@article{oai:nagoya.repo.nii.ac.jp:00004727,
 author = {金, 美兒 and Kim, Mia},
 journal = {国際開発研究フォーラム, Forum of International Development Studies},
 month = {Feb},
 note = {The Philippines is a multilingual country with more than 100 local languages. The public education systems uses Filipino, the national language, and English, one of the official languages, as mediums of instruction starting at grade 1 in elementary school. However, Tagalog, which is the root of Filipino, is only used by one-fourth of the population. Moreover, English is mostly used by urban upper class people, while in rural areas English is not necessary in daily life. Mismatches between medium of instruction and students’vernacular language cause many educational problems, such as high dropout rates and low educational achievement. Meanwhile, international studies have shown that the use of vernacular language as medium of instruction at the primary level improves student learning and retention. This article observes the historical background of language policies and mediums of instruction in the Philippines since the colonial period, and explains how the Philippines became such a multilingual country. Moreover, through an analysis of “1999 Lingua Franca Educational Policy,” this study emphasizes the importance of using vernacular language as the medium of instruction in primary education.},
 pages = {99--112},
 title = {フィリピンの教授用語政策 : 多言語国家における効果的な教授用語に関する一考察},
 volume = {25},
 year = {2004}
}