ILOILO City – Teaching children to read first in their own language leads to stronger literacy in English and Filipino, not weaker skills, according to a major international study released Jan. 6.
The Language of Instruction Transition in Education Systems (LITES) research, led by the Philippine Institute for Development Studies with the University of Notre Dame, tracked about 1,200 pupils in 60 public schools and compared outcomes across six low- and middle-income countries, including the Philippines.
Students who began reading in their mother tongue scored significantly higher in English and Filipino by Grade 4 — among the strongest gains recorded in local literacy research. The study found that early first-language instruction actually speeds up second-language learning.
Teacher beliefs and classroom practice proved decisive. Pupils performed better when teachers viewed mother-tongue literacy as a foundation for later learning and when classes used deliberate code-switching. Access to mother-tongue books also boosted reading fluency, while in-service teacher training delivered better results than pre-service preparation alone.
The researchers say these findings undercut claims that mother tongue-based multilingual education failed. Instead, uneven funding, limited materials, gaps in teacher deployment and frequent policy shifts weakened implementation.
As the Philippines adjusts its language policy under the MATATAG curriculum, the study urges evidence-based planning: coordinated funding, stronger in-service training, adequate textbooks, and sustained support — especially for Indigenous and linguistically diverse learners—to preserve gains and avoid repeating policy reversals./PN