GMA EO #210 is Unconstitutional, Part 2

In my blog post on April 9, 2007 (below), “GMA's Exec. Order #210 (2003) is Unconstitutional”, I posed the following question: “Was there ever a constitutional challenge to GMA's Executive Order #210?”

Well, the answer came when a group of self-proclaimed group of nationalists, mostly heavyweights from academia, filed with the Philippine Supreme Court on April 27, 2007, a petition for certiori and prohibition:

REPUBLIC OF THE PHILIPPINES
SUPREME COURT
MANILA

WIKA NG KULTURA AT AGHAM, INC.
(WIKA), represented by its President, ISAGANI
R. CRUZ; LINANGAN SA RETORIKA AT
ARTE INC. (LIRA), represented by BEVERLY
SIY; FILIPINAS INSTITUTE OF TRANSLATION
INC. (FIT), represented by ROMULO P. BAQUIRAN
JR.; SAMAHAN NG MGA TAGASALIN (SALIN)
INC., represented by AURORA E. BATNAG;
EFREN R. ABUEG; VIRGILIO S. ALMARIO; Minors
AMANSINAYA and IDYANALE AÑONUEVO,
represented by their Father, ROBERTO T.
AÑONUEVO; ABDON BALDE JR.; Minors MIKO
IDYANALE, JEANNE HARAYA, MIGUEL
BULAWAN, all surnamed COROZA, represented
by their Father, MICHAEL M. COROZA;
RANDOLF DAVID; MA. THERESA DE VILLA;
FANNY A. GARCIA; JUAN T. GATBONTON;
PATRICIA B. LICUANAN; BIENVENIDO
LUMBERA; Minors DINAH PSALMA SIGLA,
VICTOR EMMANUEL CARMELO II, DINAH
PALMERA SULAT, all surnamed NADERA,
represented by their Father, VICTOR EMMANUEL
CARMELO D. NADERA JR.; VINA P. PAZ; JOVY
M. PEREGRINO; NICANOR G. TIONGSON;
ROSARIO TORRES-YU; and GALILEO S. ZAFRA,

Petitioners,

G.R. NO. ___________________

FOR CERTIORARI, PROHIBITION

with PRELIMINARY INJUNCTION

- versus -

PRES. GLORIA MACAPAGAL-ARROYO,
Executive Secretary EDUARDO ERMITA,
and Sec. JESLI LAPUS,

Respondents.

x-------------------------------------------------- x.

PETITION

PETITIONERS, through counsel, respectfully file this Petition for Certiorari and Prohibition, with a Prayer for the issuance of a writ of Preliminary Injunction and/or Temporary Restraining Order, and allege:

PARTIES

1. Petitioner WIKA NG KULTURA AT AGHAM, INC. (WIKA), is an association of educators, writers, and cultural workers duly organized and existing under the laws of the Philippines, with address at Kolehiyo ng Arte at Literatura, Unibersidad ng Pilipinas, Diliman, Quezon City, and represented herein by its President, ISAGANI R. CRUZ; Petitioner LINANGAN SA RETORIKA AT ARTE, INC. (LIRA), an association of linguists and artists, is an organization existing under the laws of the Philippines, represented by its President, BEVERLY SIY, with address at No. 128 K-8th St., Kamias, Quezon City; Petitioner FILIPINAS INSTITUTE OF TRANSLATION, INC. (FIT), is an association of language translators and teachers, is also existing under the laws of the Philippines, and is represented by its President, ROMULO P. BAQUIRAN JR., with address at No. 29 E. Ramos St., Krus Na Ligas, UP Campus, Diliman, Quezon City; Petitioner SAMAHAN NG MGA TAGASALIN, INC. (SALIN), an association of language translators and teachers, is also existing under the laws of the Philippines, and is represented by its President, AURORA E. BATNAG, with address at Unit 21 North Point Townhomes, Seminary Road, Quezon City.

2. Individual Petitioners are all of legal age (except the minors who are represented herein by their fathers), citizens and taxpayers of the Philippines:

a. EFREN R. ABUEG, a resident of No. 57 Rodriguez St., Philamlife Village, Las Pinas City, is a writer in residence at De La Salle University, Dasmarinas, Cavite;

b. VIRGILIO S. ALMARIO, residing at No. 5 Flametree Place, Ferndale Homes, Brgy. Pasong Tamo, Quezon City, who has been named National Artist in Literature, is presently the Dean of the College of Arts and Letters, University of the Philippines, Diliman, Quezon City;

c. Minor AMANSINAYA AÑONUEVO, aged 12, is a high school student at La Immaculada School; while Minor IDYANALE AÑONUEVO, aged 7, is an elementary school student at La Immaculada School; both of them are represented herein by their Father, ROBERTO T. AÑONUEVO, who is the Chairman of UNYON NG MGA MANUNULAT SA PILIPINAS (UMPIL);

d. ABDON BALDE JR., a resident of No. 18 Dao St., Casimiro Village, Las Piñas City; is a Bikolano writer;

e. Minors MIKO IDYANALE COROZA, aged 12, is a high school student at Marikina Science High School; Minor JEANNE HARAYA COROZA is an elementary school student at Nangka Elementary School; and Minor MIGUEL BULAWAN COROZA, aged 4, is in pre-school; all the minors herein are represented by their Father, MICHAEL M. COROZA, residing at Blk. 7, Lot 30, Ateneo Ville, Nangka, Marikina City, and is Assistant Professor in the Department of Filipino, in the School of Humanities, Ateneo de Manila University, Loyola Heights, Quezon City;

f. RANDOLF DAVID, a resident of No. 17 Gomburza St., UP Campus, Diliman, Quezon City, is Professor in the Department of Sociology, College of Social Sciences and Philosophy, University of the Philippines, Diliman, Quezon City;

g. MA. THERESA DE VILLA, a resident of No. 38 Viola St., U.P. Campus, Diliman, Quezon City, is Professor of English, UP Integrated School, University of the Philippines, Diliman, Quezon City;

h. FANNY A. GARCIA, a resident of No. AB-2-102 Hardin ng Rosas, UP Campus, Diliman, Quezon City, is Associate Professor and Chairman, Department of Filipino, De la Salle University, Taft Avenue, Manila;

i. JUAN T. GATBONTON, a resident of No. 5A Col. Martelino St., Heroes Hill, Quezon City, is a freelance writer;

j. PATRICIA B. LICUANAN, a resident of No. 6 Gaddang St., La Vista, Loyola Heights, Quezon City, is President of Miriam College, Loyola Heights, Quezon City;

k. BIENVENIDO LUMBERA, who has been named National Artist in Literature, resides at No. 56 Caimito St., Mapayapa Vill., Quezon City, and is Professor Emeritus, Departamento ng Filipino at Panitikan ng Pilipinas, Kolehiyo ng Arte at Literatura, University of the Philippines, Diliman, Quezon City;

l. Minors DINAH PSALMA SIGLA NADERA, aged 9, is an elementary school student at University of the Philippines – Integrated School; Minor VICTOR EMMANUEL CARMELO NADERA II, aged 7, is an elementary school student at Claret School; while Minor DINAH PALMERA SULAT, aged 3, is in pre-school; all these minors are presented by their Father, VICTOR EMMANUEL CARMELO D. NADERA JR., a resident of Unit 613, Sikatuna BLISS, Phase II, Quezon City, is Director of the Institute of Creative Writing, Kolehiyo ng Arte at Literatura, University of the Philippines, Diliman, Quezon City;

m. VINA P. PAZ, a resident of No. 601 6th St., Martin Subd., Angono, Rizal, is Head, Departamento ng Filipino at Panitikan ng Pilipinas, Kolehiyo ng Arte at Literatura, University of the Philippines, Diliman, Quezon City;

