CHAPTER 2 Current Trends and Issues in Language

LESSON 3 Language Issues

Breaking down the dilemma: English vs Filipino vs Kiniray-a

English was originally the

language of England, but through
the historical efforts of the British
Empire it has become the primary or
secondary language of many former
British colonies such as the United
States, Canada, Australia, and India.
Currently, English is the primary
language of not only countries
actively touched by British
imperialism, but also many business
and cultural spheres dominated by
those countries. It is the language of
Hollywood and the language of
international banking and business.
As such, it is a useful and even
necessary language to know.
Meanwhile, Tagalog
pronounced (ta-Ga-log) serves as
the basis of the Filipino language, the national language of the Philippines. The two
languages are basically identical. However, there is a significant political and social
history that underlies the reasons for differentiating between Tagalog and Filipino. The
current constitution of the Philippines maintains that Filipino is the country’s national
language. Today, Filipino is considered the proper term for the language of the
Philippines, especially by Filipino-speakers who are not of Tagalog origin. Many Filipino-
speakers acknowledge Filipino roots by referring to the Filipino language as “Tagalog-
based.”
Kinaray-a on the other hand is a member of the Visayan branch of the Philippine
language family. It is spoken mainly in the Province of Antique ( Probinsiya kang
Antique) in the Western Visayas region, and also in Iloilo and other parts of Panay
Island. In 1994 there were 380,000 Kinaray-a speakers. Other native names for the
language are Hamtikanon, Hinaraya, Binisaya nga Karay-a and Bisaya nga Kinaray-a.
As of 2015, there is an estimated 1,200,000 speakers of Kinaray-a with almost half of
them are from Antique and Iloilo provinces. It is one of the Bisayan languages, mainly
along with Aklanon/Malaynon, Capiznon and Hiligaynon.

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Now, at the end of this lesson, you should be able to:

1. Recognize the significance of English, Filipino and Kinaray-a; and
2. Identify meanings of terms that exist in socially developed languages.

MOTIVATION
Assume that you are going to introduce yourself in front of your classmates and your
teacher in the classroom by using these three languages:

KINARAY-A FILIPINO ENGLISH

What specific language you most preferred and comfortable to speak of?
(There’s no need to submit your answers.)

INPUT
Filipino is the amalgamation of all indigenous languages in the country and
serves as the national languages in the country and serves as the national language of
the country. Although not yet realized as a living language, it was legally acknowledged
as a future goal in the Bilingual Language Policy wherein Pilipino was changed to
Filipino by Congress during Aquino’s presidency, amid the contention by critics that it
was merely a renaming and not a true amalgam.
Tagalog language is the mother tongue
or vernacular of 25% of the population that
comprises the elite of the country. However,
the majority of Filipinos from all ethnicities
speak Tagalog as a second language due to
its use as the basis for the national language
of Filipino.
As English language evolved with
technology, it is a common dilemma of
Filipinos whether to take English terms as
they are or taking them in other way around
which most people do. Filipino language has
no standard mechanism or benchmark in
taking counterparts of most English terms
particularly in mixing the two languages in speech or presentation.
As a result then, English terms are forced to be applied/ said in Tagalog context.
The root word is used to be destroyed, lost, or disarranged; just like what happens to
the original “balarila” wherein root words of Tagalog terms are inserted with prefixes. It
would usually sounds inappropriate and funny sometime. Examples to wit:

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English Terms Tagalog Application

Print pri-nint
Photocopy pino-tocopy
Scan inis-can
Send si-nend
Text ti-next
Pass pi-nass
Click kli-nick
Copy ki-nopy
Suggestive approach to this dilemma is to use appropriate prefix in mixing
English terms to Tagalog conversation. Instead of destroying or disarrange the root
words , choosing the appropriate prefix from the option like “mag”, “nag”, “pina”,
“nina”, “gina”, “ni”, etc., may make it sound better or looks more appropriate.
Kinaray-a words have been incorporated together with their Filipino and English
words to enrich the understanding of the Filipinos in general with using this unique
language.

Difference:

Kinaray-a Filipino English

Abo abo ash
Abtik Laging handa quick/ready
Adlaw araw sun
Adobo nga baboy Adobong baboy Stir Fried pork
Ahos bawang garlic
alima kamay hands
Amargoso Ampalaya Bitter gourd
Anad Sanay used
Antepara Salamin sa mata eyeglasses
Anum anim six
Atay atay liver

The Kinaray-a sample Verb

English Kinaray-a
to bite kagat
to blow huyup
to breathe maginhawa
to burn sunugon
to buy bakal
to chew usang
to choose pili
to climb saka
to come maagto

