The Removal of Filipino Language Learning in Higher Education: The

Perceptions of Second-Year College Students of Davao Oriental State

University

Proponents:

Miguel, Monday Mae A.

Suratwala, Yahya Shabbir T.

Comita, Mark Dave O.

Laurito, Adrian Alex M.

In Partial Fulfilment of the Subject

EL 110- Language Educational Research

Faculty of Teacher Education

April 12, 2023

 CHAPTER I

INTRODUCTION

Rationale

Language has always been a paramount key factor in communication.

However, it is not just a means of communication, it symbolizes the nation’s unity

and defines its identity and its people. It serves as a medium that flourishes

friendship, cultivates cultural ties and enriches economic relationships. The mother

tongue serves as a bridge that connects the different ethnicities all over a country

developing literacy, comprehensive dexterity and critical analysis.

With this in mind, one of the core disciplines that all students in the

Philippines are required to take is Filipino. There is no way around knowing about

this subject; it must be studied and learned from kindergarten through college. It

encompasses Filipino customs, values, and cultural practices. Even so, the Council

on Higher Education (CHED) intends to ban Filipino from tertiary education. The

lives of Filipinos were greatly impacted by this declaration, especially those of the

students and academics.

Like all languages, the Filipino language continues to grow under the

changing tides of time. It keeps on adapting and evolving to the trends all throughout

the world as new words are being added to the Filipino dictionary and several

variations of the language are born. The Filipino language is also used in different

subjects as a means to teach the topic to the students. Admittedly, some teachers

can't help but speak in Filipino despite teaching a subject that uses the English

language. Furthermore, it enables the students to easily understand and absorb the
lessons. The Filipino language allows a smooth and easy communication between

the students and teachers. Although there are some words that cannot be easily

translated in Filipino, the supporting details enables the students to provide a

meaning of their own understanding thus empowers them to comprehend its

significance and its gist.

The CHED aims to remove the subject in college affecting the students, as

well as, the Filipino teachers. This, in turn, affects the teachers financially for it

would lead to losing their jobs. CHED has listed probable solutions for the affected

teachers like giving them sufficient training to teach a new set of General Education

courses to evade the possible removal of their jobs. However, it impacts them as

mentors of their language and culture.

This issue not only affects the teachers because of the removal of the subject

in colleges. The idea of removing the subject of Filipino at Panitikan greatly affects

the country in all of its aspects. This is not only a single challenge regarding a

student’s education but it also involves the identity of a person as they grow up.

According to a news from ABS-CBN, Solicitor General Jose Calida agrees to

remove the Filipino at Panitikan. According to him, removing the Filipino at

Panitikan as a subject is reasonable and practical for it is already included in the K-

12 Basic Education Curriculum. Aside from this, the CHED has the authority to

decide which subjects can be included for the general curriculum.

Nevertheless, despite all of the ideas about removing the said subject, there

are many people against the notion. One of these are some students and teachers.

From Cabreza’s report in Tonite Abante, the students and teachers from the

University of the Philippines (UP) rallied inside the compound of the University of
the Philippines in Diliman, Quezon City. It was led by the Department of the

Filipino at Panitikan of the Philippines in General Education Curriculum in college.

Some student and teacher shared their opinions about removing the Filipino

at Panitikan as a subject. From Jaladoni’s report in ABS-CBN News, Ledesma, a

student, said that this subjects will mold them to become a global citizen and to be a

proud Filipino.

According to Dr. David Michael San Juan, coordinator of the Community

Engagement Filipino Department and professor at De La Salle University-Manila

(DLSU), the Filipino subject that is taught on Senior High School Students focuses

merely on writing while the Filipino subject in College focuses on writing as well as

reading. Moreover, the Filipino language was approved as the national language last

1935. It has not yet reached 100 years, yet the subject involved is wanted to be

excluded from the curriculum.

In addition, Marvin Lai, the chairman of the Department of Filipinology

from the Polytechnic University of the Philippines (PUP), said that the Filipino

teachers believed that the Filipino language is the language of intellectual people.

People will not be able to realize that the Filipino language is the key to shaping and

molding their understanding if they are not able to express their own selves using the

Filipino language. The general objective of this study is to explain, provide and

show the different perspectives of the teachers regarding the pending removal of the

Filipino at Panitikan subject in college in order to fully comprehend their opinion

about the issue. The overall purpose of the study is to make a conclusion concerning

the different sides of the teachers from their different point of views about the

pending removal of the subject Filipino at Panitikan in College.

