic Problems, Transition Challenges, Construction of non-standardized test, Inadequate Instructional Materials, Teacher Training Difficulty, and No Codified Dialects cropped up. Four (4) significant themes emerged in the transition from Mother Tongue to English Language to the learners: lexical problems, lack of instructional materials, translation difficulties, and comprehension difficulties. Five (5) themes in terms of the strategies that teachers address during the transition from Mother Tongue to English language appeared: Translation of target language to mother tongue, Utilization of Multilingual Resources, Utilization of technological aids, Use of scaffolding and bridging in instruction, and enhancing and optimizing the learning experience of students. The study's findings shed light for evaluating the MTB-MLE curriculum. School administrators may find this study to be helpful in providing insights for enhancing the MTB-MLE curriculum. Likewise, results of the study may provide incisive contributions to the ongoing discourse on MTB-MLE.

PAG-INDO ‘SA LINAWNGAN NA SAMA: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF TEACHERS OF SAMA LEARNERS

In the heart of Davao Gulf in Southeastern Mindanao lies the pristine Island of Samal - the homeland of Sama indigenous group and have lived there since the beginning of time. The Island Garden City of Samal (IGaCoS) can be reached by ferry boat from Davao City. Learners of any indigenous group are highly influenced by their own distinct environments and experiences, the explicit exposure of Sama learners to their own Mother Tongue – Sama Language is beneficial in their pursuit of linguistic competence albeit furthers the maintenance of their cultural heritage. Hence, in 2016, the Department of Education implemented the IPED program that aims to teach children the history and the language of Sama. The Department of Education Island Garden City of Samal recognize the importance of providing culturally appropriate learning resources in the mother tongue for children of Indigenous Peoples such as the Sama. This will ensure that no Sama children are left behind as the K-12 Mother Tongue-Based Multilingual Education (MTB-MLE) system is implemented nationwide. The Sama have an estimated population of 32,000 and live in Island Garden City of Samal. Teachers are facing problems in the implementation of IPEd Program like lack of learning resources and lack of knowledge on indigenous knowledge systems and practices (Olpindo, 2018). In this context, the core of this study is the experiences of teachers handling Sama Learners in terms of their pedagogy focusing on communication classes. Universities produce educators that fill positions in the various supply chains of the nation’s education systems. These educators over the last four decades have emerged from their universities with very little exposure to Indigenous insights and then they inadvertently replicate either or at worse illegitimate or illinformed Indigenous content in their disciplinary field. All children are on a continuum of learning. It is essential that teachers find out where each of their students is on the continuum by developing knowledge of individual students’ learning levels and needs. (Perso, Thelma. Teaching Indigenous students: Cultural awareness and classroom strategies for improving learning outcomes. Routledge, 2020.)

Teachers’ Attitudes Toward the Use of a Minority Language as the Language of Instruction in Primary Schools in India

This study evaluates the attitudes of primary school teachers in Rabhalanguage- majority areas of Assam, a state in India about the use of Rabha as a language of instruction in the light of the new National Education Policy 2020. Fifty one school teachers were surveyed and 15 teachers were interviewed using the triangulation method. This article makes a case for advocacy and mobilization of the community for successful implementation of educational policies. Even well-intended policies might not achieve success if the target community is not convinced of the positive outcomes of the policy recommendations. The findings of the study reveal that though the teachers were overtly supportive of the use of Rabha in the classroom, they displayed subtle resistance toward its use due to the widespread misconception that if education is not imparted in more mainstream languages, students will lose important educational and employment opportunities. The authors make recommendations for carrying out proper advocacy and mobilization drives in order to create awareness about the advantages of mother tongue-based multilingual education.

