Mother Tongue or Muddled Tongue

Mary Joy Gelizon

doi:10.62596/eir.jj6mh863

Authors

Mary Joy B. Gelizon School of Teacher Education, Biliran Province State University, Biliran Campus 6566, Philippines Author

DOI:

https://doi.org/10.62596/eir.jj6mh863

Keywords:

Mother Tongue, Multilingual Education, Philippines

Abstract

The Mother Tongue-Based Multilingual Education (MTB-MLE) policy in the Philippines aims to improve young learners' comprehension by using their home languages in instruction. Despite its educational promise, the policy faces significant challenges in multilingual regions, including confusion over language choice, insufficient teacher proficiency, lack of quality instructional materials, and inadequate training. These issues hinder the policy’s effectiveness and may contribute to fragmented learning experiences. To enhance MTB-MLE’s success, tailored regional evaluations, ongoing teacher development, community involvement, and stronger government and NGO support are crucial. Proper implementation can transform the mother tongue from a barrier into a bridge for meaningful learning and empowerment of Filipino children.

References

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