Purpose of the Study

The purpose of this qualitative study is to discover the perceptions of second-

year college students enrolled in the courses of education at Davao Oriental State

University with regard to the removal of the Filipino Language subject from the

curriculum. Also, this study intends that readers and other students would deliberate

on the knowledge and experiences of the participants.

All in all, the reason why the researchers conducted this study was to

establish whether the decision of Higher Education to remove the subject from the

curriculum is a boon or a bane.

Research Questions

The proponents of this study want to delve into how second-year college

students of Davao Oriental State University perceive the removal of Filipino

Language Learning as part of their supposed college subject in the second semester.

The following questions will be asked:

1. What is the standpoint of the second-year college student regarding the

removal of the Filipino Language in College?

1.1. How would the removal of the filipino language subject affect the

identity and nationalistic values of the students?

2. What are the reasons why they choose to be on that standpoint whether

they are in favor or not in favor of the removal?

3. How would the removal of the Filipino Language subject from the

curriculum affect the scope or potential of their careers

Theoretical Lens/ Theoretical Framework

The theoretical framework of this study was drawn from the Common

Underlying Proficiency Model, Threshold Theory and Balance Theory.

The Common Underlying Model by Cummins discusses how a person may

learn and communicate well if they have established a third and fourth language and

have significantly improved their first and second language. In light of the fact that

"Filipino at Panitikan" will no longer be a required course in colleges and

universities in the researchers' nation, notably CHED, due to its repetitive lessons,

how can a person prepare for this? if they hadn't even mastered their own language,

could they learn another lexicon?

Figure 1. The Common Underlying Proficiency Model

The basic tenet of the theory presented above is that when students learn a

language, they build a bank of implicit metalinguistic information and abilities that

they may use to their advantage when they learn more languages. The basic

language support for the student's primary language and second language is provided

through this Common Underlying Proficiency any knowledge acquired in any

language would then be added to this bank and used as necessary across languages

(Cummins, 1980a, 1981a, as cited in Baker, 2011).

 Figure 2. The Threshold and Balance Theory

As biliteracy is a key objective of immersion programs—we want our

children to be literate in both languages and gain from being balanced bilinguals—

Cummins' Thresholds Theory (Baker, 2011) has substantial implications for these

programs. In essence, the idea has two thresholds. The first threshold establishes a

minimum standard that kids must meet in order to avoid bilingualism's drawbacks.

Children that have a limited command of both languages are below this level.

Children are proficient in one language between these two thresholds, but they are

not yet able to transfer their knowledge to the other. It's also vital to keep in mind

that "the simpler it will be to develop the second language, the more developed the

first language will be" (Baker, 2011, p. 169). On the other hand, achieving

bilingualism is more difficult the less proficient the first language is (Baker, 2011). A

second language can develop with the help of a strong first language. Above the

second threshold, there is a chance that age-appropriate levels of proficiency in both

languages will have favorable cognitive consequences. The impact that bilingualism

will have on the learner depends on how much French is mastered.

 According to Cummins' Threshold Theory, it is crucial for someone to

improve their first language so learning a second language won't be challenging in

the context mentioned above. It's likely that a person may struggle to learn a second

and third lexicon if their native language is less dexterous than their second or third.

A person must therefore become fluent in their native tongue.

Furthermore, Macnamara's (1966) Balancing Theory postulates that a person

has a limited capacity for language learning. The two (or more) languages that the

individual learns or is exposed to each contribute to this capacity. The bulk of these

people, it is thought, cannot develop the degree of linguistic proficiency often seen

in natural bilinguals. Also, the balancing theory's proponents assert that there is

sufficient data to demonstrate that bilingual people frequently fail to acquire the

dominant language, which is related to issues with academic achievement (Paul

150).

The models proposed by Cummins have had a significant impact on second

language acquisition and have served as the cornerstone of bilingual programs for

both hearing and deaf people (Paul 150). In other words, if first language skills are

not properly developed, the developmental interdependence model postulates that

the linguistic abilities previously acquired in the first language may affect the

prospective growth of abilities in the second language (Cummins, qtd. in Paul 151).

The acquisition of second language abilities is impeded. Low first-language

proficiency can so constrain the growth of the second language (Strong 117).

