CRISSEL R.

ANTHONY LANGUAGE, CULTURE AND SOCIETY

2BSED MAAM LORETA YARTE

ASSIGNMENT NO. 1

Research on the following:

1. Dialect
2. Sociolect
3. Register
4. Multilingualism
5. Language Policy

Answer:

1. DIALECT
 It refers to the variations of a language as “Anyone language (such as English) is not used in an identical
way by all its speakers.” (Janet & Grace,2014, p39)
 A dialect is a variety of language that has characteristics of vocabulary, grammar, and pronunciation that
are different from other varieties.

2. SOCIOLECT
 The variant of language used by social group such as a socioeconomic class, an ethnic group, an age group,
etc.
 This is the way we speak that is individual to a social group. It may have features that cross the linguistic
methods. For example: Lexical choice, grammar, phonology (pronunciation)
 Most people use several different sociolects. For example: Occupational groups, friendship groups, family
groups, cultural groups etc.
 “Social dialect or sociolect is a dialect that concerns with the social status and class.” (D. Kastrati,2017, p4)

Language Variations in Sociolinguistics

a) Vernacular
 It is a language spoken rather than written formally by a group of people who have the
same profession, live in the same region and country.
 It describes everyday language that is used by people.
b) Slang
 Slang is a vernacular language of a particular group such as youth sub-culture who they use
slang in hip-hop, when they want to sound more unique and completely different from
people surrounding them.
 Slangs are completely informal and must always be avoided in formal writing.
 Slang is an informal nonstandard variety of speech that is characterized by the change of
words and phrases immediately.
c) Jargon
 Jargon is language that is used by a particular group or profession.
 Jargon can be used to describe correctly technical language in a positive way as well as
describes language which is obscure, technical in a negative way.
 Jargon has its own vocabulary and it is widely used in an area of study, a specific career
which share the same profession.
3. REGISTER
 It is defined as the way a speaker uses language differently in different circumstances.
 Registers are marked by a variety of specialized vocabulary and turns of phrases, colloquialisms and the use
of jargon, and a difference in intonation and pace.
 Registers are used in all forms of communication, including written, spoken, and signed. Depending on
grammar, syntax, and tone, the register may be extremely rigid or very intimate.

Types of Linguistics Register

a. Frozen
 the static register because it refers to historic language or communication that is
intended to remain unchanged, like a constitution or prayer.
Examples: The Bible, the United States Constitution, the Bhagavad Gita, "Romeo and
Juliet."
b. Formal
 Less rigid but still constrained, the formal register is used in professional, academic, or
legal settings where communication is expected to be respectful, uninterrupted, and
restrained. Slang is never used, and contractions are rare.
Examples: a TED talk, a business presentation, the Encyclopedia Britannica, "Gray's
Anatomy," by Henry Gray.
c. Consultative
 People use this register often in conversation when they're speaking with someone
who has specialized knowledge or who is offering advice. Tone is often respectful (use
of courtesy titles) but may be more casual if the relationship is longstanding or friendly
(a family doctor.) Slang is sometimes used; people may pause or interrupt one another.
Examples: the local TV news broadcast, an annual physical, a service provider like a
plumber.
d. Casual
 This is the register people use when they're with friends, close acquaintances and co-
workers, and family. It's probably the one you think of when you consider how you talk
with other people, often in a group setting. Use of slang, contractions, and vernacular
grammar is all common, and people may also use expletives or off-color language in
some settings. Examples: a birthday party, a backyard barbecue.
e. Intimate
 Linguists say this register is reserved for special occasions, usually between only two
people and often in private. Intimate language may be something as simple as an inside
joke between two college friends or a word whispered in a lover's ear.

