Republic of the Philippines

PANGASINAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Language Department
Bayambang Campus
Bayambang, Pangasinan
 

A Paper Presentation in EL 108: Language

Programs and Policies in Multilingual
Societies
Lesson 2: Language in Education Policy Evolution
Submitted by:
Michael Jay L. Arceo
Rosa Camila C. Cenizan
Adrian Nicos A. De Vera
Cristina Marie F. De Vera
Krystal Mae C. Gabat
Kimberly A. Santiago
Jessa U. Delos Santos

Submitted to:
Prof. Jessica Ailen N. Pascua

1
I. INTRODUCTION

The Department of Education’s Language in Education Policy since 1998 is based on the

principle of the right of children to be educated in their mother tongue whilst having access to a global

language such as English. In this lesson we are going to discuss the nine legal bases of Language in

Education Policy Evolution, from Dept. Order No. 25, s. 1974 down to DepEd Memorandum No. 74,

s.2009. Given the rich history of the country and controversies regarding its language planning and

policy throughout the century, this discussion aims to explore the history of language policy and

planning in the Philippines and the impacts it has had on its people, especially the

non-Tagalog/Filipino speaking population. this current policy on language has changed over the

century, largely due to the Spanish, American, and Japanese colonization, the liberation, and changes

in the constitution post-dictatorship. Language is the medium of instruction used in schools. Language

is used as a medium of instruction by teachers to teach and convey information. Students will learn

about the most important language policies in the Philippines that govern classroom participation and

student’s learning in this lesson. In summary, this explains the significance of language policies and

their application in education. Language policies can influence decisions about teaching

methodologies either directly, by making explicit recommendations about the methods to be used in

classroom practice, or indirectly, through the conceptualization of language learning which underlies

the policy. It can be argued that all language policies have the potential to influence teaching

methodologies indirectly and that those policies which have explicit recommendations about

methodology are actually functioning of two levels. This allows for the possibility of conflict between

the direct and indirect dimensions of the policy which results from an inconsistency between the

explicitly recommended methodology and the underlying conceptualization of language teaching and

learning which informs the policy.

Language policy has been defined as "the deliberate choices made my governments or

other authorities with regard to the relationship between language and social life" (Djité,

1994:63). The place and nature of language in the area of education is one key dimension of the

relationship between language and social life about which governments make such deliberate

choices. This aspect of language policy is conventionally known as language- in-education policy

(Baldauf, 1990; Kaplan and Baldauf, 2002; Paulston and McLaughlin,1994)

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 .

II. CONTENT

Lesson 2: Language in Education Policy Evolution

A. LEGAL BASIS

Reporters: Adrian Nicos A. De Vera

Jessa U. Delos Santos

Department Order No. 25, s. 1974

“Implementing Guidelines for the Policy on Bilingual Education”

Bilingual education in the Philippines is defined operationally as the separate use of Filipino

and English as the media of instruction in specific subject areas.

Filipino English

 Social studies/ social  Science

sciences  Mathematics

 Music, arts, physical  Technology (ICT)

education

 Home economics

 Practical arts

 Character education

The policy on Bilingual Education aims at the achievement of competence in both Filipino and

English at the national level, through the teaching of both languages and their use as media of

instruction at all levels.

Filipino and English shall be used as media of instruction, the use allocated to specific

subjects in the curriculum. The regional languages shall be used as auxiliary media of instruction and

as initial language for literacy, where needed.

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 1987 Constitution of the Philippines

The 1987 Constitution specifically provides that the “national language of the Philippines is

Filipino and as it evolves, it shall be further developed and enriched on the basis of existing Philippine

and other languages. For purposes of communication and instruction, the official languages of the

Philippines are Filipino and, until otherwise provided by law, English.

Department Order No.53, s.1987 Constitution

“The 1987 Policy of Bilingual Education”

The policy on bilingual education aims at the achievement of competence in both Filipino and

English. The policy statement also emphasizes that “the aspiration of the Filipino nation is to have its

citizens possess skills in Filipino to enable them to perform their duties and responsibilities as Filipino

citizens and in English in order to meet the needs of the country in the community of nations.”

Goals of the bilingual education policy:

1. enhance learning through two languages to achieve quality eeducation

2. propagate Filipino as the language of literacy;

3. develop Filipino as a linguistic symbol of national unity and identity;

4. cultivate and elaborate Filipino as a language of scholarly discourse, i.e. continue its

intellectualization; and

5. maintain English as an international language for the Philippines and as a non-exclusive

language of science and technology.

DECS Order No.11, s.1987

“An Act Granting Priority to Residents of the Barangay, Municipality or City where the School

is Located, in the Appointment or Assignment of Classroom Public School Teachers.”

The Order provides the guidelines to be followed in hiring teachers where it clearly stated that

the first priority shall be residents of the barangay where the public elementary school is located which

allows the use of local language specifically where local culture should be enhanced in cultural

minorities.

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 Executive Order No. 335 s.1988

Enjoining all Departments/Bureaus/Offices/Agencies/ Instrumentalities of the government to

take such steps as are necessary for the purpose of using Filipino language in official

transactions, communications and correspondence

WHEREAS, the intensified use of Filipino language in official transactions, communications and

correspondence in government offices will hasten greater understanding and appreciation among the

people of government programs, projects and activities throughout the country, thereby serving as an

instrument of unity and peace for national progress.

NOW, THEREFORE, I, CORAZON C. AQUINO, President of the Philippines, do thereby enjoin all

departments/bureaus/offices/agencies/instrumentalities of the government to undertake the following:

1. Take steps to enhance the use of Filipino in all official communications, transactions and

correspondence in their respective offices, whether national or local;

2. Assign one or more personnel, as may be necessary, in every office to take charge of all

communications and correspondence written in Filipino;

3. Translate into Filipino names of offices, buildings, public offices, and signboards of all offices,

divisions or its instrumentalities, and if so desired, imprint below in smaller letters the English

text;

4. Filipinize the “Oath of Office” for government officials and personnel;

5. Make as part of the training programs for personnel development in each office the

proficiency in the use of Filipino in official communications and correspondence.

The Language Policy of the Commission on Higher Education

(Higher Education Act of 1994)

In 1994, Republic Act No. 7722, creating the Commission on Higher Education (CHED) was

signed. This Act which is know as the “Higher Education Act of 1994” provides that the CHED shall

be independent and separate from the DECS and attached to the Office of the President for

administrative purposes only. Its coverage shall be both public and private institutions of higher

education as well as degree-granting programs in all post-secondary educational institutions, public

5
and private.

One of the first steps undertaken by CHED was to update the General Education Curriculum

(GEC) of tertiary courses leading to an initial bachelor’s degree covering four (4) curriculum years.

This was done to make the curriculum more responsive to the demands of the next millennium.

The requirements of the new GEC are embodied in the CHED Memorandum Order (CMO) No.