n. JOVY PEREGRINO, a resident of No. E-105 Hardin ng Bougainvillea, Aguinaldo St., UP Campus, Diliman, Quezon City, is Associate Professor, Departamento ng Filipino at Panitikan ng Pilipinas, Kolehiyo ng Arte at Literatura, University of the Philippines, Diliman, Quezon City;

o. NICANOR G. TIONGSON, a resident of 28F, 8 Wack-wack Road, Mandaluyong City, is Professor, UP Film Institute, College of Mass Communications, University of the Philippines, Diliman, Quezon City;

p. ROSARIO TORRES-YU, a resident of No. 5 Pook Aguinaldo, UP Campus, Diliman, Quezon City, is Professor, Departamento ng Filipino at Panitikan ng Pilipinas, Kolehiyo ng Arte at Literatura, University of the Philippines, Diliman, Quezon City; and

q. GALILEO S. ZAFRA, residing at No. 52 Agoncillo St., Area 1, UP Campus, Diliman, Quezon City, holds office as Director, Sentro ng Wikang Filipino, University of the Philippines, Diliman, Quezon City; All the Minor Petitioners herein, represented by their parents, and aware of their intergenerational responsibility to the generations yet to come, are numerous and representative enough of all elementary and high school students, and file the instant Petition in behalf of all children who are now attending, or who in the future will attend, public and private elementary and high schools all over the country.

3. Respondent GLORIA MACAPAGAL-ARROYO is impleaded in her capacity as President of the Republic of the Philippines, and Respondent EDUARDO R. ERMITA is impleaded in his capacity as Executive Secretary. Both Respondents can be served with summons in Malacañang Palace, Manila.

4. Respondent JESLI R. LAPUS is impleaded in his capacity as Secretary of the Department of Education, Culture and Sports, and he may be served with summons at the Department of Education, Meralco Ave., Pasig City.

CAUSES OF ACTION

5. On May 17, 2003, Respondents President of the Philippines and Executive Secretary promulgated Executive Order No. 210 entitled “Establishing the Policy to Strengthen English as a Second Language in the Educational System”. The salient points of the said EO are:

(a) English should be taught as a second language at all levels of the educational system, starting with the First Grade;

(b) English should be used as the medium of instruction for English, Mathematics, and Science from at least the Third Grade Level;

(c) The English language shall be used as a primary medium of instruction in all public institutions of learning at the secondary level;

(d) As the primary medium of instruction, the percentage of time allotment for learning areas conducted in the English language in high school is expected to be not less than seventy (70%) of the total time allotment for all learning areas; and

(e) The Filipino language shall continue to be the medium of instruction in the learning areas of Filipino and Araling Panlipunan. A true copy of EO No. 210 is herewith attached as Annex “A”.

6. While the title of the EO purports to strengthen the use of English as a second language, an analysis of the contents show that the EO actually strengthens English as the primary medium of instruction.

7. On August 22, 2006, Respondent Secretary of Education implemented EO 210 by promulgating Department of Education Memorandum Order No. 36, Series of 2006 DepEd Order No. 36), providing as follows:

a. English shall be taught as a second language starting with Grade I;

b. As provided for in the 2002 Basic Education Curriculum, English shall be used as the medium of instruction for English, Mathematics and Science and Health starting Grade III; and

c. The English language shall be used as the primary medium of instruction in all public and private schools in the secondary level, including those established as laboratory and/or experimental schools, and vocational and technical institutions. As the primary medium of instruction, the percentage of time allotment for learning areas conducted in the English language should not be less than seventy (70%) of the total time allotment for all learning areas in all year levels. A true copy of DepEd Order No. 36 is attached as Annex “B”.

8. Both EO 210 and DepEd Order No. 36 patently violate the Constitution which provides in Article XIV: Section 6: The national language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the basis of existing Philippine and other languages. Subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain the use of Filipino as a medium of official communication and as language of instruction in the educational system. Section 7. For the purpose of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English. The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein.

8.1. The provisions of EO 210 and DepEd Order No. 36 that English shall be taught as a second language starting with the First Grade violates the above-quoted provisions of the Constitution since Filipino is actually only the second language in non-Tagalog areas. The EO thus subverts the present status of Filipino in non-Tagalog areas, and violates the constitutional injunction that the regional languages shall serve as auxiliary media of instruction.

8.2. The provision of the EO that the English language shall be used as a primary medium of instruction for English, Mathematics and Science from at least the Third Grade level is a clear violation of the constitutional duty of Respondents “to initiate and sustain the use of Filipino as language of instruction in the educational system.

8.3. The provision of the EO that the English language shall be used as the primary medium of instruction in all public and private institutions of learning in the secondary level, and the provision that encourages the use of English as the primary medium in the tertiary level, undermine both the letter and the spirit of the Constitution on the national language, which has prescribed Filipino as the medium of instruction on pedagogical grounds.

8.4. Indeed, in the 1991 Report of the Congressional Commission on Education, it was recommended that the vernacular and Filipino should be the medium of instruction for basic education. It enjoined the Department of Education to develop a plan such that between 1991 and 1998, a program for the development of instructional materials in Filipino is adopted and implemented and that, by the year 2000, all subjects, except English and other languages, shall be taught in Filipino.

8.5. In 1998, the results of a World Bank/ADB education research demonstrate that the use of the vernacular in the first years of school provides the necessary bridge for a child to learn a second language (in this case Filipino or English), and that children are less likely to drop out of school during the first years of school when instruction is in the language spoken at home.

8.6. Thus, in 1998, an attempt was made to revive vernacular teaching through the use of the three major local lingua francae of the Philippines (Ilokano, Cebuano, Tagalog) as media of instruction until Grade 3 and in English thereafter, under the bilingual scheme. The pilot project was conceptualized with the help of specialists from the Summer Institute of Linguistics. The initial feedback from the pilot schools set up was overwhelmingly positive (pupils were active, not passive; they asked questions spontaneously instead of answering in monosyllables and phrases in a language they hardly understood, conceptualization especially in mathematics took place almost from the first day in school).

8.7. In 2000, the Philippine Commission on Educational Reforms, while reaffirming the bilingual policy and the improvement in the teaching of English, proposed the introduction of the use of the lingua franca or vernacular as the medium of instruction in Grade One. Studies have shown that this change will make students stay in school longer, learn better, quicker and more permanently, and will in fact be able to use the first language as a bridge to more effective learning in English and Filipino.

9. The promulgation of EO 210 and its implementation by means of DepEd Order No. 36 by Respondents operates to the disadvantage of a suspect class and impinges on the fundamental right to education protected by the Constitution (Art. XIV, section 1) and thus violates the due process and equal protection clause of the Constitution (Art. III, sec. 1).

9.1. The said EO and the implementing Order absolutely deprives school children coming from the lower socio-economic classes of the desired benefits in education for it has been shown that due to poverty, such school children receive very little public education, or a poorer quality of education than that available to rich families, and they end up as functional illiterates because of the use of English as a medium of instruction,

9.2. Government research and studies show that for every ten children entering Grade 1, only five get to Grade 6, two get to high school, and only one finishes college education. All drop-outs from elementary school become illiterates.

9.3. This points out the need for effective teaching in the grade schools so that a good number of school children can become literate after primary school. They have to learn to read and write in grade school, to acquire basic knowledge and experience so that even if they drop out in the elementary grades, they already have acquired the foundation of literacy and basic knowledge.

