You are on page 1of 22

English as the Medium of Instruction for Science

and its Effects on the Languages of the Philippines

Jerzy Smolicz, Iluminado Nical and Margaret

1. Introduction
2. The multilayered linguistic heritage of the Philippines
3. The introduction of bilingual education
4. An investigation of language use and attitudes
4.1. Methodology
4.2. Discussion of results: usage and domains of activation
4.3. Language attitudes and meanings
4.4. Conclusions
5. References

1. Introduction

The Philippines enjoys particular linguistic advantages in the South-East
Asian region, as a country where English is not only an official language
but also widely spoken among the population. Historically, English was
introduced into the Philippines in 1898 at the time of the imposition of
American rule on the islands. Over the twentieth century, which estab-
lished the domination of English as a world language, it has preserved
its status as one of the two official languages of the Philippines and has
continued as a language of schooling, although in the last quarter of the
century, it has been used as a medium of instruction alongside the na-
Copyright © 2001. De Gruyter. All rights reserved.

tional language, now known as Filipino.
Despite this access to the learning of English and its powers of attrac-
tion as the language of American affluence, global influence, scientific
development and technical advance, the Philippines has remained a mul-
tilingual country. In the course of their daily living, every Filipino speaks
at least two, often three, and sometimes even four languages. According
to Gonzales (1998: 489), at least 84% of the present population can speak
Filipino, the national language developed from Tagalog, and 56% speak
some form of English, while 74% report being able to understand spoken

Ammon, U. (2001). The Dominance of English as a Language of Science. Berlin/Boston: De Gruyter. Retrieved from
Created from flinders on 2017-02-21 14:16:46.

206 Jerzy Smolicz, Iluminado Nical and Margaret Secombe

The indepth small scale study reported in this paper sought to investi-
gate the emerging generation's use and evaluation of the English language
vis a vis Filipino/Tagalog and Philippine languages other than Tagalog
(referred to in this paper as PLOT). The participants were groups of
Filipino young people, in their last year of secondary school, who came
from three non-Tagalog speaking communities in the Philippines.

2. The multilayered linguistic heritage of the Philippines

Throughout its history, the Philippines has been a country of cultural
and linguistic complexity with a heritage which includes the infusion of
a variety of cultures upon the Indo-Malay base (Bowering 1863; Zialcita
1995). Although the many islands which make it up are small in terms of
geographical area (116, 220 sq. miles in all), the Philippines is a pluralistic
and multilingual society. The multi-ethnic population speaks ten major
and many other numerically smaller languages, mainly belonging to the
Austronesian family. Although they constitute separate languages, in that
they are not mutually intelligible and have many subordinate dialects,
they are clearly related to one another and regarded as belonging to the
"Philippine type" (Gonzales 1998: 493).
The indigenous pre-colonial past of the Filipino cultural stream had
been infiltrated by other peoples, long before the country was conquered
by Spain in the sixteenth century. Cultural tributaries came originally
from India, and later there arrived Chinese traders, many of whom set-
tled in the Philippines, mainly after the coming of the Spaniards. In the
South, Islamic influences had begun to spread, bringing with them Arabic
and Persian infusions. Over the three centuries of hispanic rule, Spanish
became established as the language of government and the small ruling
elite. When the Spaniards were finally forced to leave the Philippines,
Copyright © 2001. De Gruyter. All rights reserved.

the Americans who replaced them overpowered the emerging indigenous
independence movement and introduced English as the language of gov-
ernment and education (Bautista 1981).
In the Philippines today Chinese racial and cultural influences abound
(Sin 1995), but Spain and United States can be seen to have left the most
striking heritage in terms of religion and language. As an independent
republic since 1946, the Philippines has successfully transmuted all the
cultural inputs of its neighbours and former imperial powers to constitute
a cultural blend that is uniquely Filipino, while still showing the imprint
of the various imported cultural values (Smolicz 1986; 1990). It can be

Ammon, U. (2001). The Dominance of English as a Language of Science. Berlin/Boston: De Gruyter. Retrieved from
Created from flinders on 2017-02-21 14:16:46.

1981). executed by the Spaniards in 1896. Ammon.ebrary. limited education at higher levels to Spaniards alone until 1863. Berlin/Boston: De Gruyter. With the imposition of American rule. government service and participation in politics. Jose Rizal. At the same time. Their literary development was. De Gruyter. slow due to the restriction of literacy to a small elite. first in Spanish and then in English. has delayed the literary devel- opment of all the major indigenous languages of the country. came the promulga- tion of compulsory education in English for all Filipinos. indigenous languages were ex- cluded from schools and universities and most forms of public life. Copyright © 2001. U. and the incentives given to those Filipinos who successfully learned English. All rights Created from flinders on 2017-02-21 14:16:46. they were almost equally hostile to the indige- nous languages of the country. the Spanish colonizers showed much more preoccupation with the inculca- tion of Christianity than with the imposition of Spanish and. Retrieved from http://www. . however. however. with penalties imposed upon pupils using their home languages on the school premises (Manhit 1980. in fact. the great Filipino patriot and hero. in terms of career opportunities. Only the elite was linguistically his- panised over the latter half of the nineteenth century. wrote his call to Filipino independence in Spanish. that the double exposure to colonial linguistic domi- nation. Three factors can be seen to have favourably predisposed the Filipino people toward the learning of this new colonial language: the positive attitudes of Filipi- nos towards the Americans who were widely seen as liberating them from rigid Spanish rule. The Dominance of English as a Language of Science. English as the Medium of Instruction for Science 207 argued. The Spanish members of the religious orders in the Philippines learned the indigenous languages in order to spread the Catholic faith to the masses. the system of public instruction in English which they established. when the emerging demand for political independence was paralleled by a movement demanding the recognition of the right of Filipinos to their own national language(s). their efforts helped the indigenous languages of the Philippines to acquire their first written records (De la Costa 1961). While the American English language initiatives were initially directed mainly against Spanish. with literature mainly confined to religious subjects and many aspects of indigenous culture excluded as pagan. Their approach was successful to the extent that they succeeded in making the Philippines one of the most Christian countries of Asia. (2001). Decrees of the Spanish court advocating the more widespread use of Spanish were largely ignored by the members of the four religious orders which virtu- ally ran the country and whose members preferred to use the indigenous languages in their missionary work. Hence. however. Yet they continued to thrive in the homes and hearts of the people until just before the Second World War. Throughout the period of American rule. In practice.