Effectiveness of Lib-Rungog: Audiobook on the Listening Comprehension Skills of Grade 7 Learners: Basis for Intervention Program

This study investigates the impact of the Lib-RUNGOG Audiobook intervention on the listening comprehension skills of Grade 7 students. Employing a randomized pre-test post-test control group design, the study compares the performance of an experimental group exposed to the audiobook intervention with a control group utilizing traditional listening strategies. The research instruments include a Mother Tongue-Based Multilingual Education (MTB-MLE)-integrated audiobook, pre-test, and post-test items. Data analysis involves t-tests for independent and correlated samples, with a significance level of 0.05. The findings reveal a significant improvement in the experimental group's post-test scores, emphasizing the efficacy of the Lib-RUNGOG Audiobook intervention. In contrast, the control group employing conventional strategies shows no significant improvement. A comparison between the two groups suggests that, on average, the Lib-RUNGOG audiobook intervention yields higher post-test scores. However, the intervention group exhibits a greater variability in scores, emphasizing the need for nuanced understanding of individual responses. In conclusion, the Lib-RUNGOG Audiobook intervention demonstrates a substantial positive impact on reading comprehension skills. While both approaches were effective, the innovative audiobook intervention stands out in enhancing academic performance. The study recommends the integration of such interventions in educational settings, with a focus on individualized learning plans. Future research should explore the long-term effects and establish collaborations among teachers, parents, and researchers to optimize educational strategies, especially in the context of listening skills.

The Grassroots Reality: A Scoping Review of the Mother Tongue-Based Multilingual Education (MTB-MLE) Implementation in the Philippines

This study employed a scoping review methodology and thematic analysis to examine the grassroots-level implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. The research emphasized the importance of exploring the experiences and perspectives of those directly involved in policy execution and recognizing their critical roles. Mapping the existing literature, the study identified four emerging themes: teacher preparedness and training; limited resources and difficulty in translation; language diversity and language selection difficulty; and community engagement and support. These themes underscored the complexities surrounding MTB-MLE implementation, highlighting areas for improvement and policy refinement. A functional framework was formulated to provide a structured approach to understanding and addressing the identified issues. The framework recommended in-service training and workshops for educators, resource development and iterative translation, language proficiency assessments for students, and community-based initiatives. These elements are crucial for overcoming current challenges and establishing a sustainable foundation for the ongoing success of MTBMLE initiatives. Although MTB-MLE has positive policy aims, its implementation at the ground level remains a subject of academic inquiry due to specific limitations. This study aimed to contribute to the vital discussion on the complex interplay between language policy directives and grassroots realities and provide practical recommendations for improving MTB-MLE implementation and associated educational initiatives.

National Education Policy 2020 and Multilingualism in India

The National Education Policy (NEP) 2020 in India casts its attention on establishing the interconnection between languages and the medium of instruction for teaching and learning. The present essay is going to deal with the role of languages in NEP – 2020 and figure out its recommendations to be imparted in the areas of medium of instruction, classical languages, foreign languages, and Indian Sign Language. The article underlines the factors that can either be proved positive or not by a concern on how NEP revised language related proposals can be implemented now through a review of existing literature and policy documents. The study demonstrates the emphasis that this policy places on mother tongue-based multilingual education in the early pedagogical years. As well, it encourages the usage of English language and other languages. The NEP as a policy of the language seeks for celebration of the linguistic diversity of India, improved lecturing outcomes and equips the students with the necessary and requisite necessary to perform in the 21st century; eventuality calls for the logical problem solving that involves teacher training and resource development. The National Education Policy (NEP) 2020 of India is at the very core a paradigm shifts in the country's education framework with a focus placed in multilingualism promotion. This article delves into the NEP 2020 main details anchored in multilingualism, including the "3-language formula", the mother tongue as the medium of instruction, and the promotion of both classical and regional languages. The literature review focuses on the existing studies which are addressing the multilingual education’s advantages and drawbacks. A part of the discussion and analysis chapter will focus on possible both positive and negative influence of the NEP 2020 on India’s language diversity, education, and social coherence. The final section of the article re-emphasizes on the effectiveness of the implementation process and follow-up procedure to ensure that the multilingual approach under NEP 2020 will have successful outcomes.

