Revisiting The Bilingual Education Policy Mitigating Teacher’s Taglish Communication For Strict Implementation Towards Corrective Action

Abstract

            The Bilingual Education Policy (BEP) in the Philippines underscores the importance of English as the country’s second language, given its role in advancing economic competitiveness, political participation, and educational mobility in the global context. The policy mandates that English be used as the medium of instruction in English subjects and in other content areas where it is designated as the dominant language. This study examined the extent of the Bilingual Education Policy (BEP) implementation in English classes, focusing on four variables: English language use in instruction, English language use in content learning, teachers’ training, and teacher certification for language competence. Using weighted mean, frequency counts, and paired t-tests, findings revealed varying levels of compliance. Results showed a significant difference between the mandated and actual use of English in instruction, with actual implementation falling below expectations, suggesting the prevalence of Filipino or Taglish in classroom discourse. Conversely, English use in content learning aligned closely with policy, as no significant difference was observed between mandated and actual practices. Teachers’ training and certification also showed no significant differences, indicating that what is mandated is generally observed in practice. However, slight gaps remain in training opportunities and certification standards. The findings highlight the persistent challenge of English language use in instruction, which requires corrective action through stricter monitoring and supportive interventions.