this move was interpreted by native Tagalog speakers. English was to be the medium of instruction in all other areas. Copyright © 2001. it has been claimed. Work Education. Science and Mathematics. The Dominance of English as a Language of Science. universities and business life. the dominant language of the Manila area. led to the colonised people in- ternalising the norms and ideology of the colonisers and becoming alie- nated from their own linguistic and cultural heritage (Phillipson 1992: 27). In the context of the Philippines. The imposition of English by the colonial regimes in Asia and Africa. Health Education. and eventually renamed Fili- pino. often pointed to the negative impact of English on Philippines soci- ety (Sibayan 1994). U. Berlin/Boston: De Gruyter. The introduction of bilingual education The struggle between the advocates of English and Filipino was resolved in 1974 through the adoption of the Bilingual Education Program. the adoption of Tagalog. education became negatively af- fected in that the time spent learning English most often meant not only that the standard reached in other subjects was inadequate but that the learning of indigenous languages was neglected (Constantino 1982). Retrieved from http://www. The 1987 guidelines contained an additional provision in relation to Muslim regions of the country. 208 Jerzy Smolicz. De Gruyter. Those who supported the adoption of an "intellectualised" version of Tagalog as the national language entitled "Pilipino". All rights reserved. (2001).com Created from flinders on 2017-02-21 14:16:46. Character Education. Despite difficulties in its implementation over the next decade. the Bilingual Education Program was re-affirmed in the democratic transformation that succeeded the Marcos regime. as an advantageous and inevitable outcome. while most of the elite members of other language groups were eventually reconciled to accepting such a compromise. English. Iluminado Nical and Margaret Secombe Independence was conceptualised in terms of the European model of the monolingual nation-state (Smolicz and Nical 1997). and Physical Education. When the search for one national language through the fusion of the ten major indigenous languages failed (Gonzales 1974). which aimed to develop a nation competent in both English and Filipino (Man- uel 1974). Culture and Sport (DECS) stated that English and Filipino were to be taught in all grades of elementary and secondary schools. as the basis for developing a national tongue. Filipino was to be the medium of instruction in Social Studies/Social Science. in particular. was perceived as the only way to prevent total domination by the colonial language. in that "Arabic was to be used in areas where it Ammon. 3.ebrary. The 1987 guidelines of the Department of Education. provided that English re- mained dominant in government. . In general.

English as the Medium of Instruction for Science 209 was necessary". Methodology After over 25 years of English as the medium of instruction in Science and Mathematics under the Bilingual Education policy. but only when necessary to facilitate the understanding of concepts being taught in English. De Gruyter.ebrary. Some allowance continued to be made for schools to use the local non-Tagalog "vernacular" or regional language of the area "as auxiliary to the media of instruction. . it might be expected that English would have become the dominant language used by people Ammon. so that children have at least a background knowledge of the language when they start school at the age of six. Copyright © 2001. But the rural poor with very limited or no Eng- lish. Retrieved from http://www. In upper and middle class homes throughout the country. This is usually attributed to the time which needs to be allocated to Filipino and the influence of Filipino linguistic structures upon English usage. face a double linguistic barrier in learn- ing in the school context. Reports of the failure of bilingual policy appear constantly in the press (in such Manila dailies as The Philippine Star and The Inquirer) with reference to the perceived decline in the standard of English in the schools. so that it is not surprising that only the most able and dedicated achieve success (Gonzales 1998: 520. U. as well as only peripheral knowledge of Tagalog/Filipino learned from television. especially those who come from areas of rural poverty or low socio-economic status. when it bluntly stated: "Our elementary and high schools are failing to teach the competence the average citizen needs to become responsible. (2001). The Dominance of English as a Language of Science. Smolicz 1986). The learning of Mathematics and Science is said to have become consequently more difficult. An investigation of language use and attitudes 4. as these subjects are taught in a language that is not fully comprehensible to the students. productive and self-ful- filling. however." Public criticism. All rights reserved.1. The Congressional Com- mission on Education (1991: xii) expressed concern about the decline of educational standards in the country as a Created from flinders on 2017-02-21 14:16:46. F(P)ilipino or Arabic" (Quisumbing 1989: 300). films or comics. preceded by more than 75 years of compulsory education in English. 4. Berlin/Boston: De Gruyter. some English is usually spoken. Bilingual education remains a controversial issue in the Philippines. rarely speaks about the handicaps experi- enced under the present Bilingual Education Program by native speakers of non-Tagalog languages.

