Thesis-Proposal-Language-and-Cultural Identity

POLYTECHNI C UNIVERSI TY OF THE PHILIPPI NES
Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
College of Political Science and Public Administration
Mabini Campus, Sta. Mesa, Manila
LANGUAGE AND IDENTITY: FILIPINO AS NATIONAL

LANGUAGE AND ITS IMPLICATIONS ON NATIONALISM
A Thesis
Presented to the Faculty of the College of Political Science and Public Administration
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfillment of the Requirements for the Degree

Bachelor in Political Science
by
EMATA, JOHN LAWRENCE S.

MEJORADA, CHRISTINE MAE E.
POLICARPIO, NEIL ROGER C.
RICASIO, LADY MHER P.
May 2019
Philippine Copyright 2007
by the Author
and the
All rights reserved. Portions of this manuscript may be reproduced with proper
referencing and due acknowledgment of the authors.
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CERTIFICATION
This thesis/dissertation, LANGUAGE AND IDENTITY: FILIPINO AS NATIONAL

LANGUAGE AND ITS IMPLICATIONS ON NATIONALISM prepared and submitted by
JOHN LAWRENCE EMATA, CHRISTINE MAE MEJORADA, NEIL ROGER
POLICARPIO, AND LADY MHER RICASIO in partial fulfilment of the requirements for the
degree, BACHELOR IN POLITICAL SCIENCE has been examined and recommended for
Oral Examination.
Evaluation Committee
Ferdinand La Puebla
Adviser
NAME OF EVALUATOR, PhD NAME OF EVALUATOR, DBA

Member Member
NAME OF EVALUATOR, DBA

Member
_____________________________________________________
APPROVAL
Approved by the Panel on Oral Examination on (date of oral defense) with the grade of
___.
NAME OF PANEL CHAIR, Ph.D.

Chair
NAME OF PANEL MEMBER, Ph.d NAME OF PANEL MEMBER, Ph.d

Member Member
Accepted in partial fulfillment of the requirements for the degree Bachelor in

Political Science.
NAME OF THE DEAN, DPA

Dean
Date of passing the Comprehensive Examinations ______ (if applicable)
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ACKNOWLEDGEMENT
First and foremost, the researchers would like to thank everyone who contributed
in the completion of this thesis, for one or another. We would like to thank God, the
Almighty for giving us the strength and ability to do work.
We would like to express our deep and sincerest gratitude to the Polytechnic
University of the Philippines, especially to the College of Political Science and Public
Administration for giving us the opportunity to do our research and for guiding us
throughout our study. We are extremely grateful to our thesis adviser, Mr. Ferdinand L. La
Puebla for his supervision and direction. Through his thorough encouragement we were
able to come up with this work.
We are also grateful to our former professors who initially advised us to pursue this
topic for our research. We thank their insights that contributed to the improvement of our
work.
We are also thankful for our participants who provided us information useful for our
research. We appreciate their cooperation and transparency on providing us information
that helped for the completion of this study.
We are also thankful to our fellow students who provided us with constructive
criticism, ideas and support to help for the betterment of our study.
We are also thankful for the Ricasio family for their hospitality and welcoming us
to their home to do this research.
We also extend our great gratitude to our respective families for giving us the
motivation and support we needed for this study. Their love and encouragement was
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enough to give us strength. We would not be able to complete this research without the
love, support and encouragement from them.
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis/ dissertation,
LANGUAGE AND IDENTITY: FILIPINO AS NATIONAL LANGUAGE AND ITS
IMPLICATIONS ON NATIONALISM for the degree Bachelor in Political Science at the
Polytechnic University of the Philippines embodies the result of original and scholarly work
carried out by the undersigned. This dissertation does not contain words or ideas taken
from published sources or written works that have been accepted as basis for the award
of a degree from any other higher education institution, except where proper referencing
and acknowledgment were made.
JOHN LAWRENCE EMATA
CHRISTINE MAE MEJORADA
NEIL POLICARPIO
LADY MHER RICASIO
Researchers
_________________________________
Date Signed (date, month, year)
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ABSTRACT
Title : Language and Identity: Filipino as National Language

and its Implications on Nationalism
Researchers : Emata, John Lawrence S.
Mejorada, Christine Mae E.
Policarpio, Neil Roger C.
Ricasio, Lady Mher P.
Degree : Bachelor in Political Science
Institution : Polytechnic University of the Philippines

