In the modern era, the prevailing model of public education has been that of ''one size fits all'', with private schooling being a small but notable exception. Language (of instruction) was generally viewed as a minor variable readily overcome by standard classroom instruction. As researchers have sharpened their focus on the reasons for educational failure, language has begun to emerge as a significant variable in producing gains in educational efficiency. This paper reports the intermediate result of a controlled study in a very rural area of a developing country designed to examine the effect of language of instruction on educational outcomes. In the experimental schools, children are taught to read first in the local language (via the local language) and are taught other key subjects via the local language as well. English is taught as a subject. Teachers in the control or standard schools continue the standard national practice of teaching all subjects in either English or Filipino, neither of which is spoken by children when they begin school.Year-end standardised testing was done in all subjects throughout grades one to three as a means of comparing the two programme methodologies.Keywords Philippines Á Language policies Á Lubuagan mother tongue-based multilingual education programme Á Lilubuagen Á Filipino Á English Á Evaluation of educational outcomes primary 1 to 3 Résumé L'enseignement en langue maternelle à Lubuagan : une étude de cas des Philippines -À notre époque moderne, le modèle prédominant de l'enseignement public est celui de la « taille unique », l'enseignement privé étant une exception restreinte mais non négligeable. La langue (d'instruction) était traditionnellement considérée comme une variable mineure facilement maîtrisée par l'enseignement standard en classe. Lorsque les chercheurs se penchèrent sur les raisons des échecs scolaires, la langue est alors apparue comme une variable significative susceptible d'accroître l'efficacité éducative. Les auteurs de cet article présentent les résultats intermédiaires d'une étude contrôlée réalisée dans une région très rurale d'un pays en développement, qui vise à examiner l'impact de la langue d'instruction sur les résultats éducatifs. Dans les écoles expérimentales, les élèves apprennent à lire en premier lieu en langue locale (au moyen de la langue locale) et sont instruits dans les autres disciplines principales également en langue locale. L'anglais y est enseigné en tant que matière. Les enseignants des écoles témoins ou classiques poursuivent la pratique nationale générale d'enseigner toutes les matières soit en anglais soit en filipino, langues que les enfants ne parlent pas au moment de leur scolarisation. Des tests standard ont été administrés en fin d'année dans toutes les matières de la première à la troisième classe, en vue de comparer les méthodologies des deux programmes.Zusammenfassung Muttersprachlicher Unterricht in Lubuagan : eine Fallstudie aus den Philippinen -,,Allen das Gleiche'' ist heutzutage das vorherrschende Modell in der ...

The objective of increasing access to schooling has been successful in most of the developing world, with gross enrollment rates exceeding 100% even in many sub-Saharan African states. However, this sharp increase in enrollment has been accompanied by a worrying trend, where student-learning outcomes have either stagnated or even worsened. For instance, results indicate that less than onefourth of sixth-grade children reached the desired level of reading literacy in Botswana, Kenya, South Africa, and Swaziland, and this reduces to less than 10% in Lesotho, Malawi, Mozambique, Namibia, Uganda, and Zambia. 1 Similarly, in some countries in sub-Saharan Africa, up to 40% of young people who have attended primary school for 5 years have neither the essential skills to avoid lapsing into illiteracy nor the minimal qualifications to secure a modern sector job (UN ECOSOC 2011).The growing body of evidence on improving student outcomes has failed to provide clear solutions on how school quality and learning outcomes can be improved. As Banerjee et al. (2007) point out, a number of rigorous randomized evaluations confirm that spending more resources on conventional inputs like textbooks, flip charts, and additional teachers has no discernible impact on children's test scores. Similarly, Muralidharan (2013) notes that, in India, "there

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