Our Lady of Assumption College of

Laguna, Inc.
Main Road Villa Olympia Subdivision, Brgy. Maharlika, City of San Pedro,
Laguna 4023

February, 2, 2024

LESSON PLAN IN UNIT:3 BILINGUAL EDUCATIONAL PROGRAM (BEP) (4 A’s

Approach)

I. OBJECTIVES

a. CONTENT STANDARD
The learner demonstrate an understanding to the Lesson1-3: Bilingual Education
Program, typology of bilengual education program,Effective program in bilengual
educationFeatures of Language.

b. PERFORMANCE STANDARD
The learners understand What is the function of Biligual Education Program and
its Policies, the Typhology and its effectivity.

c. LEARNING COMPETENCIES
1. Identifying the (BEP) Bilingual Education Program
BSEd 2 English Major
2. Knowing the Policies of (BEP) Bilingual Education Program
BSEd 2 English Major
3.The Typhology of Bilingual Education Program
4.The Effective Program of Bilingual Education

II. SUBJECT MATTER

Topic: Unit 3 Bilingual Education Program (BEP)

Subtopic: The Typhology of Bilingual Education Program and
The Effective Program of Bilingual Education

References: https://www.scribd.com/upload-document?
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Values: Competency and Collaboration

Strategies: 4 A’s Approach (Activity, Analysis, Abstraction, Application)

III. PROCEDURES

I. Preliminaries

Greetings
Prayer
Remarks
Checking Attendance
Review/Checking of Assignment
 Motivation: English and Tagalog guesing words
Directions: It’s a vocabulary game where the students will guess what are the
Tagalog unfamiliar word base on the students vocabulary.

A. Activity

Directions: ( Essay) Elaborate the benefits of bieng Bilengual

B. Analysis

Directions: Answer this 3 questions

1. What did you observe about our activity?
2. Are you familiar with the words in the activity?
3. What will be our topic for today?

C. Abstraction

Our topic for today is the following: Bilingual Education Program and The Philippine Bilingual
Education Policy (BEP)

Bilingual
A bilingual person is someone who speaks two languages. A person who speaks more than two
languages is called ‘multilingual’ (although the term ‘bilingualism’ can be used for both situations).
Multilingualism isn’t unusual; in fact, it’s the norm for most of the world’s societies. It’s possible for a
person to know and use three, four, or even more languages fluently. People may become bilingual either
by acquiring two languages at the same time in childhood or by learning a second language sometime
after acquiring their first language.
Bilingual learners, have better functioning memory and attention spans. These abilities can contribute to
both academic and professional success. On activities requiring executive coordination, bilingual students
outperform monolingual students. Being bilingual improves the following.

1.Improved cognitive abilities 6.Problem solving

2. Better bilingual education benefits 7.Improve social skill

3.Better academic achievement and advantages. 8.Helps better when you travel

4.Increase brain power or Brain benefits 9.Improved memory

5.Learning more languages 10.Increased creativity

History (BEP)
Consistent with the 1987 constitutional mandate and a declared policy of the National Board of Education
(NBE) on bilingualism in the schools (NBE Resolution No. 73-7, s.1973) the Department of Education,
Culture and Sports (DECS) promulgated its language policy.
The policy was first implemented in 1974 when DECS issued Dept. Order No. 25, s. 1974 titled,
"Implementing Guidelines for the Policy on Bilingual Education."
Bilingual education in the Philippines is defined operationally as the separate use of Filipino and English
as the media of instruction in specific subject areas. As embodied in the DECS Order No. 25, Pilipino
(changed to Filipino in 1987) shall be used as medium of instruction in social studies/social sciences,
music, arts, physical education, home economics, practical arts and character education. English, on the
other hand is allocated to science, mathematics and technology subjects. The same subject allocation is
provided in the 1987 Policy on Bilingual Education which is disseminated through Department Order No.
52, s. 1987.
The policy is as follows:
The policy on Bilingual Education aims at the achievement of competence in both Filipino and English at
the national level, through the teaching of both languages and their use as media of instruction at all
levels. The regional languages shall be used as auxiliary languages in Grades I and II. The aspiration of
the Filipino nation is to have its citizens possess skills in Filipino to enable them to perform their
functions and duties in order to meet the needs of the country in the community of nations.
The goals of the Bilingual Education Policy shall be:
1. enhanced learning through two languages to achieve quality education as called for by the 1987
Constitution;

2. the propagation of Filipino as a language of literacy;

3. the development of Filipino as a linguistic symbol of national unity and identity;

