Lecture-notes-EL-104- language programs and policies in multilingual socities.docx

Implementation of the bilingual education policy

1. III. The Implementation of the Bilingual Education Policy
The Philippine Bilingual Education Policy is implemented by teaching Filipino and English
as mediums of instruction for different subject areas, fostering competence in both languages.
Filipino is typically used for social studies, while English is used for math and science, with
regional languages acting as auxiliaries in early grades. The policy aims to promote a national
identity through Filipino, maintain English's international standing, and enhance overall learning.
Effective implementation involves teacher training, resource development, and cooperation
among various stakeholders to provide the necessary support and materials.
Key Aspects of the Policy's Implementation:
Dual Mediums of Instruction:
The policy designates specific subjects to be taught in either Filipino or English to promote
bilingualism.
Subject-Based Language Allocation:
Filipino: Used for subjects like social studies.
English: Used for subjects such as mathematics and science.
Role of Regional Languages:
Regional languages are used as auxiliary languages for initial literacy and in early grades to help
students transition to Filipino and English.
Goals of the Policy:
Enhanced Learning: To improve educational quality through the use of two languages.
Filipino as a National Language: To develop Filipino as a language of literacy and a
symbol of national unity and identity.
English as an International Language: To maintain English's role in global affairs and
scholarship.
Supporting Implementation Efforts:
Teacher Training:
The Department of Education (DepEd) provides training for teachers to develop their
competence in both languages and their ability to teach in them effectively.

2. Materials Development:
Resources and instructional materials are developed to support the teaching and learning of
Filipino and English.
Stakeholder Cooperation:
The successful implementation relies on the cooperation of various organizations and
stakeholders, ensuring sufficient funding and resources for the program.
Assessment:
The policy's effectiveness is monitored through assessment to ensure that students are achieving
competence in both languages.
What is it all about?
Implementing the bilingual education policy in early childhood in the Philippines involves
using Filipino and English as primary languages of instruction while also incorporating regional
languages to develop initial literacy and facilitate learning. The policy aims to foster national
unity, develop a strong national identity through Filipino, maintain English as an international
language, and achieve competence in both languages. This is achieved by teaching both
languages, using them as media for specific subjects, and introducing regional languages as
auxiliary languages in the early grades.
Goals of the Policy
National Unity and Identity: Propagate Filipino as a language of national identity and
literacy.
Bilingualism: Develop competence in both Filipino and English among students.
International Competence: Maintain English's role to meet the country's international
needs.
Enhanced Learning: Improve learning by utilizing multiple languages and bridging
students to the national languages from their local ones.
Implementation in Early Childhood
Separate Use of Languages:
Filipino and English are used as distinct languages of instruction for different subjects.
Regional Language Integration:
Regional languages are used as auxiliary languages in early grades (like Grades I and II) or for
initial literacy and reading readiness before transitioning to Filipino and English.

3. Teacher Training and Materials:
The Department of Education is responsible for funding and developing teaching and reference
materials, and for training teachers to effectively implement the policy.
Phased Implementation:
Regional authorities are tasked with planning the phased integration of two or three languages,
ensuring that bilingual instruction is implemented across all regions.
Challenges and Adaptations
Teacher Preparedness: Teachers need specific training to effectively teach in both languages.
Content Integrity: The policy emphasizes that subject content mastery should not be sacrificed
due to the variations in language phasing.
B. Implementation of the Bilingual Education Policy in the Primary Grades
In Philippine primary education, the bilingual policy's implementation in Grades 1-3 uses a
Mother Tongue-Based Multilingual Education (MTB-MLE) approach, leveraging local
languages for instruction before transitioning to Filipino and English as mediums for other
subjects in Grade 4 onwards. Key implementation aspects include using the mother tongue for
initial literacy, integrating Filipino and English as subjects, and using specific languages as the
medium of instruction for certain subjects, with the goal of fostering bilingualism and national
unity.
Key Aspects of Implementation in Primary Grades
Mother Tongue Instruction (Grades 1-3):
Education at the kindergarten and Grades 1-3 levels is delivered using one of the 19 officially
recognized mother tongues.
Local Languages as Auxiliary Languages:
Regional languages are used as auxiliary languages in Grades I and II.
Transition to Filipino and English:
From Grade 4 onward, the instruction shifts to Filipino and English, with the choice of language
based on the subject matter.
Both Languages as Subjects:
Filipino and English are taught as separate subjects to develop competence in both.

4. Lingua Franca for Initial Literacy:
A local language can be chosen as the lingua franca for initial literacy in Grade 1 to facilitate
learning a second language.
Goals of the Policy
Competence in Filipino and English:
To develop proficiency in both languages at the national level.
National Unity:
To propagate Filipino as a language of literacy and a symbol of national identity.
English as an International Language:
To equip citizens for the needs of the country in the international community.
Enhanced Learning:
To improve overall academic outcomes and cognitive abilities through bilingualism.
Challenges and Ongoing Efforts
Resource and Teacher Training:
The Department of Education collaborates with organizations to provide training and develop
materials for policy implementation.
Variety of Mother Tongues:
There is a significant effort to support the use of various mother tongue languages for instruction.
Teacher Methodologies:
Implementation requires teachers to adopt new methodologies to support active and participative
roles for students.
C. The Lingua Franca project
Lingua Franca Project: A specific project used the local language as a starting point for
literacy before moving to Filipino and English, aiming to ease the transition.
The Lingua Franca Project, conducted in the Philippines from 1999 to 2003, implemented
the national bilingual education policy by using a local language as the initial medium of
instruction for primary grades to develop first language literacy before transitioning to Filipino
and English as mandated by the policy. This approach, part of the broader Mother Tongue-Based
Multilingual Education (MTB-MLE) (MTB-MLE) framework, aimed to enhance early literacy,

5. facilitate the acquisition of second languages (Filipino and English), and promote national
identity by leveraging the mother tongue's role as a language of instruction and national lingua
franca.
Implementation Stages:
Early Childhood Education:
In early stages, the policy used Filipino and English for instruction, with translations and
considerations for regional languages.
Primary Grades (Lingua Franca Project):
The Lingua Franca Project in 1999-2003 specifically focused on the primary grades, where a
chosen local language (like Cebuano or Ilocano) served as the initial medium of instruction.
Transition to Filipino and English:
After developing initial literacy in the local language, the instruction gradually transitioned to
Filipino and English, with English often used for subjects like Science and Math.
Key Objectives:
Promote Literacy in Local Languages:
The project sought to develop strong literacy skills in the students' first language to build
a solid educational foundation.
Facilitate Second Language Acquisition:
Using the mother tongue as the language of learning for initial literacy was intended to
ease the learning of Filipino and English as subsequent languages.
Develop a National Lingua Franca:
The overall goal was to promote Filipino as a unifying national language and to develop
competence in both Filipino and English, while also valuing regional languages.
Enhance Cognitive Development:
By leveraging the first language, the policy aimed to enhance cognitive skills and make
learning more effective.