Language Death: Coming to a Filipino Town Near You

Language Death:
Coming to a Filipino Town
Near You
Firth McEachern
Linguistic Society of the Philippines
Annual Conference
19 May 2012
Consultant for sustainable development, Province of La Union, Email: firth.mce@gmail.com

First…a tour of some language planning
and policies around the world…

Spain
• Spanish is national language
• 17 autonomous communities with
their own parliaments
• Communities can make their own
languages co-official with Spanish
eg. Galicia Galician & Spanish
Valencia Valencian & Spanish
Basque provinces Basque &
Spanish
CataloniaCatalan, Aranese, Spanish

Spain
Catalonia region
• Heritage language = Catalan.
– 1998: passed Linguistic Act
– All businesses must have Catalan signs
– All government publications are in
Catalan
– Quotas on non-Catalan movies
– Basic education: all in Catalan. Spanish
only as a subject (2hrs/wk)
– Policy promotes native and non-native
Catalans alike to become bilingual in
Catalan and Spanish.

Spain
 1983—80% schools Spanish medium,
Basque only as subject
 2003—now >60% bilingual or Basque
medium schools.
 Hence, new generation have regained
Basque literacy
 58% of 16-24 yr olds know Basque
vs.
25% in 60+ age group
Basque region
Heritage language = Basque
.
• Dual official status with Spanish since 1979
• Language discrimination formally illegal.
Everyone has right to learn Basque.
• Royal Academy of Basque Language
established.
• Concept of ”Own Language”. While Basque
and Spanish are both official, Basque
maintains preferential use to ensure its
survival as the native language of the Basque
people and region.
• Vice-Ministry for Language Policy: €13
million budget in 2008, not including
education! [Coyos, 2008]

United Kingdom: Wales
• Signatory to European Charter on
Regional and Minority Languages 
required to protect their regional
languages
• Welsh: historical language of the
Welsh people.
• Exclusion of Welsh language in
government , education, media for
centuries lead to decline of Welsh
from near 100% of Welsh people to
15% in 1970s.

Education
-19th
Cent. All education in English
-1939: first Welsh primary school
-1955: first Welsh secondary school
-2011:
•all schools and universities in Wales now
teach Welsh as subject. Mandatory for all
pupils until age 16.
•20% learn in Welsh-medium schools
•Gov has set up 6 Centers of Excellence
for Welsh teaching for Adults

Media
-Since 1982: Welsh language TV station—
s4C
-Welsh language offered on phone models
like Samsung S5600
-Welsh versions of Facebook, Google,
Wikipedia, Microsoft Word, Windows

Government and Commerce
-Government enjoins companies to provide
bilingual services in English and Welsh
-Annual festival for promotion of Welsh
- Welsh in Court
-Almost all road signs are now bilingual.

South Africa
Pre-1994: Only Afrikaans and English official under Apartheid
Post 1994:
- National Reconciliation
- New Constitution recognizes importance of diversity, adopting a
pluralist vision of nation-building
11 Languages
now Official
National
Anthem =
5 languages!

South Africa
Robust language management structures have been put in place:
Commission for promotion & protection of rights
of cultural, religious and linguistic communities
National Language Service under Dept of Arts &
Culture for dev of terminology, translation, and
state language planning
11 Provincial Language Committees
National Language Bodies for each of 11 main
languages
Pan South African Language Board
Lexicographic units for 11 languages

South Africa
Language-in-education policy (LiEP)
accepted in 1997:
- gives school governing bodies the right to
determine a school’s language policy
-allows children to choose their Medium of
Instruction
-commits education department to additive
bi/multilingualism
- promotes multilingualism as a resource
and cultural diversity as a national asset.

South Africa
-Each government dept must designate a working language for inter office
communication
-Communication with public must be in language of citizen’s choice
-Official documents by national government departments must be published in at
least 6 of the 11 official languages
-Language Units to be created in each gov dept / province to manage language
services
-Provinces/municipalities to formulate own individual language policies and
action plans, but must at least serve 3 official languages
-Provincial language policies have already been developed for the Western
Cape, Free State and Gauteng provinces, and Language policies have been
developed at local government level, e.g. for Tshwane, Cape Town and the Nelson
Mandela Metropolitan Municipality.
Languages Bill:

South Africa
-Extensive cost-estimate studies by the National Treasury, which
deemed the implementation of the multilingual language policy
affordable
-Formation of the Language Task Group (Langtag) and the National
Language Policy Development Committee
-2003: Cabinet finally approved of the National Language Policy
Framework (NLPF) that shall deliver a Policy Statement, an
Implementation Plan, the South African Languages Act, and the
South African Language Practitioners’ Council Act for the training of
interpreters and other language professionals.
Other initiatives

Singapore
In a country just 3 times the size of Washington DC…
• 4 Official Languages
•Many public signs featured in all 4
languages.
• Bilingual education. Every one learns
in one of the 4 main ethnic languages
and English
• Additional languages catered by
weekend classes (Quentin 2005).

Language conditions in the
Philippines

Exclusion from media
• Tagalog dominates all primary TV networks
• No networks or channels dedicated to other
Philippine languages.
• Even in provinces, minimal use of
local/regional languages eg. 0.5 hrs on ABS-
CBN, none for GMA or TV 5
• Vast majority of FM radio use a particular
brand of American-accented Tagalog and
English, and play songs only from Manila or
abroad.

Exclusion from business
• Fast food chains, restaurants, brand stores, malls:
usually speak Tagalog and English, even when
addressed by customer in local language. Signs are
in English, sometimes Tagalog, never local language
• Trainings occur in Manila no
discussion of alternative language
scenarios
• What happened to the philosophy “The Customer
is Always Right”?
X-prize 2004

Situation: government
• Very few publications, posters, tarpaulins, and letters in
Philippine languages
• No language preservation or linguistic rights legislation
has yet been formulated at the national level
• It is illegal to sing the Philippine National Anthem in all
but one Philippine language
• The Komisyon sa Wikang Filipino is underfunded and
understaffed for the effective protection, research,
development, and propagation of Philippine languages,
and has concentrated mostly on Tagalog-Filipino

RA 8491: Flag & Heraldic Code
SEC. 36. The National Anthem shall always be sung in the
national language within or without the country.
SEC. 38. …the attending public shall sing the anthem. The
singing must be done with fervor.
SEC. 50. Any person or juridical entity which violates any of the
provisions of this Act shall, upon conviction, be punished by a
fine of not less than Five thousand pesos (P5,000) nor more
than Twenty thousand pesos (P20,000), or by imprisonment
for not more than one (1) year, or both such fine and
imprisonment, at the discretion of the court: Provided, That for
any second and additional offenses, both fine and
imprisonment shall always be imposed.

