Factors Affecting Language Use and Maintenance of Indigenous Students

Language Use and Maintenance of PNU- Mindanao
Indigenous Students
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
1.1 Introduction
Language is a system of communication used by a particular community, authority, or
a group of individuals. It is a body of words used by people to interact with others who
share and understand the same language that they use. The language of a specific
community reflects and shows who they are. When they use their language in a new
community who has a different culture, their language gives other people the idea to
identify their ethnicity or know the community where they belong. Language is a mirror
to one’s identity.
Language use is the act of utilizing and applying one’s language in communicating. It
refers to the manipulation of the language that enables one to transfer idea, thoughts, and
feelings towards others. It can be seen in many ways. It can be observed in formal settings
like in schools and universities, or in casual forms when speaking with friends or family.
Moreover, language maintenance refers to how one often uses the language in some
times and situations. It is the degree of use of one’s language. It refers to how a certain
individual or a group of community continue to use their own language when
communicating with other people of different culture or when speaking with one another
and other people of different culture are around. Despite of the other occurring languages,
one pays attention in using his/ her own language and maintaining it despite the
competition with the languages of the majority groups inside the campus.
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Language use and maintenance are two things that comes together. When one uses
their own ethnic language or dialect that they have in their community, the act of
maintaining their language is also there. One can also use their language but does not
always maintain it. It happens when one seem to use his/ her own language to some
situations only.
Since Philippine education comprises students from different races, multicultural
education now exists. It refers to an education in which the teachings in the classes are
incorporated with the texts, beliefs, history, and perspectives of other cultures (S. Abbott ,
2014). In formal education, socialization with other students is always present. Language
is what they use to communicate with one another. With the advent of the Multicultural
education in the country, students from different cultures have to adjust with the diverse
environment and learn to interact with others.
Indigenous students in the campus, like others, are parts of the institution and are
motivated to join the activities in the campus. They are also given chance to be part of
the organizations present in the university.
Unfortunately, the presence of the majority languages in the campus threatens the
indigenous languages. The minority groups of individuals are not apparent due to some
reasons. These people isolate themselves and could not freely communicate through the
use of their own language. Reasons had been laid out in lots of observations which
explain their language use inside the premise.
These students currently face a big dilemma. They are trapped between the choice of
blending in into the majority group, or the choice of preserving their language by using
and maintaining it. When these students start studying in the campus, some may bring
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their ethnic language but some may not. Some of them may choose to make their own
language survive or make their language presence just vanish and be dominated by the
language of the majority group.
Realizing the factors on what hinders the students in using their own language inside
the premise could help them better cope up on their reluctance on using their own
languages. Possible encouragements and motivations should be considered and be made
by the concerned individuals in the campus. Students should be made to understand and
see the things that govern their language use and maintenance that they should also apply.
In Agusan del Sur, five tribal groups can be found. These are Aeta, Mamanwa,
Bagobo, Higaonon, and Manobo. Because of this diversity in races, campuses are now
encouraging schools to implement multicultural education.
In Prosperidad, the Philippine Normal University- Mindanao recently adapted
multiculturalism. Students from different cultures are now accommodated. The
Multicultural Education in the university continues to provide leadership in different
cultural activities. Furthermore, the institution widely accepts the diversity of their
cultures and the differences that they have from others, such as the varied languages that
the students from different cultures use.
It is on this premise that the researchers are motivated to study the barriers and factors
that affect the language use and maintenance of the indigenous students of Philippine
Normal University- Mindanao for the A. Y. 2017- 2018.
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1.2 Theoretical and Conceptual Framework
This study was anchored on social and behavioral theories of Fishman (1964) who
suggests that the maintenance of language and extends to cases of societal bilingualism.
He warns that socially patterned bilingualism can exist as a stabilized phenomenon only if
there is functional differentiation between two languages (Fishman, 1971).
According to Bandura (1989) on his reciprocal determinism, the world and a person’s
behavior cause each other, while behaviorism essentially states that one’s environment
causes one’s behavior. Bandura (1977) also stated that efficacy reflect the group
member’s degree of confidence concerning his/ her ability to achieve personal goals that
might include their aim to belong in a social group.
According to the model of additive and subtractive bilingual development by Lambert
(1975), several factors are responsible for, and reflect, the relative power of the majority
and minority ethnolinguistics group in a community. The relative power of each
ethnolinguistic on these factors affects the degree to which a group will tend to behave as
an active and distinct community as well as its probabilities of their language survival and
further development.
Meanwhile, Haugen’s recurrent model of language shift says that language
maintenance appears to be under threat from the moment a population becomes bilingual.
It is also noteworthy on his concept that the term language shift is only used to describe
unidirectional shift, i.e. the loss of a traditional minority language and the adoption of the
community’s more dominant language. This is what happens on the indigenous students
of the campus. They use and adopt the community’s more dominant language which is
being used by most students.
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In Social Networking Theory, Milroy and Wei (1995) showed that social networks
as a variable were better predictors of language choice in different interaction types.
Raschka et. Al. (2002) shows that maintenance of a minority group language can also be
tied to language use within peer networks. Smith (2002), Stoessel (2002), and Wiklund
(2002) all show that social networks which involve contact with speakers of the minority
language are a key factor in the development and maintenance of proficiency in that
language.
The above mentioned theories was helpful in providing and supporting clear
information about the rationale of the study. Social Networking Theory , Haugen’s
Recurrent Model of Language Shift, Fishman’s behavioural theory, Lambert’s Bilingual
Development elucidate the scopes of language use and maintenance especially on how
social context affects the use of their native languages. Thus, the change of their attitude
towards using their native language in the different setting may endangered their
language. This study presents and identifies some social factors that affects the native
languages among indigenous people and their interaction towards various setting they
engaged with.
The research paradigm is as shown in Figure 1.2.1. The researchers determine the
who the indigenous students are and let them fill their profiles. The students choose what
they prefer most if they want to have the focus group discussions or an individual
interview. The researchers will now then determine the situations where they use and
maintain their language, barriers and factors that hinder them from using and maintaining
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their language, frequency of when they use and maintain their language, and the possible
encouragements that could be made to be able to motivate the indigenous students to use
and maintain their language in the premise.
Figure 1.2.1
The Research Paradigm
Statement of the Problem
This study aims to know how the Manobo students in PNU-Mindanao use and
maintain their language through the following questions:
1.In what situations does an IP student use and maintain his/her language?
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2. How often does an IP student use and maintain his/her language inside the
university?
3. What hinders an IP student to use his/her ones dialect?
4.What are the possible encouragements that would work best for an IP student to
use his/her language?
1.3 Significance of the Study
The study focused on the language use and maintenance of the IP students in PNU-
Mindanao. It aims to explain and give clearer knowledge to the educators in the campus
the necessity to determine the different variables that limits and hinders the students form
using and maintaining their language when socializing inside the campus. Moreover, the
results of the study will be beneficial to the following:
Students. The result of the study would enable students to be able to
communicate and use their own language without reluctance inside the campus. This
study would determine the different barrier and factors that hinders them in socializing
with other culture and how to cope up with all of those.
Teachers. The result of the study would help the teachers on making appropriate
actions to help students use and maintain their own language. This would help them in
planning and designing their instructions and activities that would suit to the students.
This will help them on how to provide encouragements to the students and think of ideas
on how to give proper guidance to the students. This may also increase their competency
as a teacher.
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Institution. The result of the study would help the institution to justify its title
being a Multicultural Education Hub. It would help continuing to provide leadership in
different cultural activities recognizing different ethnicity.
Community. The result of the study would help the community in preserving
their culture and language. It would also help them to be more recognized by other
