Introduction to

MULTILINGUALISM,POLITICS,AND
"FILIPINISM"
Presented by: Jhasmine jam N Albos.
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 Why study History?
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Spanish Influence
Language Policy
Linguistic policy was designed to 'further
these objectives. It aimed to "instruct the
natives in their own tongues" During the
Spanish regime, language policies were
planned by the government in the
homeland and then conveyed in the form of
royal decrees to the colony. The colonial
government should execute their language
policies in compliance with the decrees.
Friars were also influential factor because no
other Spaniards except them were allowed
to live in villages where they had a direct
contact with natives and supervised them.
 In theory, all children were
expected to attend school, but
the lower classes displayed
considerable reluctance to Socio-
political
obtain formal instruction for
their children. Families needed
all the help that could be
obtained for work in the fields,
and it was often difficult for Context
their children to travel long
distances to attend daily
classes.
 Domain w h e r e
the lang u a g e i s
used
Through their expertise of Spanish the top
elegance changed into capable of set up itself
extra firmly of their role of dom- inance over
their decrease elegance compatriots. Today,
however, simplest a small part of the populace is
in a position to talk Spanish.
Strategic Goal of the Policy

it aimed to teach Castillian so as to

"make Spaniards out of the Indians with
the natives gradually acquiring the
social habits of the conquerors there
was a genuine fear among the civil
authorities that idolatries and
superstitions would persist until the
natives abandoned the languages of
their pagan past.
 Spanish Influence Issues
Only a small proportion of the inhabitants made use of the
educational system established by the Spaniards. These were
the members of the local elites in towns throughout the area
under Spanish control who could afford to send their children
to school. Only the members of these elite groups were able to
fulfill the Spanish colonial policy's objective for the
"hispanizing" of the natives.
American Influence Language
Policy
American policy allowed for compulsory
education for all Filipinos in English but
was hostile to local languages. Although
President McKinley ordered the use of
English as well as mother tongue
languages in education, the Americans
found Philippine languages too many and
too difficult to learn thus creating a
monolingual system in English
 - p o l i t i c a l C o n t e x t
Socio
d e m o c ra c y a n d
o s it io n o f U .S .
The juxtap v e r a s u b j e c t p e o p le w a s
imperial rul e o e ri c a n s th a t,
rr in g t o m o s t A m r
s u ff ic ie n tly ja g o f F i li p i n o s fo
n in g , t h e t ra i n in -
from t h e b e g in i n d e p e n d e n c e
n t a n d u lt im a t e
selfg o v e r n m e s c o n v e n i e n t ly
s R e p u b l i c w a U .S .
the Malolo e n t i a l ra t io n a liz a t io n fo r
o re d -w a s a n e s s d if f e re n c e s
ig n e is la n d s . P o lic y
h e g e m o n y in t h l p a r t ie s i n t h e
o m a in p o lit ic a h
be t w e e n t h e t w p e e d w it h w h ic
o c u s e d o n t h e s e
U n it e d S ta t e s f x te n d e d a n d t h
e n t s h o u ld b e e
se lf - g o v e r n m e n c e s h o u ld b e
i c h i n d e p e n d
date on wh granted.
Strate g i c G o a l o f
the Policy

The U.S. government's goals in the

Philippines are to strengthen
democratic governance and support
Philippine government efforts to
promote inclusive development and
contribute to security and development
cooperation in the Indo-Pacific.
 Domain where the langua
ge
is used

Pilipino, or Tagalog, is the national language of the

Philippines. English was introduced into the
Philippines during the US colonial occupation and
civil regime in the early 1900s and has now become
the second official language.
 AMERICAN INFLUENCE
ISSUE
The lack of adequate finances was just
one of the several problems that

AMERICAN confronted the American educational

system in the Philippines during the
early years after its inception. There was
INFLUENCE also the problem of the dearth of
teachers who could speak the English

ISSUE language, the adopted medium of

instruction in the public schools. The
number of American
soldiersturned•teachers was not
sufficient and there were only a few
Filipinos who knew English. To solve the
problem, the colonial authorities
decided to import American professional
teachers.
Jap a n e s e I n f l u e n c e
La n g u a g e P o l i c y

The Tagalog policy of the Japanese Military

Administration prompted the non-native
speakers to learn that vernacular. For the first
time in itscontroversial history as the "basis" of
the national language, the non-Tagalog leaders
accepted it unreservedly and with enthusiasm.
Socio-political Context