4. the cultivation and elaboration of Filipino as a language of scholarly discourse, that is to say its
continuing intellectualization; and

the maintenance of English as an international language for the Philippines and as a non-exclusive
language of science and technology.
Filipino and English shall be used as media of instruction, the use allocated to specific subjects in the
curriculum as indicated in the Department Order No. 25, s. 1974.
The regional languages shall be used as auxiliary media of instruction and as initial language for literacy,
where needed.
Filipino and English shall be taught as language subjects in all levels to achieve the goals of bilingual
competence.
Since competence in the use of both Filipino and English is one of the goals of the Bilingual Education
Policy, continuing improvement in the teaching of both languages, their use as media of instruction and
the specification of their functions in Philippine schooling shall be the responsibility of the whole
educational system.
Tertiary level institutions shall lead in the continuing intellectualization of Filipino. The program of
intellectualization, however, shall also be pursued in both the elementary and secondary levels.
The Department of Education, Culture and Sports shall cooperate with the National Language
Commission which according to the 1987 Constitution, shall be tasked with the further development and
enrichment of Filipino.
The Department of Education Culture and Sports shall provide the means by which the language policy
can be implemented with the cooperation of government and non-government organizations.
The Department shall program funds for implementing the Policy, in such areas as materials production,
in-service training, compensatory and enrichment program for non-Tagalogs, development of a suitable
and standardized Filipino for classroom use and the development of appropriate evaluative instruments.
Guidelines for the implementation of the 1987 Policy on Bilingual Education are specified in the DECS
Order No. 54, s. 1987. Among these are the need to intellectualize Filipino and the concrete steps
suggested towards its realization.
Executive Order No. 335
On August 25, 1988, then President Corazon Aquino signed Executive Order No. 335 enjoining all
departments/bureaus/offices/agencies/instrumentalities of the government to take such steps as are
necessary for the purpose of using the Filipino language in official transactions, communications, and
correspondence. The order was issued on the belief that the use of Filipino in official transactions,
communications and correspondence in government offices will result to a greater understanding and
appreciation of government programs, projects and activities throughout the country, thereby serving as
an instrument of unity and peace for national progress.
All departments/bureaus/offices/agencies/instrumentalities of the government are enjoined to do the
following:
1. Take steps to enhance the use of Filipino in official communications, transactions and
correspondence in their respective offices, whether national or local;

2. Assign one or more personnel, as maybe necessary, in every office to take charge of
communications and correspondence written in Filipino;

3. Translate into Filipino names of offices, buildings, public edifices, and signboards of all offices,
divisions or its instrumentalities, and if so desired, imprint below in smaller letters the English
text;

Filipinize the "Oath of Office" for government officials and personnel;

Make as part of the training programs for personnel development in each office the proficiency in the use
of Filipino in official communications and correspondence.
The Commission on the Filipino Language, formerly Institute of Philippine/National Language, is
ordered to formulate and implement programs and projects for the full and effective implementation of
the objectives expressed in the Executive Order.
The Language Policy of the Commission on Higher Education
In 1994, Republic Act No. 7722, creating the Commission on Higher Education (CHED) was signed. This
Act which is know as the "Higher Education Act of 1994" provides that the CHED shall be independent
and separate from the DECS and attached to the Office of the President for administrative purposes only.
Its coverage shall be both public and private institutions of higher education as well as degree-granting
programs in all post-secondary educational institutions, public and private.
One of the first steps undertaken by CHED was to update the General Education Curriculum (GEC) of
tertiary courses leading to an initial bachelor's degree covering four (4) curriculum years. This was done
to make the curriculum more responsive to the demands of the next millennium.
The requirements of the new GEC are embodied in the CHED Memorandum Order (CMO) No. 59, s.
1996. Listed under miscellaneous of this CMO is its language policy which is as follows:
In consonance with the Bilingual Education Policy underlined in DECS Order No. 52, Series of 1987, the
following are the guidelines vis-a-vis medium of instruction, to wit:
1. Language courses, whether Filipino or English, should be taught in that language.
 2. At the discretion of the HEI, Literature subjects may be taught in Filipino, English or any other
language as long as there are enough instructional materials for the same and both students and
instructors/professors are competent in the language.

IV. EVALUATION

Directions: Answer the 10 item question in a 1 half sheet of paper.(Individual)

The teacher will ask the students the following questions:

1.What is biligual?
2-3.Explain your own understanding in the function of (BEP).
4-5.Benefits of being Bilingual
6.DECS stands for what?
7.On August 25, 1988, then President Corazon Aquino signed
(Executive Order No.335)
8. When was BEP First impliment
9.CHED stands for what?
10 BEP stands for what?

V. ASSIGNMENT

Directions:. Advance reading about the Unit 3: Bilegual education program

Lesson2: typology of bilengual education program
Lesson3: Effective program in bilengual educationFeatures of Language.

Prepared by:

Rey Mark U. Cordero

Kathrine Tonion
Roque Boy Cabatingan
BSed 2 English Major

Checked by:

Ms. Pinky De Roxas

Subject Teacher