CHALLENGES ON THE LANGUAGE POLICY

OF MTB- MLE PROGRAM:

A CONTENT ANALYSIS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 16
Issue 6
Pages: 663-677
Document ID: 2024PEMJ1492
DOI: 10.5281/zenodo.10531174
Manuscript Accepted: 12-27-2023
 Psych Educ, 2024, 16(6): 663-677, Document ID:2024PEMJ1492, doi:10.5281/zenodo.10531174, ISSN 2822-4353
Research Article

Challenges on the Language Policy of MTB- MLE Program:

A Content Analysis
Charlene Joy G. Oliveros*,
For affiliations and correspondence, see the last page.

Abstract
The study focused on the challenges on the language policy of MTB-MLE Program through content analysis. This
study aimed at identifying and analyzing the challenges of the MTB-MLE Program. The researcher made use of a
qualitative research design that deals with the content analysis of data. Since this study is mainly qualitative in nature,
it used an in-depth content analysis to fully gain a clear understanding of the challenges on MTB-MLE as a language
policy. In the content analysis, five studies about the challenges of MTB-MLE were analyzed using the framework of
Spolsky (2004). The findings revealed that the challenges in implementing the MTB-MLE program as a language
policy lies in the fact that several actors are not prepared to fill the cup that constitutes the policy. The beliefs of the
teachers, even the parents; the practices of teachers, students, and parents; and the management of the government on
providing needed materials and other resources, led to the challenges that impede learning. Findings generated in this
study showed that even up to this date, the challenges of the study are repetitive. In light of findings, this paper would
like to recommend that the policymakers try on hearing-out the problems and challenges in the ground level to improve
its implementation. They might consider assessing first the readiness of the language policy in the future before its
roll-out by looking at the components of the language to be implemented.
Keywords: language policy, MTB-MLE, MTB-MLE program

Introduction
The Mother Tongue Based-Multilingual Education (MTB-MLE) is the government’s banner program for education as a salient part of
the implementation of the K to 12 Basic Education Program (Bernardo et al., 2018). This was represented in the Department Order
Number 74, series of 2009, an order of “Institutionalizing Mother Tongue-Based Multilingual Education (MTB-MLE). The
significance of this policy is articulated in Republic Act 10532, otherwise known as the “Enhanced Basic Education Act of 2013.”
Nishanthi (2020) stressed the importance of mother tongue to an individual, specifically, how it develops the cognitive aspects of a
person. He further stressed that it was empirically proven that those who have fluency in mother tongue developed and improved their
cognitive aspects relatively in a fast manner than those who are not fluent in their mother tongues. Hence, following this view, makes
the implementation of the MTB-MLE program a wise decision in education.
In the recent years, there has been wide interest of the research community in studying language policies, wherein the MTB-MLE
gained prominence in the Philippines. This was after it took over the country’s old Bilingual Education (BE) policy, which had
institutionalized the use of English and Filipino as medium of instructions. The drastic change on the educational policy, caught the
attention of several researchers to test the challenges that surround its effective implementation.
Though the rationale for the adoption MTB-MLE in the Philippines was to increase student achievement through focusing on cognitive
development in a child’s first language and then using it as a basis for learning Filipino and English during later years, many critics
failed on seeing this aspect. In fact, despite the views of several linguists and scholars on its positive impact to the students, the
legitimization of the mother tongues as languages of instruction has become very controversial. It received so much criticisms and
academic debates on its effectiveness and negative impact on students’ comprehension and overall-learning. In fact, Adriano et al.
(2021) stressed the controversy that surrounded the MTB-MLE language policy in its implementation. He stressed that even after
implementing it for eight years, it has not been completely embraced by parents and teachers.
Furthermore, given the radical changes that brought by the MTB-MLE in the Philippine educational system, it emerged as an important
policy reviewed and studied by several scholars and Filipino linguists. Hence, a lot of researches have been conducted.
The study of Anudin (2018) focuses on the challenges affecting the implementation of the MTB-MLE based on the views of teachers,
parents, and students using Chavacano. Another study is conducted by Eslit (2017) which deals with the implementation of the MTB-
MLE program focusing on the views of teachers using Binisaya. The study of Bernardo, Aggabao, Tarun (2018) tested the
implementation of the Ilokano mother tongue.
As observed, though several studies explore the challenges that surround the MTB-MLE. However, there has limited extensive study
on analyzing these challenges experienced and perceived by teachers, parents, and even the students when it comes to implementation.
Hence, this study will fill that gap.

