Module 3 - Eng 109 - Language Programs and Policies For Multilingual Societies

PAMANTASAN NG LUNGSOD NG MUNTINLUPA
LEARNING
MODULE COLLEGE OF TEACHER EDUCATION
University Road, Poblacion, Muntinlupa City
QR/CTE/0__ Course Title: Language Programs and Policies for Multilingual Societies
Effectivity
Issue No. 0 Revision No. 0 15 February 2021 Page No. 1 of 19
Date
NAME OF STUDENT
COURSE/YEAR/SECTION
CONTACT NUMBER
DATE STARTED
DATE FINISHED
MODULE 3 / WEEKS 6, 7 and 8
Title: Implementation of the Bilingual Education Policy
INTRODUCTION
Hello, beloved PLMUNIAN educators!

Bilingual education uses two languages for instruction, typically
one of which is the mother tongue of the learners and the other a second
language. This type of instruction is also known as “dual language
instruction (Baker, 2000).
To whether answer in English or Filipino is a question that

students always ask their teachers in school. Most of the times, it is up to
what the subject matter is. If it is Science or Mathematics, it is mandatory
that the answers should be in English. On the other hand, if they are
minor subjects such as History and Values Education, they are to be
answered in Filipino. Many of us have wondered why we need to learn
two languages at the same time. Also, what about those students who are
non-Tagalog speakers? Would it be more difficult for them to go to
school and listen to whatever their teacher is speaking even if they do not
really understand the language?
What are we waiting for? Let us devote our time in examining the
valuable information embedded in this module.
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LEARNING TARGETS
At the end of the module, you are expected to:
Create a simple dialogue between and among teacher/s and student/s who are
under the Bilingual Education and or the Lingua Franca Project.
To do this, you will:
1. Define the bilingual education policy and its benefits;

2. Discuss the role of the Lingua Franca Project (1999-2003) in enhancing the
communicative power of the students and teachers; and
3. Analyze the issues or problems about the implementation of the bilingual education
policy in the Philippines.
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ENGAGE
ACTIVITY 1. You are in front of a legislator who is responsible for the passing of the Bilingual
Education Policy in the Philippines. Construct five (5) questions and put them below:
QUESTIONS
1
2
3
4
5
ACTIVITY 2. Give your ideas or insights about bilingual by spelling out the acronym below:
IDEAS/INSIGHTS
B
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I
L
I
N
G
U
A
L
ACTIVITY 3. Watch any of the local soap opera on television or YouTube. Then, answer the
following questions:
What is the title of the soap opera?

How do you assess the speakers’ confidence
in using the local language (e.g. Filipino or
native dialect)? Focus on their strengths
and weaknesses.
How do you assess the speakers’ confidence
in delivering the lines in the English or
other foreign languages? Focus on their
strengths and weaknesses.
In which scenarios or events that the
characters use the Filipino language or
dialects?
In which scenarios or events that the
characters use English or other foreign
languages?
What are the implications of watching
Tagalog soap operas in attaining
proficiency in English or other foreign
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languages?
EXPLORE
REFER TO THE
PRESENTATION
DURING THE
WEBINAR.
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EXPLAIN AND ELABORATE
Bilingual Education
Source: https://www.educationcorner.com/k12-bilingual-education.html#:~:text=Bilingual%20education%20is
%20the%20process,lesson%20plans%20and%20teaching%20models.
 Bilingual education is the process of teaching