Year : 2019
Name of Adviser : Prof. Ferdinand L. La Puebla
The Philippines was still in the process of nation-building, in which it was still in
search of an identity that will define them. What truly constituted a Filipino? Was it the food
they eat? The customs and traditions that they practice? Or is it the language they speak?
Language had been a tool for building a national identity. It came to a time that this
topic was swarmed with a flurry of controversies and issues. The so-called Filipino, which
had been chosen as a national language of the Philippines, was based on the “Tagalog”
language, which was the vernacular in the Luzon Island, especially in the National Capital
Region and the Southern Tagalog Region (Region IV-A and some of Region IV-B).
Questions arose on why this “Tagalog” has been chosen as the basis of the national
language. The standards of the legislators who have institutionalized the usage of the
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“Tagalog” language as the basis for the national language itself was questionable, and
produced more questions than an answer for it as a tool for national unity and identity.
This study attempted to know if the establishment and usage of a national
language based on a “dominant” language truly creates a national identity and unity. The
study seek to know what truly happens to the status quo with regards to language,
specifically the perception of an individual, society and the whole nation as a whole.
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TABLE OF CONTENTS
Acknowledgement iii
List of Figures ix
Chapter 1
The Problem and its Background
Introduction 1
Background of the Study 2
Statement of the Problem 5
Significance of the Study 6
Theoretical Framework 7
Conceptual Framework 10
Assumption of the Study 11
Scope and Limitations 12
Definition of Terms 13
Chapter 2
Review of Related Literature
Language and its Uses 15
Defining National Language 17
Language and National Identity 18
National Language of the Philippines—Filipino 22
Synthesis 24
Chapter 3
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Research Design and Methodology
Research Design 26
Data Collection Methods 26
Sampling Methods 27
Instruments Used 28
Data Collection Procedure 29
Data Analysis 30
Ethical Considerations 31
Bibliography 33
Appendices
A Information Sheet and Interview Questionnaire 37
B Audio Recording Consent Form 39
C Calendar of Activities 41
D List of Expenses 43
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LIST OF FIGURES
Number Title Page
1 Conceptual Framework of the Study “Language and Identity: 9
The Filipino as National Language and its Implications on
Nationalism
2 Miles & Huberman (1994) Model for the Thematic Analysis 29
Process
3 Demographic information of the participants
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Language was continuously being utilized in promoting nationalism and creating a
country’s identity. It defined national identity, unified communities, and forwarded
ideologies. The gap between language and politics had been bridged mostly by Western
scholars. Particularly, Gill stated that the one state, one language policy had been heavily
influenced by the French Revolution.
Kamenka (as cited by Gill, 2014) noted that it was in the setting that the ideology
of one nation, one state and one language attained a strong influence. In Europe, it was
language that played a pivotal role in providing the state with the means of developing a
national identity and sociocultural authenticity (Gill, 2014). Gill further explained to us that
that Europe faced little to no hindrances in imposing a national language because of their
mono-ethnic societies. European countries usually a common direction forged through
similarity of ethnicity, culture and tradition (Gill, 2014).
Coulman (as cited by Gill, 2014) said that the European model cannot be
simplistically applied to the developing world. Gill further warned us that as much as
language is a unifying concept, it can also serve as a separatist, dividing ideas, especially
when placed in the context of multi-ethnic and post-colonial societies. In multilingual
societies, policy planners seek a common or national language to unify the population, but
unless care is taken, the choice may cause conflict (Gill, 2014). Caviedes also noted that
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many sociolinguists does not agree with the unification under a national language.
Caviedes said that it is not the existence of multiple languages that facilitates this divide
among multi-ethnic and post-colonial societies. Instead, it is the sentiments of dialect-
speakers and the sense of identity attached to their language.
Still, as Gill told us, even with these risks, many post-colonial nations still embraced
the national-language ideology despite diverse culture, language and tradition -- an act
which led to grounds of conflict.
The Philippines, being a multi-ethnic and multilingual society, was faced with such
a dilemma. The country harbored a national language, “Filipino”, which did not cater to its
diversity. The researchers saw the need for establishing a national identity through a
national language. The study wanted to know if the language “Filipino” contributed to the
creation of a national identity.
Background of the Study
The Filipino language mandated by Article XIV Section 6 of the 1987 constitution,
stating further that as it evolved, it shall be further developed and enriched on the basis of
existing Philippine and other languages.
Gonzales (1998) narrated to us the development of the language Filipino. He
described Filipino as a language in the process of modernization; it is based on the Manila
lingua franca which is fast spreading across the Philippines and is used in urban centers
in the country (pg. 487). This process of modernization includes the acquisition and
adaptation of words from local dialects to second languages spoken in the archipelago,
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largely English and earlier, Spanish, together with Arabic and Sanskrit as remnants of an
earlier political period when the islands maintained contact with Malay culture in the south
(largely Borneo) and Malacca in the west (Gonzales, 1998, pg. 487).
Tagalog was first named by President Manuel L. Quezon as the “Wikang
Pambansa” of the Philippines, a term which was changed to “Pilipino” by the then-
Education Secretary Jose Romero. However, the changing of the name did not sit well
with other language speakers, and soon opposition arises, mostly from Visayas and
Mindanao Area. The most vocal about this issue was the Cebuano Bisayas, who, as
Gonzales tells us, had not accepted the selection of Tagalog by the National Language
Institute in 1937 as the basis of the national language. Hiligaynon Bisayan Congressman
Inocencio Ferrer then challenged the constitutionality of choosing Tagalog as the basis of
the National Language, as well as the Tagalog-based naming of the language. This
occurrence in the socio-linguistic history of the country happened in the 1960’s, a period
known to as the ‘National Language Wars.’ The feud ended temporarily when the
Supreme Court ruled in favor of the National Language Institute. However Gonzales told
us that at writing the 1971 Constitution, the language issue was once again brought up,
this time ending with a compromise of changing “Pilipino” to “Filipino.” The change was to
“represent those Philippine languages with the voiceless labiodental fricative — the
Northern group of languages on the island of Luzon, as well as the ‘universalist’ rather
than ‘purist’ approach of accepting phonological units and other features from other
Philippine languages and from second or foreign languages, in this case, Spanish and
English) (Gonzales, 1998, pg. 488). Gonzales would come to the conclusion that the issue
of choosing the basis of our national language was never settled. At the height of the
formulation of the 1987 Constitution, Gonzales narrated:
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“Given the political temper of the times (the exhilaration from having
expelled the Marcos dictatorship and the promise of a new order under Aquino’s
‘bloodless revolution’), regional loyalties yielded to national consensus; there was
near unanimity on the issue of language, even among Cebuanos. What was still
supposed to be in the process of formation as an amalgamated language in the
l973 Constitution was now accepted as an existing language to be enriched further
and to be developed as a language of science and scholarly discourse.”
(Gonzales, 1998, pg. 488)
Thus, the present constitution mandated that Filipino was the Philippine National
Language, and shall be used in official documents otherwise stated by the Congress. Here
we can see how the Philippines adopted the Western approach of integrating a national
language. Furthermore we saw that the national language of the Philippines was based
mostly and primarily on Tagalog. Gonzales was able to show us that there are indeed
opposition to the promulgation of the Tagalog-based national language, but it was never
settled due to the political instability of the country back in the formulation of the 1987
Constitution. The period when Marcos was ousted from presidency can easily be
considered as one of the victories of the Filipinos—and we can safely say that it was an
event that largely advanced nationalism. Disregarding conflict with regards to promoting
linguistic nationalism, Tagalog-based Filipino was accepted in a whim. As Smoliez (1984)
concluded, Filipino was accepted “with only a vague promise that this term will somehow
do justice to the other indigenous languages of the Philippines (pg. 55).
Today we see the results of the adoption of the Filipino language. The study
assumed that the National Language did not create an identity for the Filipinos—instead
it created othering and marginalization among non-Tagalog speakers. What was intended
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for uniting the Filipinos instead created a divide a hostile environment for non-Tagalog and
Tagalog speakers alike. Speaking the Tagalog-based Filipino language was the norm,
and those who were not able to speak it as fluently as the Tagalogs were often
discriminated, “othered” and marginalized in the society. The study would tackle this
dilemma and attempt to find solutions regarding this problem.
Statement of the Problem
Language was a powerful tool for the promotion of unity and national identity of a
country. Having a national language was seen as a necessity for building unity in a
country. The Philippines, being a linguistically diverse countries where Filipino, the
national language and a “Mother Tongue” subject was taught as part of the education
curriculum, there had been issues regarding the true nature of nationalism in the
Philippines with regards to language. It was important to understand the role of language
in creating a national identity and unifying speakers of the national language and non-
speakers. This study aimed to learned the repercussions of having a national language
which structure is mainly based on the language spoken by those close or in the center
and if language played a role in the creation of a national identity of the country.
Specifically, it would answer the following questions:
1. How does a national language create a national identity in terms of (1)
communication and (2) culture?
2. What are the implications of a Tagalog-based national language to nationalism?
3. How do we balance harboring a national language with ensuring cultural
appropriations with other language?
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4. How do we strengthen national identity thru the usage of Tagalog-based Filipino?
Significance of the Study
This study seek to provide the challenges to the Philippines being a multilingual
country with a highly diverse society adopting a national language based on the one
language, Tagalog, using the language as a tool to create a national identity, without
creating division within regions and their respective language speakers.
The findings of the study aimed to provide the society a better understanding of
the relation of language to the concept of nationalism and national identity of the
Philippines. This study seek to help the students and the academe to produce possible
solutions to this problem. The study seek to help the academe to uncover critical areas in
the issue of language as a tool for the establishment of what is a Filipino national identity
is, which is needed to be explored. The findings of this study would help to prove if cultural
hegemony truly exists within our society. Also, the findings of this study would determine
if using a single language-based national language help to establish a national identity
without sacrificing minority languages and dialects. Lastly, the study seek to help in
creating a possible solution on to preserve and promote languages and to change the
status quo.
Polytechnic University of the Philippines. This study would benefit the
university as this study will be the contribution of the researchers to the academe, and this
will reflect on the knowledge and wisdom that the university has contributed and shared
to the researchers. The university can also use the research for further studies and for
improvement.
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Future Researchers. Future researchers with common interest or common topics
regarding this can use this study for information or for their reference. They can also
improve and further study this research.
Republic of the Philippines. The findings of this study would help the county to
know what this country really need is. And it will help them to formulate policies to improve
the situation that the Philippines, in context of language and nationalism, underwent.
The Filipino People. The Filipino people would be the ones who will benefit the
most on the findings of this study. Filipinos were the main focus of this study, and this
research was for them.
Students. The findings of this study would help the students in their studies,
especially in nationalism, and will give them awareness on what is happening in the status
quo in regards of national identity. Also, this would serve as an additional knowledge to
them.
Theoretical Framework
Antonio Gramsci, a prominent Italian Marxist thinker, was the proponent of the
concept the idea of cultural hegemony. Lears (1985) explained that Gramsci’s writings
which are translated contain no precise definition of what cultural hegemony was. What
came closest was his often-quoted definition of hegemony is as the ‘spontaneous’ consent
given by the great masses of the population to the general direction imposed on social life
by the dominant fundamental group; this consent was ‘historically’ caused by the prestige
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(and consequent confidence) which the dominant group enjoys of its position and function
to the world of production.
Cultural hegemony as the dominance, or the standard, was attained in the
ideological way. The concept explained the ability of a group of people to hold power in
the social institutions, and because of that, the influence is extreme in the everyday
thinking, and the behavior of the remaining parts of the society by the means of directing
the norms of ideas, values and the belief to be the superior perspective of a society.
Cultural hegemony was attained by the means of asking the consent of the masses for
them to follow social norms and rule of law by the visualization of perspectives of the ruling
class, and the social and economic structures as legitimate, and designed for the welfare
of the masses.
Ideologies were not only spread by means of social institutions like education,
media, family, religion, politics or laws, but also language. The Spaniards became the
ruling class for 300 years in the Philippines. Speaking Spanish language became a social
status and standard in the time of Spanish colonization. If you can speak Spanish, it means
that you are educated, influential, rich, and ‘ilustrado’ or as Spanish mestizo. After the
Spaniards left the country, the Philippines are sold to the United States, and the country
was colonized once again. The Americans became the ruling class, and the English
language became the lingua franca of the country. English language was taught by the
Thomasites, teachers that are sent by the Americans to the Philippines. After almost 40
years, the Second World War broke out; the Japanese colonized the country for 3 years,
and used the Nihonggo or the Japanese language to be taught.
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Nowadays, the cultural hegemony was clearly seen in the Philippine society. An
example would be the dominance of western culture here in the Philippines. The wide use
of English language in the books that are published in the Philippines is one solid proof of
this notion. The use of English language was normalized in the country today, compared
to other Southeast Asian countries also colonized by the western colonial powers. Most
Southeast Asian countries use their lingua franca in their books and publications and even
retained their original writing system.
In the domestic or local context, this theory would be used to prove the hegemonic
nature of the “Tagalogs” and the use of the “Tagalog” language as the basis of the lingua
franca of the Philippines, “Filipino.” The Filipinos were speaking about 180 languages, and
despite the diversity “Tagalog” language was chosen to be the “National Language.” The
theory would be the guide to show and prove the premise that was given. Likewise, it
would also undermine the consequences of a cultural hegemon in a multi-ethnic society,
as well as the geopolitical aspect of the Tagalogs and whether or not their location
contributes to their language being chosen as the basis of Filipino.
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Conceptual Framework
Figure 1. – Conceptual Framework of the Study “Language and Identity: The Filipino as
National Language and its Implications on Nationalism
The study assumed that the apparent hegemony of the Tagalogs in terms of
language was manifested through the usage of the Tagalog-based Filipino language. The
Philippine government adopted a national language in hopes of creating a national identity
suited for every Filipino. Language had long been used for advancing political ideologies,
and in the case of the Philippines, language was used as a symbol of unity. The study
assumed that instead of creating a national identity for the Filipinos, the Filipino language
instead created othering and marginalization among non-Tagalog speakers. The study
utilized interviews among native language speakers who have settled on Metro Manila to
prove such claims, and to identify possible solutions to this dilemma.
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Assumptions of the Study
The Philippine experience when it came to the balancing a national language and
ensuring cultural appropriation for other languages was that the other non-Tagalog
speaking natives find themselves unrepresented and without an option not to study the
Tagalog-based national language (Filipino). The national language had little to do in
balancing the minority rights of other dialects. The representation of a major or minor
dialect aside from Tagalog had little representation in the government and schools. The
Philippines had taken few legal actions about achieving goal of social integration when it
comes to cultural and linguistic diversity. Tagalog was widely used in Metro Manila which
is the seat of power in the country and on its near provinces. Tagalog was used especially
in business transactions which are necessary to conduct inter-provincial affairs. Tagalog,
as the lingua franca chosen to be used as basis for the national language, was deemed
necessary to have a possible interaction and communication within the diverse speakers
in the country. If the government would not take any legal actions to harmonize its cultural
diversity, it will affect the very fabric of every Filipino’s identity.
The main problem in the Philippine scenario was the imbalance between the
national language and the diverse cultures, languages, and dialects. It was a great
concern over a potential erosion of national and ethnic identity which was also an
important element of unity. The marginalization with enforced imperialism felt by the
minorities through the use of the Tagalog-based Filipino in majority in media, schools,
interstate affairs, was seen as a hegemonic apparatus in the Philippines can cause
“othering” a process within a state according to its characterization and traits that can be
seen in every corner of the Philippines where the national language is not widely used in
daily basis.
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To balance the propagation of cultural appropriation for other dialects whilst having
a national language, it was important to develop a language policy that include the
teaching of national and minority language education and to have a law that would focus
for the allocation of minority cultures as a requirement to be taught in schools and public
offices. Today’s brand of nationalism emphasized Philippine ideas about freedom and
equality. Filipino nationalism was based on the idea that the nation was of paramount
importance and was defined by class and a set of ideas about how society ought to be
structured. Those who decided using Tagalog as basis of the Filipino national language
believed they were unifying the nation, but each faction had to exclude certain groups from
the nation in order to define the whole.
Scope and Limitations
The study aimed to investigate whether or not the great variety of languages
spoken in the Philippines and the identity tied with the language/s play a role in the
country’s search of national identity. It would not include how languages are spoken, or
any of its phonetic systems, writing, or development.
The researchers gathered sufficient data about the events that led to the choosing
of the Philippines’ National Language through reviewing foreign and local historical
accounts from 1935 up to the present. The materials, documents, and archives are from
physical sources (i.e. libraries, museums) and online sources alike (i.e. e-libraries). The
study will include local and foreign languages, and not slang languages such as
“Bekimon,” etc.
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This study was conducted in Metro Manila, and aimed to include participants with
the following criteria: 18-65 year old, can speak at least two local languages, and were
currently living or staying in Metro Manila.
The theoretical framework of this study was cultural hegemony, but this study will
only limit its research to cultural hegemony with regards to language.
Definition of Terms
1. Cultural hegemony – The ‘spontaneous’ consent given by the great masses of
the population to the general direction imposed on social life by the dominant
fundamental group; this consent is ‘historically’ caused by the prestige (and
consequent confidence) which the dominant group enjoys of its position and
function to the world of production.
2. Discrimination – The unjust or prejudicial treatment of different categories of
people or things, especially with regards to languages and accents of language
speakers’ accents.
3. Filipino – The national language of the Philippines which was based on the
Tagalog language.
4. Language policy – Body of ideas, laws, regulations, rules and practices
intended to achieve the planned language change in the societies, group or
system.
5. Lingua franca – A language that is adopted as a common language between
speakers whose native languages are different.
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6. Marginalization – The treatment of a person, group, or concept as insignificant
or peripheral.
7. National language – The official language used by a state.
8. Nationalism – The national spirit and aspiration and the devotion to the interest
of one’s own nation.
9. Othering – Any action by which an individual or group becoming mentally
classified in somebody’s mind as “not one of us”
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Chapter 2
REVIEW OF RELATED LITERATURE
Language and its Uses
Language was a form of cultural capital, and linguistic capital can be defined as
‘fluency in, and comfort with, a high-status, worldwide language which is used by groups
who possess economic, social, cultural and political power and status in local and global
society’ (Morrison 2000: 471, as cited by Craith). This was defined by the author in the
context of International Scale, by means of fluency to international and majority language
that gives the speaker a leverage and advantages on their counterparts whose mother
tongues are ranked low in the international scale. In the context of the Philippines, applying
this to the local context, this use of language according to the author existed in the country.
The primary example of this was the “Tagalog” language. The “Tagalogs” formed a cultural
capital in the Philippines. This was shown particularly in the Philippines’ capital, Manila,
and its surrounding Tagalog-speaking cities and provinces. Some non-Tagalog speakers
in the capital are often discriminated, showing the language privilege of Tagalog speakers.
Language was a powerful tool for the promotion of unity, national identity and the
homogeneity of a people. For nationalism to thrive in any nation there must be an enabling
environment facilitated through a common medium of communication: language (Uguru,
2003). A need for a national language country is necessary for building unity in a country.
It is a powerful tool that can be used to establish a common identity and unity. Also,
language was a tool that ignited the little spark of nationalism in the hearts of Filipinos
during the colonization period. Rizal’s novels are translated into Tagalog in order for non-
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Spanish speakers and Spanish-illiterate Filipinos to understand it, and became one of the
