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

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

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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Paudel, Jnanu Raj. "Mother Tongue based Multilingual Education (MT- MLE): Teachers' Language Ideologies." Journal of NELTA Surkhet 5 (April 1, 2018): 28–40. http://dx.doi.org/10.3126/jns.v5i0.19483.

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Mother Tongue based Multilingual Education (MT- MLE) is a form of multilingual education built on the learners' mother tongue. This article explores the teachers' ideology on the policy (as policy appropriator). The ideologies of the language teachers have been drawn from the interpretive perspectives where the reality is judged based on the experiences of the research and the researched. The participants in this study covered five English language teachers who have been working in the area of multilingualism. The in-depth interview with them supplied the data for arriving into the results and

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Khadka, Bishnu Kumar. "Mother Tongue Education: A Quest of Quality and Access in Education." Journal of NELTA Surkhet 5 (April 1, 2018): 65–74. http://dx.doi.org/10.3126/jns.v5i0.19489.

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As it is claimed and is the ground reality that language is not everything but everything is nothing in education without language. Moreover, language shapes the learning and learning begins with language. In this regards, this article attempts to review the multilingual perspectives in terms of access and quality in education through mother tongue based education advocacy. It is theoretical in nature which is based on the secondary sources of theoretical review and tries to justify with policy and practice based rational for mother tongue education in Nepalese context.Journal of NELTA Surkhet

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Tripura, Borendra Lal. "The Bangladesh Initiative of Mother Tongue-Based Multilingual Education: Exploring the Significance, Challenges, and Way Forwards." International Journal of Research and Innovation in Social Science IX, no. II (2025): 3285–92. https://doi.org/10.47772/ijriss.2025.9020255.

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Mother Tongue-Based Multilingual Education (MTB-MLE) is increasingly recognized as a vital approach to fostering inclusive and equitable education, particularly for ethnolinguistic minority communities. It emphasizes using a child’s mother tongue as the primary medium of instruction, gradually introducing additional languages. UNESCO (2024) indicates that education in a child’s first language enhances comprehension, retention, and overall academic performance. SIL Global (2024) stated that this approach to education fosters cultural identity and promotes social inclusion among marginalized gro

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Aliñab, Jocelyn M., Socorro E. Aguja, and Maricar S. Prudente. "Improving Pupils’ Mathematics Achievement Through Mother Tongue Based-Multilingual Education." Advanced Science Letters 24, no. 7 (2018): 4840–43. http://dx.doi.org/10.1166/asl.2018.11213.

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Tupas, Ruanni. "Inequalities of multilingualism: challenges to mother tongue-based multilingual education." Language and Education 29, no. 2 (2014): 112–24. http://dx.doi.org/10.1080/09500782.2014.977295.

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Tejano, Leonardo Daquioag. "Collaborative Translanguaging Formative Assessment in Mother Tongue-Based Multilingual Education." International Journal of Research in Education 3, no. 2 (2023): 230–38. http://dx.doi.org/10.26877/ijre.v3i2.15255.

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This research conducted classroom action research in Grade 1 of a Mother Tongue-Based Multilingual Education (MTB-MLE) program, which aims to promote the use of local languages as mediums of instruction in the early years of education. The study found that Ilokano learners tended to use English more often than Ilokano, which highlighted the importance of supporting their cultural identity and heritage through the MTB-MLE program. The Ilokano-Based Translanguaging Approach to Mother Tongue-Based Multilingual Education (IBTA-MTB-MLE) was developed to support instruction, and a formative assessme

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Sanchez, Geremy G., Cathrine L. Tomas, and Susana N. Pe. "Mother Tongue–Based Multilingual Education: The Case of Cervantes District." Journal of Humanities and Social Sciences Studies 5, no. 4 (2023): 87–99. http://dx.doi.org/10.32996/jhsss.2023.5.4.12.