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Research Article

Furthermore, despite the several studies relevant to MTB-MLE which have been done in the Philippines (Anudin, 2018; Oda &
Vizconde, 2021; Gempeso & Mendez, 2021), only few scholars (Aliñab et al., 2018; Namanya, 2017) have examined how MTB-MLE
policy affects the implementation of MTB-MLE to the grassroots. Also, given the numerous studies in the Philippines about the
challenges on MTB-MLE, there has been limited study that classify, analyze, and look these studies for the underlying language policy
components that constitute problems to its implementation.
In addition, given that the Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines has already materialized for
more than eight years, this advent of a new language policy created different issues affecting its implementation. Thus, looking further
at the challenges on the implementation of MTB-MLE identified in the earlier years of implementation up to this date will be essential.
The situation mentioned above, heightened the interest of the researcher to conduct this study. It further shows that there is a need to
study the underlying challenges on the implementation of the MTB-MLE, because it is something that shapes the early years of
students’ learning experience. Further, it will bridge the gap of failure to look closely and giving considerations at the grassroots which
includes teachers, parents, and students. Given the important role of the teachers, as well as the students and parents who serve as the
actors of this policy, it is vital to look at the challenges that hinder the policy on its ultimate goal of successful implementation. Thus,
this will highlight the need into looking at the implementation of this policy in the ground level while looking at the language policy
components which contribute to the existing challenges.
The aim of this paper is to analyze the existing challenges on the implementation of MTB-MLE based on the several studies conducted
in Philippine settings. The analysis of these MTB-MLE studies aimed at looking further at the underlying language policy components
that play a vital role on the challenges experienced on the ground level by the teachers, parents, and students. In practical term, the
result of this study might serve as a springboard on understanding language policy and its implication to the bottom actors of the policy.

Methodology
The researcher made use of a qualitative research design that deals with the content analysis of data. Content analysis is a well-
established data analysis method that was centered on the treatment of textual data (Kleinheksel et al., 2020).
Since this study is mainly qualitative in nature, it used an in-depth content analysis to fully gain a clear understanding of the challenges
on the language policy of MTB-MLE reflected in 5 studies about the MTB-MLE.
The 5 studies on the challenges of MTB-MLE were analyzed. Afterwards, the challenges on the language policy were analyzed using
the model of Spolsky (2009) on language policy. Furthermore, in the content analysis of the MTB-MLE studies, the researcher used
the framework of Spolsky (2004).
The corpus of the study was sourced from 5 MTB-MLE studies exploring the challenges of its implementation. The researcher picked
1 per year starting from 2016 up to 2020. The reason for the selection is to see the different challenges present in each year. The 5
studies analyzed were the following: The Experience of Mother Tongue-Based Multilingual Education Teachers in Southern Leyte,
Philippines by Constantino G. Medilo, Jr. (2016); Challenges in The Implementation of The Mother Tongue-Based Multilingual
Education Program: A Case Study by Janet Espada, Jocelyn Bayrante, Ronald Mocorro, Orlando Vinculado, Perlita Vivero, Lyziel.
Bongcaras, Marife Daga; Josephine Pelingon, Elizabeth M. Quimbo & Rufo Labarrette (2017); Six years of MTB MLE: Revisiting
Teachers’ Language Attitude towards the Teaching of Chavacano by Ali G. Anudin (2018); Rural indigenous teachers’ lived
experiences in mother tongue education in the Philippines: Counter-stories of resistance by Mark Preston S. Lopez, Maria R. Coady,
Annie Grail F. Ekid (2019); and Substituting English with a Local Language: Examining Parents’ belief toward Chavacano as Language
of Instruction by Susan Lim-Ramos, Wilmarie Francisco, Nichole Anne Leduna, Krishia Sol Librado, Maria Roxainne Nuñez, Jerry
James Deran, & Ericson Alieto (2020).
In conducting the study, a critical content analysis was employed. A corpus with the following procedures were observed in the study.
The Figure 4 below shows the summary of procedures applied in this specific study.

Figure 2. The summary of procedures in gathering data.

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Research Article

The first step focused on the collection and selection of the MTB-MLE studies. The researcher picked the studies related to the
challenges experienced by parents, students, and teachers starting from 2016-2020.
The analysis of the corpus was the next step. The researcher highlighted and encoded all the challenges identified in each study.
Afterwards, the researcher also identified the language policy component present.
Then, the analysis of the MTB-MLE studies was the next step. In the analysis the researcher looked for the challenges identified and
found out in studies. It was followed by the critical content analysis of the language policy components. The researcher used the model
of Spolsky (2009) on identifying the challenges on the language policy of MTB-MLE in terms of beliefs, practices, and management
components.
The next step was the interpretation of the findings and results. Followed by the formulation of conclusions and recommendations.

Results And Discussions

This section presents the content analysis of MTB-MLE studies through identifying the underlying challenges on the language policy
of MTB-MLE in terms of beliefs, practices, and management.

Table 1. Challenges on the Language Policy of MTB-MLE

Challenges on
Language
Title of the Study Excerpt from the MTB-MLE Studies
Policy in MTB-
MLE (Themes)
The Experience of Mother Tongue- teachers still look at English as a preferred language Beliefs
Based Multilingual Education Teachers and a symbol of intellectual and material superiority
in Southern Leyte, Philippines
by Constantino G. Medilo, Jr. (2016) limitations of the applicability of the MTB-MLE Practice

vernacular languages used in the geographic area are Practice

complex

Learners’ materials and other textbooks are severely Management

Challenges in The Implementation of
The Mother Tongue-Based Multilingual
Education Program: A Case Study
by Janet Espada, Jocelyn Bayrante,
Ronald Mocorro, Orlando Vinculado,
Perlita Vivero, Lyziel. Bongcaras,
Marife Daga; Josephine Pelingon,
Elizabeth M. Quimbo & Rufo Labarrette
(2017)
inadequate to provide enough skills to educators and
students
Students prefer lessons to be taught in English Beliefs
translating the reviewers in English into and Practice
conducting the review in mother tongue to facilitate
understanding of the scientific terms
widening gap in the scaffolding process Practice
very strict implementation of DepEd of its policy in Management
using Waray as a medium of instruction but their
books are complicated