tools to awaken the nationalist spirit of Filipinos. In the case of the Philippines, a national
language was institutionalized in 1935. They think that a national language would unify
the country. But many had disagreed when it comes on the choosing what national
language was suited to represent a common identity within the Filipinos
Jones (as cited by Thomas & Wareing, 2004) saw language as a tool in
distinguishing the region and social class of people by analyzing literature. In the
Philippines, language was used to distinguish or label a people’s region and social class.
When a certain person talks in Ilocano language, it was already know that the person lives
in the Ilocos Region or the northern part of the Philippines. It was the same with other
languages. The spoken language of a person creates a distinction and you can easily
create a language map in your head. The use of language to determine of social class is
also clearly seen in the Philippine context. You can determine the social class of a person
by only hearing what language was he or she was speaking. For example, person
speaking colloquial languages or “salitang balbal” as it is called in the Philippines, for
example.
One such model assumed that languages are inventions that are created, split,
joined, and reformed in response to, or even to some extent in anticipation or furtherance
of, new economic and political conditions… (Drezen, 1931 , pp. 7-25; Girke and Jachnow,
1974 , pp. 50-60; Springer, 1956 , pp. 16-19 , 28, as cited by Pool and Grofman, 1984).
Models of language as a political product were common in the analysis of language policy
(Pool and Grofman, 1984). Paul and Grofman (1984) discussed the assumption that the
state influences the grammars, lexicons, and writing systems of languages. It can be
traced in the Philippines that the state has a huge influence its national language. Like the
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conception of the Tagalog language as the national language. Grammars, lexicons and
writing systems are influenced. Tagalog language loaned words from other native dialects
for it to be said as a language for all Filipinos. Also, it loaned words in languages such as
English and Spanish for words that are untranslatable. Because of this, it was said that
the national language which is “Filipino” is an artificial language based on a cultural
hegemon, the Tagalog language, which is also “based” on other local languages and
dialects. It was seen how the Philippine Government made such, in searching and creating
a common language and a basis of identity.
Defining National Language
Language alone cannot bring the desired unity and development in any society.
The deliberate use of language as an instrument for forging national unity in a multi-lingual
country may lead to conflict and disunity (Ndukwe, 2015). Language, for a long time had
been a tool for unifying a nation. However, not all the time, it succeeded in being an
instrument of unification. There are certain accounts, like in the case of Hindu India and
Sinhalese Sri Lanka where efforts to bring together through the common language, led to
chaos. Other aspects should also be considered in achieving the desired unity in a
community.
The development and promotion of a national language had not only become a
source of conflict but also had raised fundamental issues about language equality and
language rights. Kelman (as cited by Dua, 1993) pointed out that the national language
should be one that "places all groups at a more or less equal disadvantage.” Choosing a
national language for a multilingual nation is an intricate process which needed careful
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planning and consideration. For it to be able to promote nationalism and unity, the process
of choosing must not be biased towards a specific dialect and should take in all accounts
the different requirements needed for a language to be chosen as a national language.
A national language served as a symbol of national identity of a people and
distinguishes them as an entity from others, in other words, it marks ‘we’ as opposed to
‘they’- separatism and distinctiveness (Mustapha, 2010). Having a national language
helped identify if a person comes from or lives in a specific country or nation. It created a
sort of distinction from other countries not speaking the same language. However, this
does not apply to all, for some other countries had the same national language as other
countries, for example, English speaking countries. And, with majority of the population
being able to speak other language other than their mother tongue, basing the national of
a person based on the language they speak was not the most accurate. Still, language
constituted as a way of identifying the nationality of a person.
Language and Identity
While many of the components of national identity, such as religion, language and
symbols, may be older than history, the notion of the nation emerged in the eighteenth
century in Western Europe, where specifically ethnically defined communities developed
around already existing kingdoms or cultures to form nation-states (Caviedes, 2003). Long
before the concept of nation even came into the minds of Western scholars, language had
long been known to be symbols of national identity. As such, a cohesiveness of a nation
depends on its language, and how well the language had been unifying its people.
Page 18
Caviedes told us that these terms are mostly Western in origin, but has been widely
accepted across the globe.
The survival of a nation and the success of its drive towards nation-state status
are predicated upon the existence of a language that its people can speak, and more
importantly, read and write (Caviedes, 2003). The identity of a nation depended on how it
utilized its language/s, and how effectively the language/s were instilled to the minds of
the people. For Caviedes language was more than a form of communication. It was a key
concept for a nation’s survival, and if a nation wants to prosper, then it should learn how
to utilize its language/s effectively.
As such, language can become either an instrument of participation, access or
deprivation, in that it can alter existing relationships of power between different groups
within the polity (Caviedes, 2003). More than a tool of communication, Caviedes further
told us that the choice of language must be carefully planned, as it can either deprive
entities of opportunities or empower a select few. Nonetheless it should be noted that
language was a very important tool in nation-building, thus its importance in forwarding
political agendas.
Pierre Trudeau recently spoke of the necessity of distinguishing between 'good
nationalism', which recognizes cultural diversity within a nation-state, and 'bad
nationalism', where each ethnic group seeks to express itself through political sovereignty
(Greene, 1978). As far as the concept of nationalism is concerned, these two “kinds” of
nationalism exists in our society today. These two define what nationalism a country had.
An example was the Philippines. Diversity was defined the Philippine society. It was
composed of nations within a nation. There were different cultures, tradition, norms and
Page 19
even languages. It recognized cultural diversity in the country, legislating laws to promote
and protect these cultures. But despite of the diversity, some ethnic groups tend to express
themselves through political sovereignty. Some even want to secede to the Philippines.
They were rejecting the norms that they think would threaten their existence. This applied
also to language. A language was a part of identity. Language reflected and determined
what region the speaker was from. In this, we can see how regions with similar languages
and dialects created politics.
Language is as good an initial grid as any for dividing the world's people into states
(Namara, as cited by Greene, 1978). Language was one of the first determinants of
division in a certain territory. One can easily determine the boundaries or identity of the
region which speaks that certain language. In the Philippine context, one can determine
what dialect or language a certain region speaks. For example is the Northern Luzon. We
can determine that the population of those people who live there are Ilocano-speaking
people. By language, we can determine what a person’s identity was. As such, this was a
factor that separated them from a group of people from another.
The existence of the community or nation is often imagined through language
(Anderson, 2006). Language was emphasized as tool in nation-building. A community or
a nation is brought about by members who are anonymous and unknown to each other
but still acknowledges the silent bond that they have with their co- members. With
language, communities or nations are unified which further creates solidarity. Members of
the community or a nation may remain anonymous with each other but would still have a
sense of identity through language.
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Blommaert (1996) stated that governments often impose a national language, and
hopes that the imposed language will serve as an instrument for giving the nation its
desired shape (pg. 236). Gill (2014) further said that many studies of nationalism (Tarling
2004; Nair 2009; Gomes and Rahman 2009) and the emergence of nations have shown
that a broadly shared language is the most significant and critical component in the
successful building of a nation. Language was a powerful political tool, and it was used for
forwarding political agendas. Historical accounts showed us that implementing a national
language was a crucial first step to newly-independent countries. A national language
gave a sense of unity and nationalism, and was an essential tool to build the country back
up.
Gellner (as cited by Caviedes) believed that while language is an important tool for
communication, it also played a crucial on demarcating and strengthening boundaries.
Moreover, language can transcend boundaries and forward ideologies even outside of its
home, much like strangers to person can become peers with language identification. The
English language proved to be successful in transcending boundaries, as it Language also
carries a label to its native speakers, whether it be through their accent, or the places,
persons, and events associated to them.
Collective identity building can be pursued through the practice of multilingual
communication (Reyes & Alvarez, 2015). Tagalog speakers may see themselves as the
dominant and privileged one for being able to talk to in the national language of the
Philippines. This kind of judgment furthered their dominance on the linguistic stage.
Having a national language aimed to promote unity and national identity among citizens.
However, non-Tagalog speakers were not less Filipino even if they do not speak a word
Page 21
of Tagalog or vice versa. They did not need to be subjected on communicating in Tagalog
to be able to identify with the Philippine National collective.
The National Language of the Philippines—Filipino
The inhabitants of an archipelago with over a hundred languages need a common
language with which they can communicate with each other and express themselves as
a people of one nation (Rubrico, 1998). Settlers of a country were commonly identified
through the language that they use. Language was used best to identify what country or
place you came from. In the case of the Philippines where there existed a language in
almost every region, having a common language was a must. Not only would it help the
inhabitants of the Philippines to be able to express themselves with one another, but it
would also serve as their identification of being a Filipino.
However the selection of such concept must be carefully considered. Those whose
languages are not official spend years learning others' languages and yet still
communicate with difficulty, compete unequally for employment and participation, and
suffer from minority or peripheral status (Pool, 1991). Although the idea of having a
common language was beneficial, it was not easy to achieve in the context of people who
grew up speaking their dialect. Spending years learning the common language but was
still unable to communicate fluently may have several repercussions individually and in
the society.
The predominance of Tagalog-based Filipino, though, cannot be underestimated
(Almario 2006.). The fact that the National Language was dominantly a Tagalog and it is
the lingua franca of Metro Manila which was the center of commerce and government and
Page 22
on the country side where the propagation of the language is unrivaled through the help
of media and as a medium of teaching at the early level of education. However back in
the day of the formation for the legislation of the national language where the dominant
populations were the Visayans. Inquiring that the institute has “manufactured” instead of
“developed” the national language (Panlasigui, 1963). Because of the “manufacturing” of
a national language where it came to being by law instead of the natural process of
development. The issue was further complicated by proponents of a national language
based on many native languages instead of just one.
The Filipino spoken today, especially by the youth (35 years and below) is
undeniably distinctive and may have been influenced by media to a greater extent
(Rubrico, 1998). The national language which was Filipino was widely spoken in significant
segment of the population in the Philippines. It was manifested through the influence of
many articles from newspapers especially tabloid, television news and entertainments,
and radio programs in Metro Manila.
Filipino nationalism was constructed on the conceited delusion that the Republic
of the Philippines is a Tagalog ethno-state (Avila B., 2017). The Filipino as national
language didn’t exist as it was, because it was being taught actually as almost 99.9 percent
Tagalog, the monopoly of Tagalog in the national language and in the mother tongue
based education which was also Tagalog in the Philippines can be a starter to the
elimination of the other languages and dialects. The inability to resolve the national
language issue was viewed as a sign of the country’s weakness (Almario, 2006). This lack
of bite especially in the legislation that the problem on these controversies of disunity in
terms of what language shall be the one to the integrity of the Filipino Nation, Filipino
Identity, and political unity.
Page 23
Synthesis
In the making of related literature, the researchers found numerous amount of
important data and information vital to the research that was being conducted. The
researchers learned that there are different uses of language, and how language can be
used as a tool to gain power. Also, it was stated that language can be used as a tool for
different intentions, such as a political tool, or a tool distinguish a region or a group of
people. Different definitions of national language were also learned by the researchers. In
the succeeding topic, it can be learned the importance of the relationship between
language and national identity, because language was often used as a tool for the
establishment of an identity of a nation. The researchers became aware that the national
language of the can be a vital part of the national integrity whether in social, economic,
and political aspect. The Philippines as a nation-state was an archipelago, having a
diverse ethno-cultural and linguistic groups that comprised hundreds of different dialects
and languages. The researchers learned the historical foundation on how the Philippines
was able to come up with its current national language. The Philippines back in the pre-
Hispanic colony was made up not of a single state but a collective of Barangays,
Rajanates, Sultanates, Wangdoms, etc. where there were multiple language spoken. Also,
the researchers learned how legislation has helped to establish the national language.
The government of the post-colonial Philippines formulated a National Language to unite
the whole archipelago and to have a one medium of communication and instruction that
can evolves overtime for its enrichment. This National Language “Filipino” was
institutionalized and formalized in the constitution. On the succeeding topics, it can be
seen that the dominance of Tagalog in the national language marginalized the other major
national language, as can be seen in the presence of groups and organizations protesting
Page 24
for establishing of the National Language. Many controversies and issues plagued the
establishment of the national language, and it often resulted into debates, to resolve what
was disputed. As the years passed, it can be said that the issue of national language is a
very important until up today.
Page 25
Chapter 3
THE RESEARCH METHODOLOGY
Research Design
Qualitative method of data-gathering was used in this study. The researchers used
the phenomenological approach to describe the events before and after Filipino was
chosen as our National Language. Phenomenological approach let the researchers bring
to the fore the experiences and perceptions of individuals from their own perspectives,
and therefore at challenging structural or normative assumptions (Lester, 1999). The
research determined whether language contributes to the continuing problem of unity in
the Philippines between the center and the peripheries. The study came up with a
summary, discussion, and recommendation aligned with this subject matter.
Data Collection Method
The researchers tackled the problem using historical approach and reviewed
historical accounts regarding the politics upon selection of Tagalog as basis of the National
Language of the Philippines.
The researchers gathered further data through semi-structured interviews among
selected native language speakers. The researchers sought to know whether language
contributes to the continuing problem of unity in the Philippines between the center and
the peripheries with regards to utilization of language/s. The study aimed to show the
Page 26
consequences of a Tagalog-based National Language, and whether the selection
contributed to the political divide of the Philippines. The researchers consolidated the
perception of native language speakers regarding this event.
Upon approach, the researchers explained the purpose of the study, and assured
the interviewees that the collected data would only be used for academic purposes. Semi-
structured interviews were conducted with the participants, ranging from fifteen to thirty
minutes. Data was analyzed through thematic analysis.
Sampling Method
The participants of the interview were determined through exponential non-
discriminative snowball sampling, in which the researchers select participants through
recommendations by other participants. The researchers determine if a potential
interviewee fits our selection criteria.
The selection criteria were as follows:
1. Must speak one or more local languages
A. Ilocano
B. Pangasinense
C. Kapampangan
D. Tagalog
E. Bikol
F. Cebuano
G. Hiligaynon
Page 27
H. Waray
2. Must be living or staying in Metro Manila
3. Must be within 18-70 of age.
When given the recommendation regarding the potential participants, the
researchers would approach them to make sure that they fit the selection criteria. The
foremost concern of the researchers was consent, and the participants were briefed about
the purpose of the interview and assured them all information collected would be for
academic purpose only. The researchers also asked for their permission for their answers
to be recorded through smartphones, and assured them that the files would be deleted
after the data was transcribed and analyzed.
The researchers aimed to gather five (5) speakers for each language. If a
participant was bilingual, he or she will be asked on what language he or she was most
familiar with.
Instruments Used
Semi-structured interviews were used in the study. This allows flexibility to the
researcher to construct, explain and translate the questions to the participant. (Struwig &
Stead, 2001) The interview questions consist of open-ended questions centered on their
perception about politics of language in the Philippines. The questions are guided by
Perceptual Dialectology, an approach in linguistics which investigates what ordinary
people (as opposed to professional linguists) believe about the distribution of language
varieties in their own and surrounding speech communities and how they have arrived at
and implement those beliefs (Preston, 1999). Perceptual Dialectology guaranteed that are
Page 28
questions are indeed related to language but through the lenses of non-linguists. The
researchers added the concept of politics to the set of questions for the interview. The
questions were laid out for the interviewee to see in a detailed Interview Questionnaire
and Information Sheet (see Appendix A).
For accuracy, the researchers used smartphone recorders for transcription later.
The files would be deleted after the data was transcribed and analyzed for confidentiality
purposes.
Data Collection Procedure
The connections of the researchers were used to identify the first set of
participants. The researchers utilized various forms of communication to ask for their
permission to be interviewed, making sure they fit the selection criteria. They are briefed
on the purpose of the study and the interview. When they expressed permission we
arranged a date and time to meet at the participant’s most comfortable schedule and
location.
The researchers, upon meeting at the agreed date, time, and location, would give
the participant Information Sheet and Interview Questionnaire, merged in one document.
The researchers would make the participant fill out the necessary information. These
information would be used to identify the participant in the interview. The participant was
asked to sign a consent sheet for the audio recording (see Appendix B). The researchers
would then brief the participants on the interview questions. They would be given time to
think of their responses and articulate their words.
Page 29
Semi-structured interviews were then conducted with the participant. The
participant is given complete freedom to choose how many interviewers he/she prefer,
which ranges from one researchers to all researchers at once given the participant’s
consent.
The researchers would then do the same procedure until they reach the minimum
amount of participants needed.
Upon participant recommendations, the researches asked the initial participant to
contact the said person via any form of communication. This is to ensure the complete
willingness of the participant. Once the potential participant agreed, the researchers would
then ask their contact details and do the same procedure aforementioned above.
Data Analysis
The researchers used thematic analysis to interpret data.
Miles & Huberman (as cited by Alhojailan, 2012) model for the thematic analysis
process consists of 3 link stages or streams: data display, data reduction and lastly,
conclusion-drawing or verifying.
Namey et al. (as cited by Alhojailan, 2012) said, “thematic Moves beyond counting
explicit words or phrases and focuses on identifying and describing both implicit and
explicit ideas. Codes developed for ideas or themes are then applied or linked to raw data
as summary markers for later analysis, which may include comparing the relative
frequencies of themes or topics within a data set, looking for code co-occurrence, or
graphically displaying code relationships.” (p.40)
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In this process, in the data collected undergoes three (3) stages, namely data
display, data reduction and the conclusion-drawing or verifying. The method let the
researchers to code and categorize by theme and find possible patters on the data
obtained. In this research which used qualitative method, thematic analysis was the best
method for data analysis as interviews can be very long, and unnecessary information can
be removed and extract all important data for the study.
Figure 2. – Miles & Huberman (1994) Model for the Thematic Analysis Process
Ethical Considerations
This study put forward ethical standards of qualitative research. Consent was the
researchers’ foremost priority upon data collection. The researchers were responsible to
inform the participants of the purpose and limitations of this study. The participants were
made aware that the data collected would only be used for academic purpose, and the
activity would not in any way affect their lives or their jobs. At the end, they were offered
a clear option to decline. Once the researchers were done with data analysis, the record
Page 31
files were deleted, including online copies which have been handed down through private
messages and chat through social media.
The researchers also offered to give a copy of the transcribed data, as well as the
furnished copy of the study once it’s done, of course with their consent.
Page 32
Chapter 4
ANALYSIS AND PRESENTATION OF DATA
Introduction
The previous chapters laid the groundwork or foundation of this research. The
chapters provided the purpose of this research and how all of these fit together on their
overall relationship with the research. On chapter one, the researchers first contextualized
the research problems and its questions, laid the background and significance of the
study, and lastly, its theoretical and conceptual framework. Then, on chapter two, the
researchers laid their review of related literature, in which it is the backbone that supports
their assumption in this research. The third chapter gave the research methodology of the
researchers in which they used to interpret and on how the data was collected and
analyzed.
This chapter deals with the presentation, analysis and interpretation of the
outcome or results of the interview conducted among different speakers of the eight (8)
major languages with regards to the relationship between national language and the
national identity. The research questions served as their guide for the presentation,
analysis and interpretation of the data obtained.
Page 33
Demographics
Language Number of Age Range Range of Stay in Educational

