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Relevant bibliographies by topics / Mother-tongue based multilingual education (MTBMLE)

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Academic literature on the topic 'Mother-tongue based multilingual education (MTBMLE)'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "Mother-tongue based multilingual education (MTBMLE)"

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Terogo, Ionell Jay, Xin Xian Calvo, Kent Aryll Canete, and Michael James Cinco. "But My Child Speaks English: Native English Parents’ Perception on Mother Tongue as Medium of Instruction." JPAIR Institutional Research 19, no. 1 (2022): 1–18. http://dx.doi.org/10.7719/irj.v19i1.833.

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The study delves into the perception of the parents of learners whose first language is English towards Mother Tongue-based Multilingual Education (MTBMLE). The questionnaire accumulates the perception of parents as important stakeholders in MTBMLE implementation to provide insight into family language policy in the Philippines. Native English speakers in this study refer to Filipino children who use English more comfortably than any other language at home in the Central Philippines region, with Sinugbuanong Binisaya as the local mother tongue. The study uses Personality Implicit Theory, Thres

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VILLARUZ, MARY GRACE, and DAVID PEREZ. "MOTHER TONGUE-BASED MULTILINGUAL EDUCATION OF INDIGENOUS PEOPLES LEARNERS IN SOUTHERN PALAWAN, PHILIPPINES." Quantum Journal of Social Sciences and Humanities 1, no. 5 (2020): 85–101. http://dx.doi.org/10.55197/qjssh.v1i5.44.

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This study aimed to assess the effectiveness of the Mother- Tongue Based Multilingual Education to the indigenous peoples’ learners in Palawan. Indigenous peoples’ learners and their teachers were the respondents of the study. Mean, frequency counts, percentages, Pearson moment correlation, t-test and ANOVA were the statistical tools employed in this study. Most of the grade three learner were in the appropriate age for their grade level, male, belong to big families, spoke Palaw’an at home, belong to Palaw’an ethnic tribe, lived in highlands, live with the core members of the family with larg

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Buar, Cara Luz, and Kim L. Aure. "Effects of Using Mother Tongue as a Medium of Instruction for Physics Class." APJAET - Journal ay Asia Pacific Journal of Advanced Education and Technology 1, no. 2 (2022): 29–37. http://dx.doi.org/10.54476/apjaetvol1issue2jun202216334.

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This study explored the impact of employing Mother tongue as an instructional medium in one of the Education Department’s programs at the university level. More specifically, it sought to find out the academic performance of General Physics students in mother tongue-based instruction in Visayas State University, Baybay City, Leyte. It specifically aimed to determine the gender and native language of the students, differentiate the academic performance of students in Physics in the mother tongue class and English class. More so, it adopted a quasi-experimental approach in which pre- and post-te

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Ngouo, Herbert Rostand. "A Prospective Survey of Native Population’s Attitude towards Mother Tongue Based Multilingual Education (MTBMLE) and Fulfulde as Medium of Instruction in the Far North Region of Cameroon." European Journal of Language and Culture Studies 1, no. 5 (2022): 49–61. http://dx.doi.org/10.24018/ejlang.2022.1.5.22.

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This paper sets out to investigate the attitude of native peoples of the Far North Region of Cameroon towards the prospects of a MTBMLE and the use of Fulfulde as a medium of instruction (MOI) in the primary school of the region. The data were collected through a survey using a set of close-ended questions in a questionnaire administered to more than 467 informants. Some interviews were also conducted to gain more insight into the opinion of the population toward this educational paradigm. The findings show there is some support for the use of mother tongue and French in a transition model and

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Jennifer, B. Gonzales* EdD. "MOTHER TONGUE-BASED MULTILINGUAL EDUCATION IMPLEMENTATION IN CEBU PHILIPPINES, IN THE EYES OF THE STAKEHOLDERS." INTERNATIONAL JOURNAL OF RESEARCH SCIENCE & MANAGEMENT 5, no. 2 (2018): 165–72. https://doi.org/10.5281/zenodo.1185615.

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This study looked into the implementation of MTB-MLE in the DepEd Divisions of Cebu as how it is perceived, understood and experienced by the stakeholders. This phenomenological study is conducted in the school year 2016-2017. The data was collected through an interview of 14 stakeholders: School Heads in both private and public schools, teachers and parents. The results revealed that despite the mandated implementation of the MTB-MLE program, the stakeholders experienced and see flaws in the current MTB-MLE implementation, which made them kept their language ideologies making English as their

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Migoc, Grace G., and Ariel E. San Jose. "Rewards and Drawbacks of Modular Approach in Teaching Mother Tongue-Based Language (MTBL) during COVID-19: Reading Teachers in Focus." Global Academic Journal of Humanities and Social Sciences 5, no. 06 (2023): 268–73. http://dx.doi.org/10.36348/gajhss.2023.v05i06.004.

