Eco Kyla Villanueva

REACTION PAPER

The Linguistic Situation in the Philippines

The linguistic situation in the Philippines is a complex issue that reflects the country's
unique history, culture, and geography. The article discusses the linguistic situation in the
Philippines, a multilingual country with over 170 languages. The national language is spoken
by 65 million out of the 76 million Filipinos, while regional languages such as Ilokano,
Cebuano, and Hiligaynon are also widely used. English is also spoken as a second language
by most Filipinos. However, the self-assessment of Filipinos regarding their proficiency in
English and Filipino may not always be consistent with their actual proficiency in the
languages.

The article cites research studies conducted in the country since the 1940s, which aim
to provide an empirical basis for crafting policies. One of the studies conducted, the First Iloilo
Experiment, showed that children taught using their L1, in this case, Hiligaynon, outperformed
those taught in English in reading, math, and social studies. The study also found that L1
students caught up with L2 students in their knowledge of English within six months after being
exposed to English as the medium of instruction. Other programs were also implemented to
help students transition to using the national language and English in schools, such as the
RLF Pilot Project and the FLC-BP.

However, despite the country's linguistic diversity, English and Filipino remain the
dominant languages, with Tagalog being the official language of the government and
education system. This linguistic landscape presents several challenges, including linguistic
discrimination, language loss, and the marginalization of minority languages.
One of the most significant challenges facing the Philippines is linguistic discrimination,
which often stems from the country's colonial past. English and Spanish, the languages of the
colonizers, were once viewed as superior to indigenous languages, and this attitude persists
to some extent today. The result is that many Filipinos, particularly those from marginalized
communities, experience discrimination based on their use of non-standard or minority
languages.
Another issue related to the linguistic situation in the Philippines is language loss. Many
of the country's minority languages are endangered, with some already extinct. The reasons
for this range from socio-economic factors to government policies that prioritize Filipino and
English over other languages. As a result, many communities are losing their language,
culture, and identity, which is a significant loss for the country as a whole.
The dominance of Filipino and English also leads to the marginalization of minority
languages. While there are efforts to preserve and promote these languages, such as the
Mother Tongue-Based Multilingual Education (MTB-MLE) program, these initiatives often face
funding and implementation challenges. Moreover, the government's focus on Filipino and
English means that many Filipinos do not have access to education, government services, or
job opportunities in their native language.
Despite these challenges, the linguistic situation in the Philippines also presents
opportunities for language learning and cultural exchange. Filipinos are often proud of their
linguistic heritage and are eager to share their language and culture with others. Moreover,
the country's multilingualism can be a source of creativity and innovation, as it allows for the
exchange of ideas and perspectives across cultures and languages.
I am impressed by the efforts made by the government to promote Filipino as a unifying
language, but I can also see the challenges that come with this. It's not easy to standardize a
language, especially when there are so many other languages in the mix. I appreciate that the
article points out the need for consistent language policies and quality education in both
Filipino and English to ensure that all Filipinos have the opportunity to succeed.
From the article, I have learned that the linguistic situation in the Philippines is complex,
with numerous languages being spoken across the country. It is also interesting to note the
efforts made by the government and researchers to provide an empirical basis for crafting
policies regarding the use of languages in education. However, it is concerning that recent
data shows a decline in the proficiency of high school students in both English and Filipino.

Observing the article, it is clear that there is a need for more research and policy
interventions to address the declining proficiency of students in both languages. It is also
important to recognize the value of using L1 as a medium of instruction in schools, as
demonstrated by the First Iloilo Experiment. Additionally, efforts to develop literacy materials
in various languages, such as those undertaken by the Translators Association of the
Philippines, should be continued and expanded to help promote literacy across the country.

Overall, the article provides insights into the linguistic diversity and complexity of the
Philippines and the efforts to address language-in-education issues in the country. It
underscores the importance of sound empirical research in crafting effective language policies
that promote multilingualism and address the needs of diverse language communities.