mix-up of terms in mother tongue, national and Management

foreign language also results in confusion among the
learners

the translation of other subject areas into mother Management

tongue

mismatch between trainings and expected outcomes Management

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Research Article
Six years of MTB MLE: Revisiting
Teachers’ Language Attitude towards
the Teaching of Chavacano by Ali G.
Anudin
(2018)
Rural indigenous teachers’ lived
experiences in mother tongue education
in the Philippines: Counter-stories of
resistance
by Mark Preston S. Lopez, Maria R.
Coady, Annie Grail F. Ekid (2019)
Substituting English with a Local
Language: Examining Parents’ belief
toward Chavacano as Language of
Instruction
by Susan Lim-Ramos, Wilmarie
Francisco, Nichole Anne Leduna,
Krishia Sol
Librado, Maria Roxainne
Charjene Joy G. Oliveros
language priorities at home and in school
divergence of the mother tongue at home and in school Practice
creates confusion among the children, parents and
teachers due to the inclusion of age-old words in the
mother tongue vocabulary Practice
lack of contextualized materials in the mother tongue Management
pushes administrators and teachers to adopt materials
whose content, activities, language and culture
appropriateness are in question
resistance towards the top-down policy that Beliefs
complicated learning for their student
inability to implement a well-rounded and Practice
comprehensive program
irrelevance of archaic terms to students’ learning Management
processes
absence of academic terms in the mother tongue Management
orthography, which is being used in content areas
like Math and Science, serves as a disadvantage for
learning among primary grade students
Mainstream K to 12 Filipino students undeniably Management
have the access to other forms of educational
opportunities to learn English, and to be assessed in
English is in their favor
resistance towards the top-down policy that Beliefs
complicated learning for their student
inability to implement a well-rounded and Management
comprehensive program
irrelevance of archaic terms to students’ learning Practice
processes
absence of academic terms in the mother tongue Practice
orthography, which is being used in content areas
like Math and Science, serves as a disadvantage for
learning among primary grade students
Parents are exhibiting limited positivity as regards the Beliefs
use of Chavacano
Ethnicity influences the beliefs of the parents toward Practice
Chavacano as MoI wherein the ethnic group whose
language is chosen to be the language of education
exhibit positive belief because it is a form of
empowerment. On the other hand, those groups
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Nuñez, Jerry James whose languages are not selected are disempowered
Deran, & Ericson
Alieto (2020)

The table 1 shows the challenges on the language policy in the implementation of MTB-MLE. The study of Medilo (2016) entitled
“Experience of Mother Tongue-Based Multilingual Education Teachers in Southern Leyte, Philippines” experienced problems or
challenges in all the language policy components. The study of Espada et al. (2017) entitled “Challenges in The Implementation of The
Mother Tongue-Based Multilingual Education Program: A Case Study” reveals that the challenges experienced on the implementation
of MTB-MLE also involves all components of language policy. On the other hand, the study of Anudin (2018) entitled “Six years of
MTB MLE: Revisiting Teachers’ Language Attitude towards the Teaching of Chavacano” has challenges or problems in beliefs and
management components. The “Rural indigenous teachers’ lived experiences in mother tongue education in the Philippines: Counter-
stories of resistance” by Lopez et al. (2019) indicates that there are problems or challenges in beliefs, practice, and management
components. Lastly, the study of Lim-Ramos (2020) entitled “Substituting English with a Local Language: Examining Parents’ belief
toward Chavacano as Language of Instruction” reveals problem in beliefs and practice components of language policy.
Overall, the table indicates that the challenge on the implementation of MTB-MLE falls into all the components of language policy,
namely, beliefs, practices, and management. Thus, it only means that since all the components of language policy consist of challenges
on the MTB-MLE, successful implementation of this program is not fully achieved. According to Spolsky (2009) these three
components are being interrelated constitute forces which help account for language choice. Hence, if the problems fall into all of these
components, the policy users and the main implementer, together with the other players of the policy will have a disconnected
implementation. In other words, there won’t be unified and harmonized implementation of the language policy resulting to a scattered
and crucial implementation that hinders successful teaching and learning experience.

