Language is both an essential and inseparable part of culture. In Malaysia, the locals there believe in the saying "Bahasa Jiwa Bangsa”, stating that language is the soul of a nation. Language builds a sense of national identity into a collective community. Despite that the Filipino language is being spoken in the household by most Filipino families, it is still the responsibility of the educational system to further inculcate the language in the classroom setting. Due to the implementation of the K-12 curriculum, Grade 10 completers are obliged to enter Senior High School, requiring an additional two years of schooling before reaching the tertiary level. However, most of the general education subjects in the Senior High School curriculum are similar to the core subjects in the undergraduate level. To address the issue, it has led the Commission on Higher Education (2013) to provide a Memorandum Order (CMO) No. 20, otherwise known as the “General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies”. It seeks to obviate the duplication of subjects taken in elementary, high school, and college, and one of those include Filipino and Panitikan subjects.

Not all Filipinos today have fully understood the complexity of the Filipino language. Some of the various words that Filipinos often use are perpetually misguided to its purpose. For example, some still tend to get confused with the grammar rules of words nang and ng. It is ironic how these phrases are regularly used but is a common mistake that even Filipinos themselves are guilty of committing.

The exclusion of Filipino core subjects in the education system correlates to the exclusion of the identity of Filipinos being Filipino. English is taught in schools from the primary up to the tertiary level, in pursuit of introducing the advancement of globalization. The government encourages the students to be proficient in English, but it is observed that the Filipino language appears to be left behind due to the approval of the CHED memorandum. If the erroneous usage of the Filipino language is already a prevalent problem, then adverse effects from excluding the subject would also come afterwards. It would then discourage other Filipinos, particularly the youth, to further take interest in using the Filipino language. (Sotto, As stated in Ramos, 2018) Filipinos will also tend to be accustomed in using the language only for the purpose of communication, disregarding other areas such as art and literature.

In addition, the removal of Filipino courses would result in the loss of job opportunities to thousands of Filipino teachers in college departments. DepEd Secretary Leonor Briones (As stated in Tomacruz, 2018) have suggested Filipino college instructors to consider applying at elementary and high school institutions, in order to address the concern. The proposition would alleviate the risk of being unemployed. However, their post-graduate degrees would be impractical if they would be at a teaching ground that does not require them to earn a higher educational attainment. Hence, the teaching professionals eligible to instruct at the tertiary level are overqualified to teach at lower levels. 

However, if Filipino subjects are retained in the curriculum, but students are opt to study for the same content that has already been tackled in Senior High School, then removing it as a core subject would highly be encouraged, in order to lessen the workload of the undergraduate students. Filipino subjects have to be retained but it would be commendable if the purpose of the subject is to further introduce other comprehensive domains of the language, such as the Baybayin writing system.

In conclusion, it is not acceptable to exclude Filipino subjects in the undergraduate curriculum. Such decision implies that the education system encourages its people not to recognize or value the official language of the country. It is a problem that most Filipinos today still tend to use the language in a grammatically incorrect manner. In addition, they have the mentality to value foreign languages such as English in order to abide with globalization. It is undeniable that learning other languages apart from Filipino positively promotes the value of multiculturalism. However, the Filipinos should still bear in mind how significant the language is, remembering how the notable predecessors of the country have been fighting against attempts in pursuit of invading the Pearl of the Orient. Hence, the Filipino language has existed by and for the Filipino people. It is with the responsibility of the users to preserve the national heritage which signify its people, such that future generations will be aware of its importance in the Filipino community.

References
Aning, J., Torres-Tupas, T. (2018).  SC: Filipino, ‘Panitikan’ no longer core college subjects. Inquirer.net. 10 November 2018. Retrieved on November 30, 2018, from https://newsinfo.inquirer.net/1052447/sc-filipino-panitikan-no-longer-core-college-subjects
Commission on Higher Education (2013). CHED Memorandum Order No. 20, Series of 2013.
Commission on Higher Education (2014). Statement of the Commission on Higher Education on Filipino and the Revised General Education Curriculum.
Ramos, C.M. (2018). Killing Filipino subject to spell death to PH identity – Sotto. Inquirer.net. 15 November 2018. Retrieved November 30, 2018, from https://newsinfo.inquirer.net/1053944/exclusion-of-filipino-subject-will-deteriorate-youths-grasp-on-own-language/amp.
Tomacruz, S. (2018). Briones says college instructors can teach Filipino in elementary, high schools. Rappler. 13 November 2018. Retrieved November 30, 2018, from https://www.rappler.com/nation/216530-deped-briones-college-faculty-apply-elementary-high-school-sc-ruling-filipino-panitikan-not-required-college.

The removal of the Filipino and Filipino Literature or Panitikan as core subjects in the tertiary level, as decided by the Supreme Court last October 9, 2018, in line with the constitutionality of the Commission on Higher Education’s (CHED) Memorandum Order No. 20, series of 2013 known as the “General Education Curriculum Holistic Understandings, Intellectual and Civic Competencies” marked the shock and disappointment of many students and professors since it is still needed in the curriculum but there are also other arguments saying that this is for the better, especially that Filipino is already taught in elementary and high school years, but how does this issue really affect the country and its progress? 

Ever since the implementation of senior high school (SHS) and the K12 curriculum, this memorandum has been created, since according to CHED, they are rationalizing the education system^[1]. The reiteration of subjects that will already be taught in SHS should just be removed in college. Scrapping Filipino from the core subjects and focusing on interdisciplinary studies seem like the solution for students to become globally competent as they graduate, especially that they will focus on improving their English skills, as it is reported last February that in a study conducted by Test of English for International Communication that the English proficiency of college graduates are lower than the target English proficiency of Thai high school students. And while the Philippines strives to develop as globalization is being more relevant in the success of a country, the removal of the Filipino subject in college creates the good intention of allowing college students to become competitive by focusing more on improving their English skills, knowing that they are already knowledgeable of the Filipino language. 