Exclusion from education
Use of penalties,
fines, “English
Corners”
With DepEd’s MLE
policy, still there is no
language representated
beyond Grade 3 besides
English & Tagalog
Teachers: General
fear/resistance/shyness of
using mother tongue in
classroom  transfers to
students
Languages are not
even a subject in
elementary or high
schools, and very few
universities.
Languages, until this
year, have not been
systematically used as
media of instruction at
any level

Historical Summary
• Looking over the last 100+ years, most policy changes, until
recently, have focused only on English and
Tagalog/Pilipino/Filipino.
• Policies often driven by political moves and compromises, vs.
the rich, available educational research.
• Usually minimal, token use of local languages. Well-studied
successful pilot programs have rarely been implemented.

Education (cont)
Article 29. “State Parties agree that the education of a child shall
be directed to [among other goals]…The development of respect for
human rights and fundamental freedoms,” the child’s “cultural
identity, language, and values,” and “peace, tolerance, equality of
sexes, and friendship among all peoples, ethnic, national and
religious groups and persons of indigenous origin.”
UN Convention on the Rights of the Child:
Article 30. “In those States in which ethnic, religious or linguistic
minorities or persons of indigenous origin exist, a child
belonging to such a minority or who is indigenous shall not be
denied the right, in community with other members of his or
her group, to enjoy his or her own culture, to profess and
practise his or her own religion, or to use his or her own
language."

Immigration & Language erosion
Heterogenous Mixing Homogenizing Mixing
Without local language/culture education, and little exposure in media or
commerce, difficult for newcomers to learn local tongues and integrate. The local
flavor that make places distinct is gradually eroded.
When it comes to language policy, we should be striving for inclusive globalisation
and multifaceted nationalism:
“context-sensitive localisation [left pic] as opposed to corporate mcdonaldised
one-size-fits-all homogenisation [right pic].” — Dr. Skutnabb-Kangas, 2004

Exclusion from social/private contexts
• Pageants, Little Misses, concerts, etc:
English + Tagalog
• In the home, many mothers are shy to
teach their kids their native languages
because their exclusion from school
disadvantages speakers of these languages.
• Researchers have even noted that Tagalog
is displacing local languages from the most
intimate domains—courtship and love.
(Pangilinan 2009)

Gender discrepancy in language practices: symptom
of shift
“The fact that Corsicans absorbed French notions of linguistic
hierarchy can be seen in the way that linguistic insecurity in regard
to French is coupled with a high social value attached to speaking
French.”
“By the time that my neighbor Herve was dating (the 1930s) the
language of courtship had shifted from Corsican to French; it was
considered grossier ‘crude’ to address a woman in Corsican.”
“Parents, they observed, spoke Corsican less to their daughters than
they did to their sons.”
From Ideologies in Action: Language Politics on Corsica by Alexandra Mystra
Jaffe. 1999

Corsican proficiency as of 1999

Summary of language planning environment for the
Philippine languages:
• Only one National Language (Filipino) and
one Official Language (English)
• 70% of Filipino population has received
no education in their native language
• Majority of national government
communications in English, some Filipino
• Only 1 of 5 divisions of the Komisyon sa
Wikang Filipino is dedicated for other
Philippine languages.
• Only 1 out of a dozen or so Palanca awards
allow regional languages
• Vast majority of mass television in
Tagalog
• No constitutional provisions on linguistic
equity or rights
• Low awareness of language issues,
benefits, prejudices: most still taught that
their languages aren’t even languages,
only ‘dialects’
• No Google, Facebook, Windows, or
mobile applications for any of the
Philippine languages besides Filipino and
English
• Few protocols exist in nationwide
companies as to the use or even inclusion
of local/regional languages in services
• Majority of Filipino children have never
read a book or watched a cartoon in their
native language.
• No linguistic variations of the Pledge to the
Flag or the National Anthem allowed
• National departments pass down their
health, environmental, and other
informational materials to the regions
only in English and Filipino
• Small but vocal lobbyists trying to kill
initiatives like MLE

Consequences…
•All top 10 languages in the Philippines
have shrunk since 1937 (when the
National Language was declared) as % of
population except National Language
[Censes of Population & Housing]
• A variety of Chavacano used to be
spoken in Cavite, Ternate, and Ermita.
No longer.
•Virtually all rural-dwelling Cuyonon
now speak Tagalog to their children. It is
the everyday language of Puerto Princesa
and all big settlements in Palawan
•. Tagalog has become a language of
prestige and adoption by the wealthy in
Aklan, Davao, & General Santos
• Ilocano has been replaced in much of
Northern Nueva Ecija (San Jose, Muñoz,
Carranglan, Gabaldon, San Isidiro, etc)
[Addun 2006].
• The national language has replaced
Cebuano as the main lingua franca of
Cotabato City. [Lapid 2009]
• Senator Heherson Alvarez of of Isabela
has commented that when he talks now
to youth in Ilocano, they “reply in
Tagalog.” [Faelnar 2006]
• Less than half (47%) of Kankanaeys
used their native tongue in the home, as
of 2004 [Census, 2004)

Consequences…
• Most mixed marriages don’t pass on
either language to the children, just
Filipino, and migrants, unlike pre-
1990, mostly do not learn the regional
lingua franca
• The languages of Pangasinan—
Pangasinense, Ilokano, and Bolinao,
are all experiencing a shift
• The national language is now rivalling
Bikol as lingua franca in Camarines
Norte & Catanduanes, and Hiligaynon
in Antique [Lapid 2009]
• It is predicted that Kapampangan
and Pangasinan will be moribund in 30
years. [Manila Times, 2 Sept 2007]
•The Romblon languages of Asi,
Romblomanon, and Unham are dying
[Fabicon 2008]
•Many youth in Luzon have been
inculcated with the belief that their
mother tongue is “too native”, “corny”,
or “vulgar”, or “low class” [Pagilinan
2009]
• Kapampangans used to be majority in
northeastern Bataan (eg. towns of
Dinalupihan and Hermosa) until mid 20th
century. [Lapid 2009]

