The Department of Education (DepEd) has issued a major policy shift on the medium of instruction (MOI) for Kindergarten to Grade 3, officially ending the mandatory use of the Mother Tongue in early-grade instruction nationwide.

DepEd Secretary Sonny Angara signed DepEd Order No. 20, series of 2025, or the Policy on the Medium of Instruction for Kindergarten to Grade 3 Effective School Year (SY) 2025–2026.

The order, which takes effect this school year, states that Filipino and English will be the primary media of instruction for Kindergarten to Grade 3 learners.

“The MOI for Kindergarten to Grade 3 shall primarily be Filipino and English, including Filipino Sign Language for deaf and hard-of-hearing learners,” DepEd said in the newly issued order.

“Regional languages shall serve as auxiliary media of instruction, using translanguaging to support the transition of all types of learners from one language to another,” it added.

The policy implements Republic Act No. 12027, which discontinues the mandatory use of the Mother Tongue as MOI and allows its use only in monolingual classes that meet strict criteria.

Recognizing that learners best develop literacy and grasp academic concepts when taught in a language they understand, DepEd said the new policy “adopts a flexible and context-responsive approach to the use of language in the classroom.”

It also considers the linguistic profile of learners, community language use, teacher capacity, and the availability of quality instructional materials as critical factors in determining the appropriate MOI.

DepEd announced that a language mapping policy aligned with RA 12027—developed in collaboration with the Komisyon sa Wikang Filipino (KWF)—will be issued in October 2025. This will guide MOI selection and implementation for Key Stage 1 starting SY 2026–2027.

“For SY 2025–2026, all elementary schools and CLCs shall conduct a survey to determine the language or languages actually spoken, understood, and used by Key Stage 1 learners,” DepEd said.

DepEd noted that the survey results will serve as one of the bases for determining the most appropriate MOI at the classroom level for the current school year.

The new policy states that Filipino and English will be the default media of instruction across all K to 3 levels. The use of the Mother Tongue is now optional and only allowed in monolingual classrooms where learners share the same native language and specific readiness criteria are met.

DepEd also affirmed support for the use of regional and Indigenous Peoples’ (IP) languages as auxiliary media to aid comprehension in multilingual settings.

Additionally, the Filipino Sign Language (FSL) will serve as the primary MOI for deaf and hard-of-hearing learners, following RA 11106.

DepEd cited various challenges in implementing the previous Mother Tongue-Based Multilingual Education (MTB-MLE) policy, introduced in 2009 and institutionalized under the Enhanced Basic Education Act of 2013 (RA 10533).

While effective in monolingual areas, the MTB-MLE faced obstacles in linguistically diverse settings due to limited teacher preparation, inadequate learning materials in local languages, inconsistent policy implementation, and logistical difficulties in multilingual classrooms.

“While the implementation of the MTB-MLE yielded gains, especially in monolingual classes where learners shared a common first language, its broader rollout revealed limitations,” the Order read. “Classrooms across the country that are multilingual or characterized by language variation faced challenges, making uniform implementation difficult,” it added.

DepEd referenced a 2024 study by the Second Congressional Commission on Education (EDCOM 2), which found that these challenges hindered equitable and effective early-grade learning.

“These issues underscored the need for a more context-sensitive and inclusive approach,” DepEd stressed.

Based on collected data, schools and CLCs shall identify the applicable language-use scenario and implement the corresponding MOI.

“It is emphasized that there is no ‘assigned’ Mother Tongue for any learner,” DepEd said.

The MOI must reflect the linguistic reality of learners, not previously used labels or default language assignments.

“Language use decisions must be based on current, context-sensitive, and learner-specific data to ensure inclusiveness, equity, and effectiveness in instruction,” it added.

DepEd identified four implementation scenarios:

Scenario A – Filipino and English as primary MOI in highly multilingual settings

Scenario B – Filipino and English with regional languages as auxiliary

Scenario C – Mother Tongue as MOI in qualified monolingual classes

Scenario D – Indigenous languages as MOI in IP education programs

All schools and Community Learning Centers (CLCs) must conduct language mapping to identify learners’ spoken languages and determine the appropriate scenario, DepEd said.

To support the transition, translanguaging, oral scaffolding, and peer-assisted learning will be used to ease the shift in instruction, it added.

Angara emphasized that “language should serve as a bridge, not a barrier to learning.”

He said the new policy provides schools and CLCs with structured options to support comprehension, literacy, and academic success among young learners.

While the Mother Tongue is no longer the required MOI, DepEd underscored that learners’ first languages remain essential in supporting comprehension and transition.

The policy also encourages collaborative planning with stakeholders, phased implementation, parental and community engagement, and the use of scaffolding and translanguaging strategies across all classrooms.

DepEd said the order builds on past reforms, addresses policy gaps, and aligns with its commitment to inclusive, context-sensitive instruction, promoting comprehension, equity, and active learning among diverse early-grade learners.

The policy applies to all public and private elementary schools, CLCs, Alternative Learning System (ALS) programs, and Philippine Schools Overseas (PSOs), with specific provisions for Indigenous Peoples Education (IPEd) and Special Education (SPED) programs.

DepEd stated that assessments must be conducted in the language most familiar to learners, especially in subjects other than English and Filipino.

The Comprehensive Rapid Literacy Assessment (CRLA) will align with the implemented MOI.

In schools adopting Scenario C or D, teacher hiring will prioritize proficiency in learners’ L1 (first language).

DepEd also committed to providing professional development and instructional resources through the National Educators Academy of the Philippines (NEAP) and the Bureau of Learning Resources.

Implementation progress will be monitored under the Basic Education Monitoring and Evaluation Framework (BEMEF).

As mandated by RA 12027, DepEd will submit an annual report to the President and Congress on the optional implementation of MTB-MLE in monolingual classes.