BY: DIZON MA. CARINA C.

M.A ELLT
 What is bilingual education?

Bilingual education is a form of education in which

information is presented to the students in two (or
more) languages. Technically, any educational
system that utilizes more than one language is
bilingual. This means that many, if not most, school
programs are bilingual, in at least a literal sense of
the word. What differentiates various programs that
are toted as ‘bilingual’ is the degree to which multiple
languages are used.
Bilingual education also refers to the practice of
teaching non-English speaking children in their
native language. Developed in the 1960's, such
programs were intended to allow children to
progress in subjects such as math, science and
social studies while they learned English in a
separate class. Bilingual education was meant as a
transitional program, but students frequently linger
in such programs for most of their school years.
Different Types of Bi- or Multilingual
Education

1. Bilingual Education
2. Submersion
3. Two-way bilingual education
4. English as a Second Language (ESL)
5. Immersion
6. Three language system
Several Types of Bilingual Education
Program Models

1. Transitional Bilingual Education;

2. Two-way language or Dual Language
Bilingual Education;
3. The most effective form of Bilingual
Education is a type of Dual
Language program
4. Late-Exit or Developmental
Bilingual Education
Bilingual Education and the Use of the
Vernacular as Medium of Instruction in the
Philippines
Before, the question of what language to use
in the classroom has been one of the most
persistent problems in the Philippine education. At
the introduction of the American school system in
the country, the first question that the educators had
to tackle was the medium of instruction. After long
debates, English was adopted as the language of
the schools and the Philippines launched a bold
experiment on human understanding.
 With regard to teaching in the vernaculars, the
Monroe Commission recommended experimentation in
the use of the vernacular but it was only in 1948 that such
experiment was undertaken in Iloilo. Favorable results
revealed that the local dialects could be used to a greater
advantage by children in the early stages of their
education. With this result the superintendents of schools
approved a wider use of the vernacular in the schools.
This change in traditional policy was primarily aimed for
the wider benefit of the children and the nation that even
the private schools and the press showed interest in this
emerging educational practice.
 The Board of National Education also presented a
policy recommendation on the language of
instruction, namely:

(1) That Pilipino be the main language of instruction at

the elementary level with provision for the use of
vernacular languages in the first two grades;

(2) That Pilipino and English be the languages of

instruction at the secondary and higher levels.
 To insure the success of the program, the
recommendation also provides “that intensive teacher
education programs be introduced, both pre-service
and in-service to train teachers in the use of Pilipino
and the vernacular languages as media of
instructions”.
 As stated in the 1973 Philippine Constitution
made Pilipino and English as official languages of
the country.
 On the basis of this survey results, as well as the
recommendations of the Soriano Committee and the National
Board of Education and in consonance with the constitution of
1973, the Bilingual Education Policy was enunciated officially
in Department Order No. 25, series 1974, on June 19, 1974 by
the Secretary of Education and Culture, in order to develop a
bilingual nation competent in the use of English and Pilipino.
Bilingualism in the schools is defined operationally as the
separate use of English and Pilipino as media of instruction in
certain subject areas from Grade I to 4th year High School.
The subject areas are divided into Pilipino Domain or Pilipino
Block and English Domain or English Block.
PILIPINO DOMAIN

1. Social Studies
2. Social Sciences
3. Character Education
4. Work Education
5. Health Education
6. Physical education.
ENGLISH DOMAIN

1. Science

2. Mathematics

3. Arts & Music

 In organizing a bilingual program for the elementary
school, in compliance with the DEC Order No. 25,
series 1974, it needed the following:

 A modified time table

 A suggested blocking of time according
to language domain
 A public relations campaign for Acceptance on the
part of parents-materials in Pilipino for the stipulated
subject areas of social studies/ social Sciences,
character education, work education, health education
and physical education
 A continuous formative and summative
evaluation program

 A good coordinator to oversee the

program
 The Language provision in the 1987 Constitution
of the Republic of the Philippines which are embodied
in Article XIV, Sec. 6 and 7 provide the legal basis for
the various language policies that are being
implemented in the country.

The ratification of the above-mentioned

constitution resolved the issue on what the national
language is, since the 1935 and 1973 Philippine
Charters were not clear about this.
1. 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.

2. For purposes of communication and instruction,

the official languages of the Philippines are
Filipino and, until otherwise provided by law,
English.
 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 (as
mentioned). As embodied in the DECS Order No. 25,
Pilipino (changed to Filipino in 1987) shall be used as
medium of instruction in social studies/social sciences,
music, arts, physical education, home economics,
practical arts and character education. English, on the
other hand is allocated to science, mathematics and
technology subjects. The same subject allocation is
provided in the 1987 Policy on Bilingual Education which
is disseminated through Department Order No. 52, s.
1987.
 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. The regional languages shall be used
as auxiliary languages in Grades I and II. The
aspiration of the Filipino nation is to have its citizens
possess skills in Filipino to enable them to perform
their functions and duties in order to meet the needs
of the country in the community of nations.
 The goals of the Bilingual Education Policy shall
be:

1. Enhanced learning through two languages to

achieve quality education as called for by the 1987
Constitution;

2. The propagation of Filipino as a language of literacy;

3. The development of Filipino as a linguistic symbol

of national unity and identity;
4. The cultivation and elaboration of Filipino as a
language of scholarly discourse, that is to say its
continuing intellectualization;

5. The maintenance of English as an international

language for the Philippines and as a non-
exclusive language of science and technology.
 Filipino and English shall be used as media of
instruction, the use allocated to specific subjects in the
curriculum as indicated in the Department Order No.
25, s. 1974.

The regional languages shall be used as

auxiliary media of instruction and as initial language
for literacy, where needed.

Filipino and English shall be taught as language

subjects in all levels to achieve the goals of bilingual
competence.
 Tertiary level institutions shall lead in the continuing
intellectualization of Filipino. The program of
intellectualization, however, shall also be pursued in both the
elementary and secondary levels.

The Department of Education, Culture and Sports shall

cooperate with the National Language Commission which
according to the 1987 Constitution, shall be tasked with the
further development and enrichment of Filipino.
The Department of Education Culture and Sports shall provide
the means by which the language policy can be implemented
with the cooperation of government and non-government
organizations.
 All departments/ bureaus/ offices/ agencies/
instrumentalities of the government are enjoined to do
the following:

1. Take steps to enhance the use of Filipino in official

communications, transactions and correspondence
in their respective offices, whether national or local;

2. Assign one or more personnel, as maybe necessary,

in every office to take charge of communications and
correspondence written in Filipino;
3. 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;

Filipinize the "Oath of Office" for government officials and

personnel;

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.
 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.
3. Courses in the Humanities and Social Sciences
should preferably be taught in Filipino.
THANK YOU FOR
LISTENING