However, Filipino being the national language of a country, it gives the sense of identity to its citizens as well as the harmony between them, especially that each region and the provinces have their own dialects^[2]. Since many are concentrating on the growth of the Philippines in the international level, the people forget to nurture the country from its roots.  According to National Artist for Literature and National Commission on Culture and the Arts chair Virgilio Almario, “Filipino should be used from the lowest to the highest level of education, since it is the way to cultivate it.”^[3] This subject should not be excluded from the curriculum since more than students lagging in English skills, there are actually more individuals that are not proficient in Filipino. It is alarming especially that Filipino, as it is indicated in the Constitution, is the “medium of official communication.”^[4] If many college graduates that will be the next generation’s leaders and teachers will soon not also be proficient in Filipino, it will even result to a greater obstruction to the country’s development. More than that, this speaks more than just the weakening of students’ Filipino proficiency but also the weakening of nationalism. It is relieving to know that a lot are fighting against the removal of the Filipino and Panitikan subjects because their sense of national identity is still not wavering. 

Though it is understandable that the Philippine government strives for greatness for the country, the preservation and cultivation of the national language should not be ignored. English may be the declared medium of instruction in the Philippine education system but it is not acceptable that students will be deprived of continuous learning the Filipino language and literature just because of the rationalization of the curriculum. The implementation of the senior high school is not for the hindrance of nationalism but for the strengthening of it. 

Bibliography: 

^[1]J. Prospero E. De Vera III, DPA,“CHED on the Supreme Court Decision on the removal of Filipino from the New General Education Curriculum”, Commission on Higher Education (CHED), accessed December 1, 2018, https://ched.gov.ph/blog/2018/11/13/ched-on-the-supreme-court-decision-on-the-removal-of-filipino-from-the-new-general-education-curriculum/ 

^[2] Rita Jimeno, “Deleting Filipino as college subject”, Manila Standard, accessed December 1, 2017, http://manilastandard.net/opinion/columns/out-of-the-box-by-rita-linda-v-jimeno/155774/deleting-filipino-as-college-subject.html 

^[3] GMA News, “English proficiency of Pinoy students, teachers lagging — survey, GMA News Online, accessed December 1, 2018, https://www.gmanetwork.com/news/news/nation/644114/english-proficiency-of-pinoy-students-teachers-lagging-survey/story/ 

^[4] “Language (The 1987 Constitution of the Republic of the Philippines)”, KapitBisig.com, accessed December 1, 2018, https://www.kapitbisig.com/philippines/the-1987-constitution-of-the-republic-of-the-philippines-language-the-1987-constitution-of-the-republic-of-the-philippines_713.html

 

 

Recently, it was even announced that instead of the Filipino subject, it will be replaced by Hangeol. The Korean language. I think this is ridiculous. Because, we are not Koreans. No matter how much the Korean entertainment industry has influenced the present generation through Korean pop music and Korean dramas, this does not give us a chance to throw away our Filipino roots (subject) like that and learn about what the Koreans identify us and for us to identify with them. We need to stand by our own roots, not another nation. Hangeol is not our identity. Filipino is our identity.

References:
Tomacruz, S. (n.d.). CHED to hold order removing Filipino as required college subject. Retrieved November 29, 2018, from https://www.rappler.com/nation/216730-ched-hold-order-remove-filipino-panitikan-required-college-subject

Navallo, M. (2018, November 26). Pag-alis ng Filipino at panitikan sa kolehiyo, inapela. Retrieved November 29, 2018, from https://news.abs-cbn.com/news/11/26/18/pag-alis-ng-filipino-at-panitikan-sa-kolehiyo-inapela

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Most people are capable of understanding the Filipino language quite fairly, it is a beautiful and colorful language. It is a reflection of who we are and what we are as people of this nation—it is our identity as citizens of the Philippines. Encouraging oneself to learn and eventually embrace the Filipino language would instill a sense of pride and belongingness, as well as embracing not only the language but the culture. Filipino being a colorful and diverse language makes it interesting to learn. For instance, there are numerous words in the Filipino language that do not even have English equivalents. Such as: kilig, gigil, lambing, sinta, harana, diskarte, indak, bayanihan etc., some of the uniquely Filipino words that we Filipinos, use to express our feelings and emotions, have felt them at one point and are the only ones who can understand them. From my own perspective, hearing the words Mahal kita or being kilig or gigil seem more genuine. It can be loosely translated into getting butterflies in your stomach to being on cloud 9 or the feeling of happiness and exhilaration all at once. These words might be simple for others but personally, it brings out the uniqueness of our language and even our culture. It shows the side of Filipinos who search for the beauty in the most simplest of things and that despite its tainted language usage due to the belittling of others, people still find ways to prove that being Filipino is not just ones love for sinigang but by being connected through the culture, belief and language we speak and believe in. Genuinely understanding the filipino language brings certainty to who we are as Filipinos and that amidst the confusion of the many languages we have, our mother tongue connects us all in oddly fascinating ways. The Filipino language allows us to embrace others and at the same time enables us to dig deeper. With filipino words that we try to learn and use in various ways, we think deeper and in different perspectives. 

However, many people still choose to learn and speak the English language, believing that one has a competitive edge when they are grown up already and working since it is the universal language. There is nothing wrong in learning how to speak the English language, though, being fluent in both is also beneficial. Learning both or even other languages will help a person to develop and expand their brain capacity, boost their personality and help create more connections with the real world. Simply scrolling through ones’ Facebook timeline or Twitter feed will reveal that there are numerous Filipinos who are not aware with the correct usage of the Filipino grammatical rules or balirala. Being “conyo” or using words slang words with filipino words in explaining or expressing our thoughts or emotions in different manners: being woke, “like parang this is so annoying talaga” “why is she being makulit”, which personally, I’m guilty of. Some of us, would usually get confused with the correct usage of “ng” and “nang” and it is devastating to know that our own countrymen are for the exclusion of Filipino and Panitikan subjects from the tertiary level, when these problems exist. Most people are quick to correct those who make English grammar mistakes and not realize that we are not as keen when it comes to Filipino grammar mistakes.

Filipino has been taught since the very beginning of our learning years, however, recently, there has been an ongoing debate again as to the future of the Filipino subject in the curriculum. With the reforms on the curriculum being examined by the Commission on Higher Education or CHED, for instance, the removal of the Filipino subject in the tertiary level and integrate them instead in the K-12 curriculum which caused a stir among the academe. University faculty were against this since Filipino and Panitikan subjects taught in college are not repeated lessons from a child’s early learning years but a continuation and an expansion of a student’s learning. Similarly, De Vera said that the supreme court noted that the law did not require the subjects to be taught in colleges and that the “the study of Filipino can easily be included as courses of study in the tertiary level, if higher education institution decide to do so.” And that CHED will not implement if there is a motion of reconsideration due to the advocates who are strongly against the SC ruling. The removal of the subjects would lead to the loss of jobs of thousands of teachers and most importantly the destruction of the Philippine culture and identity—an erosion to the heritage of the Filipino language and culture.

