studies in p hilippine linguistics

Transcription

STUDIES IN PHILIPPINE
LINGUISTICS
Volume 5 Number 2 1984
The elaboration of a technical lexicon of
Pilipino 248 pp.
by Alfonso O. Santiago; Fe T. Otanes, series ed.
Acknowledgment, Abstract, Table of Contents,
Appendices, List of Tables, and List of Figures
ISSN: 0119-6456
© LINGUISTIC SOCIETY OF THE PHILIPPINES and SUMMER INSTITUTE OF L INGUISTICS
Sample Citation Format
Ma. Lourdes S. Bautista. 1977. “The noun phrase in Tagalog—English code switching”. Studies in
Philippine Linguistics 1:1, 1–16. Online. URL: http://www.sil.org/asia/philippines/ [etc.] + access date.
The r e s e a r c h e r acknowledges with g r a t i t u d e t h e i n v a l u s b l e h e l p extended
t o him by t h e following:
The Asia F d a t i o n aad t h e P h i l i p p i n e Normal College-Language
Center, f o r t h e s c h o l a r s h i p g r a n t s f o r h i s d o c t o r a l s t u d i e s ;
Study
D r . Bonifacio P. Sibayan, P r e s i d e n t of t h e P h i l i p p i n e Normal College,
f o r having repoeed utmost f a i t h and t r u s t i n t h e r e s e a r c h e r , g i v i n g him
every opportunity t o r e a l i z e h i s academic obsession i n l i f e . Dr. Sibayan
was responsible f o r t h e i n t r o d u c t i o n of t h e r e s e a r c h e r i a e o t h e f i e l d of
l i n g u i s t i c s which, without doubt, has broadened h i s outlook on and deepened
i n e i g h t s i n t o language, &re
e s p e c i a l l y P i l i p i m . To him, t h e
his
r e s e a r c h e r o f f e r s t h i s work a s a humble t r i b u t e ;
D r . Fe T. Otanes, D i r e c t o r of t h e P?JC Language Study Center and
Co-Director
of
the
LSC-EDPITAF
Textbook
Development
Project i n
Canmmiurtion A r t s , f o r her d i l i g e n c e i n guiding t h e r e s e a r c h e r i n h i s
study; f o r having gone over t h e d r a f t of t h e s t u d y p a i n s t a k i n g l y i n s p i t e
of h e r very t i g h t schedule. The r m r c h e r b e n e f i t e d enormously from her
suggestions ;
D r . Andrew B. Ganzalee, FSC, P r e s i d e n t of De La S a l l e University, f o r
h i s abiding and undiminished i n t e r e s t i n help%% t h e r e s e a r c h e r during t h e
formative s t a g e of t h e study; f o r p a t i e n t l y prodding him t o go on, s e t t i n g
d e a d l i n e s f o r him t o meet, showering him with encouraging words t h a t
i n s p i r e d him a g r e a t deal. Brother Andrew's s c h o l a r l y suggestions and
criticisms were taken i n t o account i n t h i s study;
D r . .leeus A. Ochave, EDPITAF Consultant on S t a t i s t i c s and PNC Graduate
School p r a f e s s o r of S t a t i s t i c s , for meticulously going over t h e s t a t i s t i c a l
a s p e c t of t h e s t u d y and g i v i a g suggestions f o r i t s improvement.
Prof. R r i l a G. Punsalan, PNC p r o f e s s o r of S t a t i s t i c s , who so k i n d l y and
o b l i g i n g l y helped him i n f i n d i n g the a p p r o p r i a t e s t a t i s t i c a l treatment f o r
the survey d a t a , a problem t h a t f o r a t i m e snagged t h e progress of t h e
research ;
Prof. Lorna 2. Segovia, Bead, Research Department, and Chairman,
Measurement and Evaluation, f o r g i v i n g hfm some important i d e a s on sampling
and data-gatheriztg techniques during t h e planning s t a g e of t h e study;
D r . Consuelo P. Ledesma, Dean of t h e PRC Graduate School, f o r i n s p i r i n g
t h e r e s e a r c h e r t o go on and f o r o f f e r i n g t h e h e l p of h e r s t a t i s t i c i a n which
thereby led t o t h e e a r l y completion of t h i s study;
iii
Prof. R i t a R. Madlansacay, PNC Dean of Student A f f a i r s and p r o f e s s o r of
Spanish, D r . Teodora S. C o l l a n t e s , Chairman of t h e PNC Spanish Department.
and Prof. Hilagroe J. Santiago, PNC p r o f e s s o r of Spanish, f o r h e l p i n g t h e
r e s e a r c h e r w i t h t h e Spanish o p t i o n s i n t h e study;
The members of t h e examining
suggestions;
panel
for
their
helpful
c-ts
a d
Atty. Ponciano B. P. Pineda, D i r e c t o r of the I n s t i t u t e of Mational
Language, f o r h i s c o n t i n u i n g i n t e r e s t i n t h e r e s u l t of t h e s t u d y and f o r
g i v i n g h i s s a n c t i o n t o t h e brand of P i l i p i n o that t h e r e s e a r c h e r used i n
h i s q u e s t i o n n a i r e s ; and
Atty. Benjamin M. Pascual, writer of n o t e and PNC Graduate School
p r o f e s s o r , not only f o r h i s c a r e f u l e d i t i q s b u t d s o f o r h i 8 i r m i g h t f u l
camments and s u g g e s t i o n s which have g r e a t l y enhanced the e x p o s i t o r y merits
t h e work may have.
For t h e i r g i f t s of a s s i s t a n c e and expertise, t h e r e s e a r c h e r i s most
s i n c e r e l y g r a t e f u l . It may be added that none of them a
i n any way
r e s p o n s i b l e f o r t h e e r r o r s and weaknesses t h a t r-in
i n t h i s s t u d y , an
t h e s e a r e t h e r e s e a r c h e r ' s mle r e s p o n s i b i l i t y .
The r e s e a r c h e r i s a l s o indebted t o t h e following:
D r . Alejandrino Q. Perez, Chairman, Language and L i t e r a t u r e S t r e o r , AIC
Graduate School, f o r t h e moral support and f i n a n c i a l a s s i e t a n c e g i v e n by
t h e Pambansang Zbnahan 8s Linggwistikang P i l i p i n o , Ink. of which he i s t h e
president;
The P h i l i p p i n e S o c i a l Science Council, Inc., f o r t h e d i ~ c r e t i o n s r y
r e s e a r c h award which made p o s s i b l e t h e r e p r o d u c t i o n of s i x t y c o p i e s of t h e
study;
The a d m i n i s t r a t o r s , p r o f e s s o r s , and s t u d e n t s concerned of t h e following
s c h o o l s , f o r t h e s p l e n d i d c o o p e r a t i o n t h e y extended t o t h e r e s e a r c h e r : t h e
U n i v e r s i t y of t h e P h i l i p p i n e s , U n i v e r s i t y of Santo T o m s , Mapua I n s t i t u t e
of Technology, Adamson U n i v e r s i t y , F a r E a s t e r n U n i v e r s i t y , De La S a l l e
U n i v e r s i t y , and Ateneo de Manila U n i v e r s i t y ;
Miss A.
C o l e t t e Condon. A s s i s t a n t Dean of t h e Graduate Schcol and
College of A r t s and Sciences, aud D r . G l o r i a Chan-Yap,
Chairman of t h e
L i n g u i s t i c s Department, both of t h e Ateneo de Manila U n i v e r s i t y , f o r t h e i r
deep concern f o r and c m p s s i o n a t e a t t i t u d e t o v a r d g r a d u a t i n g s t u d e n t s l i k e
the researcher;
The researcher's colleagues and f r i e n d s , f o r the varied h e l p they
extended t o him when most needed; h i s s t u d e n t s i n t h e Graduate Schools of
t h e Philippine Normal College and t h e Univermity of SanCo Tomam. f o r
helping him i n t h e data-gathering;
B i s wife and c h i l d r e n , f o r t h e i r i n s p i r a t i o n ,
understanding and patience i n t h e course of t h i s work;
and
for
their
And mst of a l l , t h e researcher thank6 the Almighty God f o r l i s t e n i n g
t o h i s prayem t o s u s t a i n him throughout the duration of cooducting t h e
research and w r i t i n g t h e r e s u l t s i n t o w h e t i s now t h i s work.
ABSTRACT
T h i s s t u d y sought t o f i n d out how t h e intended u s e r s of P i l i p i n o
( P i l ) would react t o t h e d i f f e r e n t p o s s i b i l i t i e s i n t h e development of i t s
s c i e n t i f i c lexicon.
The d i f f e r e n t l e x i c a l e l a b o r a t i o n p o s s i b i l i t i e s assumed i n t h i s
s t u d y , a s i d e from t h e n a t u r a l way of g e t t i n g t h e e x a c t o r n e a r e q u i v a l e n t
of t h e English (Eng) term from Current Tagalog (a),
were as f o l l o w : ( 1 )
borrowing d i r e c t from Eng i n t h e following manner: ( a ) without s p e l l i n g
a l t e r a t i o n , coded E-1, and ( b ) v i t h s p e l l i n g a l t e r a t i o n , t o conform t o t h e
Abakada, coded E-2; ( 2 ) borrowing v i a Spanish (Spa) a l s o i n t h e following
manner: ( a ) without s p e l l i n g a l t e r a t i o n , coded S-1, and ( b ) with s p e l l i n g
a l t e r a t i o n , coded S-2;
and (3) National Science Develop=nt
Board's
'Maugnayin'
way, coded U, c h a r a c t e r i z e d by borrowing from t h e v e r n a c u l a r s ,
coded V , coining o r d e r i v i n g , coded C D , o r r e t r i e v a l of a r c h a i c terms,
e s p e c i a l l y from Tagalog, coded AT.
A survey of p r e f e r e n c e s on t h e above-specified l e x i c a l e l a b o r a t i o n
p o s s i b i l i t i e s was conducted i n t h e d i s c i p l i n e s o r f i e l d s of medicine (WD),
biology (BIO), chemistry ((BE),
physics (PHY), and mathematics (MAT),
involving 100 c o l l e g e s t u d e n t s (STUD), 100 p r o f e s a o r s (PROF), and 100
p r a c t i t i o n e r s (PRAC) w i t h i n t h e G r e a t e r Manila Area, making a t o t a l of 300
S s who were c l a s s i f i e d i n t o two l i n g u i s t i c groups
Tagalog (TAG) and
non-Tagalog (NTG).
--
The survey q u e s t i o n n a i r e s were prepared i n two versionn (Eng and
P i l ) with randomized d i s t r i b u t i o n of t h e v e r s i o n s among t h e respondents a s
a safeguard from p o s s i b l e c o n t e x t - s e n s i t i v i t y . The s e t of q u e s t i o n n a i r e s
f o r each of t h e f i v e d i s c i p l i n e s contained 20 t e c h n i c a l terms, t h u s making
a t o t a l of 100 terms.
The d a t a gathered r e v e a l t h a t next t o Cl', both S-2 and E-1 a r e t h e
two competing 'most p r e f e r r e d ' o p t i o n s , w i t h t h e former s l i g h t l y favored
over t h e l a t t e r . The phenomenal r i s e i n rank of E-1 forms i n t h i s s t u d y a s
c m p a r e d t o t h e r e s u l t s of t h e P h i l i p p i n e Normal College-Language Study
C e n t e r , Rivero-Labigan,
and Sumayo s t u d i e s , may mean t h a t p r e f e r e n c e f o r
t h e s e forms g e t s s t r o n g e r a s one goes h i g h e r i n any s p h e r e of knowledge.
The ' l e a s t p r e f e r r e d ' o p t i o n s a r e M, E-2, and S-1. ranked dovnvard
i n that order. It would seem t h a t what was r e j e c t e d i n t h e E-2 and S-1
o p t i o n s was t h e s p e l l i n g , c o n s i d e r i n g t h a t S-2 and E-1 came o u t a s t h e two
'most p r e f e r r e d ' o p t i o n s . 00 t h e o t h e r hand, what appear t o have been
unfavored i n t h e M optiona were t h e unnecessary coining and r e t r i e v a l of
a r c h a i c words, and t h e a r b i t r a r y manner of borrowing from t h e v e r n a c u l a r s .
The d a t a a l s o show t h a t euphemisa i s s t i l l an important mode of
language behavior i n F i l i p i n o c u l t u r e , e s p e c i a l l y on m a t t e r s p e r t a i n i n g t o
s e x , considering t h a t t h e Ss r e j e c t e d taboo terms i n f a v o r of euphemistic
t erms
.
F i n a l l y , t h e preferences of t h e d i f f e r e n t types of S s i n each of
t h e following groups show i d e n t i c a l p a t t e r n s , t h e trend being sirilar t o
what has a l r e a d y been discussed e a r l i e r : (1) STUD, PBDP. and PRAC, (2) neD,
B I O , CXE. WY, and MT, (3) TAG and NIG. The d i f f e r e n c e s i n tbe preferences
of t h e groups i n (1) and (2) a r e s t a t i s t i c a l l y s i g n i f i c a n t , u h i I e t h a t i n
(3) i s not. The s i g n i f i c a n c e i n (1) may have been due t o t h e d i f f e r e n c e i n
t h e preferences of t h e STgD group a s againnt t h e PBDF
a d PBM:
groups
t h e STUD group opting more favorably f o r E-1 options and both t h e
PROF and PRAC groups opting more favorably f o r S-2. On t h e o t h e r hand, t h e
s i g n i f i c a n c e i n ( 2 ) appears t o have been due mainly t o t h e BSD group opting
more favorably f o r CT term.
-
The study culminates i n a suggested general procedure
followed i n t h e development of a P i l i p i n o s c i e n t i f i c lexicon.
to
be
TABU 01
a3tnmTs
PAGE
CHAPTER
1 INTRODUCTION
...........................
1
1.1 Dwelopment of P i l i p i n o Lexicon:
....................
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Major P o s s i b i l i t i e s
2
3
1
1.2
The Prcblem
2
1.3
Importance of t h e Study
2
1.4
Scope and D e l i a i t a t i o n
4
1.5
D e f i n i t i o n of Terns
5
BA~ROUM)OFZBE~TUDY
8
2.0
Introduction
8
2.1
The Contact S i t u a t i o n
2.2
The Development of P i l i p i n o
8
10
2.2.1
P u r i s t i c B a l a r i l a : P r e c u r s o r of Language Controversy
11
2.2.2
Language Issue. a Full-scale Controversy
15
2.2.3
The INL's a d t h e P u r i s t s ' Side of the I s s u e
18
2.2.4
The Provisionn on Language of t h e 1973 C o u n t i t u t i o n
21
2.2.5
Resum6 of I s s u e s
......................
23
..................
27
.........................
27
RELATED LITERATURE AND STmlIBS
3.0
Introduction
3.1
S a e P r a c t i c e s I n t h e Elaboration of a H l i p i n o Lexicon
3.1.2
...
Lupon s a Agham of t h e UNESCO P h i l i p p i n e s . . . . . . . . . .
LSC-PNC Survey 011 S d e n c e Terminology . . . . . . . . . . .