59, s. 1996. Listed under miscellaneous of this CMO is its language policy which is as follows:

In consonance with the Bilingual Education Policy underlined in DECS Order No. 52, Series of

1987, the following are the guidelines vis-a-vis medium of instruction, to wit:

1. Language courses, whether Filipino or English, should be taught in that language.

2. At the discretion of the HEI, Literature subjects may be taught in Filipino, English or

any other language as long as there are enough instructional materials for the same

and both students and instructors/professors are competent in the language. Courses

in the Humanities and Social Sciences should preferably be taught in Filipino.

Executive Order No.210 (May 17, 2003)

“Establishing the Policy to Strengthen the Use of the English Language as Medium of

Instruction in the Educational System”

WHEREAS, Section 7, Article XIV of the 1987 Constitution provides that for purposes of

communication and instruction, the official languages of the Philippines are Filipino and, until

otherwise provided by law English;

WHEREAS, it is a declared policy of the State to promote education as a means to achieve and

maintain an accelerating rate of economic development and social progress;

WHEREAS, there is a need to develop the aptitude, competence and proficiency of our students in

the English language to maintain and improve their competitive edge in emerging and fast-growing

local and international industries, particularly in the area of Information and Communications

Technology {ICT];

WHEREAS, strengthening the use of the English language as a medium of instruction also depends

on the improvement of the entire educational system, particularly in the training of educators and the

provision of learning materials and resources;

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WHEREAS, the Department of Education [DepEd], the Commission on Higher Education [CHED] and

the Technical Education and Skills Development Authority [TESDA] fully support the policies sought to

be established herein and have favorably endorsed the issuance of this Executive Order;

NOW, THEREFORE, I, GLORIA MACAPAGAL-ARROYO, President of the Republic of the

Philippines, by virtue of the powers vested in me by the Constitution and existing laws, do hereby

order:

SECTION 1. Declaration of Policies. - The following policies are hereby established:

a) English shall be taught as a second language, starting with the First Grade.

b) As provided for in the 2002 Basic Education Curriculum, English shall be used as the medium

of instruction for English, Mathematics and Science from at least the Third Grade level.

c) The English language shall be used as the primary medium of instruction in all public and

private institutions of learning in the secondary level, including those established as laboratory

and/or experimental schools, and non-format and vocational or technical educational

institutions. As the primary medium of instruction, the percentage of time allotment for

learning areas conducted in the English language is expected to be not less than seventy

percent (70%) of the total time allotment for all learning areas in the secondary level.

It is the objective of the foregoing policies to develop the aptitude, competence and

proficiency of all students i the use of the English language to make them better prepared for

the job opportunities emerging in the new, technology-driven sectors of the economy.

SECTION 2. Institutions of Higher Education. - Institutions of higher education, including State

Colleges and Universities [SUCs], are hereby encouraged to adopt the use of the English language as

the primary medium of instruction in the tertiary level. The CHED shall adopt measures to promote

and encourage the use of the English language as the primary medium of instruction in the tertiary or

higher education level.

SECTION 3. Proficiency of Teachers. - The DepEd, through the National Educators' Academy of the

Philippines [NEAP], the Educational Development Project Implementing Task Force [EDPITAF], the

CHED, the TESDA, as well as through the educational institutions in the private sector, shall evaluate

the proficiency of educators in the English language and conduct training programs nationwide to

develop and improve it.

SECTION 4. Support Mechanisms. - The implementing authorities specified in Section 5 hereof shall

7
undertake to secure the funding support necessary to provide adequate learning materials and

resources that will develop the aptitude, competence and proficiency of students in the English

language. They shall also collaborate in developing an evaluation instrument that will make it possible

to monitor the progress of educators and students in achieving the policy objectives established

herein.

SECTION 5. Implementing Authorities. - The DepEd and the TESDA are hereby directed to take

active steps to ensure the implementation of this Executive Order and monitor compliance therewith in

all public and private institutions of learning in the elementary and secondary levels, including those

established as laboratory and/or experimental schools, and. non-formal and vocational or technical

educational institutions.

SECTION 6. Implementing Rules and Regulations. - The DepEd, the CHED and the TESDA are

hereby authorized to issue the appropriate rules and regulations for the effective implementation of

the policies established herein.

SECTION 7. Report to the President. - Within thirty (30) days from the issuance of this Executive

Order, the DepEd, the CHED and the TESDA shall submit to the President a plan of action to

effectively implement the provisions of this Executive Order.

SECTION 8. Use of the Filipino Language. - Pursuant to the Constitutionally-mandated policy of the

Government to ensure and promote the evolution, development and further enrichment of Filipino as

the national language of the Philippines, the Filipino language shall continue to be the medium of

instruction in the learning areas of Filipino and Araling Panlipunan.

SECTION 9. Guarantee of Academic Freedom. - Nothing in this Executive Order shall be construed

as limiting the academic freedom of institutions of higher education.

SECTION 10. Repealing Clause. - All executive issuances, rules and regulations or parts thereof

which are inconsistent with this Executive Order are hereby repealed, amended or modified

accordingly.

SECTION 11. Effectivity. -This Executive Order shall take effect immediately upon approval

DepEd Memorandum No.81, s.2003

“English language be used as medium of instruction.”

WHEREAS, Section 7, Article XIV of the 1987 Constitution provides that for purposes of

8
communication and/instruction, the official languages of the Philippines are Filipino and, until

otherwise provided by law, English;

WHEREAS, it is a declared policy of the State to promote education as a means to achieve and

maintain an accelerating rate of economic development and social progress;

WHEREAS, there is a need to develop the aptitude, competence and proficiency of our students in

the English language to maintain and improve their competitive edge in emerging and fast-growing

local and international industries, particularly in the area of Information and Communications

Technology (ICT);

WHEREAS, strengthening the use of the English language as a medium of instruction also depends

on the improvement-of the entire educational system, particularly in the training of educators and the

provision of learning materials and resources;

WHEREAS, the Department of Education [DepEd), the Commission on Higher Education (CHED] and

the Technical Education and Skills Development Authority [TESDA] fully support the policies sought to

be established herein and have favorably endorsed the issuance of this Executive Order;

NOW, THEREFORE, I, GLORIA MACAPAGAL-ARROYO, President of the Republic of the

Philippines, by virtue of the powers vested in me by the Constitution and existing laws, do hereby

order:

SECTION 1. Declaration of Policies. - The following policies are hereby established:

a) English shall be taught as a second language, starting with the First Grade.

b) As provided for in the 2002 Basic Education Curriculum, English shall be used as the medium

of instruction for English, Mathematics and Science from at least the Third Grade level.

c) The English language shall be used as the primary medium of instruction in all public and

private institutions of learning in the secondary level, including those established as laboratory

and/or experimental schools, and non-formal and vocational or technical educational

institutions. As the primary medium of instruction, the percentage of time allotment for

learning areas conducted in the English language is expected to be not less than seventy

percent (70%) of the total time allotment for all learning areas in the secondary level.