It is agreeable that the inclusion of Filipino, Panitikan and even Constitution subjects would allow students to further enhance their skills and widen their knowledge on the beautiful and diverse culture that the Philippines has.

The usage of the Filipino language and the further development of the subject must be a daily practice that eventually becomes a part of the way we think and live. To speak fluently in a different language besides Filipino or English may be an achievement, though to speak fluently and learn genuinely our mother tongue, as well as to try exploring and understanding the other stories, myths or words in Filipino is a gift that we should all value, it is an opportunity not to be wasted. The Filipino language is fascinating enough to allow us to see and understand in different lenses. 

References

Tomacruz, S. (2018, November 15). CHED to hold order removing Filipino as required college subject. Retrieved December 2, 2018 from

Tubeza, P. C. (2017, June 21). Ched to keep Filipino subject. Retrieved December 1, 2018, from https://newsimfo.inquirer.net/907311/ched-to-keep-filipino-in-curriculum

Tupas, T., & Aning, J. (2018, November 11). SC: Filipino, ‘Panitikan’ no longer core college subjects. Retrieved December 2, 2018, from https://www.google.com.ph/amp/s/newsinfo.inquirer.net/1052447/sc-filipino-panitikan-no-longer-core-college-subjects/amp

The education system in the country is deeply influenced by the colonial history of the Philippines. The local education system follows the education system of the Americans, subjects taught are greatly impacted by the Spanish, Japanese, and other periods of colonisation. The said influence by the colonisers to the country is still manifested in today’s time with the plan of removing Filipino as a subject in the tertiary level and the motive of teaching the Korean language among high school students. 

The issue isn’t simply the removal of the subject in the tertiary level. It goes way beyond that. It is about the lack of nationalism. It would result to the destruction and disappearance of the Philippine culture and identity. Most schools and universities choose to teach their students English as they believe it would enable them to get employed quicker and communicate towards people of different nationalities. Yes, it would be great if the Filipinos can speak English fluently but would not it be better if they can speak their own language first? It has been a long time issue that most Filipinos coming from well-off, famous families cannot speak Filipino in a straight sentence. The removal of the subject would also result to the loss of jobs for thousands of the Filipino teachers. The government is the most expected to lead in sustaining the Filipino culture and identity but with their plan of removing a subject that celebrates one’s own culture and heritage through education, they failed to protect what the heroes sacrificed their lives for. In CHED’s defense, their plan of removing and replacing Filipino in the college level is because its said redundancy and duplication as the subject was taught since pre-school to high school. Indeed, their reason is practical. However, instead of removing the subject, why not change and improve the curriculum and the outline so the topics to be studied won’t be repetitive? It is their duty anyways along with DepEd. Besides, English is also being taught since elementary up until college but focuses on different aspects per level. Why cannot we do the same for Filipino? The preservation of culture and history must always be considered alongside the fast pacing of development and progress. According to a statistics by CHED, there are over seven thousand foreign students enrolled in many different universities in the country. For that reason, they do not see the importance of the subject for the foreign nationals. They are too blinded by their ambitious goals that they cannot see that teaching Filipino in universities where there are many enrolled foreigners can be an avenue to enrich and spread our culture the same way others’ culture are spreading in the country now. The thing that infuriates most citizens now is the plan of teaching the Korean language in the high school level. Why do the Filipinos need to learn that language? What good will it bring? Most college students now do not even know the basics of Filipino grammar and it is a reflection of how poor Filipino is being taught in the primary and secondary levels.

The simplest explanation of how bad the situation is, is the fact that Filipino is becoming a foreign language to most of the youth in today’s generation. To summarize, the subject must be retained in the tertiary level of education because as mentioned by Michael Tan in his essay piece, “If we want a national language, and respect for all our Philippine languages, our young must grow up hearing and using these languages as part of daily practice—not just for casual conversations but as the language of transaction for science, business, the arts.  It must be a daily practice that becomes part of us, part of the way we think, and live.”

            With the rampant rise of globalization and global networks, it’s easy to understand as to why people, especially DepEd and CHED, emphasize the importance of being well-versed in English. Indeed, it’ll be a great asset if the country or its citizens would strive to make the country into a Global City or just thrive in this new era. But does that necessarily mean that the Filipino subject needs to be dropped? It is understandable if we hold English and other Foreign languages in high regards, but does that mean we should lower our view on our own language? Globalization is often associated with cultural erasure, but that all depends on the people. It’s a given fact that the Philippines were colonized by different countries, thus developing the colonial mentality. This sort of mentality contributed to the decline of local interest and the consequent rise of national and foreign interest among the Filipino citizens. An example would be the rise of the Korean culture which led to local TV stations airing Korean dramas, Korean restaurants opening in malls, Korean beauty products dominating the market, and such. In a way, the popularity of the Korea culture will pique the interest of some to take up the Korean subject since it is relevant. 

            The Filipino language is by all means relevant and valid. In social media, you can still see Filipinos, even of college education, committing several grammatical mistakes; Filipinos being more confident in English than Tagalog; Filipinos speaking English more fluently than Tagalog. This concept of being bilingual is not entirely bad per se, but the way in which it is practice and perpetuated is where the faults can be found. It’s ok to practice English because of practicality, but it isn’t ok to just outright erase our own language out of a period in our lives in which we are inclined to learn better which is in college. With the way things are in the country: imperialism of China and the US, I believe that the time to practice and fight for our very own language is now. This is not merely just for college education, it is for patriotism- nationalism in times when our mother land needs it the most. It may seem insignificant, but removing our national language from college and perpetuating the English language might as well be the first step in giving in to American or Western imperialism. 

 

San Juan, D. M. M. (October 2017). Alyansa ng Mga Tagapagtanggol ng Wikang Filipino/TANGGOL WIKA: Internal na Kwento, Mga Susing Argumento at Dokumento (2014-2017). ResearchGate. Retrieved from: https://www.researchgate.net/publication/320558204_Alyansa_ng_Mga_Tagapagtanggol_ng_Wikang_FilipinoTANGGOL_WIKA_Internal_na_Kwento_Mga_Susing_Argumento_at_Dokumento_2014-2017

Tomacruz, S. (November 26, 2018). Rappler. “Alliance appeals SC ruling removing Filipino as required college subject”. Retrieved from: https://www.rappler.com/nation/217594-alliance-appeals-supreme-court-ruling-removing-filipino-required-college-subject

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Purpcom

 

“Removal of Filipino Subject?”              

