HANDOUTS FOR EL 104

(Language Programs and Policies in Multilingual Contexts)

Unit 1:

A. Languages in the Philippines: An Overview

As a multilingual nation
The Philippines is a multigoal country with many languages spoken, including indigenous languages,
Spanish-influenced Creoles, and English. The country’s geography, rich history, and culture have
contributed to its linguistic diversity.

Because of its history of colonization and development as a nation, the Philippines also now includes
Chinese, Spanish, English, Japanese, and other foreign languages in its linguistic landscape. To this day,
Spanish and English continue to impact how Filipinos write or spell their languages.

The Filipino language, primarily based on Tagalog, is the national language of the Philippines and an
essential element of the nation’s identity. With over 100 million speakers, Filipino is a vibrant language
that has evolved over centuries, reflecting the rich tapestry of Philippine culture and history. This article
delves into the Filipino language's history, structure, and significance, offering insights into its
development and current status.

Historical Context
Filipino is rooted in the Austronesian language family, one of the largest language families globally. It is
believed that Austronesian speakers migrated to the Philippines approximately 4,000 years ago. Tagalog
emerged as a dominant language in the central and southern parts of Luzon, developing a rich oral
tradition before Spanish colonization in the late 16th century.

Tagalog underwent a significant transformation during the Spanish colonial era, which lasted from 1565
to 1898. The Spanish influence introduced a plethora of loanwords and altered grammatical structures,
enhancing the language’s vocabulary. The first substantial documentation of Tagalog appeared in the
form of dictionaries and grammar, primarily compiled by Spanish clergymen.

In 1935, the Philippines established a national language policy that ultimately selected Tagalog as the
basis for the Filipino language. The language was officially named “Filipino” in 1987, emphasizing its role
as a unifying medium for the diverse linguistic communities in the archipelago.
Filipino, which is based on Tagalog, is the national language. English is also widely used and is the
medium of instruction in higher education. Filipino and English are used in government, education, print,
broadcast media, and business, with third local languages often used simultaneously. Filipino has
borrowings from, among other languages, Spanish, English, Arabic, Persian, Sanskrit, Malay, Chinese,
Japanese, and Nahuatl.

B. Major languages in the Philippines

Languages spoken

Tagalog
Tagalog is the most spoken language in the Philippines, including second-language speakers. It is spoken
as a first language by 26.3 million people. Tagalog is closely related to many other Filipino languages,
including Ilocano, Kapampangan, Pangasinan, Bikol, and Visayan.
Native Tagalog speakers reside predominantly in the central area of the Philippines.

Cebuano
Cebuano is another important language spoken by the people of the Philippines. 25.55% of Filipinos
speak it – almost as many as speak Tagalog. Native speakers number upward of 21.3 million. Most are
based in the southern parts of the Philippines, with the language having originated from the island of
Cebu.

The Cebuano language is referred to by its speakers as Bisaya or Binisaya. It was the most spoken native
language in the Philippines between around 1950 and 1980, though today Tagalog is more widely
spoken. This has given rise to lasting tensions between the two language groups, despite the attempt to
unify them by introducing Filipino as one of the country’s official languages.

Ilocano
The Ilocano language is spoken by around 9.31% of people in the Philippines, with over 7.7 million native
speakers. That makes it the third most spoken native language of the Philippines. Speakers are located in
northern areas, particularly in the northwest.

Ilocano bears some resemblance to Malay (you can read more about Malay by clicking the link below), as
well as to languages including Tetum, Chamorro, Fijian, Māori, Hawaiian, Samoan, Tahitian, Paiwan and
Malagasy 3.71% of Filipinos. Not only is it spoken as a first language by the Waray people but the
Abaknon people and some Cebuano speakers use it as a second language. First language speakers’
number 3.1 million, as well as to languages including Tetum, Chamorro, Fijian, Māori, Hawaiian, Samoan,
Tahitian, Paiwan, and Malagasy.

people.

Central Bikol
Spoken mainly in the northeastern part of the central area of the Philippines, Central Bikol is also known
as Bikol Naga and Bikol. Its standard form is based on the Canaman dialect. 2.99% of Filipinos speak
Central Bikol, which has 2.5 million native speakers. Its origin seems to be tied in with the Tagalog
language origin, as several Central Bikol words can be traced back to archaic Tagalog (though many are
also found in neither Tagalog nor Cebuano, but instead bear closer resemblance to the Kapampangan
language).

Kapampangan
Another of the Philippines’ languages with significant speaker numbers (well over 2.4 million),
Kapampangan is spoken largely in the province of Pampanga, where it is the predominant language.
Speakers also reside in southern Tarlac, northeastern Bataan, Bulacan, Nueva Ecija, and Zambales. It is
spoken by 2.97% of Filipino

Hiligaynon
Another widely spoken language in the Philippines is Hiligaynon. Interestingly, speakers are split between
an area in the center of the country and a region to the south, with few in between. Native speaker
numbers are estimated to be just over 7 million, with 8.38% of Filipinos speaking Hiligaynon. Since 2012,
the language has been taught formally in schools and universities in the Philippines.
Waray
Also referred to by its speakers as Waray-Waray, this language is spoken by some 3.71% of Filipinos. Not
only is it spoken as a first language by the Waray people but the Abaknon people and some Cebuano
speakers use it as a second language. First-language speakers’ number 3.1 million people.

