The Current State of Mother Tongue Based - Multilingual Education in the Philippines
PIDS uses a list of four activities as a minimum requirement to consider a school as fully implementing a mother-tongue based education. These four are: (a) writing big books on language, literature and culture; (b) documenting the orthography of the language; (c) documenting the grammar of language; and (d) writing a dictionary of the language. Less than 10 percent of the schools have done all four:
|Above copied from |
‘Starting Where the Children Are’: A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation. Jennifer D. Monje, Aniceto C. Orbeta Jr., Kris A. Francisco-Abrigo, and Erlinda M. Capones
Although the authors of this study applied good sampling procedures, about 30% of the schools included in this report consider Tagalog as the medium of instruction. Tagalog is probably the language that has the most books and dictionaries. Tagalog also has a well established orthography and grammar, therefore, excluding Tagalog from this study will probably paint a much gloomier picture.