9.4. Government and institutional studies have shown that children in the grade schools cannot learn how to read and write in English. Instead, it is the vernacular or Filipino, which is easy for them to understand, which will enable them to learn how to read and write and enable them to acquire the foundations of knowledge in the first few years of education.

9.5. The failure of Respondents to implement Filipino and the regional languages as the primary media of instruction has led to serious difficulties in learning among school children in elementary and high school, including herein Petitioner Minors, which has led to ineffective communication in the classrooms, low academic achievement, and high drop-out rate.

9.6. The harmful effects of using a foreign language for learning are not just limited to low academic achievement and cognitive growth; it also impairs the emotional security and the sense of self-worthiness and the ability to participate meaningfully in the educational process by lower class children who develop inferiority complex as they are stigmatized by their use of the native tongue.

9.7. Doubtless, a sense of inferiority affects the motivation of children to learn (McLaurin v. Oklahoma State Regents, 339 U.S. 637); it affects his ability to study, to engage in discussions and exchange views with other students; such considerations apply with added force to children in grade and high schools (Brown v. Board of Education, 347 U.S. 483). And all of this is the result of social and economic differences in status or in the environment of the students.

9.8. The implementation of EO 210 and DepEd Order No. 36, as well as other relevant implementing orders of the Department of Education, are designed to operate to the peculiar disadvantage of the comparatively poor children in elementary and high schools, thus creating a “suspect classification” subject to strict judicial scrutiny by the Honorable Court.

9.9. Furthermore, the use in education of English alienates children from their own cultural heritage and will produce a generation of young people who have no cultural values and who lack the traditions that make for a nation's identity. This has beclouded the responsibility of Petitioner Minors to pass on the cultural heritage of our nation to the next generations. Such a grave responsibility can only be accomplished through the use of the national language in school.

10. In prescribing English as the primary medium of instruction Respondents have acted ultra vires and in excess of their jurisdiction and in violation of the Constitution, and Petitioners have no other plain, speedy and adequate remedy at law, and by way of -

PETITION FOR A WRIT OF PRELIMINARY INJUNCTION
OR TEMPORARY RESTRAINING ORDER

11. Petitioners replead the above allegations.

12. Petitioners, and most specially Minor Petitioners representing their class, now suffer and will continue to suffer irreparable injury as mentioned above, resulting in stunted cognitive growth and low intellectual achievement as well as impairment of the thinking process, which has wrought incalculable damage to the intellectual development of said Petitioners;

13. This wholesale violation of the human right to education and deprivation of the right to equal protection of the law of Petitioners can only be abated by the equity power of the Honorable Court;

14. Petitioners are willing to post a bond in such reasonable amount as may be set by the Honorable Court to answer for any damages Respondents may suffer as a result of the issuance of a writ of preliminary injunction/TRO.

PRAYER

WHEREFORE, it is respectfully prayed that --

(1) Upon the filing of this Petition, a writ of preliminary injunction/TRO issue, ordering Respondents and any person acting under them, to cease and desist from implementing EO 210 and any of its implementing orders/regulations, specially DepEd Order No. 36, s. 2006, and

(2) After hearing, EO 210 and DepEd Order No. 36, s. 2006, and any other implementing order or regulations be declared null and void in violation of the Constitution.

PETITIONERS pray for such other and further relief as may be just and equitable in the premises.

Makati City for Manila, April 27, 2007.

AGABIN VERZOLA HERMOSO &
LAYAOEN LAW OFFICES
Counsel for Petitioners
26th Floor, Pacific Star Building
Gil Puyat Ave. cor. Makati Ave.
Makati City

By:

PACIFICO A. AGABIN
Roll No. 16609/06.07.61
PTR No. 0385207/01.31.07/Makati
IBP Life Roll No. 251

Some notable reactions came from:

Dean Jorge Bocobo in Philippine Commentary: The Medium is the Mess; The Medium is the Mess Part 2; A Curious Paradox.

Manuel L. Quezon III in the Philippine Inquirer: Misplaced Emphasis on English.

As for me, I have expressed my sentiments on the issue in a number of posts in this blog. My wish is that those of us who are in the Ilocano sector should participate proactively in the forthcoming discussion on the above matter instead of letting others (who are not as intensely interested in Ilocano as we are) decide what to do with our very own language.

(But really, do these elderly people behind the petition have to drag a 3-year old pre-schooler and those other young ones to do the work for them?)

Ilocano Cas MOI Cadagiti Escuela a Mayoria ti Ilocano

Iti daytoy a tungtungan maipapan iti pannacaaramat ti Ilocano cas medium of instruction (MOI) iti escuela primaria cadagiti lugar a mayoria dagiti Ilocano, napadayawannac iti itatabuno da Raymund Addun, Research Associate diay Institute of Popular Democracy, ken maysa met cadagiti advocates ti pannacausar ti Ilocano iti pagtutungtungan a publico, iti govierno local, iti escuela ken nadumaduma a media cadagiti amin a luglugar nga Ilocano ti pagsasao ti caadduan, ken ni Dr. Ariel Agcaoili, NAKEM Conference coordinator ken Professor iti University of Hawaii at Manoa:

Mon, 9 Apr 2007 05:15:05: Insurat ni Joe Padre:

Dear Raymund,

In an email, Ariel Agcaoili mentioned that you're presently in Spain on a scholarship. Excellent!

Well, the reason I'm writing to you really is Ariel's telling me that you are involved in the Ilocano language dialogue. In fact, I've read some of your views in that blog you have with Joel B. Manuel. This is great because, as a newbie in this, I truly think that there should be more like you to keep the dialogue alive and over the top of the national agenda. As we learned in Spanish I, "El bato rolando gathero no moso."

By way of introduction, I invite you to read where I'm coming from at ilocano-samtoy.blogspot.com. Then please email me what you think.

I'm also trying to convince a few people, including Cles Rambaud, Editor, Bannawag, to archive in an Internet website all existing Ilocano literary material, including oral folklore, to preserve them for the present generation and posterity and to provide content material if we were to push for the use of Ilocano as auxilliary medium of instruction in our schools where Ilocano is spoken by the majority as mandated by the 1987 Constitution. I have suggested a basic content outline at ilocano-online.com. I thought Roy V. Aragon's dadapilan.com would be the ideal site for the archive, however, it would be up to him if he is amenable to work in the proposed Ilocano Online content. Otherwise, we'd just have to have an independent Ilocano Online website.

Would really appreciate your insight into these.

Thanks and good luck and may you enjoy your stay in Spain!

Sincerely yours,

Joe Padre

Mon, 9 Apr 2007 14:36:00: Insurat ni Raymund Addun:

Dear Joe,

Thanks for writing.

Yes, i remember writing an essay with Joel about 3 years ago on Ilocano orthography. Unfortunately (or is it fortunately?), since then I have changed my views on the subject. I have even asked Joel to delete that essay. Re orthography, for now I couldn’t care less because a greater threat or battle has to be fought. This threat is that originating from the present language policy of the government.

On "regional" languages being auxiliary languages in schools: this is not enough to resurrect and develop our regional languages. Even if the regional languages were given the status of auxilliary languages, their use as such would only be given lip-service by the powers-that-be at the DepEd and KWF. For a language to develop, it must be given priority/primacy in all aspects of social life: schools, government, media. To demand auxiliary status in schools is akin to a slave asking for rugs with which to wrap his chains so that they would not make so much noise. No, what we should demand is the breaking up of the chains that bind us. We have been enslaved by the Tagalistas for so long already. We should demand that Ilocano be the official lingua franca in Ilocandia. That is, Ilocano should not only be the medium of instruction in some subjects, but in ALL subjects. It should not only be read in Ilocano literature but in all books, be they technical, scientific or literary. It should be used by the Ilocano governments in all their communications. In short, our vision should be grand and not small. Our vision should be to have Ilocano stand with respect among the other living languages of the world such as English, Spanish, and German.