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This study aimed to explore teachers’ experiences in teaching reading using Mother Tongue-Based Multilingual Education (MTB-MLE) through modular learning during the pandemic. It specifically identifies the teachers’ challenges, coping, and relevant learning. It employed a qualitative method using phenomenology. It involved 12 elementary reading teachers from the Division of Don Marcelino, Davao Occidental. Interview guide question was used in focus groups to obtain the data. It revealed that reading teachers encountered significant obstacles when it came to delivering effective reading instruc

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Panaguiton, Reynaldo Jr, and Bailyn Mantawil. "Technology and Mother Tongue: Use of Digital Materials in Mother Tongue Based-Multilingual Education." Psychology and Education: A Multidisciplinary Journal 27, no. 9 (2024): 1045–50. https://doi.org/10.5281/zenodo.14061712.

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This study explores the Technology and Mother Tongue: Use of Digital Materials in Mother Tongue Based-Multilingual Education among grade 1 to grade 3 elementary teachers of East Lebak District, Lebak, Sultan Kudarat. It aimed to determine the socio-demographic profile of the teacher respondents in terms of sex, age, and grade level handled; identify the mother tongue digital materials used in teaching Mother Tongue Based – Multilingual Education; determine the benefits and effectiveness of mother tongue digital materials used in teaching Mother Tongue Based – Multilingual Education

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Escarda, Glenn Mark C., Suzine E. Petiluna, Perdaus Sittie Aina P. Moh., Rosie A. Mendoza, and Maria Chande D. Bula. "Exploring English Teachers' Experiences on Mother Tongue-Based Multilingual Education (MTB-MLE)." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 3 (2024): 1–10. https://doi.org/10.5281/zenodo.10995577.

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Abstract: This research explored the experiences of English teachers within the Mother Tongue-Based Multilingual Education (MTB-MLE) framework in the Philippines, addressing challenges and opportunities stemming from the recent exclusion of mother tongue as a standalone subject and with the aim of formulating theories that can enrich existing educational frameworks and promote teacher empowerment. Utilizing grounded theory, eight English teachers from public schools in Visayas were selected based on specific criteria. In-depth interviews were conducted for data collection, and Colaizzi's metho

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Oli, Nabaraj. "Mother Tongue Education in Aathrai Rural Municipality: Policies and Practices." Pranayan प्रणयन 25, no. 7 (2025): 42–52. https://doi.org/10.3126/pranayan.v25i7.77916.

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To get education in mother tongue is the rights of every individual secured by the constitution of Nepal. Provide Linguistics rights to all inhabitants is challenging for government because Nepal is linguistically diverse country where we can find one hundred and twenty-four native languages (Census, 2078). In Nepal, there are different policies to provide mother tongue based multilingual education specially in basic level education. To implement national policies, local government also made its own policies and planning to provide mother tongue education. In such a situation, this research ai

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Вовк, Мирослава. "MOTHER TONGUE TEACHING AS A PRIORITY IN THE DEVELOPMENT OF EDUCATION: THE SWEDISH EXPERIENCE FOR UKRAINE." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 22, no. 2 (2022): 162–71. http://dx.doi.org/10.35387/od.2(22).2022.162-171.

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The article outlines the legislative and regulatory framework for ensuring mother tongue teaching in the context of Ukrainian realities, identifies valuable educational practices of mother tongue teaching in Sweden, and on this basis identifies possible recommendations taking into account Ukrainian realities at the legislative, regulatory, organizational, and pedagogical levels. By using a range of research methods, the article presents important aspects of the problem of mother tongue teaching in Ukraine: the content analysis method allowed to determine the priorities of mother tongue and mul

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Dissertations / Theses on the topic "Mother-tongue based multilingual education (MTBMLE)"

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Young, Catherine M. B. "Enablers and constraints of an effective and sustainable mother tongue-based multilingual education policy in the Philippines." Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540747.

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Bronteng, Joyce Esi. "A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7668.

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The importance of mother tongue-based bilingual medium of instruction in bilingual and multilingual classrooms has been evidenced in ample studies in different parts of the world including Ghana. However, studies on how bilingualism is carried out with respect to classroom displays in bilingual education is very scant and even none, as far as I know, in Ghana. Also, there is emerging research on teachers’ translanguaging practices in other parts of the world including South Africa but research on instructional use of translanguaging is yet to be conducted in Ghana. Therefore, this study examin

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Paulson, Stone Rebecca. "A professional development program for the mother tongue-based teacher: Addressing teacher knowledge and attitudes about MTBMLE." 2012. https://scholarworks.umass.edu/dissertations/AAI3518270.