It is the objective of the foregoing policies to develop the aptitude, competence and proficiency of ail

students in the use of the English language to make them better prepared for the job opportunities

emerging in the new, technology-driven sectors of the economy.

9
SECTION 2. Institutions of Higher Education. - Institutions of higher education, including State

Colleges and Universities-(SUC’s) are hereby encouraged to adopt the use of the English language

as the primary medium of instruction in/the tertiary level. The CHED shall adopt measures to promote

and encourage the use of the English language is the primary medium of instruction in the tertiary or

higher education level.

SECTION 3. Proficiency of Teachers. - The DepEd, through the National Educators' Academy of the

Philippines (NEAP], the Educational: Development Project Implementing Task Force [EDPITAF], the

CHED, the TESDA, as well as through the educational institutions in the private sector, shall evaluate

the proficiency of educators in the English language and conduct training programs nationwide to

develop and improve it.

SECTION 4. Support Mechanisms. - The implementing authorities specified in Section 5 hereof shall

undertake to secure the funding support necessary to provide adequate learning materials and

resources that will develop the aptitude, competence and proficiency of students in the English

language. They shall also collaborate in developing an evaluation instrument that will make it possible

to monitor the progress of educators and students in achieving the policy objectives established

herein.

SECTION 5. Implementing Authorities. - The DepEd and the TESDA are hereby directed to take

active steps to ensure the implementation of this Executive Order and monitor compliance therewith in

all public and private institutions of learning in the elementary and secondary levels, including those

established as laboratory and/or experimental schools, and non-formal and vocational or technical

educational institutions.

SECTION 6. Implementing Rules and Regulations. - The DepEd, the CHED and the TESDA are

hereby authorized ta issue the appropriate rules and regulations for the effective implementation of

the policies established herein.

SECTION 7. Report to the President. - Within thirty (30) days from the issuance of this Executive

Order, the DepEd. the CHED and the TESDA shall submit to the President a plan of action to

effectively implement the provisions of this Executive Order.

SECTION 8. Use of the Filipino Language. - Pursuant to the Constitutionally-mandated policy, of the

Government to ensure and promote the evolution, development and further enrichment of Filipino as

the national language of the Philippines, the Filipino language: shall continue to be the medium of

10
instruction in the learning areas of Filipino and Araling Panlipunan.

SECTION 9. Guarantee of Academic Freedom. - Nothing in this Executive Order shall be construed

as limiting the academic freedom of institutions of higher education.

SECTION 10. Repealing Clause. - All executive issuances, rules and regulations or parts thereof

which are inconsistent with this Executive Order are hereby repealed, amended or modified

accordingly.

SECTION 11. Effectivity. - This Executive Order shall take effect immediately upon approval.

DepEd Memorandum No. 74, s.2009

INSTITUTIONALIZING MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MLE)

To: Undersecretaries

Assistant Secretaries

Bureau Directors

Directors of Services, Centers and Heads of Units

Regional Directors

Schools Division/City Superintendents

Heads, Public and Private Elementary and Secondary Schools

1. The lessons and findings of various local initiatives and international studies in basic education

have validated the superiority of the use of the learner's mother tongue or first language in improving

learning outcomes and promoting Education for All (EFA).

2. Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE, is the effective use

of more than two languages for literacy and instruction. Henceforth, it shall be/institutionalized as a

fundamental educational policy and program in this Department in the whole stretch of formal

education including pre-school land in the Alternative Learning System (ALS).

3. The preponderance of local and international research consistent with the Basic Education Sector

Reform Agenda (BESRA) recommendations affirms the benefits and relevance of MLE. Notable

empirical studies like the Lingua Franca Project and Lubuagan First Language Component show that:

a. First, learners learn to read more quickly when in their first language (L1);

b. Second, pupils who have learned to read and write in their first language learn to speak,

11
 read, and write in a second language (L2) and third language (L3) more quickly than

those who are taught in a second or third language first; and

c. Third, in terms of cognitive development and its effects in other academic areas, pupils

taught to read and write in their first language acquire such competencies more quickly.

4. Relatedly, the study of the Department of Education Region IV-B (MIMAROPA) entitled “Double

Exposure in Mathematics: a Glimpse of Mother Tongue First” has provided the local validation of

the/fundamental observation that top performing countries in the Trends in International Mathematics

and Science Study (TIMSS) are those that teach and test students in science and math in their own

languages.

5. All Regional Directors and Superintendents are hereby enjoined to promote and encourage local

participation in the following essential support systems of the MLE within the framework of School-

Based Management (SBM) with the support of the local government units:

a. Formulation of region-specific schemes to recognize and institutionalize the initiatives of

schools and localities through appropriate incentives or policy support in bringing about

and developing MLE towards financial and instructional self-reliance and excellence;

b. Provisions of orientation and training opportunities along with exposure to successful

models of MLE that have been developed. The gradual integration of MLE in all subject

areas and at all grade levels (beginning in preschool and continuing by adding a grade

level per year) in the school improvement plans (SIPs) and, district ALS program is

likewise enjoined effective immediately;

c. The utilization of Maintenance and Other Operating Expenses (MOOE), school board

funds, and other education improvement funds is hereby authorized for the planning and

implementation of MLE programs in the following sequence of priority: (1) advocacy work

and community mobilization; (2) development of a working orthography of the local

language; (3) MLE orientation and teachers training; (4) developing, printing and

distributing teachers'/facilitators' guides; (5) reading materials and other instructional

materials; (6) development of assessment tools; and (7) evaluation and monitoring of

learning outcomes; and

d. An MLE technical working group at the regional and division levels shall be established to

facilitate MLE planning, monitoring and evaluation.

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6. During the first three years of implementation, the enclosed “MLE Bridging Plan" may be used for

reference for both teaching and curriculum development. For the ensuing years, adjustments may be

made based on monitoring and evaluation results.

7. For all learning programs of the Alternative Learning System (ALS), the learners' first language

shall be used as primary medium and thereafter, depending upon the previous level of functional

literacy and pedagogical requirements of accreditation and equivalency, the Bureau of Alternative

Learning System (BALS) shall determine the suitable second and third languages that will maximize

the educational benefits and competencies of the ALS clients. Enclosed is the Fundamental

Requirements for a Strong Mother Tongue-Based Multilingual Education (MLE).

8. This Department with the help of MLE specialists shall incorporate an MLE certification/process

and retain the privilege of establishing MLE certification procedures in order to maintain quality MLE

programs wherever they may be implemented.

9. All orders, memoranda, issuances, rules and regulations or parts thereof inconsistent with the

provisions of this Order are hereby rescinded, amended, or modified accordingly.

10. Immediate dissemination of and compliance with this Order is directed.

Enclosure No. 1 to DepED Order No.74, s. 2009

FUNDAMENTAL REQUIREMENTS FOR A STRONG MOTHER TONGUE-BASED MULTILINGUAL

EDUCATION (MLE)

For the long-term methodological, substantive and curricular guidance of teachers, school managers,

instructional quality assurance staff and other education officials, an MLE Framework has already

been prepared. The Framework establishes that ME is not merely changing the medium of instruction.