Central Bikol
Spoken mainly in the northeastern part of the central area of the Philippines, Central Bikol is also known
as Bikol Naga and Bikol. Its standard form is based on the Canaman dialect. 2.99% of Filipinos speak
Central Bikol, which has 2.5 million native speakers. Its origin seems to be tied in with the Tagalog
language origin, as several Central Bikol words can be traced back to archaic Tagalog (though many are
also found in neither Tagalog nor Cebuano, but instead bear closer resemblance to the Kapampangan
language).

Kapampangan
Another language with significant speaker numbers (well over 2.4 million) in the Philippines,
Kapampangan is spoken largely in the province of Pampanga, where it is the predominant language.
Speakers also reside in southern Tarlac, northeastern Bataan, Bulacan, Nueva Ecija, and Zambales. It is
spoken by 2.97% of Filipino people.

Pangasinan
The Pangasinan language is native to an area in the northwest of the Philippines, where it has 2.4 million
first-language speakers. It has several close relatives in linguistic terms, including Ibaloi, Malay, Bahasa
Indonesia, Hawaiian, and Malagasy. Speakers account for 2.91% of the Filipino population.

Maranao
Maranao is spoken on the island of Mindanao in the southern part of the Philippines. It has a distinctive
down-step accent, which differentiates it from other Danao languages. Maranao is also spoken in
Malaysia. More than 2.1 million Maranao speakers number more than 2.57% of the country's population.

Tausug
Tausug is spoken throughout the Sulu Archipelago in the southern part of the Philippines. Around 1.8
million Filipinos speak it, or 2.18% of the population. Tausug is also spoken in Malaysia.

Other Filipino Languages with Over One Million Speakers

Several other Filipino languages have a million or more first language speakers, including Maguindanao
(1.8 million), Zamboangueño (1.2 million), Kinaray-a (1.1 million) and Surigaonon (1 million).

Zamboangueño, also called Zamboangueño Chavacano, is one of many Spanish-based creoles spoken in
the Philippines and collectively referred to as Chavacano (or Chabacano). These creoles also include
Caviteño, Zamboangueño, Cotabateño, Davaoeño, Ermitense and Ternateño.

C. Current linguistic situations in the Philippines

The Philippines is a country rich in languages, with more than 100 distinct languages. Linguists note that
there are large differences among the languages and that they may be grouped into language families,
including a northern group (including Ilokano, Pangasinan, and Kapampangan), and a central group
(including Tagalog, Bikol, Hiligaynon, and Cebuano). The Philippine archipelago is home to more than 100
(numbers vary from 118 to 170 + depending on classification/grouping) mutually unintelligible languages
spoken across the 7,000-island array, and is one of the most linguistically diverse regions in the world
The linguistic diversity of the Philippines arises from natural processes broadly relating to language
change, the divergence between linguistic communities caused by lack of communication, and the
converse convergence caused by a high rate of communication between communities. The people of the
Philippines are experiencing a period of language convergence, marked by high levels of borrowing from
large languages such as English, and Tagalog, as well as from regionally important languages. In this
process, for better or worse, some languages are abandoned altogether and become extinct.

D. Language-In-Education Policy Evolution

1. Spanish colonization:
The colonizers implemented the use of Spanish in teaching. Philippine Spanish was the language of
commerce, law, politics, and the arts during the colonial period.
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 commonwealth:
An organized effort to develop a common national language was started in compliance with the mandate
of the 1935 constitution.
To help 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)
Education under the Japanese:
Niponggo and culture were aggressively propagated. They were offered compulsory courses in school 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 Filipino reliance upon the Western nations particularly the United States and Great Britain.
The Filipino language blossomed. It was used as the official language in the country, and Philippine
History and Character Education were taught in it (EO No. 10, signed by President Laurel).
Language Policies in the Philippines
The policy is as follows:
the maintenance of English as an international language for the Philippines and as a non-exclusive
language of science and technology. Filipino and English shall be used as media of instruction, the use
allocated to specific subjects in the curriculum as indicated in the Department of Education order.

