Language in education can either empower or marginalize students and their communities. The Bilingual Education policy that has long been practiced in the Philippine basic education setting has been viewed to contribute language loss at the expense of native languages. The full implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) thru the Philippines’ Department of Education Order No. 16, s. 2012 seeks to address the issue of language loss. By extension, President Benigno Aquino III’s 10-point agenda includes the Philippines becoming a trilingual nation: “Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your mother tongue and connect with your heritage.” While various studies have been made on describing the effectiveness of MTB-MLE on formative tests in the core subjects English, Math and Science, this study seeks to describe the perceptions and experiences of Ilocano teachers in the implementation of MTB-MLE. Taken into consideration the recently institutionalized MTB-MLE program of DepEd, this study aims to: 1) explore teachers’ perception and understanding of the implementation of MTB-MLE, and 2) describe how teachers implement MTB-MLE inside the classroom. This descriptive study employs both quantitative and qualitative methods. Along with key respondent interviews and focus group discussions, this study also involves a philosophical analysis of the role of MTB-MLE in the preservation of one’s cultural identity.
Joanna Rose T. Laddaran, University of the Philippines, Philippines
Stream: Language preservation
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