Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

I. Title: The Impact of DO 52 and RA 8190 on the MTB-MLE

II. Objectives:

 Explain the 1987 Policy on Bilingual Education and RA No. 8190;

 Justify the impact of DO 52 and RA 8190 on the MTB-MLE; and
 Demonstrate understanding of the lesson through a graphic organizer

III. Contents

 DO 52 s. 1987 – The 1987 Policy on Bilingual Education

 DO 54 s. 1987 –Implementing Guidelines for the 1987 Policy on Bilingual
Education
 Current Problems in Bilingual Education
 Republic Act No. 8190/Localization Law
 Amended Implementing Rules and Regulations of RA No. 8190
 The impact of DO 52 ad RA 8190 on MTB-MLE

IV. Discussion
DO 53 s. of 1987 otherwise known as the 1987 Policy on Bilingual Education

DO 52, S. 1987 – THE 1987 POLICY ON BILINGUAL EDUCATION

May 21, 1987
DO 52, s. 1987
The 1987 Policy on Bilingual Education
To: Bureau Directors
Regional Directors
Schools Superintendents
Presidents, State Colleges and Universities
Heads of Private Schools, Colleges and Universities

1. The provision of Article XIV Section 7 of the 1987 Constitution states:

“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.”
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

2. In consonance with this mandate the declared policy of the Department of Education
and Culture on bilingualism in the schools (NBE Resolution No. 73-7, s. 1973), the
Department of Education, Culture and Sports hereby promulgates the following policy:
1. The Policy on Bilingual Education 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. The regional languages shall be used as auxiliary
languages in Grades I and II. The aspiration of the Filipino to enable them to perform their
functions and duties as Filipino citizens and in English in order to meet the needs of the
country in the community of nations.
2. The goals of the Bilingual Education Policy shall be:
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;
3the 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.
3. Filipino and English shall be used as media of instruction, the use allocated to specific
subjects in the curriculum as indicated in Department Order No. 25, s. 1974.
4. The regional languages shall be used as auxiliary media of instruction and as initial
language for literacy where needed.
5. Filipino and English shall be taught as language subjects in all levels to achieve the goals
of bilingual competence.
6. Since competence in the use of both Filipino and English is one of the goals of the
Bilingual Education Policy, continuing improvement in the teaching of both languages,
their use as media of instruction and the specification shall be the responsibility of the
whole educational system.
7. Tertiary level institutions shall lead in the continuing intellectualization of Filipino. The
program of intellectualization, however, shall also be pursued in both the elementary and
secondary levels.
8. The Department of Education, Culture and Sports shall cooperate with the National
Language Commission which, according to the 1987 Constitution, shall be tasked with the
further development and enrichment of Filipino.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

9. The Department of Education, Culture and Sports shall provide the means by which the
language policy can be implemented with the cooperation of government and non-
government organizations.
10. The Department shall program funds for implementing the Policy, in such areas as
materials production, in-service training, compensatory, and enrichment program for non-
Tagalogs, development of a suitable and standardized Filipino For classroom use and the
development of appropriate evaluative instruments.
This Order supersedes previous Orders on the Bilingual Education Policy that are
inconsistent with it.
This Order shall take effect immediately.
(SGD.) LOURDES R. QUISUMBING
Minister

DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR THE 1987 POLICY ON BILINGUAL

EDUCATION
May 27, 1987
DO 54, s. 1987
Implementing Guidelines for the 1987 Policy on Bilingual Education
To: Bureau Directors
Regional Directors
Schools Superintendents
Presidents, State Colleges and Universities
Heads of Private Schools, Colleges and Universities

1. In consonance with 1987 Policy on Bilingual Education, the Department of Education,

Culture and Sports hereby promulgates the following implementing guidelines:
1. Bilingual Education is defined operationally as the separate use of Filipino and
English as media of instruction in specific subjects. The separate use of Filipino and English
for instruction should be observed.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

