MTB-MLE in Distance Learning

Mother Tongue-Based-Multilingual Education is a national policy that mandates using mother tongue as language of instruction from Kindergarten to Grade 3 (DepEd, 2012). This includes subjects such as Mathematics, Science, Social Studies, Health, and the MTB-MLE subject itself. The aim of the program is to address the “high functional illiteracy” of the Filipinos and equip them with skills to improve learning outcomes (Nolasco, 2009).

MTB-MLE policy is supported by different researchers which have proven that the mother tongue allows learners to develop a strong foundation as they are allowed to use their first language to develop and master the skills in the language known to them. These skills serve them a strong foundation in learning other languages (Nolasco, 2009). Additionally, it appears to have a positive effect on their learning as it encourages their active participation, given that they are allowed to use their common language to communicate (Khan, 2016) and improve skills to achieve the desired learning outcomes (Cummins, 2001).

Upon the implementation, the policy has been facing different issues regarding the implementation. Commonly, these were about the availability of materials, complexity of the language, and training of teachers to effectively implement the program. And now that the world faces disastrous events which is the Covid-19 that brings profound impact limitations on education. The pandemic had caused schools to shut down and moved to distance learning. The teachers, who implement the mentioned policy, are now facing additional challenges in distance learning. These challenges limit the teachers to effectively facilitate learning and pose a threat as well for learners in achieving the desired learning outcomes.