It is not about code switching or translation of materials. Strong MLE entails the following 10

fundamental requirements.

1. A working orthography (spelling) for the chosen local language that is acceptable to the

majority of stakeholders and promotes intellectualization of that language;

2. Development, production and distribution of inexpensive instructional materials in the

designated language at the school, division, and regional levels with a special priority on

beginning reading and children’s literature. These materials should be as much as possible,

original, reflecting local people, events, realities; and appropriate to the language, age, and

culture of the learners;

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 3. The use of the leaner’s First Language (L1) as the primary medium of instruction (MOI) from

pre-school until. at least, grade three. During such period, L1 shall be the main vehicle to

teach understanding and mastery of all subjects areas like Math, Science, Makabayan, and

language subjects like Filipino and English;

4. Mother Tongue as a subject and as a language of teaching and learning will be introduced in

grade one for conceptual understanding

5. The inclusion of additional languages such as Filipino, English and other local or foreign

languages shall be introduced as separate subjects in a carefully planned pacing program, or

no earlier than Grade two.

6. In the secondary level, Filipino and English shall be the primary medium of instruction (MOI).

The learner’s first language (L1) shall/still be utilized as an auxiliary medium of instruction.

7. Other than English, Filipino, or Arabic for Madaris schools, the choice of additional languages

shall be 'at the behest of parents 'and endorsed by local stakeholders and as resources

permit. When the pupils are ready, Filipino and English shall be gradually used as MOI no

earlier than grade three. However, L1 shall be effectively used to scaffold learning.

8. The language of instruction shall also be the primary language for testing in all regular school-

based and system-wide examinations, and in all international benchmarking and assessment

exercises. It shall be maintained that the focus of educational assessment shall be specifically

on the learner's understanding 'of the subject content and not be muddled by the language of

testing;

9. There must be a continuing in-service training (INSET) in partnership with MLE specialists on

the effective use of L1: a language of instruction - to facilitate reading, Cognitive Academic

Language Proficiency, and the development of cognitive and higher order thinking skills

(HOTS) of the learner. INSET shall likewise equip educators to develop cultural sensitivity and

enhance appreciation for cultural and linguistic diversity; and:

10. Ensuring critical awareness, maximum participation, and support from the LGU, parents, and

community for the implementation of the language and literacy program strategy.

B. HISTORY OF PHILIPPINE’S LANGUAGE POLICY

Reporter: Michael Jay L. Arceo

History of LPP in the Philippines

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 The Philippines’ national language is

Filipino. As mentioned earlier, de jure,  it is a

language that will be enriched from other

languages in the Philippines. De facto, it is

structurally based on Tagalog, the language

of Manila and the CALABARZON (Cavite,

Laguna, Batangas, Quezon) region (Gonzalez, 2006).

SPANISH COLONISATION

What was the language policy and planning like during the Spanish colonisation? According to

Rodriguez (2013), the Spanish Crown issued several contradictory laws on language: missionaries

were asked to learn the vernacular but were then required to teach Spanish. The friars continued to

learn the local languages for evangelisation which turned out to be a success (Gonzalez, 2006). Thus,

teaching Spanish teaching remained limited for the elites and wealthy Filipinos ready to conform to

Spanish colonial agendas (Martin, 1999).

INSTRUCTION IN 1596 – the King of Spain (Felipe II) sent to Tello, governor of the

Philippine colony, an
instruction which stated that learning of indigenous languages by the friars was inadequate

for missionary,
instead the friars should teach Spanish to natives.
THE DECREE IN 1603 – requires the teaching of the Spanish language to the natives who

were willing to
learn, but at the same time the Crown government demanded friars to learn indigenous

languages probably
because some of friars were reluctant or incompetent to master indigenous languages.
THE DECREE IN 1634 – Felipe IV issued a decree demanding that the colonial government

should teach
Spanish to all natives.

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THE DECREE IN 1686 – Carlos II issued decree in which he complained that former

decrees had not been

observed and stated there would be punishment if not observed.
THE ORDINANCE 1768 – this ordinance asked the establishment of schools and prohibited

any other
language than Spanish in schools. It is stated that the official jobs could be given to those

speaking Spanish
as an incentive to learning of Spanish.
EDUCATION ACT IN 1863 – prescribe that that Spanish was to be the sole of medium

instruction in order
to facilitate the needed to learn Spanish, so that literacy in Spanish appeared to be the major

purpose of the
curriculum. The decree provided that natives who could not speak, read and write Spanish

five years after

the issuance were not to be permitted to hold salaried government positions
This was a way for the Spanish to control the country, and as Mahboob and Cruz (2013) suggest,

a means to divide the rich and the poor. Arguably, this can also be the reason why

the ilustrados  (Filipinos educated in Spain) supported Philippine independence. Gonzalez (2006)

writes,

AMERICAN COLONISATION Shortly

after the independence from Spain, the

Philippines came under the American rule

from 1898-1946. In the beginning Filipinos

saw Americans as allies against Spain.

The Americans saw the perfect

opportunity for colonisation that Spain did

not: education. While the Spanish

eventually established schools through the

Royal Decree of 1863, these were literacy

16
schools teaching reading and writing in Spanish, religious studies, and numeracy not leading to any

degrees (Gonzalez, 2006). Martin (1999) notes that the Americans, on the other hand, saw education

as a powerful weapon and in the Philippines they found subjects receptive to the opportunities given

by the English language. Gonzalez (1980, p.27-28) writes, “the positive attitude of Filipinos towards

Americans; and the incentives given to Filipinos to learn English in terms of career opportunities,

government service, and politics.”

American policy allowed for compulsory education for all Filipinos in English but was hostile to

local languages. Although President McKinley ordered the use of English as well as mother tongue

languages in education, the Americans found Philippine languages too many and too difficult to learn

thus creating a monolingual system in English (Gonzalez, 2006). Manhit (1980) notes that during this

time, students who used their mother tongue while in school premises were imposed with penalties.

Media of instruction were in English, teachers were trained to teach English, and instructional

materials were all in English. Local languages were used as “auxiliary languages to teach character

education, good manners, and right conduct” (Martin, 1999, p.133). Ricento (2000 p. 198) argues that

LPP during American colonisation led to a “stable digglosia” where English became the language of

higher education, socioeconomic, and political opportunities still visible today.

INDEPENDENCE

With the Commonwealth constitution being drafted, then Camarines Norte representative

Wenceslao Vinzons proposed to include an article on the adoption of a national language. Article XIII

section 3 of the 1935 Commonwealth Constitution directed the National Assembly to “take steps

toward the development and adoption of a common national language based on one of the existing

native languages.”

The timeline of proclamation of Tagalog as the national language under Article XIII section 3 of

the 1935 Commonwealth Constitution:

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 1936 - Commonwealth Act No. 184 - an act to establish a national language institute and define

its powers and duties

 1937 Executive Order No. 134 - stating that the national language will be based on Tagalog.

 November 1939 – they submitted the recommendation that “Tagalog” will be the official national

language.

