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Discontinuing Mother Tongue as Medium of Instruction: A Critical Inquiry of Language Policy From a Translanguaging Perspective
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Author(s): Bonjovi H. Hajan (Tawi-Tawi College of Technology and Oceanography, Mindanao State University, Philippines), Marife F. Fortuito (Tawi-Tawi College of Technology and Oceanography, Mindanao State University, Philippines), Khylla-Eunieze T. Benson (Tawi-Tawi College of Technology and Oceanography, Mindanao State University, Philippines), Angelie B. Celeste (Tawi-Tawi College of Technology and Oceanography, Mindanao State University, Philippines), Albrensal A. Almendraz (Tawi-Tawi College of Technology and Oceanography, Mindanao State University, Philippines), Adjid B. Abdurajid (Tawi-Tawi College of Technology and Oceanography, Mindanao State University, Philippines)and Tarhata S. Miguel (Tawi-Tawi College of Technology and Oceanography, Mindanao State University, Philippines)
Copyright: 2025
Pages: 28
Source title:
Global Perspective on Issues and Trends in Educational Translanguaging
Source Author(s)/Editor(s): Jude Cañero Bautista (University of Canterbury, New Zealand)and Jean Kim (University of Canterbury, New Zealand)
DOI: 10.4018/979-8-3373-0107-5.ch005
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Abstract
This chapter critically analyzes the new language-in-education policy in the Philippines through a translanguaging lens. We explore the mother tongue's role in early childhood learning, emphasizing its cognitive, academic, and sociocultural advantages. We then critique the policy, showing how privileging English and Filipino as media of instruction aggravates learning difficulties, perpetuates educational inequality, and suppresses linguistic and cultural identity. In response, we advocate for translanguaging as a framework for policy reform to embrace the multilingual realities of Filipino learners. Our analysis calls for strengthening integration of linguistic diversity into the curriculum, rethinking teacher training, reforming assessment practices, institutionalizing multilingual support, and addressing linguistic inequality. By positioning the policy within a translanguaging lens, we highlight the urgent need to disrupt linguistic hierarchies and reimagine language-in-education as a transformative space for learning, empowerment, and social justice.
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