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Since the implementation of the Mother Tongue–Based Multilingual Education (MTB – MLE) in the Philippines began, issues relative to it have been started to be documented in various works of literature. This case study explored the implementation of the MTB – MLE in Cervantes District, Cervantes, Ilocos Sur, Philippines. In particular, it sought to determine the issues encountered by MTB – MLE teachers, the perceived effects of the issues, and their coping mechanisms for mitigating the issues. Through thematic analyses of the extended texts, the study found the following issues: (1) a mismatch

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Aunzo-Sinay, Melvin Paul. "BEST PRACTICES OF MOTHER TONGUE BASED-MULTILINGUAL EDUCATION IN SAN ANTONIO DISTRICT." Ignatian International Journal for Multidisciplinary Research 2, no. 8 (2024): 899–917. https://doi.org/10.5281/zenodo.13329159.

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The main objective of this study is to identify the best practices of teachers and administrators in the implementation of the Mother Tongue-Based Multilingual Education in San Antonio District, City of Ilagan, Isabela. The study used descriptive method of research this method is appropriate to the study since it tried to describe the best practices of the respondents on the implementation of the MTB-MLE in San Antonio District, San Antonio, City of Ilagan, Isabela. The respondents of the study are (7) seven School Heads and 74 teachers of Kindergarten, Grades I, II, and III. The results perce

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Castillo, Joan D. "BOTTLENECK OF KINDERGARTEN TEACHERS IN MOTHER TONGUE-BASED MULTILINGUAL EDUCATION IN LAMBAYONG MUNICIPALITY." Ignatian International Journal for Multidisciplinary Research 2, no. 1 (2024): 436–41. https://doi.org/10.5281/zenodo.10579124.

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This study explores the bottleneck of kindergarten teachers in mother tongue-based multilingual education in Lambayong municipality for the school year 2023-2024 among eight kindergarten teachers. It employed a phenomenological study using thematic analysis in processing the responses of the participants. On the issue of the bottleneck of kindergarten teachers using their Mother Tongue as a medium of instruction in the Maguindanaoan area, the following themes are generated based on the responses of the teacher participants of the study, limited learning resources, lack of teacher training/semi

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Tamang, Dipak, and Gopal Prasad Pandey. "Teachers’ Preparations for Implementing Mother Tongue-Based Multilingual Education in Teaching English." Studies in ELT and Applied Linguistics 2, no. 2 (2025): 55–69. https://doi.org/10.3126/seltal.v2i2.74080.

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Mother tongue-based multilingual education (MTB-MLE) in Nepal is a suitable and beneficial approach for students from indigenous language groups to learn English from their early grades. Teaching English through students' mother tongues helps them not only acquire English effectively but also understand subject matter more comprehensively. MTB-MLE integrates students’ mother tongues into English education, enabling them to transfer knowledge, skills, learning methods, and experiences through their native languages to additional ones, fostering sustainable learning outcomes at the basic educati

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Endriga, Emalyn L., and Annalyn J. Decena. "IMPACT OF AIDED MOTHER TONGUE TO ENGLISH-BASED INSTRUCTION TO GRADE 4 LEARNERS IN CATANAUAN II DISTRICT, DIVISION OF QUEZON." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 1006–26. https://doi.org/10.5281/zenodo.15482137.

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This study explored the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Catanauan II District, aligning with Sustainable Development Goal 4 (SDG 4) to promote inclusive and equitable education. It focused on the cognitive and instructional benefits of using the learners’ native language (L1) as the medium of instruction in multilingual settings such as the Philippines. Specifically, the research investigated teachers’ instructional strategies, Grade 4 learners’ English proficiency, and the supportive role of the mother tongue in English-based ins

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Olano, Christine, and Jigger Leonor. "Assessment of schools administrators on the implementation of mother tongue-based multilingual education in the division of Negros Occidental." Journal of Higher Education Research 12, no. 2 (2024): 1–17. https://doi.org/10.70228/pfree2024011jher.

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This study evaluated the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Division of Negros Occidental a decade after its introduction. Utilizing a descriptive design, this study employed survey questionnaires to assess implementation levels among school administrators in public and private educational institutions. The research framework is based on the guidelines established by DepEd Order No. 74, s. 2009, which serves as a benchmark for MTB-MLE implementation. The findings revealed a solid commitment to MTB-MLE implementation across various indicators in public

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Javier, Cinderella A. "Views and Opinions of Stakeholders in the Implementation of Mother Tongue-Based Multilingual Education: A Phenomenological Study." International Journal of Research and Innovation in Social Science IX, no. V (2025): 660–69. https://doi.org/10.47772/ijriss.2025.90500054.

