DepEd Implements Major Shift to Filipino and English for Early Education

In a significant policy change, the Department of Education (DepEd) of the Philippines has announced that starting in the school year 2025-2026, the medium of instruction for Kindergarten to Grade 3 will transition from the Mother Tongue to Filipino and English. This decision marks the end of the previous requirement for Mother Tongue-based instruction, which was implemented to promote linguistic diversity and enhance early literacy among young learners.

This policy shift, announced by Education Secretary Sara Duterte on October 20, 2023, aims to address ongoing concerns regarding the effectiveness and accessibility of education in the early years. According to Secretary Duterte, "We recognize the need for our students to be proficient in both Filipino and English at a young age, which are essential for their academic success and future opportunities in a global environment."

Historically, the use of Mother Tongue in education was rooted in the belief that children learn best when instruction is delivered in their native language. The 2012 K to 12 program introduced the Mother Tongue-based Multilingual Education (MTB-MLE), which aimed to promote linguistic and cultural heritage. However, recent assessments by the National Economic and Development Authority (NEDA) indicated that many students were struggling with the transition to Filipino and English as they progressed to higher grade levels.

According to a 2023 report by the Philippine Institute for Development Studies (PIDS), approximately 40% of Grade 3 students were found to be reading below the expected level for their age, a statistic that has raised alarms among educators and policymakers alike. Dr. Maria Santos, an educational psychologist at the University of the Philippines, emphasized the importance of language proficiency in early education, stating, "While Mother Tongue instruction has its merits, this shift to Filipino and English may better prepare students for the demands of a predominantly English-speaking global economy."

Critics of the policy change, however, argue that the elimination of Mother Tongue instruction risks eroding cultural identity and linguistic diversity. Dr. Antonio Delos Reyes, a linguist at Ateneo de Manila University, voiced concerns about the potential negative impact on children's self-esteem and cultural connection: "Language is not merely a tool for communication; it is a vessel for culture. Removing the Mother Tongue from early education could alienate students from their heritage."

The decision has garnered mixed reactions from various stakeholders. Parents, educators, and advocates are divided on the issue, with some welcoming the focus on Filipino and English as necessary for competitiveness, while others fear the loss of local languages will diminish cultural richness. The Philippine Education Coalition, representing various educational institutions, has called for a more balanced approach that integrates Mother Tongue alongside Filipino and English.

As the implementation date approaches, DepEd has committed to providing training for teachers to ensure they are equipped to deliver content effectively in the new instructional languages. Additionally, curriculum developers are tasked with creating materials that embrace both linguistic and cultural content, aiming to foster a more inclusive educational environment.

In conclusion, the Department of Education’s policy shift reflects a broader trend towards enhancing language proficiency in the early years while raising critical questions about cultural preservation and educational equity. The success of this initiative will depend on the careful balancing of language instruction with cultural identity in the Philippines’ diverse educational landscape. Future assessments will be crucial in determining the long-term implications of this policy on students’ academic performance and cultural engagement.