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LANGUAGE - IN - EDUCATION POLICY EVOLUTION
- 1. LANGUAGE-IN-EDUCATION POLICY EVOLUTION EXECUTI VEORDER NO.210 DEPED MEMORANDUM NO.81,S. 2003 DEPED MEMORANDUM NO. 74, S.2009 Language Programs and Policies in Multilingual Societies BSED-ENGLISH II-1 Mary Francine G. Magalong Language-in-Education Policy Evolution
- 2. INTRODUCTION The Philippines hasundergone significant shifts in its language-in-education policies, moving from an English-centric approach to a multilingual framework. This lesson examines three key policies: Executive Order No. 210 (2003), DepEd Memorandum No. 81, s. 2003, and DepEd Memorandum No. 74, s. 2009. These policies reflect the evolving perspectives on language use in education and their impact on national development. Language-in-Education Policy Evolution LESSON 2 Language Programs and Policies in Multilingual Societies
- 3. LEARNING OUTCOMES 2 LESSON 2 Toanalyze the role of these policies in the evolution of the Language-in-Education framework in the Philippines. 1 To understand the key provisions of Executive Order No. 210, DepEd Memorandum No. 81, s. 2003, and DepEd Memorandum No. 74, s. 2009. 3 To assess the challenges in implementing these policies and their contributions to strengthening the national language. Language Programs and Policies in Multilingual Societies Language-in-Education Policy Evolution
- 4. EXECUTIVE ORDER NO.210 (MAY 17, 2003) Establishing the policy to strengthen the use of the English language as a medium of instruction in the educational system Executive Order No. 210 was signed by President Gloria Macapagal-Arroyo in 2003, reinforcing English as the primary medium of instruction to improve the country's global competitiveness. It was based on concerns about declining English proficiency among students and its potential impact on employment opportunities and economic growth. Executive Order No. 210 (May 17, 2003) LEGAL BASIS Strengthening the Use of English in Education
- 6. KEY PROVISIONS English asthe Medium of Instruction Instructional Time Allocation English in School Communication and Activities In high school, English should be the language of instruction for at least 70% of total teaching time. English must be used in teaching English, Science, and Mathematics at all educational levels. Schools were encouraged to use English in official communications, student publications, and co-curricular activities. LEGAL BASIS Executive Order No. 210 (May 17, 2003) Strengthening the Use of English in Education
- 7. Teacher Competency Many teachers,particularly in rural areas, lacked the proficiency to teach effectively in English. LEGAL BASIS CHALLENGES IN IMPLEMENTATION Students with limited exposure to English struggled to grasp lessons, leading to learning gaps. Some schools lacked adequate English teaching materials and training programs. Student Comprehension Issues Resource Constraints Executive Order No. 210 (May 17, 2003) Strengthening the Use of English in Education
- 8. IMPACT ON NATIONAL LANGUAGE WhileEO 210 strengthened English proficiency, it raised concerns about the diminished role of Filipino and regional languages in education. Critics argued that excessive focus on English could weaken national identity and limit students' ability to engage in discussions on local and national issues. LEGAL BASIS Executive Order No. 210 (May 17, 2003) Strengthening the Use of English in Education
- 9. CASE STUDY: OPPOSITIONTO EXECUTIVE ORDER NO. 210 In 2007, a group of Filipino writers, academicians, and linguists filed a petition before the Supreme Court to halt the implementation of Executive Order No. 210. They argued that prescribing English as the country's second language, starting from the first grade, could undermine the development and use of the Filipino language. This legal challenge highlighted the tension between promoting English proficiency and preserving the national language. LEGAL BASIS Executive Order No. 210 (May 17, 2003) Strengthening the Use of English in Education
- 10. DEPED MEMORANDUM NO. 81,S. 2003 English language be used as medium of instruction DepEd Memorandum No. 81, issued in 2003, was a directive reinforcing EO 210. It specified the proper implementation of English as the medium of instruction and aimed to improve English language proficiency among Filipino students. DepEd Memorandum No. 81, s. 2003 LEGAL BASIS English language be used as medium of instruction
- 11. KEY PROVISIONS English Exclusivityin English Subjects Promotion of English through School Programs Training for Teachers Schools were directed to conduct activities that would encourage students to use English in various settings, including debates, essay writing, and student publications. Teachers were required to use only English when teaching the English subject. The memorandum emphasized the need for teacher training programs to enhance their English communication skills. LEGAL BASIS English language be used as medium of instruction DepEd Memorandum No. 81, s. 2003