3.1.3
LSCIPNC-EDPITAF Criteria 011 Word S e l e c t i o n
3.1.1
.........
27
28
31
33
Table of Contents cont
.
CEAPTER
3.1.4
5
Sope INI. Publicationo On Pilipino Lexical Developrent
. . . . 37
. . . . . . . . . . 37
3.1.4.2
Patnubay sa Korespondensiya Opisyal . . . . . . . . . . . . 38
3.1.5
Glossary of Medical Termn. PGE . . . . . . . . . . . . . . . 39
3.1.6
De La Salle Survey On Population Terms . . . . . . . . . . . 40
3.1.7
Scientific Dictionary: English-Pilipino. UST . . . . . . . . 41
3.2 Some Thenes On the Elaboration of Pilipino Lexicon . . . . . . 42
3.2.1
Cervantes Study. PNC 1971 . . . . . . . . . . . . . . . . . . 43
Rivero-Labigan Study. RH: 1974 . . . . . . . . . . . . . . . 44
3.2.2
3.2.3
Stmeyo Study. De La Salle 1977 . . . . . . . . . . . . . . . 45
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.1 Population/Respoldeats . . . . . . . . . . . . . . . . . . . . 47
4.2 Sampling Procedure . . . . . . . . . . . . . . . . . . . . . . 50
4.3 Survey Instruments Used . . . . . . . . . . . . . . . . . . . . 53
4.4 Tryout . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
4.5 Data Gathering/Analysie . . . . . . . . . . . . . . . . . . . . 56
PRESENTATION AND I ~ B E T A T I O NOF DATA . . . . . . . . . . . . . . 57
5.0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 57
5.1 M w t and Least Preferred Optiow . . . . . . . . . . . . . . . 57
5.2 Borrowing Style Preferences . . . . . . . . . . . . . . . . . . 70
5.3 Other Lexical Elaboration Possibilities . . . . . . . . . . . . 77
3.1.4.1
4
PAGE
Mga Katawagan sa Edukasyong Bilinggval
Table 'of Contents coat
.
CabPTEB
5.4
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.
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Group Preferences
Practitioners
91
91
5.4.1
Students. Professors
5.4.2
Medicine. Biology. Chemistry. Physics. Mathastics
100
5.4.3
Tagalog8 and Non-Tagalogs
109
5.5
6
PAGE
Questionnaires' Possible Context-Sennitivity
114
SUMURY. COIPCLUSIfMS. IIECaiMENDATIONS
119
6.0
Suaary
119
6.1
Pindings and Coocluetous
119
6.2
Reccseodstioas
123
REFERWCBS
...............................
128
..........................
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...................
.
...
........
.............................
Used
.........
. of. . . . . . . . . . . . . . . . . . . . . .
............
...............
A
Questionmires
l36
B
Ranking of t h e I t e m
164
C
Sumary of Borrowing S t y l r e
190
D
Sunmary of Preferences ( S t u d l s t s
E
S m a r y of Preferences (Tagalogs and Ron-Tagalogs)
198
F
Letters
203
G
Sunuiary of English Ponrativea
H
I l l u s t r a t i o n s of Usage
20-Letter Ababda
Professors. Practitioners)
I n t h e Study
195
207
t h e Foreign L e t t e r s Added t o t h e
209
I
C l a s s i f i c a t i o n of Items Used I n t h e Study
210
J
Result of t h e Chi Square T e s t On t h e Responses of t h e I?I'Gl
and NlC2 P r a c t i t i o n C r Respondents
218
K
P r o f i l e of Rseposdents
. . . . . . . . . . . . . . . . . . . . . . 219
LIST OF TABLES
TABLE
PAGE
.............
.............
.............
....
............
S u m a r y of t h e Mont P r e f e r r e d E l a b o r a t i o n P o s s i b i l i t i e s
I n Each of t h e Four Science D i s c i p l i n e s
S u m a r y of t h e Least P r e f e r r e d E l a b o r a t i o n P o n s i b i l i t i e ~
I n Each of t h e Pour S d e n c e D i s c i p l i n e s
S u m a r y of t h e Respondents' Borrowing S t y l e P n f e r e n c e a
I n Each of t h e Five Science D i s c i p l i n e s
S u b c l a s s i f i c a t i o n of t h e Indigenous T e r w Used I n t h e Study
Sunmary of Responses On t h e Indigenous T e m s I n t h e Four
D i s c i p l i n e s S u b c l a s n i f i e d I n t o Four Typca
..............
.......................
......................
........
.....................
PEY, and
.....
.the. . . . . . . . . MED,
........
PRY,
.......
....................
.......................
Sumary of Responses On t h e Indigenous T e m s
I n MED S u b c l a s s i f i e d I n t o Four Types
P r e f e r e n c e s of STUDS, PROFS, and PRACS I n t h e Four
Science D i s c i p l i n e s
Result of Chi Square T e s t On t h e Respowes of STUD,
PROP, and PRAC Groups
Result of t h e 2 - t e s t of Independent P r o p o r t i o n s On
E-1 and S-2 Options k o n g STUDS, PROFS, and PRACS
Result of t h e 2 - t e s t On E-2,
STUDS, PROFS, and PRACS
S-1, and X Options Among
P r e f e r e n c e s of Respondents I n HID, BIO, CBE,
Result of t h e Chi Square T e s t On
BIO, CBE, PHY, and MAT Groups
MT
P r e f e r e n c e s of
R w u l t of t h e 2 - t e s t On Each of t h e B-1, S-2, and X / I
Respowes by t h e MED, BIO, GEE.
and MAT Groups
P r e f e r e n c e s of t h e TAG and WIG Respoudenta I n t h e
F i v e Science D i s c i p l i n e s
Result of t h e Chi Square T e s t On t h e Responses of
TAG and Nn: Groups
Result of t h e Chi Square T e s t On t h e Tim Types of
Q u e s t i o n n a i r e s Used
.......................
Percentage of Responses I n Each of t h e F i v e Optionn
by t h e Two Groups
E n g l i s h and P i l i p i n o
-
............
LIST OF PIGUmS
PAGE
. . . . . . . . . . . . . . . . . . . . . . . . . 66
........
1 H a ~ Preferred
t
and Least P r e f e r r e d Elaboration
Ponnibilitien
73
2
Graphic Cmparinon of Borrowing S t y l e Preferencen
3
Graphic Coaparinon of t h e Respondents' Preferences On t h e
Four Typen of Indigenous T e n s
4
5
.................
87
...........
93
.....................
102
Graphic Comparison of t h e Overall Reupowen of STUDS. PROPS,
and PRACS I n Each of t h e r i v e OptiorTypen
Graphic C a p a r i s o n of t h e Prefereacea of Respondentn I n MtD,
B I O , (BE, PRY, and M T
. . . . . . . .agel. lo^
...........
111
..........
116
6 Graphic Cmparinon of t h e Preferences of
Aon-Tagalog R e n p o A n t s
7
and
Graphic Canparinon of Renponsen On Five Lexical E l a b o r a t i o a
Option-Types Between Q u e n t i o n n d r e a A and B
LINGUISTICS
Pilipino 248 pp.
Introduction 1
ISSN: 0119-6456
1.0 I n 1974, when P i l i p i n o was o f f i c i a l l y prescribed u one of t h e two
p r i n c i p a l w d i a of instruction i n P h i l i p p i n e schools
t h e o t h e r being
s.1974).
(vide Department of Education and Culture Order 110.25.
English
one of t h e s e r i o u s problems t h a t i n e v i t a b l y came up was t h e l a c k of
t e c h n i c a l terms i n t h e language. It becaw q u i t e obvious then t h a t P i l i p i n o
would have t o be i n t e l l e c t u a l i z e d o r modernized i f i t was t o be a language
capable of expressing t h e s c i e n t i f i c and technological thinking of the
F i l i p i n o s i n the modern world. A major component of such w d e r n i z a t i o n is
t h e development of t h e lexicon. e s p e c i a l l y i n t h e spheres of s c i e n c e and
technology.
-
-
--
1.1 Development of a P i l i p i n o S c i e n t i f i c Lexicon:
Possibilities
The following are major p o s s i b i l i t i e s o r techniques t h a t can be
a v a i l e d of i n t h e e l a b o r a t i o n of a P i l i p i n o s c i e n t i f i c lexicon:
1.1.1 Borrowing from 8 n g l i s h i n t h e following s t y l e s :
1.1.1.1 Mo
chenistq.
change
in
spelling
of
the
borrowed
term
e.g.
- 1 )
1.1.1.2 Borrowed term r e s p e l l e d t o conform t o t h e Abakada o r P i l i p i n o
alphabet (E-2); e.g. k e m i s t r i .
1.1.2
Borrowing v i a Spanieh i n t h e following s t y l e s :
1.1.2.1 The Spanish e q u i v a l e n t of t h e English t e r n
change i n s p e l l i n g (S-1); e.g. quimica.
is
1.1.2.2 The Spanish equivalent of t h e English term
r e s p e l l e d t o conform t o t h e Abakada (S-2); e.g.
kimika.
taken
is
with
taken and
1.1.3 Borrowing from t h e P h i l i p p i n e v e r n a c u l a r s (V);
e.g.
nucleus, a Visayan word borrowed by t h e 'Lupon s a Agham' ('Lupon')
National Science Development Board (RBDB).
1.1.4
meaning
Retrieving of a r c h a i c Tagalog terms (AT) from d i s u s e ; e.g.
by t h e 'Lupon'.
e,
as r e t r i e v e d
1.1.5 Coining o r
derived by t h e 'Lupon'
e.8.
kapnayan,
d e r i v i n g (0);
from sangkap and hanayan.
no
for
of t h e
&,
meaning chemistry,
2
A Technical Lexicon of P i l i p i n o
1.2 The Problem
This s t u d y i s c h i e f l y concerned with a s c e r t a i n i n g how t h e intended
u s e r s of P i l i p i n o would r e a c t t o t h e above-mentioned p o s s i b i l i t i e s i n t h e
e l a b o r a t i o n of t h e s c i e n t i f i c l e x i c o n of P i l i p i n o .
To be a b l e t o r e a l i z e t h e
q u e s t i o n s w i l l have t o be answered.
objective,
the
folloving
specific
1.2.1 Which of t h e p o s s i b i l i t i e s f o r l e x i c a l e l a b o r a t i o n are most o r
l e a s t p r e f e r r e d by t h e intended u s e r s ?
1.2.2 Confronted with a n English t e c h n i c a l term, which of t h e f o u r
borroving s t y l e s
E-1.
E-2,
S-1,
and S-2
w i l l t h e intended u s e r s
prefer?
-
--
1.2.3 Aside from d i r e c t l y borrowing English t e r n s and i n d i r e c t l y
borrowing English terms v i a Spanish, how w i l l t h e intended u s e r s react t o
t h e following o t h e r p o s s i b i l i t i e s f o r l e x i c a l e l a b o r a t i o n ?
1.2.3.1 G e t t i n g t h e e q u i v a l e n t o r n e a r e q u i v a l e n t of t h e
from t h e following sources:
1.2.3.1.1
Current Tagalog
1.2.3.1.2
Archaic T-alog
1.2.3.1.3
Vernaculars
1.2.3.2
Coining o r d e r i v i n g
1.2.3.3
Euphemisms f o r taboo terms on sex
English
term
1.2.4 W i l l t h e r e be d i f f e r e n c e s i n t h e p r e f e r e n c e s of each of t h e
following groups w i t h regard t o t h e d i f f e r e n t p o s s i b i l i t i e s of developing a
P i l i p i n o technical lexicon?
1.2.4.1
Students, professors, p r a c t i t i o n e r s
1.2.4.2
Nedicine, biology, chemistry, p h y s i c s , n e t h e a s t i c s
1.2.4.3
Tagalog, non-Tagalog
1.2.5 What g u i d e l i n e s can
P i l i p i n o s c i e n t i f i c lexicon?
be
formuhted
in
the
Qvelopment
of a
--
1.3 Importance of t h e Study
The p r e s e n t b i l i n g u a l e d u c a t i o n p o l i c y of t h e P h i l i p p i n e Government
( v i d e Department of Education and C u l t u r e Order No.25, 8.1974, and i t s
supplement, Department Order No.50,
s.1975),
allocates separate
and
s p e c i f i c f u n c t i o n s t o English and t o P i l i p i n o a s media of i n s t r u c t i o n .
3
Thus, t h e s u b j e c t s which a r e considered t e c h n i c a l and nonculture-loaded a r e
t o be taught i n English, whereas t h e s u b j e c t s which are considered
n o n t e c h n i c a l and culture-loaded a r e t o be t a u g h t i n P i l i p i n o .
The r a t i o n a l e f o r a l l o c a t i n g s p e c i f i c functiooll t o
languages was c l e a r l y expressed by Sibayan e t a l . (1975). thus:
--
the
two
Domains having t o do with family, s o c i a l , a d n a t i o n a l l i f e
a s w e l l a s everyday l i v i n g , and doaains having t o do w i t h the
elements of P h i l i p p i n e c u l t u r e w i l l be a r t i c u l a t e d i n P i l i p i n o .
Domains having t o do w i t h t h e i n t e r n a t i o n a l body of knowledge
in
science
and
technology
wlll
be
articulated
in
English...
The p o l i c y , i f p r o p e r l y implemented, w i l l ensure
the
continuing
use of English a s a language of wider
communication and a s a language of technology
and
the
development and s t a n d a r d i z a t i o n of P i l i p i n o a s a means of
a r t i c u l a t i n g t h e i d e a l s of t h e f u t u r e .
T h i s dichotomous a l l o c a t i o n f o r P i l i p i n o and E n g l i s h , as t h i s
r e s e a r c h e r s e e s i t , seems t o be t h e most p r a c t i c a l p o l i c y t h a t any
well-meaning language planner could conceive f o r t h e p r e s e n t needs of
P h i l i p p i n e education. B i s t o r i c a l determinism has a c t e d upon t h e l i v e s of
F i l i p i n o s such t h a t they cannot do away with e i t h e r one of t h e two
languages i n t h e i r e d u c a t i o n a l program and s t i l l expect optimal r e s u l t s .
The p r e s e n t b i l i n g u a l p o l i c y , however. i s not without writ and
demerit. While t h e advantages expected t o accrue from t h e use of both
languages by reason of t h e p o l i c y a r e q u i t e apparent (Sibayan, s u p r a , p.4),
some disadvantages which may s t i l l be undiscerned f o r t h e p r e s e n t could
s u r f a c e l a t e r on.
That is, t h e r e s t r i c t i v e a p p l i c a t i o n of English t o
t e c h n i c a l and nonculture-loaded s u b j e c t s could y e t h a s t e n i t s a l i e n a t i o n
from t h e masses, e v e n t u a l l y l i m i t i n g i t s use t o o n l y a t h i n upper c l a s s
s t r a t u m of P h i l i p p i n e s o c i e t y
(Myrdal
1968:81-2).
A
foreseeable
consequence of t h i s p o l i c y i s t h a t English would be r e l e g a t e d t o a s t a t u s
not d i f f e r e n t from t h e o t h e r languages being t a u g h t i n t h e s c h o o l s o n l y a s
a f o r e i g n language, a consequence which is not i n accord w i t h t h e r a t i o n a l e
of t h e b i l i n g u a l education p o l i c y e i t e d above.
