Chapter 9

Historical Background of the Language

Policy in the Philippines and Legal Bases
of MTB - MLE

Falcon, Nicah Mae A.

Discussant
Historical development of Language
Policy in the Philippines

Spanish Period
The Educational Decree of 1863, which established formal
education in the Philippines, decreed the use of Spanish in
schools.
The 1896 Constitution of Biak-na-Bato maintained
Spanish as the temporary official language along with the local
languages. The 1898 Malolos Constitution recognized Spanish.
American Colonial Period (1898 - 1946)
President McKinley ordered the teaching of local
languages in schools but later decided to require the teaching of
English in schools for Filipinos to be taught about democracy
and the American system.
1900
All Philippine schools used English as medium of
instruction and the use of Philippine languages was prohibited
in schools (Sibayan, 1985).
Monroe Commission of 1925
“In adopting English as a medium of instruction, the
Philippines has organized system of education unique in the
world.”
UNESCO
“The difficulties created by the use of a foreign language
as the primary medium of instruction in the schools…. Have
confronted educators with a most perplexing problem”.
1935
The Philippine Constitution mandated the adoption of a
national language. Tagalog was adopted as the national
language.
1937
The National Language Institute was established under
the Romualdez Law, the National Language Law of 1936, that
the colonial government began to formulate a language policy
that established a national language.
1939
Tagalog was officially proclaimed as the National Language.
1940
The teaching of Tagalog as a subject became a must in all
schools but English remained to be the primary language of
instruction.
1959
The national language, based on Tagalog, was renamed
Pilipino
1973 Constitution
The national language was renamed Filipino which was
retained by the 1987 Constitution.
1942
The Commander-in-Chief of the Japanese Imperial forces
prohibited the use of English.

End of World War II (1945)

Japanese became a mandatory foreign language

1943 Constitution under Japan

Recognized the national language, i.e., Tagalog
1946
With Philippine Independence, English continued as the medium
of instruction until June 1974 but government allowed the use of
vernacular for Experimental Bilingual Education, a clamor of nationalists.

1948
The Bureau of Public Schools started experimenting with local
languages to put an end to the language issue.

1950s
Clifford Prator, a visiting linguist, conducted studies in the
Philippines. These studies resulted to the implementation of the 1957
Vernacular Teaching Policy.
 Drawing from the findings of these experiments, the
Bureau of Public schools implemented the Revised Philippine
Education Program (RPEP) by making local languages as primary
component in the early grades. The same RPEP allowed school
administration and teachers to design curriculum to suit the local
needs of schools and communities.
1974
The Philippines implemented the Bilingual Education
Policy (BEP) when the Department of Education, Culture, and
Sports (DECS), issued Dept. Order Nor. 25 titled: "Implementing
Guidelines for the Policy on Bilingual Education.“
Pilipino - Social Studies, Work Education, Character Education,
Music, Health and Physical Education (Pilipino Domain)
English - Math, Science and Technology (English Domain)
Bilingual Policy
Allowed the use of local vernaculars as auxiliary
languages until grade three.
Was revised in 1987 following People Power Revolution in
1986.

Article XV, Section 3(2) of the 1973 Constitutions

"The Batasang Pambansa shall take steps towards the
development and formal adoption of a common national
language to be known as Filipino. (3) Until otherwise provided
by law, English and Filipino shall be the official languages.
1987 Philippine Constitution
The national language of the Philippines is Filipino. As it evolves, it shall
be further developed and enriched on the basis of existing Philippine and
other languages. Subject to provisions of law and as 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. (Section 6)

For purposes of communication and instruction, the official languages of

the Philippines are Filipino and until otherwise provided by law, English.

The regional languages are the auxiliary official languages in the regions
and shall serve as auxiliary media of instruction, therein. (Section 7)
Department Order No. 53, s. 1987, entitled: "The 1987 Policy of Bilingual
Education."
Aims for Filipino Citizens to achieve competence both in English
and in Filipino.
‘The aspiration of the Filipino nation is to have its citizens possess
skills in Filipino to enable them to perform their duties and responsibilities
as Filipino citizens and in English in order to meet the needs of the country
in the community of nations."
1) enhance learning through two languages;
2) propagate Filipino as the language of literacy;
3) develop Filipino as a linguistic symbol of national unity and identity;
4) cultivate and elaborate Filipino as a language of scholarly discourse; and
5) maintain English as an international language for the Philippines and as
a non-exclusive language of science and technology.
1991
The Congressional Commission for Education (EDCOM) was
formed. EDCOM’s advice was all subjects be taught, except English, in
Filipino. This recommendation was not implemented.

2004
President Gloria M. Arroyo made a return to English as the
primary language of instruction in schools. She issued Executive Order
No. 210 on May 17, 2003 to establish a policy to strengthen English as a
second language in the educational system.

