KRISH ANN D.

VILLORIA LPPMS
BSED-ENGLISH 1 MA’AM KIMBERLY MERCANO

IMPLICATIONS OF MULTILINGUAL POLICY IN THE PHILIPPINES

Mother Tongue Based-Multilingual Education (MTB-MLE) has carved its niche

as a practical and effective approach in the educational landscape. It offers a
plausible framework for preparing coming generations to become better adaptive
and even rich contributors in the globalized and intercultural world.

In the Philippine context, Code-switching is prevalent in the classrooms. The

approach to language and language use of the Teachers participating in this study
appears to be very pragmatic, but even so, their attitude toward the languages in
the classroom could be interpreted as hierarchically ordered: Mother Tongue—
English—Filipino.

The Philippine government, recognizing the importance of linguistic diversity

and inclusivity, has recently passed a comprehensive multilingual policy. This policy
aims to promote the preservation and use of regional languages alongside Filipino
(Tagalog) and English, acknowledging the cultural significance of each language.

1. Education Sector:

In a classroom in the Philippines, students from diverse linguistic backgrounds

gather for their lessons. The teacher, trained under the Mother Tongue-Based
Multilingual Education (MTB-MLE) program, starts the day by greeting the students
in Filipino (Tagalog), English, and the regional language spoken in the area.

As the lesson begins, the teacher seamlessly switches between languages, ensuring
that every student can understand and actively participate. For example, when
explaining mathematical concepts, the teacher uses Filipino and English as
mediums of instruction, but also incorporates the local language for clarification,
ensuring that all students grasp the concepts effectively.

Through the implementation of the multilingual policy in the classroom, students

develop a strong sense of identity rooted in their own language and culture, while
also becoming proficient in Filipino and English, the languages of wider
communication. This holistic approach to education prepares them to navigate the
diverse linguistic landscape of the Philippines and thrive in a globalized world.

2. Government Services:

- The Commission on the Filipino Language (Komisyon sa Wikang Filipino)

collaborates with government agencies to translate official documents, forms, and
signage into regional languages, as mandated by the Multilingualism Policy of the
Philippines (Republic Act No. 10533, s. 2013).

- Agencies such as the Civil Service Commission (CSC) and the Department
of the Interior and Local Government (DILG) implement language proficiency
programs for government employees to better serve citizens in multilingual
environments.

3. Community Engagement:

- Local government units (LGUs) allocate resources for language

revitalization projects, such as the documentation of indigenous languages and the
establishment of language centers in partnership with cultural organizations.

- Non-governmental organizations (NGOs) like the Summer Institute of

Linguistics (SIL) collaborate with communities to develop literacy materials and
conduct language preservation workshops.

REFERENCES

Department of Education. (2012). DepEd Order No. 16, s. 2012: Guidelines on the
Localization, Production, and Distribution of Instructional Materials.

Civil Service Commission. (n.d.). Language Proficiency Program.

https://www.csc.gov.ph/language-proficiency-program/

Komisyon sa Wikang Filipino. (n.d.). Official Website. http://kwf.gov.ph/

Summer Institute of Linguistics Philippines. (n.d.). Language Development

Programs. https://www.sil.org/asia/philippines/language-development-
program