With this in mind, one must maintain balance when learning many

languages. An instance would be learning Korean and English. If a person does not

even speak their own language, it is impossible to conclude that their knowledge of
 languages is balanced. According to this idea, semilingualism is not a beneficial

trait. It is stated that when a certain component is out of balance, it will have a

negative effect or give a person a weak base of knowledge. In conclusion, the

balance hypothesis advocates having equal understanding of a certain concept. It

acts as the basis for each person's knowledge and aids in mind improvement.

Importance of the Study

This study will be conducted to explore the perception of second-year

college students on the removal of the Filipino subject specifically to those who are

enrolled in education courses. Thus, the results of this study will be a great benefit to

the following:

Students. This study may serve as an insightful study for anyone who

treasures language, particularly for those who typically study languages other than

our own. This will also enable us to recognize if eliminating Filipino language

instruction from higher education is either advantageous or disadvantageous to the

future careers of the students.

Teachers. This study can provide them with a plausible justification for the

removal of Filipino subjects by the government. Also, it can compel them to speak

up about how they feel about the removal of the Filipino topic because it would

eventually affect their teaching careers.

Government/Authorities. This study may thus encourage those who are on

the authority to take action on whatever will be the perceptions of students for the

betterment of their learning and the entire nation.

 Future Researchers. This research study might contribute as a knowledge

basis for future reference. As a result, new researchers can be inspired to do related

studies.

Scope and Limitation

This study primarily focuses on the presentation of the data that shows the

various points of view and perspectives of second-year college students on the

removal of the Filipino at Panitikan subject from the Tertiary Level of Education,

particularly in the courses of the Education Department.

This study is limited to ten (10) students from the second-year education

department. Students from this department and year level from Davao Oriental State

University were chosen due to the fact that they are directly involved with the

change in curriculum. Furthermore, the proponents want to delve into their opinions

and standpoint about the pending removal of the Filipino and Panitikan subject and

how they came up with the possible solution.

Definition of Terms

The following terms used in this qualitative study are conceptually and

operationally defined:

1) Bilingual is a person fluent in two languages.

2) CHEd (Commission on Higher Education) is a government agency

attached to the Office of the President of the Philippines for administrative

purposes. It covers public and private higher education institutions as well as

degree-granting programs in all post-secondary educational institutions in the

country.
3) College is a school offering a general liberal arts curriculum leading only to

a bachelor's degree.

4) Filipino language is the national language of the Philippines. Filipino is

also designated, along with English, as an official language of the country.

5) K-12 curriculum is a program or curriculum that covers Kindergarten and

12 years of basic education to provide sufficient time for mastery of concepts

and skills, develop lifelong learners, and prepare graduates for tertiary

education, middle-level skills development, employment, and

entrepreneurship.

6) Language is the system of communication used by a particular community

or country.

7) Lexicon is the vocabulary of a person, language, field, social class, branch

of knowledge, etc. In linguistics, a lexicon is a language's inventory of

lexemes.

8) Mother Tongue is the language that a person has grown up speaking from

early childhood.

9) Semilingualism is a phenomenon, which relates to under developing.

10) Senior High School refers to Grades 11 and 12 are the last two years of

the K-12 program that DepEd has been implementing since 2012. Students

begin to study in SHS the subjects that will introduce them to their preferred

career path.
 11) Theory is a well-substantiated explanation of some aspect of the natural

world, based on a body of facts that have been repeatedly confirmed through

observation and experiment.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter expresses the studies, articles, dissertations, literature, editorials,

and other materials and sources that have been printed or have not been published in

relation to the subject of investigation.

Grade 11 and 12 Filipino Subjects and Course Requirements

The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior

High School [SHS]) to provide sufficient time for mastery of concepts and skills,

develop lifelong learners, and prepare graduates for tertiary education, middle-level

skills development, employment, and entrepreneurship. (The K-12 Basic Education

Program. (About The K-12 Program, 2020).

The K–12 Education System, which enables the pupils to be college and job

ready, replaced the Basic Education Curriculum. The new curriculum places more

focus on the students' set of learning skills, attitude development, problem-solving

and analytical skills, and creativity than the old curriculum, which measured students'

knowledge through exams. Prior to the old curriculum, knowledge was prioritized

over the abilities needed to perform a job. (Sturgis, 2017).

The K–12 curriculum enables students to put the knowledge they have learned

into practice so that it becomes their set of skills for the benefit of their future and so

that they can be leaders and role models in their communities. It is crucial that they

make use of these abilities to deal with the issues and challenges they will face in life

and offer answers. The pupils will be more equipped to realize their goals in this way.