Consequences…
• In report, “Kapampangan Lexical
Borrowing from Tagalog”, author notes
that, while Diosdado Macapagal and
many of his political associates were
celebrated Kapampangan writers and
orators, most provincial and municipal
political activities and meetings are now
conducted in Tagalog, as they do not
share the same command as the
previous generation [Pangilinan 2009].
• Kapampangan youth are borrowing
massively from Tagalog, using one
Tagalog word to account for many
related Kapampangan words. That is,
vocabulary is diminishing in absolute
terms. [Pangilinan 2009; Coloma 2011]
• Severe vocabulary deficiency and
code-switching observed in Waray 9-
14 year olds, especially in urban center
of Tacloban [Oyzon 2008]
• Returning balikbayans since the 70s
have seen a continual decline in use of
Ibanag and Ilocano in Tuguegarao,
Cagayan [Turla, 2002]
• Ilocano is being eroded even in
native Ilokano strongholds, like La
Union, with many children speaking in
Filipino in the playground, in malls, and
even the home [Balloguing, 2005]

GIDS: Graded
Intergenerational
Disruption Scale
(Fishman)
Not endangered
Critically
endangered

Eg. Isinai (Cruz 2009),
Gaddang (Dofitas & Rae de
Chavez 2011); Dumagat
(Mendoza, 2011)
Eg. Ibanag, Maguindanao ,
Chabacano, Aklanon, Bikol,
Kapampangan, Ilokano (La Union,
Cagayan, etc), Pangasinan, Waray,
Eg. Ilokano (Ilocos), Cebuano,
Waray, Hiligaynon, Bikol,
Tausug
Cebuano
Tagalog
Tagalog

UNESCO Language
Endangerment Assessment
9 Factors to Measure Language
Vitality

Factor 1: Intergeneration Language Transmission
Tagalog
Cebuano,
Iloko (Ilocos)
Iloko
(Regions 2, 3,
parts of 1 )
Pangasina
n,Tagbanu
a
Kasigurani
Northern
Alta

Factor 3: Proportion of Speakers vs. Total Pop
Tagalog
Cebuano
Ilokano,
Bikol
Tagbanua
Agta
Several
and
many
more on
the way!

Factor 4: Shifts in Domains of Language Use
Tagalog
Largest Luzon
languages
(Iloko, Bikol)
Large Luzon languages
(Kapampangan, Pangasinan)
Most Cordilleran
languages (eg.
Ibaloy), Aeta
languages

Factor 5: Response to New Domains
Tagalog
Cebuano
All the
rest

Factor 6: Materials for Education & Literacy
Tagalog (+12
w/ MLE)
Iloko, Ilonggo,
Bikol (pre MLE)
Vast
majority of
Philippine
languages

Factor 7: Government & Institutional Policies
Cebuano (Cebu),
Chabacano
(Zamboanga City),
Iloko (La Union)
Most languages
in most LGUs
National Anthem
Policy, Palanca
Awards,
Competitions
Buwan ng
Wika; Bilingual
Edu Policy

Factor 8: Attitude Towards Language
Tagalog,
Cebuano in
Visayas
Ilokano (R1),
Cebuano in
Mindanao
Pangasinan,
Kapampangan,
Ibanag, Gadang,
Butuanon, Palawan
languages.

Factor 9: Type & Quality of Documentation
Kapampangan, Ilonggo,
Bikolano, Chabacano, Waray,
Pangasinan, Tausug,
Maguindanao, Maranao
Most Philippine
languages
Tagalog, Cebuano, Ilokano

Consequences…
• Native Philippine languages/dialects are deteriorating
• Philippines is among the Top 10 “Language Hotspots of the
World” (Harrison), characterized by:
– High genetic diversity
– High levels of endangerment
– Low levels of documentation
• Different layers of identities are being lost, indeed, identities
that have characterized Filipinos for 1000’s of years
• Most changes are happening without much consultation, public
awareness, or government action.

Why should we care about losing languages?
What are the benefits of multilingualism?

Possible disbenefits…
Personal level:
• Confusion of identities
• Time delay in mastering several languages
• Increased parental input required
Societal level:
• Confusion of identities
• Possible competition among cultures
• More effort on part of government and its partners to maintain balanced
language policies

Personal benefits
•Higher net earnings
•Wider choice of jobs
•More interesting jobs
•Access to lower prices
•Quicker/easier access to information
• Enhanced communication power
Studies show that multilingual people have, on average:
Economist Francois Grin (2003b) classifies these as the
“Private Market Value” of multilingualism.

Personal (cont)
• Access to two or more cultures—two or more different worlds of experience.
With a language comes idiom and sayings, folk stories and history, poetry, literature
and music, both traditional and contemporary.Reading and writing in several
languages means a person can enjoy a wider canon of literature. This can create a
deeper understanding of different traditions and ways of thinking and behaving.
• Appreciation of other languages and cultures. Because knowledge of two or
more languages give people a wider cultural experience, they often have a greater
tolerance and appreciation for differences in cultures, creeds and customs beyond
their own. Tolerance, in turn, is necessary for being an adaptable person.
• Raised self-esteem. Being able to switch naturally between languages makes a
child feel good about themselves and their abilities. A sense of real ownership of
their languages and cultural identity can do wonders to help raise a child's self-
esteem.
“Private Non-market Value” of multilingualism:

Personal
“If a child is told that his or her language is inferior, the message being conveyed
is that he/she is inferior. In short, one is giving a negative image to children by
telling them that the ‘cultural capital’ they possess is not capital at all but a stigma
and a handicap. This makes children reject an aspect of their legacy, history,
culture and identity. What is created is ‘culture shame’—being ashamed of one’s
own true identity.
“While it may not be possible to reverse the trend of globalization, it is possible to
promote the concept of additive bilingualism rather than subtractive
bilingualism. This means that we should add to our repertoire of languages to gain
power while retaining skills and pride in our own languages. In order to do this the
state and our education system should promote the concept of linguistic rights.”
—Tariq Rahman on the psychological and cultural costs of linguistic
imperialism.

Social/Cultural benefits
Diversity is inherently valuable and strengthening in multifarious
systems. Just as biological diversity has allowed life to survive
challenges for billions of years, linguistic diversity can:
• Help contain poor language habits, fill-words, and disrespectful
terminology like “fag” or “nigger” in check since they do not transfer
easily from one language to the next
•A loss of quality of speech or literacy in one language doesn’t
necessarily mean the same degradation in a neighboring language
• Diversity begets tolerance. It is a lot harder to stereotype or fault
other races, ethnicities, or nationalities for their differences if one is
used to differences within one’s own country
• The main aggressors of both World Wars were strongly nationalist
political entities centered around one language: Germany/German,
Italy/Italian, Japan/Japanese, who all promoted a single image of their
respective nationalities at the expense of minorities.

Social/Cultural
Diversity  possible positive effect on stability?