Table 2. Challenges on the Language Policy of MTB-MLE

Challenges on
Language
Title of the Study Excerpt from the Findings Codes/Categories
Policy in MTB-
MLE (Themes)
The Experience of This study employed the teachers still look at English as Beliefs
Mother Tongue-Based hermeneutic phenomenology research a preferred language and a
Multilingual design. Participants were asked to symbol of intellectual and
Education Teachers in share their experiences in MTB-MLE material superiority
Southern Leyte, teaching through questionnaires,
Philippines personal interviews, and text limitations of the applicability Practice
by Constantino G. messaging. of the MTB-MLE
Medilo, Jr. (2016) The teachers still look at
English as a preferred language and a vernacular languages used in Practice
symbol of intellectual and material the geographic area are
superiority. They tend to undermine complex
students who are not able to speak or
interact in English, which is an attitude Learners’ materials and other Management
not right for the success of the MTB- textbooks are severely
MLE implementation. inadequate to provide enough
The teachers also realized that skills to educators and students
there are limitations of the applicability
of the MTB-MLE. They noticed that not
all concepts of mathematics and the
natural sciences could be taught
through MTB-MLE.
Another problem is the fact that
the vernacular languages used in the

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geographic area are complex. The

teachers find it hard to connect the
meanings of the words with different
varieties in the vernacular language.
One mother tongue may have
interchangeable words and meanings.
When it comes to instructional
materials, the teachers admitted that
the program is not ready. Learners’
materials and other textbooks are
severely inadequate to provide enough
skills to educators and students.

Table 2 shows the challenges on the implementation of Mother Tongue-Based Multilingual Education based on the experiences of
Teachers in Southern Leyte, Philippines based on the study of Medilo (2016).
A closer look in the table indicates that the challenges of the teachers fall on all the components of language policy such as beliefs,
practices, and management. Thus, it means that in Southern Leyte, the implementation of MTB-MLE is critical since the challenges
fall on all the components.
Based on the table, the teachers experienced challenge on beliefs. It is further indicated that the teachers still look at English as a
preferred language and a symbol of intellectual and material superiority. This challenge definitely lies on the teachers’ belief on how
they regard English as a symbol of intellectual and material superiority, which might be a product of their own experience. In addition,
according to Parba (2018) English-ideology has continued to challenge the legitimacy and value of MTB-MLE because learning
English is often invoked by some teachers as a means to participate in a globalized world. Thus, if this is the case, the teachers’ strategy
on how to approach the MTB-MLE will be seriously affected. Thinking of how our beliefs influenced our own actions, guide us into
the serious effect of this program not only to the program itself, but also to all the people involved in this program which includes the
grassroots, such as the teachers, parents, and students.
On the other hand, the other challenges fall into the practice of the program. It means that the main benefactor or the students
experienced problem on maximizing the practice of the MTB-MLE. It reveals in the table that teachers viewed that that there are
limitations on the applicability of the MTB-MLE, hence, students are not able to train themselves on using the mother tongue.
Furthermore, the applicability of MTB-MLE is manifested in the experiences by several teachers in the subjects such as Science and
Mathematics, because there are several words and concepts which cannot be taught in using the vernacular version of instruction, thus,
teachers naturally used English. This is very critical as the use of code-switching might impede learning. With this problem, obviously,
students who are not trained on using the mother tongue wholly, won’t be an effective users of mother tongue. As Spolsky (2009)
viewed children’s language acquisition as a product of exposure through language practices, definitely, learning will be sacrificed.
Another challenge on the practice is that the vernacular languages used exhibit complexity. There are meanings of the words which
has different varieties in the vernacular language. Again, in this situation, due to the difficulty experienced by the teachers, their
tendency is to code-switch which won’t be effective as the switching might be interpreted in the other context.
Lastly, another challenge on the MTB-MLE as reflected in this table is the management. This problem has something to do with the
management of the learners’ materials and other textbooks. There are severely inadequate materials to provide enough skills to both
the educators and students. This issue is very crucial in the success of the program, because poor management of the resources, will
eventually affect the beliefs and practices of the all the involved in the implementation.
Table 3. Challenges on the Langue Policy of MTB-MLE
Challenges on
Language
Title of the Study Excerpt from the Findings Codes/Categories
Policy in MTB-
MLE (Themes)
Challenges in The The children like being Students prefer lessons to be Beliefs
Implementation of The talked to in the conversational taught in English
Mother Tongue-Based mother tongue but they prefer
Multilingual Education lessons to be taught in English translating the reviewers in Practice

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Program: A Case Study because ‘The mother tongue seems
by Janet Espada, more difficult. English is easier,’
Jocelyn Bayrante, says Child #1.
Ronald Mocorro, The teachers confirmed their
Orlando Vinculado, experiences of translating the
Perlita Vivero, Lyziel. reviewers in English into and
Bongcaras, Marife conducting the review in mother
Daga; Josephine tongue to facilitate understanding of
Pelingon, Elizabeth M. the scientific terms. Unfortunately,
Quimbo & Rufo when they joined the competitions,
Labarrette (2017) the children felt completely
disoriented due to language
confusion.
There is a widening gap in
the scaffolding process. At home, the
gap is due to the difficulty of
bridging two genres of the mother
tongue- contemporary,
conversational language spoken by
parents at home and the policy-
based mother tongue used and
taught to children by teachers.
The problem with DepEd is
its very strict policy in using Waray
as a medium of instruction but their
books are complicated.
The mix-up of terms in
mother tongue, national and foreign
language also results in confusion
among the learners. For instance,
‘triangle’ in English is a common
term even among the ordinary
peasants, who, upon hearing it can
instantly conceptualize an image of
a three-sided polygon. However,
when that word is translated into
‘undukay’ in the school-based
Waray- a term which the natives do
not literally use, it becomes difficult
to conceptualize the image because
their attention tends to focus more
on form, not the meaning; on
pronunciation instead of
abstraction; thus, causing delay in
understanding.
The translation of other
subject areas into mother tongue
poses a challenge because the
number of more terminologies to
read, understand, memorize and use
accumulates in the children’s brain
Charjene Joy G. Oliveros
English into and conducting the
review in mother tongue to
facilitate understanding of the
scientific terms
widening gap in the scaffolding Practice
process
very strict implementation of Management
DepEd of its policy in using
Waray as a medium of
instruction but their books are
complicated
mix-up of terms in mother Management
tongue, national and foreign
language also results in
confusion among the learners
the translation of other subject Management
areas into mother tongue
mismatch between trainings and
expected outcomes
language priorities at home and Management
in school
divergence of the mother tongue Practice
at home and in school creates
confusion among the children,
parents and teachers due to the
inclusion of age-old words in the
mother tongue vocabulary
lack of contextualized materials Practice
in the mother tongue pushes
administrators and teachers to
adopt materials whose content,
activities, language and culture
appropriateness are in question
Management
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oftentimes causing a ‘mental traffic’.