2. Reading in the regional languages, in Filipino and in English shall be achieved in

stages. In non-Tagalog speaking areas, Filipino may be taught orally using procedures,
techniques and materials needed for teaching Filipino to non-Tagalog speakers.
3. The phasing in of two or three languages shall be planned at the regional level,
provided that bilingual instruction (the use of Filipino and English as media of instruction)
shall be implemented in all regions.
4. Content learning (in whatever language) should not be sacrificed because of the
variations in the phasing in of the languages.
5. For all subjects to be taught in Filipino, the development of teaching and reference
materials as well as training of teachers to teach in Filipino shall be funded.
6. The regional director, upon consultation with his superintendents, supervisors,
principals, teachers and other sectors of the community shall formulate a program to start
the implementation of the revised bilingual policy in all levels and SY 1987-1988.
7. In non-Tagalog areas, the regional director shall organize compensatory programs
in order to equalize competence in Filipino among Tagalogs and non-Tagalogs through the
development of suitable teaching materials, training of special teachers, offering of
additional classes, and establishment of incentives for teachers in Filipino. For the Tagalog
areas, an enrichment program for enhancing competence in the language shall likewise be
organized.
8. The levels of competence set as goals for both Filipino and English, shall be set by
the Department according to the levels and needs of populations and periodically revised
(e.g. every six years).
9.The transfer of cognitive and linguistic skills form one language to another shall be
facilitated and reflected in the syllabi of the schools.
10. In the measurement of achievement nationwide, consideration shall be given to
regional differences because of varieties of Filipino and variations in the phasing in of the
languages. Regional evaluation shall be undertaken to gauge the attainment of standards
set for quality education.
11. Minimum standards of language skills (in both Filipino and English) shall be
required for the promotion of students.
12. Department of Education, Culture and Sports shall coordinate the following
activities for the implementation of the revised language policy through its respective
agencies:
1. Revision of pre-service teacher training courses to reflect the Bilingual
Education Policy;
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

2. of a program to train teachers to use Filipino as a medium of instruction for

content subjects;
3. Certification of teachers for language and content competence including
those who have been teaching in Filipino with success;
4. Admission to training of future teachers with required language competence;
and
5. Development of evaluative instruments for teachers and pupils for gauging
language and content competence using various skills.
13. The Department shall appoint a Bilingual Education Committee to be composed
of the following:
The Bureau Directors (Elem., Sec., Tertiary)
The Chairperson of the National Language
Commission (Institute of Philippine Languages)
Representatives from the Language Education
Sector and Language Societies
The Chairman of this Committee shall be designated by the Secretary.
The representatives shall serve for a period of three years, renewable at the option of
the Secretary.
The Secretariat shall be housed in the same office as the Chairperson.
The first task of this Committee shall be the dissemination of information on the
Bilingual Education Policy among other departments of the Republic and among
government and non-government agencies and the public at large.
The Committee shall present an annual report of its activities and findings to the
Secretary.
It shall compile baseline data on achievement in both languages for future use.
Periodically, with the help of research agencies it shall conduct or commission
evaluation studies on the implementation of the policy and suggest revisions of the policy.
It should undertake a summative evaluation after ten years implementation (1987-1997).
3. This Order supersedes previous Orders on Bilingual Education Policy Implementing
Guidelines except those that are not inconsistent with this Order.
4. This Order takes effect in the school year 1987-1988.
(SGD.) LOURDES R. QUISUMBING
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