(Sturgis, 2017).

The K to 12 program promotes global competency by accelerating mutual

recognition of Filipino graduates and professionals in other countries. The new

curriculum allows students to choose between three tracks which are the Academic,

Technical-Vocational-Livelihood, and the Sports and Arts strand. It will also give

students opportunities to undergo immersions, have relevant exposure to a variety of

industries, and to have experience in their chosen track. Whereas the old curriculum

offers a broad and linear curriculum, it did not include enough practical applications

like the K-12 does. (K-12/Enderun Colleges, 2020).

Senior High School Curriculum

The accountancy, business, and management (ABM) strand, the humanities

and social sciences (HUMSS) strand, the science, technology, engineering, and

mathematics (STEM) strand, and the general academic strand are the four strands that

make up academic tracks. (GAS). The Technical-Vocational Livelihood Track

consists of four strands in total: Home Economics, Information and Communication

Technology, Agri-Fishery Arts, and Industrial Arts. Sports Track and Arts and Design

Track are divisions of the Sports and Arts Track, respectively. (Senior High School in

the Philippines: Curriculum Breakdown, 2017).

In terms of the college education system, the Senior High School Curriculum

is very similar to the previous curriculum because it comprises basic disciplines. The

general education (GE) courses that are taught during the first two years of college are

comparable to these fundamental subjects. Regardless of the course they choose,

students must take these subjects. The applied or contextualized coursework that

students take as part of their curriculum helps them focus on the particular

applications of certain disciplines in their chosen careers. All career paths include

Filipino as a subject, but there are minor variations owing to how each track is run.

Last is the specialized subjects. These subjects are unique to each track and strand

since it is dependent on the student’s choice. The curriculum also has 25 electives

where students of in the General Academic Strand (GAS) can choose the subjects

they will take. They can also personalize their Humanities and Social Sciences Strand

(HUMSS). (Senior High School in the Philippines: Curriculum Breakdown, 2017).

Course Requirements

Regardless of their majors, all students are required to complete the core

curriculum. It may initially appear futile to study the topics listed below. In reality, it

consumes the time of the pupils. They study general knowledge that they should know
while in high school rather than classes related to their intended job route. A high

school diploma does not necessarily imply that the recipient is well educated, though.

(Buzzell, 2017).

It deprives students of fundamental knowledge if broad education is not

taught. knowledge of the common information that is taught in basic classes,

regardless of the selected major, stimulates socializing and camaraderie on campus

and helps students improve in their areas of weakness. In reality, the students won't

simply be experts in their field of study; they'll also at least be informed in other

fields. Since it is improbable to perceive and comprehend the world by studying one

or two academic disciplines, this will give the pupils the means to comprehend the

complex world they are in. Just as science majors need humanities class to improve

their communication skills in making proposals for an example, humanities majors

need science class to understand the basic scientific principles to understand how

science affects everyday life since the world relies on technology. (Buzzell, 2017).

It could appear futile at first to study things unrelated to the student's chosen

major. Both their best and least liked classes are chosen by students. They are

essentially forced by the curriculum to learn and study things they don't really

particularly like or excel in. Many people, however, find that the method opens their

eyes to a talent or interest they had not previously considered. (Buzzell, 2017)

Some students are given the opportunity to choose their major and purchase

time by completing the fundamental requirements. Not everyone has thought out their

future plans in detail and made up their minds about what they want to do, particularly

those who frequently change their minds and hesitate to continue their present chosen

major. They gain from this method because it allows students to explore and get a
peek of the various topics a major will concentrate on. The students will learn what

they like and dislike, what they are good at and what they struggle with by taking a

variety of classes in several departments, which helps them choose the correct major.

(Buzzell, 2017)

Another advantage is that it fosters harmony among college students.

Regardless of their majors or whether they are upperclassmen or lowerclassmen,

classmates will assist one another if they have a common understanding of the

situation. Meeting people outside of one's major will be simpler due to the students'

similar experiences. A student will be able to assist someone who is having trouble

with one subject and then do the same with another, and vice versa. Each of them will

be able to offer a unique perspective and an unconventional thought to aid in a deeper

understanding of the topic. In essence, it encourages interaction and conversation.

(Buzzell, 2017).

As the globe develops, many new industries are discovered and specialized in.

