Title:

The Impact of DO 52 and RA 8190 on

the MTB-MLE

http://www.free-powerpoint-templates-design.com
Objectives:

Discuss the 1987 Policy on Bilingual

1 Education and RA No. 8190

Justify the impact of DO 52 and

2 RA 8190 on the MTB-MLE

Demonstrate understanding of the

3 lesson through a graphic organizer
Contents:

• DO 52, S. 1987— The 1987 Policy on Bilingual Education

• DO 54, S. 1987— Implementing Guidelines for the 1987
Policy on Bilingual Education
• Current Problems in Bilingual Education ✓ Republic Act
No. 8190/ Localization Law
• Amended Implementing Rules and Regulations of RA
No. 8190
• The impact of DO 52 and RA 8190 on the MTB-MLE
Let’s Begin our Discussion 
 Insert Your Image

DO 52, S. 1987 – THE 1987 POLICY ON

BILINGUAL EDUCATION
 DO 52, S. 1987 – THE 1987 POLICY ON
BILINGUAL EDUCATION

1. The provision of Article XIV Section 7 of the 1987 Constitution states:

“For purposes of communication and instruction, the official languages of the
Philippines are Filipino, and until otherwise provided by law, English. The regional
languages are the auxiliary official languages in the regions and shall serve as
auxiliary media of instruction therein.”
2. In consonance with this mandate the declared policy of the Department of
Education and Culture on bilingualism in the schools (NBE Resolution No. 73-7, s.
1973), the Department of Education, Culture and Sports hereby promulgates
the following policy:
 DO 52, S. 1987 – THE 1987 POLICY ON
BILINGUAL EDUCATION
1. 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 to enable them to
perform their functions and duties as Filipino citizens and in English in order to meet the
needs of the country in the community of nations.
2. 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;
 DO 52, S. 1987 – THE 1987 POLICY ON
BILINGUAL EDUCATION
4. the cultivation and elaboration of Filipino as a language of scholarly
discourse that is to say, its continuing intellectualization; and
5. the maintenance of English as an international language for the
Philippines and as a non-exclusive language of science and technology.
3. Filipino and English shall be used as media of instruction, the use allocated to
specific subjects in the curriculum as indicated in Department Order No. 25, s. 1974.
4. The regional languages shall be used as auxiliary media of instruction and as
initial language for literacy where needed.
5. Filipino and English shall be taught as language subjects in all levels to achieve the
goals of bilingual competence.
 DO 52, S. 1987 – THE 1987 POLICY ON
BILINGUAL EDUCATION

6. 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 shall be the
responsibility of the whole educational system.
7. 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.
8. 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.
 DO 52, S. 1987 – THE 1987 POLICY ON
BILINGUAL EDUCATION

9. 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.
10. 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.
DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR T
HE 1987 POLICY ON BILINGUAL EDUCATION
1. In consonance with 1987 Policy on Bilingual Education, the Department of
Education, Culture and Sports hereby promulgates the following implementing
guidelines:
1. Bilingual Education is defined operationally as the separate use of Filipino and
English as media of instruction in specific subjects. The separate use of Filipino and
English for instruction should be observed.
2. Reading in the regional languages, in Filipino and in English shall be achieved in
stages. In non-Tagalog speaking areas, Filipino may be taught orally using procedures,
techniques and materials needed for teaching Filipino to non-Tagalog speakers.
3. The phasing in of two or three languages shall be planned at the regional level,
provided that bilingual instruction (the use of Filipino and English as media of
DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR T
HE 1987 POLICY ON BILINGUAL EDUCATION