Conversely, t h e p r e s e n t
bilingual
setup
could
develop
a
nontechnical P i l i p i n o language, a kind of language which would not be t r u l y
f u n c t i o n a l because l i m i t i n g i t s use t o nontechnical m a t t e r s would d e t e r i t s
intellectualization.
Generally, a t y p i c a l F i l i p i n o does not e x p r e s s h i s
acquired knowledge i n c a p s u l e s o r even modules. I n o t h e r words, he u s u a l l y
t r a n s c e n d s v a r i o u s domains, mlxing t e c h n i c a l and nontechnical words, t o
e x p r e s s h i s i d e a s during a communication process.
The p r e s e n t p o l i c y should, t h e r e f o r e , be regarded only a s an
i n t e r m e d i a t e o r t r a n s i t i o n a l s t e p towards developing P i l i p i n o a s a t once a
language of c u l t u r e and of s c i e n c e and technologyi I n f a c t , a v i s i o n on t h e
development of P i l i p i n o was expressed by no l e s s than M i n i s t e r Gerardo P.
S i c a t of t h e National Economic and Development Authority ( S i c a t 1976:7) who
said:
4
Bilingualism...appeals t o me a s a temporary dichotomy t h a t
must be i n t e g r a t e d i n some way. I do not mean mixing English
and P i l i p i n o i n some form of p i d g i n , but developing P i l i p i n o so
t h a t i t becomes a language of both a u t h o r i t y and convenience,
perhaps t o d i s p l a c e English i n i t s f u t u r e a c c e p t a b i l i t y . I am
c e r t a i n t h a t t h e new P i l i p i n o (language) vill develop i n i t s
o m uniqueness and a e s t h e t i c appeal t o t h o s e of u s who ma9 f e e l
ill a t e a s e v i t h t h e t r a n s i t i o n .
The formal use of P i l i p i n o a s a medium of i n s t r u c t i o n i n t h e
schools would no doubt a c c e l e r a t e its development, although i n t h e meantime
i t may not y e t s e r v e a s a language f o r s c i e n c e and technology. Such an
arrangement would g i v e P i l i p i n o a chance t o g r a d u a l l y become capable of
handling s c i e n c e and technology c o u r s e s i n t h e s c h o o l s .
A s s t a t e d e a r l i e r , P i l i p i n o can not y e t e f f e c t i v e l y handle s c i e n c e
and technology because i t s t i l l l a c k s t h e needed t e c h n i c a l vocabulary f o r
t h e purpose. The problem, t h e r e f o r e , t h a t besets P i l i p i n o today i s w i t h
r e s p e c t t o how t h e t e c h n i c a l l e x i c o n can be developed and e l a b o r a t e d i n
o r d e r t o h a s t e n i t s i n t e l l e c t u a l i z a t i o n ; hence, t h i s study.
I n c a s e , however. P i l i p i n o would n o t d i s p l a c e English a s a medium
of i n s t r u c t i o n f o r s c i e n c e and technology w i t h i n t h e f o r e s e e a b l e f u t u r e ,
t h i s s t u d y could n o n e t h e l e s s be of h e l p t o w r i t e r s of I n s t r u c t i o n a l
m a t e r i a l s i n P i l i p i n o who a r e u s u a l l y befuddled by t h e problem of how t o
borrow E n g l i s h words i n t o P i l i p i n o .
Moreover, t h i s s t u d y could be of h e l p t o t r a n s l a t o r s from English
momentum
vith
the
t o P i l i p i n o , an a c t i v i t y which
has
acquired
implementation of t h e b i l i n g u a l e d u c a t i o n policy.
-
1.4 Scope and D e l i m i t a t i o n of t h e Study
This s t u d y merely a t t e m p t s td a s c e r t a i n t h e p r e f e r e n c e s of c o l l e g e
s t u d e n t s , p r o f e s s o r s , and p r a c t i t i o n e r s w i t h regard t o t h e d i f f e r e n t
p o s s i b i l i t i e s of developing a t e c h n i c a l l e x i c o n of P i l i p i n o i n t h e s p h e r e s
of medicine, biology, chemistry, physics, and mathematics. It does not go
f u r t h e r i n t o i n q u i r i n g from t h e respondents t h e i r reasons f o r l i k i n g o r
d i s l i k i n g c e r t a i n terms.
The respondents' r e a c t i o n s t o t h e i t e m s used i n t h e survey a r e t o
be i n t e r p r e t e d , t h e r e f o r e , a s mere i n d i c a t i o n s of t h e d i r e c t i o n s that t h e
intended u s e r s f a v o r o r d i s f a v o r with regard t o t h e enrichment of t h e
t e c h n i c a l vocabulary of P i l i p i n o .
Some q u a r t e r s could claim that not a l l of t h e i t e m s used i n t h e
survey could be considered t e c h n i c a l ; t h a t terms which a r e more t e c h n i c a l
o r more c u r r e n t should have been used i n t h e survey i n s t e a d . T h i s ,
a d m i t t e d l y , i s a l i m i t a t i o n of t h e s t u d y because of t h e following
c o n s t r a i n t s t h a t had t o be considered i n t h e s e l e c t i o n of every item:
5
F i r s t l y , t h e term, f o r obvious r e a s o n s , should
be
spelled
d i f f e r e n t l y i n each of t h e following option-types: E-1, E-2, S-1, and 5-2.
The medical terms c a r d i t i s and m e n i n g i t i s , f o r i n s t a n c e , could not be
included because they would be s p e l l e d t h e same i n both E-1 and S-1;
l i k e w i s e so w i t h t h e term a d r e n a l i n which would be s p e l l e d t h e same i n both
E-1 and E-2.
Secondly, t h e term o r i t s e q u i v a l e n t should be found i n t h e
'Maugnayin' book. The chemistry term stoichiometry.
f o r instance. is
a p p a r e n t l y h i g h l y t e c h n i c a l and may be considered s u i t a b l e i n s o f a r a s E-1,
E-2, S-1*, and S-2 a r e concerned because i t would be s p e l l e d d i f f e r e n t l y i n
each of t h e s e f o u r option-types. But the term i s not l i s t e d i n 'Maugnayin'
s o t h a t i t had t o be discarded.
T h i r d l y , a s many formatives a s p o s s i b l e ( s e e Appendix G) should be
included i n t h e 100 English s c i e n t i f i c tel-88 used i n t h e survey t o f i n d
o u t , a s a p e r i p h e r a l s t u d y , i f a p a t t e r n could be e s t a b l i s h e d i n t h e manner
of a s s i m i l a t i n g English formatives i n t o P i l i p i n o . An i t e m could t h u s be
considered s u i t a b l e y e t n o n e t h e l e s s have t o be excluded because a n o t h e r
item o r items w i t h t h e same formatives had a l r e a d y been included.
F o u r t h l y , t h e eleven ' f o r e i g n ' l e t t e r s - 2, f. J. ii, q, v , x, z,
ch. 11, rr
should a s much a s p o s s i b l e be included and spread among t h e
items a l s o t o f i n d out i f they would be accepted by t h e respondents f o r
s c i e n t i f i c t e c h n i c a l terms. I n t h i s s t u d y , only t h e Spanish l e t t e r ii was
not included because no s c i e n t i f i c term c o n t a i n i n g t h a t letter coLld be
found by t h i s r e s e a r c h e r . (A sample of usages of t h e f o r e i g n l e t t e r s is
shown i n Appendix R.)
-
F i f t h l y , t h e r e could of course be o t h e r p o s s i b l e s o u r c e s i n t h e
e l a b o r a t i o n of a P i l i p i n o l e x i c o n , l i k e borrowing from o t h e r more developed
languages of o t h e r n a t i o n s , such a s German. French, Russian, Japanese, e t c .
However, they were not considered a s t h e s t u d y would haye become unwieldy.
Besides, i f t e c h n i c a l words from i n t e r n a t i o n a l languages a r e ever borrowed
i n t o P i l i p i n o , they a r e borrowed through t h e E n g l i s h language.
1.5 D e f i n i t i o n of Terqs
The following t e r n s a r e defined conformably with t h e i r use i n
this
study:
1.5.1 Language
modernization. One
of
t h e t h r e e dimensions f o r
measuring 'language development' ( t h e o t h e r two being g r a p h i z a t i o n and
s t a n d a r d i z a t i o n ) t h a t d e a l s w i t h t h e development of w c a b u l a r y and forms of
d i s c o u r s e (Ferguson 1968: 2 7 ) .
1.5.2 Language s t a n d a r d i z a t i o n . The p r o c e s s whereby one v a r i e t y of a
language becanes widely accepted throughout t h e speech community a s a
s u p r a d i a l e c t a l norm
the 'best'
form of t h e language - r a t e d above
r e g i o n a l and s o c i a l d i a l e c t s (Ferguson 1968:31).
--
6
1.5.3 I n t e l l e c t u a l i z a t i o n . The requirement of i n c r e a s i n g
accuracy
along an ascending s c a l e of f u n c t i o n a l d i a l e c t s from c o n v e r s a t i o n a l t o
s c i e n t i f i c (Gamin i n Bymes 1964:521). This may have some s i m i l a r i t i e s w i t h
Haugen's e l a b o r a t i o n of f u n c t i o n (1966:249-52) and a l s o with Ferguson's
1968:27) which i n c l u d e s expansion of t h e l e x i c o n
modernization ( i n FishG
and development of new s t y l e s and forms of d i s c o u r s e .
1.5.4 Tagalog. A term used t o r e f e r t o e i t h e r t h e language o r t h e
people: t h e P h i l i p p i n e language v a r i e t y t h a t was made t h e b a s i s of t h e
n a t i o n a l language (now c a l l e d P i l i p i n o ) , o r a F i l i p i n o c i t i z e n whose f i r s t
language i s any of t h e Tagalog v a r i e t i e s , such a s Manila Tagalog, Bulacan
Tagalog, Batangas Tagalog, Nuevs E c i j a Tagalog, e t c .
A F i l i p i n o d t i z e n whose f i r s t language is not
1.5.5 Non-Tagalog.
Tagalog -- i t may be English, Spanish. I l o c a n o , Cebuano,
Chavacano,
Chinese, e t c . ; he can, however, a l s o cotmnunicate i n Tagalog.
1.5.6 Consistent orthography. A s p e l l i n g system having a 'one-to-one
correspondence between each phoneme and t h e symbolization of t h a t phoneme';
i.e.,
t h e r e i s a ' s e p a r a t e symbol t o each u n i t proved t o be phonemically
d i s t i n c t ' (Pike 1964:208).
P i l i p i n o has a c o n s i s t e n t s p e l l i n g system
because every phoneme i n t h i s language (with t h e e x c e p t i o n of t h e g l o t t a l
siko,
s t o p - ed.) i s r e g u l a r l y r e p r e s e n t e d by o n l y one symbol; e.g. - b y ,
batok.
-
-
1.5.7 I n c o n s i s t e n t o r t h o g r a p h p A s p e l l i n g system wherein a s i n g l e
phoneme i n a language can be r e p r e s e n t e d by more than one symbol (Gelb
1963:225, Bloomfield 1956:501).
English h a s a n i n c o n s i s t e n t orthography
because t h e phoneme / k / , f o r i n s t a n c e , can be r e p r e s e n t e d by more than one
symbol, such a s i n k i t , c a r , s p a t t e r , c h o l e r a , c h i c k , b u r l e s ~ ,e t c .
-
-
1.5.8 Technical o r S c i e n t i f i c term. An English term t h a t when read o r
heard i n i s o l a t i o n i s r e c o g n i z e d t o belong t o a p a r t i c u l a r sphere of
knowledge. This terminology i s l o o s e l y used i n t h i s s t u d y i n t h e s e n s e t h a t
some of t h e terms employed i n t h e s u w e y q u e s t i o n n a i r e s may not s t r i c t l y
belong t o one s p e c i f i c d i s c i p l i n e o r s p h e r e of knowledge.
1.5.9 Current Tagalog. A term s t r i c t l y used i n t h i s s t u d y t o r e f e r t o
terms t h a t do not have t r a c e s of f o r e i g n markedness. Medisina, f o r example,
i s not considered CT f o r purposes of t h i s s t u d y because i t i s recognizable
t o F i l i p i n o s a s a Spanish loanword; a l s o matematisyan a s an English
1oanword
.
1.5.10 Intended u s e r s . A term used i n t h i s s t u d y synonywusly with
' t a r g e t p o p u l a t i o n ' . S p e c i f i c a l l y , i t r e f e r s t o a group of people who a r e
i d e n t i f i e d a s having s p e c i a l i z e d o r a r e s t i l l s p e c i a l i z i n g i n a p a r t i c u l a r
d i s c i p l i n e o r sphere of knowledge, such a s a medical s t u d e n t , a mathematics
p r o f e s s o r , o r a chemist (chemical p r a c t i t i o n e r ) .
1.5.11 Random sampling. The s e l e c t i o n of c a s e s from t h e population i n
such a manner t h a t every i n d i v i d u a l i n t h e p o p u l a t i o n has an equal chance
of being chosen ( G u l l f o r d 1973:122).
7
1.5.12 Purposive sampling. A sampling technique wherein a sample i s
'expressly chosen because...it
mirrors some Larger group with reference t o
a given c h a r a c t e r i s t i c ' (Garret 1967:207). For instance, 'newpaper e d i t o r s
a r e believed t o r e f l e c t accurately public opinion upon various s o c i a l and
economic questions i n t h e i r ~ e c t i o n sof t h e country'. I n t h i s study, the
responses of the sample of ' p r a c t i t i o n e r s ' a r e taken t o mean t h a t they
'mirror' t h e preferences of a l a r g e r group i n t h e i r respective a r e a s of
specialization.
1.5.13 Pilipino. This i s t h e Tagalog-based national language. The 1935
Philippine Constitution provides t h a t 'the National Assembly shall take
s t e p s toward the development and adoption of a c o s o n national language
based on one of the e x i s t i n g native languages'. Tagalog was made t h e basis
i n 1939. In 1959, the department of education ordered t h a t the national
language s h a l l be called P i l i p i n o 'to impress upon t h e national language
t h e i n d e l i b l e character of our nationhood' and presumably t o erase the
regional connotation of t h e term Tagalog a s the basis of the national
language.
1.5.14 Filipino. This i s t h e eavisioned national language i n t h e 1973
Revised Philippine Constitution, a 'much m r e l i b e r a l i z e d , m r e f l e x i b l e
and more representative language', a f u r t h e r development of P i l i p i n o a s the
nstional language (Unrcos 1974 :31).
NOTES
*There i s no Spanish dictionary f o r chemistry available to t h i s
researcher. A Spanish-sounding term, however, could e a s i l y be derived from
the English term, such a s s t o i c h i m e t r i a since t h e EQglish combining form
-metry usually corresponds with t h e Spanish -metria.
LINGUISTICS
Pilipino 248 pp.