As a result, majors change over time as a result of the tides of history. As bodies of

knowledge grow over time, man tries to keep up in order to advance. When choosing

a college major, one must assess their own characteristics, abilities, knowledge, and

skills, as well as their strengths and limitations. The student should select the option

that best suits him or her. A major where the student may best showcase their talents

in order for their work to be reputable, draw potential employers, and open up new

chances. (Moldoff, 2014)

According to the revised general education curriculum, new college courses

have been introduced by the Commission on Higher Education (CHEd). There are

now 36 units instead of the previous 63 units for programs in the humanities and
social sciences and 51 units for those in science, technology, engineering, and math.

The only Filipino-related studies included in the new general curriculum are the three-

unit Readings in Philippine History Core Subject and the three-unit Life and Works of

Rizal Mandatory Subject (Geronimo, 2014). (Geronimo, 2014)

Because of the K–12 curriculum, the teaching of Filipino at Panitikan has

trasnfered to the additional two years, or senior high school, along with other remedial

courses in Filipino, English, Literature, Math, Natural Sciences, Humanities, and

Social Sciences (Geronimo, 2014).

Reasons for the Removal of the Filipino Subject

There have been several arguments made for why it is important and necessary

to remove the Filipino at Panitikan subject from tertiary-level instruction. The pupils'

recurrent or duplicated study of the Filipino subject during their General Education

is one of the main causes (Tomacruz, 2018). Having learned so many things the hard

way, the Commission on Higher Education (CHEd) thinks in order to rationalize the

K-12 program, CHEd would demote the Filipino and Panitikan subject to only be in

Senior High School. This is because the Filipino subject is widely and frequently

discussed throughout the General Education (Cruz, 2014).

The general education requirement at the tertiary level would be reduced to a

minimum of 36 units, according to CHEd, with people able to enroll in units under

their desired or specialized courses and concentrate on interdisciplinary studies as a

result of the removal or demotion of the Filipino at Panitikan subject in college

(Aning, Torres, & Tupas, 2018).

 “After the Commission on Higher Education (CHED) proposed Memorandum

Order (CMO) No. 20, Series of 2013, past and contemporary language concerns in

the nation have consequently become the focus of popular discussions. The

aforementioned memorandum seeks to eliminate Filipino as a college-level topic that

would be taught as a part of the new General Education Curriculum (GEC)”

(Madriaga, 2017).

CHEd Memorandum Order

The General Education Curriculum: Holistic Understandings, Intellectual and

Civic Competencies was implemented in 2013 by the Commission on Higher

Education (CHEd). This memo stated that the subject Filipino would no longer be

taught in colleg because it was already part of the K–12 program that was already in

place. It also stated that the General Education Course (GEC) would be used to impart

knowledge to students in Grades 11 and 12. Given this, students would refocus on

their individual fields or tracks. (General Education Curriculum: Holistic

Understandings, Intellectual and Civic Movements, 2013).

The subject Filipino, which is a core subject in the tertiary old curriculum, was

not included as a core subject in the new one. According to Cruz (2015), the

Commission on Higher Education (CHED) decided to remove the subject as a core

subject since it would be taught during the added two years of Senior High School.

Cruz added that the decision was due to Filipino's non-inclusion in college admission

testing, which made Filipino a non-core subject that would provide extra time for

students to tackle other facets or body of knowledge.

 The alliance known as Alyansa ng mga Tagapagtanggol ng Wikang Filipino

(Tanggol Wika) was established in response to the aforementioned adoption of the

Memorandum Order in an effort to safeguard language-related subjects from the

impending elimination from tertiary-level education. (Buan, 2018).

Additionally, on November 26, 2018, a group of academics, pupils, writers,

and cultural workers known as Tanggol Wika (Defend Our Language) submitted a

motion to the high court asking for a reconsideration. They issue a warning that the

curriculum modifications may result in the dismissal of 10,000 teachers. (Mongaya,

2018).

