Abstract

This study is a critical evaluation of the “Mother Tongue-Based

Multilingual Education (MTB-MLE)” program implemented in the

Philippine primary education level. The MTB-MLE program plays a

vital role in the learners’ development process specially in the

language acquisition domain. Lending to a content evaluation analysis

approach, the study analyzed the strengths and weaknesses of the

Program implementation. Findings revealed that the Program

implementation within the educational context in the Philippines has

brought far reaching beneficial effects like adherence to cultural and

linguistic origin while learning and deeper native language

comprehension. Meanwhile, the enactment also resulted to some

drawbacks as confirmed by the DepEd where the public schools were

not yet ready towards the implementation of the MBT-MLE as it

requires additional funds concerning to address the inadequacy on

instructional and developmental resources. In conclusion, the Program

realized valuable effects to the learners, teachers, and within the

community context. The authors recommend for a reconfiguration of

MTB-MLE strategies and goals to be aligned with the linguistic,

economic, and cultural condition. The National Board of Education

must engage in language mapping to determine the language

government units can provide vital supports particularly in the

provision of operational funds along the implementation of the

program.

I. Introduction

Every country has aspired to provide high-quality education to its leaners with the

end goal of producing competitive and high-quality professionals in the global context. It

is in this context that the curriculum for early years of schooling must be effectively

developed (Alzhanova and Chaklikova, 2022). These ever-changing needs entail a sense of

dynamism that adheres in the changes of society. Whether viewed as issues in the micro

standpoint or as the totality of learning in the macro perspective (Govender and Mudzamiri, 2022),

language enrichment plays a significant role in the entire education

system (Campbell-Phillips, 2020).

The MTB-MLE was established through DepEd Order No. 74 in 2009 which puts

emphasis of using the native language as the medium of instruction (Metila et al., 2017) from the

kindergarten up to grade 3 level. The implementation of program bear significant role in the learning

process of K3 level pupils in the Philippines primary education system.

The inclusion of the program intends students to get familiar on their native
language. Essentially, the MTB-MLE is also envisions to transgress suitable cognitive and

rational abilities, helping children to adapt and respond in different vernaculars - formally

beginning with the native language of the child (Tajolosa, 2022).

This study endeavored to put forward a critical and content analysis of the MTB-

MLE program implementation in the Philippines. It attempted to examine the strengths,

weaknesses along the implementation processes and discussed vital issues in view of

eliciting policy redirections and recommendations. The authors argue that evaluating the

program implementation can shed light whether the learners succeeded in honing their

understanding and comprehension in the classroom learning process. The primary

objective of this present study is to analyze vital issues of MTB-MLE along encountered

difficulties of program implementation. Likewise, the study identified possible solutions

and recommendations for a more impelling implementation.

II. Review of literatures

The Philippine government established the K-12 Curriculum in 2012, and along with

it, the MTB-MLE program aimed at improving the learners' fundamental abilities, develop

more competent citizens, and prepare graduates for lifelong learning and career

development (Apolonio, 2022). The aim program is for learners to become effectively

bilingual, bicultural and at the same time, achieve excellence in education (Benson and

Kosonen, 2021; Heugh and Mohamed, 2020). This bear importance with the promulgation
of the the “Republic Act 10523”, otherwise known as the "Enhanced Basic Education Act

of 2013” (Official Gazette of the Republic of the Philippines; 2013).

With the MTB-MLE implementation at the K3 level (Dekker, 2017), its importance

is well noted towards the creation of a highly effective curriculum design (Facullo

Khunakene et al., 2022). One of its important implementation features is the

reconfiguration with the assertion that students learn and ingest concepts by appropriately

employing the native or the first language.

The DepEd has confirmed how language is vital and integral in the learning process.

The MTB-MLE program is integrated in the primary education curriculum to prioritize the

acquisition of the native languages present in different localities starting from the basic

education. The goal is honing the learners to become fully bilingual, biliterate, and

bicultural while achieving the quality education that they deserve. The MTB-MLE

program hopes to enrich and make effective the “medium of instruction supportive to the

teaching and learning processes”. The program implementation yielded benefits and

drawbacks as to curriculum integration in all public schools of the country.

Perez (2019) indicated the needs to consider, along the formulation of effective

policies and the training when it comes to curriculum development and design, teaching

techniques and strategies. Apparently, there are problems that various Philippine public

schools encounter along the implementation of the curriculum. Such problems include the

lack of instructional materials for learning and teaching, unavailability of printed outputs

inscribed in mother tongue, insufficiency of jargon, and the deficiency of professional

development for teachers (Caldas, 2019) in the primary to secondary education levels.

The mother tongue is the child's primary vernacular and the dialectal expression
spoken within the community (Angelo, et al., 2019). It can likewise be regarded as the

language of principal interaction, or the language that a kid has established starting from

infancy. This type of education represents a syntactic uniform society where the teacher

speaks the mother tongue and all resource materials are also in the mother tongue. Besides,

mother tongue education inculcates one’s identity and culture as it encompasses the

underlying linguistic competence of the learner (Opiniano et al., 2022; Ngugi, 2018).