LANGUAGE POLICIES IN THE PHILIPPINES HISTORY

1. Spanish Colonization. Romanized letters were introduced
2. The Decree in 1550 - issued by Carlos I in Valladolid in 1550 (June 7) and reissued on July 17. It
demanded the teaching of Castilian in the Spanish colonies which was issued before the colonization of
the Philippines.
3. Instructions in 1596 - the king of Spain (Felipe II) sent to Tello, Governor of the Philippine colony, an
instruction that stated that learning of Indigenous languages by the friars was inadequate for
missionaries, instead the friars should teach Spanish to natives.
4. The Decree in 1603 - the above two decrees required the teaching of the Spanish language, but at the
same time the Crown government demanded that friars learn Indigenous languages probably because
some of the friars were reluctant or incompetent to master Indigenous languages
5. 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 Spanish teaching should be given to natives
who were willing to learn, not to all the natives.
6. 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.
7. 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.
8. The Ordinance 1768 - Governor Solís issued the following law on October 19, 1752, later it became
Ordinance 52 in 1768. This ordinance asked for 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 learn Spanish.
9. The Education Act of 1863 - prescribed that Spanish was to be the sole medium of instruction in order
to facilitate the need to learn Spanish, so literacy in Spanish appeared to be the major purpose of the
curriculum.
To this end, the decree if 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 for
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 from outside, therefore, being hesitant to spread the Spanish language.
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 friars, therefore, natives had few chances to
practice Spanish.
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 power base. The friars were
categorically opposed to 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
started in compliance with the mandate of the 1935 constitution. To help 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 Order No. 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 resolving the issue of
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 by 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.” Bilingual education in
the Philippines is defined as operationally as the separate use of Filipino and English as the media of
instruction in specific subject areas. Filipino is used as a medium of instruction in studies/social sciences,
MAPEH, home economics, practical arts, and character education. English, on the other hand, it is
allocated to science, mathematics, and technology subjects, and 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.
7. Executive Order No. 335 signed by then Pres. Corazon Aquino on August 25, 1988. it enjoined all
departments/bureaus/offices/agencies/instrumentalities of the government to take such steps as are
necessary for using the Filipino language in official transactions, communications, and correspondence. It
was issued on the belief that the use of Filipino in official transactions, communications, and
correspondence in government offices will result in 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 may be 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 proficiency in the use
of Filipino in official communications and correspondence. The Commission on the Filipino Language,
formerly the 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 the “Higher Education Act of 1994”, created 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 if 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 to 12 programs 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.
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 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 a 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. However, the Filipino language shall
continue to be the medium of instruction in the learning areas of Filipino and Araling Panlipunan,
according to the bill.

E. Dept Order No. 25.s.1974

1987 Phil. Constitution

F. DepEd Order No.11 s. 1987

G. Executive Order No. 335 s. 1988

H. CHED Language Policy Act 1994

I. Executive Order No. 210, 2003

J. DepEd Memo No. 81 s.2003

E. Dept Order No. 25.s.1974

1987 Phil. Constitution

F. DepEd Order No.11 s. 1987

G. Executive Order No. 335 s. 1988

H. CHED Language Policy Act 1994

I. Executive Order No. 210, 2003

J. DepEd Memo No. 81 s.2003

What is the meaning of Language Policy?

Definitions.

Language policy has been defined in several ways.

According to Kaplan and Baldauf (1997), "A language policy is a body of ideas, laws, regulations, rules
and practices intended to achieve the planned language change in the societies, group or system".

This refers to what a government does either officially through legislation, court decisions, or policy to
determine how languages are used, cultivate language skills needed to meet national priorities, or to
establish the rights of individuals or groups to use and maintain languages.

Language policies are expressions of a long-lasting linguistic culture. i.e. of the cultural myths and
cultural values about the types of linguistic accommodations, programs, and efforts that are in accord
with the brunt of local historical experience and aspiration.

What is the Official Language Policy?

An official language, also called state language, is a language given a special status in a particular
country, state, or other jurisdiction. ... Some countries use the official language designation to empower
indigenous groups by giving them access to the government in their native languages.

What is an example of an Official Language?

Official languages are the ones used by a region's government for official purposes. ... For example,
Singapore has four official languages: English, Malay, Mandarin, and Tamil, but only one of them is also
the national language – Malay.

Which country has no Official Language?

Five countries in the world do not have an official language. These countries are: the United States,
United Kingdom, Australia, Costa Rica, and Eritrea. English is the primary language spoken in the United
States, United Kingdom, and Australia. Most people in Costa Rica speak Spanish.

What is the Purpose and Importance of Language Policy?

It is critically important to develop language policies that ensure the access of minority
populations to prestigious forms of national standard languages and literacies while supporting the
intergenerational retention of minority languages, both indigenous and immigrant languages.

What are the major goals of Language Policies?

It is a joint effort between the National and State governments with important components
assigned to both areas. The goal is to sustain, reinforce, and expand our local languages and to provide
the foundation skills for the acquisition of English and other international languages.

What is the First Known Language?

The Sumerian language is one of the earliest known written languages. The "proto-literate" period of
Sumerian writing spans c. 3300 to 3000 BC.

12 Oldest Languages in the World and still widely used!

1. Tamil (5000 years old) - Oldest Living Language in India. ...

Spoken by 78 million people and the official language in Sri Lanka and Singapore, Tamil is the only
ancient language that has survived to the modern world. Part of the Dravidian family, which comprises
some native southern and eastern Indian languages, Tamil is the most widely spoken language in the
state of Tamil Nadu and is also one of the official languages of India. Inscriptions dating back to the 3rd
century B.C. had been found in Tamil.

