A Study of Mother Tongue as a Language of Instruction according to Official UNESCO Documents: the Core Role of Mother Tongue and Its Evolution

Abstract

This study reviews official United Nations Educational, Scientific and Cultural Organisation (UNESCO) documents to clarify the main role of mother tongue as a language of instruction, which UNESCO has consistently upheld since its establishment, and how it has evolved. A literature review is conducted of documents from the UNESCO database, taken from three periods during which UNESCO published particularly large numbers of documents referring to mother tongue as the medium of instruction. Findings show that the role of mother tongue as a language of instruction has changed by becoming diversified over time while preserving some aspects; its significance is initially defined as a basis for the formation and maintenance of culture and values, as essential for the indigenisation of education and educational opportunity security, and as a means for educational quality assurance and a bridge to other languages. The study shows that the geographical focus of active debate on mother tongue as a language of instruction shifted from no particular region to Africa and now Asia. This change highlights the particularities of the linguistic situation in each of these regions, where mother tongue-based education was or has been called for.