BILINGUALISMO
edukasyong bilingguwal:
Ang patakarang bilingguwal ayon sa KWF,
ay isang pagtupad sa Artikulo XV, Seksiyon
2-3 ng 1973 Konstitusyon hinggil sa Pilipino
at Ingles bilang mga opisyal na wika ng
komunikasyon at pagtuturo. Ang
pangyayaring ito ay ipinagpatuloy sa
Artikulo XIV, Seksiyon 6 ng 1987
Konstitusyon. Gayunman, nakasaad din sa
ikalawang talata ng Artikulo XIV, Seksiyon
6 ng kasalukuyang saligang-batas na:
“Subject to the provisions of law and as the
Congress may deem appropriate, the
Government shall take steps to initiate and
sustain the use of Filipino as a medium of
official communication and as language of
instruction in the educational system.”
Itinaguyod ng Pangulong Corazon C. Aquino
ang diwa ng probisyong ito ng 1987
Konstitusyon sa pamamagitan ng Executive
Order No. 335 na “Nag-aatas sa Lahat ng
mga Kagawaran/Kawanihan/Opisina ng
Pamahalaan na magsagawa ng mga hakbang
na kailangan para sa layuning magamit ang
Filipino sa opisyal na mga Transaksiyon,
Komunikasyon, at Korespondensiya.”Sa
ilalim ng Patakarang Bilingguwal ng 1974,
ang mga asignatura sa elementarya at
sekundarya ay hinati upang ang isang
pangkat ay ituro sa Pilipino at ang isang
pangkat ay ituro sa Ingles. Bukod sa
asignaturang wika at panitikang Filipino, ang
mga klase sa Araling Panlipunan ay
gumagamit ng Pilipino bilang wikang
panturo. Bukod naman sa asignaturang wika
at panitikan sa Ingles, ang mga klase sa
Matematika at Agham ay Ingles ang wikang
panturo.
Inisa-isa ni Teresita Fortunato (2012), sa
kanyang presentasyon ng papel na may
pamagat na “Ang Wikang Filipino sa
Akademya” ang mga tiyak na tunguhin ng
Pagpapahusay ng pagkatuto sa pamamagitan
ng dalawang wika upang matamo ang mas
mataas na uri ng edukasyon gaya ng itinakda
ng Konstitusyon ng 1987;
paglinang at pagpapayabong ng Filipino
bilang wikang panliterasi;
paglinang ng Filipino bilang simbolong wika
ng pambansang pagkakaisa at identidad;
kultibasyon at elaborasyon ng Fifipino bilang
wika ng diskors iskolarli, na
nangangahuiugan ng patuloy na
intelektuwalisasyon nito;
pagpapanatili ng Ingles bilang internasyonal
na wika para sa Pilipinas at bilang
ekslusibong wika ng agham at teknolohiya.
Samantala, ayon kay Nelly Cubar (1982), sa
kanyang papel-pananaliksik na “Ang
Bilingguwalismo: Ilang Aspekto at mga
Implikasyon,” mahalagang tandaan ang
dalawang masaklaw na uri ng
bilingguwalismo: likas (natural) at
pangkapaligiran (environmental). Nag-uugat
ang likas na bilingguwalismo sa isang
sosyolohikal na pangyayari tulad ng
imigrasyon at ang bilingguwalismong
pangkapaligiran sa patakang pampolitika,
katulad ng paggamit ng opisyal na wika
bilang panturo.
Subalit, isang malinaw na implikasyon ng
patakarang bilingguwal ayon kay Cubar ang
hindi pagkakaroon ng 100% kakayahan sa
alinman sa dalawang wika ang mga
Pilipinong makatatapos ng ganitong uri ng
edukasyon. Naniniwala siyang bihirang ang-bilingualismo-paliwanag-at-
magkakapareho ang kahusayan sa alinman sa halimbawa-nito/
dalawang wika.
Contributor, E. (2022, February 27).
MULTILINGGUWALISMO Bilingguwalismo at
Multilingguwalismo. ELCOMBLUS.