2006
Representative Eduardo Gullas proposed an “English only” bill in
Congress to make English the primary language of instruction in schools.
2009
DepEd issued DO 74, Institutionalizing Mother
Tongue-Based Multilingual Education (MLE) as “the
effective use of more than two languages for literacy and
instruction.” The same DepEd Order institutionalized
MLE as the “fundamental policy and program in … the
whole stretch of formal education including pre-school
and in the Alternative Learning System (ALS.)
 The institutionalization of MLE demanded the training
of teachers to implement MLE. DepEd issued DO 18, s. 2011,
Guidelines on the Conduct of Mother Tongue-Based
Multilingual training.

The Department of Education issues DO 16, s. 2012,

Guidelines on the Implementation of the Mother Tongue-Based
Multilingual Education (MTB-MLE).
 Starting School Year (SY) 2012-2013, the Mother Tongue-Based-Multilingual
Education (MTB-MLE) shall be implemented in all public schools, specifically in
Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program. The
MTB-MLE shall support the goal of “Every Child-A-Reader and A-Writer by Grade 1.”

The following twelve (12) major languages or Lingua Franca were utilized as language
of instruction and were offered as a learning area for SY 2012-2013:
a. Tagalog; g. Hiligaynon;
b. Kapampangan; h. Waray;
c. Pangasinense; i. Tausug;
d. Iloko; j. Maguindanaoan;
e. Bikol; k. Maranao; and
f. Cebuano; l. Chabacano
 In support of MTB-MLE, DepEd issued DO 28 in 2013, Additional
Guidelines to DepEd Order NO. 16, s. 2012 Guidelines on the Implementation of
the Mother Tongue Based-Multilingual Education (MTB-MLE).

The following languages were used as the languages of instruction for

Grade 1 pupils who speak the same languages in the specified regions and
divisions starting school year (SY) 2013-2014:

Mother Tongue and other Region Geographical Location

Languages
1. Ybanag Region II Tuguegarao City, Cagayan, Isabela
2. Ivatan Region II Batanes Group of Islands
3. Sambal Region III Zambales
4. Akianon Region VI Aklan, Capiz
5. Kinaray-a Region VI Capiz, Aklan
6. Yakan ARMM Basilan Province
7. Surigaonon Caraga Surigao City and Provinces
 To top it all RA 10533, the Enhanced Basic Education Act of 2013, served
as imprimatur of the DepEd institutionalization of MTBMLE. It states:
…Basic education shall be delivered in languages understood by the
learners as language plays a strategic role in shaping formative years of learners
(Section 2)…

As a matter of policy … the State shall create a functional basic education

system that will develop productive and responsible citizens equipped with the
essential competencies, skills and values for both life-long learning and
employment. In order to achieve this, the State shall, among other things,…

(c) Make education learner-oriented and responsive to the needs,

cognitive and cultural capacity, the circumstances and diversity of learners,
schools and communities through the appropriate languages of teaching and
learning including mother tongue as a learning resource. (Section 2. Declaration of
Policy)
 The same Republic Act, Section 4, states … Education to be
delivered in languages understood by the learners as language plays a
strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary

education, instruction, teaching materials and assessment shall be in the
regional or native language of the learners. The Department of Education
(DepEd) shall formulate a mother language transition program from Grade
4 to Grade 6 so that Filipino and English shall be gradually introduced as
languages of instruction until such time when these two (2) languages can
become the primary languages of instruction at the secondary level.
 There was an earlier MTBMLE – related law which
was passed a year earlier than RA 10533, i.e., the
Kindergarten Act, R.A. 10157. The Kindergarten Act
states:
The State shall hereby adopt the mother tongue-based multilingual
education (MTB-MLE) method. The mother tongue of the learner shall be
the primary medium of instruction for teaching and learning in the
kindergarten level. …
 Legal Bases of MTBMLE
Our very own 1987 Philippine Constitution supports MTBMLE.
Consider the following provisions found in Article XIV of the 1987
Philippine Constitution on Language.

Section 6. The national language of the Philippines is Filipino. As it evolves, it shall

be further developed and enriched on the basis of existing Philippine and other
languages

Subject to 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.
Section 7. For purposes of communication, the official languages of the Philippines
are Filipino and, until otherwise provided by law, English.

The regional languages are the auxiliary official languages in the regions
and shall serve as the auxiliary media of instruction therein.

Spanish and Arabic shall be promoted on a voluntary and optional basis.

 Other sections of the 1987 Philippine Constitution support MTBMLE:
They are as follows:

SECTION 8. This constitution shall be promulgated in Filipino and English and

shall be translated into major regional languages, Arabic, and Spanish.

