PRESERVING MAG-INDI: THE STRUGGLE FOR INDIGENOUS LANGUAGE SURVIVAL IN THE PHILIPPINES AND THE ROLE OF EDUCATION MARIEL LYKA T. DE LUNA

According to Ethnologue: Languages of the World (2023), Ethnologue regards the native language of the Ayta Mag-Indi indigenous people, known as Mag-Indi, which belongs to the Austronesian language family, as a linguistically stable language, with a reported population of less than 10,000 individuals. The Ayta Mag-indi people are mainly in the Pampanga Province, specifically in the barrios and communities of Mawacat, Camachile, and Nabuclod, Floridablanca, some parts of Porac, and San Marcelino, Zambales.

Although Mag-Indi is considered stable, formal institutions do not yet support the language. Despite being used as a medium of instruction in some elementary schools, the lack of published narratives in Mag-indi, especially at the secondary level, limits students' access to suitable learning materials. Academic works are predominantly written in Kapampangan, Filipino, or English. In addition, when the situation calls for it, the Ayta people will frequently use Kapampangan or Tagalog to communicate with those who live in the lowlands. This is especially true when they travel from the mountains to sell their goods to the lowlanders. Furthermore, Aytas who practice pangangamuhan, serving Kapampangan families, must adhere to the lowlanders' cultural norms and lifestyle (David, 2021). Therefore, it is advisable to primarily utilize the Kapampangan or Filipino language rather than relying solely on the MagIndi. Hence, there is a possibility that the language will go extinct if the elders are the only ones who speak Mag-Indi.

By adopting Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013, which promotes using the language(s) that children speak at home as a learning resource within the classroom, the IPED (Indigenous Peoples Education) Program in the Philippines seeks to preserve and revitalize the culture and language of Indigenous Peoples (IPs).

The educational system plays a crucial role in the preservation and transmission of Indigenous Knowledge (IK), and integrating diverse educational systems within the curriculum is essential. This knowledge is based on the recognition of cultural heritage and indigenous knowledge, which shape perspectives and approaches within communities. Local and indigenous knowledge is a combination of language, classification systems, resource use practices, social interactions, rituals, and spirituality, contributing to cultural diversity and sustainable development. The IPEd Curriculum Framework, created by DepEd Order No. 32, s. 2015, aims to adapt the K-12 curriculum to indigenous communities' unique educational and social settings, recognizing their right to quality education grounded in their cultures. The framework also aims to revitalize, restore, strengthen, and enhance Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Languages and Scripts (ILSs). The Philippines has favorable legal provisions supporting IK, but more must be done to help government agencies achieve the curriculum's goal of indigenous knowledge and cultural preservation for IPs.

-oOoThe author is Teacher II Basa Air Base National High School