communities and cultures.
Future Researchers. The findings of the study could serve as reference material
for future researchers who wish to conduct the same study or any study related to the
language use and maintenance of students from other cultures or other studies related to
Multicultural Education.
1.4 Scope and Delimitation of the Study
The study will be conducted in Philippine Normal University- Mindanao for the A. Y.
2017- 2018. It is limited to the students who belong to the indigenous community who are
studying in the campus. The respondents of the study is composed of indigenous students
from the campus who are from third year and fourth year college students.
The main focus of the language research is the language use and maintenance of IP
PNU- Mindanao students. Data is gathered through interview and questionnaires to be
answered by the participants. Participants may not be able to answer some of the
questions due to personal reasons which may affect the result the research and may
compromise the interpretation of the results. Threats in the validity of the research may
arise due to the confounding variables associated with the subjects such as their anxieties
which are far beyond the control of the researchers.
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1.5 Definition of Terms
The research looks at all different variables and aspects related to the language use
and maintenance of the language of the Manobo students. The research makes use of this
important words and terminologies:
Encouragements. The action of giving someone support, confidence, or hope.
Dialect. It is a particular form of a language that is peculiar to a specific region or
social group.
Formal Education. It is a classroom- based form of teaching wherein formal
training is offered and given to the students.
Higaonon. It is a language spoken on the island of Mindanao, partially
intelligible with Binukid.
Hinder. It means to limit the ability of someone to do something.
Language. It is a broad term applied to the overall linguistic configurations that
allow a particular people to communicate.
Language maintenance. It is used to describe a situation in which a speaker, a
group of speakers, or a speech community continue to use their language in some or all
spheres of life despite competition with the dominant or majority language to become the
main/sole language in these spheres.
Language use. It refers to the communicative meaning of language or the rules
for making language.
Indigenous. Belonging, existing, living naturally in a particular region,
environment, culture, or tribe and ethnicity.
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Indigenous People. They are also known as native people or aboriginal people.
They are ethnic groups who are original inhabitants of a given region who share their
characteristics, culture, and language as well.
Manobo. It is language spoken in the Mindanao that were natively spoken.
Mother Language. It is used for the language that a person learned as a child at
home (usually from their elders).
Multiculturalism. It is the co-existence of diverse cultures, where culture
includes racial, religious, or cultural groups and is manifested in customary behaviors,
cultural assumptions and values, patterns of thinking, and communicative styles.
Reluctance. It is the unwillingness or disinclination to do something.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
To contextualize this study, relevant literature, studies and theories on language
use and maintenance that validate the present study are discussed in this chapter. These
are beneficial pieces of information that support the present study.
A discussion on relevant literature that contextualized the present study is
presented as follows under several subheadings.
A. Conceptual Literature
Numerous researches and other related literature had already emphasized the
importance of language use and maintenance of one own native language and the
different issues that it is currently facing. Language use and maintenance is a way of
perpetuating the native language of a specific culture as vital to their cultural integrity
since each language carries with it an unspoken system of cultural values. But indigenous
people who are immersed in a social group are having pliable choices on using and
maintaining their native language when interacting.
According to the theory of Reciprocal Determinism (Bandura, 1978), suggest that
behavior is controlled by situational forces. It accepts the possibility of an individual's
behavior being conditioned through the use of consequences. Behavior consist of
environmental and individual parts that interlink together to function. It stands on the idea
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that behavior of an individual is controlled or determined by the individual, through
cognitive processes, and by the environment, through external social stimulus events.
When it terms to language use and maintenance, individuals are being influenced and
affected by the things around them. The society where they interact with affects their
choices on when to use their language.
In 1992, Dr. Michael Krauss testified that in 1492 there were 300 or more native
languages spoken in North America and that 190 of these 300 plus languages are still
spoken or remembered by native North Americans. On the other hand, of the 155 of these
190 languages in the United States only about 20 are still spoken by people of all ages
and thus fully vital. Even these few languages, including Navajo and Crow, are
endangered as fewer and fewer children are learning them in the home. Many non-Indians
and some Indians see no catastrophe in the defeat of these languages, but as this country
becomes more and more conquered by concern about crime and the breakdown of
traditional families, many Indians and some non-Indians see the preservation of native
languages as important to their cultural honor.
It should be noted that in seeking to preserve their cultural heritage, tribes are not
rejecting the importance of English-language instruction for their children. Littlebear
advocated for bilingual education, sees "our native languages nurturing our spirits and
hearts and the English language as sustenance for our bodies". In addition, the results of
the latest U.S. Department of Education study of bilingual education programs show that
native-language use in schools does not hurt children (Ramirez, 1992). Such research
tends to use English-language standardized test scores as a measure of success. If such
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research also focused on objectives such as strengthening American Indian families, there
can be little doubt that bilingual programs utilizing and developing native-language
fluency produce superior results. This is supported by the findings in the Department of
Education study that parents were most satisfied with having their students learn both
English and their home language and wanted their children to stay in bilingual programs
longer (Ramirez, 1992).
To a linguist, the loss of linguistic diversity is a loss to scholarship and science.
While one of the major goals of linguistics is to define universal grammar, that is, to
determine what is constant and invariant in the grammars of all natural languages,
attainment of that goal is severely hampered and even rendered impossible in the absence
of linguistic diversity (Austin and Simpson). To this end, Hale (1998) quoted in Austin
and Simpson (2007) says: “Without linguistic diversity, it would be impossible for us
linguists to perform the central task of linguistic science i.e. the task of developing a
realistic theory of human linguistic competence, realistic in the sense that it properly
reflects not only the limits on the manner in which grammatical structure is determined by
the properties of lexical items, for example, but also the impressive diversity of surface
form in the observable structures of natural language.”
To be able to reverse this surge of language loss and decay, rescue methods
mounted by linguists, individual communities and organizations have concentrated their
efforts on events and undertakings that are now known as language regeneration. The
interventions envisioned in revitalization however emphasized only on languages that that
have been classified as endangered.
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Other intellectuals have recommended that literacy is vital to guaranteeing
prevention of language decay. Grenoble and Whaley (1998) cited in Derhemi (2002)
present an overview of the main scholarly positions on the connection between threatened
languages and literacy. The prevailing view claims that literacy is needed to nationalism
and to language endurance in the modern world. According to Derhemi (2002), the
authors of this overview maintain that literacy has a strong effect at the macro-level, the
larger and external context of linguistic endangerment, but that its effect on language
vitality is mainly a result of micro-variables, which are specific features of each
community with a threatened language.
Languages are significant instrument through which cultural variety is stored.
Their conservation therefore, ensures the maintenance of cultural diversity. To make the
process of revitalization and preservation of the threatened languages become faster, an
alternative means has been planned. The paper has proposed the use of electronic means
in the preservation of the vanishing language. Lots of needs to be done so as to have
necessary data that will guarantee the availability of information necessary for sustainable
development in the digital environment and at the same time help preserve and maintain
cultural diversity through the preservation of our indigenous languages.
Language use and maintenance in a settler minority context is a significant area of
examination if one is to apprehend some of the factors involved in the community’s
integration process, or the lack of it, in general, and to increase in the of value the role of
language for integration in particular. Communities who belong in the minority group
adopt a number of linguistic tactics for interaction among themselves and their wider
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community. In most cases, these linguistic tactics are dictated by both the social and
linguistic environment the settler minority finds itself living in.
The intention for this is, that in addition to speech, each language brings with it an
unspoken network of cultural values. Although these values generally function on a
subconscious level, they are, nonetheless, a main force in the molding of each person's
self-awareness, identity, and social relationships (Scollon & Scollon, 1981). These values
are psychological imperatives that help produce and maintain an individual's level of ease
and self-assurance, and, consequently, success in life. In the normal course of events
