Punjabi, M.

In 2009 the Philippines introduced a mother tongue-based multilingual education language policy requiring the “mother tongue” as the language of instruction (LOI) in kindergarten through grade 3.

Presentation delivered at CIES.This study attempts to determine whether or not the complexity of the L1 should be a factor in interpreting reading achievement in multilingual contexts, as well as in planning early grade reading teaching and learning materials and curricula in settings with complex l

This presentation highlights some of the results and implications of a 2019 study on fidelity of implementation of the language of instruction policy in the Philippines. In 2009 the Philippines Department of Education issued Order No.

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in 2013 and 2019.

This study measured students’ reading ability and gathered basic demographic information from children and teachers. Some standard context information was also gathered from children about their exposure to reading in the home.

The objective of this study was to provide insight into the relationships between the teachers’ and students’ language usage, the MTB-MLE policy implementation, and student reading outcomes, especially in areas with linguistically heterogeneous populations.