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    Language Policies in The Philippines - VK

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    Rocel Domingo
    This document discusses the history of language policies in the Philippines under different governing bodies. It begins with policies under Spanish colonial rule which aimed to teach Spanish to Filipinos. Implementation was uneven and ultimately unsuccessful. Under American rule, English was taught instead. The 1987 Philippine constitution established Filipino as the national language and English as an international language, leading to the current bilingual education policy that uses both Filipino and English as mediums of instruction. Various executive orders and laws have aimed to promote the use of Filipino in government and education.

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    Language Policies in The Philippines - VK

    Uploaded by

    Rocel Domingo
    417 views28 pages
    This document discusses the history of language policies in the Philippines under different governing bodies. It begins with policies under Spanish colonial rule which aimed to teach Spanish to Filipinos. Implementation was uneven and ultimately unsuccessful. Under American rule, English was taught instead. The 1987 Philippine constitution established Filipino as the national language and English as an international language, leading to the current bilingual education policy that uses both Filipino and English as mediums of instruction. Various executive orders and laws have aimed to promote the use of Filipino in government and education.

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    this is all about the policies of language in the Philippines

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    Language Policies in the Philippines_vk

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    This document discusses the history of language policies in the Philippines under different governing bodies. It begins with policies under Spanish colonial rule which aimed to teach Spanish to Filipinos. Implementation was uneven and ultimately unsuccessful. Under American rule, English was taught instead. The 1987 Philippine constitution established Filipino as the national language and English as an international language, leading to the current bilingual education policy that uses both Filipino and English as mediums of instruction. Various executive orders and laws have aimed to promote the use of Filipino in government and education.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    417 views28 pages

    Language Policies in The Philippines - VK

    Uploaded by

    Rocel Domingo
    This document discusses the history of language policies in the Philippines under different governing bodies. It begins with policies under Spanish colonial rule which aimed to teach Spanish to Filipinos. Implementation was uneven and ultimately unsuccessful. Under American rule, English was taught instead. The 1987 Philippine constitution established Filipino as the national language and English as an international language, leading to the current bilingual education policy that uses both Filipino and English as mediums of instruction. Various executive orders and laws have aimed to promote the use of Filipino in government and education.

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    © All Rights Reserved
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    of 28

    LANGUAGE

    POLICIES
    IN THE
    PHILIPPINES
    What history says…
    1. Spanish Colonization
     Romanized letters were introduced
     The Decree in 1550 - issued by Carlos I in Valladolid
    in 1550 (June 7) and reissued in July 17. It demanded
    the teaching of Castilian in the Spanish colonies
    which was issued before the colonization of the
    Philippines.
    What history says…

     Instructions in 1596 - the king of Spain (Felipe II) sent


    to Tello, Governor of the Philippine colony, an
    instruction which stated that learning of indigenous
    languages by the friars was inadequate for
    missionary, instead the friars should teach Spanish to
    natives.
     The Decree in 1603 - the above two decrees required
    the teaching of the Spanish language, but at the
    same time the Crown government demanded of
    friars to learn indigenous languages probably
    because some of friars were reluctant or
    incompetent to master indigenous languages
     The Decree in 1634 - Felipe IV issued a decree
    demanding that the colonial government should
    teach Spanish to all the natives. The previous decrees
    stated that the Spanish teaching should be given to
    natives who were willing to learn, not to all the
    natives.
     The Decree in 1686 - Carlos II issued a decree in
    which he complained that former decrees (issued in
    1550,1634 and 1636) had not been observed and
    stated there would be punishment if not observed. 
    The Decree in 1792 - A similar type of decree was
    issued by Carlos IV in which he evoked the previous
    decrees (May 10, 1770; November 28, 1772;
    November 24, 1774)
    • In compliance with decrees issued by the home
    government, the colonial government also issued
    several laws concerning language policies.
    • Compared to the royal decrees, those laws presented
    more concrete methods.
    • But they were equally ignored by friars.
    • The Ordinance 1768 - Governor Solís issued the
    following law on October 19, 1752, later it became
    Ordinance 52 in 1768. This ordinance asked the
    establishment of schools and prohibited any other
    language than Spanish in schools. It stated that
    official jobs could be given to those speaking Spanish
    as an incentive to learning of Spanish.
    • Education Act in 1863 - prescribed that Spanish was
    to be the sole medium of instruction in order to
    facilitate the need to learn Spanish, so that literacy in
    Spanish appeared to be the major purpose of the
    curriculum. To this end, the decree provided that
    natives who could not speak, read and write Spanish
    five years after its issuance were not to be permitted
    to hold salaried government positions. This was the
    major motivation to induce the Filipinos to study the
    language.
    Failure of the Spanish Language Education