Minister

Current Problems in Bilingual Education

by José Cárdenas, Ed.D. 1993
In spite of almost twenty-five years of recent bilingual program implementation, the
status of bilingual education is still unresolved. Though most studies of the impact of
bilingual education indicate very positive findings, I am of the opinion that success is still
constrained by limitations in program implementation. Time observed that many
limitations of bilingual education programs which need to be addressed.
Lack of Language Development Opportunity
There exists an astounding relationship between language proficiency in general, and
English language proficiency specifically, and language development activity in the
classroom. As documented by research studies, students with the least oral language skills
spend the most time in desk oriented, non-verbal instructional activity. The converse is
also true, students with
the most oral language skills spend the most time in verbal instructional activities.
Limited Use of the Native Language
In the infamous American Institute for Research study of bilingual education programs,
more than half of the teachers with five or more years of experience as bilingual teachers
indicated that they knew no language other than English. The shortage of bilingual
teachers nationwide indicates that a large number of bilingual programs are staffed by
monolingual teachers.
Premature Transition to English
Where bilingual programs actually use native language instruction, teachers are under
tremendous pressures to make a premature transition into English language instruction or
to exit the students from the bilingual program into regular English language classrooms.
Premature transitioning is forced by a shortage of bilingual teachers, opposition to
bilingual education and early subject matter achievement testing in the English language.
Extensive premature exiting from bilingual programs also results from the use of a
student’s facility with the English language in a social context rather than English language
facility in an academic context.
Inadequacies of Instructional Materials
In spite of some investments into the development of bilingual instructional materials,
there is still a marked shortage in the field. Early native language materials were usually
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

obtained. Though syntax and morphology were generally acceptable, the lexical
characteristics and context of the materials were inappropriate, unfamiliar and confusing
for the limited English proficient children. Textbook publishers have been reluctant to
invest in the development of materials in any language other than English due to limited
marketability. The same holds true for supplemental and reference materials. Aside from
basic reading materials and basic arithmetic, very little is commercially available in
support of bilingual education, especially for
For the past twenty-five years, a significant part of a bilingual teacher’s time has been
spent scrounging for appropriate instructional materials in addition to the normal hours
teachers spend in instructional and other duties.

RA No. 8190
REPUBLIC ACT NO. 8190

AN ACT GRANTING PRIORITY TO RESIDENTS OF THE BARANGAY, MUNICIPALITY OR CITY

WHERE THE SCHOOL IS LOCATED, IN THE APPOINTMENT OR ASSIGNMENT OF CLASSROOM
PUBLIC SCHOOLTEACHERS.

Section 1. In the appointment or assignment of teachers to public elementary or secondary

schools, priority shall be given to bona fide residents of the barangay, municipality, city or
province where the school is located: Provided, That the teacher possesses all the minimum
qualifications for the position as required by law.
Protests regarding the appointment or assignment of classroom public school teachers shall
prescribe in three (3) months upon the issuance of such appointments or assignment.
Sec. 2. In the exercise of its disciplinary authority, the Secretary of Education, Culture and
Sports shall impose the following administrative sanctions for any willful violation of this Act:
(1) first violation — suspension of one (1) month without pay; (2) second violation —
suspension of two (2) months without pay; and (3) third violation and subsequent violations
hereof — suspension of six (6) months without pay.
Sec. 3. The Department of Education, Culture and Sports (DECS) shall prescribe the rules and
regulations necessary to implement this Act. The DECS shall provide the senate and the House
of Representatives a copy of the rules and regulations within ninety (90) days after approval of
this Act.
Sec. 4. All laws, decrees, executive orders, rules and regulations, or parts thereof inconsistent
with this Act are hereby repealed or modified accordingly.
Sec. 5. This Act shall take effect fifteen (15) days after its complete publication in the Official
Gazette or in at least two (2) newspapers of general circulation.

