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PHILIPPINE INQUIRER 24.34, 11-01-2009
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' C,': lrf SUNDAX l&f'eL'Afi,1', ; E, ?S&$
"Ji-J' li ri ii-riJ ir!'il-:i:)' li i;i:i:Ll'it..llll,'+u : '' '.''
ltrnr the bilingualpoiicy adopteci ir1':ht. l. ^- , t----:- - rr^., t,i,r/^/,c
oid education d.p-ttnre',t ilt27i, aqiilg il"^lY:.::?:;;;. iI* 6licy sou "":i:il:
ii.?,.l- emfiilr' ut meiium of iirslrucilon"
T;;;;;;;;rt . tiut. shouii be Ln the business of looking-r- - L ^ ^ r. ..^-, -^ ..*-r^-*-^1., ft a n cn-, ii kno'"r'iedtg in its ed-i". rrr. ir.ri *a-,,io effectively uansrr,it i.""":k,lq-t-ll'I :-t^show ihat tite
thA ;;g"; is the best conveyor of instrucfuS-L --^ r*bove' lt
J; t;h;riitne bp*on to use English, Filipino or the re-
;i;;;i i;;s"1s" .i',qe tgactrrip lllry*,Ii:i#::
,{]i tllt'1.,''i-irr,iitrll:';i,:'il'ti r'll|' iii'l'llr) !r'i''l'rr'' ''rl ;''r ''
iI'opcls tll!' ('.1illi).i..lii : r: ' l:" l ''i'lstil:liiittl tti'i'::till''r :1" ll.'
i,t,rtcri,,,,l.,tt'''tt,',,'. ,t' '' :: i 'i"';t1 : ': I';"' i "liiilipirros('i('llcc- -/':. ; : ' ''t' l \':" ' :
is inc,tll.'l tllli(ltlt'l\ I ir; 'i::'r 'l' :)r" r i:: 'tr: ' '; r'i: "i'
fv:rhaps contjont,:ii i:', iii'-li:lrrlr'i"1llt'll:t':r lli"ti rlll;''' l)l ;iilll
i,ir-^: iicar-iiv tltlccll) :l::ii 1'.'' ir'r rjr':r r"1l'r' 'ill ;" ':
tlri-ans'"t'.'i piol-ti,,,t,,,' :i-j ri i" ll'rl ll'-'jl '"';';'f irl;'1 'r; I 'i::'
b.Vtlreirrui,,r'ltiii1l;]il'-l ".i.'i'' irji iri'r1-lr.iili\ir':ri' illi!i 1''-'l l'r'l;.
feclinseiriiti'and cllll ):l;'"t'ri i'";tt:s" lit it i ' ;l :r'':;' ' .' i
ii,"i. i i.t 1'Barok" ii.ngli''1, sLrnre l,\" rniikcrs r''..'i' ltkrr l'
.ftuaa ti-re ar.ocious i.,ir.qiisir itt-.It,.'d ti,,:itt. in:itttlii:r ill'-':^".-, 1 -r nl.-;..,lrrirr., t-.i, ,,-,' ,,r-1' trr'cr-L'-'l' ii'.: liill :: i';, 'l:'tl-.'ilii. i:i:;:.:1.:.i
But thii gesture is at L:csr at istocratic prir'el r:rio'l'- at *,""i"ust, Gulias et al. arc tlriven b), oihcr coiisi.ier;l
tions in seeking to restore English, bui these considt ra tioit:
h-lly hav. uriy,t i.tg to c'r *irh hastening leaming or tiri
uGom:i"n of lessoni r'\: ()r':: slilrlt'Ilt':' I hcr m2l h.:ti "
' l't'
," o"'*iri, their distllsie cf the faga'ioq-baseci I-i1ipr:r' i:rr-
their resistance to Manila .mperiaiism' (Fiiipino. p1'oinotei'
*";;;;;athat Filipino is dernocranc and is draiu iioir
,11id;;j;.iigional lar,guages' not just Tagalog.' but J't'should recognize that 'tne suspicion agairst 't il. F"orovinces rerneins lvrtlr-sprcac' in arr! c;jic' evel [ il]1 '1''
;;;;.;t q;arrel. a-rnong then:selves. r-'n rvhjch "';ord
