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🇵🇭📘 Bridging Languages: DepEd’s New Direction on the Medium of Instruction for Kindergarten to Grade 3 in SY 2025–2026
In a decisive move to strengthen early-grade literacy while respecting the diverse linguistic fabric of the Philippines, the Department of Education (DepEd) has released DepEd Order No. 020, s. 2025, which redefines the Medium of Instruction (MOI) for Kindergarten to Grade 3 learners starting School Year 2025–2026. This order, rooted in Republic Act No. 12027, ushers in a new era of language use in the classroom — one that seeks to balance national identity, educational equity, and inclusive learning for all Filipino children.
📚✨ Rewriting the Script: Why DepEd is Changing the Language of Learning
For decades, Mother Tongue-Based Multilingual Education (MTB-MLE) has been the hallmark of early education in the Philippines. But according to Republic Act No. 12027, this approach is now being discontinued for Kindergarten to Grade 3, giving way to a new policy that emphasizes Filipino and English as the primary media of instruction.
The rationale? As cited by the law, the MTB-MLE implementation faced systemic challenges — from lack of instructional materials in many local languages to teacher training and learner mobility issues. DepEd, through this new policy, aims to streamline instruction while maintaining inclusive practices for learners with hearing disabilities and those from indigenous communities.
This major transition is aligned with the reforms introduced in the Enhanced Basic Education Act of 2013 (RA 10533), as amended, which calls for flexibility in curriculum and pedagogy to meet 21st-century learning needs.
🗣️🔁 Filipino and English Take Center Stage, But Multilingualism Isn't Gone
Under this new policy, Filipino and English will serve as the main MOI across Kindergarten to Grade 3 classrooms. Notably, the use of Filipino Sign Language is included to support deaf and hard-of-hearing learners, reinforcing DepEd’s commitment to inclusive education.
But does this mean the end of local languages in classrooms?
Not exactly. According to DepEd Order No. 020, regional and indigenous languages will still play a crucial role as auxiliary modes of instruction. This includes the use of translanguaging techniques, which allow learners to make meaning across languages — a practice proven to boost comprehension and cultural connection, especially for early readers.
Additionally, community learning centers (CLCs) and schools under the Indigenous Peoples Education (IPEd) Program are permitted to use the learner’s local language as MOI, provided they meet certain requirements. This clause ensures that linguistic diversity remains a vital part of the Philippine education landscape.
🏫📜 Implications for Teachers, Schools, and Parents
This sweeping change has significant implications on curriculum implementation, particularly on how schools will align with the MATATAG Curriculum rollout, officially known as DepEd Order No. 010, s. 2024. Teachers will need professional development to effectively implement Filipino-English bilingual education, while administrators must ensure compliance with language policy guidelines.
Parents, too, are encouraged to engage in this shift. With the new language framework, home support will be crucial in helping children navigate between Filipino, English, and their heritage language.
According to experts from the University of the Philippines Law Center (UPLC) and the Office of the National Administrative Register (ONAR), this change is legally binding and takes effect 15 days after its publication in the Official Gazette or a newspaper of general circulation.
📅🚀 A Timely Transition or a Leap of Faith?
The implementation of DepEd Order No. 020, s. 2025 is set to take full effect by SY 2025–2026 — a relatively short window for transition. Yet, as the DepEd asserts, this decision is not abrupt but grounded in research, legal reform, and feedback from stakeholders.
While some education advocates remain cautious, many believe that this reform may finally resolve the inconsistencies and logistical constraints of the previous MTB-MLE model. It also brings the Philippines closer to international bilingual education standards, particularly in Southeast Asia.
Still, as with any change, the success of this language shift will depend on policy execution, community involvement, and continuous monitoring to ensure that no learner is left behind.
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