Hango sa salitang ingles na “multi” na ang
Retrieved from
kahulugan ay marami at salitang lenggwahe
https://www.elcomblus.com/bilingguw
na ang ibig sabihin ay salita o wika. Sa alismo-at-multilingguwalismo/
kabuuan ang multilinggwalismo ay
“maraming salita o wika”. Multilinggwalismo – Kahulugan at
Ang wikang Pilipino ay binubuo ng Halimbawa. TakdangAralin.ph -
Gabay para sa mga estudyante. (n.d.).
maraming wika. Mula sa ating wikang
Retrieved from
pambansang gamit, may mga nabuo pang https://takdangaralin.ph/multilinggwali
salita hango sa ating mga kasalong wika. smo-kahulugan-at-halimbawa/
Ito ay patakarang pangwika kung saan
nakasalig sa paggamit ng pambansang wika
at wikang katutubo bilang pangunahing
midyum sa pakikipagkomunikasyon at
pagtuturo bagama’t hindi kinalilimutan ang
wikang global bilang mahalagang wikang
panlahat. Layunin nitong pakinisin at gamitin
ang mga wikang katutubo at/o wika ng
tahanan (unang wika) bilang pangunahing
wika ng pagkatuto at pagtuturo mula sa una
hanggang ikationg baitang sa elementarya,
susundan ito ng Filipino o ng wikang
pambansa bago simulan ang pagtuturo sa
wikang Ingles. Samakatwid, kinakailangang
maging bihasa muna ang isang bata sa
kanyang unang wika, sa pangalawang wika,
at kung mayroon pa, ikatlong wika upang
maituring siyang multilingguwal.

Reference:

Ki. (2020, September 25). Ano Ang

Bilingualismo? paliwanag at
Halimbawa Nito. Philippine News.
Retrieved from
https://philnews.ph/2020/09/25/ano-
MTBMLE
Mother Tongue – Based Multilingual
Education (MTB-MLE) is the government’s
banner program for education as a salient part
of the implementation of the K to 12 Basic
Education Program. Its significance is
underscored by the passing of Republic Act
10523, otherwise known as the “Enhanced
Basic Educatiion Act of 2013.”
MTBMLE is education, formal or non -
formal, in which the learner’s mother tongue
and additional languages are used in the
classroom. Learners begin their education in
the language they understand best - their
mother tongue - and develop a strong
foundation in their mother language before
adding additional languages. Research
stresses the fact that children with a solid
foundation in their mother tongue develop
stronger literacy abilities in the school
language. Their knowledge and skills transfer
across languages. This bridge enables the
learners to use both or all their languages for
success in school and for lifelong learning. In
terms of cognitive development, the school
activities will engage learners to move well
beyond th basic wh-questions to cover all
higher order thinking skills in L1 which they
can transfer to the other languages once
enough Filipino or English has been acquired
to use these skills in thinking and articulating
thoughts.
With the nd goal of making Filipino children
lifelong learners in their Li (MT), L2
(Filipino, the national language), and L3
(English, the global language) the learners
are more thatn prepared to develop the
competencies in the different learning areas.
This will serve as their passport to enter and
achieve well in the mainstream educational
system and in the end, contribute
productively to their community and to the
larger society as well as Multilingual,
Multiliterate, and Multi-Cultural Citizens of
the country
For the effective implementation of the
MTB-MLE, it is suggested that the two-track
method be used, that is the primer track to
focus on accuracy and the story track to focus
on meaning. Learning via the two-track
method to gain proficiency in leteracy as well
as comprehend academic content and gain
curriculum mastery, creative and critical
thinking skills for decisive decision-making.
MTBMLE provides:
Literacy. We only learn to read once.
Learning to read in the L1 develops skills that
transfer to reading any other languages.
Comprehension in reading other languages
only occurs after oral proficiency has
developed such that vocabulary of the written
L2 text is already part of the learners’ spoken
vocabulary.
Prior knowledge. Engaging learners in a
discussion of what is already familiar to them
using the home language and culture enables
better • learning of the curriculum through
integration and application of that knowledge
into current knowledge schemes.