students using two languages.
 Educators usually teach students in their native
language in conjunction with a second language
utilizing differing levels of the native and second
language depending on the requirements specified
in lesson plans and teaching models.
Kinds of Bilingual Education
1. Transitional Bilingual Education
 This type of bilingual education is designed to help students learning a new language pick
it quicker and make the transition to begin learning math, science, and other subjects in
English.
 Students begin receiving instruction in their
native language and eventually become
weaned off it and begin to learn entirely in
English.
2. Two-Way or Dual Language
Immersion Bilingual Education
 These programs are intended to assist English
and non-English speaking students learn to
speak and write in a second language.
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 Facilitates high levels of bilingualism by including mother tongue development of two
different language groups in the classroom and works to ensure that both groups are
equally represented.
 That is half of the class speaks one language as a mother tongue.
 Typically, one language is dominant while the other is non-dominant.
 Both languages are developed through biliteracy and bilingual instruction with the aim
that all students will be enriched through developing high levels of proficiency in both
languages.
 This does not occur in the Philippines mostly due to the desire to learn English rather than
other Philippine languages.
 In addition, it is rare for a school to serve equal numbers of students of students from only
two different mother tongues.
 While there are cases of mixed languages in the classroom, there does not appear to be
mother tongue speakers of two languages within one school desiring to learn each other’s
language.
 Another type of dual language program teaches students using the following steps: 1)
Teachers instruct students in a second
language but are able to understand
students when they must ask questions
in their native languages. However,
teachers respond to questions in the
language students are learning; and 2)
Students continue to take literacy and
language improvement classes in their
native language since it has been proven
that skills learned in these classes can be applied to classes where students receive
instruction in a second language.
 Students enrolled in these programs are not taught non-language related subjects in their
native language.
 They will continue to be taught these subjects in a second language.
 This way, students will only receive grammar and language instruction in their native
language, so it can be later applied to their foreign language instruction.
3. Late-Exit or Developmental Bilingual Education
 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.
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Benefits of Being Bilingual

Source: https://bilingualkidspot.com/2017/05/23/benefits-of-being-bilingual/
1. Being bilingual has positive effects on the brain.

 Studies show that being bilingual has many cognitive benefits.
 According to research, speaking a second language can mean that you have a better
attention span and can multi-task better than monolinguals.
 This is because being bilingual means
you are constantly switching from one
language to the other.
 Numerous other studies suggest that
bilingualism can also reduce the risk of
having a stroke.
 Cognitive benefits effect both bilingual
kids and bilingual adults.
 Children as young as seven months who are exposed to more than one language tend
to adjust better to changes in the environment.
 For older bilinguals, there tends to be less cognitive decline.
2. Bilingualism gives you the educational advantage.

 Many of the cognitive benefits mentioned above can also mean that bilinguals have an
advantage at school or further education.
 Many studies show that those who speak a second language are more likely to be less
distracted and more focused on tasks.
 Even bilingual children who are educated in
their second language, have actually been
seen to outperform monolingual students in
their native language.
 The recent Millennium Cohort Study found
numerous educational benefits for bilingual
children.
 Their research showed that even though
children who are educated in their second
language may initially lag behind around three, four and five years old, they soon catch up
and outperform their peers by age seven.
3. Languages are highly valued in the workplace.

 Speaking a second language has numerous employment benefits.
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 Being bilingual means that there are more job opportunities depending on which
languages you speak.
 Communication in the workplace is important, and more companies, especially those with
international offices, are considering bilingualism a high priority.
 Fast growing fields such as tourism, journalism and translation put great value on
bilingual employees.
 Additional languages on the resume could have your application moved to the top of the
pile and give you a better chance at getting the job, even if you are n’t as qualified as
another monolingual applicant.
4. Being Bilingual has been linked to health benefits.

 There have been many studies proving that being bilingual can benefit one’s health.
 Researches recently found that there is growing evidence to suggest
that bilingualism can delay the onset of Dementia and Alzheimer’s
disease for example.
 Other benefits of being bilingual include things such as a faster
stroke recovery, lower stress levels, and delay many effects of old to name a few.
5. Speaking more than one language makes you

more open minded.
 Have you ever heard the bilingual quote: “To
have another language is to possess a second
soul” – Charlemagne?
 One of the benefits of being bilingual can mean
that you see the world in different ways. Some
even say that speaking two different languages
can sometimes feel like having two different
personalities.
 Bilinguals are used to constant change.
 This means that they are usually less affected by changes in the environment, and
more open minded to new things and new experiences, because they have more than one
view of the world already.
6. Speaking a foreign language can be highly beneficial when you travel.

 Of course, you can get around many countries without speaking the language.
 However, think of how much more you can experience if you speak the local language of
the place you are visiting.
 No need for a phrase book or a
translation app on the phone.
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 Being able to communicate with the locals and immerse yourself in the language and
culture can make your travel experience so much more enjoyable.
7. Being Bilingual opens up new social

opportunities.
 Bilinguals can make friends in more
than one language meaning
more opportunities to meet new
people, and enjoy different hobbies and
activities.
 Being able to communicate with people
from other cultures is a huge social advantage and can open up so many more doors in
life.
8. Knowing more than one language helps you to learn additional languages.
 An amazing benefit of being bilingual is that you
can learn additional languages more easily that
monolinguals.
 This is because language skills reinforce each other.
 So, if you have learned a second language already,
then learning a third means transferring those skills
over.
 And then perhaps learning a fourth or fifth.
9. Being bilingual means you can raise bilingual kids.

