Teach Filipino students in their mother tongue

Originally published in Manila Bulletin

National identity is vital for a country aspiring to chart its own future independently amid global pressures. For the Philippines, a country rich in diverse cultures and languages, fostering national identity begins fundamentally in the classroom, with the choice of language as the medium of instruction. While the widespread use of English is often highlighted for its global economic advantages, insisting on English as the official language of education inadvertently weakens student comprehension and undermines the nation's ability to fully realize its potential.

Language, at its core, is more than a mere tool for communication; it shapes understanding, cognitive development, and cultural identity. Filipino students naturally comprehend concepts best in their native language—the language they speak at home, the language of their everyday lives. When education aligns with this linguistic reality, students experience enhanced cognitive growth, stronger foundational learning, and improved overall academic performance.

Studies consistently demonstrate that students taught in their mother tongue during their formative years perform significantly better academically, gaining deeper conceptual understanding and more substantial critical thinking skills. This approach is crucial, especially in foundational subjects such as mathematics, science, and social studies, where clarity and comprehension deeply influence long-term academic success. Filipino, or the native regional languages spoken by students, ensures greater clarity, allowing educators to convey complex ideas more effectively and students to grasp them readily.

Furthermore, education in the mother tongue is inherently empowering—it validates students' cultural heritage and identity. When learners see their language and culture reflected in their educational experiences, they develop stronger self-esteem and cultural pride, leading to more engaged, motivated, and confident individuals. This cultural affirmation is essential for nurturing a robust national identity that unites diverse groups within the Philippines and strengthens societal cohesion.

Opponents of using local languages often cite global competitiveness as justification for maintaining English as the primary medium of instruction. However, proficiency in global languages such as English can still be effectively cultivated as second-language subjects without compromising comprehension in other academic areas. The goal of education should not merely be to speak another country's language fluently but to understand, innovate, and contribute meaningfully across various fields—goals more readily achieved when students fully comprehend the subject matter through their native languages.

Indeed, teaching Filipino students primarily in their mother tongue does not isolate them from global opportunities; rather, it equips them better academically and intellectually, making them more competitive globally. Comprehensive bilingual or multilingual education models that begin with strong mother tongue instruction before transitioning into second languages have proven effective globally. Such approaches help students master both local and global contexts, making them versatile, competitive, and prepared for international engagement.

In conclusion, if the Philippines truly seeks to chart an autonomous, prosperous future, it must prioritize national identity starting from the classroom, teaching students in their mother tongue. This method enhances comprehension, empowers cultural pride, and ultimately positions Filipino students to compete more effectively on the global stage. Embracing local languages in education is not merely preserving culture—it's a strategic choice that builds a stronger, smarter, and more globally competitive nation.

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