What is bilingual education?

Bilingual education is a term that refers to the teaching of academic content in two
languages, in a native and second language. Varying amounts of each language are
used depending on the outcome goal of the model.

How does bilingual education work?

There are different program models that can be used in bilingual education. Historically,
program models used for English Language Learners (ELL) have focused on helping
students transition from their native language to English.

 Transitional bilingual education involves the partial or total use of the child’s

home language when the child enters school, and later a change to the use of
the school language only. The goal of transitional bilingual education is to
transition students into English-only classrooms as quickly as possible. This is
sometimes called early exit bilingual education.
 Maintenance bilingual education involves the use of the child’s home language
when the child enters school, then a gradual change to the use of the school
language for teaching some subjects and the native language for teaching
others.

 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.

 The provision are as follows:

 1. 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.

 2. For purposes of communication and instruction, the official languages of the

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

        Guidelines for the implementation of the 1987 Policy on Bilingual Education
are specified in the DECS Order No. 54, s. 1987.  Among these are the need to
intellectualize Filipino and the concrete steps suggested towards its realization.

DO 52, S. 1987 – THE 1987 POLICY ON BILINGUAL EDUCATION

May 21, 1987
DO 52, s. 1987
The 1987 Policy on Bilingual Education
To: Bureau Directors
Regional Directors
Schools Superintendents
Presidents, State Colleges and Universities
Heads of Private Schools, Colleges and Universities

1. The provision of Article XIV Section 7 of the 1987 Constitution states:

“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 serve
as auxiliary media of instruction therein.”
2. In consonance with this mandate the declared policy of the Department of Education and
Culture on bilingualism in the schools (NBE Resolution No. 73-7, s. 1973), the
Department of Education, Culture and Sports hereby promulgates the following policy:
1. 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 to enable them to perform their functions and duties as Filipino
citizens and in English in order to meet the needs of the country in the
community of nations.
2. 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
5. the maintenance of English as an international language for the
Philippines and as a non-exclusive language of science and technology.
3. Filipino and English shall be used as media of instruction, the use allocated to
specific subjects in the curriculum as indicated in Department Order No. 25, s.
1974.
4. The regional languages shall be used as auxiliary media of instruction and as
initial language for literacy where needed.
5. Filipino and English shall be taught as language subjects in all levels to achieve
the goals of bilingual competence.
6. 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 shall be the
responsibility of the whole educational system.
7. 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.
8. 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.
 9. 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.
10. 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.
3. This Order supersedes previous Orders on the Bilingual Education Policy that are
inconsistent with it.
4. This Order shall take effect immediately.
The Bilingual Education Program of the Philippines (BEP), where English is the medium of instruction in
Science and Mathematics and Pilipino or Filipino, the national language, in all other subjects, has been
recognized as one of the earliest comprehensive bilingual education experiments in the world. The BEP
was institutionalized in 1974 and since then, it has been the broad framework of the educational system
in the country. Prior to 1974, English had been practically the sole medium of instruction in the
Philippines since 1901 when the public education system was put in place by the Americans. Since 2009,
the BEP has been supplanted by a new order from the Department of Education (DepEd) supporting the
implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) at all levels of education.
This order is based on the assumption that mother tongues are the most effective media for facilitating
learning throughout primary education. This institutionalization of MTB-MLE challenges the politically
entrenched assumption of BEP: that only two languages in Philippine education – English and Filipino,
the national language – can facilitate learning among Filipinos and articulate their identity as a nation
(Smolicz & Nical 1997). This chapter discusses the politics of language in the Philippines by examining
the implications of the recent challenge of the mother tongues as effective languages of formal learning
based on the trajectory of bilingual education in the country. More specifically, it seeks to answer the
following key questions: 1. How did bilingual education in the Philippines come about? What were the
political realities and ideological issues in the country that brought it into being? P. Sercombe et al.
(eds.), Language, Education and Nation-building © Palgrave Macmillan, a division of Macmillan
Publishers Limited 2014 166 Ruanni Tupas and Beatriz P. Lorente 2. How has the recent call for the use
of mother tongues as media of instruction called into question the fundamental premises of bilingual
education? What possibilities has this call opened up for education in the Philippines? This chapter
begins with a brief general background of the Philippines. It then unpacks the politics of language in the
country by examining the issues that have shaped the development of bilingual education in the
country. This section answers the first set of questions above. The issues highlighted illuminate the shifts
in the politics of language in the country as they have been played out against the backdrop of anti-
colonial struggle against the United States, nationalism and interethnolinguistic conflict. The third and
last section, in response to the second set of questions above, explores how the challenge of the mother
tongues has begun to alter the educational landscape and, in the process, opened up the politics of
language to the voices of those who have been excluded from bilingual education. Background of the
Philippines The Philippines is an archipelago of 7,107 islands which are categorized broadly into three
geographical divisions: Luzon, Visayas and Mindanao. It is located south of China, east of Vietnam and
northeast of Indonesia. In 2010, the country was estimated to have a population of 94 million people.
There are over 170 distinct languages spoken in the Philippines (Lewis 2009). According to McFarland
(2009, p. 132): The eight largest language groups – Tagalog, Cebuano, Ilokano, Hiligaynon, Bikol, Samar-
Leyte, Kapampangan, and Pangasinan – account for about 85 per cent of the total population, occupy
most of the lowland areas in the country, and can be said to share a single culture (of course, with
regional variation). The next two largest groups are Maranao and Magindanao, spoken predominantly
by Muslims in Mindanao. The remaining one hundred plus languages are found mostly in the more
remote areas of the country such as the mountainous parts of Luzon and the less developed areas in
Mindanao. Filipino, the national language, is widely spoken. It is the mother tongue of an estimated 25
million Filipinos (Lewis 2009). It is also the inter-ethnic lingua franca of most Filipinos. According to the
2000 Census, almost all of the household population (96.4 per cent) who

