Mother Tongue-based Education as a Predictor to Multi-lingual Education

This study employed a meta-synthesis approach to examine the role of mother tongue as a predictor of multilingualism, focusing on the challenges and implications of mother tongue-based instruction (MTBI) in multilingual education. Using the PRISMA framework, a comprehensive literature review of peer-reviewed qualitative studies from 2010 to 2023 was conducted across databases such as Scopus, ERIC, ProQuest, Science Direct, and Google Scholar. Content analysis identified major themes, including translanguaging, cultural relevance, multilingual teaching strategies, and curriculum adaptation. Findings revealed five overarching themes: moving to bilingualism, bridging learning and cultural understanding, linking language to teaching, negotiating partnerships for learning, and adapting to curriculum change. These insights underscored the need for educational policy reforms, teacher training, and professional development to enhance the effectiveness of MTB-MLE. The study highlighted both positive and negative perceptions of the program, emphasizing the importance of teacher empowerment, instructional material development, and inclusive pedagogical practices. Recommendations included integrating MTB-MLE across learning areas, fostering teacher collaboration, and refining curriculum policies to ensure sustainable multilingual education. Future research should further investigate the long-term impact of MTB-MLE and strategies for optimizing its implementation.