Majority of respondents (62%) prefer English as the medium of instruction for Grades 1-3, according to a Pulse Asia survey.

Majority of respondents (62%) prefer English as the medium of instruction for Grades 1-3, according to a Pulse Asia survey.

The Philippines has officially ended its Mother Tongue-Based Multilingual Education (MTB-MLE) program as of the 2025–2026 school year, marking a significant shift in the country's education policy. This decision follows the expiration of the MTB-MLE act, linked to the Enhanced Basic Education Act of 2013 (Republic Act 10533), and the passage of Republic Act 12027, which discontinued the mandatory use of the mother tongue as the medium of instruction from Kindergarten to Grade 3.

The move has sparked a wave of criticism and concern from various quarters, including educators and linguistic advocates. Many view the removal of MTB-MLE as a potential erasure of cultural identity and linguistic diversity, given the Philippines' 183 living languages. The change is seen by some as a political move that undermines learners' connection to their mother tongue and could negatively affect inclusive education, such as for deaf learners relying on Filipino Sign Language.

On the other hand, some stakeholders, including parts of the business sector, have shown support for the shift, likely because of the perceived economic and global competitiveness advantages of emphasizing Filipino and English in early education.

Practical issues, such as teachers' insufficient proficiency in various regional languages and concerns about children’s comprehension and participation when taught in languages not fully mastered by educators or learners themselves, are among the key challenges cited under MTB-MLE implementation before the shift. These issues might have contributed to the government's decision to revert to Filipino and English.

A recent survey commissioned by Senator Sherwin Gatchalian found that only a small percentage of Filipino adults prefer the use of local language as a medium of instruction for grades 1-3. Filipino received the highest percentage as the preferred language of instruction across major island groups and the National Capital Region. English was the preferred language of instruction for 71% of the respondents, while around 38% preferred their vernacular or local language.

In response to the observed problems in the implementation of MTB-MLE, Senator Gatchalian has announced a review of the program's implementation, aiming to address the issues that have arisen. The Department of Education (DepEd) is also mandated to formulate a mother language transition program from Grade 4 to Grade 6, gradually introducing Filipino and English as languages of instruction.

The law mandates that the curriculum for learners shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE), ensuring that the instruction, teaching materials, and assessment of students from kindergarten up to Grade 3 shall be based on the learner's regional or native language. However, the future of MTB-MLE remains uncertain, with calls to revisit and improve the program rather than abandon it entirely.

As the debate between prioritizing cultural-linguistic identity and economic/educational pragmatism continues, it is clear that the Philippines' education policy will continue to evolve, reflecting the country's ongoing efforts to balance cultural preservation with global competitiveness.

The government's decision to discontinue the Mother Tongue-Based Multilingual Education (MTB-MLE) program has stirred political debates, with some viewing it as an undermining of cultural identity and linguistic diversity, while others see it as a means to promote economic and global competitence through the emphasis on Filipino and English. The survey conducted by Senator Sherwin Gatchalian reveals a preference for Filipino and English as the medium of instruction, yet issues regarding the implementation of MTB-MLE, such as insufficient proficiency of teachers in regional languages and concerns about children's comprehension, have been cited as potential reasons for the government's shift. The future of MTB-MLE remains unclear, as calls for revisiting and improving the program rather than abandoning it entirely continue.

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