Philippine Filipino, Araling Panlipunan, and Mother Tongue subject

Just an inquisitive side of mine. I hope you guys can help me clear up my confusion:

Given that "Filipino" is constitutionally mandated to be an evolving language inclusive of contributions from all Philippine languages, why does its practical implementation in the classroom remain so firmly rooted in the grammar and lexicon of Tagalog, thereby reinforcing its hegemony over other regional languages?

While the MTB-MLE policy is laudable for using the child's first language as a pedagogical tool in early grades, does its implementation inadvertently create a hierarchy where non-Tagalog speakers must learn two new languages (Filipino and English) in school, while Tagalog speakers have their home language reinforced as the "national" language, giving them an inherent advantage?

Does the current structure of the Philippine educational system, which mandates a temporary "Mother Tongue" for non-Tagalog speakers while instituting a "Filipino" subject that is functionally Tagalog, create a systemic bias that privileges Tagalog speakers and frames other Philippine languages as merely local stepping stones rather than languages of equal national stature?

Submitted November 20, 2025 at 02:49AM by NirvanaNoise https://ift.tt/Ua4Ewl6