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. Very evident
na dito yung authority and hindi lang yung pagspread ng religion. This was passed because
natives were complaining na yung mga pari ay nagiging interpreters lamang nila.

The Decree in 1792

A similar type of decree was issued by Carlos IV in which he evoked the previous decrees (

They must learn to read, write, and speak Castilian, prohibiting them from using their native
language, and appointing for its teachers in whom are found the qualifications of Christianity,
sufficiency, and good deportment that are required for so useful and delicate an employment.

This decree was more realistic than former decrees in that it mentioned clearly the financial
sources, the type of desirable teachers, and the mandatory use of Spanish in the domestic affairs.
Talagang nagiging language policy na yung dating, a formal one.

After these royal decrees, there were also laws that were implemented during that time. Here are
the two of them: the Ordinance of 1768 and Education Act of 1863.

For the ordinance in 1768, It was stated that it is important that there should be good school
teachers to instruct the natives so that these natives may learn the Spanish language for a better
understanding of the Christian Doctrine.

The law stated one of the reforms in teachers’ financial problems. Due to the small salary, it was
hard to recruit capable teachers kahit they are paid by the community.

Lastly, we have the Education Act of 1863 where it was stated that in every town a primary
school should be established. For boys and girls aged 6-12, primary education became
compulsory. Tuition should be free and equipment should be provided to the poor, which is
good but Spanish will be the sole medium of instruction

To this end, the decree provided that natives who could not speak, read and write Spanish five
years after its issuance was not to be permitted to hold salaried government positions. This was
the primary motivation to induce the Filipinos to study the language.

But the Spanish language education was not successful as to be discussed by Teacher pauline,
back to you pau.

 1987 - DECS Order No. 52 

The Department of Education, Culture, and Sports (DECS) reiterates
provisions in the BEP: Use of English as MOI in Science, English, and
Mathematics, and Pilipino (spelled ‘Filipino’ after 1987) as MOI in Filipino,
Social Studies, Character, Health, Work, and Physical Education at all levels of
education. Regional languages remain auxiliary MOI (Castillo 2000; Dekker &
Young 2005).

The 1987 Constitution specifically provides that the “national language of the
Philippines is Filipino and as it evolves, it shall be further developed and enriched on the
basis of existing Philippine and other languages. For the purpose of communication and
instruction, the official languages of the Philippines are Filipino and until otherwise
provided by law, English”.

Subsequently, Department Order No. 52, s. 1987 entitled “The 1987 Policy of
Bilingual Education” was issued. The policy on bilingual education aims at the
achievement of competence in both Filipino and English. The policy statement also
emphasizes that “the aspiration of the Filipino nation is to have its citizens possess skills
in Filipino to enable them to perform their duties and responsibilities as Filipino citizens
and in English in order to meet the needs of the country in the community of nations.”
Within this context, the following have been identified as the goals of the bilingual
education policy:
1) enhance learning through two languages to achieve quality education;
2) propagate Filipino as the language of literacy;
3) develop Filipino as a linguistic symbol of national unity and identity;
4) cultivate and elaborate Filipino as a language of scholarly discourse, i.e.
continue its intellectualization; and
5) maintain English as an international language for the Philippines and as a
non-exclusive language of science and technology.

As defined in the implementing guidelines, bilingual education means the

separate use of Filipino and English as media of instruction in different subject areas.
Filipino is used as medium of instruction in Social Studies, Social Sciences, Music, Arts,
Physical Education, Home Economics, Practical Arts and Character Education. English on
the other hand is used as medium of instruction in Science, Math and Technology
subjects. Further, it provides the use of English and Filipino as media of instruction
starting Grade I in all schools and the use of the vernacular in the locality or place where
the schools is located was prescribed as auxiliary to the media of 6 instruction but only
when necessary to facilitate understanding of the concepts being taught in English,
Filipino or Arabic, as the case maybe.

2009 - DepEd DO No. 74 (Multilingual Education Policy)

 The Department of Education (DepEd) institutionalizes the child’s MT as
primary MOI in all subject areas, “from pre-school until, at least, grade three,”
followed by Filipino and English introduced as separate subjects “no earlier than
Grade two.” The teaching of MT as subject (MTS) begins in Grade One. Filipino
and English become the MOI from the secondary level onwards.

Additional Info:

 What are the similarities and differences among the policies?

Additional Info:
The language of the Philippines is undergoing a phase of convergence,
which is characterized by significant borrowing from important regional and
world languages as well as from major ones like English and Tagalog.

 What do you think prompted the changes?

Additional Info:
The Philippines’ language-in-education policy has evolved with the
structures of the state and its institutions over a long period of time. By and large,
the policy in place has always been reflective of the desire of the government or
administration in power and embodied in its fundamental law: the Constitution.

Subject to provisions of law and as the Congress may deem appropriate,

the Government shall take steps to initiate and sustain the use of Filipino as a
medium of official communication and as language of instruction in the
educational system.”

I. Topic:  Language Policy in School

In conclusion, language is very important tool for communication and education.
Through it, we explore and understand a variety of circumstances that we encounter
every day. On the other hand, the language policy, which determines the language to
be used for knowledge transmission at various levels, is the foundation of our
educational system.
II. Topic: Language Issues Associated with the Language Policy
          Evidences