L. Meaning “Bilingual Education Policy (SEEP) 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 DEEDS 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. BEEP clearly states the scope and limitations of English and Filipino use.
The policy on Bilingual Education alms at the achievement of competence In both Pooling 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 deferent levels.
The Implementation f 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. A. Scope 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 WI, 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. B. Contents On the basis of survey results, as well as the recommendations of the Syrians Committee and the National Board of Education and in consonance with the constitution of 1 973, the Bilingual Education Policy was enunciated officially in
Department Order No. 25, series 1 974, 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 Filipino. Bilingualism in the schools is defined operationally as the separate use of English and Filipino as media of instruction in certain subject areas from Grade 1 to 4th year High School. The subject areas are divided into Filipino Domain or Filipino Block and English Domain or English Block. The policy on Bilingual Education aims at the achievement of competence In both Pooling and English at the national level, 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 internationalization; 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 the 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 of their functions in Philippine schooling shall be the responsibility of the whole educational system. Tertiary level institutions shall lead in the continuing internationalization of Filipino.
The program of internationalization, however, shall also be pursued in both the elementary and secondary levels. The Department of Education, Culture and Sports shall cooperate tit 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-Togas, development of a suitable and standardized Filipino for classroom use and the development of appropriate evaluative instruments. Guidelines for the implementation of the 1987 Policy on Bilingual Education are specified in the DEEDS Order No. 54, s. 1987. Among these are the need to intellectualized Filipino and the concrete steps suggested towards its realization. Executive Order No. 335: On August 25, 1988, then President Corcoran Aquinas signed Executive Order No. 35 enjoining all departments, bureaus, offices, agencies, instrumentalities of the government to take such steps as are necessary for the purpose of using the Filipino language in official transactions, communications, and correspondence. The order was issued on the belief that the use of Filipino in official transactions, communications and correspondence in government offices will result to 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, enhance the use of Filipino in official communications, transactions and; correspondence in their respective offices, whether national or local; assign one or more personnel, as maybe necessary, in every office to take charge of communications and correspondence written in Filipino; Translate into Filipino Ames 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; Philippine the “Oath of Office” for government officials and personnel; make as part of the training programs for personnel development in each office the proficiency in the use of Filipino in official communications and correspondence. The Commission on the Filipino Language, formerly Institute of Philippine/National Language, is ordered to formulate and implement programs and projects for the full ND effective implementation of the objectives expressed in the Executive Order. In 1994, Republic Act No. 7722, creating the Commission on Higher Education (ACHED) was signed. This Act which is known as the “Higher Education Act of 1994” provides that the ACHED shall be independent and separate from the DEEDS 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. One of he first steps undertaken by ACHED was to update the General Education Curriculum (GEE) 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. The requirements of the new GEE are embodied in the ACHED Memorandum Order (COM) No. 59, s. 1996. Listed under miscellaneous of this COM is its language policy which is as follows: In consonance with the Bilingual Education Policy underlined in DEEDS Order No. 2, Series of 1987, the following are the guidelines vise-a-vise medium of instruction, to wit: ). Language courses, whether Filipino or English, should be taught in that language; at the discretion of the HE’, Literature subjects may be taught in Filipino, English or any other language as long as there are enough instructional materials for the same and both students and; instructors or professors are competent in the language. Courses in the Humanities and Social Sciences should preferably be taught in Filipino. C. Discussion At the introduction of the American school system in the country, the first question that the educators had to tackle was the medium of instruction. After long debates,
English was adopted as the language of the schools and the Philippines launched a bold experiment on human understanding. As the Philippines is familiarizing itself regarding the international language-?English language, many Philippine Publications are releasing English news which are highly competent in terms of broadcasting events through newspapers. English language is referring to the social interaction of people internationally. As we all know, the language is one of the most effective way of communicating with other people. With this, everyone is capable of understanding other nations too. Bilingual Education offers not only the learning proficient Filipinos both Filipino and English language and even of higher level of education.
This will help us find no limits in learning. Not only because we used to speak with our native tongue, doesn’t necessarily mean that we can’t afford to understand foreign languages too. Language is a tool for all teachers. Its use should be guided by actual observations and practice of the classroom teacher. It is argued that only by exploring and understanding the distinct communities that SSL (English as a Second Language) and science teachers belong to, can we begin to understand owe teachers can negotiate shared understandings. Not everything is balanced until every advantages faces its counterpart-?disadvantages. Effectiveness of the policy would also be on the edge.
Educators, lawmakers and others have challenged for decades whether or not bilingual education is actually effective. The argument has been made that bilingual programs make education as a whole more difficult for the students enrolled in the programs. If that is true, enrolling students in those programs is actually putting up stumbling blocks in the way of an education and future career rather than the opposite. It is true that bilingual gives and open doors of opportunity for everyone who are able to speak bilingually. In discussing the effects of the policy, the effectiveness should also have a brighter shade if we are really desperate in engaging Filipinos within this policy. The availability of the language and the learner himself is very important.
This is an essential formula for developing the flexibility of Filipinos of creative communicating. II. Reaction/ Synthesis The study and implementation of the education program known as the Bilingual Education Policy or BEEP is quiet a task in training Filipino students to further enhance heir abilities and capabilities of performing different language. Furthermore, this program will definitely help us to be able to intellectually competent not only in national level but also internationally. The essence of this beneficial material will help every student to be efficient not only to be a good listener, but also to be an effective speaker. Bilingual is the product of competency in terms of educational Excellency.