4. Content learning (in whatever language) should not be sacrificed because of the
variations in the phasing in of the languages.
5. For all subjects to be taught in Filipino, the development of teaching and
reference materials as well as training of teachers to teach in Filipino shall be
funded.
6. The regional director, upon consultation with his superintendents, supervisors,
principals, teachers and other sectors of the community shall formulate a program
to start the implementation of the revised bilingual policy in all levels and SY 1987-
1988.
DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR T
HE 1987 POLICY ON BILINGUAL EDUCATION
8. The levels of competence set as goals for both Filipino and English, shall be set by
the Department according to the levels and needs of populations and periodically
revised (e.g. every six years).
9.The transfer of cognitive and linguistic skills form one language to another shall be
facilitated and reflected in the syllabi of the schools.
10. In the measurement of achievement nationwide, consideration shall be given to
regional differences because of varieties of Filipino and variations in the phasing in of
the languages. Regional evaluation shall be undertaken to gauge the attainment of
standards set for quality education.
11. Minimum standards of language skills (in both Filipino and English) shall be
required for the promotion of students.
DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR T
HE 1987 POLICY ON BILINGUAL EDUCATION
12. Department of Education, Culture and Sports shall coordinate the following activities
for the implementation of the revised language policy through its respective agencies:
1. Revision of pre-service teacher training courses to reflect the Bilingual Education
Policy;
2. of a program to train teachers to use Filipino as a medium of instruction for
content subjects;
3. Certification of teachers for language and content competence including those
who have been teaching in Filipino with success;
4. Admission to training of future teachers with required language competence; and
5. Development of evaluative instruments for teachers and pupils for gauging
language and content competence using various skills.
DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR T
HE 1987 POLICY ON BILINGUAL EDUCATION
13. The Department shall appoint a Bilingual Education Committee to be composed
of the following:
The Bureau Directors (Elem., Sec., Tertiary)
The Chairperson of the National Language
Commission (Institute of Philippine Languages)
Representatives from the Language Education
Sector and Language Societies
The Chairman of this Committee shall be designated by the Secretary.
DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR T
HE 1987 POLICY ON BILINGUAL EDUCATION

The representatives shall serve for a period of three years, renewable at the option
of the Secretary.
The Secretariat shall be housed in the same office as the Chairperson.
The first task of this Committee shall be the dissemination of information on the
Bilingual Education Policy among other departments of the Republic and among
government and non-government agencies and the public at large.
The Committee shall present an annual report of its activities and findings to the
Secretary.
DO 54, S. 1987 – IMPLEMENTING GUIDELINES FOR T
HE 1987 POLICY ON BILINGUAL EDUCATION

It shall compile baseline data on achievement in both languages for future use.
Periodically, with the help of research agencies it shall conduct or commission
evaluation studies on the implementation of the policy and suggest revisions of the
policy. It should undertake a summative evaluation after ten years implementation
(1987-1997).
3. This Order supersedes previous Orders on Bilingual Education Policy
Implementing Guidelines except those that are not inconsistent with this Order.
4. This Order takes effect in the school year 1987-1988.
Current Problems in Bilingual Education
by José Cárdenas, Ed.D. 1993

1. Lack of Language Development Opportunity

 
2. Limited Use of the Native Language
 
3. Premature Transition to English
 
4. Inadequacies of Instructional Materials
 Insert Your Image

REPUBLIC ACT NO. 8190

AN ACT GRANTING PRIORITY TO RESIDENTS OF THE BARANGAY,
MUNICIPALITY OR CITY WHERE THE SCHOOL IS LOCATED, IN THE
APPOINTMENT OR ASSIGNMENT OF CLASSROOM PUBLIC
SCHOOL TEACHERS.
 REPUBLIC ACT NO. 8190
Section 1. In the appointment or assignment of teachers to public elementary or
secondary schools, priority shall be given to bona fide residents of the barangay,
municipality, city or province where the school is located: Provided, That the teacher
possesses all the minimum qualifications for the position as required by law.
Protests regarding the appointment or assignment of classroom 
public school teachers shall prescribe in three (3) months upon the issuance of
such appointments or assignment.
Section. 2. In the exercise of its disciplinary authority, the Secretary of
Education, Culture and Sports shall impose the following administrative sanctions for
any willful violation of this Act: (1) first violation — suspension of one (1) month
without pay; (2) second violation — suspension of two (2) months without pay; and
(3) third violation and subsequent violations hereof — suspension of six (6)
months without pay.
 REPUBLIC ACT NO. 8190
Sec. 3. The Department of Education, Culture and Sports (DECS) shall prescribe
the rules and regulations necessary to implement this Act. The DECS shall provide
the senate and the House of Representatives a copy of the rules and regulations
within ninety (90) days after approval of this Act.

