There are certain basic guiding principles which have been common to all documents, agreements and

Recommendations produced throughout the years of UNESCO’S mandate for action in the field of language and education. These have led them to produce a set of guidelines which represent the organization’s current approach to language and education in the twenty-first century, and which should serve to state the position of the international community in its various member states. These guidelines are entirely based on a review of previous declarations and recommendations and represent the diversity of thinking on this complex and challenging issues. They are divided into three basic principles:

Principle 1

UNESCO supports mother tongue instruction as a means of improving educational quality by building upon the knowledge and experience of the learners and teachers.

Principle II

UNESCO supports bilingual and multilingual education of all levels of education as a means of promoting both social and gender equality and as a key element of linguistically diverse societies.

Principle III

UNESCO supports language as an essential component of inter-cultural education in order to encourage understanding between different population groups and respect for fundamental rights.

Mother tongue instruction generally refers to the use of learners’ mother tongue as the medium of instruction. Additionally, it can refer to the mother tongue as a subject of instruction. It is considered to be an important component of quality education, particularly in the early years.

Mother tongue instruction is essential for initial instruction and literacy should be extended to as late a stage in education as possible-every pupil should begin his/her formal education in his/her mother tongue.

Bilingual and multilingual education refer to the use of two or more languages as mediums of instruction. In much of the specialized literature, the two types are subsumed under the term bilingual education. However, UNESCO adopted the term “ multilingual education” in 1999 in the General Conference Resolution 12 to refer to the use of at least three languages: the mother tongue, a regional or national language and an international language in education

Communication expression and the capacity to listen and dialogue should be encouraged, first of all in the mother tongue, then in the official/national language in the country, as well as in one or more foreign languages through:

–          The early acquisition of a second language in addition to the mother tongue;

–          The introduction of the second language as a subject of instruction, the amount which should be increased gradually and which should not become the medium instruction  until the pupils are sufficiently familiar with it.

–          Further education in this second language at primary school level based on its use as a medium of instruction, thus using two languages for the acquisition of knowledge throughout the school course;

Measures should be taken to eliminate discrimination in education at all levels on the basis of gender, race,language, religion, national origin, age or disability or any other form of discrimination.

The educational rights  of persons belonging to minorities, as well as indigenous people should be fully respected through:

–          The implementation of the right tolerance in the mother tongue and the full use of culturally appropriate teaching methods of communication and transmission of knowledge

–          The teaching of and through, not only the mother tongue, but also the national or official languages as well as global languages of communication, so that the minority and indigenous people have the opportunity to participate in and contribute to larger community.

–          The cultural component of language teaching and learning should be strengthened in order to gain a deeper understanding of other cultures. Language should not be simple linguistic exercises, but opportunities  to reflect on other ways of life, other literatures and other customs.

Thus language is not only a tool for communication and knowledge but also a fundamental attribute of identity and empowerment , both for individual and the group. Respect for the languages of persons belonging to different linguistic communities therefore is essential to peaceful cohabitation (Article 29 of the 1989 Convention on the Rights of the Child).

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By: Mrs. Ruvirosa B. Felipe | Teacher III | Orion Elementary School | Orion, Bataan