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This study aimed to describe the views and opinions of stakeholders towards the implementation of mother tongue-based multilingual education as a medium of instruction. It looked into the experiences and challenges that took place while also emphasizing the meaning that stakeholders attached to their experiences. Further, this study utilized a qualitative design, employing a phenomenological approach to gain access to the value of individual experiences. The data came from the narrative accounts from in-depth interviews and focus group discussions. There were 8 participants for in-depth interv

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Rao, A. Giridhar. "The English-Only Myth." Language Problems and Language Planning 37, no. 3 (2013): 271–79. http://dx.doi.org/10.1075/lplp.37.3.04rao.

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The first section of this overview starts by briefly sketching the state of the school education system in India. We then note that English-medium private schools are often not much better than government schools (whether English-medium or not). The second section argues that English-medium education in India must be seen in the larger context of a mother-tongue-medium education. English-medium-only education in India gives poor educational results, and it increases social inequalities. The way forward lies in a mother-tongue-based multilingual education that includes English.

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Lear, Melanie F. "Alphabet primer as mother tongue-based multilingual education supplementary instructional material." Forum for Linguistic Studies 5, no. 1 (2023): 223. http://dx.doi.org/10.18063/fls.v5i1.1573.

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This study aims to develop MTB-MLE instructional material such as alphabet primer for the use of Grade 1 pupils in Iyakan language and to test its effectiveness. 100 pupils (Grade 1) participated in the study from a selected public elementary school in a particular city and province in Mindanao, Philippines. The study used a one-group pre-test-post-test design where the worksheets were taken from the Iyakan Alphabet Primer as instruments. Experts in mother-tongue education and members of the community validated and critiqued the alphabet primer. The results of the study demonstrated that the a

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Aperocho, Maico Demi. "A Policy Reform Framework for Mother Tongue-Based Multilingual Education in the Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 3 (2023): 692–700. http://dx.doi.org/10.11594/ijmaber.04.03.02.

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The current Mother Tongue-Based Multilingual Education [MTB-MLE] policy in the Philippines is beset with numerous issues, and this adversely affects the quality of basic education provided across regions. To address this, this policy paper suggests reviewing the current MTB-MLE policy through a more systematic policy reform mechanism that is participatory. This way, all concerned stakeholders in the Filipino education community contribute to the growth of the basic education instruction in the country by ensuring proper implementation of a mother tongue-based instruction policy. Anchored on th

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Canubas, Ana Lissa B. "Cultivating Number Sense: An Analysis of the Impact of Mother Tongue-Based on Numeracy Skills in Primary Grade Pupils." International Journal of Basic Education Research for Innovation, Sustainability, and Excellence (IJBERISE) 1, no. 1 (2024): 16–22. https://doi.org/10.5281/zenodo.11124222.

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Abstract:  This study examines the impact of Mother Tongue-Based Multilingual Education (MTB-MLE)  on the numeracy skills of primary grade pupils. Through a systematic literature review and  meta-analysis, the study explores four key themes: the enhancement of numeracy skills through  language integration, the importance of cultural relevance and cognitive engagement, the  significance of contextual adaptation for optimal impact, and the practical implications for  educational policies and practices. The findings underscore the positive influence of MTB-MLE on stu

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Pinili, Rica. "Level of Teachers' Competency in Addressing Challenges in Teaching Using Mother Tongue-Based-Multilingual Education (MTB-MLE)." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 183–92. https://doi.org/10.5281/zenodo.14649731.