Participants the City Attainment
Bicolano 1 24 6 years High school
Cebuano 3 19-49 1-24 years 2 High School
1 College Degree
Hiligaynon 1 23 4 years College Degree
Ilocano 5 19-37 5 months- 14 3 College Degree

years
2 Post-Grad
Kapampangan 5 19-28 4- 15 years 2 High School
3 College Degree
Tagalog 3 18-20 4- 5 years 3 College
Waray 2 35-47 7- 22 years 1 College
1 High school
Figure 3. – Demographic information of the participants
The researchers came up with a total of 20 respondents for this research. For the
language of Bicolano, they had one participant with the age 24 and has been living in the
city for six (6) years and have studied High School.
Page 34
The researchers gathered three (3) speakers of Cebuano with an age range of 19
to 49 years old and has been living in Metro Manila for one (1) to 24 years. Two (2) of the
respondents studied High School and one of them reached College.
For the language of Hiligaynon, there was only one participant, 23 years of age,
obtained a College degree and has been living in the city for four years.
There are five respondents from the Ilocano language with an age range of 19-37
years old. The participants had been living in the city for five (5) months to 14 years. Three
(3) of the participants reached College while two (2) of them reached post-grad.
For the Kapampangan, there are five (5) respondents with an age range of 19 to
28 years old and has been living in the city for four (4) to 15 years. Two of them reached
high school while three of them reached College.
The researchers gathered three (3) respondents from the Tagalog with an aging
from 18 to 20 years old and has been living in Metro Manila for four (4) to five (5) years,
all three of them reached College.
For the last language group, the researchers gathered two Warays aging from 35
and 47, they had been living in the city for seven (7) to 22 years, one (1) of them has a
College degree while the other reached high school.
Page 35
Presentation of Raw Data
Why Manila is
chosen as a Adjustments Experiences on
Arrival at the City place to transfer (How long) Experiences discrimination
Adjusted to
Education live
purposes Not too long independent No discriminations
City not
Education peaceful
purposes Not too long enough No discriminations
With company
Work Purposes Not too long of peers No discriminations
City not
peaceful
Family member A year to enough,
in the city adjust unorderly No discriminations
Take risk on the
city,
opportunities Not too long Okay enough No discriminations
Opportunities in 4 years to
the city adjust Airconed Bus No discriminations
Pretty long
Work Purposes before fully Not used at
and Salary adjusted first No discriminations
City was High
advanced Not too long population
A year to Hard to speak
Work adjust Tagalog
Work, A year to Not used to be
Opportunity adjust alone
Education, No culture
relatives Not too long shock
Education, People are
opportunities unorderly
Education Traffic
Education,
Accessibility of Beautiful
the city places
Happy
Parents experiences
Work,
Opportunity
Page 36
Relatives
Work,
Opportunity
Figure 4. – “Arrival in the City” tabulated answers of the participants
Presented in the table above was the information gathered by the researchers
under the theme “Arrival in the City.” Under the main theme were four (4) sub-themes
identified as “Why Manila is chosen as a place to transfer,” “Adjustment,” “Experiences,”
and “Experiences on Discrimination.” The answers of the participants were then placed
under the sub-themes.
Identity as a
What City- native
National Presumption dwellers think of Identity of language Characteristics
Identity of Manila you Province Speaker of a Filipino
Identity
same as the
Hard life, but language When speaking
Beautiful Nothing, nice beautiful spoken tagalog
Identity
same as the
language Industrious, it
Life is hard Don't know Clean, quiet spoken depends
Identity
same as the
language Resillient, it
Unorderly Don't know Quiet spoken depends
Identity
Like a new same as the
country, new language When speaking
environment Nothing Quiet spoken tagalog
Identity
same as the
Noisy, Delicious language
unorderly Easy to be lost food. Quiet spoken Kind
Page 37
Not used at Depends,
speaking or patronizin own
Advanced interacting Beautiful Hybrid products
Bountiful but
not like the
Crowded Treated nice city Confused Resillient
Proud as a Hospitable,
Beautiful Underestimated Simple life speaker friendly
Identity
Crowded, same as the
many Deteriorating language
infrastructures Stereotyped attachment spoken Friendly
Identity
Deeply same as the Not needed to
Normal, no connected to language be fluent in
Busy discrimination province spoken Filipino
Identity
Mockery on same as the
Land of language language
Opportunities spoken Proud on it spoken It depends
Being grateful,
Beautiful courteous
A place to
learn
Figure 4. – “National Identity” tabulated answers of the participants
Tabulated above was the theme “National Identity” with five (5) sub-themes
identified as “Presumption on Manila,” “What city-dwellers think of you,” “Identity of
province,” “Identity as a native language speaker,” and “Characteristics of a Filipino.”
The answers of the participants were placed under each corresponding sub-theme.
Page 38
Learning Filipino Knowing the Where did you Hearing or reading the national
language national language learn it? language
Does not
understand the Does not know at
concept all School
Television, radio, school, social
Yes media
Yes Tagalog/ filipino Books, environment
Yes Tagalog Books
Yes School
Yes Radio, television, textbooks
Yes Home and school
All forms of media and in
Yes conversations
Television, radio, and in the
Yes office
Yes News
Television, radio, books, flag
Yes Tagalog ceremony
Books, television, radio, social
Yes media
Yes Books, television, radio
Yes Tagalog Books, television, radio
Yes Tagalog Everywhere
Yes Books, speeches
Yes School
Yes Tagalog Television, news, textbooks
Yes Anywhere
He hadn’t seen much of the
Yes language being used
Figure 5.1 – “Learning Filipino Language” tabulated answers of the participants for the
sub-themes “Knowing the national language” and “Hearing or Reading the National
Language”
Tabulated in the table above was the theme “Learning Filipino Language” with
the first two sub-themes “Knowing the national language” and “Hearing or Reading the
National language.” The answers of the participants were placed under each
Page 39
corresponding sub-theme, while their answers on what is the national language were
tabulated under “What is our national language?”
Speaking the
national Knowing how to Where did you Teaching Help in becoming
language speak Filipino learn it? Filipino subject proficient with Filipino
Yes School Yes Yes
School,
watching
television,
Yes social media Yes Yes
Yes School Yes Yes
Yes School Yes Yes
Yes, but not that fully

