Mother Tongue Based Multilingual Education Implementation: A Basis for Policy on Culture Preservation


The study aimed at determining the elementary school teachers’ socio-demographic attributes in terms of their sex, age, civil status, and language spoken at home. It likewise determined the perception of the respondents on the Mother Tongue-Based Multilingual Education. The subjects of the study came from the different elementary schools who are teaching under the mother tongue-based multilingual education curriculums. It highlighted the teachers struggles and experiences on the implementation of the mother tongued based multi-lingual education and more importantly as to their perceptions whether such curriculum of instructions should further be implemented adding on their recommendations to its continuance to help in the preservation of culture and traditions emanating from language used. The respondents believed on the following: that the use of mother tongue will make a better communication between pupils and teachers; mother tongue-based education will develop the writing system of the children; mother tongue-based education will be a big help in developing curriculum and instructional materials; the teacher utilizes role play in the generalization of lesson using mother tongue; and children who use their mother tongue will have easier way for them to learn a second, third and fourth language. Thus, the respondents strongly believed that MTBMLE should continue its implementation for it will guarantee the preservation of our culture.

Author Information
Cheryl C. Mendoza, Pangasinan State University-Bayambang Campus, Philippines

Paper Information
Conference: SEACE2023
Stream: Implementation & Assessment of Innovative Technologies in Education

This paper is part of the SEACE2023 Conference Proceedings (View)
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To cite this article:
Mendoza C. (2023) Mother Tongue Based Multilingual Education Implementation: A Basis for Policy on Culture Preservation ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon