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In the modern era, the prevailing model of public education has been that of “one size fits all”, with private schooling being a small but notable exception. Language (of instruction) was generally viewed as a minor variable readily overcome by standard classroom instruction. As researchers have sharpened their focus on the reasons for educational...
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... spot-checking identified two items on the maths test for one grade which were inconsistently scored, so these two items were discarded from all tests for that grade for both control and experimental groups before analysis. Table 2 summarises the overall results of the testing by grade and experimental grouping. The score reported in the ''Mean'' column is the average raw score for all students tested on all tests for that grade. ...Similar publications
Language policy is generally seen as a national-level decision regarding which languages the state will support, and in which public domains. However, the reality is that language policy plays out at regional and local levels as well. In fact, it could be argued that the most important instantiations of language policy are those which directly dete...
Multilingualism represents a global challenge and a goal of education in European states. This meta-analysis examines how research studies on multilingual educational policy documents on a macro-level (national/regional) in Sweden and Switzerland differ in terms of foci and how the discourses in the articles represent different treatments of multil...
Language policies in Norway and the development of the multilingual competence. Norway, an increasingly multicultural society, has acknowledged through its language policies the importance of communicating effectively across diverse cultural and linguistic contexts. This paper intends to provide a broader picture of the Norwegian education system a...
p align="LEFT">Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investiga...
Combining policy analysis with language policy and planning analysis, our article comparatively assesses two models of adult immigrants' language education in two very different provinces of the same federal country. In order to do so, we focus specifically on two questions: ' Why
do governments provide language education to adults?' and ' How is...
Citations
... As Walter and Dekker [24] highlight in their case study of Lubuagan, children perform better when instruction incorporates the actual mother tongue used in their communities, which creates a stronger foundation for literacy. Similarly, Pinnock and Vijayakumar [25] argue that language policies often overlook the importance of aligning school language with the home and community language, potentially disadvantaging learners in multilingual contexts. Furthermore, Cummins [26] emphasizes that language proficiency is best developed through meaningful interactions in socially and cognitively engaging environments-something that is more likely to happen with Ilokano in local settings than with Filipino. ...
Purpose of the study: This study explores the most frequently encountered sight words among multilingual learners in early education. It aims to compare their recognition skills across three languages-first language, national language, and English-highlighting the complexities of sight word acquisition in multilingual settings and addressing a gap in existing research.
Methodology: This study employed a cross-language explanatory sequential design to examine sight word recognition among multilingual learners, specifically Ilokano speakers in the Philippines, where multilingualism is common. The study analyzed the frequency of sight word occurrence in educational materials and assessed recognition abilities in Ilokano, Tagalog, and English.
Main Findings: The data shows that sight word recognition improves across grades, initially varying by language but converging by Grade 3. Multilingual learners' recognition rates differ based on their language background, with early proficiency in certain languages impacting initial recognition. As learners progress, proficiency in one language influences others, explaining differences in Grade 1 and Grade 2 performance. By Grade 3, recognition rates converge, reflecting research that suggests multilingual learners achieve similar proficiency levels across languages over time.
Novelty/Originality of this study: The study contributes by examining sight word recognition in multilingual contexts, highlighting how early language proficiency and language transfer impact literacy development. It reveals the progression from varied initial recognition rates to converging proficiency levels, emphasizing the role of multilingual education in shaping literacy development across different languages.
... It is pragmatism propelled by wishful thinking. The most effective models of education in postcolonial contexts have been shown to be those in which the 'target' language such as English is taught as a separate language subject, following principles of second language learning, while more familiar languages are used as the medium of instruction across the majority of the curriculum (Afolayan 1976;Brock-Utne et al. 2010;Hartshorne 1992;Heugh 2011;Heugh et al. 2012;Malherbe 1943;Prah and Brock-Utne 2009;Walter and Dekker 2011). What these studies have shown is that language learning must be planned and supported. ...