 1940 Executive Order No. 263 - authorizing the printing of the dictionary and grammar of the

national language, and fixing the day from which said language shall be used and taught in the

public and private schools of the Philippines

 1940 Commonwealth Act No. 570 Section 1 - The Filipino national language is declared as one

of the official languages of the Philippines

 1940 Commonwealth Act No. 570 Section 2 - for the purpose of this act, all textbooks for the

primary schools written in the national language or which are necessary for the propagation

thereof, by the medium of public and private schools and other agencies and methods of

popularization, shall be prepared under the supervision of the bureau of education, subject to the

approval of the institute of national language in so far as its language form is connected.

There was resistance to Tagalog, especially among speakers of Cebuano (Baumgartner, 1989).

Baumgartner (1989, p.169) summarises the sentiments of other ethnic groups and asks, “With what

right could the language of one ethnic group, even if that ethnic group lived in the national capital, be

imposed on others?” Hau and Tinio (2003), however, point out that this opposition to Tagalog was not

a manifestation of an ethnic conflict but rather reflects battles over resource allocations parceled out

by regions. This has led for anti-Tagalog  forces to ally themselves with the pro-English lobby

(Lorente, 2013).

60’s and 70’s

The 60’s and the 70’s saw nationalist movements critical of the English language (Mahboob and

Cruz, 2013). However, English remained a dominant language even at the peak of linguistic

nationalism and height of student activism in the 70’s  (Hau and Tinio, 2003).  In 1974, a Bilingual

Education Policy (BEP) was formally introduced, using English for Science and Mathematics and

18
Filipino for all other subjects taught in school (Lorente, 2013). Gonzalez (1998) notes that this was a

compromise to the demands of both nationalism and internationalism: English would ensure that

Filipinos stay connected to the world while Filipino would help in the strengthening of the Filipino

identity. This had little success, with English still dominant and Filipinos feared an “English deprived

future.”

The year 1974 saw the start of the Philippines adhering to neoliberal policies, where the government

started to promote cheap labour to other

countries, advertising Filipinos’ ability to speak

English. This was the year the first batch of

Overseas Filipino Workers (OFW) was deployed

to the Middle Least. An advertisement in The

New York Times said: “We like multinationals …

Local staff? Clerks with a college education start

at $35 … accountants come for $67, executive

secretaries for $148 … Our labor force speaks

your language” (Lorente, 2013).

The 70’s, which was also the time of the

dictatorship in the Philippines, saw changes in the education system, restructured to answer to export-

oriented industrialisation (Lorente, 2013).  With cheap export labour in mind, then President Ferdinand

Marcos had a strong support for English and shifted English education to vocational and technical

English training (Tollefson, 1991).

POST-DICTATORSHIP

After the dictatorship, the 1987 Constitution was written. Tagalog was changed to Pilipino and

then Filipino for it to be less regionalistic, or less connected to the Tagalog region. According to this

Constitution, Filipino was to be developed from all local languages of the Philippines. According to

this new BEP, Filipino and English shall be used as the medium of instruction while regional

19
languages shall be used as auxiliary media of instruction and as initial language for literacy. Filipino

was mandated to be the language of literacy and scholarly discourse while English, the “international

language” of science and technology. However, nothing changed and implementation of the policy

failed at most levels of education (Bernardo, 2004).

In 1991, the Komisyon ng Wikang Filipino (Commission on the Filipino Language) was

established. They have led the celebration of Buwan ng Wika (National Language Month) every

August. It is a regulating body whose job includes developing, preserving, and promoting the various

local Philippine languages. The commission has published dictionaries, manuals, guides, and

collection of literature in Filipino and other Philippine languages. Both English and Filipino  have

dominated the education system in the Philippines. English is seen as the language of opportunities,

and have been used by Filipinos to work abroad and find opportunities in the age of

globalisation. Filipino, on the other hand, is seen as the language that can give identity

to Filipinos, although not everyone agrees.

Will English and Filipino continue to dominate the country? With the current ideologies and

policies put in place, it will. However, as other language speakers continue to fight for their identity

and the right to be taught in their mother tongue, we might be able to see some changes, allowing for

recognition of other languages in the country, and maybe even be given the same status as English

and Filipino.

C. LANGUAGE POLICY OF THE PHILIPPINES IN THE 21ST CENTURY

Reporters: Krystal Mae C. Gabat

Cristina Marie F. De Vera

K-12 Program and Mother Tongue – Based Multilingual Education (MTB-MLE)

Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner program for

education as a salient part of the implementation of the K to 12 Basic Education Program. Its

significance is underscored by the passing of Republic Act 10533, otherwise known as the “Enhanced

Basic Educatiion Act of 2013.”

20
 MTBMLE is education, formal or non - formal, in which the learner’s mother tongue and

additional languages are used in the classroom. Learners begin their education in the language they

understand best - their mother tongue - and develop a strong foundation in their mother language

before adding additional languages. Research stresses the fact that children with a solid foundation in

their mother tongue develop stronger literacy abilities in the school language. Their knowledge and

skills transfer across languages. This bridge enables the learners to use both or all their languages for

success in school and for lifelong learning. In terms of cognitive development, the school activities will

engage learners to move well beyond th basic wh-questions to cover all higher order thinking skills in

L1 which they can transfer to the other languages once enough Filipino, or English has been acquired

to use these skills in thinking and articulating thoughts. With the end goal of making Filipino children’s

lifelong learners in their Li (MT), L2 (Filipino, the national language), and L3 (English, the global

language) the learners are more than prepared to develop the competencies in the different learning

areas. This will serve as their passport to enter and achieve well in the mainstream educational

system and in the end, contribute productively to their community and to the larger society as well as

Multilingual, Multiliterate, and Multi-Cultural Citizens of the country. For the effective implementation of

the MTB-MLE, it is suggested that the two-track method be used, that is the primer track to focus on

accuracy and the story track to focus on meaning. Learning via the two-track method to gain

proficiency in literacy as well as comprehend academic content and gain curriculum mastery, creative

and critical thinking skills for decisive decision-making.

The mother tongue or first language refers to language or dialects first learned by a child and

with child identifies with. Kinder to Grade 3 Mother tongue is the medium of instruction. Grade 4-6

mother tongue transition program which English and Filipino are introduced as media of instruction.

Junior and Senior High School English and Filipino will become the primary language of instruction.

2017 House Bill No. 5091 “An Act to Strengthen and Enhance the use of English as the medium of

instruction in Educational System “English shall be taught as second language, starting with Grade I

and shall be used as MOI for English, Mathematics and Science at least the third-grade level. Filipino

language shall continue to be MOI in learning areas of Filipino and Araling Panlipunan.

MTBMLE provides:

 Literacy. We only learn to read once. Learning to read in the L1 develops skills that transfer
21
 to reading any other languages. Comprehension in reading other

languages only occur after oral proficiency has developed such that vocabulary of the written

L2 text is already part of the learners’ spoken vocabulary.

