The Paradox of School Language versus Home Language in the Philippine' Mother Tongue-Based Multi-Lingual Education Classroom Context

This paper attempts to compare the School Language and the Home Language of the learners. The focus of this study is to compare the similarities and differences of School language and Home language in the Philippine’ Mother Tongue-Based Multi-Lingual Education Classroom Context in terms of language of instruction, language function , language treatment of errors, language complexity, and language exposure. The researchers used qualitative research method utilizing narrative inquiry. The interpretation of the data was based on the interview taken from the research participants from Southern Leyte and Surigao del Norte areas. The study used purposive sampling to select the thirty (30) individuals from School Language and Home Language that consists of teachers, parents and learners that met the criteria. There is a difference in the language characteristics of school and home language in terms of language instruction, language treatment of errors and language complexity but have similarities in terms of language function and language exposure. The education department and teachers should plan a solid foundation and good bridge of the implementation of MTB-MLE; to be more creative and innovative in their teaching strategies to ensure learning and to strengthen research on the culture-based pedagogical teaching and learning strategies.