We have long heard the topic of Filipino about its value as a subject and it being invaluable towards college educational system in the Philippines. We do not even realize the fact that the people from the country itself are slowly downgrading Filipino because our country's high-ranking officials are taking steps that are not in line with the true value of Filipino as a subject, in short, they’re ideology towards Filipino subject’s importance is very low. CHED is the key government agency that wants to graduate or removeFilipino fromcollege. Even though the fact that there are a lot of reasons why they want to remove it, but I’m strongly convinced that what they want to happen is not right. Every citizen has a different perspective on this argument, whether Filipino if important is them or not, being a citizen of the country must prevail because of who would try to eliminate the subject (Filipino) if this is our identity being as a Filipino.

 

     CHED's call to the eliminate Filipino as college subject is not possible if reasons of the removal and why they wish to act in this manner is absent. There may be a lot of reasons for this and here are the some of the following, they said that the extra 2 years in High School should alreadyeducate Filipinosubject in totality, to focus more on those who are in college with there important subjects in their program, wanting to decrease more on the generalized subjects, CHED says that "Filipino cannot merely be taught as a subject, but must be used in oral and written forms", and lastly is to organize the educational system ofcollege. Although the reasons for being said have basis, for many it is still not enough to be a reason to remove the Filipino subject from the people. In the law we have already mentioned in Article XIV, section 6-7 of the 1987 constitution which states that Filipino is our official language and it also states that the Filipino must refine, liberate and enrich Filipinos. This alone clearly denies or is against what CHED wants to happen. This argument will also be debated at the level of teaching/learning when comparing the knowledge garnered in high school in Filipino from what we can learn more from it in college. These are enough grounds to stop the CHED's action on the mandated removal of the subject Filipino.

 

     The importance of Filipino as a subject towards the people in our country is very clear. It symbolizes our being as a Filipino and we must be proud of it. I believe that it is never right to remove Filipino teaching in higher education because its value to the Filipinos is not just the purpose of education but also the importance of a Filipino nationalist. Filipino subject for me will never be obstructing us or complicating our college life because the concept itself is focused on our own language. As a Filipino, we should look forward to it and make it a part of our character. I greatly decline the removal of the subject.

                                                                                           

 

 

Bibliography

 

Cruz, R. (2014). Why PH is scrapping Filipino in college. Retrieved from https://news.abs-cbn.com/nation/06/17/14/why-ph-scrapping-filipino-college

 

Times, T. M. (2015). Pride in the Filipino language. Retrieved from http://www.manilatimes.net/pride-in-the-filipino-language/205842/.

 

Patag, K. (2018). Group asks SC to reverse ruling on leaving Filipino out of college curriculum. Retrieved from https://www.philstar.com/headlines/2018/11/26/1871896/group-asks-sc-reverse-ruling-leaving-filipino-out-college-curriculum

 

The Philippines has been colonized by so many countries that it already have different culture. The way of dressing, eating, and living is also the culture of other countries, especially our language. It all started when the Spaniards have conquered the Philippines for over three hundred years and with that span the Filipinos’ original culture have been mixed up with the Spanish culture and the original Filipino language has also changed through these years. There are a lot of Filipino words that is noticeably came from the Spanish dictionary, even now Filipinos still use these words in their daily living. After the Spanish era, the Americans came and had also colonized us and there’s no doubt that until now the trace of American culture still greatly flows in our daily lives. Even after the Japanese had also conquered us, still the Americans succeeded in making Philippines as one of their own. There’s no doubt that the Americans and the Spaniards have succeeded in conquering the Philippines because up until now their culture is also part of our culture, even today we still use their alphabet and language as our second language. 

Through the past years, Filipinos’ culture has become more complex or you could observe that our original culture is being mixed up with different countries. It is not only with Spanish and America anymore but a mixed up of the different things the world has. You could see it in the social media that Filipinos’ watch k-dramas, animes, and many more different things that other country has. Being a complex country is not really a bad thing, it actually helps us in becoming more open to things and opportunities. But what makes it negative is that we lose the real us in the process. Filipinos may not notice it but the real identity of the Philippines is slowly dying. We tend to focus more on the culture of the other countries that we tend to neglect our own culture. We use English as our second language when in fact if you drop the formalities English is already our first language. Filipinos are very expert in using the English language that they can even beat the Americans when they go to America. In the Philippines we study hard just to make sure that our English is perfect but when you ask them about Filipino the case is that they know more about English than Filipino. They can perfect an English test when they can’t even construct a proper Filipino sentence or even know the difference between nang and ng. According to CHED “It was highlighted in the SC's decision that the subjects were removed to avoid duplication of subjects taught in elementary and high school.” People would agree to remove it because they thought that they already know Filipino language since it’s our first language but in reality they only know basic Filipino language if you ask them the recondite Filipino words, they wouldn’t even know that those words exist. Some students would even say that the lessons are always the same yet they are still not accustomed in using the Filipino language, not the basic one but what I’m saying is the authentic Filipino language. According to the wikipidea “Baybayin is an ancient script used primarily by the Tagalog people. Baybayin is an indigenous Indic script that has been widely used in traditional Tagalog domains. It is one of the many suyat scripts in the Philippines. It continued to be used during the early part of the Spanish colonization of the Philippines until largely being supplanted by usage of the Latin alphabet. Baybayin is well known because it was carefully documented by scribes during the colonial era.” Also, 90 percent of the students don’t know Baybayin. If you ask them to translate it they wouldn’t even know a single thing about those letters and it is more likely 1 percent of the population can really understand and write Baybayin. Baybayin is actually dying or you could say is almost dead to the Filipino culture when in fact it is very important to the Philippines. It is the evidence or trace of our ancestors that has left us, it is one of the things that you could say the authentic Filipino culture not the ones with the mix of Spanish and Americans but pure Filipino. It would be better if in college the subject of Filipino, they would teach students on how to use baybayin and how to understand it instead of removing it to the curriculum. Some may consider Filipino subject as a nuisance but what they don’t know is that the moment they remove it, through time Filipino will slowly fade away and our real identity will fade away with it. Come to think of it, it would be nice that our alphabet is baybayin. The establishments, products, brands, or any other things here in Philippines are written in baybayin then people around the world would know those things belongs to us or it came from us just like in Korea, Japan, China, or any other countries who has their own alphabet. You would know the moment you see the packaging or brand that it came from their country because their own letters is written there, and that is what I call identity. Even from the packages or little things that we export the moment people would see it around the world they will say that it came from Philippines because baybayin is written on it. Also, when there are tourists or foreigners who come here in Philippines they would make an effort to understand our language or culture whenever they roam around in Philippines instead of us adjusting to them why not let them understand our culture since they are the ones in our country just like what we do when we are in their country. It might take a while to people to realize these kinds of things but at most it will benefit to our country as Filipinos.