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<strong>Abstract:</strong> <strong> </strong> This study aims to identify the challenges faced by public school teachers in teaching using Mother Tongue-Based Multilingual Education (MTB-MLE). The participants of this study include all public school teachers currently teaching Grades 1 to 3 during the academic year 2015-2016 in the entire district of Bacong. The primary tool used by the researcher was a survey questionnaire, supplemented by the Likert scale, Pearson r Product-Moment Coefficient of Correlation, and percentage analysis for data collection. The study employed a descriptive m

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Bustos-Orosa, Maria Alicia, and Lorraine Pe Symaco. "Language Policy in the Philippines: The Ongoing Narrative of Mother Tongue-Based Multilingual Education." Moussons 45 (2025): 149–60. https://doi.org/10.4000/147jr.

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The multicultural and multilingual setting of the Philippines demands a coherent and cohesive language-in-education policy for broader development. The country is also one of the first in Southeast Asia to formally adopt the mother tongue-based multilingual education policy (MTB-MLE) in mainstream formal education. The MTB-MLE policy aimed to introduce schooling based on Filipino children’s inherent language and knowledge—centered on the use and understanding of one’s native language. However, challenges and barriers to its effective implementation resulted in a law rescinding its application

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Namanya, Sheri Joy. "The Effects of mother tongue-based multilingual education on the English literacy of children in Silang, Philippines." International Forum Journal 20, no. 2 (2017): 160. https://doi.org/10.63201/fuvc1373.

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Education is vital for success in life. Globalization, however, has changed the trend so that mere education is becoming insufficient. English proficiency has become equally vital for success in the global arena. With the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, the English literacy development of Filipinos may be adversely affected. This paper, therefore, examined the effects of MTB-MLE on the English literacy development of Filipino children. In this experimental study, the same pre-tests and post-tests were administered to two groups of 68 s

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Mahboob, Ahmar, and Priscilla Cruz. "English and mother-tongue-based multilingual education: Language attitudes in the Philippines." Asian Journal of English Language Studies 1, no. 1 (2013): 1–19. http://dx.doi.org/10.59960/1.a1.

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Escolano, Grace P., and Annalyn J. Decena. "EXPERIENCES OF TEACHERS IN TEACHING MATHEMATICS USING MOTHER TONGUE-BASED MULTILINGUAL INSTRUCTION ACROSS SOUTH LUZON." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 664–713. https://doi.org/10.5281/zenodo.11544981.

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The study aims to determine teachers' experiences in teaching Mathematics using Mother Tongue-Based instruction. The Philippine curriculum for Kindergarten to Grade 3 emphasizes using the mother tongue in teaching and learning Mathematics. The study used qualitative research design to gain data on the experiences, challenges, and strategies of teachers in South Luzon. The study revealed that Mother Tongue-Based Multilingual Education significantly improves instructional practices and student learning outcomes in Mathematics. MTB-MLE enhances engagement, comprehension, and problem-solving, fost

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Daño, Niña Angelie G., Edgen Bea M. Custodio, and Tessie G. PhD Miralles. "MTB-MLE Curriculum: An Evaluative Study on Language Transitioning Design for Basic Education." International Journal of Innovative Research in Multidisciplinary Education 03, no. 04 (2024): 535–53. https://doi.org/10.5281/zenodo.11063829.

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The purpose of this phenomenological study was to elicit teachers' lived experiences of teaching Mother Tongue-Based Multilingual Education (MTB-MLE) in the primary grades. It sought to evaluate the MTB-MLE program in Dawis Elementary School in Digos City, Philippines particularly in its effects in the curriculum, instruction, and assessment, the effect of the transition from mother tongue to English language, and how teachers address the challenges they encountered in the implementation of MTB-MLE. In-depth interview (IDI) was conducted to the participants who handled learners from diverse tr

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Tupas, Ruanni. "THE MOTHER TONGUE IN NATION-BUILDING: THE (UN)MAKING OF A POSTCOLONIAL NATION." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 18, no. 2 (2024): 174–86. http://dx.doi.org/10.18860/ling.v18i2.23817.

