A ‘New’ Politics of Language

in the Philippines: Bilingual

Education and the New Challenge
of the Mother Tongues
Ruanni Tupas and Beatriz P. Lorente

The Bilingual Education Program of the Philippines (BEP), where English is the medium
of instruction in Science and Mathematics and Pilipino or Filipino, the national language,
in all other subjects, has been recognized as one of the earliest comprehensive bilingual
education experiments in the world. The BEP was institutionalized in 1974and since
then, it has been the broad framework of the educational system in the country. Prior to
1974, English had been practically the sole medium of instruction in the Philippines
since 1901 when the public education system was put in place by the Americans. Since
2009, the BEP has been supplanted by a new order from the Department of Education
(DepEd) supporting the implementation of Mother Tongue-Based Multilingual Education
(MTB-MLE) at all levels of education. This order is based on the assumption that mother
tongues are the most effective media for facilitating learning throughout primary
education. This institutionalization of MTB-MLE challenges the politically entrenched
assumption of BEP: that only two languages in Philippine education – English and
Filipino, the national language – can facilitate learning among Filipinos and articulate
their identity as a nation (Smolicz & Nical 1997). This chapter discusses the politics of
language in the Philippines by examining the implications of the recent challenge of the
mother tongues as effective languages of formal learning based on the trajectory of
bilingual education in the country. More specifically, it seeks to answer the following key
questions:
1. How did bilingual education in the Philippines come about? What were the political
realities and ideological issues in the country that brought it into being?
166 Ruanni Tupas and Beatriz P. Lorente
2. How has the recent call for the use of mother tongues as media of instruction called
into question the fundamental premises of bilingual education? What possibilities has
this call opened up for education in the Philippines?

This chapter begins with a brief general background of the Philippines. It then unpacks
the politics of language in the country by examining the issues that have shaped the
development of bilingual education in the country. This section answers the first set of
questions above. The issues highlighted illuminate the shifts in the politics of language
in the country as they have been played out against the backdrop of anti-colonial
struggle against the United States, nationalism and interethnolinguistic conflict. The
third and last section, in response to the second set of questions above, explores how
the challenge of the mother tongues has begun to alter the educational landscape and,
in the process, opened up the politics of language to the voices of those who have been
excluded from bilingual education.
 A Qualitative Assessment of the Implementation of Mother Tongue Based-Multilingual
Education (MTB-MLE): The Case of Guelew Integrated School

ABSTRACT

Barangay Guelew poses as a special case in dealing with the nationwide Mother
Tongue Based- Multilingual Education (MTB-MLE) curriculum. In addition to the
country’s two main media of instruction, Filipino and English, it is the only community in
San Carlos City, Pangasinan that speaks two mother tongues: Pangasinan and Ilokano,
This research assesses how MTB-MLE is being implemented in the Grades 1-4 of
Guelew Integrated School; from the preparation to the transition period, including the
current situation. Based on the personal viewpoints explained by the people involved,
both negative and positive sides of the program are found. Possible solutions are also
considered for the improvement of MTB-MLE in the near future.

Keywords: Guelew, Ilokano, MTB-MLE, Pangasinan

Bilingual and Mother Tongue-Based

Multilingual Education in the Philippines

Abstract
Bilingual education in the Philippines – the use of English in mathematics and
science and Filipino, the national language, in all other subjects – is a complex
story of postcolonial, neocolonial, nationalist, and ethnolinguistic ideologies and
relationships. Thus, the recent law mandating the use of the mother tongues as
media of instruction (MOI) in early primary years did not come easy. Called
Mother Tongue-Based Multilingual Education (MTB-MLE), this recent linguistic
structure of educational provision had to navigate the intricate discursive terrains
of language policy-making in order to find a strategic space from which to articulate
alternative and marginalized visions of education and nation-building in
the country. This chapter provides a brief history of the language-in-education
debates in the country, assesses the hits and misses of bilingual education, and
takes stock of the arguments for and against the use of the mother tongues leading
to the promulgation of a comprehensive basic education law which includes
MTB-MLE. In the end, however, languages-in-education are never just about
languages alone; they are about struggles for power and for contending visions of
the nation. MTB-MLE promises to address different forms of inequities in
Philippine society, but ideological and structural challenges against it are massive
and relentless.

