An Examination of Bilingual Policy in Bridging Languages in Education System

This policy brief examines the implementation and impact of the bilingual policy within the Philippine education system. Research suggests that while language-in-education policies are designed to promote educational access and equity, they often result in overburdened teachers, pedagogical misalignment, and the perpetuation of unintended social outcomes. The key findings reveal a complex disconnect between policy intent and classroom practice, highlighting issues in teacher training, resource allocation, curriculum alignment, and evaluation mechanisms. This brief recommends a multi-pronged approach focused on strengthening teacher competency, decentralizing curriculum development to ensure cultural responsiveness, and establishing clear metrics for policy success to ensure the bilingual policy genuinely serves as a tool for critical thinking and educational equity, rather than a barrier.