these values are engrossed along with one's mother tongue in the first years of life.
Cultural standards and mother tongue are so closely entangled in public realization that
they are often, but incorrectly, seen as inseparable. For the majority of young natives
today, culture and language have, in fact, been separated. As a result, most of these young
people are trying "to walk in two worlds" with only one language. This is a far more
multifarious and stressful undertaking than the "two worlds" metaphor would suggest
(Henze & Vanett, 1993). Because of this two worlds of language, they one changes
language and even chose the best between the two.
Across two cultures the favored decorum for acting or interacting in a certain situation
may be unambiguously different. Using the same language across the two cultures often
poses a test to both sense and understanding (Platt, 1989). Giving young natives the
chance to preserve or learn their tribal language offers them a strong remedy to the
culture clash many of them are experiencing but cannot verbalize. If together with the
language, they learn to be aware of the unseen system of cultural standards that pervades
the language, they will increase the knowledge and skills vital to "walk in two worlds."
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They will learn to identify and deal with cross-cultural values that are often at odds
with every one, and they will begin to adopt more comfortably the cultural value that is
suitable for a particular cultural condition (Tennant, 1993). The regeneration and
protection of minority languages is not a hopeless cause. Worthwhile hard work towards
indigenous language regeneration and maintenance are to be found around the world.
Even in the United States with its highlight on conformity, small groups such as the
Hutterites and Hasidic Jews have been able to uphold their languages and cultures.
It should be remembered that in pursuing to preserve their cultural inheritance, tribes
are not refusing the importance of English-language instruction for their children.
Littlebear promotes for bilingual education, perceives "our native languages nurturing our
spirits and hearts and the English language as sustenance for our bodies" (1990). In
addition, the results of the latest U.S. Department of Education study of bilingual
education programs show that native-language use in schools does not hurt children
(Ramirez, 1992). Such research tends to use English-language standardized test scores as
a measure of accomplishment. If such research also focused on objectives such as
strengthening American Indian families, there can be little hesitation that bilingual
programs using and mounting native-language fluency produce greater results.
B. Research Literature
A study about Language Endangerment and Language Maintenance (E. Wamalwa, S.
Oluoch 2013) highlighted that there is common contract among linguists that the
capability to speech is one of the most significant aspects that discriminate human beings
from other animals.
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Crystal on 2000, cited by Obiero (2010), had given five point of view as to why we
should give importance when a specific language dies. He says that, like living
components, a variety of languages sums to diversity; that languages are an appearance of
our identities; and languages are in themselves sources of history. They form an
fundamental part of the sum of human knowledge and that, as a portion of that
knowledge; they are interesting subjects in their own right.
Jamai (2008) research titled “Language Use and Maintenance Among the Moroccan
Minority in Britain” revealed the difficulty for the community in maintaining their
original Moroccanness and is concerned with establishing linguistic as well as non-
linguistic determinants of language maintenance. As a result, they make use of the
satellite TV programmes in mostly Moroccan Arabic as well as Standard Arabic. The
Moroccan also maximize the use of internet, chat and telephone programs. This facility
helps the community to keep in touch with its roots thus helping to maintain its identity.
Another research emphasizing language maintenance is the “Language
Maintenance and Shift among Kenyan University Students” of Michieka (2012). The
study revealed Landweer’s (2002) belief that languages do not necessarily die just
because their speaker dier but languages die often as a result of shift allegiance by the
speaker to other languages. This has been more expounded by Allard, & Landry on 1992
asserting that the trend of language loss have a tendency to display a particular static
pattern normally beginning with an obligatory or intentional language change followed by
an ongoing or quick language loss.
Enstice (2012) in her research “Perceptions of Bilingualism and Home Language
Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area
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Elementary Charter School” illustrate how Spanish speaking Latinos and their languages
are not valued in schools. According to Brodie et al (2002) foreign born Latino parents
have attributed language alone as the basis for discrimination; experiences of
discrimination, particularly in schools and in the workplace, contribute to the belief that
speaking English is preferred over speaking Spanish. Thus, language alone is the basis for
the discrimination they experienced. It also emphasized that maintaining the language is
essential but it requires time, patience, consistency, and in some cases, financial
resources.
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CHAPTER 3
RESEARCH METHODOLOGY
3.1. Research Design
This research is a qualitative study of the language use and maintenance of the IP
students in PNU- Mindanao. The use of qualitative research aims to explain and
determine the factors that hinders the students from using the language in socializing to
other students in the campus. The occurrence of the language usage of the IP students
were the focused of the researchers in conducting individual interviews and focused
group discussions.
3.2 Participant of the Study
The participants of the study were 8 indigenous students from the campus who are
belong in the Higaonon and the Manobo tribe who are studying as third year college
students from different specializations of PNU- Mindanao.
The researchers gathered data through individual interviews and focused group
discussions to be answered by the participants. The participants were asked about how
they maintain the language and how often they use the language in the campus.
3.3 Setting of the Study
This study will take place at PNU-Mindanao during the second trimester of the
A.Y. 2017-2018. PNU-Mindanao the only Multicultural Education Hub in Agusan del
Sur. The school ensued with offering of the specialization courses such as Bachelor in
English Education, Bachelor in Physical and Health Education, Bachelor in Mathematics
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Education, Bachelor in Mathematics and Science Education, Bachelor Science Education
with specialization in Physics, Bachelor in Filipino Education, Bachelor in Early
Childhood Education, and Bachelor in Social science Education.
PNU-Mindanao Campus community has also immersed itself in national and local
government concerns. It continues to provide leadership in cultural activities for the
preservation of folk arts: the music, dance, and rituals of Indigenous people in the
Province. For some years the performing groups manage the staging of rituals and dances
of the Indigenous groups for cultural festivals, both local and national. Through all the
years, PNU-Mindanao Campus, having gained support from the provincial and municipal
officials, has served the many young people who have decided to join the country’s
teaching force.
3.4 Research Instrument
Individual interviews and focused group discussions will be used in this study to
determine the indigenous student’s notions as to their usage and maintenance of their own
dialect. The researcher will gather some motivations that could strengthen and encourage
the indigenous students to use their dialect.
All the questions aim to address the concerns regarding to the argument of how
the indigenous students maintain and use their native language. This also directs the
motivations that can influence these students in employing their language in the school
community.
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3.5 Data Gathering Procedure
The researchers administered the students’ profile or respondents’ profile after
asking the lists from the class mayors and will have the permission from the respondents
themselves.
In gathering the data of the study, the following phases were taken:
The first phase is the writing of the letter of permit to the respondents. The
researchers will ask permission and approval to the respondents if they are willing to take
part in the study.
The second phase is the filling up of the profile. The respondents will be asked to
answer in complete honesty the profile given by the researchers. The profile is more
about their name, gender, their tribe and the place where they live in.
The third phase is the individual interview and the focus group discussions. The
interviewee will be grouped and those who prefer to be interviewed individually will be
allowed. They will be answering questions based on their use and maintenance of their
native language.
The last phase is the interpretation and analysis of data. The data and results that
will be gathered from the individual interview and focus group discussions will be
analyzed and discussed.
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3.6 Data Analysis
Analysis of data will based on the research questions. This research will survey
through an individual interview and focus group discussion. The method of this research
will be qualitative. Whereas the analysis model used was the inductive type which will
start from the data or facts that will be obtained in the field for generalization and drawing
the conclusion. Data analysis in this phase of the research will start when the respondents
had already answered the questions that will be given by the researchers.
Before conducting the interview, the researcher will meet the respondents and will
explain to them the purpose and the significance of the study. The researchers will record
and take down notes so that they will get the important points. When the time they will
finish the interview, the researchers will explain and discuss the important points in order
to have a comprehensive data.
The answers during the FGD and individual interviews are recorded and
transcribed thoroughly. The researchers used the Jeffersonian Transcription Notation to
indicate the participants’ manner in answering the questions during the FGD and
individual interviews.
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TRANSCRIPTION
Jefferson Transcription Notation includes:
Jeffersonian Transcription Notation is described in G. Jefferson, “Transcription

