The document discusses the Department Order No. 53 from 1987 which established the policy on bilingual education in the Philippines. The policy aims to develop competence in both Filipino and English among citizens. It defines bilingual education as using Filipino and English separately as the languages of instruction for different subject areas. The goals of the policy are to enhance learning, propagate Filipino literacy, develop a national identity, advance scholarly discourse, and maintain English as an international language. Potential pros and cons are discussed, as well as recommendations to revise and strengthen the policy through outcomes-based assessments, expanding language choice for theses, and establishing a centralized language commission.

1. by: Group 3
DEPARTMENT
ORDER NO. 53
SERIES OF 1987 CONSTITUTION

2. ORIGIN
Department Order No. 53, s. 1987 entitled “The 1987
Policy of Bilingual Education” was issued, and implemented
by Lourdes R. Quisumbing. The policy on bilingual education
wants to achieve competence in both Filipino and English. It
also emphasizes that “the Filipino nation aspires to have its
citizens possess skills in Filipino to enable them to perform
their duties and responsibilities as Filipino citizens and in
English to meet the needs of the country in the community of
nations.”

3. ORIGIN
Consistent with the 1987 constitutional mandate and
a declared policy of the National Board of Education
(NBE) on bilingualism in 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.”

4. ORIGIN
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 a 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

5. POLICY DISCUSSION
POLICY DISCUSSION
POLICY DISCUSSION

6. GOALS OF BILINGUAL EDUCATION POLICY:
1. Enhance learning through two languages to achieve
quality education.
- Practice the use of both languages when teaching to
achieve competence in both languages while explaining it
in a language that is more comfortable to use
2. Propagate Filipino as the language of literacy.
- Combine the two languages in teaching all levels for the
students to comprehend the lessons well

7. GOALS OF BILINGUAL EDUCATION POLICY:
3. Develop Filipino as the linguistic symbol of national
unity and identity
- Maintain the use of Filipino in a classroom setting. Since
we are Filipino people, we must serve our function to our
society and country.
4. Cultivate and elaborate Filipino as the language of
scholarly discourse.
- The Filipino language should be used in research studies
to further intellectualize and expose this in the scholarly
discourse

8. GOALS OF BILINGUAL EDUCATION POLICY:
5. Maintain English as an International language and as
non-exclusive of science and technology.
- English should be used for other purpose
s in our country. It has become the de facto international
language of science and technology due to historical,
cultural, and economic factors. It is widely used as a
lingua franca among researchers, academics, and
professionals from different countries and linguistic
backgrounds. However, it is important to acknowledge
that English should not be exclusive or privileged in the
realm of science and technology.

9. IMPLICATIONS
IMPLICATIONS
IMPLICATIONS

10. PROS
1. The use of two languages as a
medium of instruction can help
enhance students’ comprehension
and improve learning outcomes.
Children who are exposed to a
variety of languages from an
early age are better able to
understand word structure.
Bilingual students may benefit
from developing phonological
awareness skills—a crucial
pre-reading skill—more
quickly than their peers
CONS
1. The implementation of the policy
can
be challenging, particularly in areas
where teachers and students may not
be proficient in both Filipino and
English.
Implementing the policy may
be
difficult in areas where
teachers and
students are not proficient in
both
Filipino and English

11. PROS
2. Helps the students to be proficient
in both languages which is essential
in the globalized world.
It helps students express their
comprehension of a subject or
make sense of it
CONS
2. The policy will give additional
workload to the teachers
The policy may add more
tasks for teachers to handle
3. The policy promotes national unity.
This strengthens the country’s
national pride and social cohesion
among its citizens.
Everyone in the country gains
a greater understanding of
various languages and
cultures
3. Not everyone has the same
exposure to the English language
Not everyone has the same
level of English language
exposure

12. PROS
5. It will help improve the Philippines’
English proficiency
Language proficiency is
another one of the nation’s
assets that have boosted the
economy and elevated the
Philippines to the top spot in
the world for voice
outsourcing.
CONS
5. The constant switching between
languages may confuse and hinder
learning, particularly for students who
are not proficient in both languages.
Constantly switching between
languages may lead to
confusion and hamper
learning, particularly for
students who are not
proficient in both languages

13. PROS
1. The use of two languages as a
medium of instruction can help
enhance students’ comprehension
and improve learning outcomes.
Children who are exposed to a
variety of languages from an
early age are better able to
understand word structure.
Bilingual students may benefit
from developing phonological
awareness skills—a crucial
pre-reading skill—more
quickly than their peers
CONS
1. The implementation of the policy
can
be challenging, particularly in areas
where teachers and students may not
be proficient in both Filipino and
English.
Implementing the policy may
be
difficult in areas where
teachers and
students are not proficient in
both
Filipino and English

14. REVISIONS
REVISIONS
REVISIONS
To further revise and revamp
this Bilingual Education policy
here are the recommendations:

15. 1. The policy should focus on the outcomes that this
policy is aiming for rather than just
implementing it passively, the results and
assessments must be the basis of the efficacy of
this policy that should be implemented quarterly.
a. While the goals of this policy are balanced in
terms of maintaining the national identity and unity
while still producing globally competitive students
in pursuit of the English language, this policy must
be tested every quarter so that the modification
and revisions must be done respectively.

16. 2. While the policy involves the intellectualization
of the Filipino Language at the tertiary level,
students should be allowed in choosing in which
medium their thesis would be expressed and not
just limited to Filipino majors only.
a. In doing this such a bold move, this could further
lead to the intellectualization of the Filipino
language as it would satisfy the premise of the
policy itself.

17. 3. The policy should establish a codified and unified
bilingual language commission, centralized and
focused and specially designed in providing a
relevant curriculum suitable for learners'
capabilities.
a. Commission on English and Filipino Language
(COEFL) just like the Komisyon ng Wikang Filipino
(KWF), establishing a centralized bilingual
language commission is necessary for ensuring the
quality of education since there is one office that is
tasked with assessing and monitoring the
implementation of this policy

18. by: Group 3
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