Supporting Parental Involvement in Mother Tongue Based-Multilingual Education: Activities for the Classroom

Supporting Parental Involvement in Mother Tongue Based-Multilingual Education: Activities for the Classroom

Legitimation of Linguistic Hegemony Through Language in Education Policy in Nepal: A Critical Discourse Analysis

The constitutional provision of equal right to all languages as a medium of instruction claims that linguistic justice over all the languages has been maintained in Nepalese Education system. However, this 'positive self-representation' of the constitution and the government seem to implicitly marginalize the 'other languages' through legitimation of domination of powerful languages such as, English and Nepali. Based on this issue, this paper critically analyzes the discourse of Language in Education Policy (a part of National Education Policy 2019) in order to examine how hegemony of dominant languages such as, English and Nepali over other minority languages is legitimized through language in Education Policy in the context of Nepal. Critically analyzing the discourse of language in education policy of Nepal through the lens of ideology, power and double voicedness, the paper reveals that even though Nepalese language in education policy seems to adopt mother tongue-based multilingual education policy, hegemony of two dominant languages (English and Nepali) is still prevalent. The hegemony of these dominant languages is legitimized, reinforced and maintained by the nation through language in education policies.

Evidence for student-centered teaching: A process evaluation of MTB-MLE classroom instruction

Over a decade into the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, program implementers continue to encounter challenges, especially in terms of student-centered instruction (SCI). To ensure a student-centered program, the Department of Education crafted guiding principles to which MTB-MLE teaching and learning should be anchored. However, numerous implementation challenges could potentially affect the application of SCI in the classroom. Utilizing process evaluation adopted from Stufflebeam's (2000) CIPP model, this study investigated the extent to which MTB-MLE teachers carry out SCI in a public elementary school. This paper also examined teachers' challenges and coping strategies in relation to classroom instruction. Results revealed that SCI was strongly implemented in the MTB-MLE classes. Further, the following SCI-related challenges emerged: (1) learners' unruly behavior during activities; (2) difficulty in the use of mother tongue; and (3) lack of cooperation among students. To address these concerns, the teachers employed coping strategies, such as setting clear classroom rules, using translation and code-switching, and providing varied activities to match learners' interests. The findings of this paper may aid policymakers, curriculum designers, and school administrators in developing appropriate programs and activities aimed at enhancing teachers’ competence to implement a student-centered MTB-MLE education.

Mother Tongue Education as a Medium of Instruction - A Literature Review

This article presents a review of literature of various studies on mother tongue education (MTE) as a medium of instruction. The first objective of this review was to examine the role of mother tongue as first language (L1) as a medium of instruction for effective learning. The second objective was to study the challenges faced by native language learners studying through second language (L2) English. The third objective was to summarise the problems and challenges in implementation of mother tongue-based multi-lingual education (MTB-ML). The review was conducted through a literature search in various databases. The review of literature showed that the mother tongue-based education gives better understanding of the concepts and clear interpretation of the thoughts and gives emotional strength. Mother tongue learning was seen to act as a medium for the interaction within a community. However, the challenge of implementing mother tongue-based multilingual education in countries having multiple mother tongues was a reality. It was seen that learning through English (second language) was useful to learn for all the students in the context of globalization. However, the major challenge was of low levels of English proficiency amongst teachers and students, lack of resources, and limitations of a well defined pedagogical plan. The studies suggested that up to primary classes, the medium of instruction should be mother tongue/regional language. Students should however be given an opportunity to learn through English/second language so that they would be able to act as global citizens in future.

The ideological tug-of-war of language policies in the Philippines: perspectives and proposal

ABSTRACT Implementing mother tongue-based multilingual education (MTB-MLE) in the Philippines opens opportunities for learner inclusion and access, which is also in harmony with UNESCO's Sustainable Development Goal 4 aimed at achieving quality and inclusive education for all. However, recent attempts to revert to Filipino–English bilingual education foreground the ideological tug-of-war that continues to impact policymakers, researchers, educators, and, most importantly, Filipino learners. As the bilingual model is believed to be valuable to economic and technological growth, the role and relevance of MTB-MLE in a globalized world are challenged. We argue that language views espousing covert dominance continue to permeate language policy discourses in the Philippines, which can impact classroom learning and instruction. Hence, this article analyzes the historical milestones of languages in education and looks at how linguistic imperialism is entrenched in language policies. It also situates language use in the Philippines within a broader sociolinguistic context in which it operates. The article concludes with an inclusive framework on language policy implementation, the Naverin (national, vernacular, and international) model, proposing a balanced view of using various linguistic resources, which might be relevant to other multilingual societies in Southeast Asia.