“Binisaya” Instruction: Facing the MTB-MLE Challenges Head-on

By: Edgar R. Eslit

Abstract

Current studies show the growing movement of the Mother Tongue (MT) instruction in
the elementary years of a child‘s education all over the world. This is apparent in the
rising number of efforts in the educational programs in the Philippines that utilize this
approach. Nonetheless, Philippines is the only country in Asia to have instituted a
national policy calling for the mother tongue-based multilingual education (MTB-MLE) in
the elementary years. While studies have long supported the use of mother tongue as
the language of instruction (MOI), they have been primarily conducted in selected
schools rather than employing it all over the country down to the local community
settings. As such, little is known about how a national policy for the MTB-MLE can be
disseminated in a contextualized local situation. This study examined how teachers,
parents, and pupils in two elementary schools (Public and Private) in Iligan City face
and understand the challenges affecting the MTB-MLE. The challenges were explored
and analyzed. Employing the qualitative method using the questionnaires, classroom
observations, and interviews, the necessary data needed for the study was completed.
The data were collected from July to September 2014. Results show that teachers,
parents and pupils were supportive of the program but were skeptical due to the
growing challenges brought by the lack of MT learning materials and books which they
have considered as MTB-MLE’s biggest challenge. In response, the researcher
postulated his “Ethno-lingo propagar theory” to address the challenges at hand.

Keywords: Mother tongue, MTB-MLE, Language Education, “Binisaya” Instruction

 ELEMENTARY EDUCATION PROGRAMS TEACHERS AND MTB MLE
IMPLEMENTATION IN THE PHILIPPINES

Rafael Michael O. Paz

Abstract

According to the new The K to 12 Basic Education Program implemented in the

Philippines in 2013, modifications in pre-service education for aspiring teachers shall be
applied to conform to the requirements of both K to 12 and its auxiliary program for the
first three levels called Mother Tongue-Based Multilingual Education (MTB-MLE) that
mandates the utility of students’ mother tongue(s) as medium of instruction. The
agencies in charge for these modifications are the Department of Education and the
Commission on Higher Education. Their task involves ensuring that the Teacher
Education curriculum offered in different higher education institutions in the Philippines
will meet the necessary quality standards for new teachers. However, since the
implementation of MTB-MLE as a national policy in the School Year 2012-2013, no
national guideline has been issued to higher education institutions regarding the said
modifications.

This paper locates voices of tertiary instructors employed in elementary education

programs in four selected universities across the Philippines during the implementation
of the MTB-MLE policy. This study specifically sought to determine the interventions
applied by university administrations to their elementary education programs to ensure
that their adult learners’ knowledge and skills are aligned with the national policies even
without direct guidelines from any macro agents. Central to this paper are the
perceptions of the informants regarding the interventions applied by their university
administrations to their elementary education programs.

Keywords

Mother Tongue-Based Multilingual Education (MTB-MLE); Teacher Education

Curriculum; Elementary Education Programs; Language Policy Planning (LPP);
Language-in-Education Policy (LEP)
 Enablers and Constraints of an Effective and Sustainable MotherTongue--‐Based
Multilingual Education Policy in the Philippines
Catherine M.B.Young
Abstract