There is a mismatch between
trainings and expected outcomes.
Apart from competitions,
incompatibility is likewise evident in
language priorities at home and in
school. For instance, in order to
prepare children for global
interface, more parents today
introduce English as early as
infancy. They use bits of English
when speaking to them. However,
under the mother tongue policy, the
children from kindergarten up till
grade three are mandated to use an
official mother tongue in the
classroom whose form slightly
deviates from what the parents may
be using at home.
The divergence of the mother
tongue at home and in school
creates confusion among the
children, parents and teachers due
to the inclusion of age-old words in
the mother tongue vocabulary.
The lack of contextualized
materials in the mother tongue
pushes administrators and teachers
to adopt materials whose content,
activities, language and culture
appropriateness are in question.
Instead of the school contextualizing
materials to suit the children’s
needs, the children are the ones
struggling to fit into the materials
that are borrowed from others and
which fail to address their real
needs; thus, children have lower
chances of maximizing their full
potentials.

Table 3 displays the challenges on the implementation of Mother Tongue-Based Multilingual Education based on the study of Espada
(2017).
It can be seen in the table that the challenges of the teachers fall on all the components of language policy such as beliefs, practices,
and management. Thus, it means that the implementation of MTB-MLE is precarious since the challenges fall in all the components.
Based on the table, there is a challenge on the beliefs of the students because they prefer lessons to be taught in English. They have the
notion that the mother tongue is difficult to understand. This issue is so crucial to the successful learning experience of the learner.
Hence, if the problem is the negative mindset on the use of mother tongue, the students will be unmotivated which will obstruct
learning. Undeniably, our beliefs will always prevail and reflect on our actions.
Another challenge present as depicted in the table has something to do with the practices of the teachers in terms of widening gap in
the scaffolding process, language priorities at home and in school; and divergence of the mother tongue at home and in school which

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creates confusion. When it comes to the challenge on the widening the gap for scaffolding process, the home and school play an
important role. If there is a gap between scaffolding process at home and at school, confusions will arise. Students will be puzzled on
what is really to follow when there’s a clash between these two domains. These gaps between these two domains, as Spolsky (2009)
reiterated will result to an enormous effect such as severely impeded teaching and learning process. Another challenge on the practice
is the language priorities at home and in school. Again, in this case, the gap viewed as a crucial factor. Of course, the stories and
testimonies of children or even parents who have been exposed to the English environment is no longer new. Paterno (2018) in her
article entitled “Anguish as Mother Tongue: English in a Multilingual Context” take the case of James Soriano as someone who has
been raised in the family where English is considered as the Mother Tongue because his ecology shaped the importance of English in
his life. Actually, Soriano’s case is a classic example of a child exposed to a language not his mother tongue. In addition, the 2010
Census on Population and Language done by the National Statistics Office (NSO) showed that English is considered a home language
in some 15, 619 households in the country. Thus, in all over the country, there will be a problem because some parents teach their
children English and use it at home. The reason behind it is presumably for the economic and material advantages it brings. Lastly,
there is a problem on the practice due to the divergence of the mother tongue at home and in school which definitely creates confusion
among the children, parents and teachers due to the inclusion of age-old words in the mother tongue vocabulary. The problem lies on
the fact that the practice of mother tongue at home and at school is somewhat modern, thus archaic words are hardly understood by
both the parents and teachers. Hence, the way they mentor the learners is greatly affected, as native speakers of local vernaculars no
longer use archaic words in communication.
In terms of management, the teachers encountered challenges on the very strict implementation of DepEd of its policy; mix-up of terms
in mother tongue, national and foreign language, the translation of other subject areas into mother tongue; and mismatch between
trainings and expected outcomes. According to the teachers, the problem with DepEd is its very strict policy in using mother tongue as
a medium of instruction but failing to provide books which are not complicated. Here, the problem lies on the books are not
comprehensible to the teachers, hence the execution of the lesson will be difficult. This situation reduced the opportunities for maximum
development of potentials of them. Furthermore, mix-up of terms in mother tongue, national and foreign language is also viewed as a
challenge because it results to confusion among the learners. The variance of words and its meaning when translated into the mother
tongue is very problematic. From that, confusion might be established rather than understanding and communication. Another challenge
on the management is the mismatch between trainings and the expected outcomes when it comes to the competition being joined by
the students. At school, since mother tongue is already the medium of instruction used, teachers tend to train students using the mother
tongue. However, this management on the trainings of students became a problem because in the competitions, the language of
competition is different from the language of practice. Though this is comprehensible because in the competitions, there should be
unified language in order to have a communication. However, the language used in the competition becomes the reason of defeat than
the content. Lastly, there is a challenge experienced by the teachers on the lack of contextualized materials in the mother tongue. As a
result, the administrators and teachers are forced to adopt materials whose content, activities, language and culture appropriateness are
in question. If this is what’s happening in the management of resources and materials, there’s no doubt that several see this a failure.
True enough, when materials are not contextualized, they fail to address the real learning needs of the learners. After all, no one can
effectively maneuver the implementation of a program with no effective and appropriate sources or materials. Also, its effect to the
students is not promising and might hinder learning, because according to Mondez (2013) in the case of MTB- MLE policy
implementation, the learners will not learn their mother tongue in the formal way if educational materials printed in these languages
(Tagalog, in this case) do not exist substantially.
Table 4. Challenges on the Language Policy of MTB-MLE