 What better advantage, than being able to pass on your languages to
your own children so they can reap the benefits of being bilingual too!
 Give your children the best start in life and raise them bilingual from
birth.
 Your bilingual kids can then have bilingual kids of their own and
languages can be passed on through generations.
10. You are not the minority if you are bilingual.

 One of the biggest misconceptions is that bilingualism is a rare phenomenon.
 But, in fact being bilingual means you are NOT the minority.
 More than half the world speaks more than one language on a daily basis.
 Everyone should have the chance to learn a second language and reap the benefits of being
bilingual.
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The Cons of Bilingual Education

Source: https://environmental-conscience.com/bilingual-education-pros-cons/
1. May be hard at the beginning

Apart from the many important advantages of
bilingual education, there are also some issues related
to it.
 One problem with bilingual education is that it might
be quite hard for children to learn a language at the
beginning.
 Not only do they have to learn the foreign language,
they also have to understand what’s going on in terms
of the actual subject material that should be taught.
 Therefore, the first months or years of bilingual
education might be quite hard for children and some
kids may not be willing to take this effort.
 However, over time, it will become far easier since
children will have learned the basics and can operate from there.
 Thus, if your kid struggles with bilingual education, you should help him or her to get
through this period since it will get easier over time.
2. Bilingual education may require more time to learn

 Another disadvantage of bilingual education is that it may also be quite time-consuming
for children.
 It usually takes much longer to understand and to study a subject in a foreign language
compared to learning the same things in a native language.
 Hence, many children may have to study quite hard to achieve their educational goals.
 However, in turn, this may also imply that there will be less time for other important
things left.
3. Less time for other important activities

 If children have to learn for long hours every day, chances are that they will have less
leisure time to spend with their friends or for other hobbies they like.
 In turn, the motivation for bilingual education may significantly suffer over time and
many kids may no longer be willing to participate in this kind of education.
 In turn, they might either switch school or may just sit in school in an unmotivated manner
and wait until the school day is over.
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 Therefore, the lack of time for other important activities may be another significant
downside of bilingual education and parents should evaluate whether they want to force
their children into such a strict learning environment.
4. Students may have problems

to understand certain topics
 With bilingual education,
students may have to focus on
learning the language instead of
actually focusing on the topic
that is taught.
 For instance, many children have problems with math, even if it is taught in their mother
tongue.
 However, if you teach those math classes in a foreign language, chances are that kids will
understand even less and therefore, the overall quality of education and the overall
learning experience might be quite poor.
 Therefore, also for rather difficult subjects, bilingual teaching methods may do more harm
than good.
5. May increase the stress levels of students

 Since they not only have to learn the actual school subject but also have to learn a foreign
language at the same time, chances are that children that are educated in a bilingual
fashion may also suffer from serious
stress over time.
 In some cases, these high stress levels may
even turn into mental issues.
 Hence, for children who are rather sensitive to
stress, bilingual education might not be the
right way to go in order to protect them
from developing serious mental health issues.
6. Not many schools offer this kind of

education
 Depending on where you live, there may also be a significant lack of bilingual schools.
 In many countries, the concept of bilingual education is not popular enough yet and in
case you want to send your kid to a bilingual school, you might simply not be able to do
so since there might be not enough schools around that provide this kind of education.
 Therefore, in regions where there are not enough bilingual education facilities,
governments may want to set incentives to change this as soon as possible.
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7. Bilingual education can be costly