Notation,” in J. Atkinson and J. Heritage (eds), Structures of Social Interaction,, New
York:Cambridge University Press, 1984.
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CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter presents the findings and results of the study and their corresponding
discussions. The qualitative data gathered from the individual interviews and focused
group discussions (FGD) of the indigenous students of PNU- Mindanao, the Hiligaynon
and Manobo students are presented in tables.
The presentation, analysis, and interpretation of the data are sequentially
organized according to the order of the specific questions posed in this study in Chapter 1.
4.1 In what situations does an IP student use and maintain his/her language?
The table below shows situations wherein an IP students use and maintain his/her
language which displays that all of them use and maintain their language when they are
with their family and relative; four answered that they use and maintain their language
when they are with a native speaker; one responded that he/she use the language when
backstabbing as well in related activities; and one respondent said he/she use the language
in all places and situations.
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Table 4.1
Situations when/ where an IP student
use and maintain his/ her language
Situations when/where an IP student use and No. of Response(s)

maintain his/her language
Family and relative interaction 5
Native speaker 4
Special gatherings and events 2
Backstabbing 1
Related activities 1
All places and situations 1
Based on the data gathered on what situations wherein an IP students use and
maintain his/her language, it could be concluded that most of the indigenous students are
more comfortable in communicating through their native language when they are with
their families and relatives. Five out of eight indigenous students prefer most to use and
maintain their native language when they are with their families since they feel no
discrimination and no sense of belittlement at all. One of the respondents mentioned:
“°sa balay lang kami, akoa kay always(.) Pag ang ang akoang akung kaatubang is mama,
papa then::: other na mga igsoon(.) pero (.) nay uban nga::: di na sila makaistoryag
Manobo, °magbisaya ko”
[“ at home, I always do. If I‟m talking to my mother and father and to my siblings, but there
are some who can‟t speak Manobo so I‟ll speak bisaya”]
According to the theory of Reciprocal Determinism (Bandura, 1978), the society
where one interacts with affects the choices on when to use his/ her language. Since the
students’ society with their families are most welcoming and accepting to their own
culture and native language, students feel no worry and fear in using and maintaining
their language when at home and with their families and relatives.
Another situation where an indigenous student use and maintain his/ her language
is when communicating with somebody who also uses the same native language even
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when in public places. From the gathered data, four out of eight respondents use and
maintain his/her language when interacting with their co-native speaker. This result
indicate that indigenous speakers are more comfortable to use and maintain their native
language when they are with somebody of their own ethnicity.
This only shows that the connection and relation of two native speakers who
speak the same native language is a helpful way for both of them to continuously use their
language when communicating with one another even when in public place. This also
shows how having somebody of their own ethnicity and native language boost their
confidence in using and maintaining their native languages. Being with and
communicating with their co- native speaker inside the premises and even in public
places helps lessen their feeling of being discriminated by other people around them.
In the gathered data, a two out of eight respondents said that they use and maintain
their language during special gatherings and events such as celebrations and festivals
related to culture, languages, and ethnic groups, they quoted:
“<school or kanang sa mga kuan> gatherings og mga friends”

