Bilingual and Mother Tongue-Based Multilingual Education in the Philippines

Bilingual education in the Philippines – the use of English in mathematics and science and Filipino, the national language, in all other subjects – is a complex story of postcolonial, neocolonial, nationalist, and ethnolinguistic ideologies and relationships. Thus, the recent law mandating the use o...

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Main Authors: Tupas, Ruanni, Martin, Isabel Pefianco
Format: text
Published: Archīum Ateneo 2017
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Online Access:https://archium.ateneo.edu/english-faculty-pubs/27
https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-02258-1_18
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Institution: Ateneo De Manila University
id ph-ateneo-arc.english-faculty-pubs-1026
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spelling ph-ateneo-arc.english-faculty-pubs-10262020-11-24T07:15:02Z Bilingual and Mother Tongue-Based Multilingual Education in the Philippines Tupas, Ruanni Martin, Isabel Pefianco Bilingual education in the Philippines – the use of English in mathematics and science and Filipino, the national language, in all other subjects – is a complex story of postcolonial, neocolonial, nationalist, and ethnolinguistic ideologies and relationships. Thus, the recent law mandating the use of the mother tongues as media of instruction (MOI) in early primary years did not come easy. Called Mother Tongue-Based Multilingual Education (MTB-MLE), this recent linguistic structure of educational provision had to navigate the intricate discursive terrains of language policy-making in order to find a strategic space from which to articulate alternative and marginalized visions of education and nation-building in the country. This chapter provides a brief history of the language-in-education debates in the country, assesses the hits and misses of bilingual education, and takes stock of the arguments for and against the use of the mother tongues leading to the promulgation of a comprehensive basic education law which includes MTB-MLE. In the end, however, languages-in-education are never just about languages alone; they are about struggles for power and for contending visions of the nation. MTB-MLE promises to address different forms of inequities in Philippine society, but ideological and structural challenges against it are massive and relentless. 2017-01-04T08:00:00Z text https://archium.ateneo.edu/english-faculty-pubs/27 https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-02258-1_18 English Faculty Publications Archīum Ateneo Bilingual education MTB-MLE Philippines Bilingual, Multilingual, and Multicultural Education
institution Ateneo De Manila University
building Ateneo De Manila University Library
continent Asia
country Philippines
Philippines
content_provider Ateneo De Manila University Library
collection archium.Ateneo Institutional Repository
topic Bilingual education
MTB-MLE
Philippines
Bilingual, Multilingual, and Multicultural Education
spellingShingle Bilingual education
MTB-MLE
Philippines
Bilingual, Multilingual, and Multicultural Education
Tupas, Ruanni
Martin, Isabel Pefianco
Bilingual and Mother Tongue-Based Multilingual Education in the Philippines
description Bilingual education in the Philippines – the use of English in mathematics and science and Filipino, the national language, in all other subjects – is a complex story of postcolonial, neocolonial, nationalist, and ethnolinguistic ideologies and relationships. Thus, the recent law mandating the use of the mother tongues as media of instruction (MOI) in early primary years did not come easy. Called Mother Tongue-Based Multilingual Education (MTB-MLE), this recent linguistic structure of educational provision had to navigate the intricate discursive terrains of language policy-making in order to find a strategic space from which to articulate alternative and marginalized visions of education and nation-building in the country. This chapter provides a brief history of the language-in-education debates in the country, assesses the hits and misses of bilingual education, and takes stock of the arguments for and against the use of the mother tongues leading to the promulgation of a comprehensive basic education law which includes MTB-MLE. In the end, however, languages-in-education are never just about languages alone; they are about struggles for power and for contending visions of the nation. MTB-MLE promises to address different forms of inequities in Philippine society, but ideological and structural challenges against it are massive and relentless.
format text
author Tupas, Ruanni
Martin, Isabel Pefianco
author_facet Tupas, Ruanni
Martin, Isabel Pefianco
author_sort Tupas, Ruanni
title Bilingual and Mother Tongue-Based Multilingual Education in the Philippines
title_short Bilingual and Mother Tongue-Based Multilingual Education in the Philippines
title_full Bilingual and Mother Tongue-Based Multilingual Education in the Philippines
title_fullStr Bilingual and Mother Tongue-Based Multilingual Education in the Philippines
title_full_unstemmed Bilingual and Mother Tongue-Based Multilingual Education in the Philippines
title_sort bilingual and mother tongue-based multilingual education in the philippines
publisher Archīum Ateneo
publishDate 2017
url https://archium.ateneo.edu/english-faculty-pubs/27
https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-02258-1_18
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