Enablers and Constraints of an Effective

and Sustainable Mother Tongue-Based

Multilingual Education Policy

in the Philippines

This thesis focuses on the development of effective and sustainable policies that can
support systems of basic education for children from minority ethnolinguistic
communities in the complex multilingual context of the Philippines. The aim of the thesis
is to identify, using a constructivist approach to grounded theory, the constraints and
enablers of effective and sustainable mother tongue-‐based multilingual education for
learners from minority ethnolinguistic communities, an approach which will enable
learners to access quality education in multiple languages without sacrificing their own
ethnolinguistic and cultural identity. Chapters 1 to 4 discuss the relevant literature
associated with the context and subject focusing on the sociolinguistic and socio-‐
historical issues underpinning language policy development and basic education in the
Philippines. Chapters 5 and 6 situate Philippine realities within a broader international
context reviewing the roles of international organizations as influencers of policy and
implementation strategies. Chapter 7 considers the constructivist grounded theory and
the rationale for the methodological approaches chosen for this research. This chapter
outlines the research procedures and processes, data gathering methods and the
limitations of the current research . This chapter also considers the role of the
researcher as an outsider in a cross-‐ cultural research environment Chapters 8 to 10
reviews data gathered during this research, organizing and categorizing responses and
identifying themes. Chapter 8 describes the current realities in education for learners
from minority ethnolinguistic communities in the Philippines while Chapter 9 outlines
inhibitors and enablers of change as identified by respondents. Chapter 10 analyses the
recommendations for change and development suggested by respondents. Chapter 11
contains conclusions and recommendations arising from the research.
Recommendations include an increased need for evidential research on the impact of
mother tongue-‐based multilingual education and improved awareness-‐raising and
advocacy among influential stakeholders. There is a need to strengthen government
capacity in the delivery of equitable education and also the empowerment of local
communities to establish sustainable local education structures, responsive to local
needs. Finally this study recommends the implementation of rigorous systems for the
monitoring and evaluation of mother tongue-‐based multilingual education programmes
in order to identify effective practices.

English and mother-tongue-based multilingual education:

Language attitudes in the Philippines

Ahmar Mahboob
University of Sydney
ahmar.mahboob@sydney.edu.au
Priscilla Cruz
Ateneo de Manila University
ptan@ateneo.edu

In this paper, we will problematize the proposed use of mother-tongue-based instruction

in the Philippines. As a country that has, for almost a century, supported the use of
English in schools, this proposal marks a drastic shift in Philippine languages in
education policies. We argue that a century of language policies, which have privileged
English over all the local languages of the Philippines, have led to specific attitudes to
language that will impact on the success of mother-tongue-based education. To support
our arguments, we will draw on the results of a survey on language attitudes conducted
in the Philippines. This survey specifically asked respondents about what they
perceived to be the role/s of English and other Philippine languages in education. We
argue that although mother-tongue initiatives are admirable, they need to be examined
in terms of attitudes to language, which may or may not value mother tongues. In
addition, we argue that for mother-tongue-based education to succeed, it is necessary
to consider the possibility of changing these attitudes to language via a principles-based
approach to language policy.
Keywords: Mother-tongue-based multilingual education, Philippines, language attitudes,
language affiliation, language allocation

ENGLISH TEACHERS’ PERCEPTIONS OF THE MOTHER TONGUE-BASED

EDUCATION POLICY IN THE PHILIPPINES
Safary Wa-Mbaleka, EdD, PhD Adventist International Institute of Advanced Studies
Silang, Cavite, PHILIPPINES

ABSTRACT

The instruction of English in the Philippines causes quite some challenges to scholars
due to its rich linguistic diversity. With more than 180 languages currently recorded in
the country, linguistic power struggle is unavoidable, although it may be silent. To make
the situation even more complex, the Philippine Government recently launched a new
educational policy that promotes learning in mother tongues in earlier years of primary
education. While this policy is based on sound research, it poses quite some challenges
to linguists due to the various linguistic backgrounds found in almost every classroom
around the nation. This survey research investigated 467 English teachers’ perceptions
about the importance of this policy. Findings were inconclusive on teachers’ perception
about the policy’s importance on general learning and the nation’s preparedness.
Findings were positive, however, about teachers’ perceptions about the role this policy
plays on first language learning, students’ culture, and the Philippines as a nation.
Keywords: Mother tongue-based education, multilnigual education, MTB-MLE,
language policy, Philippines, survey research, English teachers, multilingualism.

