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The Challenge of Implementing Mother Tongue Education in Linguistically Diverse Contexts: The Case of the Philippines

The Asia-Pacific Education Researcher volume 25, pages 781–789 (2016)Cite this article

Abstract

This study reports on the implementation of mother tongue education in linguistically diverse contexts (LDC), or locations where a number of mother tongues (MT) are spoken. In 2012, the Government of the Philippines implemented a Mother Tongue-based Multilingual Education program for the first 4 years of schooling (K-3). The Philippine Department of Education proposed two program models to assist schools to cater for linguistic diversity: a ‘multiple monolingual’ model, which groups students with the same MT in separate monolingual classes, and a ‘lingua franca’ model, which adopts a widely used language as medium of instruction in all classes. Three years into the program, a nationwide survey including 50 schools in LDC was conducted to identify challenges that teachers faced and strategies in program implementation. Responses to the survey described modifications of the Department-proposed models, illustrating how educators embraced the multi-layered character of linguistic diversity through context-driven program strategies. Results also identified program areas for which schools need additional support, such as the organization and teaching of classes in which a range of MTs is spoken. The adopted strategies demonstrate a localized realization of a national policy and provide policy-makers and implementers with a range of classroom realities and possible options for improving educational outcomes for students in complex and dynamic multilingual settings.

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Notes

  1. The gradual introduction and use of languages in a program.

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Acknowledgments

This work was supported by the Australian Government through the Assessment, Curriculum, and Technology Research Centre, a partnership between the University of the Philippines and the University of Melbourne, Australia.

Funding

Funding was provided by the Australian Government.

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Authors and Affiliations

  1. Assessment Curriculum and Technology Research Centre, Albarracin Hall, E. Jacinto St. cor. C.P. Garcia Avenue, University of the Philippines, Diliman, 1101, Quezon City, Philippines

    Romylyn A. Metila & Lea Angela S. Pradilla

  2. College of Education, University of the Philippines Diliman, Roxas Avenue, Diliman, Quezon City, Philippines

    Romylyn A. Metila

  3. The University of Melbourne, Parkville, Victoria, 3010, Australia

    Alan B. Williams

Authors
  1. Romylyn A. Metila
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  2. Lea Angela S. Pradilla
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  3. Alan B. Williams
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Correspondence to Romylyn A. Metila.

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Metila, R.A., Pradilla, L.A.S. & Williams, A.B. The Challenge of Implementing Mother Tongue Education in Linguistically Diverse Contexts: The Case of the Philippines. Asia-Pacific Edu Res 25, 781–789 (2016). https://doi.org/10.1007/s40299-016-0310-5

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  • DOI: https://doi.org/10.1007/s40299-016-0310-5

Keywords

  • Mother tongue education
  • Linguistic diversity
  • Philippine mother tongue education
  • Challenges in mother tongue education
  • Strategies in mother tongue education
  • Language-in-education policy implementation