The goal of the Japanese Military in the

Philippines was to renovate
government, industry, economics and
civilization, to eradicate western cultural
influences, and to promote the moral
culture of the Orient.
 STRATEGIC GOAL
OF THE POLICY
THE MASS MEDIA CONDUCTED INFORMAL INSTRUCTION IN THE LANGUAGE
BY INSTITUTING "LANGUAGE CORNERS" AS DAILY FEATURES IN THE
NEWSPAPERS. THE DIALOGUES WERE WRITTEN BILINGUALLY, IN TAGALOG
AND JAPANESE. A DAILY HALF HOUR JAPANESE LANGUAGE PROGRAM WAS
ALSO OFFERED IN FOUR WEEK STAGES. THE ADVERTISEMENT FOR THE
COURSE PROMISED FUNCTIONAL PROFICIENCY IN NIPPONGO BY THE END
OF THE SERIES,13 IF THE LISTENERS TUNED IN REGULARLY. SINCE ALL
FORMS OF PUBLIC COMMUNICATION WERE CONTROLLED BY THE MILITARY
ADMINISTRATION, IT WAS AN EASY TASK FOR IT TO USE ALL THE AVAILABLE
CHANNELS TO CONSTRUCT A "NEW" PHILIPPINES.
Domain where the language is
used
The schools were used to spread the language. A
systematic plan for teacher training in Nippongo was
instituted. The Philippine Normal Institute (the only
government elementary teacher-training institution
in the country) was reopened specifically for that
purpose. Nippongo classes for adults, specifically
government employees and minor bureaucrats, were
held in some provinces. Institutions such as the
Prisoner of War Rejuvenation Schools, the Philippine
Constabulary Training School and the KALIBAPI, and
other types of informal neighborhood associations
offered Japanese instruction.
 Issues
s w e r e m o d if ie d
a n g u a g e p o li c i e .
Exist in g l l it a r y o b je c t iv e s
in g w it h t h e m i
in k e e p e r n i n fl u e n c e i n
c e o f w e s t
Every tra e w a s d is c o u ra g e d o r
h i li p p in e c u l tu r p p i n g of
P n c lu d e d t h e d r o
r e s s e d . T h is i n d i ts
supp o ff i c ia l l a n g u a g e a
Eng lis h a s t h e n g u a f r a n c a
e m e n t a s th e li
gradu a l r e p la c t h a t w e r e
n g lis h s t o r i e s
by Tagalog. E sive" were censored. At
m e d "s u b v e r t a r y
dee e r a c ti o n s , th e M ili
high level i n t to F il ip i n o
r e c o m m e n d e d
Admin is t r a t i o n m e d i u m o f
a p a n e s e b e t h e
leade rs t h a t J .
com m u n ic a t io n
POST-CO L O I N A L P E R i O D O
L a n g u a g e P o l i c y
Tagalog was chosen as the "core" of the national
language in 1939, seven years prior to the
achievement of Philippine independence in
1946. The selection of a national language at this
time came about in part as a result of the
establishment in1935 of the Philippine
Commonwealth. This was an arrangement of
semi-autonomy designed to provide for a
gradual period of transition to complete
independence. The Constitutional Assembly
which was convened in 1936 to write a
constitution for the Commonwealth and for the
future Philippine Republic recognized the need
for a common medium of communication as a
means of uniting the people of the archipelago.
 SOCIO-POLITICAL
CONTEXT
Pilipino has suddenly become a fashionable accoutrement of
nationalism. Aside from the increasing popularity of Pilipino,
there is a new apprecia- tion for the pre-western culture of the
Philippines and a rejection of American influences. The new
linguistic issue is now concerned with the question of
replacing English as the nation's lingua franca by Pilipino.
Many of the leading intellectuals, newspaper columnists and
politicians who, not too long ago, were decrying the formal
pre-eminence of Tagalog over the other vernaculars are now
advocating the use of Pilipino as the first language of in-
struction in all schools and as the primary official language of
government. Efforts are being made to "pilipinize" mass
media.
 Domai n w h e r e
the lan g u a g e i s
used
The entertainment media, particularly the movie
industry has, from its inception, employed
Tagalog in almost all of its productions. It has
indeed, been mostly responsible in the popular
dissemination of the lan- guage throughout the
country. As more people are able to afford radios
or even television sets, Pilipino will spread even
more rapidly than now and may soon supplant
English as the lingua franca of the whole nation.
STRATEGIC GOAL OF THE POLICY

THE UNIVERSITIES AND COLLEGES HAVE TAKEN THE

LEAD IN USING PILIPINO IN THEIR OFFICIAL
DOCUMENTS. IT HAS REPLACED LATIN AND ENGLISH
ON THE DIPLOMAS AND HONOR CITATIONS.
GRADUATION CEREMONIES AND SPECIAL
CONVOCATIONS ARE NOW IN PILIPINO RATHER THAN
ENGLISH. WHILE THE GOVERNMENT HAS USED THE
LANGUAGE TOGETHER WITH ENGLISH AND SPANISH
IN OFFICIAL DOCUMENTS SINCE THE PROCLAMA-
TION OF INDEPENDENCE, IT HAS ONLY WITHIN THE
LAST FEW YEARS DIRECTED THAT STREET SIGNS,
OFFICE SIGNS, OFFICIAL ANNOUNCEMENTS AND
TITLES AND POSTAGE STAMPS TO MENTION AFEW
SHOULD BE IN PILIPINO.
Issues
The Filipinos are a regionalistic people. They retain intense
loyalties to their native provinces and take a deep pride in their
respective linguistic heritages. Yet, they have come to realize that
there is a need for a common native language as a medium of
interregional communication and as a sym- bol of their Filipinism.
The precise form of the national language was at issue for some
time. Was it to be the Institute of National Language "pure"
Tagalog or the Tagalog actually spoken in Manila today? No
formal decision has been made on this matter, but nature is
taking its course and Manila Tagalog appears to be spreading
rapidly. An official decision, how- ever, should be made so that the
mass of people who learn Pilipino in the schools will not be taught
a language that is of limited use outside of the schools.
Thank You
for reading!