Gaps and Challenges in the Mother Tongue Based Multilingual Education (MTBMLE)
Implementation in Philippines Basic Education:
A Policy Issue Paper on Language-in-Education Policy
Antonio D. Igcalinos

Introduction
This paper shall discuss the gaps and challenges in the policy implementation of the
mother tongue-based multilingual education (MTBMLE) as reflective of the language-in-
education policy in Philippine basic education.
This paper shall use Susan Malone’s framework in the assessment and analysis in the
hope of offering a better understanding of the issues and demands pertinent to policy
implementation of strong MTBMLE. As a complement, Jessica Ball’s Spheres of
Influence framework shall be taken briefly.
The paper shall trace the evolution of the language-in-education policy in the
Philippines. However, its focus of discussion is the current iteration of the policy as
embodied in existing laws and instrumentalities that serve as the legal and operational
framework for its implementation. These policies include pertinent provisions in the
1987 Constitution, Republic Act 10533 and its implementing rules and regulations, and
the Department of Education Order No. 74 s. 2009. It must be stressed that aside from
national policies, the Philippines’ language-in-education policy is also cognizant of the
various international conventions, standards and practices that influence and dictate
directly or indirectly the form and substance and the course and outcomes of our
education programs, chief among these the 1990 UN Declaration of the Rights of the
Child (Articles 28 and 30).
Finally, this paper hopes to offer insights on the dynamics and synergies involved as
well as the context of the language-in-education policy that is currently in place in terms
of how it got to where it is right now and what are the prospects and possibilities moving
forward.
 MOTHER TONGUE AS MEDIUM OF INSTRUCTION:
PARENTS’ AND TEACHERS’ ATTITUDES AND
PUPILS’ LISTENING COMPREHENSION

VIDA LUZ DELA CRUZ VILLALBA

ABSTRACT

This study sought to establish the relationship between the attitude of teachers in the
early grades (1 and 2) towards the use of the mother tongue as a medium of instruction
and the listening comprehension skills of their students in those grade levels. The study
also focused on the attitudes towards the mother tongue as medium of instruction of the
parents of those students from Grades 1 and 2.

Questionnaires were distributed to 41 parents and 14 teachers from Grade 1 and 2, to

determine their attitudes and language beliefs. Focus Group Discussions for the parent
participants and individual interviews for the teacher participants were conducted for
additional data. Three listening comprehension tests were administered to 30 grade 1
pupils and 30 grade 2 pupils to measure their listening comprehension skills.

The parents, in general had a positive attitude towards mother tongue as medium of
instruction. They expressed pride in their own language heritage and most believed that
the use of the MT as MOI in schools garnered positive results for their child’s literacy
development. However, they also expressed apprehension regarding their child’s
English proficiency since English continued to be perceived as the language of social,
educational, and financial advancement. The teacher participants’ attitudes towards MT,
on the other hand, were neither positive nor negative. Like the parents, they observed
the positive results in their pupils’ grades and literacy development, but they
experienced difficulties in the transition stage from mainly English MOI to the mother
tongue. They expressed their lack of guidance, training, materials, and preparation
which resulted in the difficulty to implement the use of MT as MOI in the way they felt it
should be implemented.

The pupils’ listening comprehension tests showed that were able to answer questions
from the literal, inferential, and application level of comprehension but had difficulty
answering questions from the critical level. It also showed that they had difficulty with
some vocabulary words which may have affected their comprehension of the stories.
Through the use of the Pearson Correlation Coefficient test, it was concluded that in this
study, there was no statistically significant relationship between the parents’ attitude
towards MT as MOI and the children’s listening comprehension skills. Through the use
of the Mann-Whitney U-test, it was proven that, there was a significant difference
between the test scores of the pupils whose teachers have a positive attitude towards
MT as MOI and the test scores of the pupils whose teachers have a negative attitude
towards MT as MOI. Through the use of the t-test, the results showed that there is no
significant difference between the test scores of the grade 1 pupils and the test scores
of the grade 2 pupils.

