Language-in-Education Policies in the Philippines

Language-in-Education Policies in the Philippines

• The lesson aims to familiarize learners with Philippine language policies and compare them in terms of implementation and societal issues.

1901: Education Act No. 74 (Monolingual Education Policy)

• Enacted in 1901 during the American colonial era

• Mandated English as the sole medium of instruction in all public schools.

• Aims

  • To promote English proficiency among Filipinos
  • To facilitate American-style education and cultural assimilation
  • To prepare Filipinos for participation in the global economy

• Criticisms

  • Suppressed indigenous languages and cultural expression
  • Created a linguistic divide between English-speaking elites and the broader population
  • Hindered the development of local languages and literature

• The policy was later revised to introduce a bilingual education policy

Background and Provisions of Education Act No. 74

• The U.S. colonial government aimed to model the Philippine public school system after the American system

• The Act mandated the following:

  • English was the sole language of instruction for all subjects
  • The curriculum was to be based on the American education system
  • Teacher training was required in English language and American teaching methods

Goals and Impact of the Monolingual Education Policy

• The policy aimed to facilitate American-style education by introducing American educational methods, values, and culture

• To prepare Filipinos for self-government and participation in the American-style democratic system

• Impact of the policy

  • It led to a language shift, causing a decline in indigenous languages and the rise of English
  • Facilitated cultural assimilation, with both positive and negative impacts
  • Created social stratification through a linguistic divide

Revisions and Reforms

• In the 1970s, a bilingual education policy was introduced, recognizing the importance of both English and Filipino
• In 2013, a mother tongue-based multilingual education policy was implemented to promote the use of mother tongues in early education

1937-1940: Executive Order Nos. 134 and 263

• The 1935 constitution adopted Tagalog as the national language in 1937

• Executive Order No. 263 stipulated Tagalog as a separate subject in schools

• Executive Order No. 134 (1937), also known as the "Tagalog Act of 1937", was signed by President Manuel L. Quezon on December 30, 1937

• Tagalog was proclaimed as the basis for the national language

• The Institute of National Language determined Tagalog met the criteria for a national language for being widely spoken and understood

• The order aligned with the constitutional mandate to adopt a national language

• Executive Order No. 263 (1940)

  • Issued on April 1, 1940, and authorized the teaching of the national language in schools

• It directed the publication of "Ang Balarila ng Wikang Pambansa"

• Starting June 19, 1940, the national language was formally included in the education system and taught in all schools

• The teaching was aimed at fostering national unity and identity.

Criticism and Strengths of Tagalog-Centric Approach

• Critics argued that selecting Tagalog marginalized other major Philippine languages like Cebuano, Ilocano, and Hiligaynon

• Some viewed the decision as favoring Tagalog-speaking regions

• Resistance from Non-Tagalog Regions

  • Implementation faced resistance in regions where other languages were dominant.

• Communities felt their languages and cultures were being sidelined

• Challenges in Education

  • Teaching the national language posed challenges for students and teachers in non-Tagalog-speaking areas
  • Transition to Tagalog as a medium of instruction was not always smooth, leading to comprehension difficulties

Strengths of Language Policies

• Promotion of National Identity: Establishing a common language aimed to unite the country's diverse linguistic landscape (over 170 languages and dialects)
• Practicality and Accessibility: Tagalog was widely spoken, especially in political and cultural centers, making it practical for nationwide communication
• Cultural Preservation: The policy recognized the importance of a native language for national expression
• Laying the Foundation for Development: A standardized language facilitated the creation of educational materials, literature, and media
• Alignment with the 1935 Constitution: The orders fulfilled the mandate to develop a national language

1957: Revised Educational Act

• The Bureau of Public Schools introduced the Revised Philippine Education Program
• The program stipulated teaching the vernacular in the first two grades of elementary school
• A shift to English as a medium of instruction was made from the third grade up to college
• Filipino, the national language, remained as an auxiliary medium of instruction in Grades 5 and 6
• English remained the dominant language of instruction
• Nationalist scholars criticized the use of English, arguing it perpetuated a "colonial/imperialist agenda"

1973: DEC Department Order No. 9 (Bilingual Education Policy)

• This policy aimed to implement both English and Filipino as languages of instruction to ensure bilingual proficiency in students
• The Department of Education adopted the Bilingual Education Policy (BEP) to be Pilipino and English
• Regional languages were used as auxiliary languages in Grades 1 and 2

Reasons Behind These Policies

• Colonial Legacy: English was emphasized in Philippine schools starting in 1898 during the American colonial period
• Nation-Building and Identity: Filipino leaders recognized the need to balance English with the cultural importance of the Filipino language
• Policy Shifts Over Time: Educational language policies have undergone multiple shifts

The 1973 Bilingual Education Policy

• English and Filipino were promoted as languages of instruction
• Filipino was used for subjects like Social Studies and Character Education
• English was used for Mathematics and Science
• The policy was influenced by the earlier American colonial education system

1987: DeCS Order No. 52

• The 1987 Constitution mandates Filipino and English as official languages for communication and instruction
• The Department of Education, Culture, and Sports (DECS) aimed to enhance learning through two languages, propagate Filipino as a language of literacy, and maintain English as an international language
• Filipino and English are media of instruction, with regional languages used as auxiliary languages in Grades I and II
• DECS reiterates provisions in the BEP
• English is used as the MOI in Science, English, and Mathematics, and Pilipino (spelled 'Filipino' after 1987) as MOI in Filipino, Social Studies, Character, Health, Work, and Physical Education at all levels of education
• Regional languages remain auxiliary MOI

2009 DepEd DO No. 74 (Multilingual Education Policy)

• The Department of Education (DepEd) institutionalizes the child’s mother tongue (MT) as primary MOI
• Filipino and English are introduced as separate subjects no earlier than Grade Two
• Teaching of MT begins in Grade One and Filipino and English become the MOI from the secondary level onwards
• The Multilingual Education Policy promotes the use of multiple languages and it recognizes that children learn best in their first language before transitioning to other languages
• It introduced Mother Tongue-Based Multilingual Education (MTB-MLE)
  • Students start learning in their first language (Mother Tongue) from Kinder to Grade 3
  • Gradual transition to Filipino and English in Grade 4