The Language of Instruction Transition in Education Systems (LITES) study aims to address the lack of evidence on effective language transition policies in low- and middle-income countries. Specifically, it investigates the factors that impact the success of second-language literacy skills during the transition of Language of Instruction (LOI) policies across six countries, including the Philippines. The study highlights the importance of mother tongue-based multilingual education (MTB-MLE) for improving long-term academic outcomes, especially in first language (L1) literacy and second language (L2) acquisition. The Philippines has experienced multiple shifts in its LOI policy, with the MTB-MLE initiative initially introduced in 2009 and later revised in 2024 under the MATATAG Curriculum. Despite the significant educational benefits of L1-based models, the study identifies several barriers to implementation, including political opposition, inadequate teacher training, and resource constraints. The research employs both qualitative and quantitative methods, including interviews with national leaders, classroom observations, and surveys from 1,200 learners. Findings indicate that key classroom factors such as teacher language proficiency and pedagogical practices are crucial for enhancing literacy outcomes in both L1 and L2. The study also emphasizes the need for ongoing support in bilingual education, improved teacher training, and targeted investments in multilingual educational resources. Recommendations include strengthening L1-based MLE, particularly for Indigenous communities, and promoting evidence-based approaches for long-term educational improvement.
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