Mother Tongue–Based Multilingual Education: The Case of Cervantes District

Since the implementation of Mother Tongue–Based Multilingual Education (MTB – MLE) in Philippines began, issues relative to it have been started be documented various works literature. This case study explored MTB MLE Cervantes District, Cervantes, Ilocos Sur, Philippines. In particular, sought determine encountered by teachers, perceived effects issues, and their coping mechanisms for mitigating issues. Through thematic analyses extended texts, found following issues: (1) a mismatch teachers` learners` dialects language book, (2) dialect community, (4) dearth instructional materials, (5) irrelevance available books learners ‘dialect. Perceived include poor delivery classroom instruction, performance learners, confusion. Teachers overcome these employing mechanisms: asking help from colleagues stakeholders, translating unfamiliar terms (3) improvisation materials written MLE. With these, Framework was developed guide teachers said program District. The paper advanced need attend faculty development activities cope better with challenges they encounter. may foster relationship stakeholders implement better. future researchers improvise contextualized consistent MT. Finally, framework validated utilized implementing same.