Economic pros of multilingualism

Economic “trickledown” effects of linguistic diversity
Case study: Creating a music industry

Economic benefits (cont)
• Activate local production of books and other literature
• Diversify the textbook market
• Expand need for translators, interpreters
• Expand the crossover of Filipino materials being made into local
languages and local language materials being made into Filipino. Same
with English
• Production of bi/multilingual resources: new signages, warnings, food
labels, menus, etc.  boost to local manufacturing
• Diversify media: local television shows, news programs, broadcasters,
and if developed enough, movies. Actors, extras, directors, hosts, etc
drawn from all regions, and working in respective localities
• Promoting tourism through individuality and unique identity
Greater support for recognition, inclusion, and use of Philippines languages would help:

Cultural benefits to language preservation
“Each language reflects a unique world-view and culture complex, mirroring the
manner in which a speech community has resolved its problems in dealing with the
world, and has formulated its thinking, its system of philosophy and understanding
of the world around it. In this, each language is the means of expression of the
intangible cultural heritage of people, and it remains a reflection of this culture for
some time even after the culture which underlies it decays and crumbles, often
under the impact of an intrusive, powerful, usually metropolitan, different culture.
However, with the death and disappearance of such a language, an irreplaceable
unit in our knowledge and understanding of human thought and world-view is lost
forever.”
- Wurm, ed. 2001: 13. UNESCO Atlas of the World’s Languages in Danger of
Disappearing
Language is a pillar of culture. A great diversity of thought and traditions are
found in the subtle and surprising differences in Philippine languages,
revealing a much bigger picture of the Filipino people and experience.

Academic reasons for maintaining language diversity:
Languages offer a treasure trove of scholarly information, but many Philippine
languages are going extinct before they have been properly studied.

Environmental benefits
• Recent research (Posey ed 2001) links
the loss of environmental knowledge to
the fact that many Indigenous languages
and cultures are already teetering on the
brink of extinction in the face of
globalization.
• Native peoples have thrived on a rich
natural environment and managed it for
the benefit of animals and plants. Their
languages are repositories and
transmitters of information on how to
acquire food sustainably, make
constructions from local materials, how to
navigate and track wildlife, interpret signs
of habitat change and predict their
impact, and overcome dangers posed by
the local environment.

Environmental benefits (cont)…
New sources of medicines may also be overlooked as a
result of the decline of Indigenous languages, cultures
and traditions. Many Indigenous peoples have intimate, local,
knowledge of plants, such as herbs, trees and flowers and parts of
animals, and their use as medicines which in turn could give clues to
new drugs. They also know the right part, such as the root, leaf, seed or
flower, to pick and season in which to harvest these "natural medicines"
so they have the greatest impact.
“Losing a language and its cultural
context is like burning a unique
reference book of the natural world.”
– Klaus Toepfer, Executive Director of
UNEP, 2001

Cognitive benefits of retaining more than one
language:
Bilinguals tend to perform better than monolinguals on exercises that
require blocking out distractions and switching between two or more
different tasks:
“When a bilingual speaks two languages regularly, speaking in just one
of these languages requires use of the control network to limit
interference from the other language and to ensure the continued
dominance of the intended language."
—Psychological Science in the Public Interest, Association for
Psychological Science

Cognitive benefits (cont)
• Versatile learners: Children who have more than 1 language tend to do better in the
curriculum and to show slightly higher performance in tests and examinations - research
from systems as far afield as Canada, the USA, the Basque country, Catalonia and Wales
shows this.
• Language acquisition: There is growing evidence that bilinguals tend to find it easier to
learn a third language. For example, children from countries like Holland, Denmark and
Finland often speak three or four languages with ease.
• Creative thinking: multilingual children have two or more words for each object and
idea, and different meanings are sometimes attached to words by their respective
languages. This means a bi/multilingual person may develop the ability to think more
flexibly not only about words, but about everything.
• IQ: research from around the world shows that people who know more than 1
language tend to do better at IQ tests compared with monolingual people of the same
socio-economic class
• Reading: bi/multi-linguals are less fixed on the sound of words and more on their
meaning. Canadian researchers have shown this gives a head start in learning to read.
— BBC Primer on Welsh Education
— Baker, Colon: www.assemblywales.org/paper_3_-_prof._colin_baker.pdf

Health benefits of retaining more than one
language:
Study by Ellen Bialystok of York University in 2007 found a similar delay
in the onset of dementia.
Researchers examined clinical records of 211 patients diagnosed with
Alzheimer's disease and found that those who spoke two or more
languages consistently over many years experienced a delay in the
onset of their symptoms by as long as five years.
—Baycrest’s Rotman Research Institute study, published 2010 in the
journal Neurology

Sociolinguistic Survey of La Union
RESULTS
Don Mariano Marcos Memorial State University &
Provincial Government of La Union
The following unpublished data is just for San Fernando City,
collected by Jeannie Numos, Lea Flores, Ericson Ringor, Ronaldo
Lipadan between Oct 2011-Feb2012.
Principal Investigator: Prof. Arlyce Pimentel

The scale is from 1 to 5, with 1 indicating “very often” and 5 indicating “very rarely”

TRADITIONAL
LANGUAGE
DISTRIBUTION
CITED IN
THE
LITERATURE

LOWER
INCOME
(approximate
distribution)

MIDDLE
INCOME
(approximate
distribution)

UPPER
INCOME
(approximate
distribution)

Abenlen Ayta
Ambala Ayta
Alabat Island Agta
Casiguran Dumagat
Arta
Gaddang
Central Cagayan Agta
Ibanag
Bataan Ayta
Botolan Sambal
Mag-anchi Ayta
Mag-indi Ayta
Camarines Norte Agta
Tina Sambal
Remontado Agta
Umiray Dumaget
Pangasinan
Bolinao
Kapampangan
Yogad
Ilongot
Itawit
On their way out
or already gone:

The “Gap”
Misinformation about language issues
Disconnect between real & perceived threats
Some don’t care that Philippine languages are dying
.
Others do, and but aren’t sure what to do.
Skewed priorities?
Some examples…

“The major vernaculars are in a stable condition, encountering no danger of
language death or extinction at present.”
“None of the major Philippine languages and hardly any of the minor
languages are threatened with this possibility at present.“
“Positively, too, except for some minor vernacular languages on the verge of
extinction (especially in the Mountain Provinces of Northern Luzon), the
continuing use and conservation of languages other than Filipino seem to be
assured; these languages are in a steady state without danger of society’s
losing them as precious resources.”
From: “The Language Planning Situation in the Philippines” by Andrew
Gonzalez, FSC Department of Language and Literature, De La Salle
University. Journal of Multilingual & Multicultural Development. 1998.
According to Brother Andrew…

• Brother Andrew wrote about how healthy Philippine languages are in the Journal of
Multilingual & Multicultural Development, a high profile journal.
• Many authors have recycled his statements, giving a broad impression that
Philippine languages are not at risk of dying.
• Bro. Andrew did not cite a single source or provide any data to back up the “no
danger” claim.
• Furthermore, Bro. Andrew wrote these claims in 1998. The situation has gotten
much worse in the last 15 years.
• The fact of the matter is, standard tools like UNESCO Language Endangerment
Assessment reveal that most Philippine languages are under threat.
• The Philippines is not known as one of the world’s Top Ten Language Hotspots for
nothing!
• Academics should stop citing out-of-date, unverified statements that simply do not
describe the real situation!