 Bilingual education can also be quite expensive, both for parents who want to send their
kids to a bilingual school as well as for the respective municipality.
 This kind of education often requires much more educational efforts and also smaller class
sizes in order to work properly.
 Thus, more teachers and other resources are needed, which in turn translates into higher
overall costs for this form of education.
8. Lack of qualified teachers
 Since teachers need to be skilled both in
the subject as well as in the language
they teach, chances are that there will
not be too many teachers around who
fulfill those high requirements and
school kids may therefore suffer from a
lack of education.
 Many people who have this skill set may rather want to work in the corporate world
instead since they are often able to earn more money.
 Hence, it might be quite hard to find enough suitable teachers for bilingual schools, which
may translate into a rather poor overall teaching quality in those schools.
9. Higher administrative and planning efforts

 Also, the overall planning and organizational efforts regarding bilingual education tend to
be much higher compared to regular education.
 It is often quite difficult to schedule and to coordinate classes so that there is a healthy
balance between teaching kids in their native and in a foreign language.
 Moreover, some teachers may not be able to teach in a foreign language in a proper
manner and due to that, it might be quite hard to figure out a working schedule, especially
in case some teachers get sick and are therefore unavailable for teaching purposes.
10. Children may burn out

 Burnout is not only an issue in the corporate world for adults, it can also be an issue for
kids if they have to work too much in school.
 We all have some mental limits and in case we stress ourselves too much on a regular
basis, chances are that we will suffer from serious mental problems like burnouts.
 Therefore, especially for kids who have rather limited mental capacities, bilingual
education may not be the way to go since they might suffer from additional stress since
they also have to learn a foreign language in addition to the actual content.
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 Thus, for some children, bilingual education
may do mor e harm than good and you as
parents should carefully evaluate whether
your kid will be able to deal with the
additional pressure from bilingual education
in a healthy manner or not.
11. Quality of bilingual education greatly varies across schools

 Moreover, also the quality of bilingual education might greatly vary across schools.
 While some schools may offer quite good education, others may be quite bad and you
should make sure to choose a bilingual school that offers high-quality education for your
kid.
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Bilingual Education: The Case of the Philippines
 Bilingual education has become increasingly popular over the past decade.
 Bilingual education means that academic content is taught in more than one language.
 This includes teaching kids in their native language as well as in a secondary foreign
language.
 Also known as “dual language instruction” (Baker, 2001)
 The Bilingual Education Program of the Philippines (BEP), where English is the
medium of instruction in Science and Mathematics and Pilipino or Filipino, the national
language, in all other subjects, has been recognized as one of the earliest comprehensive
bilingual education experiments in the world.
 The BEP was institutionalized in 1974 and since then, it has been the broad framework
of the educational system in the country.
 Prior to 1974, English had been practically the sole medium of instruction in the
Philippines since 1901 when the public education system was put in place by the
Americans.
The Philippine Bilingual Education Policy (BEP): An Overview
Source: http://gwhs-stg02.i.gov.ph/~s2govnccaph/subcommissions/subcommission-on-cultural-
disseminationscd/language-and-translation/language-policies-in-the-philippines/
 Consistent with the 1987 constitutional mandate and a declared policy of the National
Board of Education (NBE) on bilingualism in the schools (NBE Resolution No. 73-7,
s.1973) the Department of Education, Culture and Sports (DECS) promulgated its
language policy.
 The policy was first implemented in 1974 when DECS issued Dept. Order No. 25, s.
1974 titled, “Implementing Guidelines for the Policy on Bilingual Education.”
 Bilingual education 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 No. 25, Pilipino (changed to Filipino in 1987) shall be
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 allocated to science, mathematics and technology subjects.
 The same subject allocation is provided in the 1987 Policy on Bilingual Education which
is disseminated through Department Order No. 52, s. 1987.
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The policy is as follows:
 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:
1. enhanced learning through two languages to achieve quality education as called for by the
1987
Constitution;
2. the propagation of Filipino as a language of literacy;
3. the development of Filipino as a linguistic symbol of national unity and identity;
4. the cultivation and elaboration of Filipino as a language of scholarly discourse, that is to
say its continuing intellectualization; and
5. 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 intellectualization of Filipino.
 The program of intellectualization, however, shall also be pursued in both the elementary
and secondary levels.
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 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.
 Guidelines for the implementation of the 1987 Policy on Bilingual Education are specified
in the DECS Order No. 54, s. 1987.
 Among these are the need to intellectualize Filipino and the concrete steps suggested
towards its realization.
DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR THE 1987 POLICY ON