On compiling all Ilocano literary works, this is long overdue. They should be compiled electronically. In short, let us have an electronic corpus. The corpus not only is the world view of the language, literature and culture of the Ilocanos, it is also the basis from which the language will blossom. With it we can develop our lexical banks, dictionaries, common usage rules.

The state of Ilocano under the threat of being either ruined or altogether killed by the government’s short-sighted language policies is precarious. Even if we win the battle, we will have to rebuild from the ruins. We should be ready for this eventuality.

Ala ngarud wen. ditoy pay laeng.

Agyamanak. 'imbag nga aldaw.

Raymund

Mon, 9 Apr 2007 16:42:56: Insurat ni Joe Padre:

Dear Raymund,

It's good to know someone like you has so much passion for this kind of dialogue which is long overdue for elevation into the national agenda. My initial assessment of the problem is that we Ilocanos are incredibly too passive, especially in reacting to initiatives by the government that affect our lives, our language, our literature and culture. We take pride in being characterized as being pliant like the bamboo even if the forces of change, mostly external, are out to bring the bamboo to its breaking point. We don't seem to have the spunk of the Chavacanos--their steadfast adherence to their own language and orthography, their refusal to follow the mainstream. I do like to use John Stuart Mills admonition on a similar plane:

"A people may prefer a free government, but if, from indolence, or carelessness, or cowardice, or want of public spirit, they are unequal to the exertions necessary for preserving it; if they will not fight for it when it is directly attacked; if they can be deluded by the artifices used to cheat them out of it; if by momentary discouragement, or temporary panic, or a fit of enthusiasm for an individual, they can be induced to lay their liberties at the feet even of a great man, or trust him with powers which enable him to subvert their institutions; in all these cases they are more or less unfit for liberty: and though it may be for their good to have had it even for a short time, they are unlikely long to enjoy it."

There's an excellent article written by Elizabeth A. Calinawagan (of the UP- Baguio) which was among the papers presented at the 2006 NAKEM Conference, one of Ariel Agcaoili's more useful thingamajigs. Entitled "Empowering Ilokano as Language for Local Governance" (p. 35), the paper presents empirical data on language usage within the minutes of a local government meeting in the City of San Fernando, La Union. I believe your concerns about the primacy of the Ilocano language, or lack thereof, in public functions are addressed.

My theory about insisting on Ilocano becoming one of the major players as media of instruction at the elementary and/or secondary levels in schools where the majority speaks Ilocano is that once the young ones actually see/realize the value of their mother tongue being used as medium of instruction in school, they will be the next staunchest supporters of its use in public functions when they grow up, especially among those who are lucky to become our leaders of tomorrow.

At any rate, I suggest we continue the dialogue without letting down.

I think the first order of business ought to concentrate our energies on having GMA's Exec. Order #210 of May 17, 2003, as implemented by DepEd Memo. #189 of June 2003 and DepEd Order #36 of Aug. 22, 2006, declared UNCONSTITUTIONAL so the powers-that-be would be forced to implement the provisions of Sec. 7, Art. 14 of the 1987 Constitution which mandates, among other things, that "The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein."

We are not about to let Ilocano fall victim of a determined language genocide being waged by no less than the President herself.

Regards,

Joe Padre

Mon, 9 Apr 2007 17:50:36: Insurat ni Ariel Agcaoili:

Patgek a Joe,

Addaakon iti 'dumadangadang' mode. I want to fight--and now.

We are getting Dr. Nolasco to address us at the Nakem and we are putting together a resolution asking him to support the cause of declaring Ilokano as one of the country's national languages. It is high time we did this. Makapaunget ti ar-aramidenda a kastoy. You are right about this linguistic and cultural genocide and this is systemic.

Be well,

Ariel

Tue, 10 Apr 2007 00:42:55: Insurat ni Raymund Addun:

Dear Ariel,

I am feeling like Simoun in the Fili. To kindle a revolution, let a thousand Ilocanos be frustrated. My take is that, the KWF and the powers-that-be will not listen. But that's how a revolution starts. So let it be. Let's dialogue and present our views to them. But let us be prepared for it to fall on deaf ears. It is for KWF's negativism vis-a-vis the regional languages and the frustration that I have that I am banking on grassroots/guerrilla tactics for Ilocano. When a critical mass of Ilocanos shall have been convinced of the righteousness of our cause, then with one great voice in unison with our other non-Tagalog comrades, let us declare to the President, the KWF, DepEd and the other instrumentalities of government involved in developing and implementing language policy: ENOUGH of this CULTURAL GENOCIDE, ADOPT A NORMALIZATION POLICY FOR OUR LANGUAGES, NATIONALIZE or OFFICIALIZE ALL MAJOR LANGUAGES. RECTIFY the ERRORS of a one-nation-one-language policy.

The reasons I can think of why the powers-that-be still cling to the conservative, reactionary and obscurantist policy of developing a national language they hypocritically call Filipino are personal and selfish in nature. However, I'll refrain from specifics here lest I strike a sensitive chord if this loop gets to travel around.

On Joe's views about children learning in Ilocano: an approach short of a general normalization policy on account of which it would not be sustainable. Even if children were exposed to Ilocano, such exposure would be neutralized by their exposure to Tagalog and English. And because of the favored use of Tagalog and English in the social milieu, the students' exposure to their native Ilocano would come to naught. There is no substitute for a general or systemic approach to language learning and development.

Proponents of the evolution of a national language such as Filipino based primarily on Tagalog want us to believe that "we need a common (national) language to understand each other". Truth is even before all the government initiatives to install Tagalog (now Filipino) as the national language, we--multi-cultural and multi-lingual that we are--already had English or Spanish to communicate with each other. Our forebears and leaders found nothing wrong with using a colonial language to liberate themselves. Jose Rizal wrote the Noli and Fili in Spanish. Besides, the one-nation-one-language proponents have grossly underestimated the power of regional language loyalty. Hence, even now that it appears Tagalog or the new "Filipino" has taken roots across the nation, even now that it has been swallowed hook and sinker in the form regurgitated by KWF plus all the permutations perpetuated by a bilingual language policy, the desired "one-nation-one-language" unity as a nation has continued to elude us.

The selection of Tagalog as the basis for the national language was necessarily a product of the biases of those in power at the time the choice was made. We understand that. However, we take issue on such pronouncements: "Filipino is envisioned to be based on Tagalog. It is not Tagalog. It is a language adopting other words from Ilocano and other languages." There's nothing magical or surprising about that. It's the very essence of the evolution of language. However, Filipino is still Tagalog because it follows the grammatical, morphological, syntactical and even phonemical rules of Tagalog. To use this to rationalize the government's aggressive initiatives to foist it upon the entire populace--especially our young children--at the exclusion of their mother tongue, their regional language, is language genocide. And since language mirrors the culture of a people, it's ultimately cultural genocide.

So, please spare us the hocus-pocus. Call a spade a spade and stop fooling us.

Ala wen ditoy pay laeng, ta kas ken ariel, makapa-highblood.

