School Language versus Home Language: The Paradox of Mother Tongue-Based Multi-lingual Education in the Philippines

Abstract

This paper determined the similarities and differences of school and home languages in the mother tongue-based multilingual education (MTB-MLE) classroom in the Philippines in terms of the language of instruction, function, treatment of errors, complexity, and exposure. A qualitative research method using narrative inquiry was employed. Data were taken from interviews with participants from Southern Leyte and Surigao del Norte areas. The study used purposive sampling to select the 30 teachers from K-1, Grade I, Grade II, or Grade III and experienced 3- 5 years in teaching from school language and home language that consists of teachers, parents, and learners that met the criteria. Fifteen were from Southern Leyte and 15 were from Surigao del Norte. The study revealed differences between school and home language in terms of language function, language exposure, and language treatment of errors. Still, there are similarities in terms of language instruction and language complexity. The Department of Education and the teachers should plan a solid foundation and good bridge of the implementation of MTB-MLE; to be more creative and innovative in their teaching strategies to ensure learning and to strengthen research on the culture-based pedagogical teaching and learning strategies.