BILINGUAL EDUCATION
Source: https://www.deped.gov.ph/1987/05/27/do-54-s-1987-implementing-guidelines-for-the-1987-policy-on-
bilingual-education/
1. Bilingual Education is defined operationally as the separate

use of Filipino and English as media of instruction in
specific subjects. The separate use of Filipino and English
for instruction should be observed.
2. Reading in the regional languages, in Filipino and in English
shall be achieved in stages. In non-Tagalog speaking areas,
Filipino may be taught orally using procedures, techniques
and materials needed for teaching Filipino to non-Tagalog
speakers.
3. The phasing in of two or three languages shall be planned at the regional level, provided
that bilingual instruction (the use of Filipino and English as media of instruction) shall be
implemented in all regions.
4. Content learning (in whatever language) should not be sacrificed because of the variations
in the phasing in of the languages.
5. For all subjects to be taught in Filipino, the development of teaching and reference
materials as well as training of teachers to teach in Filipino shall be funded.
6. The regional director, upon consultation with his superintendents, supervisors, principals,
teachers and other sectors of the community shall formulate a program to start the
implementation of the revised bilingual policy in all levels and SY 1987-1988.
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7. In non-Tagalog areas, the regional director shall organize compensatory programs in order
to equalize competence in Filipino among Tagalogs and non-Tagalogs through the
development of suitable teaching materials, training of special teachers, offering of
additional classes, and establishment of incentives for teachers in Filipino. For the
Tagalog areas, an enrichment program for enhancing competence in the language shall
likewise be organized.
8. The levels of competence set as goals for both Filipino and English, shall be set by the
Department according to the levels and needs of populations and periodically revised (e.g.
every six years).
9. The transfer of cognitive and linguistic skills form one language to another shall be
facilitated and reflected in the syllabi of the schools.
10. In the measurement of achievement nationwide, consideration shall be given to regional
differences because of varieties of Filipino and variations in the phasing in of the
languages. Regional evaluation shall be undertaken to gauge the attainment of standards
set for quality education.
11. Minimum standards of language skills (in both Filipino and English) shall be required for
the promotion of students.
12. Department of Education, Culture and Sports shall coordinate the following activities for
the implementation of the revised language policy through its respective agencies:
13. Revision of pre-service teacher training courses to reflect the Bilingual Education Policy;
14. Development of a program to train teachers to use Filipino as a medium of instruction for
content subjects;
15. Certification of teachers for language and content competence including those who have
been teaching in Filipino with success;
16. Admission to training of future teachers with required language competence; and
17. Development of evaluative instruments for teachers and pupils for gauging language and
content competence using various skills.
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Department of Education, Culture and Sports (DECS) Order 81

Source: https://www.rappler.com/newsbreak/iq/policies-filipino-language
 In 1987, the DECS released the "Alphabet and a Guide for Spelling in the Filipino
Language," laying down the letters of Filipino
alphabet and rules on spelling.
 According to the order, the Filipino Alphabet is
composed of 28 letters – the original 26 letters
of the English alphabet, plus letters Ñ and Ng.
 The order also details how the letters should be
read.
 It also discussed grammar and spelling in the
Filipino language – rules regarding diction,
spelling, translation, how and when to use
loanwords, syllables and syllabication of words,
and the use of dashes, commas, and accents.
College General Education Curriculum's Language Policy