The results of the study show that the teachers’ attitude towards MT as MOI had an
effect on their students listening comprehension development. It also shows that
parents and teachers have specific attitudes towards the different languages used in
school.

It is recommended that training seminars be given to teachers to help them prepare for
the change in the curriculum. Workshops on lesson planning in the new curriculum and
construction of materials will also address some of the difficulties teachers encountered.
This, in turn will help in improving their general attitude towards

MT as MOI. Further, a strong partnership between the school and the parents is needed
to address parents’ apprehensions regarding the changes in the curriculum.

The pupils need more literacy experiences to help develop their listening
comprehension skills and vocabulary in the MT. Regular story reading in the mother
tongue at home and in school will be advantageous for them in this area.

MOTHER TONGUE-BASED MULTILINGUAL EDUCATION POLICY AND

IMPLEMENTATION IN MINDANAO, PHILIPPINES

A GROUNDED THEORY CASE STUDY

BY NAOMI FILLMORE
Bachelor of Applied Linguistics and Languages, Griffith University (2011)

ABSTRACT

Like many of its South East Asian neighbours, the Philippines is characterised by
individual and collective multilingualism, being home to over 180 individual languages
(Lewis, Simons, & Fennig, 2013, p. 25). Unlike its neighbours, however, the Philippines
is the first nation in the region to legislate and implement Mother Tongue-Based
Multilingual Education (MTB MLE) nationally. As such, the Philippines represents a
valuable example for other countries as they attempt to develop language-in-education
policy and put it into practice.

Employing grounded theory case study methodology, this dissertation examines Filipino
MTB MLE policies and their implementation in Mindanao, one of the most remote and
linguistically diverse regions of the country. Through policy analysis and semi-structured
interviews with key informants, this study presents findings for three key research
questions which evolved through the study. This study has not tested the validity of
MTB MLE as an educational alternative, which is well proven in the literature. Instead,
the concern of this research was to determine the level of support the current MTB MLE
policies have created for MTB MLE in the Philippines, the challenges which have been
encountered in the implementation of these policies, as well as the aids which have
facilitated implementation.

The findings suggest that the policy environment present in the Philippines is indeed
supportive, and existing policies are approved by key stakeholders involved in MTB
MLE implementation. A number of challenges were identified, which risk the successful
implementation of MTB MLE in Mindanao. The most common challenges cited by
informants and supported by the literature were the lack of teacher training provided
and the difficulties in producing appropriate learning materials. Conversely, a number of
aids to implementation were found; the most important of these being support from
groups outside of the government such as NGOs, HEIs, community members, teachers
and principals. Four key recommendations were drawn from these findings, and include
developing a supportive political environment for MTB MLE, focusing on training at the
local level, extending partnerships and ensuring sufficient start-up funding is available.

The recommendations presented in this study of the Philippines may inform the design
and implementation of new national MTB MLE policies in other countries, as well as in
the scale up of the Filipino program.

THE PROSPECTS OF MULTILINGUAL EDUCATION

AND LITERACY IN THE PHILIPPINES
Ricardo Ma. Nolasco, Ph.D.
Acting Chair, Komisyon sa Wikang Filipino

Abstract

This paper evaluates the chances for mother tongue-based multilingual education
(MLE) to be institutionalized in the Philippines. In the past, pro-English proponents have
managed to monopolize the academic and popular discourse on the language issue in
education. Their allies in the Philippine Congress have gone as far as to make English
the exclusive medium of instruction for basic education. However, many stakeholders
have begun openly questioning the wisdom of the pro- English bills. Citing international
and local research, they have suggested instead the primary use of the first language in
elementary education and the strong use of the second languages (English and Filipino)
at the upper levels. How timely for this battle to ensue during the 2008 International
Year of Languages.
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