Essentially, the implementation of the program is crucial as it hones the learners’ ability to

acquire and learn the local native language. The learners understand faster and better

because they are articulate in their native tongue (Adriano et al., 2021).

Some studies (Rose et al., 2020; Xolmurodova, 2021; Akintunde and Ohiare-Udebu,

2021). revealed in their findings that the inculcation of mother tongue at a young age in the

school system is an advantage as it lessens the percentage of dropouts and creates a more

conducive learning environment especially for the ostracized groups. Not all learners

reside and grew up in an environment where all their supports and needs are vested upon

them by their parents (Neuman at al., 2018).

In fact, there are many students who come from marginalized sectors of society and

belong to poor families (Fernandez and Abocejo, 2014). The implementation of MTB-

MLE paves the way in establishing a common ground supportive to the personal and

socioeconomic development of learners. Essentially, the learners who advanced from the

integration of MTB-MLE in the curriculum perform better in their succeeding language

(Pamittan, 2019).

III. Research Method

argumentative essay approach in the evaluation and analysis of the MTB-MLE program

implementation. Secondary sources from published peer reviewed research journals were

the principal sources of the information used to supplement the critical evaluation and

analysis. Content analyses were carried out to highlight salient features and arguments in

the discussion of the processes of the MTB-MLE program implementation. The assessed

strengths and weaknesses, as well as the issues met along the implementation of the MTB-

MLE program were discussed with substantive arguments and facts articulated in the

various research article sources.

IV. Discussion

The critical evaluation and analysis of the MTB-MLE program are presented

alongside its key strengths, weaknesses and issues encountered as the scope and focus

of this study. The discussions that follow articulated relevant attributes of the program

as assessed, dissected and analyzed critically supported through citations from a wide

range of research article sources.

4.1 Strength of the MTB-MLE Program

The implementing MTB-MLE in the K-12 curriculum is a daunting task. It

coincides with various processes enforced by the DepEd to the regional divisions

before going to the local schools’ context. Pupils acquired concept recognition,

mastery, intellectual skills and familiarize intent material as they were exposed to the

integration of an accustomed language (Espinosa, 2021). Through the incorporation of

continues to thrive as the native language and the L2 were harnessed at the

same time (Zhang et al., 2019). Children’s mother tongue helps students to gain early

reading skills and comprehension as it builds the foundation for learning (Tunmer and

Hoover, 2019).

The use of “mother tongue as a main language of instruction” in the K3 level

provides local communities and school age children to reconnect with their local or

regional identities (Apolonio, 2022; Namanya; 2017). Gempeso and Mendez (2021)

affirmed that the MTB-MLE improves the pupils’ language literacy and specifically

their sociocultural awareness. It is paramount that through the MTB-MLE program

implementation, the pupils acquire the concept of their nativity such as their original

place of existence and their language culture which eventually result to their

conception of personal identity (Dimaculangan and Gonzales, 2020).

The mother tongue-based curriculum opened windows of opportunities for

learners to get acquainted with their native tongue that is integral, logical and effective

for them to use as they partake in the society (Chin, 2021; Chiatoh and Chiatoh, 2021).

It is vital for the learners to be competent in their native language first before

proceeding to the next one as it will serve as the foundation of their logical thinking in

the community they belong. Accordingly, the MTB-MLE develops the speaking and

critical thinking skills (Draper, 2019) of the learners to improve their knowledge and

competence (Rodriguez and Abocejo, 2018).

The incorporation of mother tongue in the educational system prepares the

learners in their day-to-day engagement at homes and in their community In the mother
tongue, the learners understand and comprehend the unfamiliar world of the

conventional education (Soruç et al., 2018) where children do not mislay attentiveness

with their schoolwork because of the clear association of the language utilized at home

and in school (Saneka, and de Witt, 2019).

Consequently, they are able to attain self-assurance as their customary and

practices are encompassed in classroom interface (Vilcapoma-Perez, 2019; Yu and

Liu, 2022) There is a clear indication that the native language does not only play vital

role in school, but also in the home and community of the learners (Neuman et al.,

2018). The native tongue serves as the groundbreaking window for the learner to get

familiar of a language spoken at home.

The integration of MTB-MLE in the primary level teaching provided the sense of

rights and diversity to the learners (Cruz and Mahboob, 2018). The “United Nations

Convention on the Rights of the Child” echoed the right of every child to access and

utilize from his or her native tongue (Carpenter and Tsykarev, 2020). It becomes

imperative to know that MB-MLE, from the very beginning, since it entails the

constitutional rights of the child. The difference when it comes to culture and language

is culturally rooted in the society. This renders essential that the implementation of

mother tongue helps in the continuous expansion of knowledge from the previous, up

until the present and to the future generations.

The MTB-MLE program ascertains that learners acquired educational

competencies and standards as teachers integrate the it as the primary language of

instruction in the K3 level where learners are exposed to the basics of communication

(Schmid and Köpke, 2017). Teachers used mother tongue in pair with English for

educating in later grades which enable learners to obtain eloquence and mastery in
utilizing the school medium of teaching for understanding theoretical concepts. The

MTB-MLE assists the learners to create a “strong foundation” when their teachers

associate other languages during school activities and undertakings. In this context, the

program can result for more multi-faceted and cross-cultural learners who can use their

language as a response to their environment.