[“in school or in gatherings with friends”]
They say that when they are involved in such situations and events, they do not
hesitate to use their native language since they believe that the use of their own native
language during these special gathering and events are one of the aspects to the real
purpose of these events into reality. This result coincides with the idea in the Theory of
Reciprocal Determinism (1978) that the behavior of an individual towards his/ her own
language is controlled or determined through external social stimulus events. These
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Indigenous Students
events may motivate one to use his/ her own native language or may become a reason for
one to shift to the use of the dominant language in the society. In this case base from the
results, special events and gatherings relating to the showcase of cultures and native
languages encourages the indigenous students to use and maintain their native language.
The data also show that one out eight respondents use and maintain their language
when they are with the people in their native community. An interview have explained
this by saying:
“(,) bitaw ug >didto pud sa place nga nay mga < Manobo Kailangan man nako mu estorya
ug Manobo kay (,) >di pud silakayo kasabot (,) kungmag bisaya ko.”
[“yes, also in places where there are Monobo, I need to speak Manobo because they
cannot really understand Bisaya.”]
This result imply that most of the indigenous students and their native
communities see the preservation of their native languages as important to their cultural
honor. This show that despite of their immersion in a society that has a different dominant
language, they are still able to use and maintain their language when they go back to their
respective native communities. But at the same time, this result show to us an insinuation
that only a little percentage of the indigenous students use and maintain their native
language even when in their native community. This result mean that only one out of
eight respondents communicate with their native community through their native
language. This show that the indigenous students’ immersion to a society different from
their native community influenced their language preference a lot. This comes to say that
those who choose to use and maintain their language when in their native community are
already much more inclined to the dominant language being used in the university’s
27
Indigenous Students
premise. The dominant language that they mostly use in the premise is now the language
that they use even when they are in their native community.
From the data, one out of eight respondents admitted that that they use their native
language when they talk about someone or when “backstabbing”. Accordingly,
“ako pagkausap ay na pagkausap,> pagkaistorya to naku akong ig-agaw na si Perez<.

Unya::: si >Perez pod nay libakon nga kaatubang mag Minanobo ko<”
[“If I would talk to my cousin Perez, and Perez is backbiting the person in front, so I will use
Manobo”]
This show that in situations when indigenous students are in public places and
even when inside the premise of the university, they use and maintain their language
when they comment or express their opinion about somebody. The result of this data
imply the untimeliness and the inaptness of when our indigenous students use and
maintain the native languages.
Another participant use and maintain their language when having classroom
activities like role plays and other classroom activities.
“?Ay kuan role play nga gamiton ang mga : native language before sa coming naabot sa
mga Spanish (,) mao na ako ginagamit usahay kay kuan man (,) kailangan man nga
before pa sa coming sa Spanish ang ginagamit nako ky Manobo bitaw.”
[„In role play when there is need to use the native language before Spaniards came, this
is what I use sometimes, it needs to be the time before the coming of Spaniards so I use
Manobo.”]
This result shows to us that conducting activities which would urge students to
communicate with one another would help those indigenous students to showcase their
language based on the communicative tasks given to them. Activities such as role plays,
serve as an avenue for the students to use and maintain their native languages. These
28
Indigenous Students
would help boost the confidence and lessen the anxiety and the sense of fear of the
indigenous students to use and maintain their native languages with little or no hesitations
at all in their classrooms and in the premise.
The data also show that another one out of the eight respondents use and maintain
their language at all times and in all places.
“>bisag asa MAN namo gamiton< Mas komportable pud mi ani nya (3 sec:::) labi nag mga
kauban rapud namo amo kaISTORYA (,) <maong okay ra>”
[“Anywhere we use it, we feel comfortable with it especially if we are talking with our co-
native speaker, so it‟s okay.”]
This results from the gathered data and results prove that there are still indigenous
students who pay much attention to their native language. Despite of the advent and the
influence that the dominant language in the university brings to them, they still are able to
communicate with their native language with no sense of fear of being discriminated by
others.
4. 2. How often does an IP student use and maintain his/her language inside the
university?
The table below shows how often the IP students use and maintain his/her
language inside the premises of Philippine Normal University-Mindanao which displays
that four out of eight of the respondents sometimes use and maintain their language; two
answered that they use and maintain their language all the time; one responded that he/she
rarely use and maintain his/her language; and one respondent said he/she does not use and
maintain his/her language.
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Indigenous Students
Table 4.2
Times when an IP student use and maintain
his/her language inside the university
Times No. of
Response(s)
All the time 2

Sometimes 4
Rarely 1
Not at all 1
Based on the data gathered, on how often an IP student uses his/her native
language inside the university, It can be concluded that most of the IP students of PNU-
Mindanao is not using their home language when they are in the school premise.
As the table shown, two out of the eight IP students responded that they are using
their native language all the time. The result indicated that only few of the IP students are
using their home language in the school. It also implied that most of the IP students are
not comfortable in using their home language in communicating inside the school campus
for the reason that their language is not the dominant language used. They are a bit
hesitant to use their language for only few of them can understand the language. Two out
of the eight respondents represent a slight percentage, thus, it covered that they were not
using their home language all the time.
The table clearly showed that most of the IP students only use their native
language sometimes. Four out of the eight IP students responds that they sometimes use
their native language inside the university. During the interview one of the interviewees
said:
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Indigenous Students
“Sometimes, I used the language when I am in the school premise especially when I am talking to
my friends who were also Manobo speaker,. Additionally, I often used the language when I am at
home because my mother also speaks the same language”
[Sometimes, I used the language when I am in the school premise especially when I am talking to
my friends who were also Manobo speaker. Additionally, I often used the language when I am at
home because my mother also speaks the same language.]
This indicated that half of the IP students are using their language in the campus
while the other half are not. This implied that IP students lack the confidence to use the
language or speak the language inside the premises; this is because they can feel
belittlement in using the language due to the environment they are in. Only few of them
can actually speak fluently and can understand their home language that is why instead of
using their language, they adopt into the dominant language that is used in the campus.
According to the theory of Reciprocal Determinism (Bandura, 1978), Behavior consist of
environmental and individual parts that interlink together to function. It stands on the idea
that behavior of an individual is controlled or determined by the individual, through
cognitive processes, and by the environment. This implies that the environment can
actually affect the behavior of an individual. They are being influenced and affected by
the things around them.
The data also indicated that one out of the eight IP students rarely use and
maintain his/her language inside the university. Hence, these students are not really
comfortable nor confident enough in using their language in the school premise. With the
lack of confidence in using the language even in the public area, especially in the school
premise, might also result in neglecting one’s own identity from the group they are in.
Student attested:
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Indigenous Students
“ Kung mugamit pud sila ana nga language. Nag depende ra pud ko sa akong ka estorya. Kung
mag minanubo sila, mag minanubo sad ko. Pero kung lain nga language ila gamiton, mag adopt ra
pud ko sa language na ginagamit . ° Rare ° ra kaayo nako ginagamit pud ang Manobo language”
[“ If they will use the language. It depends to whom I‟m talking with.If they will speak Manobo, I‟ll
speak the same way too. But, if they will use different language, I‟ll be the one to adjust as to the
language they use.“ Rare”, I‟m rarely using the Manobo language.”]
Moreover, the data also indicated that there is only one out of eight IP students
who do not use at all their language inside the university. One of the reasons emphasized
by most of the IP students is because they do not know how to use the language at all.
Others also said that no one understands them; resulting them to evade in using their own
language.
4.3 What hinders an IP student to use his/her ones dialect?
This table shows the responses of the respondents as to what are the reasons for
the IP students of not using their dialect in school and in community. The lists below are
the factors that hinder the said students of using and maintaining their native language.
Table 4.3
Factors that Hinder an IP Student to Use his/her Dialect
Factors No. of Response(s)