Yes School Yes proficient
Yes School Yes Yes
Yes School, home Yes Yes
Yes School Yes Yes
Yes School Yes Yes
Yes, but there are still

terms that are
Yes School Yes unfamiliar to him
Yes School Yes Yes
Yes School Yes Yes
Yes School Yes Yes
Yes School Yes Yes
Yes Home Yes Yes
Yes School Yes Yes
Yes, but her Filipino is

textbook inclined and
Yes School Yes traditional
Yes Environment Yes Yes
sub-themes “Knowing how to speak Filipino” and “Teaching Filipino subject”
Page 40
In the table above was answers of the participants with the theme “Learning
Filipino Language” with the sub-themes “Knowing how to speak Filipino” and “Teaching
Filipino subject.” The answers of the participants were placed under each corresponding
sub-theme, while their answers on the follow-up questions were placed under each
designated column.
How often Speaking Filipino outside the school
Only speak her local language at home

Not frequently used
Rarely, whenever he communicate with a Tagalog

Seldom
During college, he speaks almost everyday
Most of the time
Most of the time
Seldom
Seldom
Rarely, whenever he communicate with a Tagalog
Only speak her local language at home
Most of the time because his family was pure

Tagalog
Most of the time
Rarely
Most of the time
Rarely
Seldom
Often
Only speak at school
Only speak at school
sub-themes “Knowing how to speak Filipino” and “Teaching Filipino subject”
Page 41
Tabulated in the table above was the theme “Learning Filipino Language” with
the sub-theme “Speaking Filipino outside of school.” The answers of the participants
were placed under the respective sub-theme.
Native Language Suggestions on fair