Filipinos being complex is not really a problem, like I said earlier it helps us to be open in different things and lead us to be a global country but let us never forget where we really came from and what our blood and heart stands for. Neglecting our own culture is not the answer to our problems, it will only make us lose the real essence of becoming a Filipino. And in terms of protecting our own it will only be us who can fight for it, not the Americans or the Spanish but us, the Filipinos who came to love our own land for who it really is. If I ask you, what is the real identity of a true Filipino?

“Removing Filipino as a subject in the new GEC is not just a local issue; it is a moral issue that goes against the integrity of our race. It is not enough to teach children up to the 11th and 12th grade to say that they are already good at using the national language. Filipino should continue to be taught and used up to all levels of formal education.” -Prof. Patrocinio Villafuerte, a professor in Filipino in the National Teachers College and Palanca-award winning writer.

References:

 

Defining language may sound easy as would everyone say it is the systematic means of communicating. People use it in their daily conversations, exchange of facts, ideas, and opinions through verbal or nonverbal language. It is a common thing for everyone. Yes, it may seem that simple, but what about keeping these shallow definitions aside and try to look at the bigger picture and its deeper context? 

 

Language, in its true essence, is aligned with a certain culture form where it had originated. It involves passing of cultures and traditions from generations to generations through the language they have. Its native speakers had known and learned the language since the very beginning of their lives. It is the long live practice and a treasure that should be taken care of and must be enrich and live by its people.

 

In the Philippines, languages are diverse and have a lot of variations. Their national language, Filipino, may be common to all but still lots of provincial settlers have little knowledge about it because of the certain dialects they have in their area. Filipino, and other native languages in the country, are so abundant, rich of beautiful history and has been a mark of unity for decades and decades of years. As generations pass by, globalization comes in, and diversity became a trend, the knowledge about the language becomes shallow and shallower year after year. Why do these happen? Filipino language has been taught to every school since their very first grade up to the tertiary level but still resulted in declining knowledge of the language. 

 

In today’s issue, the Commission on Higher Education (CHED) has come up into an idea of removing the Filipino subject in the curriculum of the tertiary level. This has been an idea already three years ago since the Senior High School had started but it was stopped by the Supreme Court (GMA 2015). The issue was again raised because of the new General Education Curriculum (GEC) that was implemented. According to the CHED Chairman J. Prospero de Vera III, the removal of Filipino subject to the college curriculum is primary because the nine units, including Panitikan, Filipino, and Konstitusyon, has been already taught in the K-12 program that is why there is no need for duplication of learning (Mateo, 2018). They wanted Filipinos to be more global market ready and competitive professionals so they will need to focus more on a widely-accepted language which is English. CHED also states that it is beneficial for it would let the college students focus more on the courses that really fit on their programs, and these minor subjects, including Filipino, would be remove to lessen the burden of studying. International tests, jobs, and even local companies, requires knowledge about the complex subjects such as English, Math and Science, and the knowledge about Filipino subject does not really apply and no use for the future job to majority. College curriculum must more focus on what is beneficial for the future needs of each student.

 

 But then, stated by Rita Jimeno of Manila Standard, if that is the only gain of this proposal, the negative sides are more significant. Panitikan and the significance and essence of the Filipino language are not easily understood by the high school students. The age group of these students is not yet mature enough to be able to absorb the spirit and the soul of the language which is backbone our culture. She states that language is more than what is, it is who makes you, you, it is what is making us be united as Filipino. As stated above, not all of our fellow Filipino knows the language because we are diverse, what more will happen if this course will be remove in the last years of their education? Will we let it bound to be forgotten? Will we let this one language that is making Filipinos united be put down and loss the sense of oneness? The shallow definition of the word “language” should be put down. Filipinos should be take note what really Filipino language means, it is not merely means of communication, and it is not a basis of ignorance or knowledge. What is the gain if the nine units of Filipino course be removed? Do these nine units really a hindrance to one’s education and future jobs? CHED must not only think of the future generations as globally-competitive citizens, they must not only think of our economy, of running behind the developing countries. What they must think of is the situation our country, our culture, the knowledge about our language of the future Filipino generations. 

 

The solution to this is not the removal of the subject, but the enhancement of the subject. If CHED would say it will only duplicate the lessons taken in the senior high school years, then, they should improve and make a different curriculum for the certain subject and make it more interesting so students will be more interested. By this, students will have the chance of enriching the culture they have inside them, to learn more about our past generations, and to love our language better.

 

As stated by Mark Angeles, a Filipino Writer and member of Tanggol Wika, in one of the protests of their group, “Gusto kong palakpakan and CHED. Dahil sa kanila, lalong lumiwanag ang relevance ng paghahanap ng diwang Filipino sa pag-aaral ng (mga) wikang Filipino. Kung ito ang nakapag-unite sa mga paning ng pambansang wika, sana maging daan ito para makasundo nila pati ang mga atubangan ng bawat rehiyon.” Looking at the positive side of these discussions and the exchange of opinions, people tend to appreciate and explore the importance of the Filipino language more.

 

Language is the mind of the nation, as what Simoun of El Filibusterismo said, we must treasure it and improve it more and more. The Filipino courses should be retained and enhance the curriculum better. The Filipinos are the only speakers of the language, it is an identity, and it must be passed on to in coming generations with an enhanced value.