2. Sanskrit (5000 years old) - Oldest Language in India. ...

Unlike Tamil, which is still a widely spoken language, Sanskrit is the ancient Indian language that fell out
of common usage around 600 B.C. and is now a liturgical language. Found in the scriptures of Hinduism,
Buddhism, and Jainism, this classical language is one of the oldest known languages in the world. The
first written record of Sanskrit can be found in Rigveda, a collection of Vedic Sanskrit hymns, which was
written in somewhere around 2nd millennium B.C. According to studies, Sanskrit forms the base for many
European languages and is still one of India's official languages.

3. Egyptian (5000 years old) ...

Egypt is considered one of the oldest civilizations in the world, and Egyptian Coptic is the oldest
indigenous language of Egypt. Written records of its usage date back to 3400 BC, making it an ancient
language. Coptic was the most widely spoken language in Egypt until the late 17th century AD when
Egyptian Arabic, post-Muslim invasion, replaced it. Coptic is still used as the liturgical language at the
Coptic Church in Egypt. Only a handful of people fluently speak the language today.

4. Hebrew (3000 years old) ...

Hebrew lost common usage around 400 CE and is preserved as a liturgical language for Jews across the
world. With the rise of Zionism in the 19th and 20th centuries, Hebrew underwent a revival age and
became the official language of Israel. Though Modern Hebrew differs from the Biblical version, native
speakers of the language can completely comprehend what is written in the ancient texts. Other Jewish
languages influence Modern Hebrew in many ways.
 5. Greek (2900 years old) ...

Greek is the official language of Greece and Cyprus. It was spoken first in Greece and Asia Minor, which is
now a part of Turkey. Greek has an uninterrupted history of being used as a written language for over
3,000 years, which is longer than any other Indo-European language spoken today. This history is divided
into three stages, Ancient Greek, Medieval Greek, and Modern Greek. Over 15 million people, mostly
residing in Greece and Cyprus, speak Greek today. Countries like the United States and Australia also
have large Greek-speaking communities.

6. Basque (2200 years old) ...

Basque is natively spoken by a small population of people residing in Spain and France. However, it is
completely unrelated to French and Spanish, or any other languages in the world. Linguists have
contemplated for centuries the roots of this mysterious language, but none of the theories has been able
to hold water. What is clear, Basque existed in Europe way before the arrival of Romance languages and
has survived through the ages in tiny nooks and corners of the area.

7. Lithuanian (5000 years old) ...

Lithuanian forms a part of the group of the Indo-European language, which gave birth to various modern
languages like German, Italian, and English. Lithuanian is closely related to Sanskrit, Latin, and Ancient
Greek, and has retained the sounds and grammar rules from the ancient era in a far better way than any
of its linguistic cousins. It is thus considered one of the oldest languages in the world. Today, Lithuanian
serves, as the official language of the Republic of Lithuania and is one of the official languages of the
European Union. Special institutions and linguistic laws protect it.

8. Farsi (2500 years old)

Farsi is the common language spoken in modern day Iran, Afghanistan and Tajikistan. Farsi is the direct
descendant of Old Persian language, which was the official language of the Persian Empire. Modern
Persian emerged around 800 CE, and it has changed sparsely since then. Speakers of Persian language
could pick up a piece of writing from 900 CE and read it with comparatively less difficulty than an English
speaker could read the English texts from the times of Shakespeare for instance.

9. Irish Gaelic (1500 years old)

Irish Gaelic, Gaelic, Erse, or Irish has 2,076,000 speakers around the world. Irish Gaelic has Celtic origins
from the Bronze Age. However, the literary tradition can be traced back to the 6th century AD. The Irish
language is related to Manx, Scottish Gaelic, Welsh, Cornish, and Breton languages. The oldest
inscriptions of the language can be seen in Ogham stones of the 5th and 6th century AD.

10. Icelandic (1200 years old)

Icelandic, the national language of Iceland, is spoken by 3, 30,000 people. Icelandic is also spoken in
some parts of Denmark, USA, and Canada. Icelandic is a North Germanic Language. The language had
been developed from Norse, which was brought by the settlers of Norway in the 9th and 10th centuries.
The written scripts of Icelandic are quite like Old Norse and can be traced back to the works of Ari the
Learned (1068-1148).

11. Chinese (6000 years old)

About 1.2 billion people in the world speak Chinese. Chinese belongs to the Sino-Tibetan group of
languages. The language has many complex dialects. The Chinese characters are about 3000 years ago.
The hieroglyphs can be traced back to the Shang Dynasty of 16th - 11th century BC. However, the
written script was simplified just recently in 1956 for ease of understanding.

12. Arabic (1500 years old)

Arabic is the language of the Quran, therefore it is a sacred language. About 260 million people speak
Arabic. Arabic has many dialects and is the origin of languages like Urdu and Malay. Some English words
like sugar, algebra, alcohol, and emir have Arabic origins.

