Language of Instruction

Wanting to support effective learning in the early grades of school in a linguistically diverse country such as the Philippines it is important answer some basic questions, such as: • What languages do children come to school speaking? • Do children have more than one language that they can use when

POLICY BRIEF: Mother Tongue-Based Multilingual Education (MTB-MLE)

The Status of Instruction Study (SIS) aims to shed light on teachers’ knowledge, attitudes, beliefs, skills, and behaviors, as well as the available resources at the school level and for the targeted subjects, and how these resources are used.

The lack of information about children’s oral language skills limits our understanding of why some children do not respond to literacy instruction.

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.

The Research for Effective Education Programming – Africa (REEP–A) Task Order, awarded in September 2016, is a five-year project within the United States Agency for International Development (USAID) Africa Bureau.

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.