THE TEACHERS’ Dignity Coalition called on the government to improve the implementation of the Mother Tongue-Based Multi-Lingual Education instead of suspending it.

The group made the statement during the public hearing of the Senate Basic Education Committee chaired by Senator Sherwin Gatchalian.

TDC National Chairperson Benjo Basas said that while there are only two recognized official languages in the country, English and Filipino, there are over a hundred languages that exist and used daily in the Philippines.

“Children, especially those in the early grades of education learn better if the language used in teaching is the language they know and use on a daily basis, a fact that is undeniable,” Basas said.

He recognized the inclusion of the MTB-MLE in K-12 Basic Education Curriculum, which according to him is a significant advancement not only in education but also in the socio-cultural context as it is the first law enacted by Congress that recognized the diversity of the country’s languages and officially guaranteed them space in educational institutions.

However, the TDC acknowledged that the government had shortcomings in implementing the law.

“Ten years after the program was introduced, it appears that many of our people’s expectations have not been met. The MTB-MLE has received criticism from parents, local politicians, legislators, some DepEd employees, and even teachers,” Basas said, adding that Congress should focus on how to fix the perceived flaws.

The group said it recognizes difficulties in implementing the program but it argued that its outright suspension should not be the only option.

“If the suspension of the MTB-MLE is justified because it is not being carried out in accordance with the spirit and letter of the law, the K-12 Program should also be halted in its entirety,” Basas said.

The group proposed to evaluate the DepEd’s implementation of the program for the past ten years. It also called for sufficient funding for the production of resources, publications, modules and comprehensive teacher training and preparation for the program.

The TDC also called for a thorough study of the program, with the assistance of linguists, anthropologists, historians, child psychologists, and sociologists and other experts using information from prior studies and other national and international resources.