Abrogating Mother-Tongue Multilingual Education in the Philippines: The Lens of MTB-MLE Teachers in Public Elementary Schools

The study assessed the implementation of Mother-Tongue Based Multilingual Education (MTB-MLE) program through the lens of the MTB-MLE teachers on its motion to be abrogated in the Philippines utilizing descriptive-correlational method of research with 28 total number of respondents. With a researcher-made questionnaire validated and reliability-tested, results revealed respondents moderately agree that MTB-MLE shall be abrogated. It also revealed that there is no significant difference on the perceptions of the respondents as regards abrogating MTB-MLE when grouped according to their profile. Finally, there is no significant relationship between the perceptions of the respondents as regards abrogating MTB-MLE and their profile. It is therefore recommended that the teachers should take part in the implementation/revision of the MTB-MLE curriculum since they are at the helm of the program implementation. There should be redefining of curriculum guide, learning activities and assessment of each area by the curriculum schedule prescribed on the most essential learning competencies suitable for the MTB-MLE Implementation. Moreover, the Department of Education should provide support to teachers to enhance their teaching capabilities on the use of MTB-MLE instruction especially the necessary materials and interventions that will be utilized in delivering instructions more effectively.

Collaborative Translanguaging Formative Assessment in Mother Tongue-Based Multilingual Education

This research conducted classroom action research in Grade 1 of a Mother Tongue-Based Multilingual Education (MTB-MLE) program, which aims to promote the use of local languages as mediums of instruction in the early years of education. The study found that Ilokano learners tended to use English more often than Ilokano, which highlighted the importance of supporting their cultural identity and heritage through the MTB-MLE program. The Ilokano-Based Translanguaging Approach to Mother Tongue-Based Multilingual Education (IBTA-MTB-MLE) was developed to support instruction, and a formative assessment strategy called Collaborative Translanguaging Formative Assessment (CTFA) was developed to align with the teaching approach. The study aimed to test the effectiveness of CTFA by preparing four lesson sessions where learners work together to think, talk, write, and give feedback using their full range of linguistic repertoire. After the implementation of CTFA, a pre-test and post-test were conducted to determine the achievement of the Ilokano learners in MTB-MLE. The results showed that the majority of the students moved to higher ranges of score after the intervention, with an increase in mean scores from 20.1 to 25.87. The study highlights the benefits of translanguaging in language education and collaboration in assessment.

Alphabet primer as mother tongue-based multilingual education supplementary instructional material

This study aims to develop MTB-MLE instructional material such as alphabet primer for the use of Grade 1 pupils in Iyakan language and to test its effectiveness. 100 pupils (Grade 1) participated in the study from a selected public elementary school in a particular city and province in Mindanao, Philippines. The study used a one-group pre-test-post-test design where the worksheets were taken from the Iyakan Alphabet Primer as instruments. Experts in mother-tongue education and members of the community validated and critiqued the alphabet primer. The results of the study demonstrated that the alphabet primer may be tailored to meet the needs of students at the Grade 1 level. Word identification, alphabet knowledge, spelling knowledge, and handwriting are all areas where the learners have shown substantial improvement. The findings suggest that the mother-tongue alphabet primer has potential as a means of raising students’ achievement. Based on the findings, it is suggested that the developed alphabet primer book be used as a supplementary resource for teachers of MTB-MLE with the Iyakan language as L1, that additional teaching guides be created to support teachers in the classroom, that more instructional materials in the first or local languages be created and used in the classrooms, and that the alphabet primer be translated into other dialects or languages in the city or province to maximize their use.

Issues and Concerns in Teaching Mother Tongue-Based Multilingual Education during the Pandemic

https://orcid.org/0009-0004-2635-0399, https://orcid.org/0009-0000-9987-1495, https://orcid.org/0009-0009-3823-1772, https://orcid.org/0000-0001-6347-6442, https://orcid.org/0000-0002-3515-3889, https://orcid.org/0000-0001-8981-7399, https://orcid.org/0000-0002-5229-8350, agusan.jealene@clsu2.edu.ph, deocampo.kenneth@clsu2.edu.ph, domingo.erikha@clsu2.edu.ph, jpacol@clsu.edu.ph, parchamentojackson84@clsu.edu.ph, michaelangelo.santos@clsu2.edu.ph, nenitafabrigas@clsu.edu.ph Central Luzon State University, Science City of Muňoz, Nueva Ecija, Philippines

