English-only policy must be addressed – UP Sentro ng Wikang Filipino

MANILA, Philippines — Implementing an English-only policy in schools is not new in the Philippines, but it remains a concern that must be addressed by strengthening and intellectualizing the Filipino language, according to the Sentro ng Wikang Filipino-University of the Philippines Diliman (SWF-UPD).

This statement came in response to the Pamantasan ng Cabuyao’s recent announcement of its English-only policy, which drew flak online.

SWF-UPD Director Jayson Petras told INQUIRER.net on Thursday that even without formal written policies, many schools in the Philippines have been imposing English-only policies.

“If you think about it, this is nothing new to us. Pamantasan ng Cabuyao was just bold enough to publicly announce and officially implement it, even posting it on Facebook for the public to see,” Petras said in Filipino in a Zoom interview.

“It’s not the only one doing this. Many schools have long implemented an English-only policy or prioritized the English language.”

Petras, a Filipino professor at UPD, explained that the policy was rooted in systemic issues, including the widespread belief that English was superior due to its dominant use in various sectors, particularly in education and government institutions.

“They’re sold on the idea that English is an intellectual language and that it’s necessary to be globally competitive.)

He pointed out that this mindset was reflected in certain educational policies, such as the removal of Filipino and Panitikan as core college subjects under CHED Memorandum Order No. 20, series of 2013, which cited redundancy as these subjects are already taught in senior high school.

A reflection of society, a need for action

Petras emphasized that the challenge would be in making the public understand that Filipino is just as important as English or any other language.

“These arguments just reflect what’s happening in society. Pamantasan ng Cabuyao merely made it more concrete. But in reality, this is already happening across different sectors,” he said.

“Even if we say they are wrong and that this is not love for our language, the truth is, it mirrors our society,” he added.

Given this reality, Petras stressed that it would be crucial to go beyond teaching Filipino in schools and instead help people realize language as integral to national identity and culture.

“I always tell my students that if you teach Filipino, you are not just a language teacher. You have a say in various social issues because language has broader implications,” he explained.

He also emphasized the importance of networking to better understand the contexts and reasons behind the belief in English’s superiority, also making it easier to solve.

“Engage with people and understand where they are coming from because that way we can better address and respond appropriately to ensure the use of Filipino,” he said.

“This is not just about an issue of arguing with those who think English is the only important language. We should not just create enemies, We should build alliances,” he added.

Petras urged academics and policymakers to integrate Filipino alongside English in public spaces, such as public signage, to ensure wider exposure to both languages.

“That way, even in daily exposure, people are learning and improving in two languages, and students will understand that both languages are important because they see them used equally,” he said.

“These initiatives are crucial in promoting Filipino, not just in teaching and the curriculum but also in a broader sense. Even those who are not in school will see it and eventually adopt it,” he added.

(2025/02/07-05:55)