This article also mentioned one of the implication of MLE, which is the possibility of lay

outing a new pattern on the education system in the country through mother tongue instruction.
Although the usage of mother tongue in the country is not yet widespread and formal, many groups,
particularly the minority groups across the country are using the MLE. In relation to this, the
Department of Education have issues orders favouring the normalization of the mother tongue
instruction in the country, thus, aiming to respond to the needs of the minority groups, which is a
very good step on reaching for the educational needs of the aforementioned group. Also, according
to Tupas and Lorente (2014), through MTB-MLE, we can avoid marginalization of the indigenous
groups in academics and cultural, unlike in bilingual education.

On the other hand, although Mother Tongue-Based Multilingual education, generate many
positive benefits for the improvement of education system in the Philippines, specifically, for the
indigenous groups. This system could also be problematic, as the country, is not yet ready on the
comprehensive implementation of this program, it may be financially, economically, and socially.
Likewise, in accordance to Lartec et al. (2014) , we lack the resources to carry out this kind of
program such as books written in distinct language, actually even journals or other resources
written in Filipino is also limited, what more to other languages in our country. In addition, there
is a need for wide list of vocabulary, to appropriately convey the lessons for the students, as some
English or Filipino words doesn’t have a particular translation on specific language in our country.
Lastly, the teachers in our country is not yet prepared for this kind of teaching system, as it required
an intensive training and effort for them thoroughly support and accommodate all the needs of
their students that have different mother tongues.

REFERENCES:

Tupas, R., & Lorente, B. P. (2014). A “New” Politics of Language in the Philippines: Bilingual
Education and the New Challenge of the Mother Tongues. Language, Education and Nation-
Building, 165–180. doi:10.1057/9781137455536_9

Lartec, J. K., Belisario A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J.
L. W. (2014). Strategies and Problems Encountered by Teachers in Implementing Mother Tongue
– Based Instruction in a Multilingual Classroom. IAFOR Journal of Language Learning, 1(1).
https://doi.org/10.22492/ijll.1.1.04