- 12. Resistance from Educatorsand Students Many teachers and students were more comfortable using Filipino or their native language, making the transition difficult. LEGAL BASIS CHALLENGES IN IMPLEMENTATION Not all schools had access to teacher training and quality English learning resources. The emphasis on English led to concerns about the marginalization of Filipino and local dialects in education and daily communication. Limited Infrastructure and Support Social and Cultural Concerns English language be used as medium of instruction DepEd Memorandum No. 81, s. 2003
- 13. IMPACT ON NATIONAL LANGUAGE Whilethis policy aimed to enhance English proficiency, it further reduced the prominence of Filipino in the classroom. The strict enforcement of English usage sometimes discouraged students from expressing themselves in their native language, which could affect their appreciation of their national identity. LEGAL BASIS English language be used as medium of instruction DepEd Memorandum No. 81, s. 2003
- 14. CASE STUDY: CRITIQUEOF DEPED MEMORANDUM NO. 81, S. 2003 A critique paper on DepEd Memorandum No. 81, s. 2003 highlighted concerns regarding the policy's potential to undermine the Filipino language and cultural identity. The paper argued that strengthening English as the medium of instruction might lead to the erosion of the national language's role in education and society. LEGAL BASIS English language be used as medium of instruction DepEd Memorandum No. 81, s. 2003
- 15. DEPED MEMORANDUM NO. 74,S. 2009 Mother Tongue-Based Multilingual Education (MTB- MLE) DepEd Memorandum No. 74, s. 2009 marked a major shift in the language policy of the Philippines. It introduced the Mother Tongue-Based Multilingual Education (MTB-MLE) approach, recognizing the benefits of using students' first language (L1) in early education. This was based on studies showing that children learn more effectively when taught in a language they understand. DepEd Memorandum No. 74, s. 2009 LEGAL BASIS Mother Tongue-Based Multilingual Education (MTB-MLE)
- 16. KEY PROVISIONS Use ofMother Tongue in Early Education Gradual Transition to Filipino and English Cognitive and Cultural Benefits Filipino and English were introduced as additional languages in later grades to ensure multilingual competency. From Kindergarten to Grade 3, students would be taught using their first language (L1) as the primary medium of instruction. The policy emphasized that learning in one's mother tongue enhances comprehension and critical thinking while preserving cultural identity. LEGAL BASIS DepEd Memorandum No. 74, s. 2009 Mother Tongue-Based Multilingual Education (MTB-MLE)
- 17. Lack of LearningMaterials Many schools struggled to develop instructional materials in various local languages. LEGAL BASIS CHALLENGES IN IMPLEMENTATION Teachers needed additional training to effectively teach using multiple languages. The Philippines has over 170 languages, making the uniform implementation of MTB-MLE complex. Teacher Preparedness Standardization Issues DepEd Memorandum No. 74, s. 2009 Mother Tongue-Based Multilingual Education (MTB-MLE)
- 18. IMPACT ON NATIONAL LANGUAGE Thispolicy helped revitalize the role of Filipino and regional languages in education. By promoting mother tongue instruction, it strengthened cultural identity and improved literacy rates. However, some critics argued that it could slow down English language acquisition, which remains important for global competitiveness. LEGAL BASIS DepEd Memorandum No. 74, s. 2009 Mother Tongue-Based Multilingual Education (MTB-MLE)
- 19. CASE STUDY: MOTHERTONGUE INSTRUCTION IN LUBUAGAN A case study in Lubuagan, Kalinga, explored the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE). The study found that using the native language as the primary medium of instruction enabled students to understand lessons better and integrate learning into their knowledge systems, rather than merely memorizing information. This approach led to improved academic performance and greater engagement in the learning process. LEGAL BASIS DepEd Memorandum No. 74, s. 2009 Mother Tongue-Based Multilingual Education (MTB-MLE)
- 20. "LANGUAGE IS THEBRIDGE TO KNOWLEDGE—WHETHER STRENGTHENING ENGLISH FOR GLOBAL COMPETENCE OR EMBRACING THE MOTHER TONGUE FOR DEEPER LEARNING, EDUCATION THRIVES THROUGH LINGUISTIC EMPOWERMENT." THANK YOU FOR LISTENING! LEGAL BASIS Mary Francine G. Magalong Language-in-Education Policy Evolution BSED-ENGLISH II-1