and attitudes toward English. as indicated by specific interlocutors. 210 Jerzy Smolicz. 55 from the Ilocano speech community in Nueva Viscaya. Leyte.50 . This study sought to investigate the activation of. The regional breakdown was 62 respondents from the Cebuano speech community in Cebu City. The Dominance of English as a Language of Science. Retrieved from http://www. and 35 from the Waray speech community in Taclo- ban. The analysis of responses to these questions was carried out through the calculation of mean values which were interpre- ted as follows: 4.50-2. U.49 Often 2.49 Sometimes 1.50-4. and (2) how often they activated English and any other languages in different domains. as compared to Filipino and other indigenous languages. Data on language usage were collected through a questionnaire in which the respondents were asked to indicate : (1) how frequently they used English and any other languages in the three communication activi- ties of speaking. Cebuano speakers con- stituted 21% of the total Philippines population. reading and writing. (2001). 2000). among young people drawn from three different linguistic communities of the Philippines (Nical. equal dominance of two over one less used.49 Never In order to compare the language usage of students from the three speech communities. Ilocano speakers 9% and Waray speakers 4% (Gonzales 1998: 490-492). F-ratio and Scheffe results were calculated.ebrary. Copyright © 2001.and above — Always (in the non-exclusive sense of "all the time") 3. dominance of one in an hierarchical order. His concepts of sole activation and co-activation of languages were expanded to include the particular patterns shown by the respondents in co-activating Philippine languages. and balanced use of three lan- guages. All rights reserved. Ammon. De Gruyter.50-1. According to the 1995 census figures. . Berlin/Boston: De Gruyter. Iluminado Nical and Margaret Secombe in the Philippines.49 Seldom Created from flinders on 2017-02-21 14:16:46. A total of 152 students were asked to participate and all agreed to be in- volved. One final year class of sec- ondary school students was selected from the laboratory school attached to the state college/university in the three regions under investigation. The data on the activation of languages with different interlocutors in a trilingual situation were analysed through a procedure developed by Ammon (1989: 73—76). The patterns iden- tified for use in this classification were: dominance of any language over two equally less used.

The second essay was on the topic. The first topic which the students were given was. English as the Medium of Instruction for Science 211 Attitudes to the languages concerned and the meaning which the re- spondents attached to each language were derived from two essays which the students were asked to write. English and other Philippine languages in the three communication activ- ities of speaking. On the basis of what they had written in the essays. (2001). When the attitude was positive. U. so that the pattern of meanings for respondents across the three language communities could be compared. moderate or low.2. These meanings were then grouped un- der three categories . Smolicz 1979. My feelings about the languages used at home. English was the language predominantly used for reading and writing (at the "often" to "always" level). Berlin/Boston: De Gruyter. . To be assigned a high positive attitude. The Ilocano group revealed the lowest level of English usage for all three activities and the Cebuano students the highest. instrumental and negative — and a fre- quency table for the citations of these meanings in each language was drawn up. The pattern of usage for English across the three groups of respondents proved to be quite complex. it was further classified as high. with the aim of understanding how they themselves view their current cultural reality. Discussion of results: usage and domains of activation The data on the frequency with which the students said they utilized Copyright © 2001. The basic principle is that all social and cultural activities need to be interpreted from the perspective of the participants rather than the researcher. Ammon. respondents needed to demonstrate their appreciation of the intrinsic qualities of the language. reading and writing are summarized in Table 1. My feelings about the languages used at Created from flinders on 2017-02-21 14:16:46.autotelic.ebrary. Among the Cebuano and Warray respondents. as well as recognition of the advantages that were assumed to be derived from its mastery. the students were judged to have a positive or negative attitude to the languages being discussed. but the Ilocano respondents revealed that Filipino was the lan- guage they used most frequently for reading and writing. All rights reserved. The focus is on individuals as cultural beings and as conscious agents in a given social system. This method of using personal statements and writings as a source for identifying individual attitudes is based on humanistic sociology (Zna- niecki 1969. 1999). The Dominance of English as a Language of Science. Closer reading of the essays also led to the identification of a number of distinct meanings which the writers associ- ated with each of the languages. with the differences among them being statis- tically significant. 4. Retrieved from http://www. De Gruyter.

3>M2 Legend — The calculation of the mean was related to the following scale of usage: 1.3 Writing 1.00 — Always (in the non-exclusive sense of "all the time").1 Writing 3.00 .35 18. The Dominance of English as a Language of Science.48 2. The level of PLOT use for reading and writing was very much lower.Often 5. De Gruyter. relatives and fellow students as interlocutors.63 2.62 4.53 1.00 .1 Reading 3.37** M2>M3. sisters. ranging from "never" to "sometimes".66 28.09** M1.74** M2>M1.05 20.00 . Berlin/Boston: De Gruyter.1 ENGLISH Speaking 3. 212 Jerzy Smolicz.98 3. which included parents. U.50 4.73 4.Seldom 3. **Significant at .86** M1.01** M2>M3.87 25.27 3.89 11.02** Ml >M2. All rights reserved. that the language they used "often" to "always" was their regional PLOT. In the case of Filipino.ebrary.86 2. (2001).05 level languages Waray Ilocano Cebuano N=35 N=55 N=62 PLOT Speaking 4.38 3.22 14.91 3. In relation to speaking ' respondents in all three communities reported Copyright © 2001.33 4. brothers.3 FILIPINO Speaking 3.00 . In the home and peer group domain.Sometimes 4.80 2.3>M2 Writing 4.57 4.48 3.99** M2>M1. M3>M2. the main feature of the results.01 level. Retrieved from http://www.79 23.37 Created from flinders on 2017-02-21 14:16:46. revealed by all three groups of respondents.80 2.1 Reading 4. the use of PLOT Ammon.32 3.94 4. was its consistent usage for all three communication activities at the "sometimes" to "often" level. The information indicating which languages the respondents used in speaking with a range of different interlocutors is summarised in Table 2.46 3.34** M2>M3. . Iluminado Nical and Margaret Secombe Table 1: Comparison of language usage of Filipino students Communication Mean frequency of language F-ratio Scheffe activities in usage results at different .32 Reading 1.Never 2.