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Mother tongue, used as the language of instruction, is considered vital for effective pedagogy, individual rights recognition, and social justice. It offers marginalized students a more efficient pathway to learning compared to foreign or hegemonic national languages like English or Filipino. Mother Tongue-Based Multilingual Education (MTB-MLE) challenges systems favoring colonial languages and asserts the importance of children's first languages. However, the political and ideological dimensions of mother tongue are often overlooked, as it can be manipulated to serve specific agendas in natio

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డా., వి. ఎం. సుబ్రమణ్య శర్మ, та బికాశ్ దెబ్ నాథ్ పూర్ణేందు. "భారత పాఠశాలల్లో బోధనా భాష(లు): బహుభాషాత్మకత". AUCHITHYAM 6, № 2 (2025): 163–72. https://doi.org/10.5281/zenodo.14848632.

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నూతన జాతీయవిద్యావిధానం (NEP) 2020 ప్రధానంగా మాతృభాష లేదా ప్రాంతీయభాషలో విద్య అందించడాన్ని ప్రోత్సహిస్తున్నప్పటికీ, ఎవరిపైనూ దీన్ని బలవంతంగా అమలు చేయడానికి ఉద్దేశించబడలేదు. “సాధ్యమైనచోట” విద్యార్థులకు వారి మాతృభాష లేదా ఇంటిలో మాట్లాడే భాష లేదా ప్రాంతీయ భాషలో విద్యా బోధన చేయాలని నూతన విద్యా విధానం పేర్కొంది. ఈ నూతన విధానంలో భారతీయ పాఠశాల విద్యా వ్యవస్థలో ద్విభాషా/బహుభాషా బోధనకు అవకాశాన్నిఇస్తుంది. మాతృభాషలో విద్యాబోధన అందిన విద్యార్థులు ఎక్కువ ఉత్సాహంతో, ఆత్మవిశ్వాసంతో ఉంటారనే అంశాన్ని పలు పరిశోధనలు స్పష్టంగా సూచిస్తున్నాయి. ఐతే మాతృభాష ఆధారిత బోధనను స్థూలంగా అమలు చేయడం పాలసీ విధానాల

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Bishowkarma, Aita. "People’s Perception on Multilingual Education: A study of Tamang Language based Multilingual School." Rainbow Journal 8, no. 1 (2019): 7–10. http://dx.doi.org/10.3126/rainbowj.v8i1.44244.

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Recent discourse on multilingual education largely has been dominated by the perception of people in the areas of policy and practice. There has been inadequate research on the education and schooling of Tamang children from a critical perspective. This study explores the perceptions of stakeholders on Tamang language-based multilingual education (MLE) practised in Nepal. This paper critically examines the perception of stakeholders and pedagogical practices in the classroom from the perspective of access to quality education to Tamang children in a primary school in Nepal. The qualitative dat

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Regmi, Dan Raj. "Developing and Implementing Mother-tongue Education Policy in Minority Speech Communities in Nepal: Issues and Challenges." Studies in ELT and Applied Linguistics 1, no. 1 (2021): 29–57. http://dx.doi.org/10.3126/seltal.v1i1.40605.

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This paper examines some major issues and challenges in developing and implementing mother-tongue education policy in minority speech communities in Nepal. It also suggests some strategies based on field studies for meeting those challenges. In minority speech communities, constituting more than 55% of total population and speaking around 70 languages, despite attempts made by governmental and non-governmental agencies, multilingual education has not yet become accessible it is mainly due to the lack of operational mechanism in education policy. Till today, thousands of children of non-Nepali

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Reyes, Christian Lawrence N. "Landscaping the Philippine Languages: The Implementation of Multilingual Education Policy." Journal of English Language Teaching and Applied Linguistics 3, no. 11 (2021): 01–06. http://dx.doi.org/10.32996/jeltal.2021.3.11.1.

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The institutionalization of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines through the Department of Education order no. 74. series of 2009 outlining aspirations for a culture-centered mother tongue-based instruction is positioned to focus on the acquisition of language content and allow the learners to experience a theoretically based, well-planned educational program that provides a strong foundation for literacy using the cognitive skills and comprehension of academic content from day one. However, the dynamic process of teaching and learning brought many factors co

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Medilo, Constantino. "The Experience of mother tongue-based multilingual education teachers in Southern Leyte, Philippines." International Forum Journal 19, no. 2 (2016): 64. https://doi.org/10.63201/icbe4323.