Criticisms, bullying and discrimination 2
Incapable of using the language 2
None, because the community uses the 4
same language and accepts different
languages
Based on the data gathered and result, two of the respondents said that people’s
criticism, bullying and discrimination hindered them from utilizing their language. These
two factors affected the IP students in using their native language when they
communicate because the people around them disparaged their identity as an IP. This
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Indigenous Students
might be a sad happening in the society but this is the reality. Those people who belong to
the minority group received the most awful judgement. During the interview, one of the
respondents had said something about how they noticed when other people criticized
them when they used their language in public places. The respondent said that every time
they speak through their native language, people stared at them so they had to shift their
language to the dominant one. Three of the respondents in one of the focused group
discussions said something about this matter:
QUESTION: Are there times when you feel belittle whenever you use your native language in social
gathering or activity in the campus?
Interviewee 2: [Yes::: sa akoa. Kay kanang =time= na mag mag istorya(.) kay kanang tan-awon jud
ka tas murag magmurmur dayon °sila ay(.) °Manobo diay na siya mao mana siya tung kuan no
tung kuan oh ana-ana dayun sila]
Interviewee 1: [°ang uban(.) man gud kay kanang::: manglibak]
Interviewee 3: [akoa kay murag kanang expression lang pero gamay-gamay so dili kayo ko mafeel
nga kanang °discriminate]
Interviewee 2: [Yes. in my part. When I speak it, other people would look at you and they are like
murmuring. She‟s a Manobo, she‟s that Manobo.]
Interviewee 1: [Others would back bite.]
Interviewee 3: [In my case it‟s just an expression but a little bit. So I don‟t really feel discrimination.]
This answer implied that some students are still not sensitive enough on others
cultures and languages. Because of the fear of being criticized and bullied, indigenous
students used the dominant language instead of maintaining it. They fear of being judged
and be belittled because of their language which are not widely accepted by all students in
the premise and even in other places.
Aside from the aforementioned, the data showed that two of the respondents are
incapable of using their language. This is why indigenous students are unable to speak the
33
Indigenous Students
language and use it as their medium of communication in all places like in the premise.
Other IP students in Philippine Normal University- Mindanao are incapable of using their
native language they belong to the group however they faced challenges in learning the
language since most of the time they are in school where the means of communication is
the dominant language. This result on difficulty in learning the language thus incapability
of using their native language took place. In one of the conducted focused group
discussions, this is one of the answers of one of the interviewees:
QUESTION: Are you fluent in this language?