Reconfiguring Crisis Management Skills of Teachers in the New Normal

Ten years have passed since the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, in line with the K to 12 Curriculum. It was expected to be implemented in all public schools, particularly for students from Kindergarten to Grade 3. This program has been a significant change in the education system and in the study of the Filipino language in the country. It is a response to strengthening regional languages and addressing the decline of certain existing languages in the country. However, over time, the implementation of MTB-MLE remains a challenge for schools. The unforeseen crisis that has reshaped the world has also become an obstacle. In this context, the aim of this study is to identify and analyze the various issues and concerns of parents and teachers in teaching Mother Tongue-Based Multilingual Education during the pandemic in the town of Talugtug. Using Husserlian Descriptive Phenomenology as the research design, focus group discussions (FGDs) were conducted to gather data, and Colaizzi’s seven steps of data analysis were employed for data analysis. The study revealed that there are issues, concerns, and challenges experienced by teachers and parents in teaching and implementing MTB-MLE. The identified issues, concerns, and challenges include the lack of instructional materials, transliteration, vocabulary, inadequate teacher training, and a shortage of guidebooks. It was also discovered that MTB-MLE significantly contributes to the academic development of students and is crucial because students better understand the lessons being taught. However, parents were not adequately prepared to teach these lessons. Based on the study’s data, an action plan was developed as a guide to provide solutions to the issues and concerns of teachers and parents in teaching MTB-MLE. Keywords: issues, concerns, teacher, parent, Mother Tongue-Based Multilingual Education

THE READING PERFORMANCE OF LEARNERS IN MOTEHR-TONGUE IN THE COUNTRYSIDE AREA OF THE PHILIPPINES

With the implementation of Mother-Tongue Based Multilingual Education (MTB-MLE) under the Enhanced Basic Education Act of 2013 and the lack of contextualized and localized teachers guide and learners materials has motivated the researcher to pursue this study which aimed to determine the reading performance of learners in mother-tongue. The respondents of the study were comprised of 312 grade 3 pupils from all the central schools in the Schools Division of Eastern Samar during the First Grading Period of the School Year 2021-2022. This study used descriptive design. Results of the study revealed that the reading performance of learners in mother-tongue showed that the learners are advanced in terms of segmental sounds compared to supra-segmental sounds. This means that the lack of system of writing for the Waray language, lack of vocabulary lists, lack of assessment and validation tools for reading materials, lack of grammar materials/explanation, and lack of proper contextualized and localized learners materials affected the learners reading performance when dealing with complicated supra-segmental sounds. This study proved that even if teachers had a very satisfactory performance indicator, but there is a lack of development in contextualized and localized strategic intervention materials in MTB-MLE for local Waray language, particularly the Waray language used in Eastern Samar, there is still a language barrier between the teachers and pupils in understanding lessons taught in their respective school.

Assessment of the Implementation of Mother Tongue Based-Multilingual Education in the Province of Benguet

The Mother Tongue Based- Multilingual Education (MTB-MLE) Program has been in operation for over ten years. While the program has had positive effects, perceived negative impacts have also been noted. The study focused on predicting the implementation of MTB-MLE in the Province of Benguet. It aimed to determine the positive and the negative effects of the program and the challenges currently encountered by teachers providing base data on the areas of the program needing improvement. The qualitative approach to research has been employed engaging the elementary school teacher participants in interviews. The responses eventually went through the three coding levels. Results revealed that the use of the mother tongue as medium of instruction helps the learners understand the lesson easily, encourages active participation in class, and assists learners better in reading. Contrastingly, the perceived negative effects include hindering the learning and use of two languages, impeding the grasp of the concepts in the next grade level, and reduction of learners’ confidence in using the second/target language. Meanwhile, the challenges teachers encounter cover lack of teaching materials and heterogeneity of their and the learners’ first language (L1). With the program’s implementation through time, while implementers wish to invest on the program strengths, challenges still post limits and pressures. It is therefore suggested that attention is paid to addressing the weaknesses striking a balance with the strengths by providing teacher trainings towards addressing the linguistic considerations and developing instructional materials that suit the teaching-learning needs.