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to cook luto
to count isip
to cry hibi
to cut, hack bis ak
to die, be dead mapatay
to dig kutkot
to dream madamgo
to drink inum
to eat kaun
to fall madagdag
to fear mahadluk There are some words in Filipino
to flow ílig that does not literally translate to
to fly malupad English like the words:
to hear mamati
to hide tago Kilig
to hit hampak Lihi
to hunt pangita
to kill patyon Pikon
to know, be knowledgeable mainaramən Gigil
to laugh kadlaw
to lie down mabatang Alimpungatan
to live, be alive mabuhi Usog
to open, uncover buksan
to plant tanum Pagpag
to say hambal, ku-un
to scratch karot
to see makita
to sew tahi
to shoot tiro
to sit mapungko
to sleep maturog
to sniff, smell masimhot
to spit dupla
to squeeze puga
to stab, pierce buno, sagap
to stand matindog
to steal mangawti
to suck suyup, supsup
to swell hubag
to swim malangoy
to think maminsar
to throw balang
to tie up, fasten bangut, higut
to turn maliso
to walk panaw
to vomit suka
to work manguma

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to yawn manguy ab

Tagalog-Kinaray-a-English Code Switching

In sociolinguistics a language may be referred to as a code. A code is a neutral
term which can be used to denote a language or a variety of language.
Code-switching is a linguistic phenomenon which occurs in multilingual speech
communities. The term describes the process in which a communicatively competent
multilingual speaker alternates or switches usually between two languages or language
varieties or codes during the same conversation.
In example (1), the speaker switches between two codes (Kinaray-a and English)
within a single sentence. This particular type of code-switching is also called intra-
sentential code-switching or code-mixing. Intra-sentential code-switching defines a
change from one code to another code across clauses (= inter-sentential code
switching). In example (2) the first clause is in English and the second in Spanish. The
linguistic result is a characteristic hybridization because of the mixing of linguistic
elements from two languages within the same sentence or clause.
Code-switching is often used as a superordinate term which also includes code-
mixing. While code-switching indicates the movement from one code to another in a
single interaction, code-mixing specifically designates a mixture between two codes.
This causes a state of hybridization which can make it difficult to identify which
language is actually being spoken.

Code-switching as described here is restricted to communicatively competent or

skilled bilinguals/multilinguals. It therefore needs to be distinguished from a mixture of
languages as performed by unskilled speakers who lack knowledge in a particular code.
For instance, language learners who are not yet fully competent tend to fill a lexical gap
in their knowledge of the target language (L2) with lexical elements from their native
language (L1) whilst speaking. These switches are motivated by a lack of knowledge in
vocabulary and are not defined as code-switching.
Codeswitching is the mixing of two or more language varieties within a single utt
erance or conversation. This phenomenon is the contributing factor why we have

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‘TagLish’ or ‘Kinaray-a-English’. With this unintended combination of languages, the

prominence of one language than the other is often confused. With today’s curriculum,
English language is the most prominent medium in instruction and switching to Kinaray-
a or Filpino is a reinforcement when explanations of concepts are not given ample
justice using English. Over time, English is preferred in the academe and in the working
industry, Filipino is a subject and a medium for that subject and a daily language
preference to Tagalog Regions, and Kinaray-a is a daily language preference in the
Province. Somehow, that concept creates a misconception that English, since universal
language, is superior. This is wrong.
English may be of great demand in the industry because of its global impact and
use but it does not cloak the significance and existence of other languages. Filipino is
the lingua franca that binds all the citizens of the Philippines and it should be learned
not as a third language. Learning it is preserving part of our culture and identity as
Filipinos. It is not only the people in Tagalog Region that should nurture and use it; we
as Filipino should all do. Moreover, Kinaray-a is our pride as Antiqueños. We consider it
as our identity and it is our first language. Children at an early age are chiselled to
become masters of the third language and not their first. This practice therefore
contributes to ambiguity when they attempt to comprehend Kinaray-a.
Everyone has the choice to perceive the importance and equality of the English,
Filipino and Kinaray-a. Neither one of them is superior. They all function on parallel
levels and deserve equal stance from those who use them.

Multilingualism in the workplace

Speaking multiple languages gives you a significant leg up on the competition in
many workplaces. As the Philippine population has become more culturally diverse,
workplaces have seen a rise in non-native Filipino speakers, which makes internal
communication more challenging. Companies also must have multilingual speakers to
address the needs of a multilingual customer base.

Better Pay. One of the greatest benefits of being multilingual at work is the
opportunity to earn more money, according to Christian Arno, founder of the
translation services company Lingo24. Companies that struggle to find enough
translation professionals to meet internal and customer needs realize they must
pay top dollar to beat out competitors for multilingual workers available. Once you
have a job, you can prove the value of your skills even more to earn raises and
bonuses.