Opinion on Properly representation and Filipino language as a
Representation Represented in improvement of tool for unity
Filipino language policies
Respect and Tolerate
Yes, Most people
other People and their
No understand
language, Stop
Tagalog/Filipino
generalizing languages
K to 12 is efficient in the
No, Used in school Yes, Because no one
betterment of learning
only is fighting
the Filipino language
Unsure whether it
K to 12 is efficient in the
is good or not
betterment of the Yes
because it is only
Filipino language
used in school
No, There are K to 12 is efficient in the Yes, Most people
people who cannot betterment of the understand
understand Tagalog Filipino language Tagalog/Filipino
K to 12 is efficient in the Yes, Most interviews

Yes, Tagalog is
betterment of the are in Filipino
widely-used now
Filipino language regardless of place
Yes, Some words There is proper
from their language representation, Prioritize Yes, It creates unity
are used in Filipino Filipino subject
There is no need for
representation because
No, The National
it will language more
language is based Yes, It creates unity
difficult, Further
on Tagalog
improvement of
language policies
Yes, Filipino Yes, Most people
Teaching needs to be
includes all understand
more efficient
languages Tagalog/Filipino
No, There are no
No, Everyone has
trace of their native Prioritize Filipino subject
different interests
language in Filipino
Page 42
No, Native words

are understood as No, English unified
Prioritize English subject
the native language the country
not Filipino
Yes, Most people
Create a regional
No understand
language
Tagalog/Filipino
Thorough study of
Yes, Most people
language policies;
No understand
Teaching needs to be
Tagalog/Filipino
more efficient
Yes, Most people
Yes Prioritize Filipino subject understand
Tagalog/Filipino
There is no need for
Yes, Most people
representation there
understand
Yes needs to be only one
Tagalog/Filipino,
national language,
Boosts Nationalism
Prioritize Filipino subject
No, There are no Yes, Most people
trace of their native None understand
language in Filipino Tagalog/Filipino
Yes, Some words Respect and Tolerate
No, Everyone has
from their language other People and their
different interests
is used in Filipino language
No, There are no No, Unity depends
Adopt more words from
trace of their native on the people not
native languages
language in Filipino the language
Respect and Tolerate
No, Some do not
Yes, Tagalog is the other People and their
understand the
basis of Filipino language, Prioritize
language
Filipino subject
Yes Prioritize Filipino subject Yes
No, Those who are
Thorough study, united are only
Yes
Prioritize Filipino subject common language
speakers
Figure 6 – “Opinion on Representation” tabulated answers of the participants
Page 43
The table above showed results of data gathered by the researchers with the
theme “Opinion on Representation” with sub-themes “Native Language properly
represented in Filipino,” “Suggestions on fair representation and improvement of
language policies,” and “Filipino language as a tool of unity.” The answers of the
participants were placed under each respective sub-theme.
Analysis of Data
Theme: Arrival at the City
Sub-theme: Reasons for Transferring
Most of the respondents have common notions and answers regarding the first
set of questions given to them. They have been consistent with their answers upon
arriving in the city. First, the reason on why they have moved or chose the city as a
place to live is rooted on the purposes of education, their occupations, opportunities,
work, and also family. They have chosen the city as a place where to live and study
because of many good universities and its accessibility.
“Manila kasi is accessible sa lahat so mas magandang manirahan dito talaga.
Mag-aral pa, kasi nandito halos lahat ng mga magagandang university sa
Pilipinas. Kaya ako dito lumipat para mag-aral talaga.” (Manila is accessible to
all, so it is nice to live in here. Also, most of the country’s prestigious universities
are located in here. That’s why I have transferred here.)
Page 44
Some reasoned out that they transferred because of their occupations or work,
because of high salary in the city.
“Unang-una kasi dito ‘yung, dito ako magwo-work, so mas malaki ‘yung, ‘yung
salary dito sa Maynila, unlike ahh, probinsya.” (First of all, I will be working here,
and the salary in Manila is bigger unlike in the province.)
Some believed that the city is a land of opportunities, in where they struggle to
live in it to have a better life.
“Dala nang mahirap ang buhay sa probinsya, pumunta kami sa ano, siyudad.
Makipagsapalaran...” (Because of the hard life in the province, we went to the
city. To take risks.)
Knowing the experiences of how hard life was in the province, the respondent,
thinking that the city can give him a better life, took the risk on migrating to it, and to find
some jobs. All of these reasons by the respondents are interconnected, and therefore be
interpreted that there is a thinking among the respondents that the city, or Metro Manila
specifically, has the opportunities for them to have a better life.
Page 45
Sub-theme: Adjustments
Most of the respondents responded onto their adjustments to the city that did not
took too long to. They only took a few months. Some took them a year to. They have not
took so long for adjusting, given that they have become easily used to the city because
of some similarities between systems of the city and their provinces.
“Siguro, hindi naman gan’un katagal, kasi, uhm, mabilis lang kasi, parang
parehas lang naman din ng sistema sa Pampanga hanggang dito sa Maynila.”
(Maybe, it did not took me long. It is pretty fast. Like, the system here in Manila is
the same as Pampanga.)
“Uhmm, hindi naman masyadong matagal kasi parang same lang din ng
environment ‘yung tinitirahan ngayon at saka ‘yung tinitirahan ko sa probinsya,
so parang gan’un lang din kasi ‘yung mga nakakasama ko sa probinsya, sila din
‘yung nakakasama ko sa Maynila kaya walang masyadong adjustment.” (Uhm, it
did not took me that long because my residence in the province and in the city
are having the same environment, and the ones that I’m with in the province are
the same people that I’m also with in the cty. That’s why there’s no much
adjustments.)
Some said that they already have families in the city, making it easy to adjust,
while some have neighbors that also came from the province, and they have easily
Page 46
coped up because of their similarities. Because of the advancement of time and society,
it can be said that cities and provinces are being similar, and there are already many
city-dwellers that came from the province themselves.
Sub-theme: Experiences upon Arriving
Respondents have different answers regarding their first arrival at the city. The
most significant response from them is that the city is not orderly enough, and noisy for
them.
“Ang akala ko sobrang ganda niya, sobrang lively, pero ‘yung pagiging lively niya
pala, or buhay niya hindi lahat positive. Parang lahat, halos negative, parang ang
so---‘yung ingay, hindi ‘yung ingay na magugustuhan mo, ‘yung ingay parang
ingay na magulo, ingay na ayaw mong marinig.”(I thought that it is very beautiful,
very lively. But its liveliness are not all positive. Like, its noise is not that noise
that you will like. Noise that is like unorderly, noise that you will not like to hear.”
“Jusko ‘yung mga magugulong tao dun sa Maynila. Sobrang gulo parang ‘di sila
civilized na barangay” (My God, those disorganized people in Manila. They are
so disorganized, like the barangay was not civilized.)
Page 47
They are not used with the noise in the city because they are more used with
silence and quietness, in which how they have defined their provinces they belong with.
Some have complained about traffic, some have been shocked by its immense
population.
Sub-theme: Experiences on Discrimination
Upon asking the respondents’ experiences upon arriving in the city, they are also
asked if they have experienced discrimination being people from provinces. They are
asked if they are mocked or bullied because of their ethnicity. Most of them answered
that they have not experienced any kinds of discrimination.
Theme: National Identity
Sub-theme: Presumption of Manila
Most of the respondents have presumed Manila as a typical city. A beautiful
place, but noisy, unorderly and a populated place. Also, they presumed Manila as an
advanced and a busy city.
“Maayos, maganda, kasi palaging nasa balita, sikat, tapos magagandang lugar
yung palaging pinapakita.” (Orderly, beautiful because it was always shown in
the news, famous, and beautiful places are the ones which are always shown.)
Page 48
“No’ng nasa probinsya pa ako, ang nasa palagay ko dito sa Maynila eh,siguro
siempre naisip ko dahil itong malaking siyudad, siyempre maraming tao,
maraming malalaking building. Noong nagpunta ako dito, yun nga, ‘yun ang nasa
isip ko na nakita ko pagdating dito na bumungad sa akin ang napakaraming mga
tao.” (When I was in the province, I presumed Manila, of course, I immediately
thought that because it is a big city, of course, there are many people, many tall
buildings. When I went in here, that’s it that is what I am thinking, when I arrived,
what welcomed me are volumes of people.)
“Magulo talaga.” (It is very unorderly. [the city])
Sub-theme: What the city-dwellers think
The respondents have responded in this question differently. Some respondents
have no idea or they don’t know what city dwellers though of them. Others think that city-
dwellers think nothing of them or think normal about them. A number of respondents
have thought that the city-dwellers are discriminating them. Like being underestimated,
stereotyped and one was mocked based on the language that he was speaking.
“Medyo parang ano, hindi ko naman sya na-feel pero nasasabi lang rin ng mga
kaklase ko na may mga instances na nakikita nila parang ina-underestimate
kayo. Pero hindi ko naman sya na-feel kasi nung una hindi nila nakita na taga-
Probinsya ako. Parang hindi siguro nakikita na taga-probinsya ako pero nasasabi
Page 49
nila sakin na tuwing nakakakita daw sila ng mga taga-probinsya, parang iba yung
tingin nila. Parang ang baba ng tingin nila... Parang laging mas mataas yung
level ng mga taga-siyudad ke’sa sa mga taga-probinsya.” (It is like, I don’t feel it
but my classmates tell me that there are some instances that if they are see
some people from the province that are being underestimated. But I don’t really
feel it in the beginning because they don’t see or know that I am from the
province. It’s like, maybe they don’t see that I am from the province but they are
telling me that if they saw someone from the province, it’s is like they have
different sight on them, it’s like, they think different about them. It’s like, it is
always the city-dwellers’ level is higher than the ones who live in a province.)
“...May puro rin kasi talagang laking-Manila,tapos ang mga tingin nila d’un sa
mga probinsya parang nasa remote areas talaga sya, oo tapos walang kuryente,
ganu’n, tapos hindi pa sila masyadong sibilisado katulad nu’ng nandito sa
kalakhang Maynila.” (…there are people that really grew in Manila, and what they
think on the people from the province are they like they are really in remote
areas, with no electricity, like that. And they also think that those people are not
yet civilized.)
This shows that some of the respondents are being unconfident, and tend to
think what the city-dwellers think of them. This thinking is rooted on their ethnicity,
thinking that being from the province make them think that they do not belong to the city,
and city-dwellers to discriminate them.
Page 50
Sub-theme: Identifying their Provinces
Majority of the respondents have identified their provinces as a quiet place. A
place where they can find solitude and peace. Some said that their provinces are
beautiful, despite of the hard life attached to it. Some have said that they have deep
connection on their provinces, proud, and owed everything to it.
“…Saka tahimik. Parang d’un ka makakapagpahinga.” (…Also quiet. Like, you
can take a rest there.)
“Oo, tahimik. Tahimik sa probinsya.” (Yes, peaceful. It is peaceful in the
province.)
“Siyempre pinagmamalaki ko ‘yun dahil doon ako ipinanganak eh, eh kabisado
ko ang buhay roon, kaya hindi ko ipagpapalit yun kung saang lugar.” (Of course,
I take pride to it because I was born there, I was used to the life there, and I will
never exchange it with any other places.”
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Sub-theme: Identity as a native language speaker
Almost all the respondents identified themselves same as the language that they
are speaking. If one is a Batangueño speaker, he identified himself as a Batangueño
also.
“Ano, ‘yung pagkakakilanlan bilang isang Batanguaeno, yung punto, dapat
meron kami noon. Mas kilala kami doon eh, yung punto ng ala-eh. Tapos yung
punto ng palaging pasigaw, pagalit. Kasi, ano parang ‘yun na rin’ yung
nakasanayan na din na mula pagkabata mo hanggang sa tumanda ka, ganun
yung way of communication nila na kapag pumunta ka sa ibang lugar , iisipin nila
na galit ka. Kaya ayun, meron kaming trademark na kapag ganoon ka magsalita,
ibig sabihin Batangueno ka.” (My identity as a Batangueno, is the stress, we
should have that. We are known for that, the stress in ‘ala eh.” And speaking like
it is already shouting, or like angry. Because that is what we are used to since a
child until adulthood, that is their way of communication when if they go to other
places, they will think that you are angry. And that’s why, we have a trademark
that if you speak like that, that means that you are a Batangueno.)
Sub-theme: Characteristics of a Filipino
The respondents’ responses are divided into three answers. They have identified
Filipinos as: First, they identified Filipinos with its common traits, like courtesy, resiliency,
hospitability and being friendly; second, when speaking Tagalog, you can be identified
as one; third, it depends on the people on how they would identify themselves as
Filipinos.
Page 52
“Halimbawa, Pilipino ka, naniniwala kayo na ‘pag nagsasalita kayong Tagalog,
Pilipino kayo?” (For example, you are a Filipino, do you believe that in speaking
Tagalog, you are identified as a Filipino?”
“Oo.” (Yes.)
“Ano, ang katangian ng pagiging isang Filipino para sa akin… uhm, may sense of
respect sa language and also sa culture, meron ka ring sense of responsibility.
Tapos, isa sa pinaka- katangian ng pagiging isang Filipino yung
mapagpakumbaba saka hospitable sa ibang tao.”(What are the characteristics of
being a Filipino for me, uhm, have a sense of respect and also to culture, and
you also have a sense of responsibility. And also, one of the main trait of being a
Filipino is being humble and hospitable to other people.)
“…‘pag pinadescribe sa akin kung ano ‘yun Filipino, siguro, sila ‘yung mga taong
super hospitable tapos, ah, magalang. Parang ‘yun ‘yung unique sa ating mga
Filipino.” (If I was asked to describe what is a Filipino, maybe, they are the
people that are very hospitable, and courteous. Like, that is what is unique to us
Filipinos.”
Page 53
Theme: Learning Filipino
Sub-theme: National Language of the Philippines
When asked if they know the national language of the Philippines, most of the
interviewees, replied yes to the question, saying that it was Filipino. The researchers
considered those who answered Tagalog as the national language.
“Tagalog. Ay, wait. Filipino pala.” (Tagalog. Wait. It’s Filipino).
However, there are still some who do not understand the concept of a national
language.
“Ah, ang pambansang wika natin ay ang kung sa tingin ko yung katangian na
kumakatawan sa atin. Ano bang tawag dito? Sa bansa natin siya yung
kumakatawan upang ang wikang ah hindi ko ma-gets ano ba yun?” (Our national
language is the one, I think is the one that represents our characteristic. What do
you call that? In our country, it is the one who represents our language ah I don’t
get it.)
Page 54
Sub-theme: Hearing or Reading the National Language
Most of the respondents have the same answers on where they often hear or
read the national language. Some said that they often hear Filipino through televisions,
radio, social media and the news. Some said that they read in through textbooks at
schools. Others responded that they experience it at home because their family usually
speaks it.
Sub-theme: Learning how to speak Filipino
Majority of the respondents answered that they learned how to speak the
national language because of school and at home. One, replied that he only learned
Filipino when he arrived in Metro Manila.
Sub-theme: Teaching Filipino subject
All of the interviewees answered yes when asked, if the school where they came
from teach the Filipino subject. However not all agreed that the school helped them
become proficient in speaking Filipino because some said that the lessons in school are
very textbook inclined and traditional and does not apply in a normal context.
Sub-theme: Speaking Filipino outside the school
The respondents arrived at different answers when asked how often they speak
the national language outside the school. Some responded that they do not speak
Page 55
Filipino outside the school at all. Most of them seldom speak the national language, they
only do it when it is necessary especially if there is someone who does not understand
their local language but can speak Filipino. There are some who speaks the national
language almost every day because it is being used at his home or at the environment.
Theme: Opinion on Representation
Theme Sub-theme Quotes
"Sa tingin ko hindi kasi karamihan siguro taga

