日時：6月2日（金）17:15-18:45
報告者：Takiko Igarashi  (GRIPS / ADBI)
場所：2号館11階経済学部会議室B & ZOOM (HyFlex)
幹事：樋口裕城
言語：英語
タイトル：Language of Instruction and Learning Outcomes: Evidence from a Mother Tongue-Based
               Multilingual Education Policy Implementation in the Philippines        
要旨：　In 2012, the Philippines implemented the Mother Tongue-Based Multilingual Education (MTB-MLE) program countrywide. The program introduced 19 languages for teaching kindergarten and Grades 1 through 3, replacing the previous bilingual education system that used Filipino and English. The aim of MTB-MLE policy is to bring the language of instruction (LOI) closer to children's first language (L1). The policy assumes that a closer link between LOI and L1 would improve the students’ acquisition of foundational skills. We use a nationally representative household survey to evaluate the short-term impact of MTB-MLE on reading skills. Our double difference estimation strategy compares the reading skills of cohorts exposed to the program with the older cohorts, and between the residents living in provinces that switched from Filipino to one of the 19 languages. In a second specification, we directly use the reduction in the distance between LOI and L1 in the province as the treatment variable. We find that the policy reduced the distance between the LOI and L1 by 44%. However, we find no evidence that it affects reading skills. Estimation results from the second specification suggest a statistically significant and negative effect on reading skills among those who were fully exposed to the policy. We also find that, among those fully exposed, girls and those with less-educated parents experienced significant and negative impacts.  Our results are based on the initial years of MTB-MLE rollout, during which several implementation challenges emerged, or when adjustment costs were significant. Further investigation is necessary to determine the policy's impact in later years. 

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