Table of Contents
Introduction to the Issue
The Problem Statement
Current Policies
Alternative Solutions
A suggestion is being made that a new policy should be implemented.
Summary and conclusion
Introduction to the Issue
When children start school, they are confident in their ability communicate in their native language. In their communities, children learn by interacting and observing with adults and peers. Because their native language is not taught in classrooms, they are unable to benefit from their skills. They are taught and textbooks are written in a different language, which they don’t understand. The dominant culture, teachers, textbooks and classrooms do not reflect the learning and problem solving experiences of students in their culture.
There are 7,000 different languages spoken around the globe, but only about 300 of them are widespread. The language plays a vital role in education as it is used to communicate for the majority of learning activities. It is because of this that the debate over which language should be used in the class has been sparked. Many nations have attempted to create different language-in-education policies that would cater not only to the needs of the learners but also the demands of preserving country’s native languages.So the Philippines it is to be more if it use the mother tongue to our country. Recent research has shown that using the mother tongue of a student can be beneficial.
The problem statementThe MTB and MLE policy objectives of DepEd and the expected results are comprehensive. They are based on research. But the real challenge is in the implementation. In other countries, students’ native languages are used in the classroom as part of small scale efforts and not national reforms. Few countries have implemented national policies on multilingualism in education, but the challenge has been overwhelming. Scholars claim that top-down methods do not take into account the context of language within communities. It is, therefore, questioned whether the implementation of MTB and MLE in Philippines can be considered a viable national approach. Top-down approaches to policy are based on the erroneous assumption that mandates will be implemented simply because an order has been issued. In February 2010, a DepEd Supervisor was able to confirm this belief during a predissertation visit in the Philippines. She responded, “Of course!” when asked by a supervisor if parents and teachers would support this new reform. It will be done. It’s a command. The Philippines’ centralized government system has led to a power imbalance between local officials and stakeholders. It is a common assumption that those in power will follow orders without question. Top-down policies can be a powerful tool. The challenge that mother language education programs face when they are faced with local ideologies promoting English has been highlighted in previous studies. It is in conflict with the MTB/MLE’s goals, and could lead to conflict. To be effective and sustainable, policies that are ambiguous and cause conflict will require a greater level of involvement at the ground. MTB/MLE gives little thought to those on the ground, such as teachers and parent. Instead, they are viewed more often as soldiers who follow orders. Research has shown that despite the assumption that reforms are being implemented in accordance with explicit policy statements that they can be interpreted or adapted differently depending on context. The MTB/MLE National Policy Statement (the policy), which aims to integrate mother language instruction across the nation, is implemented differently in each community. Teachers and parents play a crucial role in policy development because their actions become the policy.
Current PoliciesThey debate whether to use mother tongue or promote MTB-MLE to solve their problem. This paper investigates mother-tongue-based multilingual educational. The paper examined 30 different research articles and journals from developing countries of Asia and Africa with the purpose of providing an in-depth understanding of the different language-in-education policies and mother tongue-based instruction of selected countries. To synthesize and understand emerging issues, the study examined different challenges of mother tongue-based teaching and its pedagogical implications. The study also explored the different challenges and pedagogical implications of mother-tongue-based instruction to synthesize emerging issues and insights. Also, most of the developing communities are aware of the importance English plays as a globalization language. These issues make it important to consider the importance both of establishing a mother tongue in education, and of strengthening English as a language of globalization in policy planning.
Alternative SolutionsThey suggested that alternative solutions should only be reserved for low-ambiguity policies and low-conflict policies. Low ambiguity policies can be easily interpreted, and low conflict policy have a small chance to create resistance. They compared the policy with an information machine, where explicit data flows from one stage to another. He said that top-down strategies are most suitable for technical and administrative policies. The success of these policies is essentially dependent on the allocation of resources. The MTB/MLE guidelines for the Philippines have a great deal of ambiguity. DepEd’s directives were unclear in the sense that they outlined what needed to be achieved, but gave little direction on how. For example, even though the DepEd orders required instruction in the student’s mother tongue, only twelve regional languages are available as government-provided material. In the absence of appropriate materials, it is difficult to understand how the policy should be implemented. Language is a highly sensitive topic that can lead to conflict. It’s especially the case today, when English is seen as a globalizing power that’s associated with growth and economic power.
To solve the problem, I would recommend that they debate whether their mother-tongue is best used. If it’s better to speak in the mother-tongue. Children’s knowledge, language and experiences are important for classroom learning. Many children who come from ethnic-linguistic groups face a double-sided educational problem. Some children do not have access to any education. The education system treats those who have access to the school but are not fluent in the official languages as if they were disadvantaged.
Summation/ConclusionI have concluded that the majority of mother-tongue education initiatives in Southeast Asia are implemented by community-based pilots. The research has not revealed whether academic outcomes will be incorporated into top-down policy scenarios.