4. MULTILINGUALISM
 Multilingualism is the ability of an individual speaker or a community of speakers to communicate
effectively in three or more languages. Contrast with monolingualism, the ability to use only one language.
 A person who can speak multiple languages is known as a polyglot or a multilingual. (R. Nordquist,2019)

Types of Multilingualism
a. Addictive
 Learning second language does not interfere with the first language.

b. Subtractive
 Learning of second language does interfere (replaces) with the first language.
 5. LANGUAGE POLICY
 A language policy is a body of ideas, laws, regulations, rules and practices intended to achieve the planned
language change in the societies, group or system. (Kaplan and Baldauf 1997: xi)

Language Policies in the Philippines

1. SPANISH COLONIZATION
 Romanized Letters were introduced
 The Decree in 1550- issued by Carlos I in Valladolid in 1550 (June7) and reissued in July 17. It demanded the
teaching of Castillian in the Spanish colonies which was issued before the colonization of the Philippines.
 Instructions in 1596- The king of Spain (Felipe II) sent to Tello, Governor of the Philippines colony, an
instruction which stated that learning the indigenous languages by the friars was inadequate for
missionary, instead the friars should teach Spanish to natives.
 The Decree in 1603- the above two decrees required the teaching of the Spanish language, but at the same
time the Crown government demanded of friars to learn indigenous languages probably because some
friars were reluctant or incompetent to master the indigenous language.
 The Decree in 1686- Carlos II issued a decree in which he complained that former decrees (issued in 1550,
1634 an d1636) had not been observed and stated there would be punishment if not observed.
 The Decree in 1792- A similar type of decree was issued by Carlos IV in which he evoked the previous
decrees (May 10,1770; November 28,1772; November 24,1774)

In compliance with the decrees issued by the home government, the colonial government also issued several laws
concerning languages policies. Compared to the royal decrees, those laws presented more concrete methods. But they
were equally ignored by friars.

 The Ordinance 1768- Governor Solis issued the following law on October 19,1752, later it became
Ordinance 52 in 1768. This ordinance asked the establishment of schools and prohibited any other
language than Spanish in schools. It stated that official jobs could be given to those speaking Spanish as an
incentive to learning of Spanish.
 Education Act in 1863- prescribed that Spanish was to be the sole medium of instruction in order to
facilitate the need to learn Spanish, so that literacy in Spanish appeared to be major purpose of the
curriculum. To this end, the decree provided that natives who could not speak, read and write Spanish five
years after its issuance were not be permitted to hold salaried government positions. This was the major
motivation to induce he Filipinos to study the language.

2. EDUCATION UNDER THE AMERICANS

 After the Spanish-American War, the US Government sent the Thomasites to the Philippines. They made it
point to teach English to the Filipinos.
3. EDUCATION UNDER THE COMMONWEALTH
 An organized effort to develop a common national language was stared in compliance with the mandate of
the 1935 constitution.
 To help counteract the American cultural influence among the Filipinos, President Quezon greatly
encouraged the revival of native culture as well as desirable Filipino values (Code of Ethics)
4. EDUCATION UNDER JAPANESE
 Nippongo and Culture were aggressively propagated. They were offered as compulsory courses in schools
and were included in the civil service tests.
 The Commander-in-chief of the Japanese Imperial Forces ordered the prohibition of the use of English and
the Filipino people’s reliance upon Western nations particularly the United States and Great Britain.
 The Filipino language bloomed. It was used as the official language of the country in teaching Philippine
History and Character Education (Executive Order No.10 signed by Pres. Laurel)
5. ARTICLE XIV, Sec. 6 and 7 of the 1987 Constitution of the Republic of the Philippines
 Provided the legal basis for the various language policies that are being implemented in the country
 Resolved the issue on what the national language is, since the 1935 and 1973 Philippine Charters were not
clear about this.
6. The Philippines Bilingual Education Policy (BEP)
 Promulgated by DECS in accordance to the 1987 Constitution and a declared policy of the National Board of
Education on bilingualism Consistent with the 1987 constitutional mandate and a declared policy of the
National Board of Education (NBE) on bilingualism in the schools (NBE Resolution No. 73-7, s. 1973)
 It was first implemented in 1974 when DECS issued Dept. Order No. 25, s. 1974 titled, “Implementing
Guidelines for the Policy on Bilingual Education”
 Bilingual Education in the Philippines is defined operationally as the separate use of the Filipino and English
as the media of instruction in specific subject areas. Filipino is used as medium of instruction in studies
/social sciences, MAPEH, home economics, practical arts and character education. English on the other hand
is allocated to science, mathematics and technology subjects.
 Aims at the achievement of competence in both Filipino and English at the National level, through the
teaching of both languages and their use as media of instruction at all levels.
 Regional languages shall be used as auxiliary languages in Grades I and II.

