Reason of failure.

The reasons of the failure of the Spanish language education was multifaceted, some of them
being enumerated as follows:

(1) The Philippines is geographically distant from Spain, so royal decrees was not so forceful as
in the homeland.

(2) In order to prevent the impact of independence of Latin Americans, the authority wanted the
natives to be barred from news form outside, therefore, being hesitant to spread the Spanish
language.

(3) The decrees being originally oriented for Americans, it did not fit the realities in the
Philippines (B&R 46.285).

(4) A lack of funds was another reason. It was said that funds were not available very often and
this hampered the hiring of teachers”. (B&R 46.282-4). Bernabe (1987: 13) commented that
“except in the later part of the Spanish regime, education was not a critical item in the finances
of the government.” Therefore, expenses for education were largely defrayed by the clergy, not
by the national treasury.

(5) There were generally no incentives for natives to learn Spanish. As Bernabe (1987:14)
mentioned, “the sheer lack of need to use the language was enough reason for its
unattractiveness to the people.”

(6) The Spaniards were forbidden to live in the native village except friars, therefore, natives had
few chances to practice Spanish.

(7) Even though the colonial government planned to spread the Spanish language, the friars in
villages and towns wanted to monopoly the tools of communication and ensure their own power
base. The friars were categorically opposed the spread of SpanishIn

1863 the Educational Act was issued which stated that in every town a primary school should
be established. For boys and girls aged 6-12, primary education became compulsory. Tuition
should be free and equipment should be provided to the poor,The educational decree
prescribed that Spanish was to be the sole medium of instruction in order to facilitate the need
to learn Spanish, so that literacy in Spanish appeared to be the major purpose of the
curriculum. To this end, the decree provided that natives who could not speak, read and write
Spanish five years after its issuance were not to be permitted to hold salaried government
positions. This was the major motivation to induce the Filipinos to study the language (B&R
46.85).

This ordinance asked the establishment of schools and prohibited any other language than
Spanish in schools. It stated that official jobs could be given to those speaking Spanish as an
incentive to learning of Spanish. Obviously the developing bureaucracy needed in lower-level
jobs more and more native officials with a knowledge of Spanish.
The Decree in 1603 The above two decrees required the teaching of the Spanish language, but
at the same time the Crown government demanded of friars to learn indigenous languages
probably because some of friars were reluctant or incompetent to master indigenous languages

The Decree in 1550 The earliest of the decrees concerning language policies was issued
by Carlos I in Valladolid in 1550 (June 7) and reissued in July 17. This is the first decree
demanding the teaching of Castilian in the Spanish colonies which was issued before the
colonization of the Philippines (Bernabe 1987:11; Alzona 1932: 20) . This decree showed
a great concern about whether the message of the Christian doctrine could be conveyed
precisely through indigenous languages or not.
1634 Felipe IV issued a decree demanding that the colonial government should teach
Spanish to all the natives. The previous decrees stated that the Spanish teaching
should be given to natives who were willing to learn, not to all the natives.

1686This decree is remarkable in that the authority enumerated, for the first time, unreligious
concern as the purpose to teach Spanish. The decree was issued so that natives might be able
to complain directly to the authority. Usually natives complained through friars who were
“interpreters”, from now on they could communicate with the authority without friars’
interpretation. It was no wonder that friars opposed or sabotaged this decrE
 Language used in Policies in Multi-lingual Societies

Language views as a national identity. Each country in this world has determined which
language for their people to use, although it is not an easy thing to determine. The flow of
migration in the past, the colonialism and currently the globalization make the task more
complicated, let alone the indigenous inhabitants who came from various ethnic with their own
local language

1 Linguistic assimilation- is the belief that everyone, regardless of origin, should learn the dominant
language of the society. Examples are easy to find. France applied this policy to various
peoples within its borders. The United States also applied the policy both internally
to immigrants and externally in a possession, Guam, where Chamorro was suppressed until
1973, and in the Philippines, where instruction in the schools had to be in English throughout
the period in which the United States ruled that country a similar assimilations ideology
prevailed in Puerto Rico until the [Link] assimilation is practiced widely and in a wide
variety of forms, e.g., policies of Hellenization of Macedonian in Greece and of Justification
in the former Soviet Union.

[Link] pluralism- the recognition of more than one language, also takes a variety of forms. It
can be territorially based or individually based or there may be some combination of the two. It
can be complete or partial, so that all or only some aspects of life can be conducted in more
than one language in a society. Examples are countries like Belgium, Canada, Singapore,
South Africa, and Switzerland.

[Link]- is the restoration or elaboration of an indigenous language and its adoption

4. Internationalization- is the adoption of a non-indigenous language of wider communication

Cultural contract - defines culture as reservoir of knowledge that is characteristic ways of