00 2.84** Μ 3&1 > Μ 2 Legend: The calculation of the mean is related to •Significant at .40 .66 3. Fellow students 2.14** Μ 2 > Μ 3&1 g.04 3.00 .02 3.28 4.66** Μ 2 > Μ 3&1 ENGLISH a.74 2. Fellow students 4.62 15.66 4. The Dominance of English as a Language of Science.05** Μ 1&3 > Μ 2 b.58 1.57* Μ 2 > Μ 3 c.Never 2.94** Μ 3 > Μ 2&1 c.36 3.56 3.58 1.18 4.02 4.88 3. Sales people 3. Μ 3 > Μ 1 b.64 3.81** Μ 2 > Μ 3&1 h. U.09 g.88 3.61 31. Brothers/sisters 2. (2001).37 4. Relatives/friends 2. De Gruyter.18* Μ 1&3 > Μ 2 f. Relatives/friends 3.35 1. All rights reserved.38 2.54 3.32 h.Sometimes 4.11 2.02 3. School teachers 2.05 1.78** Μ 3&1 > Μ 2 g.17 4.13 9.75 4.31 4.55** Μ 2&3 > Μ 1 FILIPINO a.00 .86 2.83 2.ebrary.54 29.85 3.22 4. School teachers 3.53 4. Sales people 3.48 2.48 13.38 14.84 3.59** Μ 2 > Μ 1&3 f.71 2.09 19.27 2.05 ** Significant at .83 3.56 3.46 4.87** Μ 2 > Μ 1&3 d.74 3.79* Μ 3 > Μ 2 Copyright © 2001. d.78 29.42 32.97 2.00 — Always (in the non-exclusive sense) Ammon. Office people 2. Retrieved from http://www. Market vendors 4.83 .Often 5. School teachers 4.59 3.60** h.26 3. Market vendors 1. Sales people 2. English as the Medium of Instruction for Science 213 Table 2: Comparison of Filipino students' mean usage of languages in different do- mains Languages and Communities F-ratio SchefFe Test Interlocutors Results Waray Ilocano Cebuano PLOT a. Relatives/friends 4.00 .81 2.29 24.87** Μ 2 > Μ 3&1. Parents 1. Market vendors 1. Berlin/Boston: De Gruyter.74 3.42 2. Parents Created from flinders on 2017-02-21 14:16:46.02 18.52** Μ 1&3 > Μ 2 f.00 .66 d.80 6.96 c.60 1.57** Μ 3 > Μ 2&1 e.83 11.01 following scale of usage: 1.82 2. Brothers/sisters 2.Seldom 3. . Brothers/sisters 4. Office people 2.36 b.52 2.14 3.57 3.02 12. Fellow students 3.69** Μ 2 > Μ 1&3 e.89 3. Office people 3.37 17.26 4. Parents 2.23 17.00 3.51 4.03 e.

Iluminado Nical and Margaret Secombe predominated (in the "often" to "always" range) for all the language groups. Among the Waray and Cebuano students. (2001). 214 Jerzy Smolicz. PLOT was spoken to market vendors "often" to "always". activation in multilingual settings was therefore applied in order to understand the patterns of co-activation revealed by the respondents and to determine whether any language proved to be dominant. Ammon. while the Cebu- ano respondents and even more. however. The Ilocano students most frequently used Filipino and PLOT rather than English. highlighted the great range of patterns of activation apparent among the individual respondents. The domain of the market place also revealed a dominant usage of PLOT. the Warays revealed a usage of English at the "often" to "always" level. respondents from all groups indicated a usage of English. These results are consistent with a number of earlier statistics reported by Gonzales and Bautista (1986: 7—26) In the business domain of sales and office people. The use of Filipino with these interlocutors was reported by the Ilocano students at the "sometimes" to "often" level. The results. reported some usage of PLOT with teachers. alongside the other two lan- guages. . too. Overall. Retrieved from http://www. despite the fact that it had no official place as a medium of instruction or as a subject in the curricu- lum. which were activated in the "seldom" to "sometimes" range. the most striking feature of these results was the fact that in no domain was the exclusive use of English or any other language evi- dent. The procedure developed by Ammon (1989: 73-76) for analysing Copyright © 2001. however. All the student respondents. Here. the Ilocano students showed a preference for the more fre- quent usage of Filipino.ebrary. whereas the Cebu- ano respondents used English to much the same extent in communication with relatives. while the Waray and Cebuano respondents indi- cated that they were more likely to use English. friends and fellow students. U. All rights reserved. with both Filipino and English be- ing used "seldom" to "never". The Ilocano respondents. Berlin/Boston: De Gruyter. with English being "seldom" or "never" spoken in this context. which are presented in Table 3. re- vealed a more balanced usage of PLOT and Filipino at the "sometimes" to "often" level. The Dominance of English as a Language of Created from flinders on 2017-02-21 14:16:46. De Gruyter. Communicating with teachers in the school domain also highlighted a pattern of trilingual usage for all respondents.

ebrary. English as the Medium of Instruction for Science 215 Table 3: Patterns of language activation to different interlocutors among Filipino stu- dents (All figures in percentages of the number of respondents in the group concerned. Retrieved from http://www. Sales people 6 34 11 11 9 3 3 6 9 9 h. Relatives/ 15 7 33 7 27 11 friends d.) Speech Patterns of language use Community/ Interlocutor Sole Co-activation activation One Dominance of one in Equal Bal- dominant an hierarchical order dominance anced over two of two over equally less one used Ρ F Ε Ρ F Ε Ρ Ρ F F Ε Ε PF PE FE Equal FE EF ΡΕ EP FP PF use Waray N=35 40 3 11 28 3 3 3 9 a. Brothers/ 6 26 6 46 3 5 5 2 sisters Ammon. . (2001). All rights reserved. Fellow 24 2 25 2 9 33 2 4 Copyright © 2001. Parents b. Market 35 24 29 12 vendors g. Brothers/ 30 6 35 4 7 2 9 4 4 sisters c. U. Parents 2 2 24 2 40 2 5 5 13 5 b. The Dominance of English as a Language of Science. Berlin/Boston: De Created from flinders on 2017-02-21 14:16:46. Brothers/ 3 3 24 3 3 3 6 sisters c. Market 4 5 2 33 4 22 25 2 4 vendors g. Office people 2 5 25 4 9 11 7 7 5 11 13 Cebuano N=62 a. School 3 28 3 37 14 14 teachers f. Relatives/ 18 15 3 9 3 friends d. Parents 8 29 2 18 27 5 5 6 b. Office people 3 11 11 3 20 3 6 14 11 17 Ilocano N=55 a. De Gruyter. Fellow 8 3 20 3 8 3 14 students e. students e. Sales people 9 4 2 25 2 11 34 2 4 7 h. School 7 31 11 2 5 5 5 13 20 teachers f.