Cognitive development and higher order
thinking skills (HOTS). Using the learners’
mother tongue provides a strong foundation
by developing cognitive skills and
comprehension of the academic content from
day one. The knowledge, skills, attitudes, and
values gained through the mother tongue
better support learning of other languages
and learning through other languages later.
Strong Bridge. MTBMLE provides a good
bridge to listening, speaking, reading, and
writing the L2s (L2, L3) of the classroom
using sound educational principles for
building fluency and confidence in using the
other languages for lifelong learning.
Reading in the L2 is only introduced after
basic L1 reading fluency and L2 oral
proficiency are developed. Comprehension in
reading the L2 occurs after the development
of that spoken L2. Once sufficient oral and
written proficiency in the L2 are developed,
a gradual transition to using the L2 as
medium of instruction can progress without
the L1 support.
Scaffolding. In L2 teaching, the L1 is used to
support learning when the L2 is not
sufficiently developed to be used alone. The
L1 is used for expression and the teacher
facilitates the development of the L2 to
enable learners to adequately express ideas in
the L2. In this way, the L1 strengthens the
learning of the L2 by supporting the L2
development for communication.
Teaching for meaning and accuracy.
Decoding text requires accuracy, while
comprehending texts requires decoding skills
within a meaningful context. Both meaning
and accuracy are important, but in classrooms
that teach only L2 , there is often primary
focus on accuracy until the L2 is sufficiently
learned. This delays actual meaningful
learning until the L2 can support that learning.
Confidence building and proficiency
development for two or more languages
along the following macro-skills ( listening,
speaking, reading, writing, and viewing )
for both meaning and accuracy .
Four Aspects of Development
The MTB-MLE strengthens the
development of the appropriate cognitive
and reasoning skills enabling children to
operate equally in different languages—
starting with the mother tongue.
- Language Development. Students
will establish a strong educational
foundation in the language they
know best; they will build a good
“bridge” to the school language(s),
and they will be prepared to use
both/all of their languages for
success in school and for life-long
learning.
- Cognitive Development. School
activities will engage learners to
move well beyond the basic
questions of who, what, when, and
where to cover all higher order
thinking skills in the learners’
language of thought.
These higher order thinking skills will: (1)
transfer to the other languages once enough
Filipino or English has been acquired to use
these skills in thinking and articulating
thought; and (2) be used in the process of
acquiring English and Filipino more
effectively.
- Academic Development. Students
will achieve the necessary
competencies in each subject area
and, at the end of the program, they
will be prepared to enter and achieve
well in the mainstream education
system.
- Socio-Cultural
Development. Students will be
proud of their heritage language and
culture, and respect the languages
and cultures of others; they will be
prepared to contribute productively
to their own community and to the
larger society.
Furthermore, students will learn and develop
holistically. When learners are first
instructed in the language they know best,
they are able to build a good “bridge”
toward learning another language.
Multilinguals also enjoy benefits that go
beyond linguistic knowledge. They are also
able to learn with more flexibility.
GUIDING PRINCIPLES FOR
TEACHING AND LEARNING IN
MTBMLE
Principle 1. Known to the unknown
1.1 Learning requires meaning. We learn
when we use what we already know to help
us understand what is new. “The most
important single factor influencing learning
is what the learner already knows. Ascertain
this and teach him/her accordingly.” Ausubel,
D.P.(1968). Educational Psychology. A
Cognitive View. New York: Holt, Rinehart &
Winston
1.2 Second language learners use what
they know in their own language to help
develop other languages. This positive
transfer effect has been found to be
significant in reading.
Principle 2. Language and Academic
Development
Students with well-developed skills in their
first language have been shown to acquire
additional languages more easily and fully
and that, in turn, has a positive impact on
academic achievement.
Principle 3. Cognitive Development
3.1 Students who use their multilingual skills
have been shown to develop both cognitive
flexibility and divergent thinking.