Challenges on
Title of the Study Excerpt from the Findings Codes/Categories Language Policy in
MTB-MLE (Themes)
Six years of MTB “The teachers’ attitude on Teachers views that Mother Beliefs
MLE: Revisiting the MTB-MLE on the use of the tongue is not suited for
Teachers’ Language mother tongue as the language of language of instruction
Attitude towards the instruction in the context of the
Teaching of setting and the respondents negative attitudes and Beliefs
Chavacano by Ali G. involved in this study is conclusive. difficulties of K-3 teachers
Anudin Even the respondents who have on the implementation of
(2018) Chavacano as their first language mother tongue
agreed that while there are
potential advantages in using the
mother tongue (e.g. for language textbooks or other

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maintenance, prevent linguistic resources written or

discrimination, promote the local prepared in the Chavacano Management
culture, etc.), Chavacano is not language
suited as language for instruction.
They agree that instead have
Chavacano as a subject. Results in trainings but they are not Management
this study explained the relatively necessarily addressing the
negative attitudes and difficulties real problems
of Kindergarten to grade three
teachers in using the mother
tongue in their classrooms despite
the implementation for five years
now as mandated by the
Department of Education.
The necessity for textbooks
or other resources written or
prepared in the Chavacano
language so that positive
implementation of the use of
mother tongue may transpire.
Based on the findings of
the study, the respondents claim
that there are trainings but they
are not necessarily addressing the
real problems, which essentially
the use of mother tongues as the
language of instruction.”

The table 4 shows the challenges and difficulties on the implementation of the MTB-MLE based on the study of Anudin (2018).
Based on the table, it can be seen that the study revealed that the MTB-MLE has challenges in the two components of language policy,
namely, beliefs and management.
The table revealed that the teachers encountered challenges on beliefs. It further revealed that the teachers viewed mother tongue as
not suited for language of instruction. This situation is very crucial because the teachers’ perception on language use for instruction
may affect the way they deliver the lesson. Burton (2013) highlighted that studies have suggested that the actions of the teachers in the
classroom are contextualized and adapted according to their own language ideologies. Furthermore, if there is a clash of ideas between
the teacher and the policy itself, results might not be desirable. There will be impact on learners’ success academically. Contesting the
policy will result to the difficulties and problems by the one implementing the policy, because instead of thinking of different strategies
and techniques for the implementation of this policy, the teachers consume the time looking for the drawbacks.
Another challenge on the beliefs is the negative attitudes and difficulties towards the implementation of the mother tongue. The attitude
on the implementation of the program has direct impact to the students. According to Danbolt (2011), learning a language goes with
attitudes of its users and of persons who do not know the language. He further added, that when one has a positive consideration
towards the language being used the feeling of belongingness and identity exists. Thus, if someone has negative feeling on what is
implemented, it will eventually show.
It can be seen also in the table that the teachers experienced challenge on the management in terms of textbooks and trainings for
teachers. The textbooks or other resources written or prepared in the Chavacano language or the mother tongue is identified a crucial
challenge. Obviously, this issue fails the successful implementation of the policy. The Department of Education fell short on ensuring
that there will be enough materials and resources to be used to effectively implement the policy. True enough, no teacher could
conceivably teach competently if there are appropriate resources. Moreover, the learning can only persist in the existence of appropriate
and sufficient resources for mother tongue.
Another challenge that fall into management is insufficient trainings that will address the real problems on the implementation of MTB-