Sec. 4. All laws, decrees, executive orders, rules and regulations, or parts thereof
inconsistent with this Act are hereby repealed or modified accordingly.

Sec. 5. This Act shall take effect fifteen (15) days after its complete publication in the
Official Gazette or in at least two (2) newspapers of general circulation.
 

Approved: June 11, 1996

 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190

“An Act Granting Priority to Residents of the Barangay, Municipality, or City

Where the School is Located, in the Appointment or Assignment of Classroom
Public School Teachers”

Pursuant to Section 3 of Republic Act No. 8190 otherwise known as “An Act
Granting Priority To Resident of the Barangay, Municipality or City Where The School
Is Located, in the Appointment Or Assignment Of Classroom Public School Teachers“,
the following amended rules and regulations are hereby prescribed:
 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190
Section 1. Definition of Terms

As used herein, the following terms shall be understood to mean:

(a) Teacher refers to a person who meets the minimum requirements for the

position as required by law and the standards set by the Department who does 
actual teaching in classrooms and other learning centers.
(b) Applicant refers to a person who holds a valid certificate of registration/
professional license as a teacher from the Professional Regulation Commission (PRC)
seeking to be appointed to a Teacher I Position.
(c) Qualified applicant refers to a person who meets the evaluation and selection
criteria as prescribed by the Department of Education (DepEd), and who is in the
registry of the Schools Division and is a bona fide resident.
 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190
(d) Bona fide resident refers to a qualified applicant who is, prior to appointment,
resident for a period of at least six (6) months of a particular barangay, municipality, city
or province where the school is located, as evidenced by legal documents to be
identified by the Department.
(e) Secretary refers to the Department of Education Secretary
f) Regional Director refers to the Department of Education Regional Director
(g) Protest refers to the administrative complaint filed by an aggrieved applicant
(complainant) regarding an appointment or assignment to a Teacher I made by an
appointing or assigning authority (respondent).
(h) Appointment refers to the issuance of original appointment of teachers.
(i) Assignment refers to the posting of a teacher in a public school or other learning
center. 
 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190
(j) Registry refers to the official list of qualified applicants in the Schools Division.
 

Section 2. Coverage

These rules and regulations shall apply to appointment or assignment of teachers

in all public schools and other learning centers under the Department of Education.

Section 3. Filling Up of Vacant Positions

In the appointment or assignment of teachers to public schools and other learning

centers with vacant teaching positions, priority shall be given to bonafide residents of
the barangay, municipality, city or province where the school is located, in no particular
order.
 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190
Provided, that the teacher possesses all the qualifications for the position as
required by law and DepEd Orders.

Provided, further, that among the bonafide residents of the barangay, municipality,
city or province where the school or learning center is located, the most qualified shall
be given priority.

Section 4. Recruitment and Selection Process

Upon approval of these rules and regulations, applicants who are interested in
being appointed or assigned to public elementary or secondary schools and other
learning centers located in the place where they are bonafide residents may send their
written applications together with the necessary documents, to the school head
concerned who shall verify and certify as to the correctness and authenticity of the
documents submitted including the proof of place of residence.
 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190
The school head in turn shall forward the applications to the Office of the schools
division superintendent. The Division Office shall maintain a registry which shall be
valid for a period of one (1) school year. The Superintendent shall appoint or assign a
teacher.

The Secretary of Education shall issue guidelines on the hiring of teachers that
shall be consistent with RA 8190 and these implementing rules and regulations.

Section 5. Protest Procedures for Violations of RA 8190

Aggrieved applicants in the registry of the Schools Division may file a protest. The
protest, which shall be subscribed and sworn to in the form of a letter-complaint in
three (3) copies, shall be filed at the Regional Office within ninety (90) days from the
issuance of the appointment.
 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190

The Regional Director shall, within seventy-two (72) hours upon receipt of the
protest, require the Schools Division Superintendent (SDS) to answer the allegations
in the protest within fifteen (15) days, furnishing the protestant a copy thereof.

