The Future of Yogad: An Appreciative Inquiry on Mother Tongue-Based Multilingual Education Classroom Practices in the Philippines

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  • This study centers on the present practices found across several top-performing public schools listed under the Mother Tongue-Based Multilingual Education (MTB-MLE) program in the Philippines, more than five years after its implementation. Explored through the narratives of Ilokano and Ibanag educators in Isabela, this inquiry examined their teaching approaches, classroom strategies, and instructional materials, among others. Using a two-level inductive analysis method, themes related to indigenous ways of teaching and learning were determined, in order to create a potential model for other heritage languages in the area, such as Yogad. Cooperative learning, stakeholder partnerships, as well as contextualized and localized materials dominated the discussion. Implications and recommendations were made, to promote the continued success of the nation's ongoing educational mandate. Keywords: mother tongue education, multilingualism, indigenous education, appreciative inquiry

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  • Copyright © 2018 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
Date Created
  • 2018


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