Binay’s Ibanag Advocacy
VP Binay’s motivation for helping set up the Ibanag
Heritage Foundation:
"Karamihan ng mga sanggol na ngayon ay
kinakausap na ng Inggles ng mga magulang nila,
kaya naman paglaki nila ay hirap silang
magsalita ng mga katutubong wika, kasama na
ang Pilipino.”
(said during the Ethnic Street Dance of the
Kaamulan Festival 2012 in Bukidnon Province).

• Like many people, both among the public and media commentators, VP Binay
blames English for the decline of native Philippine tongues, like his own heritage
language, Ibanag.
• However, a trip to the Ibanag areas would quickly reveal the reality: those children
who do not use Ibanag as their regular medium of communication anymore are found
to speak Tagalog as their dominant language, not English
• English continues to dominate certain domains, especially written ones. But that
was the same 50 years ago (if not stronger). The presence of English is not new.
• The new factor is the national language. As with many language groups in Luzon
and even other parts of the country, the dominant pattern of shift in everyday
conversation---especially among middle class to upper class youth---is to Tagalog, not
to English.
• Why then is English always blamed for the disappearance of Philippine languages?
Most of the commentary originates from NCR. Being the only other language of
influence in NCR (and admittedly shouldering out Tagalog in some domains), it is
assumed that English is also the principal threat in other regions. This is not the case.

Global Filipino Conference!
• There is lots of activity in support of the national language, partly
fueled by a desire not to be dominated by English
• Example: Global Consortium for the Advancement of Filipino
Language and Culture (GLOCAFIL)
Goal: to strengthen, promote, develop, and expand Filipino into a
global language. Date: Agosto 3-5, 2012. 3rd
year running.
• Implication: domination is relative. English may dominate Filipino on a global scale,
but the latter dominates at a national level. Moves to strengthen it without
corresponding measures to safeguard the “lesser” Philippine languages is bound to
end in their demise. (see Skutnabb-Kangas’s discussion on killer languages, 2004).

Buwan ng Wika (Month of Language)
• An expression of patriotism and nativeness partly to
counteract the power of English.
• Coordinated by the KWF (The Commission on Filipino
Language)
• 1 month to praise and protect Filipino, the national
language!
• Originally 1 wk long, by Presidential Proclamation 35.
• Proclamation 186 moved it to August so schools could
take part in the enforced celebration.
• DepEd memos ensure school participation each yr.
• Now mandated to be 1 month by Presidential
Proclamations 19 & 1041.
• Not even a day in August for the other 170, mostly dying
Philippine languages?

Themes Of Buwan ng Wika
 generally a showcase for a monistic conception of the
one-language nation state, which reared its head most
prominently from the 18th
-20th
centuries

Themes of Buwan ng Wika
• 1987 Wikang Filipino sa Pambansang Kaunlaran
• 1988 Ang Wikang Pambansa’y Kasangkapan sa Tunay na Kalayaan
• 1989 Wika ng Kalahatan, Susi ng Kalayaan
• 1990 Igalang Natin ang Konstitusyon, Wikang Filipino ay Isulong
• 1991 Filipino Ang Wika Ko, Pilipinas Ang Bayan Ko
• 1992 Unawaan sa Pambansang Wika…Kaisahan sa Isip at Gawa
• 1993 Ang Wikang Filipino sa Pilipinas 2000
• 1994 Ang Wikang Filipino sa Pangangailangang Pambansa

Themes of Buwan ng Wika
1995 Ang Wikang Filipino ay Galing ng Pilipino
1996 Ikarangal ang Filipino Kaluluwa ng Bansa Mo
1997 Wika ng Rebolusyon: Noon at Ngayon
1998 Wikang Filipino: Tugon sa Ika-21 Siglo
1999 Ang Wikang Filipino sa Kanayunan: Tugon sa Pagkakaisa
ng Sambayanan
2000 Wika ng Rehiyon: Pantulong sa Paglinang at Pagpapaunlad
ng Wikang Filipino
2001 Wikang Filipino: Mahalagang Salik sa Pagpapahayag ng
Karapatang Pantao
2002 Wikang Filipino Tungo sa Globalisasyon

Themes of Buwan ng Wika  recently showing signs of
pluralism and diversity, such as in 2003 and 2006-2008
2003 Wikang Filipino, Pagyamanin, Wikang Vernakular, Huwag Limutin,
Wikang Ingles, Pagbutihin
2004 Wikang Filipino sa Kaunlarang Pangkabuhayan, Kapayapaan at
Pagkakaisa
2005 Wikang Filipino: Simbolo ng Kultura at Lahing Pilipino
2006 Ang Buwan ng Wika ay Buwan ng mga Wika sa Pilipinas
2007 Maraming Wika Matatag na Bansa
2008 Wika mo, Wika ko, Wika ng Mundo, Mahalaga
2009 Wikang Filipino: Mula Baler Hanggang Buong Pilipinas
2010 Sa Pangangalaga ng Wika at Kalikasan, Wagas na Pagmamahal
Talagang Kailangan

Common activities during Buwan ng
Wika
• Sabayang Bigkas (Simultaneous/synchonized group chant).
Teachers often download such chants from the internet (the
vast majority being written by native Tagalog speakers),
about how important the national language is. Very few such
available chants speak positively or even mention other
Philippine languages. Meanwhile children of many different
backgrounds are exhorted to chant them in military-like
fashion
• Tula (Poem). Students recite or are asked to create poems
about how much they love, should love, and use the national
language.