The Regional Director’s decision may be appealed to the DepEd Secretary within
fifteen (15) days upon receipt thereof. Any appeal on the decision of the Secretary
shall be filed with the Civil Service Commission.

A protest shall not render an appointment ineffective nor bar the approval thereof
by the appointing authority, but the approval shall be subject to the final outcome of the
protest.
 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190
Section 6. Sanctions

Any person found guilty of violating any of the provisions of RA 8190 and these
implementing rules and regulations or any part hereof shall be charged
administratively pursuant to RA 6713 otherwise known as the Code of Conduct and
Ethical Standards for Public Officials and Employees and other relevant laws, rules
and regulations. Administrative sanctions for any willful violations of RA 8190 and its
implementing rules and regulations shall be imposed as follows:

(a) First violation – suspension of one month without pay

(b) Second violation – suspension of two months without pay; and

(c) Third violation and subsequent violation – suspension of six months without
pay
 AMENDED IMPLEMENTING RULES AND
REGULATIONS OF R.A. NO. 8190
Section 7. Separability Clause
Should any provision of this IRR be subsequently declared invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions.

Section 8. Repealing Clause

Rules, regulations and issuances which are inconsistent with these rules are
hereby repealed, rescinded or amended accordingly.

Section 9. Effectivity
These rules and regulations shall take effect fifteen (15) days after its publication
in the Official Gazette or in at least one (1) newspaper of general circulation.

Approved December 20, 2012

 Insert Your Image

The Impact of DO 52 and RA 8190 on

the MTB-MLE
 ON DO 53 s. 1987
The fragmented topography of the Philippines, resulted to emergence of different
languages, and each of these major dialects has sub-languages depending on the
region. This has not been considered by the policy, hence, the issue of not
comprehending the material arose (Mondez, 2013).

However, taken from a devil’s advocate point of view, the discrepancy of theory to
practice posed by the Policy on Bilingual Education paved the way to the
implementation of Mother-Tongue Based Multilingual Education aiming to fill the gap
of learning.

Still, evident in the MOI of schools particularly in urbanized areas, the bilingual
policy on education has not lost its value and goal of intellectualization.
 ON RA 8190

With the implementation of Mother-Tongue Based Multilingual Education in the

Philippines as part of the Enhanced Basic Education Program otherwise known as the
K-12 Program of DepEd, the significance of teachers opting to be assigned in their
resident area increased. Why? Since the MOI from Kindergarten till Grade 3 is
supposedly the mother tongue of the child, it is only parallel that the teacher should also
know the mother tongue of the students to lessen difficulty in instruction.
 Points to Remember
• The 1987 Policy on Bilingual Education puts emphasis on the use of both Filipino and English
as primary medium of instruction in order to increase national and global competence and
intellectualization through bilingualism; with regional languages as auxiliary MOI.
• According to a study cited by Mojen, et al (2019), multiple languages learning occurs from
mastering the first language as well as improved academic performance.
• Republic Act 8190 seeks to provide teachers to be assigned in their resident area with limiting
factors.
• Both the BEP and RA 8190 impacted the implementation of Mother-Tongue Based Multilingual
Education such that the former’s discrepancy of theory to practice pushed its implementation
while the latter shall increase the likelihood of student learning.
EVALUATION:

Create a Graphic Organizer

showing your understanding of the
lesson discussed.
 References

https://www.deped.gov.ph/1987/05/21/do-52-s-1987-the-1987-p
olicy-on-bilingual-education/
https://www.deped.gov.ph/1987/05/27/do-54-s-1987-implementi
ng-guidelines-for-the-1987-policy-on-bilingual-education/
Cardenas, J. 1993. Current Problems in Bilingual Education. ID
RA Newspaper.
https://www.idra.org/resource-center/current-problems-in-bilingu
al-education-part-i/
https://www.teacherph.com/localization-law/?fbclid=IwAR1gppr4j
AmXtCgoZql_N7atCHd__HQ2RHOPPktU8FaGakREdJjz1SLi6l
QFERENCES
:
 Thank you
Research Team 3:
Abraham, Sheila May Badillo, Audrey Livette Bermudez, Ciara
Canitan, Ma. Janine Gaza, Marciano