Background of the study 8
ISSN: 0119-6456
CBBPTEB2
BACKGROUND OF TEE STUDY
2.0 I n t r o d u c t i o n
This chapter a t t e m p t s t o p r e s e n t a c a p s u l e h i s t o r y of
the
development of P i l i p i n o , h i g h l i g h t i n g t h e a s p e c t s t h a t p e r t a i n t o t h e type
of n a t i o n a l language being developed, s p e c i f i c a l l y those t h a t d e a l v i t h
purism, s p e l l i n g , t h e Abakada, borrowing, and o t h e r issues r e l a t e d t o t h e
p r e s e n t study.1
This c h a p t e r a l s o seeks t o show t h a t t h e manner of development of a
l e x i c o n f o r t h e n a t i o n a l language has been a p e r e n n i a l problem, t r i g g e r e d
by t h e p u b l i c a t i o n of t h e ' p u r i s t i c ' B a l a r i l a ng Uikang Pambansa f o r use i n
t h e elementary and high s c h o o l s a s e a r l y a s 1939, two y e a r s a f t e r Tagalog
had been o f f i c i a l l y adopted as t h e basis of t h e n a t i o n a l language.
T h i s r e s e a r c h e r b e l i e v e s t h a t t h e s u b j e c t of i n t e l l e c t u a l i z a t i o n of
P i l i p i n o can be b e t t e r a p p r e c i a t e d i f viewed a g a i n s t t h e backdrop of t h e
l e x i c a l development i n t h e n a t i o n a l language. It may be s t a t e d t h a t t h e
s t u d y i s i n no way concerned v i t h t h e n a t i o n a l language c o n t r o v e r s y , ss i t s
purpose i s c h i e f l y t o throw l i g h t on t h e development of t h e t e c h n i c a l
l e x i c o n of P i l i p i n o a s a language. This r e s e a r c h e r merely seeka t o p r e s e n t
h e r e i n t h e opposing views h e l d by a u t h o r i t i e s and s p e c i a l i s t s .
This c h a p t e r culminates w i t h a resumz of issues on t h e l e x i c a l
development of P i l i p i n o a s t h i s r e s e a r c h e r sees them from a d i s t a n c e .
2.1 The Contact S i t u a t i o n
The P h i l i p p i n e e is a developing c o u n t r y i n Southeast Asia which
Spain.
was s u c c e s s i v e l y dominated by a t l e a s t t h r e e f o r e i g n c o u n t r i e s
t h e United S t a t e s , and Japan. For many hundreds of y e a r s it underwent not
only p o l i t i c a l but a l s o c u l t u r a l and economic c o l o n i z a t i o n .
-
The two c o u n t r i e s , however, t h a t have l e f t i n d e l i b l e i m p r i n t s of
c o l o n i z a t i o n i n t h e l i v e s of t h e F i l i p i n o s a r e S p i n and t h e United S t a t e s
(Panganiban 1970: 21).
The e x t e n t of t h e F i l i p i n o s ' c o n t a c t s w i t h S p i n and t h e United
S t a t e s is mirrored i n t h e indigenous P h i l i p p i n e languages.2 I n f a c t , t o an
o r d i n a r y Spanish o r American l i s t e n e r , P i l i p i n o , t h e Tagalog-based n a t i o n a l
language, w i l l not sound a l t o g e t h e r f o r e i g n because he w i l l be a b l e t o
r e t r i e v e a medley of Spanish o r E n g l i s h w r d s woven i n t o i t s i n t r i c a t e
system of a f f i x a t i o n . Be may even s u s p e c t t h a t P i l i p i n o i s an Indo-European
language, belonging t o t h e same f a m i l y of which Spanish and E n g l i s h a r e
p a r t (Goulet 1971:l-2).
9
A l i t t l e knowledge of P h i l i p p i n e h i s t o r y , hovever, w i l l umke one
understand t h a t t h e Spanish a d English words i n t e r s p e r s e d i n P l l i p i n o
u t t e r a n c e s a r e merely l o a n word8 from t h e t v o f o r e i g n languages; t h a t such
i s t h e r e s u l t of t h e c o n t a c t s of Tagalog with Spanish f o r almost f o u r
c e n t u r i e s and subsequently w i t h E a g l i s h f o r mre t h a n h a l f a century.
T h e o r e t i c a l l y , t h e l o a e r t h e period of c o n t a c t , t h e g r e a t e r would
be t h e l i n g u i s t i c i n f l u e n c e of t h e c o l o n i z e r ' s language on that of t h e
colonized. During t h e almost f o u r c e n t u r i e s of Spanish r u l e i n t h e
P h i l i p p i n e s , t h e c o l o n i z e r ' s language could have c o l p l e t e l y n a t i v i z e d and
replaced t h e n a t i v e languages. T h i s , h o w v e r , d i d not t a k e place. Frske ( i n
Hymes 1972:223),
i n t r a c i n g t h e o r i g i n s of t h e Spanish c r e o l e s i n t h e
P h i l i p p i n e s , says :
I n t h e P h i l i p p i n e s , i n s p i t e of t h e r a p i d Spanish conquest,
almost t o t a l conversion t o C h r i s t i a n i t y . and over t h r e e hundred
y e a r s of occupation, t h e Spenish language f a i l e d t o e s t a b l i s h
i t s e l f . Spanish replaced no indigenous P h i l i p p i n e language, and
i t s r o l e a s an a u x i l i a r y language was s u f f i c i e n t l y tenuous t h a t
i t -8
q u i c k l y supplanted by English a f t e r t h e American
occupation. Today, a p a r t from t h e many Spanish l o a n words i n
P h i l i p p i n e languages and f e v speakers of Spsnish i n t h e upper
echelons of s o c i e t y , t h e l i n g u i s t i c legacy of Spain i n t h e
P h i l i p p i n e s i s l i m i t e d t o t h e e x i s t e n c e of s e v e r a l communities
that speak a Spanish c r e o l e language3 a s t h e i r mother tongue.
The e x t e n t of i n f l u e n c e of Spanish on t h e indigenous P h i l i p p i n e
languages is i n sharp c o n t r a s t v i t h t h a t of English 'which became more
videspread even a f t e r only t v o dacades of American r u l e i n t h e P h i l i p p i n e s '
(Forbes 1928:1:416).
I n a r e l a t i v e l y s h o r t p e r i o d , E n g l i s h became t h e
medium of cognunication. English-speaking
Filipino teachers gradually
replaced American educators. And a f t e r a q u a r t e r of a c e n t u r y of American
occupation, t h e P h i l i p p i n e s produced a good c r o p of F i l i p i n o w r i t e r s and
speakers of English, which w a s f a s t becaming t h e common tongue from Aparri
t o J o l o (Kiunisala 1963:58).
The d i f f e r e n c e s between t h e Spanish and t h e American c o l o n i a l
p h i l o s o p h i e s , i n g e n e r a l , and e d u c a t i o n a l and language p o l i c i e s , i n
p a r t i c u l a r , may perhaps account f o r t h e d i f f e r e n c e i n impact of t h e two
languages on t h e F i l i p i n o s .
The Spanish e r a i n t h e P h i l i p p i n e s may be
c h a r a c t e r i z e d simply a s one of ' r a i s i n g t h e c r o s s and t h r u s t i n g v i t h t h e
sword' and p r e s e r v i n g Spanish a s an a r i s t o c r a t i c language a v a i l a b l e only t o
t h e few e l i t e and n o t t o t h e ' I n d i o s ' . On t h e o t h e r hand, one of t h e f i r s t
a c t s of t h e Americans when they colonised t h e P h i l i p p i n e s was t o provide
e d u c a t i o n t o t h e F i l i p i n o s and i n so doing t e a c h them t h e English language
s i d e by s i d e w i t h t h e p r i n c i p l e s of democracy on a massive s c a l e (Forbes,
49:395:II, Appendix -1).
There were, t o be s u r e , o t h e r f a c t o r s t h a t c h a r a c t e r i z e d t h e n a t u r e
of Spanish and American c o l o n i z a t i o n i n t h e P h i l i p p i n e s , b e s i d e s t h e i r
d i f f e r e n c e s i n p o l i c i e s and a t t i t u d e s toward language. One of them was t h e
n a t u r e of c o n t a c t i t s e l f , 1.e.. t h e i n c e n t i v e t o l e a r n , & e r e t h e impact of
t h e English language and American c u l t u r e v a s g r e a t e r . Another f a c t o r was
10
t h e q u a n t i t y of i n s t r u c t i o n a l reading materials; t h e r e was a d e a r t h of such
m a t e r i a l s i n Spanish, whereas t h e r e was a deluge i n E n g l i s h (Phelan
1959:132).
P r e s e n t l y , a f t e r only s l i g h t l y more than h a l f a c e n t u r y of c o n t a c t
with English, and i n s p i t e of t h e f a c t t h a t t h e P h i l i p p i n e s i s no longer
under American domination, English remains a s t h e p r i n c i p a l medium of
i n s t r u c t i o n i n the P h i l i p p i n e s . This nay be a t t r i b u t e d t o t h e f a c t t h a t
English c o n t i n u e s t o be an i n t e r n a t i o n a l language
t h e language of
education,
science
and
technology,
diplomacy
and
foreign
r e l a t i o n s - s e r v i n g a s t h e F i l i p i n o s ' l i n k with t h e o u t s i d e world.
Moreover, u n l i k e t h e Spaniards, t h e Americans l e f t no l e g a c y of h a t e among
t h e F i l i p i n o s . Hence, t h e F i l i p i n o s continue t o look t o t h e English
language a s a source of knowledge and means of advancement. This has been
confirmed i n a study conducted by Tucker (1968:16-7)
among sophomore
s t u d e n t s of t h e P h i l i p p i n e Normal College who a s s o c i a t e d t h e a c q u i s i t i o n of
s k i l l s i n English with success and advancement i n l i f e , showing t h a t a
F i l i p i n o who i s 'not s k i l l e d i n E n g l i s h would be unable t o e n t e r such
p r o f e s s i o n s a s t e a c h e r , d o c t o r , s e c r e t a r y . e t c . ' Tucker f u r t h e r s t a t e s t h a t
i n the P h i l i p p i n e s , ' s o c i a l m o b i l i t y depends upon t h e a c q u i s i t i o n of s k i l l
i n English. Righer e d u c a t i o n , b e t t e r employoent o p p o r t u n i t i e s , and t r a v e l
abroad a r e e a s i l y a c c e s s i b l e o n l y t o t h o s e who p o s s e s s t h e n e c e s s a r y s k i l l s
i n English'.
-
Other s o l i d p r o o f s t h a t E n g l i s h s t i l l h o l d s a premier s t a t u s i n t h e
P h i l i p p i n e s a r e a s follows: 1 ) a l l P r e s i d e n t i a l Decrees, a s well a s
s t a t u t e s , have been promulgated i n English; 2 ) t h e 1973
Philippine
C o n s t i t u t i o n was o r i g i n a l l y w r i t t e n i n E n g l i s h although i t was o f f i c i a l l y
promulgated i n English and i n P i l i p i n o ; i t provides t h a t ' i n case of
c o n f l i c t , t h e English t e x t s h a l l p r e v a i l ' ; 3 ) i n t h e convention of t h e
Batasang Bayan (held a t Malacaiiang Heroes B a l l , October 29-30,
1977),
English was the language used by t h e d e l e g a t e s who represented t h e
d i f f e r e n t e t h n i c groups o r regions of
the
country;
and
4 ) most
d e l i b e r a t i o n s and all measures presented a t t h e Batssang Pambansa i n i t s
s e s s i o n s i n 1978 were i n E n g l i s h , although t h e assemblymen had been
exhorted t o l e a r n t o speak P i l i p i n o . These a r e c l e a r i l l u s t r a t i o n s t h a t
P i l i p i n o a s a n a t i o n a l language has not yet taken over t h e p o l i t i c a l
f u n c t i o n s of English.
-
2.2 The Development of P i l i p i n o
The need f o r having a c o m o n language dawned upon t h e F i l i p i n o s
toward t h e end of t h e 1 9 t h c e n t u r y when communication
among
the
'insurrectos'
o r freedom f i g h t e r s of t h e I l o c o s , t h e Visayas, and t h e
Tagalog provinces was p o s s i b l e only with t h e h e l p of
interpreters
( K i u n i s a l a 1963:2). Apparently, t h e m u l t i p l i c i t y of languages spoken by t h e
d i f f e r e n t e t h n i c groups was one of t h e major stumbling blocks t o t h e
F i l i p i n o s ' e f f o r t s t o l i b e r a t e t h e i r countrymen from Spanish domination.
Under t h e circumstances, t h e F i l i p i n o l e a d e r s were obliged t o employ
Spanish i n most of t h e laws of t h e f i r s t P h i l i p p i n e Republic, and t o use
Tagalog i n some decrees.
11
Then t h e United S t a t e s supplanted Spain i n t h e c o l o n i z a t i o n of t h e
Philippines.
Through
legal
means, t h e F i l i p i n o s worked f o r t h e i r
independence. A f t e r a t r a n s i t i o n period of t e n y e a r s , known a s t h e
Commonwealth Period, t h e F i l i p i n o s gained t h e i r independence i n 1946. The
o p p o r t u n i t y t o develop a n a t i o n a l language could now be r e a l i z e d . I n f a c t ,
t h e framers of t h e 1935 P h i l i p p i n e C o n s t i t u t i o n , imbued w i t h t h e v i s i o n of
t h e i r f o r e b e a r s , mandated t h e Collaonwealth National Assembly ( A r t i c l e XIV,
S e c t i o n 3) t o ' t a k e s t e p s toward t h e development and a d o p t i o n of a ccmnon
n a t i o n a l language based on one of t h e e x i s t i n g n a t i v e languages'.
A y e a r l a t e r , i n consonance w i t h t h e c o n s t i t u t i o n a l p r o v i s i o n ,
Commonwealth Act No. 184 was passed, e s t a b l i s h i n g t h e National Language
I n s t i t u t e (NLI
l a t e r changed t o I n s t i t u t e
of
National
Language
(Ih'L)
and g i v i n g i t t h e a u t h o r i t y t o s t u d y and a n a l y s e t h e p r i n c i p a l
P h i l i p p i n e languages and t o choose therefrom t h e b a s i s of t h e P h i l i p p i n e
n a t i o n a l language.
-
--
Another year l a t e r , i n 1937, t h e seven members of t h e Board of t h e
INL, s i x of whom were n o n - ~ a g a l o ~ s 4 ,recommended Tagalog a s t h e b a s i s of
t h e n a t i o n a l language. The INL Board believed t h a t Tagalog b e s t f i t t e d t h e
requirements s t i p u l a t e d by law a s r e g a r d s s t r u c t u r e , mechanics, l i t e r a t u r e
and number of speakers.
The d e c i s i o n of t h e INL Board, a p p a r e n t l y , w a s not t a i n t e d by
regionalism, although P r e s i d e n t Quezon's advocacy of Tagalog might have
influenced i t
.
2.2.1 P u r i s t i c B a l a r i l a : P r e c u r s o r of Language Controversz. Two y e a r s
l a t e r . t h e INL. i n conformitv w i t h s o n w e a l t h Act 184. oublished a
grarmaar book t i t l e d B a l a r i l a U
J
Wikang Pambansa and a Tagalog-English
Vocabulary. The two books were t o be used i n t h e schools.