Interviewee 1: [Manobo (.) dili. Dili pud ko kabalo muistoryag Manobo kay (.) wala man mi
ginatudluan ana. Wala naanad magistorya : ug Manobo.]
[Manobo, no. I also don‟t know how to speak Manobo. We are taught of the language that is why
we are not used to it, the Manobo.]
The other interviewee also added:
Interviewee 3: [umm makasulti ko gamay(.) kanang kuan= kadto kanang unsa nakalimot ko unsa
pa gani tong (do) ::: NAKALIMOT KO↑, kadtung dugay ba :::, YUGAY↑ o kana lang. Kay
madungog ::: man nako usahay maong na adapt napod nako.]
[I can speak a little. ahmmm what is it? what is it again do. I FORGOT. It means taking long.
YUGAY, yes that‟s it. I hear it sometimes so I am able to adapt the term.]
This answer implied the lack of exposure of the indigenous students to their own
native language due to some factors like the defeat of the indigenous language with the
advent of the dominant and more accepted language in the society.
In contrast, four of the respondents also stated that there is no hindrance for them
in speaking the language since it is the language being spoken in the community. Some of
the respondents found no difficulty in using the language as their mean of communication
since the language is used in the community. During the interview and the gathering of
data, the interviewee made clear that the community talked about how they could really
34
Indigenous Students
speak their native language fluently but some terms and expressions are being used.
Because of this, the indigenous students felt the importance of their own native language
and see no reason of not using and maintaining it inside the school premises.
QUESTION: Do you feel more confident when you use the language that the majority group uses?
Interviewee 2: [okay rasa dang bisaya.(.) Okay raman sa ako pero usahay pod no nay kanang
mureact nga yeee Manobo ay↑ ana pero okay↑ ra uy atleast kabalo sila °labi na diri sa PNU nga
kabalo na tanan nga Manobo so okay ra diri rapud ko makafeel ug ing-ana]
Interviewee 3: [naa poy usahay na kanang proud (.) kayo ka kay ikaw kabalo ka tas sila dili so
mahanga gyud sila.]
Interviewee 2: [Bisaya is also okay. But some react that I am too Manobo like that but it‟s okay at
least they know especially in PNU all knows that I am a Manobo. I cannot feel such thing.]
Interviewee 3: [There are times when you became proud because you know, and they were
amazed.]
This result also implied that the university’s use of some terms in the native
languages being posted in banners and even when they gave their greetings during
programs and events are good ways in encouraging the indigenous students to use and
maintain their native languages. This somehow helps in eradicating the other factors that
hinders them from being proud of their won native language and showcase it inside the
premise.
In addition, the respondents answered that it is not a problem in their community
to use the language because the community accepted diversity in culture particularly the
diversity of language. This constitutes that the community believed in unity among the
diversity. The present of the different culture in community helped to build a strong
socio-cultural relationship which would manifest the clear picture of peace and
understanding among cultures. There are also two of them who know how to speak
English, Visayan, Filipino, Manobo, etc. Thus, it won’t be a problem for them to speak
35
Indigenous Students
their language because they can use the other language as an accessory language to
communicate towards other people. As a support to this result, one of the respondents
during the individual interview answered:
QUESTION: What are the ways that help you cope with the different problems that hinder you from
using your native language?
Interviewee: [Ways? Nothing hinders me from using the native language. ° Kay accepted man pod
nuon sa PNU ang lain lain nga culture. And then daghan daghan man pod nuoy lain students nga
makaisturya ug uban nga language guru tapos sa banners pod sa school kay ginabutang nila.]
Interviewee: [Ways? Nothing hinders me from using the native language. It is because different
cultures are accepted in PNU. And also, many students can speak different language and some
terms in Manobo are also written in the university‟s banners.]
With the same rate, indigenous students believed that there is no hindrance at all
since no one attempted to communicate with them using the language. It is clearly stated
that the native language is not used and maintained because no one is willing to
communicate with them. If they do, they will have the dominant language to be used as a
mean of communication. Thus, the community itself matters of when the IP student use
and maintain their ethnic language.
The result in this table implied that the society greatly affects the usage and
maintenance of the IP students on their native language. This idea is supported by the
theory of Bandura who conceptualized the Reciprocal Determinism wherein a person's
behavior both influences and is influenced by personal factors and the social
environment. In the language context, the theory signified that those people around a
certain IP student affects his/her way of using and maintain his/her language.
36
Indigenous Students
Nonetheless, a personal factor like incapability to use the language is one of the
reasons why a certain IP student cannot speak his/her native language.
4.4 What are the possible encouragements that would work best for an IP student to
use his/her language?
This table shows the responses of the respondents with regards to the possible
encouragement for an IP students to use his/her language. The lists below are the
suggested encouragement by the respondents that motivates them to maintain and use
their native language.
Table 4.4
Possible Encouragements that would work best for an IP student to use his/her
language is presented
Possible Encouragements No. of Response(s)
Symposiums in school premise 4
Organization of activities (e.g. Hakdawan) 1
Orientation on Multiculturalism by the Student 3
Government
Establish clubs and organizations (e.g. using 2
Manobo practices through dance and songs)
Based on the data gathered, four of the respondents suggested to conduct
symposiums in school premise as an encouragement that would work best for an IP
student to use his/her language. One of the respondents attested:
“Symposium, dili lang(,) Manobo ang maka attend kundi tanan na. Dapat maaware ang tanan ba↑”
[“Symposium, not only the Manobos who can attend but all (indigenous students). All must be
aware.”]
The respondent’s statement implies that symposiums in school premise is of great
relevance due to its role in generating and reinforcing knowledge, increasing the levels of
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Indigenous Students
knowledge and understanding of the indigenous group, promoting values of citizenship
and identity and giving the Manobo, Higaonon and other indigenous a stronger voice
across various social and academic fields in the campus. In addition, symposium serves
an excellent device for informing an audience, crystallizing opinion and in general
preparing the listeners for arriving at decision policies, values, judgment or
understanding.” With this, students were provided with the opportunity to discuss his/her
side after the speeches of the concerned officials. Here, they talked anything in
connection to the preservation of the culture particularly the language of a particular
indigenous group.
One respondent also suggested organizing activities like HAKDAWAN that
would showcase the beauty of different ethnic groups in the school premise. One of the
respondents added:
“For example sa HAKDAWAN, nindot kaayo na opportunity. Kung naa lang jud siguroy magpasalig
mag head.”
[“For example, HAKDAWAN, it‟s a good opportunity. Well, if there will be a person who will lead, I
guess, it would be a good idea.”]
Activities like HAKDAWAN allows for IP’s unique voice to express their rich
culture and traditions building a deeper understanding of their culture. In addition, one of
the respondents recognized activities that would maximize the use of their native
language:
“Siguro (,) kanang : translation labi na sa kanang (,) song translation nga English to Manobo I –
translate.”
[“Maybe(,) a translation specifically(,) song translation. Wherein you translate the song from
English to Manobo.”]
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Indigenous Students
With this, Manobo students and other indigenous group are no longer ashamed of
expressing themselves because they already have the encouragement that is crucial for
them to be proud of their culture. According to Bandura (1989) on his reciprocal
determinism, the world and a person’s behavior cause each other, while behaviourism
essentially states that one’s environment causes one’s behavior. It is very clear that the
environment plays a great importance to the behavior of a particular group of people.
HAKDAWAN and other activities is a good avenue for the students to interact with their
co-students regardless of their race, identity and culture. In activities like this one can see
that what the social group view you as a person really affects your behavior. And also,
this activity adds a degree of confidence to the IP students to sue and maintain their
language.
The data showed that there are three of the respondents who said that the possible
encouragement that would work best for an IP student to use his/her language is the
orientation on Multiculturalism by the Student Government. According to IFLA
Publication, multiculturalism is the co-existence of diverse cultures, where culture
includes racial, religious, or cultural groups and is manifested in customary behaviours,
cultural assumptions and values, patterns of thinking, and communicative styles. One of
the respondents elaborated:
“I think the::: activities that will::: be suited::: to the multicultural ahh languages. In
which our language can also be used as well as the languages of other students. And the
SG will plan an orientation about the different languages that are dominant in the
society.”
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Indigenous Students
Given this view, minority groups, deserve special acknowledgement of their
differences within the school premise. Lambert’s Bilingual Development focuses on the
scopes of language use and maintenance especially on how social context affects the use
of their native languages. Thus, the change of their attitude towards using their native
language in the different setting may endanger their language. With the idea of
multiculturalism, diverse individuals are accepted and no particular group is being
recognized as superior. All are given equal rights to express themselves thus enables them
to freely use their language and, maintain without the judgement of other indigenous
group in the campus.
There are two respondents who said it would be better if the school would
establish clubs and organizations that would let them unite as one. One of the respondents
suggested:
“Feeling nako kay kuan kanang sa kaliyagan (.) bitaw og kanang tud-um. Actually ::: kanang tud-um
sa amoa > kanang dili man ingon tanan ay kanang tud-um siya pero sa amoang inistoryahan then
gusto ko magkuan sila dirig organization(.) nga kanang mga Manobo (.) tapos makainfluence
<bitaw mi sa uban utro pod sila o gikuan mana::: pero wala lang madayun.”
[“I feel in Kaliyagan (.) and Tud Um. Actually::: the not in >Tud Um here are the same with our
language< they must establish organization(.) for Manobo that (.) can influence others. it was
suggested before::: but was not pursued.”]
This view allows Manobo students to know of who are the other students that
belong to their tribe inside the campus. It would boost their confidence as their ethnicity
will be organized properly. In this manner, they will not anymore feel like they are
inferior because they would have found individuals whom they think are of the same level
and are comfortable to be with.
40
Indigenous Students
According to Bandura on his reciprocal determinism, an individual`s behavior
influences and is influenced by both social world and personal characteristics. Thus, it is
implied that socialization is an essential factor to an individual`s behavior. Establishing a
club or an organization is one way to express who they are using their native language.
When it happens, the indigenous students will come to realize that they are accepted in
the school. In activities like showcasing their practices in their tribe, they will then be
able to use their home language as they will not feel that they are not part of the
institution anymore. Thus, it would boost their confidence inside the campus and will lead
to maintain it as they are being motivated and inspired as one group with amazing
abilities.
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Indigenous Students
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions derived and the
recommendations extracted from the study.
Summary
This qualitative study focused on determining barriers and factors that affect the
language use and maintenance of the indigenous students of Philippine Normal
University- Mindanao for the A. Y. 2017- 2018.
The study is conducted inside the premise of Philippine Normal University-
Mindanao is limited to the students who belong to the indigenous community who are
studying in the campus. The respondents of the study is composed of indigenous students
from the campus who are from third year and fourth year college students. Data is
gathered through an individual interview and focused group discussions.
The researchers visited each section to ask for the names of the indigenous
students in each class and gave them the letter of permit. The indigenous students were
grouped according their section and some chose to have a one on one interview. The
researchers ask questions relating to the problems that the study wants to answer and
recorded the interviews.
After the analysis of the data gathered from the interview and the focused group
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Indigenous Students
discussions, findings of the study revealed that most of the indigenous students rarely use
and maintain their language due to some factors like being scared of being discriminated
and criticized and their incapability of speaking their own language due to their ultimate
exposure to the dominant language. The results had also shown that indigenous students
have little avenue in the premise to showcase their own culture and native language as
well.
The study recommends among all others the forming of organization of the
indigenous students in the university and be recognized by conducting and facilitating
purposeful activities wherein they can use their native language. Through this, the
realization of PNU- Mindanao as a multicultural education hub will also be made more
visible.
Conclusions
Based on the data analysis gathered and the results of the study, the researchers
learned the following:
1. Indigenous students prefer most to use and maintain their native language when
they are with their families for they feel no discrimination and no sense of
belittlement at all.
2. They use and maintain their native language when communicating with somebody
of their ethnicity even when in public places especially in the school premise. The
thought of having someone with the same ethnicity inside the campus makes them
confident and that lessens their feeling of inferiority.
43
Indigenous Students
3. They use and maintain their language during special gatherings and events such as
celebrations and festivals related to culture, languages, and ethnic groups and
when they are with the people in their native community.
4. Some indigenous students are neither comfortable nor confident enough in using
their language in the school premise due to social pressure and sense of inferiority.
5. Several factors like bullying and discrimination, incapability of using the
language, and acceptance of the native languages in the school premise and
society affect their use and maintenance of their languages.
6. School activities concerning multicultural awareness and showcasing varied
cultures are found out to be helpful in boosting the confidence of the indigenous
students leading to their use and maintenance of their languages without the
feeling of being discriminated.
Recommendations
Based on the findings and conclusions presented, the following recommendations
are suggested:
1. The researchers recommend that the university should form a club for
indigenous students. This club will help the IP students to connect and to build
camaraderie with each other. This also strengthen the self-esteem of the IP
students because they can act and voice out their thoughts and feelings without
hesitation. This can also encourage them to be proud of their ethnicity since
they are made known and recognized in the university.
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Indigenous Students
2. The researchers recommend that the university should conduct symposium
about ethnicity to learn different cultures. Since the university has a dance
troupe which performs cultural dances, there should be a symposium that
informs the students about the meaning of these dances. Cultural dances are
benchmarked to the rituals of the indigenous people, therefore, a program
enlightening the students about these dances are very helpful to convey and
deliver the essence of the dances. These symposiums would also enlighten the
students who are not indigenous about the cultures and traditions the IP
students have. This would avoid bullying to IP students.
3. The researchers recommend that the university should carry out more activities
that highlight different cultures and traditions. Since PNU-Mindanao is a
university that promotes multicultural education, conducting these activities
would help us realize the title of the university. Though these activities, IP
students can participate without hesitation and can be proud of the cultures
they are in. Also, these activities can let the students share their traditions and
activities in the school.
45

