MAJOR 9: LANGUAGE PROGRAMS AND POLICIES IN MULTINGUAL SOCIETY

BILINGUAL PROGRAM

Bilingual education is employed in most parts of the world. This is a result of migration. The presence of non-
native language speakers initiated the bilingual education programs in order to help everyone cope in the society.
In the Philippines, Filipino and English are the media of instruction, especially in the secondary level and tertiary
level. In elementary, there are three languages which serve as the media of instruction. These languages are used
according to the guidelines in the K-12 basic education program.
Going through the concept of bilingual education, here are some of the literatures and studies about it. These are
helpful to every educator especially in countries where two (or even more) languages are used as media of instruction.
Bilingual education began in the 1960s as a method to teach non-English-speaking students. The term bilingual
education may also be used in reference to teaching English-speaking students a foreign language. Continue reading to
find out more information about bilingual education and how to enter this career. Schools offering Teaching ESL degrees
can also be found in these popular choices.

FORMS OF BILINGUAL EDUCATION

Bilingual education most often refers to the practice of teaching students English proficiency. There are a few
different types of bilingual education programs and methods. The following list comprises the four most common types of
bilingual education programs:

Transitional
In a transitional bilingual education program, children not fluent in English are taught some subjects in their
native language. Other subjects are taught in English. Bilingual education was originally intended to be only a transitional
program, but in some cases students remain in this program for an extended period of time.

Two-Way
Also known as dual language or bilingual immersion, a two-way bilingual education program employs two
teachers in a single classroom. Instruction in the subject is given in both English and another language at the same time. It
is believed this type of bilingual education program can be effective in teaching English to non-English-speaking students.

Immersion
Immersion refers to a type of bilingual education program wherein non-English-speaking students spend the
entire day learning subjects taught in English. Teachers may attempt to simplify the language for these students if needed.
Immersion might also refer to the practice of English-speaking students being taught another language.

English as a Second Language

English as a Second Language (ESL) is a bilingual education program that places students in specific classes that
teach them to speak and write English. These students may take classes in other subjects, but the majority of their day is
spent in ESL classes. Some programs have students attend only ESL classes for a certain period of time, possibly for up to
one year, before beginning in academics (https://learn.org/articles/What_is_Bilingual_Education.html).

Late-Exit or Developmental
Students are taught in their native language for a period of time, while simultaneously they are learning a new
language. This way, students improve literacy in their first language, which makes it possible for them to later apply this
knowledge to the foreign language instruction they're receiving (https://www.educationcorner.com/k12-bilingual-
education.html).

BILINGUAL EDUCATION POLICIES

1987 Philippine Constitution
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:

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

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.
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 that is to say, 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 in 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 in the continuing intellectualization of Filipino. The program of
intellectualization, however, shall also be pursued in both 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, shall be tasked with the further development and enrichment of Filipino.
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.
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.

ADVANTAGES AND DISADVANTAGES OF BILINGUAL EDUCATION

The Study of Ardila (2012) revealed a number of advantages and disadvantages of bilingualism. Some of the
advantages are
1. an increase in mental flexibility;
2. a greater development of cognitive functions related to attention and inhibition;
3. the use of a larger number of cognitive strategies
4. for the solution of problems;
5. an increase in the so-called metalinguistic consciousness; and
6. a better ability to communicate.

On the other hand, the same study revealed some of the disadvantages of bilingualism:
1. an apparent delay in language acquisition;
2. interference between the two phonological, lexical, and grammatical systems; and
3. a possible decrease in vocabulary in both languages.
CHALLENGES IN BILINGUAL EDUCATION
Cardenas (1993) enumerated some problems which challenge bilingual education.
Lack of Bilingual Teacher Training
In the late 1960s it was common practice to assign teachers to bilingual education programs with little preparation
in the use of bilingual materials and methodologies. It was not unusual for the bilingual teachers to be the only staff in the
school that could communicate with students and parents in the native language.

Lack of Administrative Support

There are school administrators who may either dislike bilingual education programs or unsure of what to do in
such program. School heads must know that there are students who are not proficient in the media of instruction, thus,
allow adjustment to students for them to learn the required language. The adjustment period can be conducted through a
bilingual program.

Failure to Use the Vernacular

The rationale for bilingual education is based on the use of native language for continuous growth while English
is being acquired as a second language. Initial efforts were constrained, and are still constrained, by the lack of a large
pool of trained teachers competent in the student’s native language and a virtual void of instructional materials in
languages other than English.

Xenophobia
Language incompatibilities have not been readily perceived as a problem by the schools which tend to present
instruction in the English language with little regard for the consequences for non-English speaking children. This
insensitivity results to xenophobia, fear to stranger/foreigner or anything that is foreign.

Low Expectations
One of the most serious failures of American schools has been their inability to distinguish between the unique
characteristics of atypical populations and a lack of mental capability. Much of the poor performance by minority,
disadvantaged, migrant and immigrant school populations comes about by their placement in remediation programs which
are low-level, slow-paced, repetitious, boring and self-fulfilling.

Rules and Regulations

The implementation of bilingual education programs has been accompanied by a host of rules and regulations governing
the programs which have served to impede greater success.

Such rules and regulations become a handicap for the successful implementation of the program. Such restrictions may
affect teacher characteristics, language to be used, the relationship between sources of funding and the role of the teacher
and paraprofessional staff, limitations on the use of the native language, and many others.
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References:
Ardila, A. (2012). Advantages and disadvantages of bilingualism.
https://www.researchgate.net/publication/262504773_ADVANTAGES_AND
_DISADVANTAGES_OF_BILINGUALISM

Cardenas, J. (1997). Current problems in bilingual education: Part II.

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

Department of Education. (21 March, 1987). DO 52 s. 1987. https://www.deped.gov.ph/1987/05/21/do-52-s-1987-

the-1987-policy-on-bilingual-education/

https://learn.org/articles/What_is_Bilingual_Education.html

https://www.educationcorner.com/k12-bilingual-education.html