Approved: June 11, 1996

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

AMENDED IMPLEMENTING RULES AND REGULATIONS OF R.A. NO. 8190

“An Act Granting Priority to Residents of the Barangay, Municipality, or City Where the School
is Located, in the Appointment or Assignment of Classroom Public School Teachers”
Pursuant to Section 3 of Republic Act No. 8190 otherwise known as “An Act Granting Priority
To Resident? of the Barangay, Municipality or City Where The School Is Located, in the
Appointment Or Assignment Of Classroom Public School Teachers“, the following amended
rules and regulations are hereby prescribed:

Section 1. Definition of Terms

As used herein, the following terms shall be understood to mean:

(a) Teacher refers to a person who meets the minimum requirements for the position as
required by law and the standards set by the Department who does actual teaching in
classrooms and other learning centers.
(b) Applicant refers to a person who holds a valid certificate of registration/professional license
as a teacher from the Professional Regulation Commission (PRC) seeking to be appointed to a
Teacher I Position.
(c) Qualified applicant refers to a person who meets the evaluation and selection criteria as
prescribed by the Department of Education (DepEd), and who is in the registry of the Schools
Division and is a bona fide resident.
(d) Bona fide resident refers to a qualified applicant who is, prior to appointment, resident for a
period of at least six (6) months of a particular barangay, municipality, city or province where
the school is located, as evidenced by legal documents to be identified by the Department.
(e) Secretary refers to the Department of Education Secretary
f) Regional Director refers to the Department of Education Regional Director
(g) Protest refers to the administrative complaint filed by an aggrieved applicant (complainant)
regarding an appointment or assignment to a Teacher I made by an appointing or assigning
authority (respondent).
(h) Appointment refers to the issuance of original appointment of teachers.
(i) Assignment refers to the posting of a teacher in a public school or other learning center.
(j) Registry refers to the official list of qualified applicants in the Schools Division.

Section 2. Coverage

These rules and regulations shall apply to appointment or assignment of teachers in all public
schools and other learning centers under the Department of Education.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

Section 3. Filling Up of Vacant Positions

In the appointment or assignment of teachers to public schools and other learning centers with
vacant teaching positions, priority shall be given to bonafide residents of the barangay,
municipality, city or province where the school is located, in no particular order.

Provided, that the teacher possesses all the qualifications for the position as required by law
and DepEd Orders.

Provided, further, that among the bonafide residents of the barangay, municipality, city or
province where the school or learning center is located, the most qualified shall be given
priority.

Section 4. Recruitment and Selection Process

Upon approval of these rules and regulations, applicants who are interested in being appointed
or assigned to public elementary or secondary schools and other learning centers located in the
place where they are bonafide residents may send their written applications together with the
necessary documents, to the school head concerned who shall verify and certify as to the
correctness and authenticity of the documents submitted including the proof of place of
residence. The school head in turn shall forward the applications to the Office of the schools
division superintendent. The Division Office shall maintain a registry which shall be valid for a
period of one (1) school year. The Superintendent shall appoint or assign a teacher.

The Secretary of Education shall issue guidelines on the hiring of teachers that shall be
consistent with RA 8190 and these implementing rules and regulations.

Section 5. Protest Procedures for Violations of RA 8190

Aggrieved applicants in the registry of the Schools Division may file a protest. The protest,
which shall be subscribed and sworn to in the form of a letter-complaint in three (3) copies,
shall be filed at the Regional Office within ninety (90) days from the issuance of the
appointment.

The Regional Director shall, within seventy-two (72) hours upon receipt of the protest, require
the Schools Division Superintendent (SDS) to answer the allegations in the protest within
fifteen (15) days, furnishing the protestant a copy thereof.

The Regional Director’s decision may be appealed to the DepEd Secretary within fifteen (15)
days upon receipt thereof. Any appeal on the decision of the Secretary shall be filed with the
Civil Service Commission.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

A protest shall not render an appointment ineffective nor bar the approval thereof by the
appointing authority, but the approval shall be subject to the final outcome of the protest.