Market. was indicated by a proportion of the Ilocano re- spondents. it was always together with Filipino and Created from flinders on 2017-02-21 14:16:46. 40 23 10 15 3 2 3 2 2 vendors g. the co-activation of languages was most often dominated by PLOT and Filipino among the Ilocano Copyright © 2001. Relatives/ 2 29 2 2 13 26 2 6 8 11 friends d. How- ever. while English along with PLOT was more frequently used by the Cebuano and Waray groups. In the business domain. The tendency for the PLOT to predo- minate in the home domain. . U.and mainly in the context of the market place. as compared to other interlocutors. English most often pre-domi- nated over the other two. The Dominance of English as a Language of Science. was evident in all three communities. which specifi- cally excluded English. School 2 2 27 2 18 6 2 24 13 5 teachers f. but with varying patterns of lesser activation of the other two languages.P L O T F—Filipino E-English The sole activation of one language occurred only rarely . too. Office people 6 20 8 18 21 2 18 6 Legend: P . but over half the Ilocano respondents indicated either the dominance of Filipino or the balanced use of all three lan- guages in communicating with teachers. The more frequent activation of English with teachers. Fellow 24 3 24 2 8 2 24 10 students e. which was found overall. (2001). a pattern of balanced usage of PLOT and Filipino. The school was clearly the domain where English was most often acti- vated — but even there. students. All rights reserved. De Gruyter. Sales people 5 2 18 5 18 8 19 14 11 h.ebrary. Iluminado Nical and Margaret Secombe Table 3 (Continued) Speech Patterns of language use Community/ Interlocutor Sole Co-activation activation One Dominance of one in Equal Bal- dominant an hierarchical order dominance anced over two of two over equally less one used Ρ F Ε Ρ F Ε Ρ Ρ F F Ε Ε PF PE FE Equal FE EF ΡΕ EP FP PF use c. Among the Waray and Cebuano students. is not surprising. given the Ammon. Retrieved from http://www. 216 Jerzy Smolicz. Berlin/Boston: De Gruyter.

At the same time. almost half the respondents expressed high positive attitudes to Filipino and about the same percentage were moderately positive. In contrast. English was associated with the global. The Waray students were clearly most positive to English. with only a quarter evincing high positive attitudes.ebrary. In contrast. erate and low level. to Filipino. it could also be regarded as either the result of school enforcement. and with access to knowledge. related to the home and local community. Retrieved from http://www. while their attitudes to Filipino were more often at the mod- Copyright © 2001. All rights reserved. From the observation of one of the researchers. including a compar- atively large number of negative attitudes. there was evidence in the data that PLOT was not being completely excluded from the school domain. 4. and the language which the students felt most comfortable with as a vehicle for communicating ideas and feel- Ammon. while the ma- jority indicated moderately positive attitudes to their respective PLOT. Despite this press for English. There are schools in the Philippines which impose some form of punishment if students are caught using the local PLOT in the context of the school. moderately positive attitudes to PLOT and mainly low and negative attitudes to English. Among the Cebu- ano respondents. The analysis of the meanings which the students attributed to the vari- ous languages in their essays pointed to a different cluster of meanings for each language. U. . PLOT was seen as a language of regional significance. English was the language toward which the re- spondents most often expressed moderately positive or low positive atti- tudes. (2001). In contrast. the Ilocano respondents most often ex- pressed high positive attitudes to Filipino. or the students' own sense of responsibility for their Created from flinders on 2017-02-21 14:16:46. the students themselves feel a responsibility to use English with teachers in order to develop their competence in the language and to show proper respect. Yet the above summation of the attitudinal responses concealed some very important differences across the linguistic communities. international community. with business and progress. since the usage of English with teachers and other school authorities is generally associated with courtesy and politeness. revealed moderately posi- tive attitudes to their PLOT and a range of attitudes. high positive attitudes were evident equally for English and PLOT.3. There are rules and regulations which require students to use English with teachers. English as the Medium of Instruction for Science 217 status of English as the medium of instruction in Mathematics and Sci- ence. De Gruyter. Language attitudes and meanings According to the overall summary of of data on student attitudes to languages (see Table 4). The Dominance of English as a Language of Science. Berlin/Boston: De Gruyter. Created from flinders on 2017-02-21 14:16:46. Table 4: Filipino students' attitudes towards languages (All figures represent percentages of the number of respondents from the linguistic group concerned) ATTITUDES to PLOT FILIPINO ENGLISH Waray (N = 35) Positive High 10 37 50 Moderate 79 30 50 Low 10 13 - Negative — 20 Ilocano (N = 55) Positive High 26 62 7 Moderate 58 32 27 Low 16 6 47 Negative — — 18 Cebuano (N = 62) Positive High 43 16 40 Moderate 36 58 45 Low 21 22 14 Negative — 5 — Overall (N = 152) Positive High 29 40 29 Copyright © 2001. Some illustrative examples of the meanings given in the essays are listed below. Retrieved from http://www. 218 Jerzy Smolicz. (2001)." (Source of pride /identity) — "I feel comfortable if I use Waray as a language at home and in the neighbourhood. Moderate 54 41 39 Low 17 13 24 Negative 6 7 — "My feelings about the Ilokano language being used at home is great. . We understand each other well and we feel pleased ev- Ammon. De Gruyter. Iluminado Nical and Margaret Secombe ings. All rights reserved. Berlin/Boston: De Gruyter. The Dominance of English as a Language of Science.ebrary. It represents people who are sturdy in spirit and having their own iden- tity. Filipino was regarded as the language of national significance and a source of pride and identity.