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This study investigates teacher attitudes about language and education. The purpose of the study is to help program designers develop professional development efforts that successfully address some of the major identified challenges teachers face when transitioning into Mother Tongue Based Multi-Lingual Education (MTBMLE), including negative attitudes. It also suggests protocols and issues that trainers should consider when designing professional development for MTBMLE teachers. The research question guiding this study is: (1) Do teachers' attitudes towards and knowledge about mother tongue-ba

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Paulson, Stone Rebecca J. "A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE." 2012. https://scholarworks.umass.edu/open_access_dissertations/592.

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This study investigates teacher attitudes about language and education. The purpose of the study is to help program designers develop professional development efforts that successfully address some of the major identified challenges teachers face when transitioning into Mother Tongue Based Multi-Lingual Education (MTBMLE), including negative attitudes. It also suggests protocols and issues that trainers should consider when designing professional development for MTBMLE teachers. The research question guiding this study is: 1. Do teachers' attitudes towards and knowledge about mother tongue-bas

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Cardenas, Marilu Nery. "From Policy to Local Practice: an Implementation Study of the Mother Tongue-based Multilingual Education in the Philippines." Thesis, 2018. https://doi.org/10.7916/D8HH7XMR.

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The public school system in the Philippines adopted a multilingual policy starting in school year 2012-2013. Implemented as the Mother Tongue-Based Multilingual Education program, the policy localizes the language of early literacy and instruction, the content of the curriculum, and the support systems. This signals a shift away from the country’s long history of standardized curriculums with their one-size-fits-all approach and Western, colonial paradigms, and language policies with their preferential treatment of the colonizer’s language (English) and/or national language. This dissertati

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Zeme, Mesfin Derash. "Exploring the challenges of mother-tongue-based multilingual education in primary schools in selected minority language areas in southern Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/26991.

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Mother-Tongue-Based Multilingual Education (MTB MLE) has become an important concept in the field of primary education in many parts of the world. MTB MLE is a form of education that deals with the bridging of learning in the mother tongue to using one or more languages as languages of instruction in schools. This study took place in the Southern Nation and Nationality Peoples Regional State of Ethiopia (SNNPRS) to investigate the implementation challenges faced by two sample minority languages, namely Dawuro and Kontaatho, that use the mother tongue as both medium of instruction and as a sub

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Soares, António José de Oliveira. "Política de línguas e planeamento linguístico em Timor-Leste : língua portuguesa e línguas locais no sistema de ensino Timorense." Master's thesis, 2015. http://hdl.handle.net/10400.2/4924.

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Dissertação de Mestrado em Português Língua Não Materna apresentada à Universidade Aberta<br>Por mais de quatro séculos, a língua portuguesa tem sobrevivido em Timor-Leste, tornando-se um elemento cultural nacional, a par das mais de 16 línguas locais existentes naquele país do sudeste asiático. O trabalho de evangelização e de educação desenvolvido pelas missões católicas, lado a lado com as poucas escolas públicas que a Coroa portuguesa, primeiro, e os governos portugueses que se seguiram à proclamação da República, depois, ajudaram a cimentar a posição da língua portuguesa, junto de p

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Monteiro, José Manuel Sequeira. "O português em Timor-Leste : presença da língua nas salas de aula de escolas do 1º e 2º ciclos de Díli, Lautém, Manatuto e Bobonaro." Master's thesis, 2018. http://hdl.handle.net/10400.2/7375.

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Este estudo insere-se na área das Políticas de Línguas e debruça-se especificamente sobre a presença da língua portuguesa nas salas de aula de escolas do 1.º e 2.º ciclos em quatro diferentes municípios. Tendo presente que o contexto de plurilinguismo de Timor-Leste não se reflete apenas no dia a dia dos timorenses mas igualmente nas escolas, em virtude da nova reforma curricular do ensino pré-escolar e 1.º e 2.º ciclos do ensino básico, este trabalho incide sobre uma amostra de 93 professores que lecionam em escolas do 1.º e 2.º ciclos do Ensino Básico em quatro municípios. Como suporte d

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Books on the topic "Mother-tongue based multilingual education (MTBMLE)"

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Cardenas, Marilu Nery. From Policy to Local Practice: An Implementation Study of the Mother Tongue-based Multilingual Education in the Philippines. [publisher not identified], 2018.

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Bueno, Dr Eden Astraquillo. Conceptual Development Design of Lesson Plan in the Mother Tongue Based- Multilingual Education. Independently Published, 2019.

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Phillipson, Robert, and Tove Skutnabb-Kangas. English, Language Dominance, and Ecolinguistic Diversity Maintenance. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.005.