SECTION 9. The Congress shall establish a national language commission

composed of representatives of various regions and disciplines which shall
undertake, coordinate, and promote researches for the development, propagation,
and preservation of Filipino and other languages.
R.A. 10157, the Kindergarten Act of 2011
Another law that makes explicit the adoption of
MTBMLE
The state shall hereby adopt the mother tongue-based multilingual
education (MTB-MLE) method. The mother tongue of the learner shall be the
primary medium of instruction for teaching and learning in the kindergarten
level. …
R.A. 10533, The Enhanced Basic Education Act of 2013

…Basic education shall be delivered in languages understood by the

learners as language plays a strategic role in shaping formative years of learners
(Section 2)…

As a matter of policy … the State shall create a functional basic education

system that will develop productive and responsible citizens equipped with the
essential competencies, skills and values for both life-long learning and
employment. In order to achieve this, the State shall, among other things,…

(c) Make education learner-oriented and responsive to the needs,

cognitive and cultural capacity, the circumstances and diversity of learners,
schools and communities through the appropriate languages of teaching and
learning including mother tongue as a learning resource. (Section 2. Declaration of
Policy)
The same Republic Act, Section 4, states …

For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials and assessment shall be in the regional or native
language of the learners. The Department of Education (DepEd) shall formulate a
mother language transition program from Grade 4 to Grade 6 so that Filipino and
English shall be gradually introduced as languages of instruction until such time
when these two (2) languages can become the primary languages of instruction at
the secondary level.
DepEd Order 4 s. 74, 2009, Institutionalizing Mother Tongue-
Based Multilingual Education (MLE)
1. The lessons and findings of various local initiatives and international studies in
basic education have validated the superiority of the use of the learner’s mother
tongue or first language in improving the learning outcomes and promoting
Education for All (EFA).
2. Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE, is
the effective use of more than two languages for literacy and instruction.
Henceforth, it shall be institutionalized as a fundamental education policy and
program in this Department in the whole stretch of formal education including pre-
school and in the Alternative Learning System (ALS.)
3. The learner’s First Language (L1) is the primary medium of instruction (MOI)
from pre-school until, at least, grade three. During such period, L1 shall be the
main vehicle to teach understanding and mastery of all subject areas like Math,
Science, Makabayan, and language subjects like Filipino and English.
DO 16, s. 2012, Guidelines on the Implementation of the Mother
Tongue-Based-Multilingual Education (MTB-MLE)
MTB-MLE was implemented in all public schools, specifically in
Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program
Starting SY 2012-2013.

Twelve (12) major languages or Lingua Franca and others as cited below
were offered as a learning area and utilized as language of instruction for SY 2012-
2013:
a. Tagalog; g. Hiligaynon;
b. Kapampangan; h. Waray;
c. Pangasinense; i. Tausug;
d. Iloko; j. Maguindanaoan;
e. Bikol; k. Maranao; and
f. Cebuano; l. Chabacano
DO 31, s. 2013
Was issued on July 16, 2013 right after RA 10533 was enacted into a law.
a. Mother Tongue is used as a Medium of Instruction (MOI) for Grades 1 and 2 for
teaching Mathematics, Araling Panlipunan (AP), Music, Arts, Physical Education
and Health (MAPEH) and Edukasyon sa Pagpapakatao (EsP);
b. Mother Tongue is taught as a separate Learning Area in Grades 1 and 2;
c. Filipino, as a learning Area, is first introduced in Grade 1 during the second
quarter (2nd Q) / grading period;
d. English, as a learning Area, is first introduced in Grade 1 during the third
quarter (3rd Q) / grading period…
The Rights of the Child: Basis of MTBMLE
Article 29
States Parties agree that the education of the child shall be directed to…
The development of respect for the child’s parents, his or her own
cultural identity, language and values, for the national values of the country in
which the child is living, the country from which he or she may originate, and for
civilizations different from his or her own;

Article 30
In those States in which ethnic, religious or linguistic minorities or
persons of indigenous origin exist, a child belonging to such a minority or who is
indigenous shall not be denied the right, in community with other members of his
or her group, to enjoy his or her own culture, to profess and practise his or her own
religion, or to use his or her own language.”
 Also written in the UN Declaration on the Rights of Persons
Belonging to National or Ethnic, Religious, and Linguistic Minorities
are a list of human rights on cultural identity.
Article 1
1. States shall protect the existence and the national or ethnic, cultural, religious
and linguistic identity of minorities within their respective territories and shall
encourage conditions for the promotion of that identity.
2. States shall adopt appropriate legislative and other measures to achieve those
ends.
Article 2
1. Persons belonging to national or ethnic, religious and linguistic minorities
(hereinafter referred to as a persons belonging to minorities) have the right to
enjoy their own culture, to profess and practise their own religion, and to use their
own language, in private and in public, freely and without interference or any form
of discrimination.
Article 4
2. States shall take measures to create favourable conditions to enable persons
belonging to minorities to express their characteristics and to develop their
culture, language, religion, traditions and customs, except where specific practices
are in violation of national law and contrary to international standards.
3. States should take appropriate measures so that, wherever possible, persons
belonging to minorities may have adequate opportunities to learn their mother
tongue or to have instruction in their mother tongue.
4. States should, where appropriate, take measures in the field of education, in
order to encourage knowledge of the history, traditions, language and culture of
the minorities existing within their territory. Persons belonging to minorities
should have adequate opportunities to gain knowledge of the society as a whole.