“Bilingual Education Policy (BEP) in the Philippines is defined operationally as the separate use of Filipino and English as the media of instruction in specific subject areas”. As embodied in the DECS Order, Filipino shall be used as a 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 allocated to science, mathematics, and technology subjects. BEP clearly states the scope and limitations of English and Filipino use. 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. Some of its goals are propagation of Filipino as a language of literacy and the development of Filipino as a linguistic symbol of national unity and identity. Bilingual Education is the formal education of learning and applying the language using two languages. Bilingual is the degree of understanding language in multiple purposes. It utilizes information on students in different levels. The implementation of Bilingual education was meant as a transitional program, but students frequently linger in such programs for most of their school years. The Bilingual Education also refers to the practice teaching of non-English speaking children in their native language. Bilingual Education was meant as a transitional program, but students linger in such programs for most of their school years.
Provided by the Legal Basis for various language policies that are being implemented in the country, the Language provision in the 1987 Constitution of the Republic of the Philippines is embodied in Article XVI, Sec. 6 and 7. 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.
On the basis of survey results, as well as the recommendations of the Soriano Committee and the National Board of Education and in consonance with the constitution of 1973, the Bilingual Education Policy was enunciated officially in Department Order No. 25, series 1974, on June 19, 1974 by the Secretary of Education and Culture, in order to develop a bilingual nation competent in the use of English and Pilipino. Bilingualism in the schools is defined operationally as the separate use of English and Pilipino as media of instruction in certain subject areas from Grade 1 to 4th year High School. The subject areas are divided into Pilipino Domain or Pilipino Block and English Domain or English Block. 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 nation is to have its citizens possess skills in Filipino to enable them to perform their functions and duties 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...
References: * file:///F:/%C2%A0/Linguistitc/Zab%20%20Bilingual%20Policy%20in%20the%20Philippines.....What%20is%20it%20really.htm
* Ting, S. (2003). Impact of language planning on language attitudes: A case study in Sarawak. Journal of Multilingual and Multicultural Development, 4(3), 195-210.
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