Best,

Raymund

Tue, 10 Apr 2007 16:01:44: Insurat ni Joe Padre:

Dear Ariel and Raymund,

Under KWF Commissioner Ricardo Nolasco’s leadership, it appears there’s a shift away from the “isang bansa, isang wika” slogan of the Komisyong Sa Wikang Filipino. In an address at the opening of the “Buwan ng Wikang Pambansa 2006”, Nolasco tackled the issue: “Kung Bakit Isang Malaking Pakinabang Sa Pilipinas Ang Pagkakaroon Nito Ng Maraming Wika.” He declared that the 1970s slogan, “isang bansa, isang wika”, although it had a nice ring to it, actually was a dangerous concept. I hope that Nolasco was not simply playing to the crowd when he announced:

“...nangyayari lamang ang quality na edukasyon kapag ang learner ay nagsisimula sa pagsusulat at pagbabasa sa pamamagitan ng kanilang unang wika—ang wika ng kanilang tahanan at komunidad. Pinadadali ng unang wika ang kasanayan sa pagsulat at pagbasa at pinatatatag and pundasyon sa patuloy na pagkakatuto. Sa pamamagitan ng paggamit ng mga halimbawa na malapit sa kanilang karanasan at kultura ay nakakabuo ang estudyante ng mga konsepto at nagagamit nila ito para magbuo ng bagong mga konsepto. Ang pag-aaral ni Bernardo (1998) ay nagpapatunay na ang cognitive maturity at ang nagreresultang kritical na pag-iisip ay naisusulong sa pamamagitan ng paggamit ng lokal na wika sa elementarya. Nagsisilbing tulay ang lokal na wika upang bumulas ang kanilang kognitibong kakayahan at upang sistematikong matuto sila ng wikang Filipino at Ingles at ng bagong mga kaalaman sa naturang mga wika… Hindi ko na po kailangang sabihin sa inyo na kapag hindi po natin ginamit ang ating mga wika ay mamamatay po ito. Kapag nangyari ito ay napakaraming mahahalagang katawagan na pangkultura at pang-katutubong agham ang tuluyang maglalaho. Ito ang dahilan kung bakit kailangan natin itong patuloy na pag-aralan, saliksikin, panatiliin at ituro sa paaralan… Gusto ko pong imungkahi—kung inyong mamarapatin—na may higit na tumpak at angkop na islogan para sa Pilipinas, at ito ay: “isang bansa, maraming wika.”

Amen to that. Let’s hope Mr. Nolasco will work hard on the implementation of this beautiful concept, much of it having been validated by various UNESCO studies around the world. The sooner, the better.

You see, Raymund, we do have to start educating our children in Ilocano starting in grade school as pointed above by Dr. Nolasco. Else, if your theory that the exposure of the young to Ilocano as early as in the first grade is not sustainable and will just go to naught because of their exposure to Filipino and English at about the same time and because of the socio-economic pressures that would make them gravitate toward Filipino and English, if your theory proves to be right, then all the effort in the world to cajole them back to learn and/or use Ilocano at a later age such as at the university or tertiary level, in public or private functions will simply go to naught as well. What makes you think that further in the future, the people who are not exposed to Ilocano at a young age would have retained the skills to speak Ilocano in public or private because their parents were neither exposed to Ilocano when they were young? The traditional Ilocano family who speak Ilocano at home now will eventually disappear. Remember the Incas of South America? After their conquest by the Spaniards, the Incas and their traditions were brutally repressed by the Spanish rulers. The rest is history.

In Linguistic Legislation and Normalization Process: The Catalan Case in Spain,certain parameters, legal and otherwise, were set in the “normalization” of Catalan as the “official language” of Catalonia alongside Castillian as the official language of Spain. I agree that the entire process, especially the effort to erect safeguards to achieve equal “officiality” of Catalan and Castillian in the region makes for a good model that Dr. Ariel Agcaoili would find helpful in preparing the proposed resolution NAKEM plans to present to KWF Commissioner Ricardo Nolasco at the forthcoming NAKEM Conference in Batac, Ilocos Norte, a move to urge the commissioner to declare Ilocano as one of the country’s official languages.

Talk to you later, dudes.

Joe

Tue, 10 Apr 2007 16:57:48: Insurat ni Ariel Agcaoili:

Dear Joe,

Of the many uninformed commissioners--and chairs--of KWF, Ricky Nolasco has a solid scholarship on languages, cultures, and language engineering. He may yet be on our side. If he sees that we mean business with this RESISTANCE AND THAT WE ARE READY FOR THIS LINGUISTIC AND CULTURAL DANGADANG, SOMETHING GOOD MIGHT COME OUT/UP.

This has to stop and now. And this ignorance from among the ranks of Ilokanos has to be also exposed. Imagine the Inglisero Ilokanos who are no better than the dude next door? Good God! Awagantay dagiti amin nga anito!

Be well,

Ariel

Tue, 10 Apr 2007 17:09:55: Insurat ni Joe Padre:

Dear Ariel,

To tell you the truth, I was really impressed that Dr. Nolasco took the time to respond to my critique on his piece on ergativity. He was man enough to own up his errors. I wish I could tell him face to face that I admire his guts and intellectual honesty.

Hope he means what he says and says what he means in that speech at the Buwan ng Wikang Pambansa 2006. And that you and NAKEM would be able to ride him on our issues with the Ilocano language.

Joe

Tue, 10 Apr 2007 17:25:22: Insurat ni Ariel Agcaoili:

Aloha Joe,

Siinanamaak a kasta ti kalidad ti kararua ken kananakem ni Ricky.

Nabaknang met ti padasna iti kultural a dangadang iti pagilian ket ammok a no datayo a mismo ti mangirukit manen ken manen kenkuana kadagitoy moral ken nainnakeman nga obligasion, di bumurong a makitana met dagiti sukog ken maris ken langa dagiti an-anek-ekentayo amin ita. Ania a basol ti panagliwat ket kinaang-ang no ditay aggaraw!

Ita, masapul nga atong ken beggang ken alipatotayo amin ita iti maysa ken maysa tapno nabunga ti pagbanagan daytoy a Tignay.

Be well,

Ariel

Tue, 10 Apr 2007 23:27:48: Insurat ni Raymund Addun:

Joe a patgen,

You see, Raymund, we do have to start educating our children in Ilocano starting in grade school as pointed above by Dr. Nolasco.

Yes indeed, as I was saying. But more than that, the children should also use Ilocano to learn all subjects in all grade levels as well as in college.

Else, if your theory that the exposure of the young to Ilocano as early as in the first grade is not sustainable and will just go to naught because of their exposure to Filipino and English at about the same time and because of the socio-economic pressures that would make them gravitate toward Filipino and English, if your theory proves to be right, then all the effort in the world to cajole them back to learn and/or use Ilocano at a later age such as at the university or tertiary level, in public or private functions will simply go to naught as well.

I believe that without a general policy for the normalization of Ilocano, without a formal declaration that Ilocano is the official language in the Ilocano regions, without its use in the media, in the streets (as in street signs and billboards), in local government communication, the children will always gravitate towards Tagalog and English outside the Ilocano classroom. As it is now, although children are exposed to their native tongue 24 hours a day, Ilocano remains "unintellectualized" in the sense that no technical books are written in Ilocano. And that's because there is no market demand for such. That demand will come from officialization of the language. If you ask me, the day I see a book on microbiology or astrophysics written in Ilocano in print and used in schools will be my happiest day.

In Carmen, Rosales (Pangasinan) or even in Union, there are signs saying "Bawal ang umihi dito" instead of "Maiparit ti umisbo ditoy". When children are asked to read Ilocano text, they not only find themselves puzzled by the exact meaning of their "own" words, but worst, AGBIDDABIDDALDA nga agbasa. The reason is their insufficient exposure to the language in the literary and scientific milieu. If you ask them to read in English or Tagalog, AY, NAGALISTODA. Nakaskasdaang daytoy nga epekto ti language policy ti gobierno.