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MLE. This is also a very problematic challenge on this program. This because trainings are necessary for teachers to effectively handle
the multilingual learners to help them to be equipped and directed on handling lessons using the mother tongue. Furthermore, this issue
is critical, because if there’s no enough and appropriate trainings for teachers, they cannot deliver the policy well. They might have
difficulties on meeting the demands and required competencies under the program.
Considering that the program is already on its six year of implementation when this study is conducted, yet all the three components
of the language policy identified by Spolsky are seen as the issues gives a notion that this policy is very problematic.
Table 5.Challenges on the Language Policy of MTB-MLE
Challenges on
Language
Title of the Study Excerpt from the Findings Codes/Categories
Policy in MTB-
MLE (Themes)
Rural indigenous Framed as composite resistance towards the top- Beliefs
teachers’ lived counter-stories, teachers’ down policy which complicated
experiences in mother narratives revealed deeply learning for their student
tongue education in the embedded pedagogical
Philippines: Counter- challenges that they encountered, inability to implement a well-
stories of resistance resulting from the policy rounded and comprehensive Management
by Mark Preston S. implementation in their program
Lopez, Maria R. Coady, classrooms. Specifically, their
Annie Grail F. Ekid counter-stories demonstrated
(2019) resistance towards the top-down absence of academic terms in
policy that complicated learning the mother tongue orthography,
for their students. As their stories which is being used in content Practice
disrupt majoritarian narratives on areas like Math and Science,
MTB-MLE, implications for serves as a disadvantage for
reconsidering the policy are learning among primary grade
offered. students
Analyzing this finding via
a more critical lens further
highlights the deficiencies of the Mainstream K to 12 Filipino
policy, particularly in its inability students undeniably have the
to implement a well-rounded and access to other forms of
comprehensive program. The educational opportunities to Practice
discourse on L2 and L3 learn English, and to be
deterioration is attributed to the assessed in English is in their
fact that the MTB-MLE policy favor
lacks well-established bridging
practices, particularly between
grades 3 and 4 when the transition
to the use of English and Filipino
as media of instruction takes
place.
For the teachers in this
study, they believe that the
absence of academic terms in the
mother tongue orthography,
which is being used in content
areas like Math and Science,
serves as a disadvantage for
learning among primary grade
students.

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MTB-MLE policy
assessments should be conducted
in the mother tongue being used
by the school district. While this
provision may be referring to
formative assessment in schools,
the national assessment of
students being instructed in the
mother tongue is in English.
Mainstream K to 12 Filipino
students undeniably have the
access to other forms of
educational opportunities to learn
English, and to be assessed in
English is in their favor.
Indigenous students in rural areas
who have limited access to these
opportunities will suffer the
consequences of being assessed in
English.

The table 5 reflects the challenges by the rural indigenous teachers on the implementation of MTB-MLE thru their lived experiences
based on the study of Lopez (2019).
Clearly, the table reveals that the rural indigenous teachers experienced challenge on all the components of language policy, namely,
beliefs, practices, and management.
As reflected in the table, the teachers experienced challenge on their beliefs as they showcased resistance towards MTB-MLE. As a
result, the teachers make learning complicated and tough for their student. This problem is because of the embedded mindset of the
teachers on fully embracing this new policy. Teachers’ role on the implementation of the MTB-MLE is very important, hence, since
they are the prime disseminator of the policy, they should be the ones to show acceptance. If they are having resistance on this policy,
definitely it will affect their pedagogic actions.
In terms of management, it can be derived from the table that another challenge in the implementation of the program is the
management. There is inability to implement a well-rounded and comprehensive program. The problem lies on the sources and
materials needed by the teachers or school for the successful implementation of this program. Sadly, the government cannot cater the
necessity of giving teachers a comprehensive guide in terms of rules, materials, faculties, and the like.
On the hand, derived from the table is the challenge on practice in terms of the absence of academic terms in the mother tongue
orthography and students’ access to other forms of educational opportunities to learn English. The teachers experienced challenge on
the absence of academic terms in the mother tongue orthography. This is very problematic in the management of the policy. This
problem causes teachers to practice different strategy just to relate the lesson for the students to understand. However, in this case,
there’s no guarantee on the comprehension of the students, as this might bring more confusion to them. Teacher’s dilemma on how to
address those academic terms, will impede learning. Lastly, on the part of the students’ practice, learning impedes because Philippines’
linguistic spaces are more on English and Tagalog. Furthermore, some students have more access to educational opportunities in
English. As such, Mondez (2013) stressed that children from birth are already exposed to the English and Filipino languages long
before they go to school. This is because Radio programs, TV advertisements and shows are in both Filipino and English languages.
This is critical because according to Spolsky (2009), children’s language acquisition depends in large measure on the language practices
to which they are exposed.
Table 6. Challenges on the Implementation of MTB-MLE
Challenges on
Language Policy
Title of the Study Excerpt from the Findings Codes/Categories
in MTB-MLE
(Themes)
Substituting English “Parents as stakeholders Parents are exhibiting limited Beliefs