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With all the studies conducted related to the use of mother tongue-based multilingual education (MTB-MLE) in instruction, there is very limited data of the documentation of the lived experiences of the teachers in MTB-MLE. This paper documented the experiences of 10 teachers in MTB-MLE in Southern Leyte, Philippines by determining the meaning of teaching in MTB-MLE as far as the teachers are concerned, including the successes and problems in the implementation. This study employed the hermeneutic phenomenology research design. Participants were asked to share their experiences in MTB-MLE teach

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Israel, Marieson, Jennifer Jumawid, Daniel Cortez, et al. "Perception Of the Mother Tongue-Based-Multilingual Education Implementation: Basis for Course Enhancement." University of Bohol Multidisciplinary Research Journal 11, no. 1 (2023): 43–61. https://doi.org/10.15631/vawybt60.

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The purpose of this study is to assess the perception on the implementation of MTB-MLE and to know that teachers and school administrators have given proper attention and support to implement the MTB-MLE program effectively. Considering its implementation, the program brings challenging situations in terms of language policies especially on the five (5) elementary schools that are involved in the study. These schools are; Guiwanon Elementary School, Miguel Oppus Memorial Elementary School, Montana Elementary School, Baclayon Central Elementary School, and Laya Elementary School all in the Dist

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Gempeso, Hyra Dave Pepito, and Jubelle Dianne Solatorio Mendez. "Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom." English Language Teaching Educational Journal 4, no. 2 (2021): 125. http://dx.doi.org/10.12928/eltej.v4i2.4234.

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This descriptive observational study examined the implementation of Mother Tongue-Based Multilingual Education (MTB MLE) language policy to the classroom practices of a grade three multilingual classroom in the Philippines. The constructive alignment of the said language policy implementation was evaluated in terms of: (1) Mother Tongue (MT) as a subject area, examining specifically the coherence of the teaching and learning activities and assessment criteria used; and (2) MT as a medium of instruction. Findings revealed that there were discrepancies, incongruences, and insufficiencies in the

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Gempeso, Hyra Dave Pepito, and Jubelle Dianne Solatorio Mendez. "Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom." English Language Teaching Educational Journal 4, no. 2 (2021): 125. http://dx.doi.org/10.12928/eltej.v4i2.4234.

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This descriptive observational study examined the implementation of Mother Tongue-Based Multilingual Education (MTB MLE) language policy to the classroom practices of a grade three multilingual classroom in the Philippines. The constructive alignment of the said language policy implementation was evaluated in terms of: (1) Mother Tongue (MT) as a subject area, examining specifically the coherence of the teaching and learning activities and assessment criteria used; and (2) MT as a medium of instruction. Findings revealed that there were discrepancies, incongruences, and insufficiencies in the

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Mwiinga, Clare, and David Sani Mwanza. "Challenges Teachers Face When Applying Mother Tongue Based Multilingual (Mtb-Mle) Education Strategies in Lower Grades of Chongwe District." Asian Journal of Education and Social Studies 51, no. 5 (2025): 795–806. https://doi.org/10.9734/ajess/2025/v51i51960.

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This study investigated the challenges teachers face when employing Mother Tongue Based Multilingual Education (MTB-MLE) strategies in Primary schools in Chongwe District. Zambia is a multilingual, multi-ethnic state whose sociolinguistic landscape has been shaped to a large extent by historical factors of migration and colonialism. The nation’s population is about 20 million people, and comprises of an amazing 72 ethnic groups, most of which are Bantu-speaking. The study was guided by Ruiz’s three language orientation theory which investigated language teaching and learning from the standpoin

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Dilixiati, Dilizhati. "An Analysis of the Mediating Role of Language in Education in the Context of Internationalisation of Education." Lecture Notes in Education Psychology and Public Media 50, no. 1 (2024): 143–48. http://dx.doi.org/10.54254/2753-7048/50/20240916.

