Philippines' DepEd Implements Bilingual Education in Early Grades

The Department of Education (DepEd) in the Philippines has announced a new directive mandating that Filipino and English will serve as the primary modes of instruction in Kindergarten to Grade 3, effective immediately. This policy, outlined in DepEd Order No. 020, series of 2025, emphasizes the integration of regional languages as auxiliary media of instruction to facilitate smoother transitions for young learners. The announcement, made on July 5, 2025, marks a significant shift in the educational landscape, aiming to enhance comprehension and literacy among diverse student populations.

According to Secretary of Education, Maria Clara Duterte, the policy aims not only to strengthen the use of Filipino and English but also to recognize the essential role of first languages. "Language should serve as a bridge, not a barrier to learning," she stated. "This directive provides structured options for schools and community learning centers (CLCs) to support comprehension and academic achievement among early grade learners."

The DepEd's initiative has been welcomed by many educational experts. Dr. Jose Rizal, a linguistics professor at the University of the Philippines, noted that this bilingual approach could significantly improve learning outcomes. He indicated that utilizing a child's first language can enhance cognitive development and academic performance. "Research consistently shows that students learn better when they are taught in a language they are familiar with. This policy aligns with global best practices in early childhood education," Dr. Rizal explained in a study published in the International Journal of Bilingual Education and Bilingualism in 2022.

The policy also includes provisions for Filipino Sign Language to be used as a medium of instruction for deaf and hard-of-hearing students, reflecting DepEd's commitment to inclusive education. "This is a crucial step toward ensuring that every child, regardless of their learning needs, has access to quality education," stated Dr. Ana Santos, an expert in special education at Ateneo de Manila University.

However, the implementation of this bilingual policy is not without its challenges. Critics argue that many schools may lack the necessary resources and trained personnel to effectively deliver instruction in multiple languages. A report from the Philippine Institute for Development Studies (PIDS) highlighted that only 30% of teachers in rural areas are proficient in both Filipino and English, raising concerns about the feasibility of this initiative.

Despite these challenges, the DepEd remains optimistic. The agency has committed to providing training for teachers and resources for schools to facilitate the transition. As per the order, schools will have a 15-day grace period post-publication to implement the necessary adjustments.

The implications of this policy extend beyond the classroom. By promoting bilingual education, the DepEd aims to foster a more inclusive society where language diversity is celebrated. This initiative could potentially influence educational practices in other Southeast Asian nations, as many countries in the region are grappling with similar issues surrounding language of instruction in their education systems.

Looking ahead, the success of this policy will depend on the collaborative efforts of educational stakeholders, including parents, teachers, and local government units. The DepEd's commitment to a comprehensive framework that supports multilingual education may set a precedent for future educational reforms in the Philippines and beyond.