Source: https://www.rappler.com/newsbreak/iq/policies-filipino-language
 The Commission on Higher Education (CHED) issued in 1994 the New General
Educational Curriculum (GEC) under CHED Memorandum Order 59.
 The GEC requires Higher Education Institutions (HEIs) to have at least 9 units of Filipino
language courses.
 In addition, to coordinate with the Department of
Education (DepEd)’s Bilingual Education Policy,
language courses, whether Filipino or English, should
be taught in that language.
 Courses in Humanities and Social Sciences should
preferably be taught in Filipino.
 Furthermore, at the discretion of HEIs, literature subjects may be taught in Filipino,
English, or in any other language so long as there are enough instructional materials,
students, and instructors competent in the language.
 A revised Syllabi of Filipino courses 1, 2, and 3 was issued in 2007 under CMO 54.
 The CHED has been under fire by proponents of the Filipino language and language
education since CMO No. 20 s. 2013 was issued, which outlined a new revised GEC set
for 2018 that contained no Filipino language courses.
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 Filipino language education proponents accused CHED of failing to intellectualize
Filipino and that the new GEC would displace thousands of Filipino professors and
instructors.
 CHED defended its decision by stating that the planned new GEC will work in
conjunction with the K-12 program and that many remedial courses, like Filipino and
English, will be taught in senior high school years, thereby making them redundant in
college.
 CHED also pointed out that Filipino’s status as a medium of instruction in higher
education courses shall not be affected.
ACTIVITY 4. Express your opinion via a short blog (maximum of 3 paragraphs) about the
attempt to remove Filipino subjects in the college curriculum at the introduction of CMO No. 20
s. 2013 which outlined a new revised GEC set for 2018 that contained no Filipino language
courses. You may check this article as reference: https://www.esquiremag.ph/politics/filipino-
college-curriculum-a00293-20190527
Title of Your Blog:
You may put your blog here:
ACTIVITY 5. Read the article entitled, “Bilingual Education in the Philippines: Research Paper”
found at https://gradesfixer.com/free-essay-examples/bilingual-education-in-the-philippines-
research-paper/ and answer the questions that follow:
QUESTIONS ANSWERS
Why is there a high regard in the use of
English among Filipinos?
What is the primary goal of the BEP? Did it
turn out to be a “success”? Why or why
not?
Which of the drawbacks mentioned in the
article do you find “alarming” even at this
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time?
Overall, how did you find the
implementation of the BEP?
What can you recommend to ensure that
the BEP can achieve its primary goals?
What is Lingua Franca?

Source: https://www.thoughtco.com/what-is-a-lingua-franca-1691237#:~:text=A%20lingua%20franca
%20(pronounced%20LING,international%20language%2C%20and%20global%20language.
 A lingua franca is a language or mixture

of languages used as
a medium of communication by people
whose native languages are different.
 It is from the Italian, "language" +
"Frankish" and also known as a trade
language, contact language, international
language, and global language.
 The term English as a lingua franca (ELF) refers to the teaching, learning, and use of
the English language as a common means of communication for speakers of different
native languages.
But what do we mean by the term English as a lingua franca?
 The term lingua franca is usually taken to mean 'any lingual medium of communication
between people of different mother
tongues, for whom it is a second language'
(Samarin, 1987, p. 371).
 In this definition, then, a lingua franca has
no native speakers, and this notion is
carried over into definitions of English as
a lingua franca, such as in the following
example: '[ELF] is a 'contact
language' between persons who share
neither a common native tongue nor a common (national) culture, and for whom English
is the chosen foreign language of communication' (Firth, 1996, p. 240).
 Clearly, the role of English as the chosen foreign language of communication in Europe is
an extremely important one, and one that is on the increase. ... It is important to note that
this means that both in Europe as well as in the world as a whole, English is now a
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language that is mainly used by bi- and multilinguals, and that its (often monolingual)
native speakers are a minority."
August 4, 1999 – DO 80, s. 1999 – Grade I Class Program for Experimental Schools in the
Lingua Franca Education Project
Source: https://www.deped.gov.ph/1999/08/04/do-80-s-1999-grade-i-class-program-for-experimental-schools-in-the-
lingua-franca-education-project/
1. The implementation of the Lingua Franca Education Project necessitates some changes
in the time allotment and medium of instruction to be used in teaching the different
learning areas.
2. All learning areas in Grade I will be taught in the lingua franca widely spoken in the
community where the school is located which may be Tagalog, Ilocano or Cebuano. In
experimental schools where the lingua franca is either Cebuano or Ilocano, Wika
(Filipino) will be taught orally as a subject whereas pre reading and reading skills will be
taught in the lingua franca. Filipino will be taught as a subject in experimental schools
whose lingua franca is Tagalog.
3. The teaching of English as a subject will be done orally in the second semester. Enclosed
are the suggested Grade I class programs.
4. The experimental schools will be exempted from district/division/regional achievement
tests. Pupil performance will be measured by teacher- made tests in the form of
formative/summative tests and the achievement tests to be administered by the Central
Office at the end of the school year.
ACTIVITY 6. You were assigned by your professor in the Graduate School to do a research in
lingua franca particularly in the Early Childhood Education or Primary Grades. To collect the
needed data, you decided to send an email to one of the experts of lingua franca from other
countries. Share the transcript of the said communication below.
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NAME OF THE EXPERT YOU

