Summary
Highlights
Dr. Ricardo Nolasco defines 'mother tongue' based on UNESCO standards as the language children learn first, identify with, and use most comfortably. He clarifies that there are approximately 170 languages in the Philippines, correcting the common misconception that these are mere dialects.
The current bilingual policy, which promotes English and Filipino as the primary media of instruction, is described as a 'total failure.' Dr. Nolasco argues that forcing students to learn in languages they do not speak at home hampers their ability to grasp foundational subjects like math and science.
Data reveals significant issues among high school graduates, including poor communication, reasoning, and problem-solving skills. Research shows that a large percentage of Filipinos struggle with reading comprehension, leading to the argument that education should begin in the student's native language to build a stronger intellectual foundation.
The Department of Education is piloting Mother Tongue-Based Multilingual Education (MTB-MLE) by training teachers and creating materials in local languages. While some fear this might hinder English proficiency, studies (such as the Thomas and Collier study) show that mastering one's native language as a foundation actually leads to better performance in second languages like English later on.
The goal of MTB-MLE is not to remove English or Filipino but to create a multilingual learner who can connect with their heritage while also being globally competitive. The policy encourages using the mother tongue as a bridge to mastering both the national language and English.