A Comparative Study of the MTB-MLE Programs in Southeast Asian Countries

ABSTRACT : This study determined how Mother-Tongue-Based Multilingual Education is implemented in Southeast Asian countries particularly in Malaysia, Philippines, Singapore, Thailand and Vietnam. Specifically, it determined the similarities and differences in their implementation in terms of language policy, curriculum, and teachers’ qualifications and training. It also identified the best practices and challenges in their MTB-MLE implementation. Moreover, a functional framework was formulated for better implementation of MTB-MLE in the Philippines. This study utilized a descriptive-comparative design. Secondary data were utilized which were gathered though data mining. Findings of the study revealed that language policies support the implementation of MTB-MLE among the five selected countries in Southeast Asia. Mother tongue languages are used in education as a medium of instruction and/or as a subject in Primary level. MT teachers among these countries are almost similar in educational attainment and skills to speak the MT languages. Nevertheless, training in curriculum and materials development, teaching techniques and methodologies in MTB-MLE are given to them. These five countries are all convinced to use mother tongue as a vehicle in learning the second language.
KEYWORDS: Curriculum, Language Policy, Mother Tongue-Based Multilingual Education, Second Language Learning, Teachers Qualifications and Training