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with a Local Language:
Examining Parents’
belief toward
Chavacano as Language
of Instruction
by Susan Lim-Ramos,
Wilmarie Francisco,
Nichole Anne Leduna,
Krishia Sol
Librado, Maria
Roxainne
Nuñez, Jerry James
Deran, & Ericson
Alieto (2020)
are exhibiting limited positivity as
regards the use of Chavacano, the
lingua franca of the site in which
the study was contextualized and
the nominated MT. The policy,
being new and still at its critical
period of implementation,
requires the assistance and
support from as many
stakeholders as possible.
Ethnicity influences the beliefs of
the parents toward Chavacano as
MoI. The ethnic group whose
language is chosen to be the
language of education exhibit
positive belief because it is a form
of empowerment. On the other
hand, those groups whose
languages are not selected are
disempowered.”
positivity as regards the use
of Chavacano
Ethnicity influences the
beliefs of the parents toward Beliefs
Chavacano as MoI wherein
the ethnic group whose
language is chosen to be the
language of education exhibit
positive belief because it is a
form of empowerment. On
the other hand, those groups
whose languages are not
selected are disempowered

The table 6 displays the challenges on the implementation of the MTB-MLE on the perspectives of the parents based on the study of
Lim-Ramos, Francisco, Leduna, Librado, Nuñez, Deran, & Alieto (2020).
It can be seen in the table that there is a problem on the beliefs of the parents in terms of positivity and ethnicity influence. The beliefs
of the parents are a challenge because they are exhibiting limited positivity as regards the use of Chavacano. This means that
respondents are yet to develop full positive acceptance towards Chavacano as medium of instruction. The problem here is that parents
play an important role in the successful learning experience of the learners. Therefore, if they do not have the full positive acceptance
on the program, there will be problem on how to influence their children on how to properly adjust to this policy. The reason for this
issue was noted by Orwenjo (2012) as cited in Perez & Alieto (2018) that the common perspective among parents is the belief that the
best language their children need to learn is English because it is the language best associated with educational success and work
opportunity. Of course, every parent desire a better life for their children wherein they wanted them to learn something that would
provide them the best advantage. Obviously, parents are in the web of misconception that education grasped in English, not in local
language, is the best for their children. Thus, this belief intrudes the opportunity to motivate their children to adopt and learn the mother
tongue as way of developing their full potential.
On the other hand, the ethnicity influences the beliefs of the parents toward Chavacano as MoI. Ethnic group whose language is chosen
to be the language of education exhibit positive belief whereas those groups whose languages are not selected are disempowered. The
parents are looking at the policy because they see this as something empowering in a way that it caters who they are. True enough, the
essence of something is only realized when a person will benefit on the program and will inculcate what they already have background
of. Benson (2004) as cited in Burton (2013) pointed out that hesitance to adopt mother tongue policies might be due to hundreds of
years of colonial thinking that devalues indigenous languages.
Conclusions
MTB-MLE shows discrepancies on all the components that made up the language policy, such as in beliefs, practices, and management.
Clearly, the findings revealed that the challenges on the implementation of MTB-MLE program as a language policy lies on the fact
that several actors are not prepared to fill the cup that constitutes the policy. The beliefs of the teachers, even the parents; the practices
of teachers, students, and parents; and the management of the government on providing needed materials and other resources, definitely
lead to the challenges that impede learning. Thus, perhaps it’s not the program or language policy to be blamed here, but the unreadiness
of the policy-makers to substantiate the language policy components to help the bottom into the successful implementation of the
policy. After all, these policy-makers are not making the policy for themselves, but for the people at the bottom. In this case, careful
planning must be considered.
Findings generated in this study showed that even up to this date, the challenges of the study are repetitive. In fact, there are problems
which were a problem in the earlier implementation of the program, yet still a problem at present. Though this content analysis contains
different research designs, participants, and research locale, it cannot be taken away the fact that even to this date, challenges still exist.

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Thus, a manifestation that if ever they were addressed already by the government, it has not reached all the educational arena in the
whole Philippines. Furthermore, though this study cannot speak for all the other localities, given the limitation of the included corpus,
this study surfaced trends worthy of further investigation. In addition, this paper served to substantiate the claims on the problematic
aspects of the MTB-MLE policy in the Philippines. In addition, this study has exposed pressing concerns on MTB-MLE that should
be addressed quickly.
In light of findings, this paper would like to recommend that the policy-makers and government try on hearing-out the problems and
challenges in the ground level to improve the implementation of this policy. They might consider assessing first the readiness of the
language policy in the future, before its roll-out by looking at the components of the language to be implemented. After all, it’s not
enough to just conduct a pilot testing to prove that it will be beneficial to the target recipients. More importantly, all aspects must be
carefully studied so it won’t eat up the purpose of the policy. Looking at this study, the challenges fall on all the components of the
language policy, hence, problems are continuously surfacing. Furthermore, textbook writers and curriculum planners might consult the
schools and the local community as they develop teaching and learning materials in order to plan and implement efficacious and
effective language pedagogies. Problems on management might also be redefined as Spolsky (2009) stressed that management
decisions are intended to modify practices and beliefs in the workplace where it solves what appear to the participants to be
communication problems. Therefore, in order have a unified, effective, and efficient language policy implementation of MTB-MLE,
every aspect of problems must be looked upon.
MTB-MLE as language policy in school is not a bad idea, in fact many recognized it importance, but there should be a closer and
meticulous look at the components that’s within the language policy in order to assure that it won’t hinder the promising purpose it
has.
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Affiliations and Corresponding Information

Charlene Joy G. Oliveros
Alabat Island National High School
Department of Education - Philippines

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