while the Cebuanos expressed positive meanings toward the PLOT more often than the other groups." (Mark of good education) As the Table 5 indicates. (2001). thus I learned to speak Cebuano. Berlin/Boston: De Gruyter. . The Ilocano respondents attributed positive meanings to Filipino much more fre- quently than the other students." (Feeling comfortable + Home and local community) — "Ilokano is our lingua franca at home and in the neighbourhood. I feel great. It gives us great pride to know about these. I was born here. U. Aesthetic 11 7 15 11 3 15 5 8 11 2 8 7 2." (Home and local community) — "Waray language is rich enough to be able to accomodate any and all nuances pertaining to language use and applicability. the Waray students proved most likely to indicate positive meanings for English. English as the Medium of Instruction for Science 219 erytime we speak to each other in Waray.ebrary. In fact." (Home and local com- munity) — "Being in Cebu City. relaxed and happy every time I am with my family talking to each other during meals. differences in the distribution of these mean- ings were apparent among the three linguistic communities. Socio-cultural: 17 15 16 16 regional significance national significance 11 38 23 26 9 2 13 8 international significance 43 13 27 26 link with origins 11 15 10 8 9 8 9 mark of good education 3 8 4 sign of respect 6 2 2 9 2 Ammon. Retrieved from http://www. There exists no gap and barrier among ourselves. Table 5: Meanings given to languages by Filipino students (All figures represent per- centages of the number of respondents from the linguistic group concerned) Meanings given to languages Languages and communities PLOT FILIPINO ENGLISH Copyright © 2001. there had been (and they still continue to flourish) great compositions (both musi- cal and poetic) done in Waray. my family and I always speak Cebuano at home. All rights reserved." (Aesthetic) — "Educated people find it more interesting [to talk] in English. For their part. De Gruyter. The Dominance of English as a Language of Science. free time and other family gatherings in Created from flinders on 2017-02-21 14:16:46. W* I* C* T* W* I* C* T* W* I* C* T* Autotelic 1.

Political:provides harmony — in home & local commmunity 20 13 27 20 . (2001). excludes other languages 8 8 5 11. Retrieved from http://www. of limited use 11 2 18 11 14 2 5 6 10. has social stigma 6 1 3 3 2 5 2 12. causes difficulties: in speaking 2 1 6 2 2 4 1 Copyright © 2001.Cebuano. although many Cebuano respondents discussed the positive meanings Ammon. The Dominance of English as a Language of global community 26 6 7. Iluminado Nical and Margaret Secombe Table 5 (Continued) Meanings given to languages Languages and communities PLOT FILIPINO ENGLISH W* I* C* •p* γ/* j* C* T* W* I* C* T* 3. Social: making friends/entertaining 6 3 5 2 23 2 18 13 national community 31 10 11 . Berlin/Boston: De Created from flinders on 2017-02-21 14:16:46. For example. in reading 3 4 2 3 2 1 in writing 6 4 5 5 confusion at school 23 5 7 3 62 5 25 13. All rights reserved. Economic: used in business/employment 4 1 6 5 18 10 key to progress/bright future 11 5 5 26 4 16 14 6. . The negative meanings expressed were much more limited and often specific to a particular individuals or group of respondents.ebrary. Τ = Total. is not developed 3 2 1 14. I = Ilocano. useless/hated 2 1 13 5 * W = Waray. 220 Jerzy Smolicz. Affective feeling comfortable/relaxed 63 25 35 38 6 22 16 16 11 11 29 18 full expression of feelings 31 15 24 22 2 1 3 3 2 easy to understand 26 18 37 28 3 7 3 5 11 4 31 16 Instrumental 5. C . U. Educational appropriate for all subjects 2 1 26 10 10 appropriate for some subjects 11 2 6 6 3 2 3 3 access to knowledge 2 1 3 2 23 33 18 24 Negative 9. De Gruyter. Personal identificational: source of pride/identity 6 7 24 14 20 55 18 32 3 5 11 7 sign of loyalty/nationalism 5 2 17 4 3 7 indicates smartness/confidence 3 2 2 2 6 4 6 5 4.

" 4. despite the predominance of English in the school setting. for Created from flinders on 2017-02-21 14:16:46. while a proportion of the Waray respondents was critical of Filipino on the grounds of its limited usefulness and the confu- sion it caused at school. . All rights reserved. - overwhelmingly higher than any other — were revealed by the Ilocano students who considered that English caused confusion at school. like to speak in English so I use the English language. Another Cebuano student wrote : "In school. Retrieved from http://www. Honestly speaking. Conclusions In considering the conclusions to be drawn from this study. De Gruyter..4. too. I. "In our home. the paper does not consider the effect of English on other Philippine languages and particularly upon the mainly Tagalog speaking areas of Luzon."The disadvantage in using English is that many people dislike you for using the language." (Social stigma) — "Speaking in English or in Tagalog [at home] made me feel so awk- ward. the respondents were senior secondary school stu- Ammon. Speaking these languages in and out of the house has disadvantages. U. we use three languages — Cebuano. which includes the "melting pot" of Manila. we oftentimes use the Cebuano and Filipino languages. Berlin/Boston: De Gruyter. (2001). it is impor- tant to recognise its limitations. The Dominance of English as a Language of Science. fortable. Filipino and English. like myself. however. however. Some of us students can hardly speak. The strongest negative meanings. As the data were collected in three re- gional linguistic communities. Although I am used to speaking the Filipino and Cebuano languages." For the majority of the respondents. I was afraid that friends and neighbours would think I am act- ing strangely. English as the Medium of Instruction for Science 221 they associated with English. I start feeling uncomfortable with it. and write very well. the trilingual context of their day to day lives seemed a taken for granted reality that presented no special difficulties. But when I go to shopping malls. I am having a difficulty in reading and in using it. I really feel com- Copyright © 2001. read. The comments of one of the Cebuano respondents illustrated the nega- tive impact of the trilingual situation in the school context. Furthermore. But the me- dium of instruction used is actually English. there was a few comments such as the following: . Usually teenagers. can not perfectly speak or use the English language. I can not perfectly read the Cebuano writings.." A number of the Waray and Cebuano students pointed to the limita- tions of their PLOT.

