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Multilingualism: Language Policies of Bilingual Education in the Philippines

In today's interconnected world, multilingualism has become an increasingly valuable skill and a fascinating aspect of human communication. With globalization breaking down barriers and facilitating cross-cultural interactions, the ability to speak multiple languages has taken on new significance. From personal enrichment to professional opportunities, multilingualism offers a plethora of benefits that extend beyond mere linguistic proficiency. In this introduction, we will explore the diverse facets of multilingualism, including its cognitive, social, and cultural implications, shedding light on its importance and relevance in our contemporary society.

Multilingualism refers to the ability of an individual or a community to speak or use multiple languages proficiently. This can involve understanding, speaking, reading, and writing in two or more languages.

Multilingualism in the Philippines

The Philippines, a Southeast Asian archipelago known for its stunning landscapes and vibrant culture, stands out as a melting pot of languages. The country's linguistic diversity is a testament to its rich history and the convergence of various influences over the centuries.

The Philippines is undeniably a multilingual country, boasting a linguistic landscape that reflects its dynamic past. With over 170 languages spoken, it stands as one of the most linguistically diverse nations in the world. Among these, Filipino and English are the official languages, serving as mediums of instruction and communication in government and education.

The indigenous languages play a crucial role in preserving the cultural heritage of different regions. From Tagalog in Luzon to Cebuano in the Visayas and Hiligaynon in Mindanao, each area has its own distinct language, adding to the intricate tapestry of Philippine multilingualism.

The roots of the Philippines' multilingualism can be traced back to its colonial history. Spanish, as the former colonial language, has left its mark on the local languages, with many borrowing vocabulary and expressions.

Additionally, the American period introduced English, which has become deeply ingrained in the educational system and daily life. Recognizing the need for unity in such a diverse linguistic landscape, the Philippines implemented policies to promote bilingual education. Filipino, based on Tagalog, serves as the national language, fostering a sense of identity among Filipinos. English, on the other hand, is emphasized to enhance global communication and competitiveness. While multilingualism is a source of cultural richness, it also poses challenges.

Language barriers can impede effective communication, particularly in a country with such linguistic diversity. However, initiatives to promote inclusivity and celebrate linguistic heritage contribute to a more harmonious coexistence. In conclusion, the Philippines proudly stands as a multilingual country, embracing the myriad languages that weave together its cultural fabric. This linguistic diversity is not just a reflection of the past but a vibrant aspect of contemporary Filipino identity, enriching the nation and fostering a sense of unity in diversity.

Policymaking and Language Planning

Recognizing the importance and diversity of languages within a society, policymakers handle multilingualism through language planning. This can involve creating language policies that protect linguistic rights and cultural diversity, encouraging the use of different languages in public services, government, and education, and allocating funds for the preservation and advancement of minority languages. The goal of language planning is to strike a balance between the preservation of linguistic diversity and the requirement for a common language for communication.

In the Philippines, policymakers acknowledge multilingualism through language planning efforts that aim to promote the country's linguistic diversity while also ensuring effective communication and education.The Philippines has two official languages, Filipino (based on Tagalog) and English. Both are used in government, education, and media. This recognition reflects the country's multilingual reality, where many Filipinos speak various languages and dialects alongside Filipino and English.

Department of Education (DepEd) has implemented the MTB-MLE program, which uses students' mother tongues as the language of instruction in the early years of schooling. This approach aims to improve learning outcomes by allowing students to learn in a language they understand best.

Language planning in the Philippines acknowledges and addresses multilingualism by recognizing the diverse linguistic landscape of the country and implementing policies that support the use and development of multiple languages.

Goals of Multilingual Education Policies

The policy of promotion of multilingualism aims at measures that eliminate, or at least reduce, the factors that lead to language loss. It encourages the use of many languages in the private domain. It ensures that the use of languages in the public domain is non-discriminatory.

The goal of language policies is to react to the needs, interests, and concerns of the local community. As well as to encourage the creation and implementation of educationally sound language learning programs.

The Philippine Bilingual Education Policy (BEP) Consistent with the 1987 constitutional mandate and a declared policy of the National Board of Education (NBE) on bilingualism in the schools (NBE Resolution No. 73-7, s.1973) the Department of Education, Culture and Sports (DECS) promulgated its language policy. The policy was first implemented in 1974 when DECS issued Dept. Order No. 25, s. 1974 titled, “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. 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 is as follows: 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; and 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.

Since competence in the use of both Filipino and English is one of the goals of the Bilingual Education Policy, continuing improvement in the teaching of both languages, their use as media of instruction and the specification of their functions in Philippine schooling shall be the responsibility of the whole educational system.

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.

The Department shall program funds for implementing the Policy, in such areas as materials production, in-service training, compensatory and enrichment program for non-Tagalogs, development of a suitable and standardized Filipino for classroom use and the development of appropriate evaluative instruments.

References:

Language Programs and Policies in Multilingual Societies (Saranza, 2015)

Lo Bianco, J. (2010). The importance of language policies and multilingualism for cultural diversity. International Social Science Journal, 61(199), 37–67. https://doi.org/10.1111/j.1468-2451.2010.01747.x

Subhadrabandhu, P. (2023, May 12). Languages of the Philippines: a rich tapestry of cultural heritage. Berlitz Thailand. https://berlitzthailandonline.com/blogs/exclusive-articles/languages-of-philippines

Department of Linguistics - UP Diliman. (2021b, November 22). Counter-Babel: Reframing Linguistic Practices in Multilingual Philippines - Department of Linguistics - UP Diliman. https://linguistics.upd.edu.ph/news/counter-babel-reframing-linguistic-practices-in-multilingual-philippines/

EL 105/ FLA: 2

Members:

Judy Kate Vargas

Atashya Marie Barcelona

Shabby Gaylle Batoon

Billjohn Coguit