EMAILED
QUESTIONS YOU ASKED TO THE
EXPERT (At least three)
POSSIBLE RESPONSE OF THE EXPERT
YOU EMAILED
EVALUATE
Wow, PLMUNIAN English educators! You have reached the last stage of our module. Now that
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you have been provided a wealth of knowledge about Implementation of the Bilingual
Education Policy.
ACTIVITY 1. Create a simple dialogue between and among teacher/s and students who adopt the
Bilingual Education and or the Lingua Franca Policy. This must be a classroom scenario. You
may use cartoons or illustrations too.
Rubric:
Content (substantial ideas embedded in the dialogue; logical consistency of ideas) – 10 points
Grammar and Mechanics of Writing – 5 points
Appeal (creativity) – 5 points
TOTAL: 20 points
You may put your output here.
REFERENCES:
Young, C. et al. (2016). Mother tongue-based multilingual education – guide for teacher
educators and students. Lorimar Publishing, Co.
https://www.educationcorner.com/k12-bilingual-education.html#:~:text=Bilingual%20education
%20is%20the%20process,lesson%20plans%20and%20teaching%20models.
https://bilingualkidspot.com/2017/05/23/benefits-of-being-bilingual/
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https://environmental-conscience.com/bilingual-education-pros-cons/
http://gwhs-stg02.i.gov.ph/~s2govnccaph/subcommissions/subcommission-on-cultural-
disseminationscd/language-and-translation/language-policies-in-the-philippines/
https://www.deped.gov.ph/1987/05/27/do-54-s-1987-implementing-guidelines-for-the-1987-
policy-on-bilingual-education/
https://www.rappler.com/newsbreak/iq/policies-filipino-language
https://www.rappler.com/newsbreak/iq/policies-filipino-language
https://www.thoughtco.com/what-is-a-lingua-franca-1691237#:~:text=A%20lingua%20franca
%20(pronounced%20LING,international%20language%2C%20and%20global%20language.
https://www.deped.gov.ph/1999/08/04/do-80-s-1999-grade-i-class-program-for-experimental-
schools-in-the-lingua-franca-education-project/
Prepared by:
DR. ALVIN S. SICAT, LPT

Professor

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PAMANTASAN NG LUNGSOD NG MUNTINLUPA

MODULE 3 / WEEKS 6, 7 and 8

Title: Implementation of the Bilingual Education Policy

Hello, beloved PLMUNIAN educators!

To whether answer in English or Filipino is a question that

At the end of the module, you are expected to:

To do this, you will:

1. Define the bilingual education policy and its benefits;

What is the title of the soap opera?

EXPLAIN AND ELABORATE

 Bilingual education is the process of teaching

Kinds of Bilingual Education

Benefits of Being Bilingual

1. Being bilingual has positive effects on the brain.

2. Bilingualism gives you the educational advantage.

3. Languages are highly valued in the workplace.

4. Being Bilingual has been linked to health benefits.

5. Speaking more than one language makes you

6. Speaking a foreign language can be highly beneficial when you travel.

7. Being Bilingual opens up new social

9. Being bilingual means you can raise bilingual kids.

10. You are not the minority if you are bilingual.

The Cons of Bilingual Education

1. May be hard at the beginning

2. Bilingual education may require more time to learn

3. Less time for other important activities

4. Students may have problems

5. May increase the stress levels of students

6. Not many schools offer this kind of

7. Bilingual education can be costly

9. Higher administrative and planning efforts

10. Children may burn out

11. Quality of bilingual education greatly varies across schools

The Philippine Bilingual Education Policy (BEP): An Overview

The policy is as follows:

The goals of the Bilingual Education Policy shall be:

DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR THE 1987 POLICY ON

1. Bilingual Education is defined operationally as the separate

Department of Education, Culture and Sports (DECS) Order 81

College General Education Curriculum's Language Policy

Title of Your Blog:

You may put your blog here:

What is Lingua Franca?

 A lingua franca is a language or mixture

But what do we mean by the term English as a lingua franca?

NAME OF THE EXPERT YOU

You may put your output here.

DR. ALVIN S. SICAT, LPT

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