Angeles, M. (2014, July 22). Tanggol Wika. Retrieved December 1, 2018 from https://www.facebook.com/TANGGOLWIKA/photos/a.1417378145216749/1432909306996966/?type=3&theater

Cruz, R. (2014, June 17). Why PH is scrapping Filipino in college. Retrieved December 1, 2018 from ABS-CBN News: https://news.abs-cbn.com/nation/06/17/14/why-ph-scrapping-filipino-college?fbclid=IwAR21Q1mYcLSJre5OibbTC74c-gkbhK5X6N7U_N1mKbhPFZuKM6iuZk13ZDU

GMA News. (2015, April 22). Pagtanggal sa asignaturang filipino at panitikan sa kolehiyo, pinigil ng Korte Suprema.

Jimeno, R. (2014, August 25). Deleting Filipino as College Subject. Retrieved November 30, 2018 from manilastandard.net: http://manilastandard.net/opinion/columns/out-of-the-box-by-rita-linda-v-jimeno/155774/deleting-filipino-as-college-subject.html

Madriaga, R. (2017, September 22). Filipino subjects should be excluded in the college curriculum (A Position Paper). Retrieved December 1, 2018 from filipinokto12pioneers.wordpress.com: filipinokto12pioneers.wordpress.com

Mateo, J. (2018, November 19). PhilStar Global. Retrieved November 30, 2018 from Philstar: https://www.philstar.com/headlines/2018/11/19/1869805/ched-verifying-impact-filipino-subject-removal

Umil, A. M. (2018, November 24). Wika bilang kaluluwa ng bansa. Retrieved December 1, 2018 from Bulatlat: http://bulatlat.com/main/2018/11/24/wika-bilang-kaluluwa-ng-bansa/?fbclid=IwAR2BKii9CuhcuhfDkt2vFFkWLztNzBD2_z0GL3_tqIyktn8sRFzipC-tWIM

 

 

 

A lot has been said about the statement issued by the Commission on Higher Education (CHED) regarding the removal of Filipino and Panitikan subjects in all higher education programs. This is not even something that is relatively new; the memorandum order already existed back in 2013. It only made its way in the spotlight due to an appeal to lift a 2015 Temporary Restraining Order (TRO) that was submitted on November 14, 2018. The thing that surprised me the most was the fact that the people who have the power and capacity to do the exact opposite of the proposed plan instead chose not to. The Department of Education (DepEd) claims to have recognized the importance of globalization especially in this fast-paced world. It did not occur to me that by wanting to conform with the set global standards we are on the brink of cultural loss. By removing the ability to learn more about our own language we are distancing ourselves away from our identity. This decision of abolishing the Filipino subject in favor of appointing foreign languages as course electives is nothing but a disservice to the homeland.

Maybe the system is what needs to be fixed when it has repeatedly shown how unafraid it is to disregard what is actually good for the majority. I fear for the thousands of teachers that will lose their jobs if this actually pushes through. I fear for the Filipinos who would have to live a life where their own language is not even a comfort zone anymore. Having to force these foreign agendas would do nothing but breed people who know nothing at all. Back in my elementary education I always wondered why Philippine history was taught in English instead of using the language we fought so hard for. I had my name written down in a list because I was prohibited to use my own language during an English class. Going home I was frustrated because I was forced to speak in English for most of the time spent in school. The thing that I looked forward to the most was that one-hour Filipino class at the middle of the day because I could actually talk like any normal person. Eventually, I learned to just accept how much of an asset the English language is. I had to push myself to read more books and practice my writing because it felt so empowering to be good at the language. Children grew up watching English cartoons because their parents wanted them to pick up the language at such an early age. Our schools use English as the primary medium to convey the information we need to learn. We were conditioned from the start to think of English as the superior language. Although rightfully so especially in the global scale of things, we forget the importance of prioritizing ourselves first before conforming to the standards set by the powerful and mighty. There are still people out there who have absolutely no idea what it is that makes the word “ng”different from “nang.”It seems like we know how to speak the language but we have no understanding whatsoever of the little intricacies that come with it. As long as the message comes across then the rest can be disregarded completely.

How can a country progress when people find it repetitive to study something of our own? The reasons that they gave out made me scratch my head. How is it inconvenient for us to learn more about our identity? These are the same people who think they know everything about the Filipino language just because they use it in a daily basis. We should also ask ourselves whether the curriculum is actually successful. Are the lessons being taught necessary and effective? The “repetitiveness” could be easily solved through an overhaul on the curriculum. Instead of scrapping the subject why not just look for another topic to fixate on? Baybayin has been gaining attention recently and now is the perfect chance for us to actually learn about its history rather than just seeing it as an aesthetic. Instead of just going for the easiest way out we should try to do something different for once. To remove Filipino and Panitikan is a betrayal to a country who was once a victim of the very same thing that they want to do right now.

Commission on Higher Education (2013). CHED Memorandum Order No. 20, Series of 2013.

Commission on Higher Education (2014). Statement of the Commission on Higher Education on Filipino and the Revised General Education Curriculum.

Department of Education (2018). DepEd: Korean and other foreign language classes elective, not replacement to Filipino.

Cabico, G. K. (2018, November 19). DepEd: Korean, other foreign languages won't replace Filipino subject. Retrieved from https://www.philstar.com/headlines/2018/11/19/1869914/deped-korean-other-foreign-languages-wont-replace-filipino-subject

Tomacruz, S. (2018, November 15). CHED to hold order removing Filipino as required college subject. Retrieved from https://www.rappler.com/nation/216730-ched-hold-order-remove-filipino-panitikan-required-college-subject

It is natural for a country to have their language as a staple subject in their academic curriculum; thus, this change in the system has caused chaos amongst some groups of people. Being Filipino citizens, it is only expected of us to be competent with our own mother tongue. However, with the English language being a prominent universal medium, our native language has been distinctly overshadowed, especially in urban communities and more developed areas of the Philippines. In the more rural sectors of the country, Filipinos and their dialects are well maintained and are still actively used. Still, the decision of eliminating the Filipino subject from the college curriculum is affecting the whole country.

 

I personally observe that lessons are often repetitive. It’s a mere cycle of knowledge flowing through the academic system. Having Filipino taught in both Grade 11 and Grade 12 is already exhausting on its own, especially with its repeating essentials and basics. However, I believe Filipino should still be integrated with the tertiary level of education, as our mother tongue does not cease to exist just yet. Teaching a country’s mother tongue as a foundation in the educational system allows the students to further appreciate and learn what it has to offer. Considering that throughout the primary and secondary levels of education Filipino lessons revolve around vocabulary, its usage, and history, it would prove to be fruitful if these learning are placed in a more practical and hands-on subject for the tertiary level. More practical activities, less written works. However, there are also benefits to the removal of Filipino in the college system. One of which is that there is more room to learn other fields. Specializations and the like are given more time and emphasis, as the time of studying Filipino is now a free slot. Another benefit is that individual effort is encouraged indirectly. The absence of Filipino as a subject in school will boost students to appreciate the language further and it will also be seen as a commendable trait to be significantly skilled in the mother tongue.