Thousands of languages have come into existence ever since the creation of the first language.
Many languages among them are lost in time and are now only found in legends; having survived
through ages and are still used in different parts of the world. These are nothing but a testament to the
human spirit and the fact that some things never die.

Unit 11:

A. Implementation of the Bilingual Education Policy

DO 54, s. 1987 – Implementing Guidelines for the 1987 Policy on Bilingual Education
Implementation of bilingual education policy
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.”
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:
The Policy on Bilingual Education aims to achieve 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 Filipinos aspire to enable
them to perform their functions and duties as Filipino citizens and in English to meet the needs of the
country in the community of nations.
The goals of the Bilingual Education Policy shall be:
Enhanced learning through two languages to achieve quality education as called for by the 1987
Constitution;
the propagation of Filipino as a language of literacy;
the development of Filipino as a linguistic symbol of national unity and identity;
the cultivation and elaboration of Filipino as a language of scholarly discourse its continuing
intellectualization; and the maintenance of English as an international language for the Philippines and as
a non-exclusive language of science and technology.
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.
The regional languages shall be used as auxiliary media of instruction and as initial language for literacy
where needed. Filipino and English shall be taught as language subjects at all levels to achieve the goals
of bilingual competence. 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.
Tertiary-level institutions shall lead to the continuing intellectualization of Filipinos. However, the program
of intellectualization shall also be pursued at the elementary and secondary levels.
The Department of Education, Culture, and Sports shall cooperate with the National Language
Commission, which, according to the 1987 Constitution, is tasked with further developing and enriching
Filipinos.
The Department of Education, Culture and Sports shall provide how the language policy can be
implemented with the cooperation of government and non-government organizations.
The Department shall program funds for implementing the Policy, in such areas as materials production,
in-service training, compensatory, and enrichment programs 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

Reference: Department Orders: Nos. 9, s. 1973 and (25, s. 1974)

Allotment: 1-2-3-4– (M.O. 1-87)

B. Early Childhood
Early childhood comprises several life stages, marked by developmental milestones. Here, we define early
childhood as the period from birth to age eight, although we also recognize the importance of quality
prenatal care in early childhood outcomes. Our definition is shared by many leading national and
international organizations. We end with age eight because it reflects an important developmental
milestone. Age eight corresponds to third grade, a critical year for mastery of the reading skills upon
which further learning will build and a reliable predictor for future education success.

Although ages zero to eight represent a clear developmental continuum, there are good reasons why
funders and programs specialize in one stage. The needs of children and their families evolve, and
different organizations are positioned to play different roles at different stages. For example, infants and
their parents may be more easily reached through the health system, while the prospects of older
children may be more easily influenced through their elementary school. Ideally, investments across all
stages would be sequenced and coordinated so that the child who benefits as an infant from one
program moves seamlessly to environments that will continue to support her development.

Characteristics of Early Childhood Development

1. Physical development: Increased strength and motor skills development.
2. Cognitive development: Learning and problem-solving abilities.
3. Social development: Forming relationships and interacting with others.
4. Emotional development: Understanding and managing emotions.
Developmental tasks: Achieving age-appropriate milestones.

C. Primary Grades
The current basic education system consists of a 13-year four-stage program with research-based
curricula and methods of assessment that are appropriate to each Grade level at each stage. The stages
are Kindergarten to Grade 3 (Primary School; 2) for pupils 5 to 8 years old; Grade 4 to 6 (Intermediate
School) for pupils 9 to 11 years old; Grades 7 to 10 (Junior High School) for students 12 to 15 years old;
4) Grades 11 to 12 (Senior High School) for students 16-18 years old.
Current Reform

This basic education structure is a result of the K to 12 reform which requires Kindergarten and Senior
High School. Pre-school education became compulsory in the Philippines only in 2012 with the legislation
of the Kindergarten Education Act (Republic Act 10157) although many private elementary schools have
prescribed—since the 1950s—one or two years of Kindergarten/Preparatory school for their learners who
usually hailed from middle and upper-class families. These private schools include those based on Maria
Montessori’s philosophy and the Waldorf School.

Before 2012, the Department of Education had pursued initiatives that eventually facilitated the
institution of the Kindergarten Program. But two important breakthroughs led to the universalization of
Kindergarten: the passing in 2000 of the Early Childhood Care and Development Act (Republic Act No.
8980) and the Barangay (village) Level Total Protection of Children Act” (Republic Act No. 6972). The
former law sustained an inter-agency and multi-sectoral collaboration to guarantee the delivery of holistic
services to children aged 0-6 years old while the latter required all local government units to establish a
day-care center in every village (UNESCO, 2016). These laws paved the way for the formally instituted
integration of Kindergarten into the Department of Education’s Basic Education Program.