could be explained by the proximity of the Ilocos region to the Manila area. the high levels of negative evaluation of English and relatively low levels of English activation among the Ilocanos may be traced to their perception of English as the language of colonial domi- Copyright © 2001. Other political and historical factors can also be seen to have influ- enced these language differences. English. it can be seen from the detailed discussion in the results section that the statistical measures of language usage and domains of activation and the more humanistic cultural data from student essays on language attitudes and meanings provided strong confirmation of one Created from flinders on 2017-02-21 14:16:46. Conversely.ebrary. This preference. Filipino has often been regarded as the language imposed by the central authorities. Berlin/Boston: De Gruyter. All rights reserved. This variation might initially be assumed as complementary to the consistently greater usage of Filipino revealed by the Ilocanos. The Cebuano preference for English over Filipino could be rooted in memories of the struggle to have Cebu- ano endorsed as the national language of the country in preference to Tagalog. or those from low socio- economic background who were forced to leave school early before they had mastered literacy in any language. was more often activated among the Cebu- ano and the Waray groups of students than among the Ilocanos. therefore. In the Visayan regions of Cebu and Leyte. (2001). One important feature of the results was the differences in activation and attitudes revealed among respondents from the different linguistic groups. De Gruyter. while Eng- lish has been seen as opening up possibilities for interaction and employ- ment. have not been included in this paper. and the heartland of Tagalog. Retrieved from http://www. In contrast. Iluminado Nical and Margaret Secombe dents attending what were regarded as leading schools in their region. on the grounds that Cebuano was the indigenous language which at that time had the greatest number of native speakers. The conclusion to be drawn from these results was that the use of English as the language of instruction for Science and Mathematics in schools throughout the country had not significantly affected the use of Philip- Ammon. . The experiences of young people from poor rural areas where schools were often lacking basic resources and adequately trained teachers. U. for example. the language on which Fili- pino is based. nation and to the bitter struggle of Ilocano nationalists against Ameri- cans at the turn of the nineteenth century. 222 Jerzy Smolicz. they could thus be said to have benefited from some of the better oppor- tunities which the schooling system could provide. The Dominance of English as a Language of Science. Leyte and Cebu are geographically isolated from Manila so that people in these two provinces have naturally had less contact with the national language. in turn. Overall.

Most of the newspapers and magazines that circulate in each of the localities included in this investiga- tion are in English as opposed to PLOT. U. These could help to account for the comparatively higher levels of reading and writing in the Filipino lan- guage. In reading and writing Created from flinders on 2017-02-21 14:16:46. there was a minority who expressed negative views towards one of the languages concerned or explained the confusion it engendered for them. children learn to speak their PLOT informally through their everyday interactions in the home. are formally learned at school — not through the language of the home and local community which they have learned orally. but in what is for many. English was clearly the do- minant language. according to the reported experience of the young participants in this study. The Dominance of English as a Language of Science. this small-scale investigation in three non-Tagalog Copyright © 2001.ebrary. although its use had not precluded the development of Filipino as a language of literacy as well. While the majority of respondents seemed to interpret this situation in positive terms. English as the Medium of Instruction for Science 223 pine languages as a means of oral communication in the home. The evidence of the resilience of the Philippine languages indicated by this empirical re- search would appear to be consistent with the judgement of Gonzales Ammon. De Gruyter. In conclusion. Thus this study provided only some limited evidence of conflict between the languages or of re- spondents who were antagonistic to a specific language. All rights reserved. The low to almost non-existent levels of reading and writing in PLOT. This situation may be partly explained by the different opportunities to learn the languages. The literacy skills of reading and writing. In the years before they go to school. Outside the school. Retrieved from http://www. At the same time there is only a very limited amount of reading materi- als available in PLOT. neighbourhood and local community and the language is maintained through the natural on-going interaction of daily life. however. the print and broadcast media remain dominated by the English language. two new languages . At the most. has in these communication activities. on the other hand. the neigh- bourhood and the local community. Berlin/Boston: De Gruyter. supplemented by Filipino. compared to PLOT. . could be attributed to the entrenched status which English. (2001). a couple of tabloids and a variety of illustrated "komiks" published in Tagalog are available in the sidewalks of the city streets. There is thus no context in which children specifically learn to read and write in PLOT.English and Filipino — which are then used as the media of instruction in schools. however. speaking communities revealed a complex but stable trilingual situation which the emerging generation of young people gave evidence of taking for granted or accepting as normal.