In a March 30 letter to the Ched, some 300 teachers from various universities

signed in protest against the removal of Filipino from the new curriculum. These

included teachers from DLSU-Manila, Unibersidad ng Santo Tomas (UST),

Philippine Normal University (PNU), DLSU-Dasmariñas, Manila Tytana Colleges,

UP Diliman, Pamantasan ng Lungsod ng Pasig, Malayan Colleges Laguna,

Polytechnic University of the Philippines (PUP), De La Salle-College of St. Benilde

(DLS-CSB), University of the East (UE), Colegio de San Juan de Letran, St. Mary’s

Academy of Caloocan City, Bagumbayan National High School, Signal Village

National High School, Iloilo State College of Fisheries, University of San Jose-

Recoletos, University of Perpetual Help-System, Bagong Silangan High School, Saint

Joseph College-Maasin City, Palawan State University, Elite International School-

Riyadh, Saudi Arabia, De La Salle Araneta University, Pasig Catholic College, City of

Bogo Science and Arts Academy, Gregorio del Pilar Elementary School, F. Benitez

Elementary School, R. Palma Elementary School, A. Regidor Elementary School,

Mambajog Elementary School, Bon-ot Big Elementary School, St. Paul College-

Pasig, Justice Emilio Angeles Gancangco Memorial High School, Bataan Peninsula
State University, Mapua Institute of Technology, Assumption-Antipolo, St.

Scholastica’s Academy-Marikina, Taguig City University, Colegio San Agustin-

Makati, Marinduque State College, Pamantasan ng Cabuyao-Laguna, Miriam College,

St. Paul College of Parañaque, Misamis University, Anawahay National High School,

Rizal Technological University, Southern Christian College, Mater Dei Academy,

Central Mindanao University, and the Alpha Angelicum Academy. (Silverio, 2014).

Motion for Reconsideration

Despite the fact that the CHEd carried out the 2013 Memorandum Order that

directs the the Supreme Court swiftly filed a 2015 Temporary Restraining Order,

which temporarily stopped the removal and halted the aforementioned Memorandum

Order, protecting the Filipino subjects by delaying the removal of native-language-

related college courses. (Tomacruz, 2018).

Despite filing the 2015 TRO, the SC recently lifted it in 2018, causing unrest

within the Tanggol Wika. The alliance claimed that the allegations made by the CHEd

regarding repeated lessons were 30 percent false and that Filipino subjects were

crucial for developing the cognitive thinking of Filipinos in order for them to use their

own language (Aning, Torres-Tupas, 2018).

Consequently, Prospero De Vera III, the chair of CHEd, is unable to

completely implement the memorandum Order as a result of the G.R. No. 217451

Motion for Reconsideration, therefore CHEd respects the ruling and will hold off on

making a decision until the Supreme Court rules (Tomacruz, 2018).

Advantages and Disadvantages of Removing Language-Related Subjects

 Advantages:

Less Units

The technical usage of a language is not necessary for today's generation, thus

people can substitute skill-related courses instead. If language-related classes are

eliminated, college students can concentrate more on interdisciplinary studies

relating to the specific course they are taking because their schedules will be clear of

subjects that are covered during the extra two years of senior high school (Buzzell,

2017).

If learning technical English topics is essential, it can be challenging. One

might put a lot of effort into learning English if they are just fluent in their mother

tongue. If the language-related subjects, with the exception of English, are eliminated,

a person will become more fluent in English since they can concentrate on only one

language, which will open up better chances both inside and beyond the nation

(Viswanathan, 2014).

The kids would struggle to learn material that wasn't linked to their

multidisciplinary studies since they believed they wouldn't use it much in terms of

their careers. As a result, this would support emphasizing the specialty subject in a

particular course (Tomacruz, 2018).

Downside of the Removal:

Loss of Jobs
 Numerous schools and colleges will lose thousands of teachers and professors

as a result. As a result of the curriculum change, they can lose their jobs. If not, it

can still lead to a lower wage and increased work for them (Ong, 2018). However,

some instructors are eager to go through training in order to teach new courses in

senior high school because most teachers consider it as a chance to expand their

knowledge and abilities in the classroom (Espinoza, Jornales and Tulabing, 2015).

San Juan thought it was a concern since it would need teachers to undergo extensive

retraining, which would take time and effort (Ong, 2018). For San Juan, the teachers

and professors felt that their efforts in mastering and understanding the subject in

depth in order to effectively teach to the youth had been in vain (Ong, 2018).

Loss of Identity and Culture

One of the things that characterizes a nation is its language. Speaking a

language entail respecting and conserving the information and rich culture it is being

passed through the speakers. The wisdom that underlies knowledge, communal

knowledge, and distinctive ideology could all be lost along with native cultural

expression if language faces decline or extinction (The Importance of Preserving and

Promoting Languages: A Liberal Arts Perspective, 2017).

