Bilingual Education Essay

3517 words - 15 pages

MANUEL L. QUEZON UNIVERSITY
Manila, Philippines
SCHOOL OF GRADUATE STUDIES
DOCTOR OF PHILOSOPHY IN PSYCHOLOGY (Ph.D)
First Semester 2013-2014

SEMINAR IN PHILOSOPHICAL SOCIAL ISSUES
(SPSI)

A REPORT ON
“THE NAGGING LANGUAGE ISSUE”
(BILINGUAL APPROACH IN EDUCATION)

Submitted by:

ARVELLA M. ALBAY
Ph.D Psych Student

Submitted to:

DR. MARY ANN VILLENA
Professor

June 29, 2013

MANUEL L. QUEZON UNIVERSITY
Manila, Philippines
School of Graduate Studies
Doctor of Philosophy in Psychology (Ph.D)
First Semester 2013-2014
SEMINAR IN PHILOSOPHICAL SOCIAL ISSUES
(SPSI)
Topic : THE NAGGING LANGUAGE ISSUE (Bilingual Approach in Education)
Reporter : ARVELLA MEDINA-ALBAY, Ph.D ...view middle of the document...

Because education was not universally accessible, however, Spanish did not spread to the general population and remained the language of the educated elite.
➢ With the arrival of the Americans, English became the language of instruction.
➢ English and Spanish remained the official languages of the Philippines until the 1973 Constitution declared both Pilipino (later renamed Filipino) and English the official languages of the country for communication and instruction.
➢ The Bilingual Education Policy, first implemented in 1974 under martial law, made Filipino the medium of instruction for
• social studies or social sciences
• music
• arts
• physical education
• home economics
• practical arts
• character education

while English became the medium of instruction for
• science
• mathematics
• technology subjects

➢ These same language–subject divisions were reaffirmed in the 1987 Policy on Bilingual Education.
➢ In 1993, however, citing the decline of English literacy and the danger of the Philippines losing its competitive edge in the international labor market, then-president Macapagal-Arroyo directed the DepED to restore English as the primary medium of instruction in schools while still allowing the use of Filipino as the language of instruction for some subjects.
➢ Thus, English is used to teach English language, science and mathematics from at least Grade 3, while Filipino is the medium used for Filipino language and values education.
➢ Regional languages continue to be used as auxiliary mediums of instruction in Grades 1 and 2. Institutions of higher education are also encouraged to use English as the primary medium of instruction.
➢ The choice of English as the language of instruction has been debated over the years. As the country gained more independence, a movement developed to promote the “Filipinization” of education and to reject English as a national language. Some argue that one must first learn his or her mother tongue properly before learning a second language and that learning two languages concurrently leads to the mixing of the two in what is commonly referred to as “Taglish” in the Philippines. Teaching in a second language can also encourage “superficial learning,” that is, learning how to give correct answers on tests without having indepth understanding of concepts (Constantino, 2000, p. 428).
➢ The debate continues today; some even question the use of Filipino as a national language or as a language of instruction. The issue is proving difficult to resolve in a country with so much diversity in the languages and dialects proper to each region and island.

Summary of Milestones of Philippine Language policy-making Through the Development of the National Language

1937: TAGALOG ESTABLISHED AS THE NATIONAL LANGUAGE
➢ National Language Institute was established in 1937 through the Commonwealth Act No. 184,...

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