... This is consistent with the results of the study of Adriano et al. (2021). This underscores the need to strengthen community and parental involvement in a school's MTB-MLE policy implementation (Walter & Dekker, 2011) and enhancement of their language attitudes in linguistically diverse contexts that considers language proficiency, cultural identity, and community perceptions as potential factors in the successful implementation of the MTB-MLE program (Mulwa, 2014;Ponce & Lucas, 2021). ...
... Most results from this study confirm studies conducted in other regions of the Philippines in terms of improved numeracy skills as reflected in their mathematics performance and increased engagement -e.g., the Lubuagan MLE Program by Walter & Dekker (2011), Ricablanca (2014 and Navarro et al. (2016). The Sasmuan region of Pampanga is implementing the MTB-MLE policy in its educational system. ...
The Philippine Department of Education developed and has been implementing the Mother Tongue-Based Multilingual Education (MTB-MLE) policy in response to encouraging findings from earlier research studies on using the mother tongue in early education. The purpose of this study is to evaluate how the MTB-MLE Policy is being implemented in terms of classroom instruction, teacher and school readiness, and student proficiency in their mother tongue, Kapampangan, and mathematics in the first five years of implementation in the Sasmuan District of Pampanga, Philippines, using an explanatory sequential mixed-methods research design. Teachers rated the implementation of the MTB-MLE policy positively but experienced some difficulties. Data analysis from interviews with teachers, school heads, district supervisors, and class observations revealed some issues, concerns, coping strategies, and best practices. The results of the two achievement exams students took were satisfactory, providing evidence of the value of using their native tongues in the classroom amidst challenges. Implications of the results were drawn for further improvement in the practice of the MTB-MLE policy in Mathematics Education.
... In a developing nation like the Philippines, local languages serve as symbols of national identity, while high English proficiency remains a prized commodity in the job market. Scholars have dissected the Philippines' language policy, highlighting its intricate interplay of political, cultural, and ideological factors (Dekker & Young, 2005;Walter & Dekker, 2011). Tupas and Martin (2016) describe the nation's linguistic landscape as a space where competing visions of nationhood and ideologies regarding language use are constantly negotiated. ...
Drawing on Sutton and Levinson’s Socio-cultural Approach to policy, this study explores the experiences and collective language beliefs of 25 teachers implementing the Mother Tongue-Based Multilingual Education (MTBMLE) policy in two urban Philippine school districts. Mixed methods were used to understand policy enactment and teacher perspectives. Findings reveal that teacher beliefs about language significantly influence their appropriation of the MTBMLE policy. While some teachers accommodated the policy, others demonstrated negotiation and some showed nuanced resistance due to perceived pedagogical challenges hindering implementation. This research highlights the role of teachers as active agents in shaping policy, not simply passive recipients. By uncovering teachers’ deeply held language ideologies, the study offers valuable insights for MTBMLE policy reformulation.
... Within Southeast Asia, there were cases of MTB-MLE where it was well implemented with reportedly better educational outcomes, for example pockets in Cambodia (Benson, 2019), Malaysia (Kayad et al., 2022) and Thailand (Suwilai & Person, 2018). In the Philippines, the Lubuagan case study was heralded as one of the successful MTB-MLE projects based on reports conducted by Walter and Dekker (2011). ...
... It is not unreasonable to claim that the same level of interest in translanguaging can be found in Philippine scholarship considering that the country has 187 languages (Eberhard et al., 2019) and the release of the Department of Education Order 2009 and the enactment of Republic Act (RA) 10533 or the "Enhanced Basic Education Act of 2013" which institutionalized the use of mother tongues as language of learning and instruction in early grades. Add to this is research evidence that shows that using students' mother tongues in education has positive benefits (e.g., Baker et al., 2012;Thomas & Collier, 1997;Walter & Dekker, 2011). However, despite this surge in interest, there remain lacunae that need to be filled. ...