 

Whether the Commission on Higher Education decide to return Filipino to the tertiary level or not, learning will go on. Either way, we’re still Filipinos, nonetheless.

 

            According to one of the writings that Jose Rizal wrote says that “Ang hindi magmahal sa sariling wika ay higit pa sa hayop at malansang isda .” To cap it all the Filipino language has been present since the Spanish era. In fact it is still practice and used almost today. They might have been changes since language is a dynamic one where it always changes and adapt to the culture or environment around. According to a pervious lesson on Speaking and Listening course, that language shows our culture and traditions, in other term it is rooted from our culture. Using Filipino when we talk to others is one way of showcasing our culture to the world, because language is rooted to our culture. CHEd or the Commission of Higher Education, are planning to remove the Filipino Subject will be removed in the tertiary level. 

            Removing the Filipino subject in college is likely saying that we do not honor and value our own culture. According to Journalonline, Senator Panfilo Lacson said that children these days is finding a hard time to speak in Filipino so they tend to find words in English to express. It is true that children these days are exposed to media where English is the language is used, so it means that children as young as 5 learns English but not Filipino. If children then goes to the real world they might not know how to speak, and this is where the Filipino subject can help the student learn our language. In college it is important to still have the subject for it can help student learn and comprehend the language. Doing this does not only help the students learn, but also help each student embrace the culture and history of our language. Removing this means that we are forgetting the words that Jose Rizal has said. 

            In conclusion, the Filipino language is rooted to our culture. Simply using it expresses who we are and our identity on the world. With media these days’ children are more likely to learn the English language first than our own, but having a subject like this make us people learn of our language. In college removing it means that we are losing the touch or love for our language, so the Filipino Language needs to be still studied in college for it helps us uphold and preserve our own culture and history.

 
References:

Removal of Filipino subject in college unconstitutional -- senators. (2018, November 16). Retrieved December 6, 2018, from https://journal.com.ph/news/nation/removal-filipino-subject-college-unconstitutional-senators

            The memorandum passed by the Commission on Higher Education (ChEd) regarding the removal of Filipino and Panitikan subjects in college received much backlash from both academics and students alike. Most comments about this decision in general have been negative and opposing. This memorandum was made under the belief that the Filipino subjects students took in the K-12 curriculum would be sufficient and that these students would not need to take up any additional Filipino subjects in college. 

 

            This removal is seen by many as offensive because it implies that the Filipino subject is easily replaceable and that any other subject could be taught in its place instead.  Filipino is not just a subject taught in school- it is our national language, a part of our culture and identity. It is what connects us to our fellow countrymen who speak different dialects. Taking this subject away is like stripping us of our identities. And for what? Being globally competitive? I don’t think so. According to an article by Philstar, the Court also defended its ruling on the constitutionality of the ChEd memorandum on the removal of Filipino and Panitikan so as “there would [be] no duplication of subjects already taught in Grade 1 to 10, senior high school and college.” As a product of the K-12 curriculum, this statement is trivial. In going through K-12, students were told that the subjects taken up in those 2 years were not going to be required in college anymore but a lot of courses in different college programs are alarmingly similar to those taken up in Senior High School. Also, there are multiple variations of English, Math and Science subjects taught to children from pre-school up to college. But these subjects are not being taken away from the curriculum. Why? Because the learning areas are different and focus on different topics for each lesson. There is no “duplication of subjects” going on. The same could be said for the Filipino subject. Students are not going to be taught in college what they have learned in Junior or Senior High School. There would be different topics covered. ChEd’s attempt at defending itself is weak.

 

Today, lot of Filipinos, youth mostly, do not know proper Filipino grammar and are not able to converse or speak Filipino fluently. This is a problem. This should be a clear sign that not only should these subjects be kept in the curriculum, but we should also improve what we have now. Maybe by improving and upgrading what children learn from their pre-school years, we could take away Filipino subjects in the future. But as of now, we cannot afford to do that. We still need that education. Filipinos know so little while there is so much more out there that we could learn.

 

 

References:

Philstar (2018 November 26) Group asks SC to reverse ruling on leaving Filipino out of college curriculum. Retrieved from:  https://www.philstar.com/headlines/2018/11/26/1871896/group-asks-sc-reverse-ruling-leaving-filipino-out-college-curriculum#jxJorbSJMziURORU.99

          Filipino language promotes our identity and uniqueness to other countries, for our ancestors, it meant freedom for being able to have our own identity, citizenship for our people and a language of our very own but it seems like as we live in a world where people are so interconnected with each other because of the advancement of technology that  we have now, sharing of culture between different places are so much faster now that we get influenced by foreign countries in a less difficult way and because of that, each day, more filipinos would rather speak in a different language, making them forget the essence of our language. University of the Philippines (UP) Sentro ng Wikang Fiipino director Rommel Rodriguez said that “The Filipino language and Philippine literature are part of what shapes our nation, our country and our race. If that’s removed in college, our culture will be overtaken by Western culture.” If the time comes that the judiciary agrees with CHED, what will happen now to our country where western standards are more relevant that what our culture actually encompasses? Teaching Filipino and Panitikan in college, also played a role in allowing students to understand our history so I don’t see any reason why our government wants to remove them. In addition, removal of these subjects would also mean the loss of jobs of over 10,000 teachers who worked hard to be able to teach the one subject they really love considering how long they have been studying for this specific subject and be able to specialize in it. Removing it will result to numerous changes that people would have to cope up with especially for the future generations.

The Filipino language has been ignored for far too long. Being part of the Philippine community is something we should be proud of, and one way to show it is by preserving the language that our ancestors fought for. Neglecting the language that we have would also mean neglecting the fact that you are a Filipino, it is the connection between our blood and soul that ties our culture together. Now is the time to act and protect our heritage; the need for our language to be spoken and be more appreciated by the Filipinos, to strengthen our identity and create a bigger bond between the Filipinos.

