Académique Documents
Professionnel Documents
Culture Documents
It is the planning and implementation of language systems to achieve certain goals. These goals are
to determine how languages are used & cultivate and maintain language skills on different languages all
over the country.
A. HISTORICAL BACKGROUND
A.1. Philippines and its Languages
---comprises of three geographical divisions inhabited by 94 million people (2010 estimate) with eight are
major languages Bikol,Cebuano, Hiligaynon, Ilokano or Iloko, Kapampangan, Pangasinan or
Pangasinense,Tagalog, Waray or Samarnon.
America (1899-1902)
English was introduced as the medium of instruction in the public-school system and in civil
service.
Opened-up educational system to Filipino children
1939 census revealed that 4,264,549 out of 16,000,303 could speak English (Gonzalez, 1980)
*positive acceptance to English due to economic advantages, career opportunities
Japan (1942-1945)
English remained to be the medium of instruction
Inclusion of a subject learning Japanese
Japanese language was not greatly learned by Filipinos
National Language Institute was established thru Commonwealth Act 184 (Romualdez Law) in 1935
(Constantino): to study the Philippine dialects in general for the purpose of developing and adopting a
common national language based on one of them.
Executive Order 134 (1937) proclaimed adoption, development and use of national language Nat’l.
Language Institute (1936) recommended Tagalog as basis of national language Use of “Pilipino” as official
name of national language declared (August 13, 1959) through Department of Education Order No. 7
1987 Constitution of the Republic of the Philippines mandates that national language is “Filipino” and
further provides that for purpose of communication and instruction, official languages are Filipino and until
otherwise provided by law, English
Intellectualization of Language refers to the calls for the usage of a certain language in all domains and
disciplines. It also pertains to the written form for language.
Benefits of MTB-MLE:
1. Reduced drop-out rate
2. Reduced repetition
3. Children are attending school
4. Children are learning
5. Parents and Community are involved.
Donoso, Isaac. Philippine Linguistic Policy in the Global Context. College of Languages,
Linguistics and Literature, PNU
Gonzalez, Andrew. Language Planning in multilingual countries: The Case of the Philippines.
DLSU
Tupas, T. Ruanni & Beatriz Lorente: A new politics of language in the Philippines: Bilingual
education and the new challenge of mother tongues. National University of Singapore
Medilo, C. (2012). The Experiences of Mother Tongue-Based Multilingual Education Teachers in Southern
Leyte, Philippines. Retrieved on
https://www.researchgate.net/publication/323116511_The_Experiences_of_Mother_Tongue-
Based_Multilingual_Education_Teachers_in_Southern_Leyte_Philippines