JUNE 2019 DISCUSSION PAPER SERIES NO. 2019-06 ‘Starting Where the Children Are’: A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation Jennifer D. Monje, Aniceto C. Orbeta Jr., Kris A. Francisco-Abrigo, and Erlinda M. Capones The PIDS Discussion Paper Series constitutes studies that are preliminary and subject to further revisions. They are being circulated in a limited number of copies only for purposes of soliciting comments and suggestions for further refinements. The studies under the Series are unedited and unreviewed. The views and opinions expressed are those of the author(s) and do not necessarily reflect those of the Institute. Not for quotation without permission from the author(s) and the Institute. CONTACT US: RESEARCH INFORMATION DEPARTMENT Philippine Institute for Development Studies
[email protected] 18th Floor, Three Cyberpod Centris - North Tower https://www.pids.gov.ph EDSA corner Quezon Avenue, Quezon City, Philippines (+632) 372-1291/(+632) 372-1292 ‘Starting Where the Children Are’: A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation Jennifer D. Monje, Aniceto C. Orbeta Jr., Kris A. Francisco-Abrigo, and Erlinda M. Capones PHILIPPINE INSTITUTE FOR DEVELOPMENT STUDIES June 2019 Abstract The primary rationale of the Mother Tongue-Based Multilingual Education (MTB-MLE) program is to begin where the children are, which means building up on what children already know. It is designed to implement a learner-centered education from the beginning of the education ladder. The MTB-MLE policy may be said to be in its infancy in terms of official implementation, but it has had a long and unrecognized history in Philippine education.