Mother Tongue No More: New Law Reverts Early Education to Filipino and English

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"A bill that removes the use of the mother tongue as the main language of instruction in Kindergarten to Grade 3 has lapsed into law. Republic Act 12027 revises the Enhanced Basic Education Act of 2013, which initially required the use of the Mother Tongue-Based Multilingual Education (MTB-MLE) program. Under the new law, “the medium of instruction shall revert to Filipino and until otherwise provided by law, English.” The Department of Education (DepEd) is tasked with reviewing the program after three years. The law will come into effect 15 days after its publication in the Official Gazette."



A significant shift in the country’s educational system has come into effect with the recent passage of Republic Act 12027, which eliminates the use of the mother tongue as the primary language of instruction for children in Kindergarten to Grade 3. This law, which lapsed into legislation, marks a departure from the Mother Tongue-Based Multilingual Education (MTB-MLE) program introduced under the Enhanced Basic Education Act of 2013.

Revisiting Language of Instruction

The MTB-MLE program was initially designed to enhance comprehension and learning by using the language children speak at home—whether Tagalog, Cebuano, Ilocano, or any of the other 170+ regional languages in the Philippines—as the medium of instruction in the early years of formal education. The goal was to ensure that young learners grasped foundational concepts before transitioning to Filipino and English, the two official languages of the country.

However, under Republic Act 12027, the language of instruction for early education will now shift back to Filipino and English. This law reverses the previous policy, stating, "the medium of instruction shall revert to Filipino and until otherwise provided by law, English."

The move aims to simplify the system and streamline communication, but it also signals a notable shift in how linguistic diversity is approached in schools. The revision of the policy raises questions about the long-term impact on children’s learning, especially those who speak a language other than Filipino or English at home.

Implications for the Education Sector

For many educators and linguists, the MTB-MLE program has been a source of debate since its inception. Proponents argue that children learn best when taught in a language they understand, particularly in their formative years. They believe that the cognitive benefits of learning in one's mother tongue build a strong foundation for mastering more complex subjects later in life.

On the other hand, critics of the MTB-MLE program point out the logistical challenges of implementing a multilingual education system in a country as linguistically diverse as the Philippines. The need for adequate teaching materials in dozens of regional languages and the professional development of teachers capable of instructing in these languages have been ongoing challenges. There is also concern that focusing too heavily on local languages in early education may put children at a disadvantage when transitioning to Filipino and English, which dominate higher education and the workplace.

DepEd's Role and Future Review

The Department of Education (DepEd) has been tasked with implementing the changes stipulated in the new law. However, the shift is not permanent just yet. Republic Act 12027 also mandates that DepEd conduct a comprehensive review of the impact of this new policy after three years. This review could potentially lead to further changes based on the outcomes observed during this period.

It remains to be seen whether the new system will be more effective in achieving educational goals. However, it is clear that the government is keen on re-evaluating its strategies to improve the quality of education in the country, particularly in relation to language use.

The Path Ahead

With the new law set to come into effect 15 days after its publication in the Official Gazette, the education sector now faces the task of preparing for yet another transition. Educational materials will need to be adjusted, and teachers will require support in navigating the new expectations around language instruction. For parents and students, the next few years will be a time of adjustment, as the country’s approach to early education once again undergoes a major transformation.

Ultimately, the passage of Republic Act 12027 highlights the ongoing tension between honoring linguistic diversity and ensuring academic proficiency in national and global languages. As the education system embarks on this new path, the spotlight will be on how this shift impacts the learning outcomes of the country’s youngest learners, particularly those in linguistically diverse regions. Only time will tell whether the benefits of reverting to Filipino and English outweigh the advantages once promised by the mother tongue-based system.

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