IndexIntroduction and Problem ContextProblem StatementCurrent PoliciesAlternative SolutionsPolicy RecommendationSummary and ConclusionIntroduction and Problem ContextWhen children begin school, they have begun to gain confidence in their ability to communicate in meaningfully in their native language. They have built a base of knowledge and experience through observation and interaction with peers and adults in their community. Their language skills are not useful because their language has no place in the classroom. Instead, the textbooks and teaching are in a language they neither speak nor understand. Their learning and problem-solving experiences and their knowledge of “how things work” in their culture and social context are of no use to them because the culture of the classroom, teachers and textbooks is that of the dominant society . plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Approximately 7,000 languages ​​are spoken around the world, but only 300 popular languages ​​are spoken by the majority of people. In education, language is an essential factor because it is the means of communication for most learning activities. Therefore, the vital role that language plays in the classroom has sparked debates about which language should be best used. Many nations have attempted to create different language policies in education that meet not only the needs of students but also the needs of preserving the country's native languages. So the Philippines should be more if they used the native language in our countries. Village. Therefore, the emergence of native language instruction has given rise to numerous recent research suggesting the benefits of using a student's native language. Problem Statement The DepEd MTB-MLE policy objectives and expected outcomes are comprehensive and research-based, but the challenge arises in implementation. Similarly, this is true in other countries around the world where students' first languages ​​are used in classrooms as part of small-scale efforts rather than national reforms. Some countries have attempted to implement national multilingual education policies, but have struggled with the enormity of the task. Scholars argue that top-down approaches do not consider the contextualized nature of language in communities. Therefore, the implementation of MTB-MLE in the Philippines is questioned for its feasibility as a national approach. A faulty assumption of top-down policy approaches is that the mandate will be carried out simply because the order has been issued. This belief emerged in a conversation with a DepEd supervisor in February 2010 during a visit to the Philippines for pre-thesis research. When the supervisor was asked whether teachers and parents would support the new reform, she responded in a surprised voice, “of course.” They'll just do it. It's an order. The centralized system in the Philippines has fostered strong power differentials between local stakeholders and government officials. This has created 6 assumptions by those at the top that individuals at the bottom will comply without question. While top-down political approaches have the potential for great powers and. Previous studies have highlighted the challenge encountered when native language education programs confront local ideologies that favor English. This is at odds with the objectives of MTB-MLE and creates the risk of conflicts arising over its implementation. 7 Policies characterized by high ambiguity and high conflict couldrequire greater bottom-up involvement to be sustainable and effective. In the case of MTB-MLE, very little consideration was given to the perspectives of those at the grassroots level, namely teachers and parents. Rather, they are more often seen as “soldiers of the system who carry out orders given”. Despite the assumption that reform is implemented in line with explicit policy statements, previous research has suggested that policies are interpreted and adopted differently depending on the context. While the MTB-MLE National Policy Statement (the Policy) aims to mainstream home language teaching across the country, actual implementation (the Policy) likely differs from one community to another. This highlights the importance of teachers and parents in the political process because, in essence, their actions are politics. Contrary to what the DepEd supervisor said above, they may not – and just do it when it comes to implementation. they are trying to solve the problem of promoting or using MTB-MLE so as to debate which native language to use. These issues led this paper to investigate mother tongue-based multilingual education. The article examined 30 different research articles and journals from developing countries in Asia and Africa with the aim of providing an in-depth understanding of different language policies in education and teaching in the countries' mother tongue. selected. The study also explored the different challenges and pedagogical implications of teaching in the mother tongue to synthesize emerging issues and insights. As a result, socio-political and pedagogical issues have emerged, namely the devaluation of a nation's native language due to the negative perspective of its people and poor policy planning highlighted by several authors. It was also noteworthy that most of these developing communities understand the importance of English as the language of globalization. Because of these issues, incorporating both the importance of establishing mother tongue education and strengthening the English language in the education system would be two important considerations in policy planning. Alternative solutions So they suggested that they should be reserved for policies with low ambiguity and low conflict. Policies with low ambiguity are easy to interpret, and policies with low conflict have little chance of creating resistance to implementation. They compared such a policy to a machine in which explicit information flows from one level to the next. He argued that top-down approaches are more suitable for policies of a technical and administrative nature. Essentially they must be guaranteed to succeed as long as the appropriate resources are allocated. MTB-MLE reform guidelines in the Philippines contain high ambiguity and high conflict. In terms of ambiguity, the DepEd orders specified what should be done but offered little support on how it should be done. For example, the orders required education in the native language, but government-provided resources are only available in the twelve major regional languages. Therefore, it is unclear how to implement the policy so that it is in line with the desired native speaker approach, given the lack of adequate materials. In terms of conflict, language is inherently a sensitive and tension-filled issue. This is especially true in today's world where English is a globalizing force associated with power and economic growth. Policy Recommendation Since I recommend solving this problem, it is necessary to discuss whether the.