Maria Mercedes Arzadon, a professor at the University of the Philippines – College of Education, has voiced her opposition to the Department of Education’s (DepEd) proposed removal of mother tongue education from the primary-level curriculum.
The DepEd recommended the early teaching of English to improve the employability of fresh graduates, but Arzadon argued that such an approach would only create low-level service positions for workers, rather than developing their comprehension skills and promoting a sense of pride and identity. She further stressed that mother tongue learners understand complex subjects, such as maths and science, more quickly and effectively than those who start with English only.
Arzadon believes that education policies tend to be Manila-centric and that lawmakers who send their children to private schools in the capital do not necessarily represent the experiences of students in the provinces.
The mother tongue program also provides a more inclusive education for indigenous communities, by allowing them to use their native languages in formal settings.
Arzadon urged the DepEd to consult with educators, linguists, and other experts in the field before implementing any changes to the curriculum, especially those that affect the teaching of mother tongue.
“Sana mayroong consultation at sana hindi lang Manila-centric. Sana maipakita nila sa atin na ito’y pinag-isipan, pinag-aralan at inaral nang husto, ‘yung mga impact ng mother tongue education, ang kanyang link sa culture, link sa identity, link sa kung sino tayo bilang tao, bilang Pilipino,” she said.
(I hope there will be consultations and that it won’t just be Manila-centric. I hope they will show us that they have studied and thoroughly examined the impact of mother tongue education, its link to culture, identity, and who we are as people, as Filipinos.)
The DepEd has yet to release its final decision on the proposed curriculum changes.
In conclusion, professor Arzadon asserts that the mother tongue education program is crucial in the Philippines, not only for enhancing the learning capabilities of students but also for promoting national identity and pride, dignifying indigenous languages, and producing a more competent and globally competitive Filipino workforce. She stresses that the DepEd should not hastily implement changes to the curriculum without consulting experts and considering the long-term impact on the students and the country as a whole.
