POST-WAR DEVELOPMENTS (1946– 1980)

The main characteristic of the period from the late 1940s to the 1960s was the introduction of the
Teaching of English as a Second Language approach, based on the technology learned by the American
structuralist linguists in teaching foreign languages to Americans during World War II.

The same techniques and approaches were adopted for the teaching of English as a second language. It
was then incorporated into a theory, a psychology, and a set of practices and materials (a methodology)
introduced in the Philippines initially by Clifford Prator of UCLA. This was spread systemically as a result
of the establishment of the Philippine Center for Language Study with funding from the Rockefeller
Foundation at the Department of Education (later at Philippine Normal College and an institution
supported by the Ford Foundation).

THE LINGUISTIC REPERTOIRE OF THE FILIPINO

As far as prehistory is concerned, the inhabitants of this archipelago have been multilingual, speaking
their local vernaculars but likewise speaking a regional lingua franca, which allowed intertribal
communication.

With the coming of the Spaniards, the elites especially of Manila and the main urban centers began to
add Spanish to their repertoire. With the Americans, still another foreign language was added, English.

With the development of the national language beginning in 1937, the use of Tagalog, renamed Pilipino
and later Filipino, became widespread so that the latest census (National Statistics Office, 2000)
indicates that more than 85% of Filipinos now speak at least a colloquial variety of this language or what
we in psycholinguistic terminology would call Basic Interpersonal Communicative Skills (BICS

The stable domains of English continue to be higher education, business transactions in multinational
and internationally oriented companies, diplomacy and international relations, and as a global lingua
franca for relations with the world.

The work of Chaplain McKinnon and his initial group of soldier-teachers of English began a process,
which eventually resulted in the creation of a new variety of English which has by now become a
permanent feature of the communicative repertoire and culture of the Filipino.

ENGLISH-BASED CREOLE LANGUAGES

An English-based creole language (often shortened to English creole) is a creole language derived from
the English language – i.e., for which English is the lexifier. Most English creoles were formed in British
colonies, following the great expansion of British naval military power and trade in the 17th, 18th and
19th centuries.

It is disputed to what extent the various English-based creoles of the world share a common origin. The
monogenesis hypothesis (Hancock 1969, Gilman 1978) posits that a single language, commonly called
proto–Pidgin English, spoken along the West African coast in the early sixteenth century, was ancestral
to most or all of the Atlantic creoles (the English creoles of both West Africa and the Americas).

LIST

Southeast Asian
 Manglish: An English based creole spoken in Malaysia.
 Singlish: A language spoken in Singapore that includes elements of various Chinese languages,
Malay and a host of others that are spoken on the island nation.
 Taglish: An English based mesolect creole spoken in the Philippines.