“A language is not made up of just one thing, either. Numerous dialects are

used to combine certain languages. These are still distinctive in their own right

because while having a similar spelling, some of these languages or dialects do not

share vocabulary and are incomprehensible to one another. Therefore, the world

wouldn't be rich in tradition and culture. As a result, this loss has an impact on
humanity as well as the community” (The Importance of Preserving and Promoting

Languages: A Liberal Arts Perspective, 2017).

Medium of Instruction

According to Viswanathan (2014), using students' native tongues in the

classroom helps them learn better by enabling them to comprehend context that is

written in a foreign language. The pupils and instructor would misunderstand each

other and become confused if the mother tongue were not spoken. A person can learn

a lot and permanently imprint the information in their memory if they diligently study

it.

All of the knowledge imparted to students during their high school years was

merely an introduction to the material; people need work hard to develop their

cognitive thinking. People would not be aware of different cultures if it were ever

gone. There are more nuances to the Filipino tongue that call for a high level of skill

to understand (Emocling, 2017).

Learning about Filipino-related topics will increase one's ability to

constructing a grammar correctly at the tertiary level gives people the education they

need to expand their understanding of concepts. According to a survey, young people

nowadays are unable to construct good sentences. On social media, there are

individuals dubbed Grammar Nazis who are constantly commenting to correct others'

grammar, but when it comes to Filipino, the majority of people are not even aware of

the distinction between ng and nang (Emocling, 2017).

Foreign Language as an Elective

Firstly, having a foreign language as an elective in the curriculum can help

students gain a greater understanding and appreciation of different cultures. This is

because language and culture are often intertwined and by studying a foreign

language, students can gain insight into the customs and traditions of that culture.

This appreciation for diversity can help to promote tolerance and understanding

among individuals from different backgrounds, an important skill in an increasingly

globalized world. Secondly, learning a foreign language can also provide valuable

economic opportunities. With the rise of globalization, many businesses today operate

on an international scale requiring individuals who have the skills and knowledge to

communicate effectively with clients and partners from different countries. By

learning a foreign language, students can equip themselves with the skills and

knowledge needed to succeed in a globalized workforce, making them more attractive

job candidates and increasing their chances of success in their careers.

Lastly, learning a foreign language can also be a great way for students to

improve their cognitive and academic skills. Research has shown that learning a

second language can help to improve memory, focus and critical thinking skills, all of

which are valuable skills in any academic or professional setting. As such,

incorporating foreign language as an elective in the curriculum can have numerous

benefits for students beyond just the ability to communicate in a different language

Additional Training for Teachers

 In recent years, the education system has undergone significant changes in

terms of curriculum and pedagogy. As a result, teachers are expected to continuously

update their knowledge and skills in order to remain effective in their profession. This

is where additional training for teachers comes in, which has become increasingly

important over the years. The willingness of teachers to undergo extra training is

crucial in ensuring their professional growth and development. As cited in the

research study conducted by Espinoza, Jornales and Tulabing (2015), teachers

recognize the importance of acquiring additional cognitive language and information

to effectively teach new subjects and lessons to their students. With this in mind,

teachers view additional training as an opportunity to sharpen their method of

teaching.

Moreover, through additional training, teachers gain new experiences that help

their pedagogical approach become more effective. This results in better educational

outcomes for the students, which is the ultimate goal of education. It is important to

note that teachers who undergo additional training are more likely to be successful in

their careers, and effectively help their students become globally competent and

competitive. The significance of additional training lies in its ability to teach and

adapt to the new General Education Curriculum. For instance, the Philippines’ K-12

program, launched in 2013, emphasizes the importance of producing globally

competitive students. This objective can only be achieved if teachers are equipped

with the necessary skills and knowledge to meet the demands of the new curriculum.

Additional training, therefore, plays a crucial role in helping teachers keep up

with the rapid changes in the education landscape. As new trends and technologies

emerge, it is important for teachers to be able to adapt, so they can continue to foster

the development of the students they teach. Another advantage of additional training
is the opportunity it provides for collaboration and networking among teachers. These

trainings and seminars bring together educators from different schools and regions,

providing a platform for learning from each other's experiences and sharing best

practices. This collaborative approach has the potential to improve education

outcomes and promote a better understanding of the various challenges that teachers

encounter in different contexts. Additionally, it is important to state that additional

training for teachers promotes lifelong learning. Teachers who are committed to their

profession and who are eager to learn will be more successful in their career.