I once asked an Ilocano UP graduate why it was that in the Jollibee or McDonalds restaurants at Plaza Salcedo in Vigan the food crew spoke in Tagalog. She said, and I could sense she was insincere with her answer, that, well there was a government promotion for Vigan as a tourist destination and for that they should speak Tagalog there. Well, I said, in all the non-English or non-Spanish European countries I've been to, I've never found any establishment in which the help catered to me by speaking in either one of the languages I speak (English, Spanish). Let's bow to the ignorance of many Ilocanos Ariel is lamenting about.

Anyway, my point is by all means let's start using Ilocano as the medium of instruction in the classroom, but let's not stop there. Simultaneously, let's make Ilocano the language of general use in all aspects of Ilocano life: government, arts, sciences, media.

Ala, ditoy pay laeng.

Raymund

Wed, 11 Apr 2007 16:27:24: Insurat ni Joe Padre:

Patgec a Raymund ken Ariel,

Kinapudnona, umannamongac cadagiti amin a pamanunotan ni Raymund maipapan iti panagdur-as ti Ilocano.

Isuna laeng nga adda giddiat ti mabalin nga aramidentayo iti uneg dagiti agdama a paglintegan a maidasig iti masapul tayo nga aramiden ngem masapul ti baro a paglintegan.

Ayanna a pagdacsan ket uray man pay casano ti kinasayaat ti arapaapentay nga aramiden no awan met paglintegan a mangipalubos iti calicagumantay nga aramiden.

Agsipud ta napadasan idin (1999/2000) ti panangusar iti Tagalog, Ilocano ken Cebuano a pangisuro iti Grades I ken II babaen ti macuna a Regional Lingua Franca experimental program, nalabit dacdackel ti gundaway tayo a macagun-od iti panangirusat/panangbiag manen iti daytoy babaen ti liderato ni Apo Ricardo Nolasco. Ti dackel a biddut daydi immuna nga experimento ti Regional Lingua Franca program ket isu ti panangipalubos iti tallo laeng a pagsasao (Tagalog, Ilocano ken Cebuano) nga aramaten a medium of instruction (MOI). Adda dagiti regions (Western Visayas, Central and Southern Mindanao and Caraga) a saan a Tagalog, Ilocano wenno Cebuano ti pagsasao da ket capilitan a Tagalog ti pinili da numan pay saan a Tagalog ti pagsasao da (duh!).

Adda ken Ariel ken ti NAKEM ti naisangsangayan a gundaway a makiuman ken ni Apo Nolasco tapno iti casta, mairaman dagiti dadduma a major regional languages ken no ania a grado dagiti ubbing ti rumbeng a sursuruan babaen ti bucod da a regional language. No siac a maysa, uray irugi iti entero nga elementaria ngem ketdi ilaem a sursuruen ti Ingles ken Filipino cas pagsasao laeng imbes nga MOI. Nagsayaat coman no aglaylayon nga aramaten dagiti regional languages cas MOI iti high school. Ngem no di ipalubos dayta, rebbengna a cadagiti Ilocano regions maituloy a sursuruen ti Ilocano cas pagsasao ken tapno mausig ti Literatura Ilocana iti high school manipud primeraño agingga iti cuartoaño.

No diac mariro, tumulong sa met ti Mariano Marcos State University cadagiti pacasecnan ti NAKEM. Bareng ti panagtinnulong dagitoy ti agbunga iti casapulan a curriculum/course content, teacher training, assessment tools ken dadduma pay a casapulan ti panangpatanor iti Ilocano cas MOI iti elementaria, ken casta pay ti aglaylayon coma a pannacaisuro ti Ilocano cas pagsasao ken Ilocano literature iti high school. Dagitoy ti nangpapigsa iti pakinakemco a nangisingasing iti maysa a website a sangalen nga electronic archive ti amin a mabalin nga ilaem a Literatura Ilocana (sarita, novela, daniw, comics, salaysay, oral/folklore, folksongs, children's literature) a naimaldit cadagiti amin a pagiwarnac/periodico iti Ilocano (cangrunaan ti Bannawag) ken dadduma pay a resources (dictionary, grammar, course content, how-to/self-help materials, etc.) cas maimatangan iti temporario nga Ilocano Online (ilocano-online.com) tapno iti casta adda sisasagana a referencia wenno pakidinnamagan 24/7 dagiti estudiante nga Ilocano.

Tangay ipalubos met ti Sec. 7, Art. 14 ti 1987 Constitution ti panangaramat iti regional languages cas official language, mabalin masapul nga ipalagip daytoy cadagiti agturay.

Nanumo laeng a pamanunotan, cacabsat.

Joe

Thu, 12 Apr 2007 01:11:16: Insurat ni Raymond Addun:

"Ti saanna ammo ti agayat ti bukodna a pagsasao, nabangbangsit pay ngem ti nalaes nga ican." -- Jose Rizal

Ne, mayat sa dayta a tema para ti marugian a language revolution inton NAKEM.

Wen, Joe, ti kaagpaysuanna, political ken policy struggle daytoy tignay tayo. Pudno a kasapulan ti constitutional amendments to give a level playing field for all the languages to develop.

For this struggle, we need all tactics, strategies and resources as we could muster.

For the grassroots approach, we need a Media Campaign in regions, for example. For this we need an organization, which I hope the Nakem NGO will spearhead.

Under serious threat of Tagalization is Baguio. According to recent census results, the number of Ilocanos there has declined. Ilocanos comprise 44 percent, Tagalog migrants swelled to 20 percent and the Pangasinenses and our Cordilleran brothers account for the rest. What's more worrisome is that the Tagalog migrants no longer have to learn Ilocano as they did in the past. Instead their language is fast spreading as the lingua franca of the city. A minority and imported language becomes a lingua franca. This could only be possible in a situation where the "outside" support from the media, schools and government is overwhelming.

It is for this phenomenon in many Ilocano cities that the revolution should start now. Enap is Enap.

Dumayaw,

Raymund

Thu, 12 Apr 2007 11:48:32: Insurat ni Joe Padre:

Patgec a Raymund ken Ariel,

"Ang hindi marunong magmahal sa sariling wika ay daig pa ang isang mabaho at malansang isda." Ti dina ammo nga ayaten ti bucodna a pagsasao ket nacarcaro pay ngem ti maysa a nabangsit ken nalaes nga ican. Napintas ti awengna. Isuna laeng a pagdacsan ket ipagarup sa met dagiti Tagalog a ti Tagalog mismo, awan sabali, ti cayat a sawen ti "sariling wika"...

Napintas ti insingasingmo a Media Campaign, Raymund. Ngem ladingitec nga iparicna kenca ti panagduaduac iti dayta a gacat. Ta iti pammaliiwco a bunga dagiti padpadas ken napaspasamac iti napalabas, dackel ti probabilidad dayta nga agbalin a Media Circus--cas iti mapaspasamac iti GUMIL ken TMI--ti panagduyosda cadagiti photo-ops, dagiti socials cas ti induction of officers, ken dagiti maipabpablaac a panagsisinnupiatda (siripen ti Dap-ayan ti iluko.com) a caadduanna ket personality-oriented, imbes a substantive issues maipapan iti Ilocano.

We urgently need a Political Action Committee (PAC) to work in the background like the PACs effectively do here in the United States. No flash bulbs, just plain hard, dedicated work and the skills--plenty of it--to influence/manipulate people, mostly politicians. The PACs in the US are effective because they do their grassroots research to gauge the mood of constituents, and they operate mostly in the corridors of power such as in the White House, in Congress, in the state legislatures, etc. By all conceivable means, they learn each politician's hot buttons, and they know just when to push those buttons. They get results--good or bad--most of the time.