Sabayang Bigkas
(by Patrocinio Villafuerte)
…lahat-lahat na
Sa sama-samang tinig, sa sama-samang lakas
Nagkakaisa, nagkasama
Mga bagong bayani ng Bagong Republika
At …
Wala nang lungkot, takot, luha, dusa’t hinagpis
Wala nang tanda, ng dustang pagkalupig
Bagwis ng ibong dati’y pinuyian sa tinid ng galit
Ngayo’y nakalipad na … umaawit, humuhuni, umaawit
Dahil malaya
Dahil sa wika

Sabayang Bigkas
(by Patrocinio Villafuerte)
“…Isang diwa ang nagpasya, isang wika ang ginamit
wikang Filipino! Wikang maka-Diyos, makabayan, makatao.”
“…Ang wikang ginamit? Wikang Filipino!
wikang ginagamit sa lahat ng dako
ma-Tagalog, ma-Cebuano, ma-Pangasinan, ma-Ilokano,
ma-Kapampangan, ma-Ilonggo, ma-Waray, ma-Bikolano
ma-Maranao, ma-Tausug, lahat ng ito’y Filipino!
wika ng pagkakaisa, kababayan ma’t dayo
wikang tagapagligtas ng digmaa’t gulo
wikang tagapagtanggol ng lahat ng tao.”

Sabayang Bigkas
(“Ako’y isang Pilipino”)
“Ako'y isang Pilipino
Pilipinas ang bayan ko
At ang wikang Pilipino
Wikang sadyang minana ko.”
“Ang wika ko'y Pilipino
Pilipinas ang bayan ko
Iyan, iyan ang tatak ko
Ako'y isang Pilipino”

Tula
(“Ako’y Pilipino” by Teodoro E. Gener)
“..Ako’y Pilipino at hindi dayuhan,
Sa silangan tubo’t di tagakanluran.
May isang watawat at sariling wika…”

THE LANGUAGE ISSUE AS TAUGHT
IN OUR TEXTBOOKS
The following are excerpts from a DepEd approved
textbook for out-of-school youth….

A very sweeping statement—let’s hope the textbook convinces us with hard evidence!
Unfortunately no citations, data, or other facts can be found in the textbook to verify the so
called “social, political, cultural, and economic” criticality of the national language.

Is communication and instruction not
possible in a multilingual state?
Is it true that feelings and ideas cannot
be exchanged without a national
language?

India
Languages No. of Newspapers
Hindi 2507
Urdu 534
English 407
Marathi 395
Tamil 395
Kannada 364
Malayalam 225
Telugu 180
Gujurati 159
Punjabi 107
Bengali 103
Multilingual support in government and education
allows for strong multilingual media:
SEVEN languages are represented in the top 10 largest newspapers in the country

India
Multilingual TV, Film, Music
• Over 500 TV channels covering all major languages of the country.
• Largest Network, Doordarshan  10 regional language satellite
channels, and runs a 3-tier broadcasting system: national, regional, local
• In any Indian city, the public will have access to multiple languages
over TV.
• Private channels broadcast using language and idiom of particular
region.
• Cinema and music industries of 11 different Indian languages

India
Stage No. of Languages as
Media of Instruction
Primary 33
Upper Primary 25
Secondary 21
Higher Secondary 18
• Number of native languages used in
education across country…

India – a model of diverse communication
UNESCO Report: “…about half of the approximately 6000 languages
spoken in the world are under threat, seriously endangered or
dying,” but it does appreciate that “India has maintained its
extensive and well-catalogued linguistic diversity, thanks to its
government policies.”
Indian language policy protects and preserves plurality.
Simultaneously, India is a highly connected country with an
extensive network of telecommunications, print media, and
entertainment, giving the public wide choice in what kind of
information they receive and in what language.

Really? The US does not have a national language. Nor do dozens of other democratic countries.

Switzerland
Regional languages = all official
Regional languages are used in
government, education, and media

• The textbook tries to convince the reader that movies and song should also
be in the Filipino national language.
• Its main argument is to maximize exposure. But this ignores the diverse
motivations of the creation of art. Some art is made with specific audiences in
mind, not just for “the masses.” Other art is made for personal growth and
expression of the artist, regardless of how commercially successful it is or not.
Furthermore, art can still reach wide audiences even if it is not presented in a
common style, format, or language. Lastly, a particular language might simply
be more fitting for the associated content.
• Are not even the cultural industries---sectors that normally enjoy the most free
reign in democratic societies—exempt from the agenda of pushing a single
state language? China (not a free country) pursues such an agenda, trying to
curb the use of other Chinese languages such as Cantonese in media, which
have lead to riots in Guangzhou.
• Unfortunately, the trope that the national language must always be used for
public media is not confined to shoddy textbooks. It seems the makers of the
2012 flick, Lam-Ang, thought so too. Perhaps authenticity never crossed their
mind when they decided to render the greatest Ilokano epic of all time in
Tagalog, not Ilokano.

Biag ni Lam-ang: Ilokano Epic?

Passion of the Christ!
• Entirely in Aramaic, which no
one speaks
• Grossing in excess of $600
million during its theatrical
release
• highest grossing non-English
language film of all time
• To the makers of the Lam-Ang
flick who thought they couldn’t
do it in Ilokano: there’s
something called subtitles!
Must a movie be in a “universally” understood language to be successful,
critically and/or commercially?

Back to the ALS textbook….
One should be able to use whatever language he or she wants in personal communication. Freedom
of speech, thank you.
Secondly, friends can be made quite successfully thru the age old practice of learning each other’s
languages!

Mutual means “two-way.” The
prescription of a national language
without the concomitant
mechanisms to prevent its
destroying other languages is
fundamentally a one-way process.
Is this statement implying that Filipinos cannot live in harmony
unless they all speak the same language? Children are a fantastic
counterexample to such a claim: even if they don’t speak the same
language, they still manage to find a way to play, have fun, and
make friends.
I think groups of any nationality, language, or skin color can live
harmoniously if they are imbued with tolerance and appreciation for
differences. But a government that views differences as a threat
and avoids them in language and education policy will make it
increasingly hard for groups to appreciate each other’s differences,
nevermind meaningfully experience them.

What do the Congo, Nicaragua, Serbia, Nepal,
Sierra Leone, Ethiopia, Libya, and North Korea all
have in common?
They all have/had a sole national or official
language!
Point: the promotion of a single supreme
language does not necessarily achieve harmony
and economic stability

James Soriano fiasco
“Filipino, on the other hand, was always the ‘other’ subject —
almost a special subject like PE or Home Economics, except
that it was graded the same way as Science, Math, Religion,
and English. My classmates and I used to complain about
Filipino all the time. Filipino was a chore, like washing the
dishes; it was not the language of learning. It was the
language we used to speak to the people who washed our
dishes..”
From: “Language, learning, identity, privilege”
Manila Bulletin, August 24, 2011
By JAMES SORIANO

James Soriano fiasco
“We used to think learning Filipino was important because it
was practical: Filipino was the language of the world
outside the classroom. It was the language of the streets”
[P.S. I guess he has not taken a stroll along the
streets of Cebu, Naga City, Laoag, or Tacloban,
where other languages of the street exist?]