This was t h e
b e g i n n i w of t h e l o w drawn-out language
controversy
because
a vuristic
- tendency-was very e v i d e n t i n t h e f i r s t two products of ;he
INL. The term
b a l a r i l a i n t h e t i t l e of t h e book i t s e l f , f o r example, was derived from
A s an a l t e r n a t i v e ,
b a l a ' b u l l e t ' and d i l a 'tongue' (Panganiban 1970:14).
t h e Spanish word g r a m a t i c a (gramatika) could have been borrowed.
-
.
.
-
That t h e book w a s r e a l l y p u r i s t i c i s f u r t h e r evidenced by pages 1 3
and 14 where even t h e proper nauies were r e s p e l l e d according t o t h e
2 0 - l e t t e r Abakada i n s p i t e of t h e p r o v i s i o n i n Commonwealth Act 184 t h a t
s p e l l i n g of f a m i l y names of f o r e i g n o r i g i n and form used by F i l i p i n o s
s h a l l be preserved i n o r d e r n o t t o r e n d e r t h e i d e n t i f i c a t i o n of persons
d i f f i c u l t ' . Examples: Euse i n s t e a d of Jose,
i n s t e a d of J u a c , K i n t i n
i n s t e a d of Quintin, Maksimo i n s t e a d of Maximo, K a l i s t o i n s t e a d of C a l i x t o ,
etc.
'...
-
I n f a c t , i t i s colanon knowledge a m n g F i l i p i n o language s c h o l a r s
t h a t when a copy of t h e B a l a r i l a w a s brought by t h e members of t h e INL
Board t o Malacaiiang and shown t o P r e s i d e n t Quezon. he a n g r i l y b l u r t e d out
h i s f a v o r i t e c u r s e word i n Spanish and almost threw t h e book i n t h e P a s i g
~ i v e r 5 .That was a f t e r h i s v a i n e f f o r t s t o pronounce t h e word b a l a r i l a
c o r r e c t l y and a f t e r b r i e f l y thumbing through t h e pages of t h e book and
12
o c c a s i o n a l l y lip-reading a passage h e r e and t h e r e with k n i t t e d eyebrows.
P r e s i d e n t Quezon was f u r i o u s because i f he, a Tagalog, could not understand
t h e book, how much more could t h e r e s t of t h e F i l i p i n o s , e s p e c i a l l y t h e
non-Tagalogs, understand i t ?
Meantime t h e s t i p u l a t e d d a t e f o r t h e p u b l i c a t i o n of a grammar book
f o r t h e n a t i o n a l language would soon l a p s e and t o w r i t e a n o t h e r one vaa
a l r e a d y impossible. Actually, t h e B a l a r i l a did not even have a s e c t i o n on
syntax.
Sibayan ( i n Fishman 1974:224), however, has t h i s t o s a y
Balarila:
about
the
Under t h e a b l e l e a d e r s h i p of Lope K. Santos, one of t h e
P h i l i p p i n e s ' b e s t Tagalog s c h o l a r s a t t h e time,
a grammar
t i t l e d Ang B a l a r i l a qg Wikang Pambansa (was produced)
Given t h e s t a t e of t h e a r t of graumar w r i t i n g a t t h e time and
t h e speed required t o ccnnply w i t h t h e P r e s i d e n t i a l d i r e c t i v e ,
t h e grammar was en e x c e l l e n t product, though having
it
officially
accepted
has made i t d i f f i c u l t t o i n t r o d u c e
improvements a s b e t t e r grarmars have become a ~ a i l a b l e . ~
...
...
A t any r a t e , t h e B a l a r i l a and t h e Vocabulary were used i n teaching
t h e n a t i o n a l language i n t h e schools. But a s t h e y e a r s went by, i t became
obvious t h a t t h e ' n a t i o n a l language being taught i n t h e schools w a s
puristic
n e i t h e r Tagalog-based
( e . t h e n a t i o n a l language should
i n c o r p o r a t e many loans from o t h e r P h i l i p p i n e languages and a l s o from
f o r e i g n languages) nor Tagalog a s spoken and understood by t h e Tagalogs'
(Sibayan 1967:136, esp. f o o t n o t e ) .
--
Yet t h e Ihn should not be h e l d s o l e l y blameworthy f o r t h i s manifest
a t t i t u d e regarding t h e manner of development of t h e n a t i o n a l language. I t s
a c t u a t i o n s must have been d i c t a t e d by what had been provided i n S e c t i o n 8
of Caumonwealth Act 184, which r e a d s a s follows:
S p e c i a l a t t e n t i o n s h a l l be given t o t h e p u r i f i c a t i o n and
enrichment of t h e National Language i n accordance with the
following procedures :
( 2 ) To purify t h e vocabulary of t h e n a t i o n a l language, t h e National
Language I n s t i t u t e s h a l l safeguard t h e proper meaning and use of t h e
words and expressions of t h e n a t i o n a l language and s h a l l c l e a n s e t h e
same of unnecessary f o r e i g n
terms,
words,
and
constructions.
(Underscoring s u p p l i e d . )
To t h e F i l i p i n o s who had been dominated by f o r e i g n e r s f o r s o long a
time, any planning on language would
naturally
be
tainted
with
n a t i o n a l i s t i c undertones, u s u a l l y a m a n i f e s t a t i o n of t h e subconscious among
freedom-hungry minds. This merely confirms what Fishman (1972:66)
says,
t h a t ' n a t i o n a l i s t i c language planning r e v e a l s a p e r v a s i v e abhorrence of
f o r e i g n i n f l u e n c e ' . Foremost l o t h e minds of t h e language planners and
implementors during t h o s e times must have been ( t o borrow a term from
Fishman a g a i n ) t h e ' a u t h e n t i c e t i o n ' of t h e n a t i o n a l language; t h a t i s , i f a
13
n a t i o n a l language had t o be developed, i t had t o be one t h a t v a s
recognizably indigenous, f r e e from admixture and a d u l t e r a t i o n . And t h i s i s
c l e a r l y e v i d e n t i n what IM. Director J a i a e C. De Veyra s t a t e d i n t h e
foreword of t h e B a l a r i l a :
Ang may-akda
( r e f e r r i n g t o Lope K. Santos) ay n a p i l i t a n g
gumamit ng mga bagong s a l i t a , upang tayo'y mahimalay man lamang
k a h i t sa diwa, sa p a g k a a l i p i n ng mga b a l a r i l a n g banyaga. Ang
balarila
palasurian,
palaugnayan ,
palabigkasan,
at
p a l a t i t i k a n ay m i p a l a l a g a y na aga bagong a a l i t a , p a l i b h a s a sa
wikang katutubo ay wala t a y o ng gangganyang mga b i g k a s i n . Lalo
kayang tumpak M gamitin ang mga s a l i t a na r i n g pinalalaganap
ng mga mangangastila a t mang-iingles? B i n t a y i n n a t i n g mga
pangyayari M ria ang magpasiya.
...
De Veyra had hoped t h a t t h e t e r n s used by Lope K. Santos vould
s u r v i v e . Indeed a t p r e s e n t , t h e following t e r n s t o g e t h e r with m e t of t h e
so-called p u r i s t i c terms of Santoa, are a l r e a d y c-only
used: p a n t i g
( s y l l a b l e ) , p a n g a n g k o p ( l i g a t u r e ) , pantukoy ( a r t i c l e ) , pangngalan (noun),
sag-uri
( a d j e c t i v e ) , p a n g h a l i p (pronoun), pandiwa ( v e r b ) , pang-sbay
f a d v e r b ) , p a n m t n i g ( c o n j u n c t i o n ) , pang-ukol ( p r e p o s i t i o n ) , a t e .
A t any r a t e , i t might be s a i d t h a t t h e B a l a r i l a of Santos is a good
example of what Fishman (1974:22-3) s a y s i n s u m i n g up t h e ' s o c i a l t r o u b l e
and t r a v a i l ' t h a t accompany language planning processes:
Every one of t h e system-building o r r e v i s i n g triumphs of
language planning h a s been c a r e f u l l y cloaked i n s e n t i m e n t , has
appealed
to
authenticity
rationales,
has
claimed
indigenousness.
Obviously,
a speech c o m u n i t y wants i t s
language t o be more than n e a t and t r i m and handy. It a l s o wants
i t s language t o be t h e i r s , i.e.,
them i n some way,
r e f l e c t i v e of t h e i r i n d i v i d u a l i t y i n some way, p r o t e c t i v e of
t h e i r h i s t o r y i n some way.
The ' a u t h e n t i c a t i o n '
e f f o r t s . however, appeared t o have been
c a r r i e d t o o f a r by t h e ;
t h e y were i n t e r p r e t e d a s l e a n i n g towards
'purism'
and were t h u s repudiated by even t h e simon-pure
Tagalogs
themselves.
For i n s t a n c e , former Senator F r a n c i s c o Rodrigo, a Tagalog w r i t e r
de Bergerac i n t o Tagalog,
r
a
d
i o commentator who has t r a n s l a t e d Cyrano and
vehemently berated t h e s c h o o l s f o r propagating a n a t i o n a l language which
was so p u r i s t i c that, much t o h i s embarrassment, he could not h e l p h i s son
w i t h t h e l a t t e r ' s homework because of so many s t r a n g e words which he could
not comprehend, such a s t u l d o k , kuwit, tuldukuwit, p a r i r a l a , panakloag,
e t c . Senator Rodrigo wrote (1963:3):
-
Was my f a c e red when I saw t h e l e s s c n s ! I could not yt a
passing mark i f I were t o t a k e a t e s t on i t . To be more honest.
I would not r a t e even 40 percent. I n f a c t , I could not even
understand t h e words which I read..
I f e l t q u i t e embarrassed.
.
14
There I was, supposed t o teach Tagalog gratmaar t o my son, and I
ended up by asking him v h a t t h o s e queer-sounding words meant.
Ex-Senator
Rodrigo claims t h a t t h e b a s i c philosophy behind t h e
e s t a b l i s h m e n t of a n a t i o n a l language is t o have a common medium of
e x p r e s s i o n t h a t is e a s i l y understood, learned and used by a l l segments of
t h e population. It i s f o r t h i s reason, he f u r t h e r a s s e r t s , t h a t t h e F i r s t
C o n s t i t u t i o n uses t h e words 'development and a d o p t i o n ' of a cammon n a t i o n a l
language and not t h e words ' i n v e n t i o n and i m p o s i t i o n ' . This i s a l s o one of
t h e reasons, he s a y s , vhy t h e t h e framers of t h e 1935 C o n s t i t u t i o n deemed
i t a d v i s a b l e t o provide t h a t t h e n a t i o n a l language be 'based on one of t h e
e x i s t i n g n a t i v e languages'.
The former Senator b e l i e v e s t h a t t h e teaching and l e a r n i n g of t h e
n a t i o n a l language vould be much e a s i e r i f t h e people were t o use words
a l r e a d y well known t o them, l i k e g r a m a t i k a i n s t e a d of b a l a r i l a , diksyunaryo
i n s t e a d of t a l a t i n i g a n , kana i n s t e a d of kuwit, kolon and semikolon i n s t e a d
of t u t u l d o k and tuldukuwit, e t c . He even r a d i c a l l y proposes t h a t 'we should
f o l l o w what P r e s i d e n t Quezon wanted t o do from t h e very beginning: Throw
the Balarila
Uikang Pambansa i n t o t h e P a s i g River and s t a r t a l l over
a g a i n with an e n t i r e l y new approach'.
The B a l a r i l a , he concludes, w i l l
f o r e v e r be an o b s t a c l e i n s t e a d of a h e l p t o t h e propagation and development
of t h e P i l i p i n o language. Unless we change i t r a d i c a l l y and b a s i c a l l y , w e
s h a l l f o r e v e r be chained t o a ' s h o r t s i g h t e d , i s o l a t i o n i s t and j i n g o i s t i c
p o l i c y vhich renders t h e s t u d y of our language not only d i f f i c u l t but
r e p u l s i v e t o our ovn people' .7
-
Even b e f o r e 1963 when former Senator Rodrigo expressed h i s views i n
the Philippines Free -*P r e s s
S e c r e t a r y of Education Jose E. Romero,
e v i d e n t l y aware of t h e raging n a t i o n a l language c o n t r o v e r s y , had a l r e a d y
issued Department Order No.19, s.1959, t o t h e e f f e c t t h a t henceforth the
n a t i o n a l language vould be c a l l e d P i l i p i n o ' t o impress upon t h e n a t i o n a l
language t h e i n d e l i b l e c h a r a c t e r of our nationhood'.
It would seem,
however, t h a t t h e change had been designed t o e r a s e t h e i s s u e t h a t t h e
language being developed by t h e INL and t h e s c h o o l s was p u r i s t i c and
'presumably t o e l i m i n a t e t h e r e g i o n a l connotation of t h e term Tagalog
(Sibayan 1974:225).
The t e r m i n o l o g i c a l s h i f t d i d not p c i f y t h e c r i t i c s .
Soon they
r a i s e d a n o t h e r i s s u e : P i l i p i n o should be Filipino
a n o t h e r way of saying
that P i l i p i n o i s s t i l l Tagalog.
-
By then i t became obvious t h a t t h e i s s u e on purism was being
beclouded by e t h n i c l o y a l t y and c o l o n i a l m e n t a l i t y on t h e p a r t of some
educated F i l i p i n o s . With a touch of sarcasm, they claimed t h a t a f t e r having
been l i b e r a t e d from t h r e e c o l o n i a l masters
S p a i n , t h e United S t a t e s , and
Japan
h e r e came a n o t h e r c o l o n i z e r : t h e Tagalogs. They deeply resented
some
Tagalistas
tho,
they claimed, behaved a s i f they were t h e
self-anointed and God-sent p r o p r i e t o r s of t h e n a t i o n a l language, Tagalogs
who equated n a t i o n a l i s m w i t h f l u e n c y i n P i l i p i n o .
--
-
15
T h e i r undisguised vehemence i n condemning t h e Tagalogs, however,
was i n t e r p r e t e d by those on t h e o p p o s i t e camp a s a mere c a t h a r t i c o u t b u r s t
of emotions, f o r i n r e a l i t y , as products of an a l i e n a t i n g system of
e d u c a t i o n , they were advocating nothing but E n g l i s h
t h e language that
had moulded them i n t o what they were.
-
Even i n a very r e c e n t survey, S i l l i m a n (1977) s a y s t h a t a number of
h e r respondents expressed t h e view t h a t a n a t i o n a l language need not be one
t h a t i s indigenous t o t h e P h i l i p p i n e s , implying t h a t English should be t h e
n a t i o n a l language. Also, during t h e n a t i o n a l conference on 'Language
Planning and Development i n t h e P h i l i p p i n e s ' 8 C a s i l d a Luzares, a n a t i v e of
Cebu who was one of t h e p a n e l i s t s , claimed t h a t when s h e was i n t h e Vieayas
r e c e n t l y s h e was asked i f t h e r e i s any l a w i n t h e P h i l i p p i n e s which
p r o h i b i t s t h e adoption of a f o r e i g n language a s t h e n a t i o n a l language.