The steady increase in interest in translanguaging research in multilingual classrooms is fuelled by translanguaging's potential benefits in language teaching and learning and theoretical advancements in the field of bilingualism and multilingualism. Thus, there has been a rise in investigations into classroom translanguaging in various countries, including the Philippines where a multilingual education program is being implemented. Despite the conduct of these studies, the local literature on translanguaging remains wanting (De Los Reyes & Bagona, 2022), and notable gaps that remain. This research attempts to map classroom translanguaging studies in the Philippines from 2018 to 2023 and identify ways to move the classroom translanguaging research agenda in the country forward. To achieve this, a semi-systematic review of relevant literature was employed. Several databases were searched for relevant studies using identified inclusion and exclusion criteria and keywords. Following a series of steps and data cleaning, 17 articles were included in the actual review. Results show three themes in the published studies 1) translanguaging/mother tongue and its impact on classroom learning; 2) role of translanguaging in the classroom; and 3) attitudes toward translanguaging. This review likewise shows that translanguaging plays vital functions in Philippine classrooms and can positively impact classroom learning. Additionally, more efforts are needed at the in-service and pre-service levels to bridge the tension between theory and practice experienced by many teachers. Future research should empirically establish the relationship between translanguaging and learning and focus on using translanguaging in other subjects and across subjects and contexts, among others.
... Policymakers adopt the MTB-MLE into the educational system based on the findings of extensive research on the benefits of mother language instruction (Cabansag, 2016). For instance, Walter and Dekker's (2011) study in Labuagan, Kalinga, showed that using regional languages in instruction improves learners' comprehension of math and science concepts. These findings were used by the Department of Education (DepEd) to institutionalize MTB-MLE through DepEd Order No.16, s.2012, which expanded the program to include Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanao, Marananao, Pangasinense, Waray, Tagalog, Tausug, Surigaonon, Aklanon, and Kinaray-a, and later added Sambal, Ivatan, and Ybanag in 2013 (Department of Education (DepEd), 2013). ...
... Alcazaren and Rafanan (2016) found that mother tongue instruction benefits language skills and abilities in L1, as it amplifies learners' success in other fields and L2. Walter and Dekker's (2011) quasi-experimental study served as an inspiration to institutionalize the new policy in 2012 through the Lingua Franca Project, as per DepEd Order No. 16 s.2012. The study collected data from the largest primary school in Libuagan, with one section from Grades 1 to 3 serving as a sample for both control and experimental groups. ...
... The study's findings demonstrate that utilizing the learners' mother tongue as the MOI positively impacted their academic performance in all subject areas from Grades 1 to 3. However, the benefits vary across grade levels and subject areas (Walter & Dekker, 2011). Implementing the new language education policy is expected to improve the language abilities of Filipino learners for academic success and life-long learning. ...
The study aimed to investigate the impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on students' writing skills in their first language (L1), Tagalog, and explore whether their proficiency in L1 contributes to their second language (L2) writing. This study employed a conceptual framework based on language acquisition and bilingual education theories, implying that proficiency in the first language positively impacts second language writing abilities, while implementing MTB-MLE improves overall writing skills. A descriptive-correlational research design was employed, and data were gathered from 135 Filipino Grade 5 pupils who took Tagalog (L1) and English (L2) writing tests. The students came from nine small elementary schools in Paracale, Camarines Norte, Philippines and underwent the same MTB-MLE treatment from Grades 1 to 3. During the exams, they were given two writing tasks in Tagalog and English, with three question options to choose from. This allowed them to select a topic they were comfortable with, including personal experiences during the pandemic and questions from Grade 5 textbooks to ensure reliability. Participants expressed their opinions and discussed their responses within a 150-word limit. Their compositions were evaluated using modified Tagalog and English rubrics provided by DepEd, which employed a 4-point scale representing Beginning, Developing, Accomplished, and Exemplary proficiency levels. These rubrics assessed four key writing elements: content, organization, vocabulary, and conventions. The evaluators used these elements as criteria to evaluate the student's work. The study's findings showed that students performed better in their L1 than in their L2, indicating a significant discrepancy in writing proficiency levels between L1 and L2. The students' L2 writing outputs were brief, disorganized, and filled with grammatical errors, while they also failed their Tagalog and English writing tests, implying that they could not apply the skills they acquired from MTB-MLE to improve their L1 and L2 writing outputs. The results of the study, however, have some limitations. The study cannot identify the factors that hinder students from improving their writing skills in both languages. Furthermore, given the prevalence of different regional languages, the study's findings cannot be generalized to other parts of the country. Therefore, the researcher recommends further investigating the factors influencing pupils' writing development in other regions with diverse L1 and L2 backgrounds.
