In this section some possible arguments that could be tease out in the future debates in the

future was discussed. Such us, can we use the Filipino language as the national language without
speaking of it as a language of instruction? Can we imagine a nation using a bilingual or
multilingual in education? Does the use of mother tongue broaden the production of power and
knowledge of the country? There are more questions that necessarily to be asked, it could be
added there the issue of the education in the Philippines. It must be questioned as well if does the
bilingual and multilingual in education helps to facilitate and strengthen the learning of the
student? And also what are the possible consequences in replacing or displacing the languages
in school? In future debates they could include the advantages and disadvantages of replacing
language in school.

It is also mention in this section that the formal education platform is the bilingual
education policy of 1974, the local language which is the Filipino language together with English
has become the medium of instruction and it is used by the Marcos dictatorship. The role of
content in Philippine education must be taken more into account in the post-colonial language.
Thus the implementation of a new education system leaves a limited sense of their past to those
who are colonized. When learned and studied, native culture and customs slowly slip away.
Being developed in the colonial education system, many colonized children enter a state of
hybridity In which multiple cultural forms, practices, beliefs and power dynamics create their
identities. Colonial education creates a blurring that makes it difficult to distinguish between the
colonizers ' new, enforced ideas and the native practices previously accepted.

Southard, J. (1997). Colonial Education.

https://scholarblogs.emory.edu/postcolonialstudies/2014/06/20/colonial-
education/?fbclid=IwAR2c2DjcjTX1lULsL5o6e1bpr1FA_gevhLqSeiH6lr2XOlHXDltwpiZ6vtk.