This i s reminiscent of an e r s t w h i l e movement which q u i c k l y f i z z l e d o u t ,
t h a t t h e P h i l i p p i n e s be ceded o r f e d e r a t e d as one of t h e s t a t e s of t h e
United S t a t e s , l i k e Uawaii.
Regarding e t h n i c l o y a l t y , Sibayan (1974:250-I),
i n assessing the
thoughts and sentiments expressed by t h e 1972 C o n s t i t u t i o n a l Convention
d e l e g a t e s i n terms of t h e vorldwfde search f o r i d e n t i t y by peoples of
emerging o r developing c o u n t r i e s , of which t h e P h i l i p p i n e s i s one, has t h i s
t o say:
It i s clear t h a t while t h e y i d e n t i f y themselves w i t h t h e i r
e t h n i c languages, languages they have i n t i m a t e ties w i t h , they
have not y e t i d e n t i f i e d themselves with a language that is
based on a ' r i v a l ' P h i l i p p i n e language. It i s not u n f a i r t o s a y
t h a t i t i s t h i s jealousy of t h e 'advantages' t h a t t h e y f e e l a r e
given
to
Tagalog
speakers
t h a t made them r e j e c t t h e
language
The s e a r c h f o r i d e n t i t y w i t h symbols l i k e language
c a r r i e s with i t so many emotional involvements t h a t even t h e
educated human mind cannot seem t o transcend e t h n i c
or
p a r o c h i a l attachments.
...
2.2.2 Language I s s u e l a Full-Scale C o n t r o v e r s p The y e a r s d u r i n g t h e
s i x t i e s saw t h e surge of r e s i s t a n c e becoming s t r o n g e r a g a i n s t t h e brand of
n a t i o n a l language being propagated by t h e -m and-the s c h o o l s . On February
8 , 1963 ( C o n s t i t u t i o n Day). l e s s than a month a f t e r t h e Free P r e s s ' s p e c i a l
i s s u e on language, Congressman Inocencio V. F e r r e r , a Visayan, f i l e d a
c a s e i n c o u r t with t h e following a s respondents: Jose V i l l a Panganiban,
D i r e c t o r of t h e I n s t i t u t e of National Language; Alejandro R. Roces,
S e c r e t a r y of Education; Emarmel Pelaez, S e c r e t a r y of Foreign A f f a i r s ; and
Carlos P. Romulo, P r e s i d e n t of t h e U n i v e r s i t y of t h e P h i l i p p i n e s . The
complaint i n e f f e c t s t a t e d t h a t t h e language which t h e respondents were
propagating was pure Tagalog; t h a t t h i s was a l s o what they c a l l e d
' P i l i p i n o ' ; and t h a t t h e respondents were c h e a t i n g t h e people i n t h u s
developing and propagating Tagalog a s t h e n a t i o n a l language when Tagalog
was o n l y intended t o be t h e b a s i s .
--
16
The c a s e , however, was dismissed (by Judge Gregorio T.
Lantin,
Court of F i r s t I n s t a n c e , Manila) i n a d e c i s i o n , t h e d i s p o s i t i v e part of
which was t h a t t h e respondents' p o s i t i o n i n t h e development of t h e n a t i o n a l
language was i n accordance with law and t h e h i s t o r y of t h e development of
o t h e r languages of t h e World, hence they were not c u l p a b l e (Pineda
1965:3-4).
The a g i t a t i o n , however, d i d not ebb i n s p i t e of t h e Court's
d e c i s i o n upholding t h e p o s i t i o n of t h e INL. A c o n c r e t e m a n i f e s t a t i o n of t h e
undiminished r e s i s t a n c e a g a i n s t p u r i s t i c P i l i p i n o was t h e experiment
conducted by t h e T a l i b a newspaper sometime i n 1967.
The T a l i b a , one of t h e o l d e s t v e r n a c u l a r d a i l i e s t h a t used t o
conform with t h e s p e l l i n g r u l e s of t h e B a l a r i l a was p a r t of a newspaper
chain owned by t h e Manila Times Publishing Company. I t s average d a i l y
c i r c u l a t i o n i n 1967 was no more than 28,000 i n s p i t e of a n e s t i m a t e d more
than two m i l l i o n Tagalog r e a d e r s i n t h e m e t r o p o l i t a n a r e a alone. The
p u b l i s h e r , Joaquin Roces, surmised t h a t t h e reason f o r i t s comparatively
low c i r c u l a t i o n w a s t h a t i t was f a i l i n g t o communicate with i t s r e a d e r s
owing t o i t s use of pure, formal Tagalog.
Accordingly, p u b l i s h e r Roces launched a n experiment by adopting a
mixture of easy Tagalog and f o r e i g n words i n t h e i r o r i g i n a l s p e l l i n g which
had e n t e r e d t h e language through f r e q u e n t and popular usage. The experiment
was so s u c c e s s f u l t h a t t h e c i r c u l a t i o n of T a l i b a soared by 30 percent
(Roces 1967:5).
Then on March 6 , 1967, Congressman Aguedo F. Agbayani, Chairman of
t h e Committee on Education of t h e House of R e p r e s e n t a t i v e s , d e l i v e r e d a
speech imputing f a i l u r e t o t h e INL i n t h e develpment of a n a t i o n a l language
a s p r e s c r i b e d by law. Agbayani s a i d i n part:
The I n s t i t u t e of National Language, a f t e r t h e s e p a s t 30
y e a r s , has not t r u l y developed a n a t i o n a l language
the
I n s t i t u t e having accepted a v e r y i n s i g n i f i c a n t number of words
from t h e o t h e r n a t i v e d i a l e c t s and has i n s i s t e n t l y refused t o
r e v i s e t h e 2 0 - l e t t e r a l p h a b e t , t h e Abakada, i n o r d e r t o
accommodate f o r e i g n words.
...
Agbayani, l i k e Rodrigo, accused t h e ' p u r i s t s '
of developing a
language which was not understandable even t o t h e Tagalogs themselves. The
Congressman c i t e d t h e r i s e i n c i r c u l a t i o n of T a l i b a from 19,000 t o more
than 65,000 i n l e s s than t e n months a f t e r t h e newspaper switched t o
f u n c t i o n a l P i l i p i n o from t h e p u r i s t i c , c l a s s i c a l Tagalog. The r i s e i n
c i r c u l a t i o n , Agbayani contended, was a n eloquent proof t h a t purism had no
p l a c e i n t h e d e v e l o p w n t of P i l i p i n o .
-
Agbayani's speech which subsequently appeared i n t h e Manila Times
(March 10, 1967) prompted t h e Committee on Education and t h e Committee on
National Language of t h e House of R e p r e s e n t a t i v e s t o conduct j o i n t h e a r i n g s
t o reexamine t h e procedures u!:ed i n t h e development of P i l i p i n o .
17
D r . Jose V i l l a Panganiban, who was t h e n t h e IBL D i r e c t o r , t e s t i f i e d
b e f o r e t h e J o i n t C o m m i t t e e t h a t e v e r y t h i n g being done by the INL was i n
accordance w i t h t h e p r o v i s i o n s of law. C a r l a P. R a u l o , a s President of
t h e U n i v e r s i t y of t h e P h i l i p p i n e s and c o n c u r r e n t l y S e c r e t a r y of Education,
a l s o t e s t i f i e d and proposed a f o u r p o i n t program f o r t h e dereloppent of t h e
n a t i o n a l language: 1 ) conduct a n a u t h o r i t s t i v e i n v e n t o r y of borrowed
f o r e i g n words and p r e s e n t corresponding l i n g u i s t i c r u l e s of b o r r d o g a t
period; 2 ) f o r the d u r a t i o n of each
t h e end of each f i v e or ten-year
subsequent p e r i o d , a l l o w t h e process of n a t u r a l s e l e c t i o n of new words t o
be borrowed and conduct a d e b a t e a m n g s c h o l a r s , l i n g u i s t i c s o c i e t i e s , and
e x p e r t s ; 3 ) compile a d p u b l i s h as soon a s p o r s l b l e a caoprehensive
d i c t i o n a r y of P i l i p i n o t o e n s u r e a continuous and o r d e r l y growth, and t o
record such growth, of t h e n a t i o n a l language; and 4) a u t h o r i z e t h e use of
the
n a t i o n a l language a s medium of i n s t r u c t i o n a t t h e elementary,
secondary, and c o l l e g i a t e l e v e l s (Rmulo 1967 as swmarilced by Sibayan
1974:234-5).
The speech of Congressman Agbayani must have been i n s p i r e d by t h e
running feud between i(atas E d i t o r Lacuesta and INL D i r e c t o r P q a n i b a n , a s
may be gleaned from t h e e d i t o r i a l of t h a t j o u r n a l (August 1971 i s s u e ) . The
e d i t o r i a l s a y s i n part:
From 1961 t o 1963,
was under t h e i n f l u e n c e of t h e
I n s t i t u t e of National Language and s o i t s language was p u r i s t i c
sbakada Tagalog. I n i t s June 1964 issue, however, ~ a t a s 9r a i s e d
t h e banner of r e v o l t a g a i n s t t h e I n s t i t u t e of Nations1 Language
s t a n d a r d and began t o write i n t h e Manila Lingua Franca. The
Katas lead w a s followerl by t h e o t h e r mass media, i n c l u d i n g t h e
T a l i b a d a i l i e s . Soon, t h i s mixed Manila language which we c a l l
' F i l i p i n o ' a s d i s t i n g u i s h e d from t h e INL's ' P i l i p i n o ' ( p u r i s t i c
abakada Tagalog) was i n a s t a t e of r i o t o u s bloom. The mass
media threw i n t o t h e P a s i g River t h e ' B a l a r i l a ng Wikang
Pambansa' of Lope K. Santos, doing e x a c t l y what Quezon wanted
many years ago when t h e f i r s t copy was presented t o him f o r
approval.
-
-
Saee y e a r s a f t e r t h e speech of Congressman Agbayani and a f t e r
subsequent h e a r i n g s conducted on language, a b i l l (8. B. No.11367) was
f i l e d i n Congress providing a m n g o t h e r t h i n g s t h e a b o l i t i o n of t h e INL and
i t s replacement by a n o t h e r body t o be c a l l e d Akademya ng Wilrang Pambansa.
The b i l l a l s o provided t h e a d d i t i o n of t h e following l e t t e r s t o t h e
- q, z, 1, and -z (Polotan
2 0 - l e t t e r Abakada: -*c
ch, f, g, 2,
n,
1966:7).
-
11,
x,
It was very obvious a t t h a t time t h a t much o p p o s i t i o n had been
b u i l t up a g a i n s t t h e INL. Yabes (1974:4), who was an English p r o f e s s o r a t
t h e U n i v e r s i t y of t h e P h i l i p p i n e s , l i k e w i s e claimed t h a t t h e developmsnt of
t h e n a t i o n a l language would have been more r a p i d , s t e a d y , and harmonious i f
t h e l e a d e r s of t h e movement, e s p e c i a l l y t h o s e whose n a t i v e language was
Tagalog, had not been s u f f e r i n g from s h o r t s i g h t e d n e s s . A t best, Yabes
claimed, they were i n s u l a r i n m e n t a l i t y ; a t worst they were p r o v i n c i a l o r
parochial.
18
----
--
2.2.3 The I N L ' s and t h e P u r i s t s ' Side of t h e I s s u e . The INL and
i n d i v i d u a l s i d e n t i f i e d by t h e ' a n t i p u r i s t s l %
' T a g a l i s t a s ' , on t h e o t h e r
hand, did not t a k e t h e i n v e c t i v e s and- a c c u s a t i o n s of t h e i r c r i t i c s without
r a i s i n g a hand. Thus, t h e late J o s e V i l l a Panganiban, who was t h e n INL
D i r e c t o r , answered h i s c r i t i c s on t h e i s s u e s r a i s e d a g a i n s t t h e I n s t i t u t e .
On t h e i s s u e of purism, he explained t h a t t h e r e was no pure language being
spoken by any c i v i l i z e d people f n t h e world, and t h a t Tagalog, w i t h a l l t h e
i n f l u e n c e s of f a c t o r s t r a c e a b l e t o t h e e l e v e n t h c e n t u r y , could not p o s s i b l y
remain pure. Of c o u r s e , Panganiban
pointed
out,
Pilipino,
being
Tagalog-based, would sound l i k e Tagalog but i t would not be so a l l t h e ti=
a s F i l i p i n o s would develop i t n a t u r a l l y through borrowings f r a o t h e r
languages, be they indigenous o r f o r e i g n , and through o t h e r lrnovn p r o c e s s e s
i n language development (Panganiban 1970:182).
A s t o t h e i s s u e of s p e l l i n g and t h e 20-letter a l p h a b e t ( i n v a r i a b l y
c a l l e d by t h e a n t i - p u r i s t s t h e 'Tagalog Abakada' o r ' a t a v i s t i c Abakada'),
Panganiban explained t h a t its composition was i n i t s e l f a r e c e n t product of
t h e f l u c t u a t i n g development of t h e P i l i p i n o system of w r i t i n g a f t e r i t had
passed through m o d i f i c a t i o n s and changes brought about by e a s i l y t r a c e a b l e
h i s t o r i c a l , e d u c a t i o n a l , l i t e r a r y , and l i n g u i s t i c i n f l u e n c e s s i n c e t h e
seventeenth century.
Panganiban pointed o u t t h a t t h e a c t u a l composition of
P i l i p i n o w r i t i n g c o n s i s t e d of two p a r t s :
the
current
t h e Bomanized Abakada c o n s i s t i n g of 20 l e t t e r s : a , b, k, A,
e, g, h, 1,Q, P,
2, 21I , a, t. E n
p These l e t t e r s a r e used t o
spell colmpon words, be they indigenous o r a s s i m i l a t e d loan words.
First,
L,
=.
x,
11,-
Second, borrowed l e t t e r s from English and Spanish w r i t i n g systems,
composed of 11 l e t t e r s :
&, f. A,
2, q,
5, fi These l e t t e r s
a r e used i n u n a s s i m i l a b l e borrowed proper and t e c h n i c a l terms mainly from
Spanish and English.
c,
c,v,
Panganiban explained f u r t h e r t h a t t h e P i l i p i n o w r i t i n g system i s
c o n s i s t e n t i n t h e s e n s e t h a t it follows t h e simple r u l e of one l e t t e r , one
correspondence between t h e
sound. I n o t h e r words, t h e r e i s a one-to-one
s i g n i f i c a n t sound o r phonemic t m i t of t h e language and t h e symbol o r
l e t t e r . It i s d i f f e r e n t from t h e i n c o n s i s t e n t E n g l i s h w r i t i n g system
wherein a l e t t e r o r symbol can r e p r e s e n t m u l t i p l e sounds.
The r e s p e l l i n g of borrowed common words t o conform t o t h e Abakada,
according t o Panganiban, was mistakenly i n t e r p r e t e d by some people a s
p u r i s t i c and/or a t a v i s t i c . Every language, according t o him should have i t s
own system of r u l e s on s p e l l i n g t o f o l l o w i n borrowing loan words,
e s p e c i a l l y from languages t h a t do not use t h e Boraanized system of s p e l l i n g .
