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As the Philippine education system continues to evolve, DepEd Order No. 020, s. 2025 brings not just a policy shift, but a paradigm shift — one rooted in linguistic diversity, educational equity, and evidence-based pedagogy. While many focus on the headline change — replacing Mother Tongue-Based Multilingual Education (MTB-MLE) with Filipino and English for Kindergarten to Grade 3 — what often goes unnoticed is the context-responsive flexibility embedded in the policy.
This deeper layer of reform puts learners’ actual language use at the heart of instruction, offering a new way forward that doesn’t erase multilingualism but instead anchors it to real classroom realities.
🧩📖 Language of Learning Built Around the Child, Not the System
Learners thrive when instruction starts in a language they understand. That’s not just theory — it’s backed by decades of research. According to Cummins (2000) and UNESCO (2003), cognitive growth and academic success are deeply tied to language comprehension. Thus, DepEd’s new language policy recognizes that no one-size-fits-all strategy works in a multilingual country like the Philippines.
Instead of enforcing a fixed MOI (Medium of Instruction), the order outlines four distinct language-use scenarios based on language mapping, learner linguistic profiles, teacher capacity, and instructional resources. The result is a dynamic model where Filipino, English, and local languages coexist in varying roles depending on school context.
🧭🗺️ Mapping the Tongue: From Language Surveys to MOI Scenarios
Starting in SY 2025–2026, all elementary schools and Community Learning Centers (CLCs) must conduct a survey to identify the actual languages used by Key Stage 1 learners. This data-driven approach ensures that MOI decisions are anchored in linguistic reality, not outdated assumptions.
In line with RA 12027, DepEd and the Komisyon sa Wikang Filipino (KWF) will issue a comprehensive language mapping policy by October 2025, providing concrete guidance for the 2026–2027 school year. Until then, schools will use their survey data to determine which of four MOI scenarios fits their learners:
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Scenario A: Filipino and English as the only MOI.
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Scenario B: Filipino and English as MOI with a regional language as auxiliary.
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Scenario C: The learners’ first language as MOI with gradual Filipino-English introduction.
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Scenario D: Indigenous language as MOI for schools under the IP Education Program.
According to the DepEd, “there is no assigned Mother Tongue for any learner.” The MOI must emerge from lived experience, not from static linguistic labels.
💬📚 Translanguaging and Oral Scaffolding: The Unsung Heroes of Language Transition
Translanguaging — the practice of shifting between languages to aid understanding — lies at the heart of this policy. Rather than ignoring learners’ First Language (L1), DepEd encourages its use as an auxiliary tool, especially in the early grades.
In scenarios where monolingual classes based on L1 are not feasible, schools will rely on oral scaffolding, peer-assisted learning, and contextual translation to ensure all learners stay engaged. For learners whose L1 is not among the 33 KWF-approved languages, this is a lifeline that supports inclusivity without compromising standards.
By Grades 2 and 3, Filipino and English will gradually become dominant, with full transition by Grade 4, particularly in subjects like Science and Mathematics.
🎓📈 Teaching the Teachers: Empowering the Frontlines of Language Reform
Recognizing that this shift demands more than policy, DepEd places a strong emphasis on teacher training and recruitment. Teachers in monolingual setups must be proficient in their learners’ language, and where that’s not possible, community learning facilitators may be tapped.
Professional development programs by NEAP (National Educators Academy of the Philippines) will focus on strategies like translanguaging, bridging techniques, and contextualized lesson planning. Meanwhile, the Bureau of Learning Resources (BLR), along with SDOs and ROs, will ensure the availability of instructional materials in Filipino, English, and approved local languages.
📝🎯 Assessment in the Language of the Learner
In a bold move toward equity, DepEd declares that except for English and Filipino subjects, assessments must be done in the language most familiar to the learner. Whether it’s oral questioning in Math or comprehension checks in Science, the goal is to measure understanding, not just language proficiency.
Where possible, the Comprehensive Rapid Literacy Assessment (CRLA) will also follow the classroom MOI. If no tools exist in the MOI, scaffolding techniques will be employed to validate comprehension without skewing results due to unfamiliar language.
🧠⚙️ Monitoring for Equity and Impact
To track effectiveness, the Basic Education Monitoring and Evaluation Framework (BEMEF) will oversee the rollout of the MOI scenarios. Schools are urged to document local strategies, language innovations, and learner progress — turning practice into policy evolution.
Moreover, a formal report must be submitted annually to the President, Senate, and House of Representatives, per RA 12027, detailing progress, challenges, and funding needs. This ensures national accountability and supports further investment in inclusive language learning.
🏫📊 A Learner-Centered Language Future
What makes this policy revolutionary is not merely its content, but its philosophy. It places the child’s language, culture, and identity at the center of learning. By weaving together Filipino, English, and regional tongues based on context, not convenience, DepEd Order No. 020, s. 2025 honors the complexity of Philippine society while steering education toward global standards.
As stated by DepEd Secretary Leonor Magtolis Briones in earlier reforms, “Language is not just a tool of communication; it is a carrier of identity.” This order embodies that spirit.
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