Mother Tongue for Quality Education
Recently, social media has been abuzz with discussions about the term ‘mother tongue,’ prompting public reflection. In one of the circulating videos, mother tongue is defined as the language a mother uses in her daily interactions with her child, such as the way she calls out when scolding, the gentleness of her voice when comforting, the firmness of her intonation when giving advice, or the cheerfulness when giving praise.
According to this narrative, each mother has a unique language style that is best understood by her child. From an emotional and social perspective, this understanding is not wrong because language is indeed a medium of expression for affection, closeness, and inner relationships.
However, in the disciplines of linguistics and education, the term mother tongue has a more specific conceptual definition. Mother tongue is understood as the first language acquired by a child through the process of natural language acquisition in the family and immediate community. This language is not learned through formal methods such as in the classroom, but through daily interactions that occur spontaneously and repeatedly. Through this language, the child builds an initial understanding of the world, constructs meaning, and organizes his or her life experiences.
These two interpretations are not contradictory but complementary. Scientifically, mother tongue is the first language mastered; psychologically, it is the most intimate language and leaves a lasting impression on the child’s emotional consciousness. The point of convergence lies in the role of mother tongue as the foundation of identity. It is from this first language that a way of looking at reality is formed. Therefore, the discussion about mother tongue should not be limited to a technical linguistic term, but must be understood as a strategic basis for education development and the future of generations.
THREAT TO DIVERSITY
Indonesia is known as one of the countries with the largest linguistic diversity in the world. Data from the Badan Pengembangan dan Pembinaan Bahasa (Agency for Language Development and Fostering) in 2023 recorded more than 718 regional languages spread from Sabang to Merauke. This figure is not just a statistic, but also a representation of the wealth of history, culture, and local knowledge accumulated over hundreds of years. Each language grows from the collective experience of its speakers; within it are stored vocabularies about nature, kinship systems, philosophies of life, and distinctive social practices. Language, therefore, is a living archive of civilization.
Ironically, in the current of globalization and modern economic orientation, regional languages are often seen as having no strategic value for economic growth. UNESCO’s Atlas of the World’s Languages in Danger states that hundreds of languages in Indonesia are in the vulnerable to endangered categories. Many of them are only spoken by the older generation, while the younger generation prefers to use Indonesian or foreign languages that are considered more prestigious. The interruption of intergenerational transmission is a major factor accelerating language extinction. This crisis is happening without much fanfare, but its impact is very real: the loss of collective identity and the fading of local intellectual heritage.
Mother tongue as the language of natural interaction in the family plays a central role in the formation of self-identity and the child’s thought structure. When the mother tongue grows strong, the child not only learns to communicate, but also absorbs the values, norms, and perspectives of his or her community. This is where the process of character formation takes place organically. Language becomes a space for legitimizing identity as well as a medium for strengthening self-identity.
MOTHER TONGUE IN COGNITIVE DEVELOPMENT
From the perspective of educational psychology and applied linguistics, mother tongue has a significant contribution to the cognitive development of children. From an early age, children construct basic concepts through the first language they hear every day. Vocabulary that refers to concrete experiences, such as body parts, family relations, daily activities, and natural phenomena, builds a strong network of meaning. This network becomes the foundation when the child enters the stage of abstract learning in school, such as understanding the concept of numbers, scientific classification, or logical reasoning.
A Global Education Monitoring Report by UNESCO (2020) shows that the use of mother tongue in early classes is positively correlated with increased basic literacy and numeracy. UNICEF (2016) also states that children who receive early learning in their first language tend to be more confident and actively participate. Conversely, when the language of instruction in school is different from the language at home, the child faces a double cognitive burden. He or she must understand the structure of a new language while also grasping the content of the lesson. This obstacle is often misinterpreted as low intelligence, when in fact the root of the problem lies in language differences.
The mother tongue-based multilingual education (MTB-MLE) approach, which is implemented in various countries, shows the effectiveness of this strategy. Children who learn through a language that is emotionally familiar are better able to build a strong literacy foundation. Once this foundation is established, the transition to the national language and foreign languages is smoother because their framework of thinking is already established.
GLOBAL PRACTICES
A number of countries have proven that strengthening mother tongue in the education system does not hinder progress. The Philippines has implemented an MTB-MLE policy nationally since 2012, recognizing more than 19 local languages as the language of instruction in early classes. Evaluations show improved reading skills and reduced dropout rates in some areas. Finland gives minority students, including Sami speakers, the right to learn in their mother tongue as part of the principle of inclusive education. In New Zealand, the