3.2 Higher Order Thinking Skills When we
truly learn something, we can explain it,
apply it, analyze it, evaluate it, and use it to
create new ideas and information.
Principle 4. Discovery Learning
4.1 We learn when someone who already
understands the new idea or task helps us to
“discover” the new idea and then use it
meaningfully.
Principle 5. Active Learning
5.1 Peer interaction. Children learn best
through peer interactions in which they work
together creatively to solve problems.
Application: Do most class activities in teams
or pairs. Encourage students to talk with each
other and compare ideas in order to solve
problems.
5.2 Second language active learning. Young
children gain confidence in learning a new
language when they begin with “hear-see-do”
(Total Physical Response ) activities.
5.3 Purposeful Talk. Talking helps us make
sense of new ideas and information.
Principle 6. Meaning and Accuracy
Successful language learning involves
hearing, speaking, reading and writing
activities that focus on both meaning and
accuracy
Principle 7. Language Learning/Language
Transfer
7.1 We learn a new language best when the
learning process is non-threatening and
meaningful and when we can take “small
steps” that help us gain confidence in our
ability to use the language meaningfully.
7.2 Research in second-language acquisition
indicates that it takes a minimum of 2 years
to learn basic communicative skills in a
second language when society supports that
learning.It takes five years or more to learn
enough L2 for learning complex academic
concepts. Thomas & Collier; 2003, Cummins,
2006.
7.3 “Errors” are a normal part of second-
language learning. Second language learners
benefit from opportunities to receive
feedback in a respectful and encouraging way.
It is helpful when teachers respond first to the
content of what the student is saying or
writing… focusing on one or two errors at a
time. Patsy M. Lightbown and Nina Spada.
How Languages Are Learned, 3rd ed.,
Oxford University Press, 2006.
Principle 8. Affective component: Valuing
the home language/culture
8.1 Valuing students with talents in their
home language more powerfully enables
learning than just valuing learners of English
whose home language is irrelevant to
academic success.
8.2 The classroom environment Children
from ethno-linguistic language groups thrive
in a welcoming environment in which
teachers and peers value them as a positive
presence in the classroom and the school;
encourage their use of their L1; provide
books, visual representations, and concrete
objects that reflect their backgrounds and
interests.
Filipino Sign Language as Mother Tongue
Filipino Sign Language (FSL) refers to the
sign language used by the Deaf community in
the Philippines. It is distinct from spoken
Filipino. Sign languages, such as FSL, are
visual-spatial while spoken languages, such
as spoken Filipino, are auditory-vocal
languages. In sign language, information is
conveyed through the shape, placement,
movement and orientation of the hands as
well as movement of the face and the body.
Linguistic information is received through
the eyes. FSL is rule-governed, having its
own linguistic structure -- phonology,
morphology, syntax, and discourse. It
belongs to the branch of visual languages
with influence from American Sign
Language (ASL). The structure of FSL has
significantly changed over the years and is
considered a language distinct from ASL.
FSL, as with all other sign languages in the
world, does not have a written form. Deaf
people do not read and write in sign language,
rather they become literate in a second
language. Using Filipino Sign Language as
the mother language, Deaf children will learn
to read and write in other languages such as
Filipino and English. It is expected that
Filipino deaf children will develop
metalinguistic awareness and transfer
knowledge, concepts and thinking skills
about language from FSL to written Filipino
or written English.
The K-3 Mother Tongue Curriculum Guide
specifies content and performance standards
and learning competencies for all Filipino
children – deaf and hearing alike. Since the
focus of the curriculum is language and
literacy development, the learning outcomes
apply to sign language users as well. In this
guide, listening and speaking will be
operationalized as viewing (visually
attending) and signing; spoken language as
sign language and so on. Teachers are
enjoined to follow the curriculum as closely
as possible, cognizant of learning and
communication differences among deaf and
hearing children.
Reference:
K to 12 Curriculum Guide - Department of
Education. (n.d.). Retrieved from
https://www.deped.gov.ph/wp-
content/uploads/2019/01/Mother-
Tongue-CG.pdf
Mother tongue-based learning makes
Lessonsmore Interactive and easier
for students. Department of Education.