 

 

          

https://www.philstar.com/headlines/2018/11/17/1869300/10000-teachers-may-lose-jobs-due-removal-filipino-panitikan

There’s a total number of 187 language dialect in the Philippines; 183 are living and 4 are extinct. Of the living languages, 175 are indigenous and 8 are non-indigenous. Furthermore, 41 are institutional, 72 are developing, 45 are vigorous, 14 are in trouble, and 11 are dying. Thus, the importance of our national language; Filipino, is of great importance as it unites our different ethnicities, and creates an identity distinct from other nations. 

Furthermore, around 10,000 College Filipino professors might lose their job with regards to the removal of the Filipino subject in college. If the government’s solution for this is the professors’ displacement, then it would still be problematic as it would most probably won’t be sufficiently compatible with our education’s curriculum. Some professors may be transferred to basic education but is still doubtful. Nevertheless, it would still be troublesome for the teachers to adjust in their system and their salary would likely decreased.

To summarize, removing the Filipino subject in tertiary level might have an advantage — a little chance of advantage — and disadvantages. However, the advantage does not rightly justify its disadvantages. This country needs an instrument for every region to unite. This country needs the Filipino subject at every level. This country needs its citizen to excel as much as they can in the Filipino language; thus Filipino subject must not be remove.

References:

https://www.rappler.com/nation/217594-alliance-appeals-supreme-court-ruling-removing-filipino-required-college-subject

http://bulatlat.com/main/2014/06/27/removing-filipino-as-a-subject-in-college-a-betrayal-in-the-name-of-business/

http://manilastandard.net/opinion/columns/out-of-the-box-by-rita-linda-v-jimeno/155774/deleting-filipino-as-college-subject.html

1BES2                                                                                                               

Is there really a justice when one culture has forcedly removed from a proud nation? Would someone else’s conscience agree to abolish one’s identity? Will you let other states take over your pride to conform amidst diversity? These are the questions that come into my mind when I heard the issue regarding the nationwide implementation of the removal of Filipino or “Panitikan” in the college curriculum. This implementation lies in the decision of our government, and the effects of this had become a dilemma not only to students, but also to people who believe that language is significantly integrated to one’s identity.

From my realistic view, I personally do not agree with the elimination of Filipino in the college curriculum primarily because its consequences fall in a large scale conflict. The unemployment rate of Filipino professors will gradually increase, and the effects of that is integral to the growing problem of the country in terms of labor development. The Philippines as an emerging state should improve itself by harnessing its history, culture, and language. I have always believed, we have one of the most beautiful languages in the world and I could not just imagine not being able to properly articulate them due to its disappearance in the academic setting. I may have studied Filipino my whole life, starting from grade school to high school, but losing sight of the Filipino in college gives me a sense of incompleteness. People might have disinterest of the course because many, if not most will expect that they will only receive the kind of education that is relevant to their degree. My stand to this, lies to the notion that the course itself, is a way to preserve and help maintain the importance of the language in our culture. Because language is our treasure and heritage, it symbolizes our roots that claim who we are today. Through one language, we get to communicate and understand each other comprehensibly. Apart from that, Filipino as our mother tongue is the depiction of our nation’s soul. It is the key for the unification of our feelings and thoughts which will drive our country into a more peaceful and progressive state.

 

Only if our government has finally made their decision to pursue this law, I truly believe that time has finally come where our culture begins to fade. The identity of being a Filipino will be replaced by a culture that snapped somewhere along the line. Our traditions, values and way of life will slowly vanish. As a democratic country, we have the freedom to speak for what we think is right. While there is still time, we must keep our feet together and fight for what we deserve, not only as a citizen but as a Filipino. Like Dr. Jose P. Rizal said, "He who does not love his own language is worse than an animal and smelly fish."

References:

(2018, November 18). About the removal of Filipino subjects in college. Retrieved from https://www.reddit.com/r/Philippines/comments/9x2bnv/about_the_removal_of_filipino_subjects_in_college/

            Language embodies and represents a nation by creating a unique sense of identity and belongingness. It serves as an exclusive avenue to express nationalistic sentiments in a deeper and more salient way. Most importantly, language sustains our connection to the very root of our identity as Filipinos. However, language’s basicality renders it to be vulnerable to insufficient value and attention regarding its development and sustenance.

            Just recently, news broke out regarding the Supreme Court’s validation of the CHEd’s memorandum that removes Filipino and Panitikan as core subjects in the college curriculum. The said memorandum was said to be endorsed as to prevent the repetition of the subject contents taught during elementary and high school. Upon learning the SC’s decision, not only several criticisms, protests, and sentiments lashed out online but also motions for reconsideration coming from Filipino advocates nationwide.

We cannot just fully learn and master a language that has been living for centuries and is dynamically evolving as generations continue with just twelve years of schooling. How could they conclude that the Filipino and Panitikan lessons drilled into the minds of the youth during high school and elementary make them ‘university-ready’ when they cannot even properly use the words ‘ng’ and ‘nang’ and construct a fluent and exceptional essay in the Filipino language. Mind you, this is not even a petty nor shallow argument between the right use of ‘ng’ and ‘nang’, ‘daw’ at ‘raw’, nor the ability to recite Filipino tongue twisters in a matter of seconds without being tongue-tied. This is more than just being able to converse in Filipino, because that must be innate and basic for us citizens of the Philippines in the first place.

Dig in to the deeper sense of the matter and spot the frail devotion to the nation’s own mother tongue. Notice the unfathomable interest for anything foreign and the choleric distaste for local, and you will be led to the same old problem of ‘colonial mentality’ and ‘inferiority complex’ that the citizens have. If we choose to exclude the Filipino language in the college curriculum and disengage the youth to their own mother tongue, in the kind of generation and mentality that the society has now, we are only promoting the vulnerability of our own culture. How could someone easily consider the removal of Filipino and Panitikan as core subjects in school when they serve as the closest cure for the Filipinos’ constant detachment from their own identity and origins?

 

References:

Buan, L. (2018, November 10). Supreme Court lifts TRO: Filipino not required subject in college. Retrieved December 7, 2018, from https://www.rappler.com/nation/216393-supreme-court-lifts-tro-filipino-not-required-subject-college#cxrecs_s

Tomacruz, S. (2018, November 15). CHED to hold order removing Filipino as required college subject. Retrieved December 7, 2018, from https://www.rappler.com/nation/216730-ched-hold-order-remove-filipino-panitikan-required-college-subject

Bautista, Jose Manuel  Conrado D.
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