D. Lingua Franca Project (1999-2003)

August 4, 1999 – DO 80, s. 1999 – Grade I Class Program for Experimental Schools in the Lingua Franca
Education Project
August 4, 1999
DO 80, s. 1999
Grade I Class Program for Experimental Schools in the Lingua Franca Education Project
To: Regional Directors
Schools Division Superintendents
School Administrators/Teachers
1. Implementing the Lingua Franca Education Project necessitates some changes in the time allotment
and medium of instruction for teaching the different learning areas.
2. All learning areas in Grade I will be taught in the lingua franca widely spoken in the community where
the school is located, which may be Tagalog, Ilocano, or Cebuano. In experimental schools where the
lingua franca is either Cebuano or Ilocano, Wika (Filipino) will be taught orally as a subject, whereas pre-
reading and reading skills will be taught in the lingua franca. Filipino will be taught as a subject in
experimental schools whose lingua franca is Tagalog.
3. The teaching of English as a subject will be done orally in the second semester. Enclosed are the
suggested Grade I class programs.
4. The experimental schools will be exempted from district/division/regional achievement tests. Pupil
performance will be measured by teacher-made tests in the form of formative/summative tests and
achievement tests to be administered by the Central Office at the end of the school year.
5. This Order shall take effect in the schools concerned this school year
ANDREW GONZALES, FSC
Secretary
Incls.:
As stated,
Reference:
None
Allotment: 1-(D.O. 50-97)
To be indicated in the Perpetual Index
under the following subjects: CURRICULUM
PROJECTS, (Lingua Franca Education)

E. Multilingualism in the Classroom

The Concept of Language
Basic Concepts of Language
Language, like any other concept, has several definitions. This is, of course, because people seem to view
things from different perspectives. However, most definitions of language seem to have some similarities.
This can be seen in some of the definitions of the concept:
"Language is the expression of ideas using speech sounds combined into words. Words are combined into
sentences, this combination answering to that of ideas into thoughts." Henry Sweet
Bernard Bloch and George L. Trager, on the other hand, had this to say, "A language is a system of
arbitrary vocal symbols using which a social group cooperates."
Types of language use have been suggested:
Conversation
Narration
Recitation
The teaching of language (particularly in a classroom context),
Inscription (and, possibly, soliloquy).
Language Policies in the Philippines
The policy is as follows:
the maintenance of English as an international language for the Philippines and as a non-exclusive
language of science and technology. Filipino and English shall be used as media of instruction, the use
allocated to specific subjects in the curriculum as indicated in the Department of Education order.

Functions of Language
Few things in life have as many different uses as language. Consequently, an attempt at identifying
the functions of language is an oversimplification. However, we would attempt to identify some of these
functions, with the hope, that they would broaden our understanding of the complexity of language. Of
course, the functions would give us insight into nothing but the purpose of language, what it does, and
its uses. this would be familiar ground to any reader because language is a part of who we are- as
humans. The following are some of the functions:
1. Means of Communication
Language, of course, is the major means by which humans communicate. We use it in passing messages
from one party to another. This is possible through both speech and writing.
2. Transmission of Culture
Language is the major vehicle for the transmission of culture from one generation to another. It is
through language that we learn the values and norms of our society. It is through language that all the
elements of culture are passed on to younger members of society.
3. It is a means of thought
All human thought is done within the scope of language. We do not seem to have the ability to formulate
our thoughts outside the scope of language. Therefore, it is a vehicle of human thought.
4. Diffusion of Knowledge
Knowledge is passed on through language. It is used for instruction both in formal and informal
educational situations. It is used in both schools and homes to spread knowledge.
5. A Cohesive Political Force
Language has always been used or relied upon as a cohesive political tool. This is why some languages
are sometimes promoted while some are discouraged. An example of this was the prohibition of Basque
during the Spanish Civil War in the 1930s.
6. It Unites people
Language enables people to unite based on linguistic affiliations. We tend to naturally associate with
people who share a language with us.
7. It is a means of cultural identity
This is closely related to how it unites people. Human cultural affiliations and identity have always been
inseparable from the use of a shared language or some linguistic characteristics between members of a
group. This is why people in sub-cultures such as "Area Boys" could be found using language in a
peculiar form from that of the larger society.
8. Existence of society through cooperation
Human society exists because its members have language to facilitate their cooperation. We use it in
almost every type of relationship. We use it in the family, at work, in the streets, etc. We use it to move
the society forward.
9. Therapeutic Function
Language is used to ease anxiety, tension, fear, worries, and pain. A soothing word goes a long way in
making one feel better despite the intensity of a situation.
Means of socialization
Language is commonly used for social gatherings for understanding each other and exchange of ideas,
insights, issues, and many more.
11. We use it in expressing our ideas: - Language enables us to express our ideas, feelings, and desires
in such a way that is easily understood by others. The characteristics of human language make it possible
for it to serve this purpose for whatever feelings, desires or ideas are to be communicated from one party
to another.
12. The cooperation that enables human society to exist and make progress is only possible because of
language. After all, our societies would fail without a shared means of communication to enable us to
cooperate towards sustaining these societies. That is why even the multilingual societies in the world
tend to have some lingua franca, by which the speakers of the various languages could cooperate
towards the sustenance and advancement of that society?

