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    Bilingual and Mother Tongue

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    Lealyn Cerdeña
    This document summarizes bilingual and mother tongue-based multilingual education in the Philippines. It discusses how the country's bilingual education system, using English for some subjects and Filipino for others, emerged from postcolonial and nationalist ideologies. A recent law now mandates using children's mother tongues as the primary language of instruction in early primary grades, called Mother Tongue-Based Multilingual Education. This approach faced challenges navigating language policy debates but promises to address inequities. However, ideological and structural opposition to mother tongue instruction remains significant.

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    Bilingual and Mother Tongue

    Uploaded by

    Lealyn Cerdeña
    16 views1 page
    This document summarizes bilingual and mother tongue-based multilingual education in the Philippines. It discusses how the country's bilingual education system, using English for some subjects and Filipino for others, emerged from postcolonial and nationalist ideologies. A recent law now mandates using children's mother tongues as the primary language of instruction in early primary grades, called Mother Tongue-Based Multilingual Education. This approach faced challenges navigating language policy debates but promises to address inequities. However, ideological and structural opposition to mother tongue instruction remains significant.

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    This document summarizes bilingual and mother tongue-based multilingual education in the Philippines. It discusses how the country's bilingual education system, using English for some subjects and Filipino for others, emerged from postcolonial and nationalist ideologies. A recent law now mandates using children's mother tongues as the primary language of instruction in early primary grades, called Mother Tongue-Based Multilingual Education. This approach faced challenges navigating language policy debates but promises to address inequities. However, ideological and structural opposition to mother tongue instruction remains significant.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    16 views1 page

    Bilingual and Mother Tongue

    Uploaded by

    Lealyn Cerdeña
    This document summarizes bilingual and mother tongue-based multilingual education in the Philippines. It discusses how the country's bilingual education system, using English for some subjects and Filipino for others, emerged from postcolonial and nationalist ideologies. A recent law now mandates using children's mother tongues as the primary language of instruction in early primary grades, called Mother Tongue-Based Multilingual Education. This approach faced challenges navigating language policy debates but promises to address inequities. However, ideological and structural opposition to mother tongue instruction remains significant.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 1

    Bilingual and Mother Tongue-Based

    Multilingual Education in the Philippines


     Ruanni Tupas &
     Isabel Pefianco Martin
     Reference work entry
     First Online: 04 January 2017
     4839 Accesses
     13 Citations
     1 Altmetric

    Part of the Encyclopedia of Language and Education book series (ELE)

    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.

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