 Prior knowledge. Engaging learners in a discussion of what is already familiar to them using

the home language and culture enables better learning of the curriculum through integration

and application of that knowledge into current knowledge schemes.

 Cognitive development and higher order thinking skills (HOTS). Using the learners’

mother tongue provides a strong foundation by developing cognitive skills

and comprehension of the academic content from day one. The knowledge, skills, attitudes,

and values gained through the mother tongue better support learning of

other languages and learning through other languages later.

 As learners articulate their thoughts and expand ideas, both language and critical

thinking are strengthened. MTBMLE cultivates critical thinking through

talking about ideas in the familiar language. When teaching only in the L2, critical

thinking is postponed until L2 is sufficiently developed to support such analysis.

K to 12 BASIC EDUCATION CURRICULUM

 Strong Bridge.

MTBMLE provides a good bridge to listening, speaking, reading, and writing the L2s (L2, L3)

of the classroom using sound educational principles for building fluency and confidence in using the

other languages for lifelong learning. Reading in the L2 is only introduced after basic L1 reading

fluency and L2 oral proficiency is developed. Comprehension in reading the L2 occurs after the

development of that spoken L2. Once sufficient oral and written proficiency in the L2 is developed, a

gradual transition to using the L2 as medium of instruction can progress without the L1 support.

 Scaffolding.

In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently developed to

be used alone. The L1 is used for expression and the teacher facilitates the development of the L2 to

enable learners to adequately express ideas in the L2. In this way, the L1 strengthens the learning of

the L2 by supporting the L2 development for communication.

 Teaching for meaning and accuracy.

22
Decoding text requires accuracy, while comprehending texts requires decoding skills within a

meaningful context. Both meaning and accuracy are important, but in classrooms that teach only L2,

there is often primary focus on accuracy until the L2 is sufficiently learned. These delays actual

meaningful learning until the L2 can support that learning.

 Confidence building and proficiency development for two or more languages

along the following macro-skills (listening, speaking, reading,

writing, and viewing) for both meaning and accuracy.

1. Department of Education, Culture and Sports (DECS) Order 81

 “Alphabet and a Guide for Spelling in the Filipino Language,” laying down the letters

of Filipino alphabet and rules on spelling.

 According to the order, the Filipino Alphabet is composed of 28 letters – the original

26 letters of the English alphabet, plus letters Ñ and Ng. The order also details how

the letters should be read.

 It also discussed grammar and spelling in the Filipino language – rules regarding

diction, spelling, translation, how and when to use loanwords, syllables and

syllabication of words, and the use of dashes, commas, and accents.

2. Article XIV of the 1987 Constitution of the Republic of the Philippines

 Section 6 - The national language of the Philippines is Filipino. As it evolves, it shall

be further developed and enriched on the basis of existing Philippine and other

languages.

Subject to provisions of law and as the Congress may deem appropriate, the

Government shall take steps to initiate and sustain the use of Filipino as a medium of

official communication and as language of instruction in the educational system.

 Section 7 - For purposes of communication and instruction, the official languages of

the Philippines are Filipino and, until otherwise provided by law, English.

The regional languages are the auxiliary official languages in the regions and shall

23
 serve as auxiliary media of instruction therein.

Spanish and Arabic shall be promoted on a voluntary and optional basis.

 Section 9 - The Congress shall establish a national language commission composed

of representatives of various regions and disciplines which shall undertake,

coordinate, and promote researches for the development, propagation, and

preservation of Filipino and other languages.

3. Executive Order No. 335

 signed by then Pres. Corazon Aquino on August 25, 1988

 it enjoined all departments/bureaus/offices/agencies/instrumentalities of the

government to take such steps as are necessary for the purpose of using the Filipino

language in official transactions, communications, and correspondence

 it was issued on the belief that the use of Filipino in official transactions,

communications and correspondence in government offices will result to a greater

understanding and appreciation of government programs, projects and activities

throughout the country, thereby serving as an instrument of unity and peace for

national progress.

All departments/bureaus/offices/agencies/instrumentalities of the government are

enjoined to do the following:

a.Take steps to enhance the use of Filipino in official communications, transactions and

correspondence in their respective offices, whether national or local;

b.Assign one or more personnel, as maybe necessary, in every office to take charge of

communications

c. Translate into Filipino names of offices, buildings, public edifices, and signboards of

all offices, divisions or its instrumentalities, and if so desired, imprint below in

smaller letters the English text;

d.Filipinize the "Oath of Office" for government officials and personnel; and

e.Make as part of the training programs for personnel development in each office the
24
 proficiency in the use of Filipino in official communications and correspondence.

The Commission on the Filipino Language, formerly Institute of Philippine/National

Language, is ordered to formulate and implement programs and projects for the full and

effective implementation of the objectives expressed in the Executive Order.

4. The Language Policy of the Commission on Higher Education

 In 1994, Republic Act No. 7722 also called as the "Higher Education Act of 1994",

creating the Commission on Higher Education (CHED) was signed.

 CHED shall be independent and separate from the DECS and attached to the Office

of the President for administrative purposes only. Its coverage shall be both public

and private institutions of higher education as well as degree-granting programs in all

post-secondary educational institutions, public and private.

 CHED updated the General Education Curriculum (GEC) of tertiary courses leading

to an initial bachelor's degree covering four (4) curriculum years. This was done to

make the curriculum more responsive to the demands of the next millennium.

Guidelines:

1. Language courses, whether Filipino or English, should be taught in that language.

2. At the discretion of the HEI Literature subjects may be taught in Filipino, English or

any other language as long as there are enough instructional materials for the same

and both students and instructors/professors are competent in the language. Courses

in the Humanities and Social Sciences should be taught in Filipino.

D. THE PLACE OF METHOD IN LANGUAGE IN EDUCATION POLICY

Reporter: Rosa Camila S. Cenizan

Kimberly A. Santiago

Language teaching method has always been a key concern of language educators, but has

tended not to receive a great deal of attention in language and planning and policy. Few policies make

explicit reference to issues of language teaching method and few studies of language policy have

25
addressed the issue of the place of methods in such policies.

Innovations in method at policy level, however, often fail to reflect the complexity of change in

language teaching in that they fail to give adequate attention to the context in which a language is

being taught. In particular, teacher characteristics such as level of language proficiency and level of

professional learning and cultural dimensions such as expected learning and teaching styles, learner

and teacher roles, expected outcomes of language learning and patterns of classroom interaction may

all influence the practical impact of method change at the policy level (Markee, 1994; 1997).

Even though language policy documents do make reference to questions of method, few

academic studies of language planning and policy have treated method as a specific instance of

language-in-education planning.