• James Soriano was widely criticized for his disparaging remarks of Tagalog
(Filipino), calling it a language for the streets of Manila and his servants, as
opposed to English as a more academic, sophisticated language.
• The blogosphere, regular media, and public internet forums extensively
analyzed and interpreted Soriano’s article, and responded with their own
heated opinions on the matter
• It is understandable that many felt insulted by Soriano’s statements,
especially those who share Tagalog as a mother tongue. Their reactions are
almost more interesting than the original article itself, as they reveal many
of the common misconceptions and insensitivities about language that are
peddled in places like the ALS textbook previewed earlier…

James Soriano fiasco (online responses)
• ‘It matters that you speak “two”’ (The Philippine Star, September 22,
2011).
• Online comments:
• “Nakalulungkot isipin pero madami sa mga Pilipino ang pinalaki at
nagkaroon ng mindset na pang "low-class" lang ang wikang Filipino.
At ito ang masasabi ko tungkol dito: isang malaking pagkakamali
ang maliitin at balewalain ang sarili nating wika sapagkat ito ang
isa sa nagdadala at nagpapakilala ng ating "identity" sa mundo at
dapat ay ipagmalaki natin ito. Paano uunlad ang Pilipinas kung sa
wika pa lang, di na tayo marunong magpahalaga?” - Pam dreamer
This online commenter, using the inclusive possessive “nating/ating” confidently claims Tagalog/Filipino to be
the language of all Filipinos and moreover, a symbol of their identity. What she does not probably consider is
that most Filipinos have very pluralistic identities, and the ability to speak the national language is not as
important to their identity as it is for the commenter, whether she likes it or not. Another irony is how she
bewails the attitude of many people who think of Tagalog/Filipino as a low class language. However, if she
were to visit many of the non-Tagalog communities in Luzon, she would realize that Tagalog actually enjoys
quite high prestige, with many middle and upper class families switching to Tagalog due to the low class
stigma their native languages carry as opposed to the national language.

James Soriano fiasco (responses)
• “to James Soriano: when in Rome, do as the Romans do.
Kaya kung asa 'pinas ka, mag-salita ka nang Tagalog ok?
— Leslie
If one were to follow Leslie’s advice, then “doing what the Romans do” would entail speaking
Hiligaynon in Bacolod, Cebuano in Cagayan de Oro, Ivatan in Batanes, Tagalog in Rizal, etc. So
I’m not sure how her appeal for people to speak Tagalog in the Philippines logically follows….
Perhaps Rome to her is Manila, which she conflates with the entire Philippines. It is true that
Tagalog can be understood and even spoken throughout most of the country, but on a daily
basis, the ‘Romans’ (Filipinos) speak many languages.

• “hey, English is also our language. listen to our forebears
speak the language and be impressed how good they are
even if unschooled. we should be proud Filipinos can
speak English very well. So long as one knows how to
speak Pilipino and is conversant with it, i don't see how
being good in English becomes kahiya-hiya.”
— Carla
Carla’s statement reflects a particular conception of citizenship tied to language — that all
Filipinos should know how to speak ‘Pilipino’. Where does this idea come from? It’s not obvious.
The concept that one must speak a certain language to be a ‘true’ citizen of a country should not
be accepted as a given or automatically natural. It’s certainly not the case for some countries.
Scotland is a predominantly English speaking country, but few would consider English as a
requisite for “Scotishness.”

• “Mahirap sa atin umunlad kung hindi tayo gagamit ng isang lenguahe na
lubhang mahirap mangyari sa bansa natin na may 7000 islands, iba't ibang
kultura at paniniwala, at dialect( e.g. ilocano, tagalog, bisaya,). And Diyos
mismo nagpahiwatig sa lumang tipan tunkol doon Tower of Babel na ang
paraan niya para sa pagkakawataK ng tao ay iba't ibang lenguahe. Sa atin
mismo kaya di matapos tapos ang civil war dahil na rin sa iba't ibang
kultura at lenguahe natin. Kung noon, pinlit natin magkaroon ng isang
lenguahe, binubuhos ang panahon para ipromote ang patriotism sa
bansa.”
— Prangka
This commenter blames linguistic diversity for the civil war in Mindanao, despite there being very
little evidence for that. It is largely a conflict over natural resources, wealth sharing, religious
freedom, self-determination, and the history of relations between tribal, local, and central
administrations. Linguistic differences are usually NOT the principal variable in the peace and
order situation of a country. And what little effect language has on conflict is more often a result
of a myopic government that does not know how to acknowledge, respect, or manage its
linguistic and cultural diversity, rather than the presence of diversity itself.

• “dapat maging alarming na sa mga kinauukulan ang isyung
ganito, mag pasa kaya ang ating mga kongresista o
senado ng bill na pilipino/tagalog ang pangunahing
language ang ituturo na magsisimula pa lng sa bahay at
dapat walang exemption (mayaman man o kung sino man
yan).”
— Ga
Dismayed at how cavalierly James Soriano spurned Tagalog, this reader’s (alias: “Ga”)
suggestion is for Congress to pass a bill making Tagalog the foremost language of instruction
and even the language of the home, without exception. Intruding upon people’s personal lives a
bit much, Ga?

GMA Language Documentaries
• Shown last October 2, 2011
• 30-min documentary about
“languages” in the Philippines.
• Consisted of going around
Manila interviewing people
about the importance of and
practices with using Filipino and
English
• Only 1 non-Tagalog was
interviewed and interview lasted
~ 1 minute.
• Shown last August 2011
• Take-home message:
“Wow! Foreigners know
how to speak our
language!”
• No mention or examples of
other Philippine languages
nor the foreigners who
speak them
Nose Bleed:
Only in the Philippines
Buwan ng Wika
special:

Original Pilipino Music
is often considered to
be Tagalog music—
one in the same.
Somehow, the music
of the other
languages have been
robbed of their
“Filipino-ness” since
they do not even
count as OPM in
Karaoke song lists or
singing competitions.

