Contextualizing Mother Tongue-Based Multilingual Education: Pedagogical Strategies in Kindergarten to Grade3 Classrooms in the Philippines

Mother Tongue-Based Multilingual Education (MTB-MLE) was institutionalized in the Philippines as part of the K to 12 curriculum reform, aiming to enhance learning by using learners’ first language in early grade instruction. However, its implementation poses challenges, particularly in resource-limited and linguistically diverse contexts. This study investigates the emerging pedagogical practices in the implementation of the MTB-MLE program as mandated by the Department of Education. It focuses on how Kindergarten to Grade 3 teachers adapt instructional strategies to address diverse learner needs.Using a comparative case study design, the research involved purposively selected teachers from Kindergarten to Grade 3. Data were gathered through a validated researcher-made questionnaire and triangulated to ensure reliability. Results show that teachers consistently implement the MTB-MLE program and employ a variety of strategies to support learning. As grade levels progress, their approaches become increasingly creative and responsive. A notable divergence emerged between standardized instructional methods prescribed by the Department and the more flexible, adaptive strategies developed by teachers. These practices better accommodate contextual challenges and learner diversity.The study underscores the vital role of teachers in bridging policy and practice through pedagogical innovation, emphasizing the need to support teacher-led approaches for effective MTB-MLE implementation. Highlights Presents innovative pedagogical approaches in implementing Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. Provides practical insights from the classroom practices of K–Grade 3 teachers. Offers evidence-based recommendations for enhancing MTB-MLE implementation. Highlights the role of administrative and institutional support in effective MTB-MLE delivery.