A notable exception is the work of Kaplan and Baldauf (1997; 2002), who divide

language-in-education policy into a number of areas of focus:

 Access policy: policies regarding the designation of languages to be studied and of

the levels of education at which language will be studied;

 Personnel policy: policies regarding teacher recruitment, professional learning and

standards;

 Curriculum and community policy: policies regarding what will be taught and how

the teaching will be organized, including the specification of outcomes and

assessment instruments;

 Methods and materials policy: policies regarding prescriptions of methodology and

set texts for language study;

 Resourcing policy: policies regarding the level of funding to be provided for

languages in the education system.

 Evaluation policy: policies regarding how the impact of language-in-education policy

will be measured and how the effectiveness of policy implementation will be gauged.

This typology of language-in-education policy is a useful starting point for considering

questions of the place of method in language policy, however, limiting a study of method to the

materials and methods component of policy is problematic. Any study of the place of method in

language-in-education policy must deal with more than overt specifications about language teaching

26
methods as methodology is central to many other areas of language-in-education policy. Policies

regarding language learning materials have a direct, and reciprocal, impact on questions of method,

hence the close bracketing of these in Kaplan and Baldauf's typology. There is also a strong direct

impact of curriculum policy, and especially assessment, on language teaching method. Other areas of

policy development will also have an impact on questions of method, although this impact will in many

cases be indirect. In particular, information about official level decision-making about methods can be

found in policy documents relating to curriculum, materials and assessment, which may all imply

certain methodological principles or choices. This means that for the sorts of analysis needed to deal

with questions of the place of method in language-in-education policy a more finely grained typology

is needed for at least part of the scope of Kaplan and Baldauf’s model.

Language teaching methods have the potential to be included in, to influence and to be

influenced by at least four sub-components of language-in-education policy:

 Methods policy: policy statements dealing with questions of language teaching method;

 Materials policy: policy statements dealing with questions of textbooks and other resources

for language learning;

 Curriculum policy: policy statements dealing with the goals and content of language

learning;

 Assessment policy: policy statements dealing with what is to be assessed and how.

In each of these dimensions of language-in-education policy, the question of methods is at

least implicit, and even where there is no explicit methods policy. issues of method will be dealt with to

some extent in other domains of policy. Any study of method which is limited solely to methods policy

is likely to miss much of what is happening in the context of language teaching method at the policy

level. This is because in many polities. language methods are not directly specified in policy

documents but rather are to be inferred from or are constrained by other dimensions of policy,

especially decisions made about materials, curriculum and assessment. As such, questions of method

may be dealt with overtly in language policy by an overt statement of preference for one method over

another or covertly through requirements for curriculum, for the use of certain materials or through the

establishment of particular regimes of assessment. This means that many societies may indirectly

27
promote certain methodological choices without having formulated an explicit statement of what those

choices should be.

III. EXERCISES

Identification. Directions: Identify what legal basis is being asked on the following numbers. Write

your answers on the space provided before the number.

__________1. This memorandum establishes the Policy to Strengthen the Use of the English

Language as Medium of Instruction in the Educational System.

__________2. Also known as “The Language Policy of the Commission on Higher

Education.”

__________3. The Department Order No.53, s.1987 Constitution is also known as?

__________4. This memorandum states that “English language be used as medium of

instruction.”

__________5. This legal basis implements guidelines for the policy on bilingual education.

FILL IN THE BLANK. Directions: Choose the exact word from the parenthesis to complete a correct

statement.

1. In _____ (1991, 1987), the Komisyon ng Wikang Filipino (Commission on the Filipino Language)

was established.

2. English was mandated to be the language of ________ (literary, literacy) and scholarly discourse

while Filipino, the “international language” of science and technology.

3. The Article XII section 3 of the 1935 ______________________ (Commonwealth Constitution,

National Institution) proclaimed Tagalog as the National Language.

4. During the ________________ (American Colonization, 60’s and 70’s), the media of instruction

were in English, teachers were trained to teach English, and instructional materials were all in English.

5. In 1974, a __________________ (Multilingual Education Policy, Bilingual Education Policy)

was formally introduced, using English for Science and Mathematics and Filipino for all other subjects

taught in school.

28
6. English is seen as the language of ________ (opportunities, exploration) and have been used by

Filipinos to work abroad and find opportunities in the age of globalization.

7. The year 1974 saw the start of the ________ (Americans, Philippines) adhering to neoliberal

policies, where the government started to promote cheap labour to other countries, advertising

Filipinos’ ability to speak English.

8. With the Commonwealth constitution being drafted, then Camarines Norte representative

____________ (Wenceslao Vinzons, Fernando Vinsons) proposed to include an article on the

adoption of a national language.

9. The Americans found Philippine languages too many and too difficult to learn thus creating a

__________ (multilingual, monolingual) system in English

10. The friars continued to learn the local languages for __________ (evangelization, evangelists)

which turned out to be a success.

IDENTIFICATION. Direction: Identify what is being asked in the following sentences.

__________ 1. It is dealing with the goals and content of language learning.

__________ 2. The designation of languages to be studied and of the levels of education at which

language will be studied.

__________ 3. Policies regarding how the impact of language-in-education policy will be measured

and how the effectiveness of policy implementation will be gauged.

__________ 4. A policy statements dealing with questions of language teaching method. __________

5. Regarding teacher recruitment, professional learning and standards.

__________ 6. Deliberate choices made my governments or other authorities with regard to the

relationship between language and social life.

__________ 7. Policy statements dealing with what is to be assessed and how.

__________ 8. It is dealing with questions of textbooks and other resources for language learning.

__________ 9. Policies regarding the level of funding to be provided for languages in the education

system.

__________ 10. Regarding what will be taught and how the teaching will be organized, including the

29
specification of outcomes and assessment instruments.

ANSWERS:

IDENTICATION

1. Executive Order No.210 (May 17, 2003)

2. Higher Education Act of 1994

3. The 1987 Policy of Bilingual Education

4. DepEd Memorandum No.81, s.2003

5. Department Order No. 25, s. 1974

FILL IN THE BLANK

1. 1991

2. Literacy

3. Commonwealth Constitution

4. American Colonization

5. Bilingual Education Policy

6. Opportunities

7. Philippines

8. Wenceslao Vinzons

9. Monolingual

10. Evangelization

ESSAY (AMSWER MAY VARY)

MULTIPLE CHOICE

1. A

2. B

3. B

30
4. B

5. C

IDENTIFICATION

1. Curriculum policy

2. Access policy

3. Evaluation policy

4. Methods policy

5. Personnel policy

6. Language policy

7. Assessment policy

8. Materials policy

9. Resourcing Policy

10. Curriculum and community policy

IV. SUMMARY

 Department Order No. 25, s. 1974 “Implementing Guidelines for the Policy on Bilingual

Education” Bilingual education in the Philippines is defined operationally as the separate use of

Filipino and English as the media of instruction in specific subject areas.

 1987 Constitution of the Philippines provides that the “national language of the Philippines is

Filipino and as it evolves, it shall be further developed and enriched on the basis of existing

Philippine and other languages. For purposes of communication and instruction, the official

languages of the Philippines are Filipino and, until otherwise provided by law, English.”