Paraluman Santos-Aspillera, daughter of Lope K. Santos h i m s e l f , t h e
a u t h o r of t h e p u r i s t i c B a l a r i l a , had t h e following t o s a y on t h e so-called
'puristic
abakada'
which is v i r t u a l l y i n accord w i t h Panganiban's
statement :
19
The I n s t i t u t e of National Language Board i n 1939 decided to
adopt / c , ch, f , j, 11, n, q, rr, v, x. 21 from Spanish and
English a l p h a b e t s t o be used p a r t i c u l a r l y i n t h e names of
persons and geographical placee
The w r i t i n g s y d t e a of
P i l i p i n o , t h e r e f o r e , had from t h e v e r y beginning c o n s i s t e d of
t h e o r i g i n a l romanized abakada and e l e v e n (11) c h a r a c t e r s
adopted from Spanish and English. There h a s been no a c l u s i o n
a s t h e P h i l i p p i n e romanized w r i t i n g system ( n o t t h e a l p h a b a t )
c o n s i s t s of thirty-one (31) c h a r a c t e r s , twenty (20) of which
a r e based on n a t i v e phonology and e l e v e n (11) taken from
i n f l u e n c i n g c u l t u r e s ( b p i l l e r a 1968:8-9).10
...
One s e r i o u s problem t h a t b e e t s t h e F i l i p i n o s with regard t o
orthography, a s t h i s r e s e a r c h e r sees i t , i s how t o treat borroved uords,
e s p e c i a l l y those from English. The problem does n o t s u r f a c e i n t h e o r a l or
spoken phase of t h e language.
The moment, however, when what one s a y s
o r a l l y i s w r i t t e n down, t h e problem suddenly p r e s e n t 6 i t s e l f . Should one
r e t a i n t h e s p e l l i n g of borrowed words o r w r i t e them according t o t h e
B a l a r i l a rules on s p e l l i n g
t h a t i s , i f t h e words t h e a s e l v e s a r e not
r e j e c t e d and replaced with o t h e r words by t h e u s e r ?
-
This
phenomenon
confirms what Pishman, Ferguaon, Dee Gupta
(1968:29f) s a i d : I...
t h e use of w r i t i n g adds a n o t h e r v a r i e t y of language
t o t h e community's r e p e r t o r y ' . They f u r t h e r wrote:
L i n g u i s t s l i k e t o point out that speech is primary and
w r i t i n g secondary and that w r i t t e n language i s always i n some
sense a r e p r e s e n t a t i o n of speech. Although t h i s is t r u e i n a
g e n e r a l way,
t h e f a c t i s t h a t w r i t i n g almost never r e f l e c t s
speech i n an e x a c t way
w r i t t e n language f r e q u e n t l y develops
c h a r a c t e r i s t i c s not found i n t h e corresponding spoken language,
and i t may change along l i n e s q u i t e d i f f e r e n t from changes i n
t h e spoken language. A f t e r t h e spread of w r i t i n g , v a r i e t i e s of
t h e spoken language can no l o n g e r be d e s c r i b e d i n vacuo; they
w i l l i n t e r a c t w i t h t h e w r i t t e n form t o a g r e a t e r o r lesser
degree.
...
-
The foregoing o b s e r v a t i o n i s t r u e i n t h e c a s e of P i l i p i n o . Spoken
P i l i p i n o h a s some degree of d i f f e r e n c e from w r i t t e n P i l i p i n o , i.e.,
borrowed words which a r e normally a c c e p t a b l e t o an o r d i n a r y F i l i p i n o i n
spoken form w i l l be r e j e c t e d by t h e sane i n d i v i d u a l when shown t o him i n
w r i t t e n form. I n a simple s t u d y conducted by t h i s r e s e a r c h e r i n v o l v i n g 40
s t u d e n t s a t t h e U n i v e r s i t y of t h e P h i l i p p i n e s and a n o t h e r 40 s t u d e n t s a t
t h e P h i l i p p i n e Normal College, words l i k e I p r i n o p o s , pagdebelop, madiskas,
inaprub, adapsyon, e t c . were r e j e c t e d by t h e same s t u d e n t s who used them i n
t h e i r o r a l speech (Santiago 1976:96-7).
T h i s b r i n g s us t o t h e p o i n t where some of t h e c r i t i c s of P i l i p i n o
might have been r e f e r r i n g t o t h e spoken r a t h e r than t h e w r i t t e n v a r i e t y of
t h e language.
20
Ponciano B. P. Pineda (1970:14;28-30),
c u r r e n t INL D i r e c t o r , i n h i s
own f a s h i o n c l a s s i f i e d t h e c r i t i c s of t h e n a t i o n a l language i n t o t h r e e
groups :
2.2.3.1
'Salumpuwit' and 'Salipawpaw' Critics. This group, according
t o Pineda, is a l s o known a s t h e ' a n t i p u r i s t s ' . They c l a i m t h a t t h e people
sumnarily r e j e c t ' p u r i s t i c Tagalog', c i t i n g h a l f i n j e s t salumpuwit and
salipawpaw a s ready examples. They a r e t h e same group of people who contend
t h a t t h e n a t i o n a l language should be a n amalgamation of a l l t h e indigenous
P h i l i p p i n e languages and t h e i n f l u e n c i n g f o r e i g n languages l i k e English and
Spanish; and t h a t t h e n a t i o n a l language should f i r s t be developed b e f o r e it
i s t a u g h t i n t h e schools. This group advocates a r t i f i c i a l mixing of
languages, s i m i l a r t o t h e invented Esperanto, Volapuk and El Mondo
languages which, of c o u r s e , have not s u r v i v e d .
2.2.3.2 Prophets of Darkness. This group i s l a r g e l y composed of
w r i t e r s and professors?n
E n g l i s h , and of some l i n g u i s t s . They c l a i m t h a t
P i l i p i n o i s not y e t developed a s t o be capable of handling i n t e l l e c t u a l
s u b j e c t s , e s p e c i a l l y those t h a t a r e h i g h l y t e c h n i c a l and s c i e n t i f i c ,
c o n s i d e r i n g t h a t t h e r e i s not even an encyclopedia i n P i l i p i n o . They
f u r t h e r claim, according t o Pineda, t h a t t h e F i l i p i n o s w i l l be c u t o f f from
t h e mainstream of m d e r n i z a t i o n , s i n c e t h e world's knowledge accumulated
through t h e y e a r s i s a v a i l a b l e t o F i l i p i n o s o n l y through English. And t o
translate
t h e world's knowledge i n t o P i l i p i n o w i l l be i m p r a c t i c a l ,
expensive, and time-consuming. Inadequacy, Pineda pointed o u t , i s not i n
t h e language p e r s e , but i n t h e u s e r . Moreover, t h e n a t i o n a l language t h a t
i s developing now i s not f o r t h e p r e s e n t o n l y but f o r succeeding
generations.
2.2.3.3 R e g i o n a l i s t s . These a r e t h e non-Tagalog
ethnic loyalists,
Pineda s t a t e d . Educated a s they a r e , t h e y cannot shed o f f t h e i r e t h n i c i t y
such a s t o a c c e p t P i l i p i n o a s a n a t i o n a l language over and above t h e i r
f i r s t and/or r e g i o n a l languages, claiming t h a t t h e i r own languages a r e j u s t
a s good i f not b e t t e r than Tagalog. This group, according t o Pineda,
reasons t h i s way: It i s b e t t e r n o t t o have a n indigenous n a t i o n a l language
a t a l l than t o a l l o w t h e Tagalogs t o e n j o y a n advantageous p o s i t i o n over
non-Tagalogs. It i s b e t t e r t o have E n g l i s h s o t h a t everybody i s on equal
f o o t i n g , Tagalogs and non-Tagalogs a l i k e .
Gonsalo d e l Rosario, Vice-President of t h e Pamantasan ng Takarang
Araneta (Araneta Foundation U n i v e r s i t y ) , proponent of 'Technical P i l i p i n o '
a s epitomized i n t h e NSDB's Maugnaying T a l a s a l i t a a n book, and i d e n t i f i e d by
h i s c r i t i c s a s one of t h e a v i d ' T a g a l i s t a s ' , a l s o contended t h a t 'no one i n
h i s r i g h t mind should a c c e p t t h e word 'purism' i n any language, most of a l l
t h e Tagalog language'. Re bewailed t h e f a c t t h a t although Tagalog showed
g r e a t f a c i l i t y i n having borrowed words from S a n s k r i t , Arabic, Malay, and
Chinese i n t h e p a s t , and from Spanish, E n g l i s h and o t h e r modern languages
a t p r e s e n t , t h e myth of purism i s hard t o e r a d i c a t e . Some people, according
t o him, have s e i z e d upon t h i s pseudo-issue t o wage a ' h o l y war' a g a i n s t
c e r t a i n P i l i p i n o w r i t e r s . Del Rosario (1967:5-6) s a i d f u r t h e r :
21
The v i r u l e n c e of t h e i r c r i t i c i s m reminds u s of t h e h a r s h
p e r s e c u t i o n d u r i n g t h e times of t h e Spanish I n q u i s i t i o n , of t h e
witch hunts a t c e r t a i n p e r i o d s of American p o l i t i c s . I n a l l
t h e s e c a s e s , t h e r e were e w t i o n a l symbols which c e r t a i n t y p e s
of people d i d not c a r e t o understand; t h e y merely r e a c t e d with
t h e unreasonableness of t h e mob
'Purism vs. anti-purism'
i s a f a l s e controversy and t h a t , t h e real c o n f r o n t a t i o n should
be between ' c o n s i s t e n c y ' and ' i n c o n s i s t e n c y '
i n t h e use of
P i l i p i n o . Tboae of u s vho a r e f a l s e l y c a l l e d ' p u r i ~ t s ' a r e
r e a l l y c o n s i s t e n t e , and our d e t r a c t o r s a r e not ' a n t i - p u r i s t s '
but i n c o n s i s t e n t o .
...
Consistency. D e l Rosario (1968:6-7)
e x p l a i n e d , is 'agreement o r
harmony of a l l p a r t s of a c a p l a x system among themselves, o r of t h e same
system a t d i f f e r e n t t i n e s ' .
Extending t h i s d e f i n i t i o n t o language, he
explained t h a t a l i v i n g language h a s t h e i n h e r e n t pover of a s s i m i l a t i n g
t h o s e elements t h a t can be made c o n s i s t e n t , and of r e j e c t i n g t h o s e e l e m n t s
that cannot be made t o conform w i t h i t s fundamental o r g a n i z a t i o n and
s t r u c t u r e . And t h e s e t h i n g s happen, accordiqg t o him, even without t h e
conscious knowledge of t h e u s e r s of t h e language.
This p o s i t i o n
(1921:210-15):
of
Del
Rosario
is
in
line
with
that of S a p i r
The borrowing of f o r e i g n rralrds always e n t a i l s
their
phonetic modification. There are s u r e t o be f o r e i g n sounds o r
a c c e n t u a l p e c u l i a r i t i e s t h a t do not f i t t h e n a t i v e phonetic
habits
(but)
t h e h i g h l y s i g n i f i c a n t t h i n g about such
phonetic i n t e r - i n f l u e n c i n g
i s t h e s t r o n g tendency of each
language t o keep i t s phonetic p a t t e r n i n t a c t .
...
I t a l s o conforms w i t h t h e c l a i m of Bloomfield (1933:453) t h a t ' a
loanword i s u s u a l l y s u b j e c t e d t o t h e system of t h e borrowing language',
subsequently reaffirmed by 5 u g e n (1959:217) vho s t a t e d t h a t :
...
...
loanwords
incorporated i n t o t h e u t t e r a n c e s of a new
language, must be f i t t e d i n t o i t s g r a m a t i c a l s t r u c t u r e .
This
means t h a t they must be assigned by t h e borrower t o t h e v a r i o u s
grammatical classes vhich a r e d i s t i n g u i s h e d by
his
own
language.
True enough, Tagalog has maintained i t s morphological system and
has imposed i t s p a t t e r n s on t h e donor languages; even a f t e r t h e almost f o u r
c e n t u r i e s of c o n t a c t , f o r i n s t a n c e , w i t h S p n i s h (Goulet 1971:91).
2.2.4 The
Provisions
Language of the 1973 C o n s t i t u t i o n . The
n a t i o n a l language controversy i n t h e l a t e s i x t i e s became even more a c u t e
during t h e C o n s t i t u t i o n a l Convention (ConCon) i n 1971-1972. Sibayan ( i n
Fishman 1974:245-51)
v i v i d l y d e s c r i b e s and o b j e c t i v e l y diagnoses what
t r a n s p i r e d i n t h e ConCon regarding language. He w r i t e s :
22
No event i n P h i l i p p i n e h i s t o r y has brought t o a s h a r p e r
focus
t h e problems and d i f f i c u l t i e s , t h e emotional t i e s
involved w i t h language among F i l i p i n o s than t h e ConCon. When
t h e ConCon s t a r t e d t o work
i t promptly got snagged on t h e
s u b j e c t of what language t o u s e i n i t s d e l i b e r a t i o n s aud & a t
language t h e C o n s t i t u t i o n was t o be w r i t t e n i n .
...
Sibayan
states
t h a t t h e controversy was aggravated by t h e
'over-eager' advocates of P i l i p i n o who i r r i t a t e d t h e n o n a a t i v e speakers of
Tagalog (who themselves composed t h e m a j o r i t y ) by s t u b b o r n l y speaking and
debating i n P i l i p i n o . The Committee on National Language of t h e ConCon
conducted hearings on t h e language problem f o r s e v e r a l weeks. A s if t o
s p i t e t h e T a g a l i s t a s , t h e ConCon voted that t h e language of d e l i b e r a t i o n s
would be English. And t o i l l u s t r a t e f u r t h e r t h e i r seeming resentment of t h e
a c t u a t i o n s of t h e Tagalog p a r t i s a n s , a m a j o r i t y of t h e d e l e g a t e s voted i n
favor of a r e s o l u t i o n which d i d not recognize t h e e x i s t e n c e of a n a t i o n a l
language.
Sibayan f u r t h e r w r i t e s :
...
t h e d e l i b e r a t i o n s and a c t i o n s of t h e members of t h e
ConCon on language
show t h a t i t i s d i f f i c u l t even f o r men
who a r e educated and a r e supposed t o be t h e l e a d e r s of t h e
country t o shed t h e i r r e g i o n a l attachments and language and g e t
i n t o t h e mainstream of P h i l i p p i n e l i f e through a n a t i o n a l
language
based on one of t h e P h i l i p p i n e languages. One
inescapble conclusion i s t h a t P i l i p i n o i s not y e t a mark of
i d e n t i t y w i t h t h e m a j o r i t y of t h e F i l i p i n o s .
...