The Goals of the Bilingual Education Policy

1. Enhanced learning through two languages to achieve quality education as called for by the 1987
Constitution;
2. The propagation of Filipino as a language of literacy
3. The development of Filipino as a linguistic symbol of national unity and identity
4. The cultivation and elaboration of Filipino as a language of scholarly discourse, that is to say its
continuing intellectualization; and
5. The maintenance of English as an international language for the Philippines and as a non-exclusive
language of science and technology.
7. Executive Order No. 335
 Signed by then Pres. Corazon Aquino on August 25,1988
 It enjoined all departments/bureaus/offices/agencies/instrumentalities of the government to take such
steps as are necessary for the purpose of using the Filipino language in official transactions, communications
and correspondence.
 It was issued on the beliefs that the use of Filipino in official transactions, communications and
correspondence in government offices will result to a greater understanding and appreciation of
government programs, projects and activities throughout the country, thereby serving as an instrument of
unity and peace for national progress.
8. The Language Policy of the Commission on Higher Education
 In 1994, Republic Act No. 7722also called as the “Higher Education Act of 1994”, creating the Commission on
Higher Education (CHED) was signed.
 CHED shall be independent and separate from the DECS and attached to the Office of the President for
administrative purposes only. Its coverage shall be both public the private institutions of higher education as
well as degree-granting programs in all post-secondary educational institutions, public and private.
 CHED updated the General Education Curriculum (GEC) or tertiary courses leading to an initial bachelor’s
degree covering four (4) curriculum years. This was done to make the curriculum more responsive to the
demands of the next millennium.
9. K-12 program and the Mother Tongue-Based Multilingual Education (MTB MLE)
 The K-12 program sought to build proficiency through language via MTB MLE, introduced in 2012. The
mother tongue or first language refers to languages or dialects first learned by a child and with which the
child identifies with.
  Kindergarten-Grade 3- Mother Tongue is the medium of instruction
 Grade 1- Filipino and English will be taught as subject areas.
 Grades 4-6 -mother tongue transition program in which English and Filipino are introduced as media of
instruction.
 Junior High School and Senior High School – English and Filipino will become the primary languages of
instruction.

UPDATED (02/21/1997)

House Bill No. 5091 “An Act to Strengthen and Enhance the Use of English as the Medium of Instruction in the
Educational System”

 Former President and Pampanga Rep. Gloria Macapagal Arroyo wants to strengthen and enhance the
use of the English language as the medium of instruction (MOI) in the educational system, from the
preschool to the tertiary level.
 Under House Bill No. 5091, English shall be taught as second language, starting with the First Grade and
shall be used as the MOI for English, Mathematics and Science from at least the Third-Grade level.
 But , the Filipino language shall continue to be the medium of instruction in the learning areas of
Filipino and Araling Panlipunan, according to the bill.

Reference:
 Janet. F., Grace. O. (2014). Language, literacy and early childhood education/ Janet Fellows, Grace Oakley
(2nd ed.). Australia, VIC: Oxford University Press.
 Denis Kastrati (2017). Sociolects. Language Variations in Sociolinguistics/English Language and Literature
Studies; Retrieved from: https://www.grin.com/document/585246
 Richard Nordquist (2019). What is Register in Linguistics; Retrieved from:
https://www.thoughtco.com/register-language-style-1692038
 Richard Nordquist (2019). What is Multilingualism?;
Retrieved from: https://www.thoughtco.com/what-is-multilingualism-1691331#:~:text=Multilingualism
%20is%20the%20ability%20of,a%20polyglot%20or%20a%20multilingual.
 David C. Johnson (2013) What is Language Policy? Retrieved from:
https://link.springer.com/chapter/10.1057%2F9781137316202_1