Masapul tayo nga Ilocano ti bucod tay a PAC--ket idawdawatco a saan coma a malipatan ni Ariel ken ti NAKEM daytoy--casapulan ti PAC a familiar cadagiti issues nga Ilocano, ti panangparang-ay ken panangsalacnib iti pagsasao tayo. Casta met nga ipasingked nga ammo daytoy Ilocano PAC dagiti pasicutsicut ti Malacañang, ti Congress, dagiti provincial legislatures, ti Department of Education (DepEd), ti Commission on Higher Education (CHED), ti Technical Education and Skills Development Authority (TESDA), kdpy. Ti DepEd, CHED, ken TESDA ti nadutocan nga implementing agencies ti Exec. Order #210 ni Presidente Gloria Macapagal Arroyo.

Maawatac, Ariel, no apay a saan a nairaman ti Komisyon sa Wikang Filipino (KWF) cadagitoy implementing agencies ti Exec. Order #210. Ngem diac cayat a sawen a saan tay nga ipatuloy ti dialogue tayo iti KWF, nangruna iti babaen ti liderato ni Dr. Ricardo Nolasco agsipud ta patiec nga isu ti macaawat cadagiti pacasecnan dagiti regional languages, cas maaninag iti insingasingna nga slogan: "Isang bansa, maraming wika."

Bottomline is we need a patron or patrons (like the prestigious and influential literary contest sponsors such as the Carlos Palanca Awards, RFAAFL, etc., and, well, the "other" emerging/proliferating literary contest sponsors) with deep pockets and unconditional support from GUMIL, TMI and NAKEM to breathe life into the Ilocano PAC. To take care of the "what's-in-it-for-me" thing, we'll have to assure those potential supporters that they are the direct beneficiaries of the envisioned Ilocano PAC without which there will be no Ilocano writers in the future to write literature from which to choose those worth awarding prizes to unless something is done NOW.

And we need a PAC that demands integrity among its ranks, a cohesive group that understands the concepts of organization (dissent on the substantive issues is great--but no personal intramurals in public, please!), work flow, funding, brainstorming, analysis, prioritizing, stragetizing, policy formulation and implementation, assessment and follow-through. This PAC has to have a thorough understanding of the legislative process, the courts, the exercise of executive power, etc. In short, an understanding of human nature to get the job done. Anything less is bound to fail.

GMA's Exec. Order #210 (2003) is Unconstitutional

Rebbengna a paulo: Multa: Saan a Rabrabac No Isawang Iti Ilocano

Idi Abril 8, 2007, nagsuratac cadagiti gagayyem nga ibilangco a teddec ti comunidad dagiti Ilocano:

I came across a forum thread (dap-ayan) at iluko.com which claims that students in Ilocandia are being fined five pesos apiece when they're caught talking in their native Ilocano in school. Is this true? If it is, it's sad.

What authority or law or order, may I ask, is used to justify the fines? I have a hunch they're using Presidential Executive Order # 210 of May 17, 2003, as implemented by DepEd Memo. #189 of June 2003 and DepEd Order #36 of Aug. 22, 2006, which provides that:

1. English shall be taught as a second language starting with Grade I;
2. As provided for in the 2002 Basic Education Curriculum, English shall be used as the medium of instruction for English, Mathematics and Science and Health starting Grade III; and
3. The English language shall be used as the primary medium of instruction in all public and private schools in the secondary level, including those established as laboratory and/or experimental schools, and vocational/technical institutions. As the primary medium of instruction, the percentage of time allotment for learning areas (English, Science, Mathematics, Technology & Livelihood Education, Music, Arts, PE & Health and Citizenship Advancement Training) conducted in English language should not be less than 70% of the total time allotment for all learning areas in all year levels.

Filipino is to be used as the medium of instruction in the remaining 30% which includes Filipino, Araling Panlipunan & Edukasyon sa Pagpapahalaga.

Of course you and I know that these implementing orders are in violation of Section 7 of Article 14 of the 1987 Constitution which provides, among other things, that "The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein."

Any insight into this?

Here are some of the responses I got:

Sun, 8 Apr 2007 16:13:22: Sungbat ni Aurelio S. Agcaoili, Professor ti the University of Hawaii at Manoa ken coordinator ti NAKEM Conference:

So many of us are pissed off by this ignorance about education, culture, and language. Right now, there is a campaign that we are initiating to force KWF/DECS/CHED and other uninformed sectors of government to declare the first eight major languages as national languages. This continuing tagalogization and Englishization of our consciousness is unconscionable.

Enough olredi, kunada ditoy Honolulu. And we will rally behind this campaign. Let us start with Ilokano, but not at the expense of the other languages.

I am not so sure of the basis of such an order from the Deped--and let me ask around.

In the meantime, we have a brilliant mind in Raymund Addun and I hope we will get to exchange ideas more and more. Ray is in Spain for scholarship but I understand he is also pissed off.

Being pissed off is one clear epistemological frame that teaches us action. We can only pray for guidance and grace now even as we say that we cannot just sit back, relax and enjoy the show.

Sun, 8 Apr 2007 18:42:46: Sungbat ni Jimmy M. Agpalo, Jr., Editor, Tawid News Magasin:

Dinekadan ti napalabas sipud idi, amami ida...

Idi siak ti hayskul nasuroken a duapulo a tawen ti napalabas, piso ti bayad... binting pay laeng ti pasahe ti traysikel idi...

Diak ammo no ania ti turongen daytoy a konsepto... idinto a naglawagan a ti kalakaan a panangilawlawag iti leksion ket ti bukod a dila...

Makabannog pay ketdin daytoy a diskusion....

Sun, 8 Apr 2007 21:54:50: Sungbat ni Djuna Alcantara, President-GUMIL La Union ken Secretary-General, GUMIL Filipinas:

This is indeed a touchy issue, especially for DepEd people. That's why we invited people from the academe to share with us their insights during one of our fora at the GF Convention (although no specific time for this). We will update you on this, soon.

Mon, 9 Apr 2007 03:09:25: Sungbat ni Joel B. Manuel, premiado a mannurat ken mangisuro iti Banna High School, Banna, Ilocos Norte:

I think it is the bigotry behind all of these which should be erased among the teachers themselves. Based on my gleanings, teachers impose such fine for speaking in the vernacular mainly to have a more disciplined studentry. That may be the case, this is administering aspirin to cure a stomach ache, isn't it?

Those statutes, decreed by the powers who were, powers who are, and the powers that be are intent of erasing cultures and ushering in a hegemony in which our culture will be marginalized. If we look at the case of English being in statute as the official language in all of the United Kingdom, it brought about the marginalization of the Gaelic, the Welsh and other minority languages there. Now, it is these peoples who are taking steps of their own to preserve their language. Quite late but not too late it seems.

We are sorry that we are a nation whose economy is based on the export of our labor, and to be able to export our labor, we must be proficient in the universal language which is English. A sorry state.

But that should not be the reason why we impose those fines, those are baseless and even the mandate of a president should not suppress the rights of a people. Ah, I am powerless, but perhaps it is high time that the GUMIL Filipinas should have a party-list arm, something called Samtoy Party List to tackle on these issues politically. Any comment, manong?

Mon, 9 Apr 2007 04:20:22: Sungbat ni Rolando A. Padre, medical doctor a maysa cadagiti napeclan a nangicalicagum iti computer/Internet project iti public elementary ken secondary schools diay Banban, Bangui, Ilocos Norte:

A long, long time ago, back in elementary school, we also had similar fines imposed. But these fines were in specific classes where probably mastery of the English language or Pilipino was the prime goal. It was not a fine that covered all the times you are in school. One example is during the Pilipino week.

