By Roger M. Thompson
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Extra resources for Filipino English and Taglish: Language Switching from Multiple Perspectives (Varieties of English Around the World General Series)
Dagot noted that since he lived in a bilingual society where everyone was expected to learn languages in order to talk to neighboring villagers or to the family helpers (the preferred word for servants or hired hands in Filipino English), he did not feel that English was a sign of colonial oppression. It was simply a part of education and a key to government employment. Filipinos claimed English as one of their own languages since they learned it ªrst from fellow Filipinos. He recounts the many mottoes, standards, word games, songs, and poems he recited from memory.
When children in non-Tagalog speaking areas began their instruction in Tagalog, they could read and write equally well in the local vernacular without instruction (Soriano 1977: 6). In fact, even in rural schools in non-Tagalog areas with their limited facilities, by the middle of the second school year children did well when taught in Filipino (Gonzalez 1985a: 142). The second question was who would teach the classes, especially in nonTagalog speaking areas? According to the 1970 census, 52 percent could speak some form of Pilipino and 44 percent English.
They began the Propaganda Movement, which demanded political, religious, and educational reform. For three hundred years the religious orders had controlled life outside Manila by using the local languages. To counteract the liberal assault that accompanied the spread of Spanish by these Chinese mestizo business families and by the government eŸorts to promote schooling in Spanish, the friars for the most part refused to teach the language in their provincial schools. They felt that if the local population did not learn Spanish, they could keep the ilustrado propagandists with their calls for reform under control (Frei 1959).