4.2 Weaknesses of MTB-MLE Program

Although the “MTB-MLE program implementation” offered many advantages,

yet it also resulted to drawbacks. For one, the public schools in the Philippines are not

yet equipped and primed for the integration of MTB-MLE system (Monje et al., 2021).

Many crucial factors need be considered in the integration of the program among

various implementing public schools. Some challenges include the insufficiency of

pertinent resources for teaching like dictionaries and printed materials; deficiency of

competence in the schools’ language modalities, among others. Basically, the

implementation of MTB-MLE did not undergo intensive planning and preparations as

lots of fallback emerged along its implementation paths.

Carrying out the MTB-MLE policy raised the concern that this could cultivate an

inferior English skill notwithstanding the positive responses from the learners. The

period of adjustment of Grades 1-3 to Grades 4-6 is also a vital point for students as

they are gradually exposed to both Filipino and English languages. Teachers also need

to resist with inadequate instructive materials in local vernaculars. The mandated

implementation of MTB-MLE can lead, for some students, to struggle when the

English language which is also vital when they grow up.

materials to teach the local languages which may somehow result to limited knowledge

and strategies of teachers (Facullo et al., 2022) whose pedagogical expertise and skills

are not reinforce by on-the-job trainings. Meanwhile, one of the weaknesses which

hinders the implementation of MTB-MLE is the compulsory compliance for its

implementation as mandated by the National Board of Education of the DepEd.

4.3 Issues Encountered by MTB-MLE Program

With 183 living languages, the Philippines is known to be a linguistically diverse

country in the world (Jorolan-Quintero, 2018). This clearly expresses the issue that

curriculum developers are confronted in producing high-quality, locally relevant

resources. The MTB-MLE program has required for a greater monetary support as

from the government (Lone and Efstratopoulou, 2022). Notably, there is a minimal

support for the program implementation in view of fund provision from the

government (Lee et al., 2021). There is operationally influenced by the current

disposition of each locality and the inadequacy when it comes to the preparation of the

implementation of the program. Consequently, the budget allocation needs to be

considered as MTB-MLE program requires inherent provisions such as support for

teachers’ trainings, local books acquisitions, and instructional materials (Perez, 2019)

to be used both by the teachers and the learners.

Language policies in the country possess a sense of ostracism of local languages

and kept them in ancillary situations (Tenorio, 2022; Albana and Yeşiltaş, 2022). There

are dialects and various languages that are spoken in the Philippines. Some of these
languages are innate to the users making them complex to effect changes and

integration into the Filipino language.

In addition, teachers confirmed some problems like the “lack of references

written in mother tongue, unfamiliarity of terms used in books, discrepancies of various aspects

like the scarcity of resources and professional teacher development

(Galdo and Serdan, 2019) and the lack of students’ engagement to the implementation

of their native language (Gempeso and Mendez, 2021).

V. Conclusion

The MTB-MLE guarantees to produce a high-quality education producing globally

competitive students. It is a crucial tool for learners who use the native tongue in their day-

to-day basis of interactions. From the foregoing discussion, it comes to evidence that the

MTB-MLE can be a bridge or an intermediary to learn other languages in guaranteeing

that children understand and assimilate every lesson being taught in school. With the

support of the government in terms of funding, the challenges experienced in the MTB-

MLE program, the implementation can be transformed into opportunities thereby support

towards sustaining the program in achieving its goals of producing competitive teachers

and professionals over the long term.

redirect the MTB-MLE strategies and goals in addressing the linguistic, economic, and

cultural condition of the community. Among these are to retain and to continue the

trainings of teachers in MTB-MLE, expand and sustain the advocacy towards full

awareness of the various stakeholders thereby put premium on the needs of strengthen

community involvement and the importance of LGUs collaborations supportive to MTB-

MLE implementation improvement.

The National Board of Education must carry out various fora and conduct a

nationwide conference to address the issued concerning to the subject. Curriculum design

and methodologies can be devised based on efficacy, pedagogy, for adoption by local

schools. Moreover, the national government must provide enough funds for learning

resources, appropriate learning assessments, and contextualize curriculum. Accordingly,

local government units (LGUs) and their respective education districts must efficiently

monitor and evaluate whether the application of MTB-MLE in their localities towards

effective and sustainable objectives achievements.

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(Galdo and Serdan, 2019) and the lack of students’ engagement to the implementation of their native
language (Gempeso and Mendez, 2021). of various aspects like the scarcity of resources and
professional te
learning materials ‘content, lack
of vocabulary, lack of teachers’
training in accordance
to the program, and pupils’
lack of interest in their
mother tongue as an
instructional
language” (Gaylo, 2020).
Understandably, the
complexities of the
implementation lie
 role
from the kindergarten up to grade 3 level. The implementation of program bear significant

in the learning process of K3