Tue, 10 Apr 2007 08:47:47: Sungbat ni Roy V. Aragon, premiado a mannurat, blogger ken creator ti dadapilan.com:

mang joe, happy easter, belated...

Agpayso daytoy, Manong Joe. Nabayagen. Idi nagbasaak iti grade school, praktis daytoyen iti eskuelaanmi. Ngem saan a sigud nga ar-aramidenda daytoy a panangirurumen iti Iloko. 1975 idi agbasaak iti grade one ket naabotak pay laeng dagiti sumagmamano a textbook a naisurat iti Iloko. Wen, Iloko dagitoy a libro iti grade one! Ngem idi kuan, katengngaan sa ti panagbasak iti grade 1 idi 1975, nasuktan amin a textbook nga Iloko a maar-aramat iti kabarbaro a textbooks a Tagalog ken English. Isu dagitoy dagitay "Bagong Lipunan" wenno "New Society" textbooks a tunggal libro, iti udina ket naipan pay ti lyrics ti Bagong Lipunan hymn a sinursuromi a kantaen. Ket isu daytan, naibelleng aminen a textbooks nga Iloko ket naisukat dagitoy a bagong lipunan textbooks a kaaduanna a Tagalog. Ngem saanda pay idi nga istrikto kadagiti agsao iti Iloko iti klase. Kinapudnona dagidi teachersmi idi Iloko ti pagisuroda ket isut' gapuna a nalakami a maawatan ken mabiitkami a makasursuro. Ngem idi kuan, idi addaakon iti grade 3, 1977-1978, rugianda metten nga ipapilit ti panagsao iti Tagalog wenno English ket adda multa ti agsao iti Iloko. No diak agriro, 1 sentimo ti kada balikas ti sawem iti Iloko ti multam. Isu a naulimekkami idi aminen no addakam iti uneg ti klase. Adda tudingan ti teacher a paratiliw iti agsao iti Iloko, ilistana ti naganmo ken bilangenna no mano a balikas ti insaom ket isunto ti masingir kenka.

Isu a maysa a tuduek a culprit ti New Society daydi Apo Marcos. Isu ti nangrugianna daytoy a kina-estupido iti kailokuan. Ilokano pay met ngarud ni Marcos ngem apay a pimalubosanna idi ti kastoy a panangidadanes iti bukodna a pagsasao. Maysa siguro kadagiti programa ti Bagong Lipunan idi ti pannakaipakat ti Tagalog kas national language (awan ti sukisokko maipapan itoy, base lang iti padpadasko a nagelementaria daytoy) uray iti kailokuan.

Makunak a kastoy, nga iti panawen ti martial law wenno so-called New Society a nangrugi daytoy, ta sakbayna idi 1960s, awan met ti Tagalog textbooks a kas iti Bagong Lipunan textbooks a naar-aramat. Idi nagbasa ni manongko iti elementaria idi 1963-1968, Iloko dagidi inus-usarda a libroda a kadua dagiti English textbooks. Makunak daytoy ta addada idi nabatbati kadagitoy nga Iloko textbooks nga inar-aramat ni manongko ken inaramatko pay idi siak ti ag-grade 1.

Isu a saan la nga itatta daytoy a kinaranggas iti pagsasao nga Iloko kadagiti pagadalan iti kailokuan. Agtultuloy daytoy a pannakaidadanes ket nakalkaldaang a talaga ta ti govierno a mismo ti mangipakpakat.

Regards,

Roy

Wed, 11 Apr 2007 00:04:32: Sungbat ni Jessie Grace U. Rubrico, language consultant (a Ph. D. in Philippine linguistics at UP, Diliman), website at languagelinks.org:

Hi Joe,

The SOLFED--Saving Our Languages through FEDeralism--is lobbying for the deletion of the word "auxilliary" in Sec 7 Art 14 of the 1987 Constitution.

Jessie

Tue, 17 Apr 2007 20:20:44: Sungbat ni Joseph Soriano, mannurat:

It's likely that they're still imposing fines for Iloco-speak at the schools (elem and high school). There's no law, but there's usually the principal or teacher or teacher's pet who thinks English (Tagalog-Filipino doesn't have that certain colonial cache) can only be practiced by such draconian (not to mention stupid) measures.

What they don't realize is that with their authoritarian measures tied to the use of English, they reinforce the perception among kids that English is elitist and therefore not for them Which actually is the reason these kids get racked with a sense of inferiority or rebellion. Result: some don't speak English in casual situations. (When you speak bad English, you're thought to be stupid, and you get laughed at. Hehehe, tell that to Salman Rushdie!)

In "Language planning in multilingual countries: The case of the Philippines ", the late Andrew Gonzalez wrote:

The bilingual education policy of 1974 divided the curriculum into a Filipino domain (Filipino Language and Social Studies) and an English domain (English Language, Mathematics, Science) with the vernaculars as ‘auxiliary media of instruction’. In actual implementation, the vernaculars were used only during the first few weeks of schooling. Instruction using Filipino and English began soon thereafter. During the incumbency of Andrew Gonzalez as Secretary of Education under the Estrada Administration, an attempt was made to revive vernacular teaching through the use of the three major local linguae francae of the Philippines (Ilokano, Cebuano, Tagalog) as media of instruction until Grade 3 and in English thereafter, under the bilingual scheme. The pilot program was conceptualized with the help of specialists in literacy from the Summer Institute of Linguistics. The initial feedback from the pilot schools set up was overwhelmingly positive (the pupils were active, not passive; they asked questions spontaneously instead of answering in monosyllables and phrases in a language they hardly understood, conceptualization especially in mathematics took place almost from the first day of school). Initially, under Undersecretary Isagani Cruz during the Macapagal-Arroyo Administration, the reports from the field were so positive that Undersecretary Cruz mandated the pilot experiment to end and to use the three local linguae francae as initial languages of instruction during the first two years in the entire system. However, policy differences with his superior moved the Undersecretary to resign and the pilot program itself has suffered from ‘benign neglect’.

The problem, therefore, is not for lack of trying to use the regional languages as ‘auxiliary media of instruction’ and concluding that this was good for the students. The problem is President Gloria Macapagal-Arroyo's Executive Order No. 210 of May 17, 2003, which is UNCONSTITUTIONAL for EXCLUDING the rest of Sec. 7, Art. 14 of the 1987 Constitution which provides that "The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein."

Was there ever a constitutional challenge to GMA's Executive Order #210?

I thought the challenge should come properly from the Ilocanos, Cebuanos, etc. Those of us who are engaged in the propagation of the regional languages have the responsibility of keeping the issue alive even after the appropriate action to redress the dire effects of Executive Order #210 is taken. This reminds me of what John Stuart Mill once said:

"A people may prefer a free government, but if, from indolence, or carelessness, or cowardice, or want of public spirit, they are unequal to the exertions necessary for preserving it; if they will not fight for it when it is directly attacked; if they can be deluded by the artifices used to cheat them out of it; if by momentary discouragement, or temporary panic, or a fit of enthusiasm for an individual, they can be induced to lay their liberties at the feet even of a great man, or trust him with powers which enable him to subvert their institutions; in all these cases they are more or less unfit for liberty: and though it may be for their good to have had it even for a short time, they are unlikely long to enjoy it."

I believe that eternal vigilance is required and there have to be people who step up to the plate, who believe that Ilocano should be in the educational agenda as the initial medium of instruction at least in the primary and/or secondary schools where Ilocano is spoken by the majority, and there have to be people who are willing to fight for it.

I have made my sentiments on the issue known as best I could and will continue to do so. I urge you to do the same.