Why Filipino Language Should Remain in the Curriculum of Language Instruction
Karen B. Bandibas
Every language whether functional or mere symbolic in a race of people constitutes the general identity of both origins and cultures which are considered the marks of lineages. On the other hand, such language carries an internal link to the speaker based on a uniquely defined competency relative to comprehension and veracity. Thus, the exactness and implied meanings of words whether seen or heard are predominant in the nature of the language as inherent in the race of people using it.
Filipino language or the vernacular “tagalog” appeared in a series of contestation considering its essential application in the on-going global language restructuring where Tagalog is seen technically inferior as against the functionality of English and other foreign languages being commissioned by the global societies as “business languages and rhetoric”. In many cases, traditional Filipino dialects are literally being replaced by new Slang from the English language making their way up and slowly evolving continuously in the daily living. This is why sometimes the old connotation of the so called “taglish” has been becoming a perennial nowadays.
However, the emergence of the new Slang words has nothing to do with the inherent understanding and comprehension of the Filipinos speaking the Tagalog language. In fact, these slanged words are mere adaptations and somehow became part and partial in daily-based interactions. The real argument is that the Filipino language remained the vehicle of expression of the true identity and cultural heritage of the country. It is still the indispensable tool used to unlock foreign ideas, thoughts and even concepts which are usually found in the course of the teaching and learning processes. Even so, Filipino words are often associated in meaning-makings as in the case of transliteration and interpretation of conceptual ideas where a learner makes use of Tagalog translations and meanings in order to fully grasp the essential understanding the foreign words may be conveying.
The greater argument is imposed on the natural implications and connections of the Filipino language in the Tagalog-speaking individual where it is predominantly understood that the cultural manifestation becomes essentially the tool for comprehensive connections between the spoken words and the meanings derived. It is further conceived that Tagalog is an indispensable part of the way of living of every Filipino where 90% of the citizenry make use of the language. Considerably, there is the notion that Tagalog is culturally embedded among the Filipinos where the latter often communicate their beliefs and experiences under the impression of a more emotional rather than rhetorically inclined tendency. And so, when a Filipino learner communicates, he is more emotional than just being fluent on it. His being emotionally adaptive in the thoughts of the words he is using happened to inculcate in him a varying competency for understanding enhanced meanings. This becomes naturally accustomed to him and that is why in the case of finding the transliteration and translation of English words, a learner often make use first of the relative meanings in the Tagalog language.
Evidently, the functionality of the Filipino language remained in operation despite of the growing demands for the universal language application in the ever growing technosociety. Apparently, there are still visible applications of the Tagalog language in the ongoing new global industrial communication preference. We can still see Tagalog words being constituted as “translations” of predominant notices and directions that are normally governing the daily living of every one. At most, the Filipino language has always been a part of the evolving global society and will remain an important way of communication and understanding of the culture and heritage of the Filipino nation.
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The author is Teacher III at Mauaque High School (Resettlement School)
,Mabalacat City Pampanga