Meaning of Early Childhood Care and Development (ECCD)

Meaning of ECCD
Early Childhood Care and Development (ECCD) can define as the holistic development of children
including physical, cognitive, language, social and emotional development from conception to age
five.
Early Childhood
Early childhood is defined as the period of a child’s life from conception to age five (internationally
eight). There are two reasons for including this age range within a definition of ECCD.
Care
Care means something additional rather than education, such as children’s health and nutrition, their
evolving emotional and social abilities, as well as their minds, to move policy makers and program
providers away from thinking exclusively in terms of pre-schooling.
Development
Development is defined as the process of change in which the child comes to master more and more
complex levels of moving, thinking, feeling and interacting with people and objects in the
environment.

Areas of Early Child development

Areas of Early Child development

Child development is a process in which many areas are exists. These are-
1. Physical development
Physical development is the most recognized and observable change in the life of a child. This
development is largely dependent upon the child’s health and nutritional status.
2. Cognitive development
Cognitive development means to acquire the ability of understanding, recognizing, problem solving,
logical thinking and Cause & effect analysis and dealing with numbers.
3. Social and emotional development
Social development entails the acquisition of skills needed to play and work with peers, to
communicate with adults, and be aware of social customs within one's community. Emotional
development includes acquiring a sense of security in the presence of adults; secure children are
more interested in exploring novelty and playing with peers.
4. Language development
Language development is the most universal human achievement takes its way from the very
beginning of child life after birth. Language consists of several sub-systems that have to do with
sound, meaning, overall structure and everyday use.

Importance of(ECCD)

Importance of ECCD • ECCD is an opportunity to avoid or reduce developmental problems, thereby

bringing lasting benefits to individuals and society • Early years are crucial in the formation of
intelligence, personality and social behaviour. • Children are born with physical, social and
psychological capacities which allow them to communicate, learn and develop. If these capacities
are not recognized and supported, they will never be developed. • Proper care at early age can do
much to create an enabling environment that ensures protection and support for more broad-based
issues such as children's health, nutrition, psycho-social and cognitive development. • ECCD stress
the importance of child-friendly, family-focused and community-based programs that not only serve
to strengthen ongoing social service programs, but improve the physical and mental capacity of
children. • Investments in Early Childhood Development can further help to modify inequalities
rooted in poverty as well as social, religious or gender discrimination.
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The Early Childhood Care and Development (ECCD) Council is a national government agency in
the Philippines first tasked as a coordinating body on early childhood education by virtue of Republic
Act 8980 of 2000, and officially established as a Council in 2009 through Executive Order No. 778.
In 2013, R.A. 10410 or the “Early Years Act of 2013” also known as the EYA Law was enacted. This
 is “An Act Recognizing The Age From Zero (0) To Eight (8) Years As The First Crucial Stage Of
Educational Development And Strengthening The Early Childhood Care And Development System
(ECCD System) Appropriating Funds Therefor and For Other Purposes.” PAGCOR funds majority of
the Council’s programs.
Guided by the responsibilities specified in the EYA Law, the Council focuses on the establishment of
the national ECCD system that shall ensure the implementation of quality ECCD programs. The
ECCD system has four major components, namely: ECCD curriculum; parent education and
involvement, advocacy and mobilization of communities; human resource development, and ECCD
management. The Council is tasked to: establish national ECCD standards, develop policies and
programs, ensure compliance thereof, and provide technical assistance as well as program support
to ECCD service providers.
Of paramount importance is the partnership that the Council has developed since 2014 with local
government units, especially in the establishment of National Child Development Centers (NCDCs).
The Council provides funds for the construction of the NCDC and teaching-learning resources. For
its part, the local government provides the required land area and its development, the perimeter
fence and playground structures.
The Council consists of a Governing Board and a Council Secretariat. The member agencies of the
Council are also its core partners, namely: the Department of Education, Department of Social
Welfare and Development (DSWD), Department of Health (DOH), National Nutrition Council (NNC),
the Union of Local Authorities of the Philippines (ULAP) and a private ECCD practitioner.
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