Moreover, as the world evolves and new teaching methods emerge, teachers must

continually update their skills and knowledge in order to keep up with these changes.

It is common knowledge that student learning outcomes are dependent on the

quality of teachers. Therefore, providing additional training for teachers will

ultimately improve the quality of education in the country. Through this training,

teachers are able to better understand the needs of their students, and they learn how

to effectively adapt their teaching methods to meet those needs. Furthermore, through

additional training, teachers are exposed to new best practices and methodologies, and

they learn how to apply them in their teaching. This results in a better understanding

of the different teaching and learning approaches, which will help to create well-

rounded and globally competitive students in the future.

The benefits of additional training for teachers extend beyond the classroom

walls. This training has a ripple effect throughout the community, as the improved

pedagogical approach will benefit students, parents, and society as a whole. This is

because better-educated students have a greater chance of getting better jobs, which in

turn helps to uplift the economic status of the community. Moreover, through

additional training, teachers become better equipped to address the challenges faced
by their students. This includes issues such as poverty, mental health, and other socio-

economic challenges. With a better understanding of these complex issues, teachers

can provide more effective support for their students, which will ultimately result in

better educational outcomes.

In such cases, additional training for teachers is essential for the progress of

education. Through this type of training, teachers are able to remain abreast of new

trends and technologies while improving their pedagogical approach. This means that

students receive high-quality education, which in turn results in better economic

prospects for the community. While it is important for teachers to be motivated to

seek additional training, it is also important for the government and school

administrators to provide support and resources to make this training possible.

Ultimately, the success of education is a shared responsibility between teachers,

administrators, and the wider community.

Synthesis of the Review of the Related Literature

In order to learn more about the impending disappearance of the Filipino at

Panitikan, the researchers used a survey of relevant literature and studies. These

literature and studies that served as the researchers' references cover the subtopics of

Filipino subjects and course requirements for grades 11 and 12, as well as the

justifications for eliminating the Filipino subject and the benefits and drawbacks of

doing away with language-related subjects.

It turns out that the K–12 curriculum was to blame for the elimination of

Filipino from the Panitikan college core curriculum. Since the aforementioned subject
will be taught for an additional two years in senior high school, CHEd decided against

including it as a core subject. Without devolution, it would be a repetition of the

subjects.

The K–12 curriculum has brought about a new general education system.

The CHEd created a curriculum that had 63 units in the past but is now only

36. The core curriculum broadens the focus of the major and exposes students to a

wider range of disciplines. Additionally, it enhances people's reasoning across a

variety of professions. It improves a person's capacity for cognitive learning and helps

them comprehend basic ideas related to their area of expertise.

Duplication is the main motivator for removal in terms of the reasons given.

The additional two years of high school will be used to teach the subjects that will be

covered in the first two years of college. Additionally, in order to allow for flexibility,

it places new requirements on higher levels of comprehension. Due to their

adaptability, pupils will be able to better understand a variety of shifting

circumstances.

There are several benefits and drawbacks. On the plus side, if Filipino-related

topics are ever dropped, it will free up space and make way for more specialized

topics. No matter if it is associated with their chosen major or is just something they

are interested in, college students will be able to select the skill-related course they

want to take.

In return, Filipino teachers will have to undergo training to cope with the new

General Education Curriculum. The training for these teachers will enable them to be

more effective in teaching subjects in relation to the newly implemented curriculum.

 In terms of the downside of the removal, teachers might lose their jobs due to

the demotion of the subjects they specialized in. There is also a possibility that they

will receive a low salary whether they underwent the training or not. It also proves

that the training might be problematic due to the fact that it requires effort and time to

achieve this. There is also the possibility that individuals might lose their sense of

nationalism.

Students and teachers, nowadays, use the Filipino language as a medium of

instruction due to the technical words of English require a deeper understanding of its

thought. Translating it will enable the students to comprehend it easily, albeit make

their lives easier when it comes to studying. It makes them dependent on learning a

foreign written subject using their native language.

Besides, learning more languages widens one’s knowledge and allows the

individual to connect with different people from different cultures. Students speaking

their native language and another language enables them to integrate the different

beliefs and cultures each language treasures. It allows them to reflect upon it and be

more open minded to the different views that stem from these cultures. (The

Importance of Preserving and Promoting Languages: A Liberal Arts Perspective,

2017).
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