... (The positive experience that I had in teaching MTB was they could understand because it is vernacular "Bisaya".) This is supported by the study of Walter and Dekker (2011) who examined the effect of language instruction on educational outcomes. The results revealed that the use of local languages for instructional purposes enhances mastery of curricular content including the more critical areas of mathematics. ...
... In countries like Australia, South Africa, and Iceland, studies were conducted by 2 Melencion(2017), and Phyak (2011) on the use of mother tongue-based instruction. It included also the study conducted by Walter and Dekker (2011) in the Philippine setting at Lubuagon MLE Program. ...
... Furthermore, all the ideas gathered and related studies and literature of Melencion (2017), Phyak (2011), andWalter andDekker (2011) in the Philippine setting Lubuagon First language Component showed on how MTB-MLE was adopted to the Department of Education. Their studies have similar findings that learners who have mastered their mother tongue can learn more in any second language. ...
... Furthermore, all the ideas gathered and related studies and literature of Melencion (2017), Phyak (2011), andWalter andDekker (2011) in the Philippine setting Lubuagon First language Component showed on how MTB-MLE was adopted to the Department of Education. Their studies have similar findings that learners who have mastered their mother tongue can learn more in any second language. ...
One of the curricular changes in Basic Education is the teaching of Mother Tongue-Based
Multilingual Education (MTB-MLE). MTB-MLE is one of the major thrusts of the K to 12
Curriculum. This thrusts mandate teachers to use the mother tongue in teaching
Mathematics, Science, and English in the primary grade levels. UNESCO advocates for the
literacy in mother tongue to be given the top priority before progressing the national
language (Boivin, 2017).
MTB-MLE in the K to12 Basic Education Curriculum strongly supports the goal of "Every
Child-A-Reader and A- Writer by Grade 1. It is the "first-language-first" education that is
schooling which begins in the mother tongue and transitions to two or more additional
languages as medium of instructions in school subjects (DepEd Order No. 74 series 2009).
The public school system in the Philippines adopted the multilingual policy starting 2012-
2013. Republic Act no. 10533 in 2013 strengthened the pluralistic language policy in
education. It made the principles of multilingual education the foundation of the formal
education curricula. It refers to the use of the first language as the medium of instruction for
all subject areas in pre-kindergarten through grade three learners with Filipino and English
being taught as separate.
... One of which is the Lubuagan project which demonstrated the effectiveness of using the Mother Tongue as a platform for efficient learning of a second language. This report is later published by Walter and Dekker (2011). ...
This paper explored the literature on the implementation of "Mother Tongue Based-Multilingual Education" in the Philippines using the Postcolonial lens expressed by Constantino and Osias. It argues that the program is misunderstood among its stakeholders, and there have been lapses in its planning and implementation. This paper attempts to reconcile ideological and pragmatic principles that underly the MTB-MLE program in the Philippines. It was argued that the failure of the program was not due to it being theoretically ungrounded. Still, on the implementation side, as evidenced by the lack of reference materials and instructional materials, the skill gap between the teachers and the necessary language skills is also apparent, aside from the unforeseen challenges concerning the multilingual classroom contexts.