Unit 111:

A. Multilingual Philippines
The Philippine Mother Tongue-Based Multilingual Education (MTB-MLE) was initiated in the 2012-2013
school year as part of the Department of Education's Enhanced Basic Education Program initiatives. It
shifts schools' language of instruction from a bilingual system of English and Filipino to students' local
mother tongue.

B. Underlying Theories and Assumptions

C. RA 10533 – Act Enhancing Basic Education System

D. DepEd Order 31 s. 2012

E. DepEd Order 31 s. 2013

F Gaps, Issues, and Challenges in the Implementation of MTBMLE

B. Underlying Theories and Assumptions

C. RA 10533 – Act Enhancing Basic Education System

D. DepEd Order 31 s. 2012

E. DepEd Order 31 s. 2013

F. Gaps, Issues, and Challenges in the Implementation of MTB – MLE

Mother Tongue-Based Multilingual Education (MTB-MLE)

Mother language is used for the language that a person learned as a child at home.
Children growing up in bilingual homes can, according to this, have more than one native language.
First language, native language, parent language
Mother language refers to one’s ethnic group rather than one’s first language.
First Language
Cuneiform script –was discovered in Mesopotamia and dates back 8th millennium BC. As earliest written
language record.
Sumerian script – started in the 3rd millennium BC was developed for funerary inscriptions because they
were concerned more with their afterlife.
Important of Mother Tongue
Learning to speak is very important for a child’s overall development,
Being fluent in the native language benefits the child in many ways,
It connects him to his culture,
It ensures better cognitive development,
It aids in the learning of other languages
It contributes to a positive self-concept,
It can strengthen ties with family members,
If isn’t strengthened, important links to family members may be lost.
According to research, children learn more to speak, read, and write more quickly in their first language,
and they acquire other academic competencies more quickly, particularly in Mathematics and Science.

DepEd MTB-MLE 2012-2013

Major Languages of Instruction;
Tagalog, Kapampangan, Pangasinense,Iloko,Bikol,Cebuano,Hiligaynon,Waray,Tausug,
Maguidanaoan, Maranao,Chabacano,Ivatan,Sambal,Akianon,Kinaray-a, Yakan, Sinurigaonon
Purpose of MTB-MLE
To develop appropriate cognitive and reasoning skills enabling children to operate equally in different
languages – starting in their mother tongue with the transition to Filipino and then English and to
preserve the Philippine cultural treasure as well.

What is Mother Tongue Education

Any form of schooling that makes use of the language or languages that children are most familiar with.
Children may speak more than one mother tongue. Not education in mother tongue only/ bilingual/
multilingual education

Theoretical Foundations and Legal Bases

Theoretical Foundations of Language Acquisition & Cognition
Psycholinguistics – subfield of linguistics that studies the acquisition, storage, comprehension &
production of language, uses speech & language to probe into the structure of the human mind. Hence,
the development of language becomes a window into the patterns & activities of the mind.
Learning the First Language
Human beings are genetically wired to use & learn natural language. The development of the first
language is especially witnessed in the ability of children to communicate from the cooing and babbling
stages up until the formation of the first words and phrases.
MTB-MLE in the K to 12 Curriculum
Section 4, implementing Rules & Regulations of Republic Act 10533, known as the Enhanced Basic
Education Act of 2013 defines Mother Tongue as “ the language of languages first learned by a child, who
she/he identifies with, is identified as a native language used of by others, which he/she knows best, or
uses most”.

Unit 1V

A. Global Language in a Multilingual Context

In short, language is commodified for use in a globalized society. As a result, multilinguals may have labor
market advantages over monolinguals in their ability to work with global customers. Studies demonstrate
that multilingualism is positively correlated with higher salaries and gross domestic production (GDP).
English as a global lingua franca interacts with other languages across a wide range of multilingual
contexts. Combining insights from linguistics, education studies, and psychology, this book addresses the
role of English within the current linguistic dynamics of globalization. It takes Singapore, Hong Kong, and
Dubai as case studies to illustrate the use of English in different multilingual urban areas, arguing that
these are places where competing historical assessments, and ideological conceptions of monolingualism
and multilingualism, are being acted out most forcefully. It critically appraises the controversial concept of
multilingual advantages, and studies multilingual cross-linguistic influence about learning English in
bilingual heritage contexts. It also scrutinizes multilingual language policies in their impact on attitudes,
identities, and investment in languages. Engaging and accessible, it is essential reading for academic
researchers and advanced students of bi- and multilingualism, globalization, linguistic diversity, World
English, sociolinguistics, and second/third language acquisition.
English as a global lingua franca interacts with other languages across a wide range of multilingual
contexts. Combining insights from linguistics, education studies, and psychology, this book addresses the
role of English within the current linguistic dynamics of globalization. It takes Singapore, Hong Kong, and
Dubai as case studies to illustrate the use of English in different multilingual urban areas, arguing that
these are places where competing historical assessments, and ideological conceptions of monolingualism
and multilingualism, are being acted out most forcefully. It critically appraises the controversial concept of
multilingual advantages, and studies multilingual cross-linguistic influence about learning English in
bilingual heritage contexts. It also scrutinizes multilingual language policies in their impact on attitudes,
identities, and investment in languages. Engaging and accessible, it is essential reading for academic
researchers and advanced students of bi- and multilingualism, globalization, linguistic diversity, World
English, sociolinguistics, and second/third language acquisition. Concept of Language across the
Curriculum Languages Across the Curriculum (LAC) is a curricular enrichment program that provides
students with the opportunity to use their skills in languages other than English in non-language courses.