(2016, October 24). Retrieved from
https://www.deped.gov.ph/2016/10/24
/mother-tongue-based-learning-makes-
lessonsmore-interactive-and-easier-
for-students/
Ang wika ay kasama sa pagsulong ng
teknolohiya at komunikasyon. Ang lahat ng
mga bagong imbensiyon na nalikha ng tao ay
inililipat sa iba’t ibang parte ng mundo.
Marami sa mga ito ay isinasaaklat, iniialagay
sa mga dyornal at report (maging siyentipiko
o teknikal) upang mabasa at maging bahagi
ng tinatawag na technology transfer.
Wika ang kasangkapan para sa materyal na
pag-unlad. Maging sa pagsulong ng kultura,
edukasyon, agham, sining, at humanidades,
kinakailangan ng isang wikang ginagamit at
nauunawaan ng sambayanan.
Ano ang sitwasyon ng wika sa mahahalagang
larangan tulad ng agham, politika,
humanidades, batas, at iba pa?
Basahin ang sumusunod na mga teksto at
suriin ang mga ito.
WIKANG FILIPINO SA AGHAM
PANLIPUNAN (Batas at Politika)
Wika ang pangunahing kasangkapan sa pag-
uugnayan sa pagitan ng namamahala (ang
pamahalaan) at ng pinamamahalaan (ang
mga mamamayan). Dahil dito, dapat gamitin
ang wika sa komunikasyon ng bayan para
magkaunawaan. Sa larangang ito, ang daloy
o proseso ng komunikasyon ay dalawa:
paghahatid ng mensahe o atas (ayon sa nasa
batas) at ang tugon o sagot ng bayan.
Kung gayon, dapat gamitin ang wikang
Filipino sa batas at politika. Dapat ding
maging lengguwahe ng hukuman ang wikang
ito. Tandaan nating habang mangmang ang
bayan sa batas, hindi mangingimi ang mga
tao sa paggawa ng kabuktutan at
katiwalian—mga bagay na hadlang sa
ninanais nating kaunlaran.
Samakatwid, susi ang wikang Filipino sa
politika ng batas, sa pagpapalaganap ng
katarungan, at pagsugpo sa krimen na
lumalaganap sa administrasyon ng batas at
politika. Ang layuning magkaisa ang ating
lahi sa ilalim ng katarungan at karangalang
mahango ang mga nabubuhay sa karalitaan,
kawalang-muwang, at kawalan ng
pagkakataon upang sila man ay maging
sangkap ng isang pamayanang pampolitika
ay magaganap lamang kung ang ating mga
batas ay maisasalin sa wikang Filipino at ang
wikang ito ay gagamiting wika sa mga
hukuman at sa mga batasan kung saan
ginagawa ang batas.
WIKANG FILIPINO SA
HUMANIDADES
Ang humanidades ay tumutugon sa isang
pangkat ng mga palagay at saloobin na
nakatuon sa pagpapahalaga sa buhay.
Kung susuriing mabuti, wika ang may
pinakamalakirrg papel na ginagampanan sa
larangang ito—ang Humanidades. Sa ngayon,
higit nang malawak ang saklaw nito sapagkat
maaari nang talakayin ang kultura,
pagpipinta, musika, estruktura, at iba pang
makataong sining at ang mabuti at wastong
pagtugon dito.
Sa tulong ng wika, higit nating mapalalawak
ang larangang ito, pati na ang ating sarili at
higit tayong nagiging maingat at magalang sa
paniniwalang likha ito at gawi ng ibang tao.
WIKANG FILIPINO SA AGHAM AT
TEKNOLOHIYA
Sa pagbabago ng panahon at lipunan, natural
lamang na sumabay ang wika sa mga
pagbabago’t modernisasyon ng lipunang
gumagamit nito.
lto ang hamon ng pagpasok ng bagong siglo
sa mga edukador at tagapagpalaganap ng
wikang Filipino. Kailangang magamit ang
Filipino sa pagtuturo at pagsusulat sa
larangan ng Agham, Matematika, at
Teknolohiya. Ayon sa kanila, ang paggamit
ng ay nagdudulot ng mahusay, mabilis, at
mabisang pag-unawa sa mga asignaturang
siyentipiko at teknikal.
Kamakailan lamang, napatunayan sa Third
International Math and Science Study o
TIMSS na higit na epektibo ang pagtuturo ng
Agham at Matematika sa wikang katutubo sa
isang bansa.
Sa katunayan, sa limang nangungunang
bansa sa Agham (Singapore, Czech Republic,
Japan, South Korea, at Bulgaria) at
Matematika, (Singapore, South Korea, Japan,
Hong Kong, at Belgium) ang mga mag-aaral
na sumailalim sa pagsusulit ay sa wikang
katutubo kinuha ang TIMSS.
Samakatwid, dumating na nga ang panahon
upang mapayabong ang wikang Filipino
bilang wikang intelektuwalisado at maaari
nang umabot sa pamantayan upang maging
isa ring pandaigdig na wika.
WIKANG FILIPINO SA NEGOSYO AT
INDUSTRIYA
Tayo ay pumapasok na sa bagong siglo. Ito
ang daigdig ng cyberworld. Nasa paligid
natin at kaniig ang mga web site, Internet, e-
mail, fax machine, at iba pang kagamitan
tungo sa mabilis na daluyan ng
komunikasyon.
Ingles ang lengguwahe sa pandaigdigang
ugnayan sa negosyo at industriya. Ito rin ang
lengguwahe sa cyberspace. Ingles din ang
wikang ginagamit ng mga mangangalakal sa
pakikipag-ugnayan sa mga banyaga at
malalaking negosyante.
Ngunit sa sinasabing daigdig ng cyberspace
at sa darating na panahon, magkakaroon ng
global language at isang wika ang gagamitin produktong lilikhain, hindi Ingles kundi
sa buong mundo. Ayon kay John Naisbitt sa Filipino ang gagamitin upang turuan ang
aklat na Global Paradox, totoong kanilang mga manggagawa ng kakayahan at
magkakaroon ng isang wika tungo sa katalinuhan sa gawaing produkto.
sinasabing global village.
Sa kabilang dako, sinasabi niya na habang
umuunlad ang iisang global language ay
lalong pahahalagahan ng bawat bansa ang
kanilang ethnicity o sariling pagkakakilanlan.
Higit na pag-uukulan ng kahalagahan ang
national identity. Idinagdag pa niya na hindi
magkakaroon ng isang global monetary
currency dahil ang salaping ililimbag o
gagawin ng bawat bansa ay maglalaman ng
kanilang sariling wika, sariling bayani,
sariling kasaysayan, at kultura.
Sa ganitong konsepto, totoo ang sinabi ni Bro.
Andrew Gonzales na mahalaga talaga ang
wikang Filipino sa negosvo at industriya.
Kahit na sa daigdig ng cyberspace, ng mga
babasahin tungkol sa larangang
pangkabuhayan, at mga iba pang may
kinalaman sa negosyo at kalakal, Filipino pa
rin ang iiral at mangungunang wika ngayon
at sa darating pang panahon, aniya pa.
Sa pagdagsa ng mga itinatayong industriya sa
ating bansa, kukuha’t kukuha ng mga
manggagawang Pilipino. Karamihan dito ay
iyong mga hindi nakaabot ng mataas na antas
ng pag-aaral, ngunit nakauunawa naman ng
kaunting Ingles. Ngunit upang higit na
mapakinabangan sila sa mga itatayong
industriya, kailangang turuan sila ng mga
bagong kakayahan sa paglikha ng mga
produkto.
Dito papasok ang mga ekspertong Pilipino na
mamumuno at magtuturo ng mga kaalaman
sa mga manggagawa. At dahil nga
pinagtutuonan ng pansin sa kasalukuyan ng
mga itinatayong industriya sa bansa ang
pandaigdigang pamantayan ng anumang