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Language Use and Maintenance of PNU- Mindanao

THE PROBLEM AND ITS BACKGROUND

Language is a system of communication used by a particular community, authority, or

individual or a group of community continue to use their own language when

Since Philippine education comprises students from different races, multicultural

environment and learn to interact with others.

the organizations present in the university.

explain their language use inside the premise.

language of the majority group.

languages. Possible encouragements and motivations should be considered and be made

encouraging schools to implement multicultural education.

In Prosperidad, the Philippine Normal University- Mindanao recently adapted

multiculturalism. Students from different cultures are now accommodated. The

Multicultural Education in the university continues to provide leadership in different

the students from different cultures use.

Normal University- Mindanao for the A. Y. 2017- 2018.

1.2 Theoretical and Conceptual Framework

there is functional differentiation between two languages (Fishman, 1971).

might include their aim to belong in a social group.

According to the model of additive and subtractive bilingual development by Lambert

and minority ethnolinguistics group in a community. The relative power of each

Meanwhile, Haugen’s recurrent model of language shift says that language

being used by most students.

as a variable were better predictors of language choice in different interaction types.

Recurrent Model of Language Shift, Fishman’s behavioural theory, Lambert’s Bilingual

and maintain their language in the premise.

Statement of the Problem

maintain their language through the following questions:

3. What hinders an IP student to use his/her ones dialect?

use his/her language?

1.3 Significance of the Study

results of the study will be beneficial to the following:

Students. The result of the study would enable students to be able to

with other culture and how to cope up with all of those.

being a Multicultural Education Hub. It would help continuing to provide leadership in

different cultural activities recognizing different ethnicity.

communities and cultures.

1.4 Scope and Delimitation of the Study

PNU- Mindanao students. Data is gathered through interview and questionnaires to be

which are far beyond the control of the researchers.

1.5 Definition of Terms

important words and terminologies:

Encouragements. The action of giving someone support, confidence, or hope.

Dialect. It is a particular form of a language that is peculiar to a specific region or

Formal Education. It is a classroom- based form of teaching wherein formal

training is offered and given to the students.

Higaonon. It is a language spoken on the island of Mindanao, partially

intelligible with Binukid.

Hinder. It means to limit the ability of someone to do something.

Language. It is a broad term applied to the overall linguistic configurations that

allow a particular people to communicate.

Language maintenance. It is used to describe a situation in which a speaker, a

main/sole language in these spheres.

Language use. It refers to the communicative meaning of language or the rules

for making language.

Indigenous. Belonging, existing, living naturally in a particular region,

environment, culture, or tribe and ethnicity.

characteristics, culture, and language as well.

Manobo. It is language spoken in the Mindanao that were natively spoken.

home (usually from their elders).

Multiculturalism. It is the co-existence of diverse cultures, where culture

includes racial, religious, or cultural groups and is manifested in customary behaviors,

cultural assumptions and values, patterns of thinking, and communicative styles.