Job Flexibility. Multilingualism gives you greater flexibility to move around in

different positions within an organization. In companies with diverse employees
and customers, you can combine your language abilities with other skills to go
after the jobs you want. If you have sales experience, for instance, you could look
into sales openings in customer markets where bilingual speakers are needed.
Arno points out that career opportunity such as translation, education and serving
as a tour guide give multilingual speakers a greater capacity to change careers
and workplaces more easily than English-only speakers. Global travel is another
opportunity available to people that speak multiple languages.

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Cognitive Development. One of the more interesting benefits of being

multilingual in the workplace comes from emerging studies of the brain. In a
March 2012 opinion piece in The New York Times, "The Benefits of Bilingualism,"
Yudhijit Bhattacharjee notes that scientists believe bilingualism increases
cognitive brain power and can protect against dementia and other diseases that
affect the brain later in life. The reasoning still is being studied, but the belief is
that because the brain must process two languages at once, bilingualism
improves the workers' cognitive problem-solving skills.

Skills Development. Multilingual speakers routinely strengthen complementary

workplace skills while using their language talents on the job -- such as
expanded vocabularies, better problem-solving skills, listening skills and
interpersonal skills. Multilingual workers also may get a chance to work with a lot
of people in a company they otherwise wouldn't interact with. This gives them a
chance to learn from mentors and role models who project other professional
qualities and traits.

Multilingualism in Education
A basic weakness is plaguing Philippine education. It is that many pupils do not
understand what their teacher is saying and therefore they cannot follow the lesson.
Why? Because the language in school is one they can hardly speak and understand. In
a hearing conducted on February 27, 2008 by the committee on basic education and
culture of the Philippine House of Representatives, various stakeholders in education
urged Congress to abandon moves to install English as the sole medium of instruction,
especially in the primary grades.
The Komisyon sa Wikang Filipino or KWF was one of these stakeholders. The
KWF suggested that a law be passed mandating the primary use of the learner’s first
language (L1 or mother tongue) from pre-school to grade 6, or at least up to grade 4.
In our proposal, Filipino and English should be taught at the elementary level but only
as separate subjects, and not as media of instruction.
Language-in-education policy in the Philippines Article XIV of the 1987 constitution
provides that:
For purposes of communication and instruction, the official languages of the
Philippines are Filipino and, until otherwise provided by law, English. The regional
languages are the auxiliary official languages in the regions and shall serve as auxiliary
media of instruction therein. In pursuit thereof, the Aquino government laid down in
1987 the Bilingual Education policy which called for:
• the use of English and Pilipino (changed to Filipino) as media of instruction from
Grade 1 onwards: English, in Science, Mathematics and English; and Filipino in Social

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Studies, Character Education, Work Education, Health Education and Physical

Education;
• the use of regional languages as auxiliary media of instruction as well as initial
languages for literacy (as spelled out in DECS Order No. 52) In 2003, the Arroyo
government issued Executive Order No. 210 with the avowed purpose of “(E)stablishing
the Policy to Strengthen the Use of the English Language as a Medium of Instruction.”
The order directed the following:
• English shall be taught as a second language, starting with Grade 1;
• English shall be the medium of instruction for English, Mathematics and Science from
at least Grade 3;
• English shall be the primary MOI in the secondary level, which means that the time
allotted for English in all learning areas shall not be less than 70%;
• Filipino shall continue to be the MOI for Filipino and social studies.
The desire to make classrooms enjoyable for children can work against education
if the fact that learning requires work is ignored. Cognitive development is a process,
and like other processes, requires both time and energy. Learning is rewarding and with
children, the effort alone is integral to developing the brain. Without challenges, the
brain will not master thinking processes (Nolasco, 2008).
Today, there is no denying the necessity of learning how to speak and write in
the English language, especially that it has become the language of globalization. The
Philippine government itself has made pronouncements with regards to the importance
of being good speakers of English in order for the Filipinos to be globally competitive.
This is done by the continuous use of English as the medium of instruction in schools
and by making it as the preferred language of communication.
Yes, it is important for the Filipinos to be able to communicate very well in
English. But, everyone who thinks of himself as Filipino has also the responsibility to
love the country of his birth and, naturally, his own language. It is only in their
language that the Filipinos are able to distinguish themselves from other peoples of
Asia, especially now that it is already possible to change the color of the skin and the
shape and features of the face. In a sense, it is only the language that seems to be the
remaining link to the Filipino spirit and his potential towards a lasting national identity.

ASSESSMENT
L3. Act.1. Answer the questions below:
1. Do you think one language should be superior over the others? (10pts)
2. How do you learn better: with one language or with multilanguage? (10pts)
Deadline: October 26, 2020
ENRICHMENT
L3. Act.2.To further appreciate multilingualism, please search the following on
YouTube:
1. Embracing Multilingualism and Eradicating Linguistic Bias/Karen Leung
(https://www.ted.com/tedx )

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2. The benefits of a bilingual brain – Mia Nacamulli (https://ed.ted.com )