Palanca Award Categories
The nation’s most
prestigious literary
awards: 8 categories
for English, 9
categories for Filipino
(Tagalog), 1 category
for regional languages.
Population speaking
the regional
languages: over 50
million.

This Conference’s Talks
• Tagalog/Filipino=6
• English=8
• Kalinga=1
• Waray=1
• Manobo=1
• Hiligaynon=1
• Mixed=2
• Manila & surrounding
universities = 10
• Universities from
other language areas
= 5
• Other institutions = 2
Languages in focus: Regions represented:
Even in Philippine linguistic research, there is relatively scant attention paid to
languages other than English and Tagalog/Filipino, especially considering how
many other languages there are, how many people such languages represent,
and how fast their fortunes are changing.

The Navajo then (1978)
“In the fall of 1978 I started my teaching career at
Chinle Junior High School on the Navajo
Reservation.”
“Back then, Navajos living on the reservation spoke
Navajo. It was a given. I know for a fact that every
one of the teenagers in the church youth group I
supervised could speak Navajo quite well.”
“If someone told me then that within a generation the
Navajo language would be dying a swift death, I
would have scoffed, “No way, John Wayne!””
From Michael Fillerup, 2000. “Racing Against Time: A Report on the Leupp Navajo Immersion
Project.” In: Learn in Beauty: Indigenous Education for a New Century.

The Navajo now
• Navajo language proficiency tests in 1996 revealed that
only 7% of the students could speak Navajo fluently. 11%
had limited knowledge. 82% had no proficiency (FUSD,
1997).
“The problem with language loss is that it can happen so
quickly and effortlessly, without much hoopla or high
drama. There was a time when the U.S. Government
actively tried to eradicate American Indian languages. The
strategy was simple: kill the language and you kill the
culture. Kill the culture, and you eliminate the people.
This was the Government’s solution to the so-called
‘Indian Problem’.”

Moral of the Story
• Languages can go from universal to moribund in a few
decades.
• This is happening in the Philippines, even to large
languages. Very few people realize or admit this.
• Data about practices & attitudes of local language
speakers are scarce. Rates of language shift are
unmeasured quantities throughout the country.
• Published estimates on the number of speakers of
different languages and their health are out of date.
• Scholars and language organizations (eg. KWF) should
direct their resources accordingly while it’s not too late.

- Irina Bokova, Director-General, UNESCO
• “Linguistic diversity is our common heritage. It
is fragile heritage. Nearly half of the more than
6,000 languages spoken in the world could die
out by the end of the century.
• “Language loss impoverishes humanity. It is a
retreat in the defence of everyone’s rights to be
heard, to learn and to communicate.”

“Moreover, each language conveys cultural heritage
that increases our creative diversity. Cultural
diversity is as important as biological diversity in
nature.
“Linguistic potential is an asset for sustainable
development and deserves to be shared.”
“The vitality of languages depends on all those who
speak them and rally round to protect them.
Multilingualism is a living resource; let us use it
for the benefit of all.”

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Appendix A: Possible Reforms
While the forces against linguistic democracy continue
unabated, what could help fix it?
What could help safeguard the cultural rights and
existence of Philippine groups like the Pangasinan,
Ilokano, Waray, Bikolano, and all others?

Government Bold ideas…why not?
• Propose a Philippine Languages Bill in Congress, with effective, inclusive
language policy for the benefit of equitable and vibrant national development.
AND/OR:
• Recognize more Philippine languages as “Official,” either by Law or by
Constitutional amendment. Implement and institutionalize the constitutional
provision of regional languages as auxiliary official languages.
AND/OR:
• More local level (provincial, municipal, barangay) involvement, legislative or
otherwise, in minority protection, linguistic rights, and related advocacies
AND/OR:
• Stronger, broader language support of gov. arms eg. Komisyon sa Wikang
Filipino, NCCA, etc thru increased funding and conscientious reform
AND/OR:
• Raise public awareness about the plight of Philippine languages.
AND/OR:
• Promote policies for better native language representation in education,
research, and media.

Media
Geographically, linguistically, and content-rich media…in an alternate universe?
• TV Networks and Channels for other Philippine languages
• Longer regional broadcasting segments on existing channels
• Cartoons and movies dubbed in various languages
• Increased local broadcasts  more opportunities for local advertisers
 more diverse commerce and limitation of monopolies
• Engage local media (radio, newspapers) for better inclusion of local
languages.
But who is going to make this happen? How do we convince the Big Boys to enrich
themselves? Government incentives?

Education
We could be thinking
broadly of all the options…

Good news: DepEd Order 74
• Mother tongue-based Multilingual
Education (MLE)
• Issued July 14, 2009
• Local language will be used as medium
of instruction in all public primary
schools across the country by 2012,
starting in kindergarten and Grade 1.
• Compliments existing EECD law (Sect 5)
• Concern: only up until Grade 3, yet
international research recommends at
least 6 years in order for greatest
literacy gains.
Jesli Lapus
Former DepEd Secretary
Jesli Lapus

Appendix B
Addressing a misconception…

Language vs. dialect
• LANGUAGE. When comparing languages: speakers
of one language don’t understand speakers of the
other language. (>20% lexical difference)
• DIALECT. When comparing dialects: speakers of one
dialect mostly understand the other dialect (<20%
lexical difference)
In actuality…

Languages or dialects?
• Article XIV, Section 5. “The regional
languages are the auxiliary official
languages in the regions”
From the Philippines Constitution…

• “The other Philippine languages (not
dialects), as of the last count, were put at 120
(see McFarland, 1993);
-Dr. Andrew Gonzales, former Education
Secretary; De Le Salle Professor of
Linguistics

From Wikipedia…

Language vs. dialect: Summary
• If 2 people don’t understand each other:
They speak DIFFERENT Languages
• If 2 people mostly understand each other:
They speak SAME Language, DIFFERENT Dialects
• If 2 people understand each other very well:
They speak SAME Language, SAME Dialect

Language vs. dialect: Summary
Or, to put it in another way:
• Big differences = LANGUAGES
(eg. Kapampangan and Ilokano are very different, so they are
separate languages)
• Small differences = DIALECTS
(eg. La Union Ilokano and Ilocos Ilokano are slightly different,
but still understandable. They are different dialects of the
same language)

Dialect
Dialect
Dialect
Dialect
Dialect
Dialect
Dialect
Dialect
Dialect

Ilocos Dialect
La Union
Dialect
Cagayan Dialect
Bulacan
Dialect
Rizal
Dialect Batangas
DialectLegaspi Dialect
Naga
Dialect Partido
Dialect
Others…

Language Death: Coming to a Filipino Town Near You

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