Opinion on Native Language Properly
probinsya may hindi rin marunong magsalita
Representation Represented in Filipino
ng Tagalog eh."
"...Kahit kunwari sinabi ko man kanina na

hindi ako na nagtatagalog once na may
kausap na tao na taga Maynila o kaya sabihin
natin na ano na halos yung ibang mga salita
ng bisaya ay galing sa Filipino talaga, kaya
kahit papaano nasasakop pa rin nito yung
wikang pambansa kahitna doon sa Bisaya."
"I would say na hindi sya nagre-represent kasi

kung titignan mo yung population, it’s a
majority na nagse-speak ng certain language,
hindi naman ang Tagalog or Filipino. Cebuano,
kasi Visayas and Mindanao, and yet, hindi
naman siya. So yun lang yung
representation."
"No. Kasi yung national language Tagalog eh,

so yung dialect namin hindi siya maa-ano,
napaka-daming dialect sa Pilipinas so I don’t
see it na nare-represent ng national language
yung local language ko."
Page 56
“…Wag na lang maging racist siguro kasi lahat

naman kasi tayo Filipino... Language lang
Fair naman pinagkaiba pero ano, yung nationality,
Suggestions
representation ganun pa rin naman, so parang wala na dapat
discrimination.”
"Feeling ko kailangan pa nito ng matagal na

pag-aaral, mabusising pag-aaral kung paano
maayos na mai-represent yung ibang wika sa
wikang pambansa kasi, ako minsan, di ko rin
alam kung paano."
"Filipino ka tapos aalisin mo yung subject na

Improving Filipino, kung tutuusin may salita tayo pero sa
language policy pagaaral natin may mas malalim pa, ganon."
"Ganito, unang una, if we want to have our

students, pupils, children, to learn really,
siguro, mas mainam pag ka yung magtuturo
talagang may alam, hindi yung tipong, kasi
kailangan natin, kukuha ka na lang dyan sa
ano… just to fill in the space. Dapat yun nga,
dapat may sapat na kaalaman."
"Na-serve naman nya yung purpose kasi diba

wherever you go naman… kahit di mo alam
Filipino language as a tool for yung language nakakapagano ka pa din,
unity nakakapagrelate naman, nakakapag-
intindihan kayo."
"Opo katunayan nga niyan eh, halos lahat pag

iniinterview sa T.V. kung saan ka man eh
ginagamit ay salita nating pambansa, kaya ibig
sabihin nagawa na pagbuklurin ang buong
Filipino sa salitang, sa salitang pambansa,
wikang pambansa."
Page 57
"Hindi nya nauunite yung mga Filipino kasi

yung mga nagkakasundo sundo lang naman
saka nagkakasama sama at the end of the day
yung mga nagsasalita lang din ng Filipino, na
didisregard din nila yung mga ano [non-
Filipino speakers]."
"Kunwari galing ako sa Luzon, o Visayas o