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The chapter analyses how English became dominant and the implications of the expansion of dominant languages for the linguistic and cultural ecology and biodiversity. English has expanded through the imperialist and linguicist policies of the UK, the USA and the World Bank. Key structural and ideological parameters are identified. In postcolonial contexts, language in education policies remain largely unchanged. Linguicism can lead to linguicide. The need for terminological clarity is stressed: for instance “lingua franca” should not imply that language is unconnected to power. A multidiscipli

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Book chapters on the topic "Mother-tongue based multilingual education (MTBMLE)"

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Tupas, Ruanni, and Isabel Pefianco Martin. "Bilingual and Mother Tongue-Based Multilingual Education in the Philippines." In Bilingual and Multilingual Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02258-1_18.

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Tupas, Ruanni, and Isabel Pefianco Martin. "Bilingual and Mother Tongue-Based Multilingual Education in the Philippines." In Bilingual and Multilingual Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02324-3_18-1.

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Aaron, Maria J. "Community perspectives on the introduction of mother tongue-based bilingual education in Obolo, Nigeria." In Multilingual Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003311553-10.

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Cruz, Priscilla Angela T., and Ahmar Mahboob. "Critiquing Mother Tongue-Based Language-in-Education Policies: A Focus on the Philippines." In Reconceptualizing English Education in a Multilingual Society. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7528-5_4.

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Premsrirat, Suwilai, and Kirk R. Person. "Education in Thailand’s Ethnic Languages: Reflections on a Decade of Mother Tongue-Based Multilingual Education Policy and Practice." In Education in Thailand. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7857-6_15.

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Panezai, Sania Gul. "Pakistani English Language Teachers’ Beliefs About Mother Tongue-Based Multilingual Education Policy: Findings from the Government Primary Schools of Balochistan." In Handbook of Multilingual TESOL in Practice. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9350-3_14.

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Malone, Susan. "Mother Tongue-Based Multilingual Education:." In Mother Tongue-Based Multilingual Education in the Asia-Pacific Region. Channel View Publications, 2025. https://doi.org/10.2307/jj.23925648.5.

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"Mother Tongue-based Multilingual Education:." In Who’s Afraid of Multilingual Education? Channel View Publications, 2016. https://doi.org/10.2307/jj.30945925.7.

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"Mother Tongue-based Multilingual Education:." In Who’s Afraid of Multilingual Education? Channel View Publications, 2016. https://doi.org/10.2307/jj.30945925.5.

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South, Ashley, Emily Stenning, and Tim Schroeder. "Multilingual Education:." In Mother Tongue-Based Multilingual Education in the Asia-Pacific Region. Channel View Publications, 2025. https://doi.org/10.2307/jj.23925648.11.

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Conference papers on the topic "Mother-tongue based multilingual education (MTBMLE)"

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Mendoza, Cheryl C. "Mother Tongue Based Multilingual Education Implementation: A Basis for Policy on Culture Preservation." In The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.30.

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Ganayim, Deia. "Multilingualism and Handwritten Signature: The Case of Palestinian Arab Higher Education Students Israel." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.8-2.

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I examined the relationship between the vitality of language and identity as reflected in the language that Palestinian Arab students of higher education in Israel sign their handwritten signature. To this, I asked the following questions: Do Palestinian Arabs sign in Arabic, their mother tongue and native first language-L1 but still the language of minority for Palestinian Arabs in Israel? Do Palestinian Arabs sign in Hebrew, their second language-L2 but the language of the dominant majority on Israel and the language of most official documents if not all? Do Palestinian Arabs sign in English

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Muresan, Laura. "HOW TO PROMOTE HIGH QUALITY MULTILINGUALISM IN AN ENGLISH-DOMINATED RESEARCH WORLD? CHALLENGES AND OPPORTUNITIES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-259.

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There is a clear dominance of English in the most cited research journals, as well as in English as lingua franca communication contexts in academia. This does not mean, however, that high quality university education does not continue to exist and flourish in other languages, including contexts with German, French or Spanish as lingua franca. The academic context selected for analysis in this paper is an internationally accredited German MBA programme in Romania, where the dominant medium of tuition is German, with only a few courses taught in English. Academic writing is, thus, mainly in Ger

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Reports on the topic "Mother-tongue based multilingual education (MTBMLE)"

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Monje, Jennifer, and Erlinda Capones. 'Starting Where the Children Are': A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation. Philippine Institute for Development Studies, 2019. https://doi.org/10.62986/dp2019.06.

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This process evaluation determines how the program is proceeding since the passage of Republic Act 10533 or the Enhanced Basic Education Act of 2013. It specifically looked at program theory, service delivery and utilization, and program organization. To capture the breadth of conceptual and implementation issues, 18 randomly selected elementary schools were visited from among private and public school systems, distributed according to Department of Educationâ€™s (DepEd) typology of small, medium, and large schools; island groupings of Luzon, Visayas and Mindanao; and from both linguistically

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