    The reasons of the failure of the Spanish language


    education was multifaceted, some of them being
    enumerated as follows:
    a. The Philippines is geographically distant from Spain, so
    royal decrees were not so forceful as in the homeland.
    b. In order to prevent the impact of independence of
    Latin Americans, the authority wanted the natives to be
    barred from news form outside, therefore, being
    hesitant to spread the Spanish language.
    Failure of the Spanish Language Education

    c. The decrees being originally oriented for Americans,


    did not fit the realities in the Philippines.
    d. A lack of funds was another reason. Expenses for
    education were largely defrayed by the clergy, not by
    the national treasury.
    e. There were generally no incentives for natives to learn
    Spanish.
    f. The Spaniards were forbidden to live in the native
    village except friars, therefore, natives had few chances
    to practice Spanish.
    Failure of the Spanish Language Education

    g. Even though the colonial government planned to


    spread the Spanish language, the friars in villages
    and towns wanted to monopoly the tools of
    communication and ensure their own power base.
    The friars were categorically opposed the spread of
    Spanish.
    2. Education under the Americans
     After the Spanish-American War, the US
    Government sent the Thomasites to the Philippines.
    They made it a point to teach English to the
    Filipinos.
    3. Education under the Commonwealth
     an organized effort to develop a common national
    language was stared in compliance with the
    mandate of the 1935 constitution.
     as a help to counteract the American cultural
    influence among the Filipinos, President Quezon
    greatly encouraged the revival of native culture as
    well as desirable Filipino values (Code of Ethics).
    4. Education under the Japanese
     Nippongo and Culture were aggressively propagated.
    They were offered as compulsory courses in schools
    and were included in civil service tests.
     The Commander-in-Chief of the Japanese Imperial
    Forces ordered the prohibition of the use of English
    and the Filipino people’s reliance upon Western
    nations particularly the United States and Great
    Britain.
     The Filipino language bloomed. It was used as the
    official language of the country in teaching Philippine
    History and Character Education (Executive OrderNo.
    10 signed by Pres. Laurel).
    5. Article XIV, Sec. 6 and 7 of the 1987 Constitution of
    the Republic of the Philippines
     provided the legal basis for the various language
    policies that are being implemented in the country
     resolved the issue on what the national language is,
    since the 1935 and 1973 Philippine Charters were not
    clear about this.
    6. The Philippine Bilingual Education Policy (BEP)
     promulgated by DECS in accordance to the 1987
    Constitution and a declared policy of the National
    Board of Education on bilingualism Consistent with
    the 1987 constitutional mandate and a declared
    policy of the National Board of Education (NBE) on
    bilingualism in the schools (NBE Resolution No. 73- 7,
    s.1973)
     It was first implemented in 1974 when DECS issued
    Dept. Order No. 25, s. 1974 titled, “Implementing
    Guidelines for the Policy on Bilingual Education.”
    6. The Philippine Bilingual Education Policy (BEP)
     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.
     Filipino is used as medium of instruction in
    studies/social sciences, MAPEH, home economics,
    practical arts and character education.
     English, on the other hand is allocated to science,
    mathematics and technology subjects
    6. The Philippine Bilingual Education Policy (BEP)
     aims at the achievement of competence in both
    Filipino and English at the national level, through the
    teaching of both languages and their use as media of
    instruction at all levels
     regional languages shall be used as auxiliary
    languages in Grades I and II
    The goals of the Bilingual Education Policy

    1.Enhanced learning through two languages to achieve quality


    education as called for by the 1987 Constitution;
    2.The propagation of Filipino as a language of literacy;
    3.The development of Filipino as a linguistic symbol of national
    unity and identity;
    4.The cultivation and elaboration of Filipino as a language of
    scholarly discourse, that is to say its continuing
    intellectualization; and,
    5.The maintenance of English as an international language for
    the Philippines and as a non-exclusive language of science
    and technology.
    7. Executive Order No. 335
     signed by then Pres. Corazon Aquino on August 25,
    1988
     it enjoined all
    departments/bureaus/offices/agencies/instrument
    alities of the government to take such steps as are
    necessary for the purpose of using the Filipino
    language in official transactions, communications,
    and correspondence.
    7. Executive Order No. 335
     it was issued on the belief that the use of Filipino in
    official transactions, communications and
    correspondence in government offices will result to
    a greater understanding and appreciation of
    government programs, projects and activities
    throughout the country, thereby serving as an
    instrument of unity and peace for national
    progress.
    All departments/bureaus/offices/agencies/instrumentalities of the
    government are enjoined to do the following:
    a. Take steps to enhance the use of Filipino in official communications,
    transactions and correspondence in their respective offices,
    whether national or local;
    b. Assign one or more personnel, as maybe necessary, in every office
    to take charge of communications and correspondence written in
    Filipino;
    c. Translate into Filipino names of offices, buildings, public edifices,
    and signboards of all offices, divisions or its instrumentalities, and if
    so desired, imprint below in smaller letters the English text;
    d. Filipinize the “Oath of Office” for government officials and
    personnel; and
    e. Make as part of the training programs for personnel development in
    each office the proficiency in the use of Filipino in official
    communications and correspondence.
    The Commission on the Filipino Language, formerly Institute
    of Philippine/National Language, is ordered to formulate and
    implement programs and projects for the full and effective
    implementation of the objectives expressed in the Executive
    Order.
    8. The Language Policy of the Commission on Higher Education
     In 1994, Republic Act No. 7722 also called as the “Higher
    Education Act of 1994”, creating the Commission on Higher
    Education (CHED) was signed.
     CHED shall be independent and separate from the DECS and
    attached to the Office of the President for administrative
    purposes only. Its coverage shall be both public and private
    institutions of higher education as well as degree-granting
    programs in all post-secondary educational institutions, public
    and private.
     CHED updated the General Education Curriculum (GEC) of
    tertiary courses leading to an initial bachelor’s degree covering
    four (4) curriculum years. This was done to make the curriculum
    more responsive to the demands of the next millennium.