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In the context of the internationalization of education, multilingual language learning and teaching play a fundamental and very important role in the education system, where different groups learn a uniform curriculum based on different cultural backgrounds and linguistic understandings. This thesis analyses the reason for the imbalance of educational resources for minorities in the educational process. Multilingual teaching materials and related materials are outdated or unavailable. Groups learning through "bridge" languages do not acquire languages through their mother tongue, which makes

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Mark B. Galdo and Dana D. Lim. "What Social Progress Indicators are Enhanced by Mother Tongue Instruction?" Journal of Educational and Human Resource Development (JEHRD) 6 (December 28, 2018): 181–89. http://dx.doi.org/10.61569/mvf1rf68.

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This paper investigated on what social progress indicators are enhanced by Mother Tongue Instruction as evidence of better education outcomes particularly in terms of access to basic education, access to information and communication, access to advanced education and opportunity, personal life choices, adult literacy, freedom of expression and freedom of assembly. Online data of sixteen identified countries as the major implementer of Mother Tongue Instruction (MTI) based on the report of Asia Multilingual Education Mapping of Classroom and of Language Classroom Practices and 2017 Social Progr

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Adil, Zoraida M. "Listening from the Hearts of the Muslim Learners: Untold Testimonies on the Implementation of Mother Tongue-Based Multilingual Education." American Journal of Arts and Human Science 1, no. 2 (2022): 58–63. http://dx.doi.org/10.54536/ajahs.v1i2.314.

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The implementation of the Mother Tongue Based Multilingual Education in the Philippine has been marred with a lot of challenges. The purpose of this study was to examine the effectiveness of using mother tongue in addressing the needs of Muslim learners in the Municipality of Arakan, particularly on the successful implementation of MTB-MLE program. This study sought to analyze the gathered questions and responses of the participants. Results showed that their insight on the implementation is that they faced difficulties in comprehension. Also, the printed materials were written in local dialec

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Cabansag, John N. "The Implementation of Mother Tongue-Based Multilingual Education: Seeing It from the Stakeholders’ Perspective." International Journal of English Linguistics 6, no. 5 (2016): 43. http://dx.doi.org/10.5539/ijel.v6n5p43.

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<p>Mother Tongue Based-Multilingual Education (MTB-MLE) has carved its niche as a practical and effective approach in the educational landscape. It offers a plausible framework for preparing coming generations to become better adaptive and even rich contributors in the globalized and intercultural world. The gate to the new millennium has brought great zeal in and at the same time contestations around this educational alternative.</p><p>This study examined the stakeholders’ perspective on the implementation of MTB-MLE as a pedagogical approach. The stakeholders’ perspective w

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McLellan, James. "Idioms across languages, and implications for ESL in Mother-tongue-based Multilingual Education contexts." Asian Journal of English Language Studies 3, no. 1 (2015): 27–41. http://dx.doi.org/10.59960/3.a2.

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Ninia Rose M. Etorcita. "Go-Native: Kinaray-a, Mobile Learning Application Using Adaptive Algorithm." International Research Journal on Advanced Engineering and Management (IRJAEM) 2, no. 08 (2024): 2568–72. http://dx.doi.org/10.47392/irjaem.2024.0372.

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In Philippines’s education, a school or educational institution integrates the language a child is most familiar with like the mother tongue or native language into the classroom lesson along with the school’s lesson such as English. This is normally the language that the child speaks at home with their family. The Department of Education (DepEd) of the Philippines gets inspiration in its inclusion of Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature of the Enhanced Basic Education Program. Thus, it mandated the use of the language that the students in Grade one to three are fa

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Berame, Julie S., Rissa L. Mercado, and Minie L. Bulay. "Implementation of Sinaka Mother Tongue-Based Multilingual Education in Indigenous Peoples Education Curriculum: A Qualitative Study." American Journal of Education and Technology 2, no. 1 (2023): 52–59. http://dx.doi.org/10.54536/ajet.v2i1.1152.

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The practice of mother tongue in teaching kindergarten and primary levels are of great help to strengthen the foundation of early years of education in improving pupils’ basic learning skills. It is designed to implement learner-centered education from the beginning of the education ladder and this is apparent in a rising number of educational programs that utilize this approach. As such, little is known about how a national policy for MTB-MLE can be disseminated into contextualized local schools. To capture the breadth of conceptual and implementation issues, purposive sampling was used in th

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