The use of mother tongue as a medium of instruction: Experiences in the province of Benguet

The Mother Tongue-Based Multilingual Education (MTB-MLE) program has been implemented for more than ten years. While its benefits have been recognized, certain negative effects have also been observed. This study focuses on assessing the implementation of MTB-MLE in the Province of Benguet. It aims to identify both the positive and negative impacts of the program, as well as the continuing challenges faced, particularly by teachers. The study is expected to provide insights for concerned stakeholders on how the program may be further improved. A descriptive qualitative research design was employed. The participants consisted of elementary school teachers from various schools in Benguet Province. Data were gathered through interviews and were analyzed using coding and thematization. Findings revealed that the use of the mother tongue in teaching facilitated faster comprehension of lessons, encouraged active participation among learners, and supported easier development of reading skills. However, alongside these positive outcomes, certain negative effects were also identified. These include hindrances in learning and using two languages, difficulties in understanding lessons at higher grade levels, and a decline in students’ confidence in using the second language. The study also highlighted persistent challenges among teachers, such as the lack of adequate teaching materials and the differences between the students’ first language and that of the teachers. Thus, the implementation of MTB-MLE demonstrates both strengths and weaknesses, with teachers continuing to face significant challenges in its application. It is therefore recommended that equal attention be given to addressing the program’s limitations and sustaining its benefits. Moreover, training in the development of instructional materials suited to learners’ linguistic backgrounds should be prioritized to enhance the effectiveness of MTB-MLE.