A. Congressional Commission on Education 1991 Making Education Work. 224 Jerzy Smolicz. access to English as the literary language of education. Berlin/ New York: de Gruyter. the data on linguistic activation to different inter- locuters and the meanings assigned by the students to the various lan- guages pointed in particular to a pattern of what Sibayan (1978) called "complementary distribution". was "the language of academic discourse. (2001). M. L. Bautista. where each of the languages used was rec- ognised by the participants as having its own particular on-going role. S. He maintained that PLOT (or the "vernac- ular"./Bautista. U. (eds. Retrieved from http://www. The Dominance of English as a Language of Science. In the experience of the respon- dents in this study. J. In Ammon. 1981 An Explanatory Note: Round-Table Conference on Philippine National Language Created from flinders on 2017-02-21 14:16:46. which functioned as "a symbol of unity and linguistic identity". Berlin/Boston: De Gruyter. (ed. Manila: Filipiniana Book Guild Inc. English. Manila: Linguistic Society of the Philippines. Manila/Quezon City: Congress of the Republic of the Philippines. as it is often referred to in the Philippines) was still "the language of the home and the neighbourhood".ebrary.) As- pects of Language Planning and Development in the Philippines. 1863 A Visit to the Philippine Islands in 1858. especially for business.) Status and Function of Languages and Language Varieties. U. References Ammon. 21-106. 5. Iluminado Nical and Margaret Secombe (1998: 519) that "none of the major Philippine languages and hardly any of the minority languages" are faced with extinction at the present mo- ment. as a core value of their community life (Smolicz 1981. 1989 Towards a Descriptive Framework for the Status/Function (Social Posi- tion) of a Language Within a Country. U. These findings closely reflect the assessment by Gonzales (1998:519—520) that a trilingual situation is being maintained in the non-Tagalog speak- ing regions of the Philippines. science and international communication had not resulted in a general shift away from Filipino as the national language or from the spoken use of their PLOT. Ammon. Hudson and Secombe 1998) and the language closest to their homes and hearts. All rights reserved. . M. in contrast. In the present study. De Gruyter. while Filipino was the national language. L. Bowering. In Gonzales. Smolicz. Copyright © 2001. science and diplomacy". S.

U.ebrary. M./ Castano. 1992 Linguistic Imperialism. . Retrieved from http://www. 1989 The DECS Bilingual Education Policy. Education Quarterly 27 (4): 1— Created from flinders on 2017-02-21 14:16:46. B. Sin. 1961 The Jesuits of the Philippines. S. C. Adelaide: PhD University of Adelaide. L. J. All rights reserved. P. In Sutaria. 350-352. S. C. in Sutaria. Washington DC: Georgetown University Press. De la Costa. C. Μ. 1986 Language Surveys in the Philippines (1966—1984). (ed. 309-315. The Academia 22 (2):5. 302—329. Ammon. s.: Harvard University Press. 1982 The Miseducation of the Filipino. Manila: Congressional Oversight Committee in Education. Education Quarterly 26 (4): 32-41. Α. (2001). Nical.. E. Smolicz. Manila: Philippines Foundation for Na- tionalist Studies. J. M. Department Order No. 1980 The Case for Reading: A Socio-Political Perspective. 47-86. (ed.) Georgetown University Round Table on Language and Linguistics. Phillipson. B. P. Copyright © 2001. De Gruyter. 25. -/Bautista. 1998 The Language Planning Situation in the Philippines. Manila: National Bookstore. (eds. S. Journal of Multilin- gual and Multicultural Development 19: 487—525. The Dominance of English as a Language of Science. J. 2000 Language Usage and Language Attitudes Among Education Consumers: The Experience of Filipinos in Australia and in Three Linguistic Commu- nities in the Philippines. Oxford: Oxford University Press. I. M. Quisumbing./Guerrero. M. Congress of the Republic of Philippines. English as the Medium of Instruction for Science 225 Constantino. L. Manhit.) 1989 Philippine Education: Vision and Perspectives. J./Guerrero. J. Canberra: Curriculum Devel- opment Centre. Gonzales A. Repr. (Cardinal) 1995 Sin Lectures on Chinese Values. 1978 Bilingual Education in the Philippines: Strategy and Structure. Ma- nila: National Book Store Inc. In Acujia. 1981 Alternatives for Functional Literacy: A Socio-Pyschophilosophical Per- spective. R. Guerrero/Castano. 1974. J.) Philippine Education: Vision and Perspectives. H. Cambridge. Manuel.) The Language Issue in Education. Philippine Studies 22 (4): 22—31. M. In Alatis. (eds. J. 1974 The 1973 Constitution and the Bilingual Education Policy of the Depart- ment of Education and Culture. Implementing Guidelines for the Policy on Bilingual Education. J. J. 1974 Department of Education and Culture. R. Sibayan. 1994 Philippine Language Problems. Manila: De La Salle University Press. 1979 Culture and Education in a Plural Society. Berlin/Boston: De Gruyter. P. L. L.

Zialcita. The Dominance of English as a Language of Science. (ed. Colonialism and National Identity in Vietnam and the Philippines. Berlin/Boston: De Gruyter. 1998 Border Brossing in 'Multicultural Australia': A Study of Cultural Va- lence. Iluminado Nical and Margaret Secombe 1981 Core Values and Cultural Identity. All rights reserved. B. U. 97-116. R/Bierstedt. C. 1999 Education and Culture. Copyright © 2001. International Review of Education 4 (5/6): 1—21. 1990 Polarity of Filipino Values.) 1969 Florian Znaniecki on Humanistic Sociology: Selected Papers. Ethnic and Racial Studies 4 (1): 75-90. Chicago: University of Chicago Press./Secombe. Clevedon: Multilingual Matters. De Gruyter.) Languages and Education in Multilingual Settings. 1986 Multilingual Policy in the Philippines. D. .ebrary. I. (ed. Created from flinders on 2017-02-21 14:16:46. N. M. (2001). -/Hudson. 1997 Exporting the European Idea of a National Language: Some Educational Implications for the Use of English and Indigenous Languages in the Philippines. -/Nical. 226 Jerzy Smolicz. Asian Migrant 3 (1). F. R. Journal of Multilingual and Multicultural Development 19 (4): 318-336. M. Retrieved from http://www. Ammon. J. In Spolsky. 1995 State Formation. Melbourne: James Nicholas Publishers. Philippine Quarterly of Culture and Society 23:72—117.