Summary: KAPAMILYA KO SI

FILIPINO, KAIBIGAN KO SI
INGLES (2).pdf
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This study investigates the attitudes and relationships of 65 university students in Metro
Manila towards English, Filipino, and bilingualism. The students often metaphorically
described English as a friend and Filipino as family. English was commonly associated with
reading, academic usage, writing, and media, while Filipino was linked to love, self-
expression, and identity. However, some students found Filipino difficult to understand and
expressed a desire to improve their proficiency. Over half of the respondents appreciated their
bilingualism for enhancing self-expression and communication. However, 25% were
dissatisfied with their inferior Filipino skills, acknowledging the language's importance to
their identity and cultural preservation. The study highlights the multifaceted roles of these
languages and suggests that metaphors and short essays can supplement surveys to depict
language attitudes and relationships more comprehensively.

SINO ANG BILINGGWAL?

The section underlines the social and psychological importance of bilingualism over its
linguistic aspects. Bilingual individuals, who use two or more languages or dialects daily, are
increasingly common, not just at an individual level but also societally. This prevalence of
bilingualism is expected to grow due to factors such as globalization, automation, ease of
migration, overseas work, and advancements in language education. Therefore, bilingualism
is becoming and will continue to be the norm.

BILINGGWALISMO SA PILIPINAS
Bilingualism has long been rooted in Filipino experience, with English learning being one of
the most successful linguistic phenomena since the arrival of Americans in 1898. The use of
English in schools and spheres of power led to Filipinos becoming "functionally native" in
English. However, the linguistic repertoire expanded with the addition of Tagalog, chosen as
the national language in 1937, later renamed Filipino to emphasise its elements from other
Philippine languages. Bilingualism in the national language and English began in 1940.
Different forms of bilingualism have been implemented, particularly in education, ranging
from English as the sole teaching language to teaching specific subjects in English and others
in Filipino. Despite the 1987 Constitution stating Filipino as the national language and
English as the official language, the cultivation of Filipino for intellectual purposes has been
limited. Currently, the official policy in education is not bilingual but uses the Mother
Tongue-Based-Multilingual Education (MTB-MLE) approach. English remains dominant in
government, business, technology, and international relations, while Filipino is more
commonly used in radio and television.
ANG PILIPINONG BILINGGWAL AT ANG KANYANG
PANGWIKANG MOTIBASYON AT SALOOBIN
In the 1970s, research indicated that Filipinos studied English for "instrumental" motivations
such as effective communication, demonstrating education, and achieving social and
economic success. The study of Filipino, however, was driven by integrative motivations
related to interest in the people and culture represented by the language. Following the
implementation of bilingual policies, both languages were studied for "instrumental" reasons.
Filipino was also seen as a medium of classroom communication, and proficiency was
deemed necessary. Research by Emy Pascasio found that Filipino had symbolic and
sentimental value in preserving cultural traditions and demonstrating leadership, but also
instrumental attachments such as uniting the nation, teaching, and communication.
Participants also had sentimental and instrumental attachments to English, with sentimental
links associated with impressing others, indicating reputation, and asserting control, while
instrumental links related to financial success, modernisation, and global connections. Later
studies showed positive attitudes towards Filipino, influenced by patriotic awareness and
desire to preserve Filipino identity, though attitudes towards English were more positive. The
primary aim of this investigation is to profile the bilingualism of 65 students at the University
of the Philippines (UP) Diliman, focusing on their relationship with Filipino and English and
their views on their bilingualism. Despite much written about bilingualism, there is little on
how young Filipinos view their bilingualism. This study also aims to use metaphor to expose
these relationships and views, as it is seen to effectively reflect Filipino attitudes.

Kalahok
The section describes a project for a Psycholinguistics course where students were asked to
write a paper on Filipino, English and Taglish (a term for code-switching between Tagalog
and English). The goal was to encourage them to reflect on their bilingualism and apply their
classroom learnings on the topic. All 65 participants were Psychology majors aged 18-21,
who were educated under a bilingual policy favoring English. Most of them only spoke and
used two languages, but eight students were multilingual, with some knowing Chinese,
Bisaya, and Ilonggo.

Pamamaraan
This section describes the methodology of a study exploring students' relationships with the
Filipino and English languages, excluding their perspectives on Taglish. Participants were
asked to describe their relationship with each language and their satisfaction with their
bilingualism. After obtaining consent, the students' responses were analyzed in five stages:
listing metaphors for Filipino and English, grouping them into themes, and noting themes
related to bilingualism. The final stage involved a review to ensure accurate and consistent
classification and counting of themes, followed by the selection of notable quotes reflecting
these themes.

Filipino: Mga Metapora at Tema

The section discusses the use of metaphors in 65 papers, with 45 employing this literary
device. The most common metaphor used is the Filipino as "family" (31.11% of instances).
This family metaphor ranges from a generic family/home setting to specific family members,
such as a parent or sibling. The second most prevalent metaphor compares the Filipino to a
friend (15.56%), from a childhood companion to a reliable confidant. The third group of
metaphors portrays the Filipino as a lover, from a beloved childhood friend to a passionately
loved man/woman (13.33%).

