Two Proposed Perspectives on Mother Tongue-Based Education in the Philippines

Mbaleka, Safary Wa

doi:10.6007/ijarped/v3-i4/1295

Cited by 8 publications

(8 citation statements)

References 13 publications

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“…It started to rise as a critical variable on instructive effectiveness (Walter & Dekker, 2011). With more than 180 dialects, researchers were uncertain of the country's readiness (Wa-mbaleka, 2014). Media has a plain effect on a child's oral lingo change.…”

Section: Introductionmentioning

confidence: 99%

Mother Tongue-Based Instruction Implementation among Indigenous People Schools

Aguasito¹,

Dalogdog²,

Antipuesto³

et al. 2019

SHERJ

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The implementation of Mother Tongue -Based as a medium of instruction and as a subject of learning zone helps and improve the learners in developing new thoughts and ideas of their prior learning opposite to the home dialect utilized. This directly benefits the administrators and teachers enable to have an appropriate medication for learning. The respondents of this qualitative study were the school personnel of these eight indigenous schools in Buenavista IV:

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Section: Introductionmentioning

confidence: 99%

Mother Tongue-Based Instruction Implementation among Indigenous People Schools

Aguasito¹,

Dalogdog²,

Antipuesto³

et al. 2019

SHERJ

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“…In addition to the current international research on this topic, African scholars (Rubagumya, 2003;Wolff, 2006;Mpemba, 2007;Spolsky, 2009;Marwa, 2014;Wa-Mbaleka, 2014;Bikongoro, 2015) are also adamant about mother tongue-based education. When students have a firm grasp of what they are learning in class, MoI gives them a positive ground on which to build their understanding on the subject matter.…”

Section: Language-in-education Policy and Medium Of Instructionmentioning

confidence: 99%

“…African scholars (Rubagumya, 2003;Wolff, 2006;Mpemba, 2007;Spolsky, 2009;Marwa, 2014;Wa-Mbaleka, 2014;Bikongoro, 2015) seem to agree on which language is suitable for medium of instruction. They stress that the language the teachers and students understand best is the most ideal.…”

Section: Language-in-education Policy and Medium Of Instructionmentioning

confidence: 99%

The Prospects of Kiswahili as a Medium of Instruction in the Tanzanian Education and Training Policy

Tibategeza

Plessis

2018

JLE

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Based on the research findings, Tanzania has been cognisant of the fact that students can learn better in a language they understand. The government has been issuing policies with the intent to make Kiswahili a medium of instruction at all levels of education but without implementation. The study was conducted using documentary review, semi-structured interviews and focus group discussions to examine government generated documents, namely the Cultural Policy of 1997, Education and Training Policy of 1995 and 2014 on the use of Kiswahili as medium of instruction (MoI). The focus was to examine the government generated documents on the intent to use Kiswahili as a medium of instruction and the implementation of this decision, to analyse stakeholders’ views on the appropriate medium of instruction, and to give a critical analysis as to why the proposal to make Kiswahili MoI in the Education and Training Policy could face some challenges in implementation. Previous policies, reports, the perceptions and views of education stakeholders were analysed. The findings indicate that there have been some initiatives to make Kiswahili a medium of instruction at all levels of education but such initiatives have been crippled by lack of a political will and misconceptions by some stakeholders who question the possibility for the learners to use Kiswahili as the MoI and still learn English, the language Tanzania needs for wider communication. The article concludes that although the proposed policy is suitable in Tanzania and actually long overdue, we are sceptical of its implementation. This is based on the previous state of affairs in which the government did not implement the proposed switch to Kiswahili as indicated in the reviewed policies and government pronouncements.

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“…Other MTBE challenges that have been consistently documented in publications include three main ones (D. Malone, 2008;S. Malone & Paraide, 2011;Wa-Mbaleka, 2014). First, teachers are rarely ever trained in teaching in mother tongues.…”

Section: Benefits and Challenges Of Mtbementioning

confidence: 99%

Switching to Mother Tongue-Based Education: The New Trend and Its Challenges

Safary¹,

Wa-Mbaleka²

2015

UCFL

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The new millennium began with a strong hope for success through collaboration in globalization. People were told that globalization would bring a significant boost in transportation, communication, and information, which would contribute to the foundation of the "global village". Many predictions came true. One new trend was evident to support all the new innovations-most leaders wanted to integrate English in their own educational system. Around the world, schools promoted English in order to meet the competitive market that globalization had created. In fact, some linguists predicted that English was going to take over other languages, and that it could actually take some indigenous languages to their eternal rest. Today, there is a new trend that shows more and more countries promoting mother tongue-based education (MTBE). Due to the fact that this is a fairly new paradigm shift, it is catching a lot of government and educational leaders off-guard. Based on careful survey of a number of countries promoting mother tongue education and recent research studies on MTBE, this presentation synthesizes common factors that either promote or hinder MTBE. It concludes with recommendations of what must be in place for success to happen when switching to MTBE, especially in the Asian context.

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Two Proposed Perspectives on Mother Tongue-Based Education in the Philippines

Cited by 8 publications

References 13 publications

Mother Tongue-Based Instruction Implementation among Indigenous People Schools

Mother Tongue-Based Instruction Implementation among Indigenous People Schools

The Prospects of Kiswahili as a Medium of Instruction in the Tanzanian Education and Training Policy

Switching to Mother Tongue-Based Education: The New Trend and Its Challenges

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