- New LITES study highlights effective second-language instruction while maintaining strong first-language foundations in education.
- Mother tongue-based multilingual education (MTB-MLE) boosts literacy in both L1 and L2, with the Philippines as a key case study.
- Study calls for teacher training, resource investment, and tailored approaches for Indigenous communities to strengthen multilingual learning outcomes.
A new international study on language transition in education systems is shedding light on how countries can effectively implement second-language instruction while maintaining strong first-language foundations. The Language of Instruction Transition in Education Systems (LITES) study focuses on low- and middle-income countries, including the Philippines, where shifting language policies have long influenced student learning outcomes.
The research investigates the factors that affect the success of second-language literacy as students transition between languages of instruction. It highlights the critical role of mother tongue-based multilingual education (MTB-MLE) in promoting long-term academic achievement, particularly in literacy development for both first language (L1) and second language (L2). The Philippines, which has experienced several shifts in its language of instruction (LOI) policies, serves as a key case study. The MTB-MLE initiative was initially introduced in 2009 and revised in 2024 under the MATATAG Curriculum to strengthen first-language foundations while supporting second-language acquisition.
Despite the proven educational benefits of L1-based models, the study finds that implementation remains uneven due to challenges such as political opposition, limited teacher training, and resource constraints. These obstacles, the research suggests, can undermine efforts to improve literacy outcomes across multiple languages.
The study employs a mixed-methods approach, combining qualitative interviews with national policymakers, classroom observations, and surveys of 1,200 learners. Early findings underscore the importance of classroom-level factors, including teacher language proficiency, instructional strategies, and pedagogical practices, in enhancing literacy outcomes in both L1 and L2. These insights point to the need for sustained investment in teacher development and targeted support for bilingual education programs.
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Dr. Maria Rosario T. Santos, an educational researcher involved in the study, said, “Our findings show that language policy alone is not enough. The success of multilingual education depends on equipping teachers with the right skills, providing adequate instructional materials, and ensuring consistent support for both students and educators. When done correctly, mother tongue-based education not only strengthens first-language skills but also creates a solid foundation for second-language learning”.
The research also emphasizes the importance of tailored approaches for Indigenous communities, where strengthening L1 instruction can preserve cultural identity while improving academic outcomes. Among the study’s recommendations are the continued promotion of L1-based multilingual education, evidence-based program design, and targeted investments in instructional resources to support both learners and teachers.
By providing robust evidence on what works in language transition, the LITES study aims to guide policymakers, educators, and curriculum developers in creating education systems that are inclusive, effective, and capable of supporting multilingual learners for the long term.