Mindanao, ang masasabi mo lang na common
sa isa't-isa ay yung wikang Filipino, pero hindi
nya pa rin kayang irepresenta yung kalakhan
na sinasalita ng mga tao."
Figure 6 – “Opinion on Representation” quoted answers
The table above presented the theme “Opinion on Representation” backed up by
direct quotations from the interviewees. This was to assure that the themes generalized
by the researchers have concrete proof with them.
Sub-theme: Native Language properly represented in the National Language
The participants seemed to be divided on whether there was proper
representation of their native language to the Filipino language. Those who answered
yes reasoned out they know words from their own language used in Filipino. All Tagalog-
speakers answered yes and acknowledged that Tagalog was the basis of the Filipino
language, and that it was dominated by their native tongue. Other language speakers
also answered yes.
Page 58
"Once na may kausap na tao na taga Maynila o kaya sabihin natin na ano na
halos yung ibang mga salita ng bisaya ay galing sa Filipino talaga, kaya kahit
papaano nasasakop pa rin nito yung wikang kahit na doon sa Bisaya." (Once you
speak to people from Manila, or those from other places, there are Visayan
words, so that means languages from Visayas are adopted to the Filipino
language).
Those who replied no, on the other hand, did not see their language present in
the Filipino language. These mostly came from non-Tagalog speakers. Some reasoned
out Filipino was only used in school, and outside and in their homes they use their native
language the most.
“Ah, kung tutuusin sa eskwelahan hindi naman laging waray ang gamit eh lalo na
sa teacher pero paglabas yun salitang bisaya na. Sa school lang palaging ano
talagang ano Tagalog.” (If you look at it, Waray is not always used in schools,
especially not the language used by teachers. But once outside, Bisaya is the
language being used.)
Page 59
Sub-theme: Suggestions
Proper Representation of Native Languages to Filipino Language
Most respondents said there was no need for representation, for various reasons
such as (1) there needed to be a thorough study on the following policy, and (2) there
needed to be tolerance and respect to other people and other languages.
“…Wag na lang maging racist siguro kasi lahat naman kasi tayo Filipino...
Language lang naman pinagkaiba pero ano, yung nationality, ganun pa rin
naman, so parang wala na dapat discrimination.” (Just don’t be racist, because
we are all Filipinos still… The only difference between us is language, but our
nationality is still the same so there should be no discrimination.)
Some said that native languages were already represented, and that they feel no
need to comment any further. One suggested adopting regional languages apart from
the national language, while one commented on adopting more words from other native
languages.
Improvement of Language Policies
Mostly commenting on K to 12 implementation and the Mother Tongue subject as
well the issue of the removal of the Filipino subject in tertiary education, majority of the
Page 60
respondents said out education need to prioritize the teaching the Filipino subject, and
improving teaching materials on the Mother Tongue subject.
However one commented we need to focus more on the English language, and
basic knowledge on Filipino and Mother Tongues were enough.
“Kailangan nating makipag-compete, kailangan nating makaintindi, kasi sa
Pilipinas rin kasi hindi naman lahat talaga is Pilipino na hindi talaga nag-Filipino,
may mga foreigners na kailangang makaintindi ng English so kailangan na rin na
mag-adjust rin tayo.” (We need to be able to complete, and need to understand
[English], because even in the Philippines there are foreigners who we need to
adjust to.)
Sub-theme: Filipino language as a tool for unity
Fourteen of the respondents said that the Filipino language had unified the
country. Their major reason was that we most Filipinos know how to speak either
Tagalog or Filipino, and that we can understand each other.
“Na-serve naman nya yung purpose kasi diba wherever you go naman… kahit di
mo alam yung language nakakapagano ka pa din, nakakapagrelate naman,
nakakapag-intindihan kayo.” (It [Filipino] served its purpose, because wherever
Page 61
you go… even if you don’t know the language, you can somehow still understand
each other.)
Six of the respondents, however, said no, with varied reasons such as (1) Filipino
language only unified its speakers and excluded those who can’t speak it, and (2) Unity
depends on the people and not the language.
“…Hindi nya nauunite yung mga Filipino kasi yung mga nagkakasundo-sundo
lang naman saka nagkakasama sama at the end of the day yung mga
nagsasalita lang din ng Filipino, na didisregard din nila yung mga ano.” (It
[Filipino language] did not unite Filipinos, since those who came together are
those who can speak Filipino, and those who cannot were disregarded).
Page 62
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Name: __________________________________ Age: ____________________
Educational Attainment: ____________________ Occupation: _______________
Province: _____________ Native Language(s) / Dialect(s) spoken: ___________
___________________________________________
APPENDIX A
Information Sheet and Interview Questionnaire

Department of Political Science
Sta. Mesa, Manila
Information Sheet
Page 67
Interview Questionnaire
Arrival in the City
1. When was the date of your first arrival in the city?
2. What is/are your reason(s) in choosing Manila as the place to move into?
3. How long have you been staying here?
4. How long did it take for you to adjust in the new environment?
5. What is your experience the first time you moved to Manila?
National Identity
1. What is your presumption of Manila when you were still in the province?
2. In your own assumption how do the city dwellers identify you?
3. How do you identify your province?
4. What is your identity as a native speaker of your own language?
5. What are the characteristics and attributes of being a Filipino?
National Language
1. Do you know the national language of the Philippines?
2. Where do you often hear or read the national language?
3. Do you already know how to speak and use the national language? If yes, where
did you learn how to speak Filipino?
4. Did the school whence you came from teach the Filipino subject? If yes, did the
teaching in your school help you become proficient in speaking Filipino?
5. Back in the day you were still in the province how often did you speak the
national language outside the school?
6. Does the national language represent your local language?
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7. What are your suggestions on the following matters?:
a. Fair representation of other languages in our national language
b. Improvement to policies relating to national language (i.e. K-12, Filipino
subject, etc)
8. Does the national language serve its purpose as a unifier of our society as a
whole? Why?
APPENDIX B
Interview Consent Form
LANGUAGE AND CULTURAL IDENTITY: FILIPINO AS NATIONAL LANGUAGE AND
ITS IMPLICATIONS ON NATIONALISM
John Lawrence Emata, Christine Mae Mejorada, Neil Policarpio, Lady Mher Ricasio
Polytechnic University of Philippines
The interview is an essential part of the undergraduate thesis mentioned above.
The interview attempts to gather the perception of native language speakers with regards
to Filipino and how the language creates Filipino national identity. The interview will take
approximately thirty minutes. We don’t anticipate that there are any risks associated with
Page 69
your participation, but you have the right to stop the interview or withdraw from the
research at any time.
Thank you for agreeing to be interviewed as part of the above research project.
This consent form is necessary for us to ensure that you understand the purpose of your
involvement and that you agree to the conditions of your participation. Would you therefore
read the accompanying information sheet and then sign this form to certify that you
approve the following:
 The interview will be recorded and a transcript will be produced
 You will be sent the transcript and given the opportunity to correct any factual
errors
 The transcript of the interview will be analyzed by the researchers
 Access to the interview transcript will be limited to the researchers and academic
colleagues and researchers with whom he might collaborate as part of the
research process
 The actual recording will be destroyed once the research is done
If you agree at the aforementioned terms, kindly put your name and signature at
the next page. Thank you for your consideration.
Researchers’ Signature:
____________________ ____________________
John Lawrence Emata Christine Mae Mejorada
____________________ ____________________
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Neil Policarpio Lady Mher Ricasio
Noted by:
_____________________
Prof. Ferdinand L. La Puebla
Thesis Adviser
APPENDIX C
Calendar of Activities
Date Activity
April 18 and 19, 2018 Thesis Workshop
2nd week of May Searched for literature and sources for the proposed
topic
3rd week of May Accomplished Chapters 1 and 2
4th week of May Accomplished Chapter 3
1st week of June Finalize Chapters 1-3 for the title defense
June 4, 2018 Title Defense
2nd week of June Finished the minor revisions of Chapters 1-3
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3rd and 4th week of June Looked for additional sources and literatures
1st week of July Format the finalized Chapters 1-3 using the standards
set by the PUP
2nd week of July Submit Chapters 1-3, preliminaries, instruments and
appendices
3rd week of July Accomplished minor revisions
4th week of July Looked for prospective interviewees that fit the criteria
1st week of August Conducted the first set of interviews
2nd week of August Transcribed the first set of interviews
3rd week of August Conducted the second set of interviews
4th week of August Transcribed the second set of interviews
1st week of September Tabulated collected data from the interviews
2nd week of September Accomplished Chapter 4 (results and discussion)
3rd week of September Finish Chapter 5 (Summary of Findings, Conclusion,
and Recommendation)
4th week of September Submit thesis for review
Page 72
APPENDIX D
List of Expenses
Amount Activity
₱240.00 Printing of Materials for Title Defense
₱300.00 Photocopying of Sources and Materials
₱4,500.00 Transportation (for defense, overnight studies,
interviews)
₱4,000.00 Food allowance (for defense, overnight studies,
interviews)
₱270.00 Printing for the Submission of Chapters 1-3,
Preliminaries, and Appendices
Page 73
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POLYTECHNI C UNIVERSI TY OF THE PHILIPPI NES

Republic of the Philippines

LANGUAGE AND IDENTITY: FILIPINO AS NATIONAL

In Partial Fulfillment of the Requirements for the Degree

EMATA, JOHN LAWRENCE S.

Philippine Copyright 2007

College of Political Science and Public Administration

Polytechnic University of the Philippines

This thesis/dissertation, LANGUAGE AND IDENTITY: FILIPINO AS NATIONAL

NAME OF EVALUATOR, PhD NAME OF EVALUATOR, DBA

NAME OF EVALUATOR, DBA

NAME OF PANEL CHAIR, Ph.D.

NAME OF PANEL MEMBER, Ph.d NAME OF PANEL MEMBER, Ph.d

Accepted in partial fulfillment of the requirements for the degree Bachelor in

NAME OF THE DEAN, DPA

Date of passing the Comprehensive Examinations ______ (if applicable)

Almighty for giving us the strength and ability to do work.

able to come up with this work.

research. We appreciate their cooperation and transparency on providing us information

that helped for the completion of this study.

to their home to do this research.

love, support and encouragement from them.

LANGUAGE AND IDENTITY: FILIPINO AS NATIONAL LANGUAGE AND ITS

IMPLICATIONS ON NATIONALISM for the degree Bachelor in Political Science at the

and acknowledgment were made.

JOHN LAWRENCE EMATA

CHRISTINE MAE MEJORADA

LADY MHER RICASIO

Date Signed (date, month, year)

Title : Language and Identity: Filipino as National Language

Degree : Bachelor in Political Science

Institution : Polytechnic University of the Philippines

Name of Adviser : Prof. Ferdinand L. La Puebla

This study attempted to know if the establishment and usage of a national

The Problem and its Background

Background of the Study 2

Statement of the Problem 5

Significance of the Study 6

Assumption of the Study 11

Scope and Limitations 12

Review of Related Literature

Language and its Uses 15

Defining National Language 17

Language and National Identity 18

National Language of the Philippines—Filipino 22

Data Collection Methods 26

Data Collection Procedure 29

A Information Sheet and Interview Questionnaire 37

B Audio Recording Consent Form 39

Number Title Page

1 Conceptual Framework of the Study “Language and Identity: 9

The Filipino as National Language and its Implications on

2 Miles & Huberman (1994) Model for the Thematic Analysis 29

3 Demographic information of the participants

THE PROBLEM AND ITS BACKGROUND

Language was continuously being utilized in promoting nationalism and creating a

country’s identity. It defined national identity, unified communities, and forwarded

influenced by the French Revolution.

mono-ethnic societies. European countries usually a common direction forged through

similarity of ethnicity, culture and tradition (Gill, 2014).

when placed in the context of multi-ethnic and post-colonial societies. In multilingual

among multi-ethnic and post-colonial societies. Instead, it is the sentiments of dialect-

speakers and the sense of identity attached to their language.