The Philippines is a prime example of a country that has successfully overcome the challenges of linguistic diversity and promoted English as a second language through a strong education policy.

The Bilingual Education Policy (BEP), implemented as early as the early 1970s, has played a pivotal role in promoting English proficiency while preserving Filipino (the national language). Backed by government reforms, the BEP has shaped the Philippine educational landscape and enabled its citizens to become more internationally competitive.

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The Philippines has implemented a bilingual education policy since the 1970s.

Clear classification of subjects taught in English

The foundation of the Philippines' English proficiency dates back to the period of American influence (1898-1946). During this period, English was introduced as the language of administration and law.

Since 1901, when the public education system was introduced by the Americans, English has been the sole medium of instruction in the Philippines. By the time the Southeast Asian nation gained independence (1946), English was firmly entrenched in the national education system.

In 1974, the Philippine government enacted the Bilingual Education Program (BEP). This was an official effort to promote both Filipino and English as the medium of instruction in schools. The goal was to ensure that students would be proficient in both languages, equipping them with the skills to thrive both domestically and internationally.

According to researchers Ruanni Tupas and Beatriz P. Lorente, BEP is recognized as one of the earliest comprehensive bilingual education experiments in the world. The structure of BEP is based on the parallel use of Filipino and English in specific subjects. This classification allows students to be exposed to both languages.

English is used as the medium of instruction in subjects such as: Mathematics, Science, Technology, Literature and English Language. Meanwhile, Filipino is used to teach: Social Studies, Philippine History and Philippine Literature and Language.

The clear separation between these subjects ensures that students are exposed to both languages, developing their English proficiency while maintaining a strong connection to their language and national identity. Notably, English is taught in the technical and scientific fields, aiming to align with global business, technology and science standards.

BEP is applied throughout the education system, starting from primary school to higher education.

In elementary schools, Filipino is initially dominant, but English is introduced as early as Grade 1 and becomes the medium of instruction for core subjects such as Science and Mathematics. As students progress to secondary school, English is increasingly used, especially in technical subjects.

In universities and colleges, English is the main language of instruction in most subjects, especially in professional fields such as engineering, medicine and law. Graduates are expected to have an internationally competitive level of English proficiency.

Policy is constantly evolving

Since 2009, the new Mother Tongue-Based Multilingual Education (MTB-MLE) ordinance has been institutionalized in the Philippines, replacing the Bilingual Education Policy (BEP).

The reason behind this change is the realization that mother tongue or local languages ​​used in the community are more effective in early education.

In fact, the Philippines has between 120 and 187 languages, including many indigenous languages. This new approach recommends that children learn best in the language they understand, especially in their early years, and can then transition more easily to Filipino and English.

This new policy is a complement to the BEP. While the BEP has politically and culturally linked the two languages ​​to national identity building and educational success, the MTB-MLE approach emphasizes linguistic diversity, recognizing that the Philippines is home to many different languages ​​and dialects.

The change is aimed at improving early literacy and cognitive skills, especially for rural students who may not be fluent in Filipino or English when they enter school.

This change represents a broader policy development in the Philippines, focusing on inclusion, diversity, and meeting the educational needs of all linguistic communities.

The foundation is still the mother tongue

The Bilingual Education (BEP) and later Multilingual Education (MTB-MLE) policies in the Philippines have played a significant role in reshaping the island nation's education and promoting national identity.

The BEP has equipped its people with English proficiency while maintaining Filipino as the national language.

In the EF EPI English Proficiency Index of 113 countries and territories published by EF Education First, the Philippines ranked 20th globally and was rated as “highly proficient”. This country is second only to Singapore in Asia and is much higher than many European countries.

In addition, the BEP has been successful in promoting the unity of the national language, contributing to the cultural integration of Filipino. By ensuring that Filipino is taught alongside English, the policy has helped preserve and nurture national pride and a common identity.

From the Philippines' success story, here are some lessons for countries considering implementing bilingual education policies:

First, it is important to begin education in the local or mother tongue to build a solid foundation of basic skills. This approach supports cognitive and linguistic development, making it easier for students to move on to learning additional languages ​​later.

Second, early exposure to English, while still starting with the local language, facilitates an easier transition to full bilingualism.

Third, investment in comprehensive teacher training is also crucial to the success of any bilingual education policy. Teachers must be proficient in both the local language and English to deliver high-quality instruction and support students effectively in both languages.

Additionally, addressing regional (urban-rural) disparities by ensuring that resources and support are distributed equitably helps prevent inequities and ensure opportunities for all students.

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