Filipino ay kaibigan
The author personifies Filipino as a close and long-standing friend who consistently provides
support and communication, especially with significant others. This 'friend' is perceived as a
loyal companion through life's events, remaining steadfast even in times of trouble.

Filipino ay kasintahan
The section discusses the relationship Filipinos have with their national language, Filipino,
often comparing it to a profound love relationship. The main themes identified are the ease of
expressing emotions in Filipino (33.85%), its integral role in their identity (26.15%), and its
dependability (24.62%). However, misunderstandings or difficulties in comprehending
deeper words, such as those found in classic Filipino literature like Noli Me Tangere and
Florante at Laura, were also mentioned (29.23%). The text further illustrates how Filipino can
be used vividly and humorously in expressing oneself. A desire to be more proficient in the
national language was expressed by 15.38% of the respondents, with some feeling guilty for
not being fluent in their national language. For some, being a student at the University of the
Philippines (UP) added to the pressure of proficiency in Filipino. Despite daily usage, many
Filipinos feel they are not proficient in speaking, writing, or understanding the language,
which can be disheartening given its significance as the national language.

Ingles: Mga Metapora at Tema

This section explores the metaphorical relationships Filipinos have with the English
language. The most common metaphor is that of a friend (28.88%), followed by a romantic
partner (13.33%), a family member (11.11%), and a crush (8.88%). The themes associated
with English include reading in English (40%), using English in school and academic
activities (33.85%), writing in English (30.77%), watching English shows and movies
(24.62%), and English as a bridge to other people, cultures, and the world (23.08%). Love for
English (18.46%) and its usefulness in various contexts were also mentioned. Some
participants (23.08%) considered English their first language, as it was the language they first
encountered and used at home. These insights highlight the deep value and significance of
English in the Filipino context.

Añonuevo | Kapamilya Ko si Filipino, Kaibigan Ko si Ingles

This section discusses the linguistic proficiency and preferences of a group of individuals,
with a focus on their skills in Filipino and English. A significant number of participants
expressed a desire to improve their Filipino language skills, especially in reading and writing,
and to expand their vocabulary. A smaller group also expressed a desire to improve their
English skills, particularly in speaking. Some participants made normative statements about
the importance of proficiency in Filipino, drawing comparisons with English to make their
point. They emphasized the cultural significance of the Filipino language, arguing that its use
and learning should not be sacrificed for the perceived practicality of English. They also
highlighted the role of the Filipino language in uniting Filipinos and developing Filipino
culture. The participants' value for the Filipino language was influenced by various
circumstances, such as being part of a Filipino Honors Class in high school and taking certain
courses in college.
DISKUSYON
The section discusses the emotional and symbolic significance of the Filipino language to its
speakers, drawing parallels to themes of nationalism and cultural preservation. The language
is seen as integral to individual and national identity. However, the participants also mention
the practical use of Filipino for storytelling, expressing emotions, and humour. A recurring
theme is the perceived lack of proficiency in Filipino, especially in understanding complex
words and the desire to improve. The limited exposure to contemporary Filipino literature,
with the focus mainly on classical works, has left an impression that Filipino is difficult to
understand. While English is also valued and widely used, its relationship with the
participants is more instrumental. Despite its prevalence, the benefits and contexts of using
English are the most frequently mentioned themes.

Añonuevo | Kapamilya Ko si Filipino, Kaibigan Ko si Ingles

The section discusses the influence of various forms of media, such as television, radio,
newspapers, and the internet, on the use and preference of English language among Filipino
youth in the National Capital Region (NCR). Research by Carlo Magno (2009) and Ariane
Borlongan (2009) found that students from private universities prefer using English when
engaging with these media. However, Tagalog/Filipino is still the most used and preferred
language at home. There's a growing desire to be a balanced bilingual, with proficiency in
both Filipino and English. Despite criticisms of their language abilities, the participants see
no regret or hindrance in being bilingual, emphasizing the benefits it offers. The choice of
language also relates to identity, with some participants expressing pride in the Filipino
language's role in promoting Filipino culture. Interestingly, even without explicit
comparisons between Filipino and English, the participants made their comparisons,
potentially reflecting identity construction.

REKOMENDASYON
The section discusses the potential for annual repetition of the study to track patterns in
language preference and usage among Filipino students. It suggests that the study should
include participants from various departments, colleges, and universities for a broader
perspective. The teaching of Psycholinguistics in the Philippines could benefit from repeated
discussions on the principle of "complementarity" in bilingualism, highlighting the different
uses and proficiency levels in each language. The influence of peers and friends on language
use and comfort level, particularly in English, is also noted as an area for further
investigation. The use of metaphors and short essays in the research proved effective in
illustrating various aspects of language perception and interaction, providing a deeper and
more detailed understanding than linguistic surveys typically offer. This approach can
potentially contribute to the overall profile of Filipino youth and has implications for
language policies at classroom, university, and national levels.