Section 6. Sanctions

Any person found guilty of violating any of the provisions of RA 8190 and these implementing
rules and regulations or any part hereof shall be charged administratively pursuant to RA 6713
otherwise known as the Code of Conduct and Ethical Standards for Public Officials and
Employees and other relevant laws, rules and regulations. Administrative sanctions for any
willful violations of RA 8190 and its implementing rules and regulations shall be imposed as
follows:

(a) First violation – suspension of one month without pay

(b) Second violation – suspension of two months without pay; and

(c) Third violation and subsequent violation – suspension of six months without pay

Section 7. Separability Clause

Should any provision of this IRR be subsequently declared invalid or unconstitutional,

the same shall not affect the Section 8. Repealing Clause

Rules, regulations and issuances which are inconsistent with these rules are hereby repealed,
rescinded or amended accordingly.

Section 9. Effectivity

These rules and regulations shall take effect fifteen (15) days after its publication in the Official
Gazette or in at least one (1) newspaper of general circulation.

Approved December 20, 2012

IMPACT ON MTB-MLE

On DO 53 s. of 1987

As stated above on the article “Current Problems on Bilingual Education” by

Jose Cardenas, bilingual education, despite the intention of being globally competent,
has been counterproductive with its disadvantages. Although, it identifies the role of
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

Mother Tongue as auxiliary languages in instruction, the emphasis on Filipino and

English was given much importance.

The fragmented topography of the Philippines, resulted to emergence of

different languages, and each of these major dialects has sub-languages depending
on the region. This has not been considered by the policy, hence, the issue of not
comprehending the material arose (Mondez, 2013).

Moreover, when it comes to language learning, children who were first taught
to read and write in their L1 proved to be more adept at learning multiple languages
(Quijano & Eustaqio, 2009 cited by Mojen, et al, 2019). In addition, classes whose
medium of instruction are the first language of the students gained improved
performance opposite to the expected outcome of BEP (Mojen, et al, 2019).

However, taken from a devil’s advocate point of view, the discrepancy of

theory to practice posed by the Policy on Bilingual Education paved the way to the
implementation of Mother-Tongue Based Multilingual Education aiming to fill the gap
of learning.

Still, evident in the MOI of schools particularly in urbanized areas, the bilingual
policy on education has not lost its value and goal of intellectualization.

RA 8190

With the implementation of Mother-Tongue Based Multilingual Education in the

Philippines as part of the Enhanced Basic Education Program otherwise known as the
K-12 Program of DepEd, the significance of teachers opting to be assigned in their
resident area increased. Why? Since the MOI from Kindergarten till Grade 3 is
supposedly the mother tongue of the child, it is only parallel that the teacher should
also know the mother tongue of the students to lessen difficulty in instruction.

V. Points to remember

 The 1987 Policy on Bilingual Education puts emphasis on the use of

both Filipino and English as primary medium of instruction in order to
increase national and global competence and intellectualization through
bilingualism; with regional languages as auxiliary MOI.
 According to a study cited by Mojen, et al (2019), multiple languages
learning occurs from mastering the first language as well as improved
academic performance.
 Republic Act 8190 seeks to provide teachers to be assigned in their
resident area with limiting factors.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
J. Lukban Ext. cor Vivencio St., Brgy. 2, Daet, Camarines Norte – 4600, Philippines

 Both the BEP and RA 8190 impacted the implementation of Mother-

Tongue Based Multilingual Education such that the former’s
discrepancy of theory to practice pushed its implementation while the
latter shall increase the likelihood of student learning.

VI. Evaluation
Construct a graphic organizer illustrating the learning of the lesson.

References:

https://www.deped.gov.ph/1987/05/21/do-52-s-1987-the-1987-policy-on-bilingual-
education/

https://www.deped.gov.ph/1987/05/27/do-54-s-1987-implementing-guidelines-for-the-
1987-policy-on-bilingual-education/

Cardenas, J. 1993. Current Problems in Bilingual Education. IDRA Newspaper.

https://www.idra.org/resource-center/current-problems-in-bilingual-education-part-i/

https://www.teacherph.com/localization-law/?
fbclid=IwAR1gppr4jAmXtCgoZql_N7atCHd__HQ2RHOPPktU8FaGakREdJjz1SLi6lQFERENC
ES: