PART III

7 Key Issues
and
Problems of Philippine
Education
Presented by:
GYPSY ROSE L. TONOLETE
MAEd CI-THEIA
 Bilingual Policy
and the Problem of a
National Language

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1 Bilingual policy
The Bilingual policy in the Philippines, also
known as the Bilingual Education Policy ,was
implemented in 1974 with the aim of promoting
both English and Filipino as official languages of
instructions in schools. This policy recognizes the
importance of English as a global language and the
need to develop proficiency in Filipino as the
national language.
 BILINGUAL POLICY
✗ The policy also states that regional dialects shall also be used as
auxiliary media of instruction and the initial language for literacy
when needed.
✗ DECS also issued this policy in 1974,along with DECS order
No.25,which allotted Filipino as the meduim of instruction for social
sciences,arts,physical education,home economics,practical arts and
character education subjects.In turn,English is the meduim of
instruction for mathematics and science and technology.

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Bilingual policy
✗ With the signing of the 1987 Constitution,
Filipino and English are mandated to be used
as media for instruction.

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The aims of the bilingual education
policy shall be:
✗ For the achievement of competence in both Filipino and
English at the national level in teaching of both languages and
their use as media of instruction at all levels.
✗ In order for the Filipino people to perform their functions and
duties as Filipino citizens and to meet the need of the country
in the community of nations.
✗ The development of Filipino as a linguistic symbol of national
unity and identity.

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 The problem of national language
✗ Lack of Proficiency
Despite the intention of the bilingual policy to promote
proficiency in both English and Filipino, there is often a focus on
English language at the expense of Filipino.
 Imbalance in Resources
The bilingual policy has led to an imbalance in the
availability of resources for teaching English versus Filipino.
 Limited Teacher Training
 Many teachers lack adequate training in teaching Filipino as
subject.
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✗ Neglect of Regional Languages
✗ While the bilingual policy aims to promote proficiency in English
and Filipino, it is often observed that regional languages are
neglected in the process.
✗ Standardization Challenges
Filipino draws heavily from Tagalog, but there are
variations in vocabulary, grammar and pronunciations across
different regions in the Philippines.

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 Negative perception of the Filipino
 some students and parents may perceive
proficiency in English as more valuable than
proficiency in Filipino.

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To address these problems,it is
essential to ensure a balance in the
implementation of the bilingual
policy and prioritize
the development of proficiency
in both English and Filipino.

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 Here are some recommendations:
 Resource Allocation  Teacher Training and Support
allocate sufficient provide comprehensive
resources to develop high- training programs for teachers
quality learning materials, on strategies for teaching
textbooks and digital Filipino effectively.
resources for both English
and Filipino.

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 Curriculum Review  Standardization Efforts
 conduct regular reviews  promote efforts to
of the curriculum to standardize the national
ensure that Filipino language Filipino by
language instructions is collaborating with linguistic
given equal importance experts, educators and
alongside English. regional language
associations

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 Awareness and Advocacy  Inclusive language Policy

create awareness develop policies that

campaigns highlighting the acknowledge and support
importance and relevance of the preservation of regional
Filipino language languages alongside English
proficiency. and Filipino.

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Thanks
!

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