    Guidelines
    1. Language courses, whether Filipino or English, should be
    taught in that language.
    2. At the discretion of the HEI, Literature subjects may be taught
    in Filipino, English or any other language as long as there are
    enough instructional materials for the same and both students
    and instructors/professors are competent in the language.
    Courses in the Humanities and Social Sciences should
    preferably be taught in Filipino.
    9. K-12 program and the Mother Tongue-Based Multilingual
    Education (MTB MLE)
     The K-12 program sought to build proficiency through
    language via MTB MLE, introduced in 2012. The mother
    tongue or first language refers to languages or dialects first
    learned by a child and with which the child identifies with.
     Kindergarten-Grade 3 – Mother Tongue is the medium of
    instruction.
     Grade 1 - Filipino and English will be taught as subject areas
     Grades 4-6 - mother tongue transition program in which
    English and Filipino are introduced as media of instruction
     Junior High School and Senior High School – English and
    Filipino will become the primary languages of instruction.
    Update (02/21/2017)
    House Bill No. 5091
    “An Act to Strengthen and Enhance the Use of English as the
    Medium of Instruction in the Educational System”
    Former President and Pampanga Rep. Gloria Macapagal
    Arroyo wants to strengthen and enhance the use of the English
    language as the medium of instruction (MOI) in the educational
    system, from the preschool to the tertiary level.
    Under House Bill 5091, English shall be taught as second
    language, starting with the First Grade and shall be used as the
    MOI for English, Mathematics, and Science from at least the
    Third Grade level.
    But, the Filipino language shall continue to be the medium
    of instruction in the learning areas of Filipino and Araling
    Panlipunan, according to the bill.
    Sources:
    • A., & Grace, A. (2016, May 15). A History of the System of Education in the Philippines.
    Retrieved September 18, 2018, from https://www.teacherph.com/history-system-education-
    philippines/ 
    • Espiritu, C. (Language Policies in the Philippines. (n.d.). Retrieved August 14, 2018, from
    http://ncca.gov.ph/subcommissions/subcommission-on-cultural-disseminationscd/language-
    and- translation/language-policies-in-the-philippines/
    • Luci, C. M. (2017, April 17). Arroyo bats for English language for teaching. Retrieved
    September 18, 2018, from https://news.mb.com.ph/2017/04/17/arroyo-bats-for-english-
    language-for-teaching/ 
    • Tan, N. (n.d.). Policies on the use of the Filipino language. Retrieved August 31, 2018, from
    https://www.rappler.com/newsbreak/iq/65938-policies-filipino-language
    • Zedval, R. (2014, May 03). LEGAL BASIS OF EDUCATION: AMERICAN REGIME TO
    COMMONWEALTH PERIOD. Retrieved September 18, 2018, from
    https://www.slideshare.net/vljone/legal-basis-of-education-american-regime-to-
    commonwealth-period 
    • 言語２１世紀塾 . (n.d.). Retrieved September 18, 2018, from https://gengo21.com/ 論文の
    紹介 /language-policies-in-the-philippines-during-the-spanish-
    colonization#2_Language_Policies_by_the_Government_in_Spain 
    • DO 16, s. 2012 – Guidelines on the Implementation of the Mother Tongue-Based-
    Multilingual Education (MTB-MLE). (n.d.). Retrieved August 27, 2018, from
    http://www.deped.gov.ph/2012/02/17/do-16-s-2012-guidelines-on-the-implementation-of-
    the-mother- tongue-based-multilingual-education-mtb-mle/

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