 Department Order No.53, s.1987 Constitution “The 1987 Policy of Bilingual Education.” The

policy on bilingual education aims at the achievement of competence in both Filipino and English.

The policy statement also emphasizes that “the aspiration of the Filipino nation is to have its

citizens possess skills in Filipino to enable them to perform their duties and responsibilities as

Filipino citizens and in English in order to meet the needs of the country in the community of

nations.”

31
 DECS Order No.11, s.1987. The Order provides the guidelines to be followed in hiring teachers

where it clearly stated that the first priority shall be residents of the barangay where the public

elementary school is located which allows the use of local language specifically where local

culture should be enhanced in cultural minorities.

 Executive Order No. 335 s.1988. Enjoining all Departments/ Bureaus/ Offices/Agencies/

Instrumentalities of the government to take such steps as are necessary for the purpose of using

Filipino language in official transactions, communications and correspondence.

 The Language Policy of the Commission on Higher Education (Higher Education Act of

1994). Provides that the CHED shall be independent and separate from the DECS and attached

to the Office of the President for administrative purposes only. Its coverage shall be both public

and private institutions of higher education as well as degree-granting programs in all post-

secondary educational institutions, public and private.

 Executive Order No.210 (May 17, 2003) “Establishing the Policy to Strengthen the Use of the

English Language as Medium of Instruction in the Educational System”

 DepEd Memorandum No.81, s.2003 “English language be used as medium of instruction.” It is

a declared policy of the State to promote education as a means to achieve and maintain an

accelerating rate of economic development and social progress.

 DepEd Memorandum No. 74, s.2009. Mother Tongue-Based Multilingual Education, hereinafter

referred to as MLE, is the effective use of more than two languages for literacy and instruction.

Henceforth, it shall be/institutionalized as a fundamental educational policy and program in this

Department in the whole stretch of formal education including pre-school land in the Alternative

Learning System (ALS).

 American policy allowed for compulsory education for all Filipinos in English but was hostile to

local languages. Although President McKinley ordered the use of English as well as mother

tongue languages in education, students who used their mother tongue while in school premises

were imposed with penalties.

 The Spanish Crown issued several contradictory laws on language: missionaries were asked to

learn the vernacular but were then required to teach Spanish. The friars continued to learn the

local languages for evangelisation which turned out to be a success.

32
 Article XIII section 3 of the 1935 Commonwealth Constitution directed the National Assembly to

“take steps toward the development and adoption of a common national language based on one

of the existing native languages.”

 The 60’s and the 70’s saw nationalist movements critical of the English language (Mahboob and

Cruz, 2013). However, English remained a dominant language even at the peak of linguistic

nationalism and height of student activism in the 70’s  (Hau and Tinio, 2003). 

 Both English and Filipino have dominated the education system in the Philippines. English is

seen as the language of opportunities, and have been used by Filipinos to work abroad and find

opportunities in the age of globalisation. Filipino, on the other hand, is seen as the language that

can give identity to Filipinos, although not everyone agrees.

 The mother tongue or first language refers to language or dialects first learned by a child and

with child identifies with.

 Based Multilingual Education (MTB-MLE) is the government’s banner program for education as a

salient part of the implementation of the K to 12 Basic Education Program. Its significance is

underscored by the passing of Republic Act 10533, otherwise known as the “Enhanced Basic

Education Act of 2013.”

 MTBMLE provides literacy, prior knowledge, and cognitive development and higher order

thinking skills.

 MTBMLE cultivates critical thinking through talking about ideas in the familiar language

 MTBMLE serves as an effective bridge to listening, speaking, reading, and writing the

classroom's L2s (L2, L3) utilizing strong pedagogical methods for developing fluency and

confidence in using various languages for continuous learning.

 The L1 is utilized for expression, and the teacher fosters the development of the L2 so that

students may express themselves appropriately in the L2.

 Text decoding necessitates accuracy, but text comprehension necessitates decoding abilities

within a relevant context.

 Confidence building and proficiency development for two or more languages along the following

macro-skills (listening, speaking, reading, writing, and viewing) for both meaning and accuracy.

 Article XIV of the 1987 Constitution of the Republic of the Philippines

o Section 6 - The 1987 Constitution clearly defines Filipino as the country’s national

33
 language. It also acknowledges that Filipino is evolving, and that it shall be developed

and enriched on the basis of other existing dialects and languages.

o Section 7 - states that for the purposes of communication and instruction, Filipino

and, until otherwise provided by law, English are the official languages of the

Philippines. In addition, other native Philippine languages – particularly those that are

not Tagalog – shall be auxiliary official languages and shall serve as auxiliary medium

of instruction in the regions they are spoken.

o Section 9 - mandates the foundation of a national language commission tasked to

undertake, coordinate, and promote researches for the development, propagation,

and preservation of Filipino and other languages. Pursuant to this section, the

Komisyon ng Wikang Filipino (Commission on the Filipino Language) or KWF was

created in 1991.

 Executive Order No. 335

o enjoins all departments/bureaus/offices/agencies/instrumentalities of the government

to take such steps as are necessary for the purpose of using Filipino language in

official transactions, communications and correspondence.

 The Language Policy of the Commission on Higher Education

o The Commission on Higher Education (CHED) issued in 1994 the New General

Educational Curriculum (GEC) under CHED Memorandum Order 59.

o The GEC requires Higher Education Institutions (HEIs) to have at least 9 units of

Filipino language courses. In addition, to coordinate with the Department of

Education (DepEd)’s Bilingual Education Policy, language courses, whether Filipino

or English, should be taught in that language. Courses in Humanities and Social

Sciences should preferably be taught in Filipino.

 Department of Education, Culture and Sports (DECS) Order 81

o In 1987, the DECS released the “Alphabet and a Guide for Spelling in the Filipino

Language,” laying down the letters of Filipino alphabet and rules on spelling.

According to the order, the Filipino Alphabet is composed of 28 letters – the original

26 letters of the English alphabet, plus letters Ñ and Ng.

 Language policy has been defined as "the deliberate choices made my governments or

34
 other authorities with regard to the relationship between language and social life".

 Access policy: policies regarding the designation of languages to be studied and of the levels of

education at which language will be studied;

 Personnel policy: policies regarding teacher recruitment, professional learning and standards;

 Curriculum and community policy: policies regarding what will be taught and how the teaching

will be organized, including the specification of outcomes and assessment instruments;

 Methods and materials policy: policies regarding prescriptions of methodology and set texts for

language study;

 Resourcing policy: policies regarding the level of funding to be provided for languages in the

education system.

 Evaluation policy: policies regarding how the impact of language-in-education policy will be

measured and how the effectiveness of policy implementation will be gauged.

 Methods policy: policy statements dealing with questions of language teaching method;

 Materials policy: policy statements dealing with questions of textbooks and other resources for

language learning;

 Curriculum policy: policy statements dealing with the goals and content of language learning;

 Assessment policy: policy statements dealing with what is to be assessed and how.

35