Language, Identity, and SLA Inclusivity: A Systematic Literature Review of Multilingual Education

This systematic literature review reconnoiters multilingual education that we have in the Philippines, specifically the use of Mother Tongue-Based and Multilingual Education (MTB-MLE). The purpose of this study was to explore the language, identity, and second language acquisition (SLA) inclusivity used by educators to teach English in the Philippines. This review focuses on the use of the first language (L1) as a foundation in the transition from Filipino to English as a second language (L2). Findings show that multilingual education adds to language expertise and fosters linguistic identity. However, challenges such as the limitation of resources, the lack of teachers’ training, and unpredictability affect the implementation. The review emphasizes the need for responsive pedagogy, equitable access to resources, and a comprehensive policy track. It concludes by proposing actionable recommendations for policymakers, educators, and researchers to enhance multilingual education and its transformative potential in the Philippine context. Future research may look at building a theoretical framework of multilingual teaching pedagogy in mainstream education.