'\'coinage to L-r.o.po.rte in ihe irew vocabulary-' and :he:r Bu
bel-[fu quarrel may ta-i<e anq.ther ecnto resc'l"'e'-'.- -CoUi.-"t
al. also ire,i,it'ngiish pr-oliciency i:ecatrse cf th t
gf oU"f t.i.*e of thi,lgs, sulh as the decrded aCvantage c
Fililoino manPou'er ab?oa<i due:o their English Y:ll:and the relailve prestige accorded to nadons that spea:
nrigfiit. gut sinci Filip"inos.Seljne,lgwer end of skilis ir
gf o"U J**powe! rvhat leve itr f En glish p rofi ciency shouL
?fr"V-t*ffy frz ve? To"be sure, many lilipina maids abroa'-
can speakEnglish even better rhan their nasters'-ln ifr" end] eve,r if Fiiipiros had rndeed re:'ched th'
nad;;iE"glish proficiency, it has nc'Jring to cic "'ii:ibilinzual po'iicy or the r-ise of the regionai ianguages
- Ii n '
;;;; d;*ili, ,i,* poor system of instrucion: defecti-'''
toiUoof", poor language instrucr'ionals, poor (or tot''
, i;.k oD fu.ititi.s, iico,"llcetent ttache:s and cducati'
I ;;;;t,^.o*piio* 31al pi-s marlirge iri:*t' "\'e
nia' i1 i''
, "il;ii;'il;: iir" "if
. nrr:,li, i i;r r:i insri-uithr', ai aii ier ris '-ri'
ffi*;, ;r;the lrilii;inr'. will continu.:r lo speiik it,iir'i wri
,it. *"i aieadful E.ngiish as Lotrg 'ts tire systeni of fuls[r"i'
tion [""pt submitting a liidt:ous report ':ard'
H{xxag's ffieagEfs$a
in Phiriopine basic eciucation'it is easy to sympathize u'ith Gullas; upp?:tl:iil.t1:'^'
,." n,rnu *ho ir" iuing ttre Filipinos' ioss of Enghsh pro-
[.r.r.i;"J;;y bl;t i; this ori ihe brlingual p,lic1r But it
ir *.-iirr-g to iirne,rt the lcss of cur English pio[i:l:;u',ni onotn& to Cictate that it be made th3 meciurn oi Ln-
stntcdon in our schools. ", - .'-,- -
iloli ,il,"" c?"a.-3. 8;4f.o'n tfie intErmediate srades
i,p'r" -nigh
t.hool, English wiii b: tlie teaching language'
except in FiliPino as a course.' iil,h.;;;r;, ,h; bili's "English rnycDia" is hegemonic'
o.,J or..tootr, icientific evici'ence ihowrng-the mother
iorlgu. to be the best rnedium of instruccio"*Tqi:.I"1T1,:t:a stirdy showed that non-native American/thtidren rvno
"r.i.i'.fr"oled for six years in their first lan3uag!, befole
l; :: :, :;t?;,::*5j;'i j I T:ti"l;'ll *iil,i1:::i:.:L. .:( -- lilL! r\l1Lll'-IltoLILJ
t-,igir", '.iran thc ;tverage. native English rupii ln ccit:l-"::'
ton-irative llnglish students r'vho beg-an eouclltloil coill-
oi.r.i" in Engiish tearned the least"English anci scored
io,""ti in theii academic suhjects'
lltlttsC Iiiil Ih l9>./il)C l)r'()ir' )\('( i "
iL I
:rd 4rrhattcing S{Use of L','31is}r ,:s lt':rrl"air* of tnstn\ction. Autiioreci t'1i Ce
/5.sNn1 t1 .),-)-
t
Ol.l JAIJ. 19, TIJE'Lrr lttl efl-
VoL 24i::;. .3i . I
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