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Abstract
The study focused on the challenges on the language policy of MTB-MLE Program through content analysis. This study aimed at identifying and analyzing the challenges of the MTB-MLE Program. The researcher made use of a qualitative research design that deals with the content analysis of data. Since this study is mainly qualitative in nature, it used an in-depth content analysis to fully gain a clear understanding of the challenges on MTB-MLE as a language policy. In the content analysis, five studies about the challenges of MTB-MLE were analyzed using the framework of Spolsky (2004). The findings revealed that the challenges in implementing the MTB-MLE program as a language policy lies in the fact that several actors are not prepared to fill the cup that constitutes the policy. The beliefs of the teachers, even the parents; the practices of teachers, students, and parents; and the management of the government on providing needed materials and other resources, led to the challenges that impede learning. Findings generated in this study showed that even up to this date, the challenges of the study are repetitive. In light of findings, this paper would like to recommend that the policymakers try on hearing-out the problems and challenges in the ground level to improve its implementation. They might consider assessing first the readiness of the language policy in the future before its roll-out by looking at the components of the language to be implemented.