Language Policy and Official Language Policy

Thousands of languages have come into existence ever since the creation of the first language.
Many languages among them are lost in time and are now only found in legends; having survived
through ages and are still used in different parts of the world. These are nothing but a testament to the
human spirit and the fact that some things never die.

Language Policy is what a government does either officially through legislation, court decisions, or policy
to determine how languages are used, cultivate language skills needed to meet national priorities, or to
establish the rights of individuals or groups to use and maintain languages.

Language policies are expressions of a long-lasting 'linguistic culture—i.e., of the cultural myths and
cultural values about the types of linguistic accommodations, programs, and efforts that are in accord
with the brunt of local historical experience and aspiration. Language policies are articulated in most
multilingual postcolonial countries: they establish or affirm the national language(s), often including any
ex-colonial language(s) embedded in the country's institutions and selected regional or local languages
that are spoken as regional lingua francas and/or mother tongue. Under this system, all government
services are available in all official languages. Each citizen may choose their preferred language when
conducting business. Most countries are multilingual, and many are officially multilingual.

B. Language Programs and Policies in an International Setting

ASEAN
ASEAN was established in 1967, in Bangkok, Thailand. English is a De Facto language of ASEAN since
2009. Becomes de jure with the signing of ASEAN character in
2009.www.slideshare.net/slideshow/asean-countries-and-policies-on-language-
instructioncompletepptx/266647010#6

Major Goal and Importance of Language Policies

The goal is to sustain, reinforce, and expand our local languages and to provide the foundation skills for
the acquisition of English and other international languages. The Language Policy recognizes that the
traditions, values, and customs that make us unique as a people are conveyed through our local
languages.
It is critically important to develop language policies that ensure the access of minority populations to
prestigious forms of national standard languages and literacies while supporting the intergenerational
retention of minority languages, both Indigenous and immigrant languages

Importance of English-only Policy

An English-only policy in class requires them to negotiate the learning process in English. Students
speaking another language distract other English learners. English only is part of effective classroom
management that fosters learning and respect.

Language Law, Program, and Policies in Multilingual Societies

A legislative response to the social and political questions raised by the changing composition of the
population is needed so that legislators and educators can make informed choices about language policy
in areas such as educational policy and access to basic services. ...
Language Programs. Learn a new language or immerse yourself in courses taught in a host language. ...
Many universities offer courses in multiple languages. For example, you can go to Spain to learn Spanish
while also taking courses in English. A language program typically found in elementary schools organized
around a scope and sequence focused on developing language proficiency with an emphasis on oral
skills, but additionally providing gradual Learning other skills.
There are two types of programming languages, which can be categorized into the following ways:
High-level language.
Low-level language. ...
High-level language. a) Procedural-Oriented language (3GL) ...
Low-level language. a) Machine language (1GL) …
Language policies are articulated in most multilingual postcolonial countries: they establish or affirm the
national language(s), often including any ex-colonial language(s) embedded in the country's institutions
and selected regional or local languages that are spoken as regional lingua francas and/or mother
tongues.
Multilingualism is the use of more than one language, either by an individual speaker or by a group of
speakers. It is believed that multilingual speakers outnumber monolingual speakers in the world's
population. ... People who speak several languages are also called polyglots.

C. Research- based on language Policies and programs

The official languages of the Philippines are English and Filipino. English has been the official
language for over a century now. Spanish only ceased to be an official language in 1973; while the
benefits of Multilingualism
Sharpens the mind. According to a study out of Spain's University of Pompeu Fabra, multilingual
people are better at observing their surroundings. ...
Enhances decision-making. ...
Improves the first language. ...
Increases networking skills. ...
Enhances the ability to multitask. ...
Improves memory.

Language Planning and Language Policy

The field of language planning and policy (LPP) is concerned with the policies both explicit and
implicit that influence what languages are spoken when, how, and by whom, as well as the values
and rights associated with those languages.
Planning entails a statement of goals as well as a program (plan) to achieve those goals. Language
policy refers to explicit or implicit language planning by official bodies, such as ministries of
education, and workplace. Language policy has been defined in several ways. According to Kaplan
and Baldauf (1997), "A language policy is a body of ideas, laws, regulations, rules and practices
intended to achieve the planned language change in the societies, group or system" (managers, or
school administrators. Filipino (Tagalog-2 in Figure 1) only became an official language in 1941.

Prepared by:
Dr. JOCYL C. CABER
Course Facilitator