The Department of Education (DepEd) has rolled out a major shift in language policy for early education, officially moving away from the mother tongue-based instruction model and adopting a unified approach that prioritizes Filipino and English as the main languages of instruction from Kindergarten to Grade 3.
In its newly issued DepEd Order No. 020, s. 2025, the agency formalized the decision to use Filipino and English as primary teaching languages in early grade levels. Meanwhile, regional languages will serve as auxiliary tools, helping students make a smoother transition into the two official mediums. Filipino Sign Language will continue to be the instructional mode for deaf and hard-of-hearing learners.
This sweeping reform applies to all elementary institutions across the country, including public and private schools, as well as local and overseas-based Philippine academic institutions.
DepEd emphasized that the change aims to build stronger foundations for comprehension and literacy, particularly among students in linguistically diverse communities. The policy, the agency noted, seeks to address long-standing gaps in the previous language framework that had relied heavily on the use of native languages in instruction.
“Language should empower, not hinder, young learners,” the order stated. “By strategically integrating Filipino and English early on, we are enhancing comprehension and equipping students with tools to thrive academically while still acknowledging the value of their first languages as support.”
The new directive marks a departure from the Mother Tongue-Based Multilingual Education (MTB-MLE) policy, which had been implemented under the K-12 program. While MTB-MLE was designed to help children learn in their native language, challenges in implementation—such as lack of teaching resources, inconsistent materials, and teacher preparedness—led to underwhelming outcomes, especially in reading comprehension.
Senator Sherwin Gatchalian, who sponsored Republic Act 12027 that paved the way for this reform, lauded DepEd’s move, saying it aligns with the actual classroom experiences of Filipino students.
“We’ve seen how the mother tongue policy, despite its intent, has struggled to produce the desired learning outcomes,” Gatchalian said. “This shift makes learning more accessible and practical for our students.”
DepEd’s revised policy will be effective immediately, following its official approval and publication. Schools are expected to begin adapting their teaching plans and materials to reflect the change in the upcoming school year.
As the education sector recalibrates its approach, the move signals a renewed focus on literacy, inclusivity, and pragmatic instruction—anchored in languages that are both widely understood and essential for national and global communication.