Describing it as a "significant setback" in the pursuit of quality education, teachers' groups lamented the passage of a law that discontinues the use of the mother tongue in Kindergarten to Grade 3.
In separate statements, the Alliance of Concerned Teachers (ACT) Philippines and the Teachers’ Dignity Coalition (TDC) urged the government to "fix the flaws" in the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) program instead of abandoning it.
Not the ‘only solution’
TDC, in a statement issued on Monday, Oct. 14, said that the newly enacted law amending the K to 12 Law and discontinuing the use of the mother tongue as a medium of instruction in Kindergarten through Grade 3, or Republic Act (RA) 12027, is "not the only solution."
While the group acknowledged the difficulties in implementing the MTB-MLE, TDC said, "We believe that outright discontinuation should not be the course of action."
TDC has repeatedly emphasized that the "real challenge" lies in addressing the program's deficiencies, particularly in materials, orthography, and teacher training, while prioritizing the budget.
"Instead of abandoning the program, the government must take responsibility and make the necessary improvements to fulfill its commitment to inclusive and effective education," TDC National Chairperson Benjo Basas said.
A ‘major setback’
In a statement issued on Oct. 13, ACT warned that this move further "detracts from resolving the education crisis and correcting curriculum flaws."
ACT Chairperson Vladimer Quetua said that developing foundational literacy skills in the primary grades should be a priority. “However, the new law discontinuing the use of the mother tongue as the medium of instruction from Kindergarten to Grade 3 runs counter to this objective,” he added.
The bill discontinuing the use of the mother tongue as the language of instruction from Kindergarten to Grade 3 lapsed into law on Oct. 10, following President Marcos' inaction.
RA 12027 reinstates Filipino and, unless otherwise specified by law, English as the primary language of instruction, in line with the 1987 Constitution. Regional languages will continue to serve as auxiliary media of instruction.
Following this, ACT urged President Marcos to repeal RA 12027 and insisted that the mother tongue should continue to be taught as a subject.
The group also called on the Department of Education (DepEd) to "rectify its errors" in the "problematic" implementation of the program.
ACT further recommended that all subject areas be designed to incorporate the development of literacy skills, nurture nationalism, and promote national identity and culture — emphasizing that these should not be sacrificed to favor the English language.
Why the MTB-MLE is important
Citing research, TDC noted that children, particularly in the early grades, learn better when the language of instruction is one they use and understand daily.
This principle led to the inclusion of the Mother Tongue-Based Multilingual Education (MTB-MLE) program in RA 10533, also known as the Enhanced Basic Education Act of 2013.
“Our country’s rich cultural diversity is evident in our dynamic linguistic landscape,” Basas said. “Despite having only two recognized official languages, English and Filipino, our country is home to over a hundred local languages that are used daily.”
The inclusion of the MTB-MLE program, Basas said, was a "significant step" forward not only for education but also for acknowledging the sociocultural diversity of the Philippines.
“It was the first time a law passed by Congress recognized the multitude of languages spoken across the country and made provisions for them in educational institutions,” TDC said.
Basas reiterated that the mother tongue reflects "our cultural identity, which is integral to our personal and collective identities as Filipinos."
This, he added, cannot "simply be erased by restricting young learners from accessing education in their native language."
"The presence of Filipino and the mother tongue in our curriculum will serve as a reminder of our shared heritage," Basas said. "It is the state’s constitutional duty, especially within the public education system, to preserve, promote, and enrich our languages."
ACT also noted that teaching the mother tongue as a subject is essential for developing literacy skills, as learners can more easily learn to read and write in the language they use and understand the most.
“Mother tongue instruction also enhances learners' awareness and appreciation of their cultural identity and preserves and nurtures our own culture,” Quetua stressed.
What was the problem?
TDC pointed out that 10 years after the implementation of the MTB-MLE program, it has faced criticism from various sectors, including parents, local officials, legislators, some DepEd personnel, and even teachers.
Much of the dissatisfaction stems from the poor execution of the program, which has failed to meet its goals due to inadequate government support and resources, particularly from the DepEd, TDC said.
What can be done?
TDC stressed that the challenges in implementing MTB-MLE must be addressed rather than abandoning the program altogether.
"While the passage of this law may be seen as a setback for the advocacy of MTB-MLE, it does not completely erase or prohibit its use," Basas said.
TDC noted that as the group continues to advocate for policies that will strengthen MTB-MLE, "we can also push the DepEd, KWF [Komisyon sa Wikang Filipino], and other government agencies to reinforce the program."
"For now, we must maximize the provisions of RA 12027 for monolingual classes to ensure that those benefiting from the program continue to do so," Basas said.
"The flaws in its implementation can still be corrected through proper planning, sufficient funding, and a strong commitment," he added.
Quetua, on the other hand, recalled that the DepEd previously asserted that using the mother tongue as the first language of instruction would allow students to develop a "strong foundation" in their native languages before learning additional languages.
Citing EDCOM 2, ACT noted that the key challenge in implementing MTB-MLE is the bureaucratic structure within the DepEd, which struggles to accommodate the country's linguistic diversity.
"This legislation is in no way an acceptable response to the barriers in implementation, such as inadequate funding and support for teachers and students," Quetua added.
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