When the smoke of b a t t l e had vanished, a s i t were, and tempers and
emotions had subsided, t h e following language p r o v i s i o n s were f i n a l l y
incorporated i n t h e 1973 C o n s t i t u t i o n ( A r t i c l e XV, S e c t i o n 3 ) :
P a r . 1. This C o n s t i t u t i o n s h a l l be o f f i c i a l l y promulgated
i n English and i n P i l i p i n o , and t r a n s l a t e d i n t o each d i a l e c t
spoken by over f i f t y thousand people, and i n t o Spanish and
Arabic. I n c a s e of c o n f l i c t , t h e E n g l i s h t e x t s h a l l p r e v a i l .
Par. 2. The National Assembly s h a l l t a k e s t e p s towards
the
development and formal adoption of a common n a t i o n a l language t o be
known a s F i l i p i n o .
Par. 3. U n t i l otherwise provided
s h a l l be t h e o f f i c i a l languages.11
by
law,
English
Only t h o s e conversant w i t h t h e language problems i n
could fathom t h e r a t i o n a l e o r wisdom behind each provision.
new C o n s t i t u t i o n no longer c a r r i e s t h e phrase 'based on one
n a t i v e languages'
t h e phrase i n t h e 1935 C o n s t i t u t i o n
animosity immediately a f t e r Tagalog was chosen a s b a s i s .
--
and
Pilipino
the Philippines
Note t h a t t h e
of t h e e x i s t i n g
that t r i g g e r e d
23
The c a r e f u l l y worded language p r o v i s i o n appears t o have appeased
t h e non-Tagalogs who took a p a r t i s a n s t a n d on t h e language problem. E t h n i c
l o y a l t y among t h e F i l i p i n o s i s s o s t r o n g t h a t they r e a c t n e g a t i v e l y t o any
mention of favoring one language, e.g. Tagalog. Moreover, t h e e v e n t u a l
changing of P i l i p i n o t o F i l i p i n o may be i n t e r p r e t e d t o mean t h a t a p u r i s t i c
national
S n g u a g e a s r e f l e c t e d i n t h e 2 0 - l e t t e r Abakada should be
discouraged, and t h a t t h e n a t i o n a l language t o be developed and f o r m a l l y
adopted would have t o be t r u l y r e p r e s e n t a t i v e of t h e v a r i o u s l i n g u i s t i c
groups of t h e country today; i t would be a language which i s multi-based
and, t h e r e f o r e , l e s s provocative of r e g i o n a l j e a l o u s i e s and a n i w s i t i e s
(Constantino i n Yabes 1973:134).
Perhaps t h e above-cited
language p r o v i s i o n s
can
be
better
understood through t h e following s t a t e m e n t s made by no less than t h e
P r e s i d e n t of t h e P h i l i p p i n e s i n h i s paper read during t h e Second Conference
on Asian Languages held i n Manila on Deceaber 16, 1974:
the nation i n
The P h i l i p p i n e C o n s t i t u t i o n of 1935 c-itted
f a v o r of a n a t i o n a l language based on one of t h e n a t i v e
the
languages. This basis, of c o u r s e , had t o be Tagalog
language of t h e primate c i t y . Unfortunately, t h e a b s o l u t e r e i g n
of t h e p u r i s t s and t h e orthodox p r i e s t s of t h i s language
f u r t h e r c u r t a i l e d t h e development and a c c e p t a b i l i t y of t h e
national
language.
The
new C o n s t i t u t i o n r e - a s s e r t s
the
c o u n t r y ' s commitment t o t h e a d o p t i o n of a n a t i o n a l language,
but on t h e b a s i s of a much more l i b e r a l i z e d , more f l e x i b l e and
probably more r e p r e s e n t a t i v e language.
-
2.2.5 R e s d of I s s u e s . There appear t o be two c o n t r a d i c t i n g opinions
a s t o which s o u r c e s should be g i v e n p r i o r i t y i n e n r i c h i n g t h e vocabulary of
P i l i p i n o : indigenous o r f o r e i g n languages. One group b e l i e v e s t h a t t h e
indigenous
sources
Tagalog
and
t h e other Philippine vernaculars
should f i r s t be exhausted b e f o r e a t t e m p t i n g t o adopt f o r e i g n words.
'Extremists'
i n t h i s group even o p t f o r a massive c o i n i n g of words and a
r e v i v i n g of 'dead' Tagalog words, auch as t o s i g n i f y t h a t they put t h e
f o r e i g n terms last i n t h e i r p r e f e r e n c e l i s t . T h i s group claims t h a t t h e
Tagalog-based P i l i p i n o i s i n h e r e n t l y r i c h i n r o o t s and a f f i x e s . To t h e
advocates, i t is only a matter of e x t e n s i v e l y a v a i l i n g of such r i c h e s i n
o r d e r f o r t h e u s e r s t o be a b l e t o produce, d e r i v e , o r c o i n t h e needed
terms.
--
-
The o t h e r group, on t h e o t h e r hand, espouses t h e o p p o s i t e view:
t h a t words may be adopted i r r e s p e c t i v e of whatever sources they come from,
whether they a r e borrowed o r n o t , a s long a s t h e words w i l l f i l l t h e need
f o r e f f e c t i v e communication. And because t h e Lnfluence of English on
P i l i p i n o is so s t r o n g , t h i s group appears t o be f a v o r i n g words borrowed
from English. 'Extremists' i n t h i s group support a ' F i l i p i n o ' language t h a t
i s a p p a r e n t l y very generous w i t h t h e u s e of E n g l i s h terms, notwithstanding
t h e a v a i l a b i l i t y of indigenous words t h a t a r e synonymous w i t h t h e f o r e i g n
terms they seek t o use.
24
The r e a l i s s u e , t h e r e f o r e , r e g a r d i n g t h e development of a l e x i c o n
f o r P i l i p i n o is t h a t one group g i v e s much concern f o r t h e p r e s e r v a t i o n of
t h e ' a u t h e n t i c i t y ' of t h e language, whereas t h e o t h e r group s u b s c r i b e s t o
'dynamism' i n language.
I t would seem on c l o s e a n a l y s i s , t h a t a l l t h e o t h e r c o n t r o v e r s i e s
on language, such a s ' a n t i p u r i s m ' v e r s u s 'purism', t h e expanded 3 1 - l e t t e r
a l p h a b e t a s a g a i n s t t h e ' a t a v i s t i c ' 2 0 - l e t t e r Abakada, could be i n t e r p r e t e d
a s mere pseudo-issues. People accused of t r y i n g t o propagate a p u r i s t i c
n a t i o n a l language through t h e 2 0 - l e t t e r Abakada, a c t u a l l y , a r e o n l y
motivated by t h e d e s i r e t o p r e s e r v e t h e ' a u t h e n t i c i t y '
of t h e n a t i o n a l
language. On t h e o t h e r hand, t h e proponents of ' a n t i p u r i s m ' and of t h e
expanded Abakada a r e merely o p t i n g f o r a language t h a t i n t h e i r opinion i s
f u n c t i o n a l , v i r i l e , and dynamic.
NMES
l ~ o r a more comprehensive account of t h e h i s t o r i c a l development
of P i l i p i n o , s e e F r e i 1959, Sibayan ( i n Fishman 1974) and Bernabe 1978.
21n t h i s s t u d y , no a t t e m p t i s made t o t r a c e t h e etymology of
words to t h e i r o r i g i n a l forms. Words which a r e o r d i n a r i l y r e c o g n i z a b l e a s
not having f o r e i g n elements from t h e i n f l u e n c i n g languages of e a r l y times,
such a s S a n s k r i t , Chinese, Malay, e t c . a r e considered indigenous.
3 ~ r a k e , i n c i d e n t a l l y , t h e o r i z e s t h a t P h i l i p p i n e Creole Spanish
( p o p u l a r l y known a s Chavacano) i s 'not simply a P h i l i p p i n e language with
unusually heavy Spanish l e x i c a l i n f l u e n c e , nor i s i t Spanish w i t h a l a r g e
number of P h i l i p p i n e l o a n words'.
Rather, he claims i t i s a d i s t i n c t
language t h a t is e a s i l y d i s t i n g u i s h a b l e from both i t s Romance and i t s
Austronesian p r o g e n i t o r s . I t ' s h a r e s enough i n common with t h e c l a s s i c
c r e o l e 6 of t h e C a r r i b e a n ' ,
implyiilg t h a t i t could p o s s i b l y have been
brought t o t h e P h i l i p p i n e s by some s e t t l e r s perhaps from t h e i s l a n d of
Ternate
of t h e Spice I s l a n d s . (See a l s o Riego de Dios 1976 which
e s s e n t i a l l y says t h e same t h i n g . )
k e c i l i o Lopez was t h e only Tagalog ( r e p r e s e n t i n g t h a t language)
on t h e Board. The Chairman was Jaime C. de Veyra, a Visayan ( r e p r e s e n t i n g
Samar-Leyte).
Two o t h e r members were a l s o Visayans :
Filemon
Sot t o
( r e p r e s e n t i n g Cebuano) and F e l i x S. Rodriguez ( r e p r e s e n t i n g R i l i g a y n o n ) .
The remaining t h r e e were Santiago
Fonacier,
representing
Ilocano;
Casimiro F. P e r f e c t o ,
r e p r e s e n t i n g Bicol; and J a d j i Butu, a Muslim,
r e p r e s e n t i n g t h e m i n o r i t y d i a l e c t s of t h e P h i l i p p i n e s .
5 ~ h ei n c i d e n t was n a r r a t e d by C e c i l i o Lopez, INL Executive
S e c r e t a r y a t t h e time, during t h e p r e s e n t a t i o n of a F e s t s c h r i f t t o Msgr.
Santiago F o n a c i e r , I l o c a n o r e p r e s e n t a t i v e t o t h e INL Board, a t t h e
P h i l i p p i n e Normal College, May 21, 1977, sponsored by t h e L i n g u i s t i c
S o c i e t y of t h e P h i l i p p i n e s ; se-. a l s o Rodrigo i n P h i l i p p i n e s Free Press
1963:LVI:2:3.
25
6 ~ e v e ny e a r s e a r l i e r . Sibayan (1967:134)
s a i d e s s e n t i a l l y the
same thing about t h e B a l a r i l a :
'Without i n any way d i s c r e d i t i n g t h e
c o n t r i b u t i o n s of Lope K. Santos and t h e o t h e r members of t h e INL, which
were c e r t a i n l y valuable and needed, i t may be s a i d t h a t tliese e a r l y works
should have remained o n l y t e n t a t i v e s t u d i e s . However, they were soon almost
'canonized' and accepted a s dogma, which h a s made i t almost impossible t o
modify them even when more s o p h i s t i c a t e d s t u d i e s have s i n c e become
available '
.
'Isenator Rodrigo's a r t i c l e appeared i n a s p e c i a l i s s u e on
language of t h e P h i l i p p i n e s F r e e B -P r e s s January 12, 1963, t h e cover page of
which depicted t h e language problem i n t h e P h i l i p p i n e s , with t h e h e a d l i n e s
THE PHILIPPINE LANGUAGE CONFUSION and A BAEEL OF TONGUES. On page 1 was an
e d i t o r i a l by T. M. Locsin with a c a r t o o n t i t l e d CONFUSION OF LANGUAGES,
showing t h e F i l i p i n o s speaking d i f f e r e n t languages. The o t h e r major
a r t i c l e s on language were PILIPINO FOR FILIPINOS by Edward R. g f u n i s a l a ,
s u b t i t l e d 'Teaching of P i l i p i n o , English, S p n i s h and Local D i a l e c t s
C r e a t e s U t t e r Linguistic Confusion',
and former Senator Rodrigo's LET'S
START ALL OVER AGAIN, s u b t i t l e d 'Get Rid of t h e P u r i s t s
t h e Main
Obstacles t o t h e Learning of P i l i p i n o ' .
-
8 ~ h e conference, which was j o i n t l y spormored by t h e L i n g u i s t i c
Society of t h e P h i l i p p i n e s , Surian ng Wikang Pambansa, P h i l i p p i n e S o c i a l
Science Council, and Flmd A s s i s t a n c e f o r P r i v a t e Education, was h e l d a t De
La S a l l e U n i v e r s i t y , Manila, October 20-22, 1977. Leading F i l i p i n o language
s c h o l a r s w i t h d i f f e r i n g l i n g u i s t i c persuasions were i n v i t e d t o speak, among
them being D r . Bonifacio P. Sibayan of t h e P h i l i p p i n e Normal College,
Dr. Ernesto Constantino and D r . Leopoldo Y. Yabes of t h e U n i v e r s i t y of t h e
P h i l i p p i n e s , Engr. Gonsalo d e l Rosario
of
the
Araneta
Foundation
U n i v e r s i t y , Atty. Geruncio Lacuesta, e d i t o r of t h e d e f u n c t KATAS magazine.
etc.
9 ~ h i smonthly journal was approved by t h e Bureau of P r i v a t e
Schools on A p r i l 24, 1961 a s g e n e r a l reading f o r t e a c h e r s and s t u d e n t s i n
elementary, secondary, c o l l e g i a t e and u n i v e r s i t y l e v e l s of a l l p r i v a t e
schools i n t h e P h i l i p p i n e s ; and by t h e Bureau of P u b l i c Schools on
August 11, 1961 a s g e n e r a l reading i n p u b l i c i n t e r m e d i a t e and secondary
schools.
On October 27, 1964, however,
t h e journal was banned from t h e
p u b l i c schools by Acting D i r e c t o r Rilfino Alejandro of t h e Bureau of P u b l i c
Schools 'due t o i t s d e p a r t u r e from t h e l i n g u i s t i c s t a n d a r d of t h e I n s t i t u t e
of National Language a s determined by D i r e c t o r Jose V i l l a Panganiban'
(Katas: I X - 1 , August 21. 1971).
lOOne would f i n d it very d i f f i c u l t , however, t o r e c o n c i l e t h i s
claim of A s p i l l e r a ( t h a t a s e a r l y a s 1939 t h e INL Board had decided t o
adopt t h e l e t t e r s 2, ch, f, ;l,2, q, E, 1,5, =) with h e r f a t h e r ' s
p u r i s t i c B a l a r i l a which w z w r i t t e n t h a t same year. Furthermore, such
adoption should have been r e i t e r a t e d i n Department of Education and C u l t u r e
Order No.194, 8.1976
Mga Tuntunin ng Ortograpiyang P i l i p i n o - so a s not
t o make t h e INL appear i n c o n s i s t e n t i n i t s e d i c t s .
P,
-
26
l l S p n i n h wan eliminated an an o f f i c i a l language i n the 1973
Constitution but wan restored an an o f f i c i a l language through Presidential
Decree Wo.155, prcrrulgated on March 15, 1973.
LINGUISTICS
Pilipino 248 pp.
Related literature and studies 27
ISSN: 0119-6456
RELATED LITERATURE AND STUDIES
The f i r s t g u i d e l i n e s on l e x i c a l e l a b o r a t i o n i n t h e P h i l i p p i n e s a r e
embodied i n Cogmonwealth A c t 1Po.184, S e c t i o n 8, Paragraph 2, which r e a d s as
follows :
To e n r i c h s a i d vocabulary of
I n s t i t u t e ahall:
the
national
language,
the
1.
Use a s a source p r i m a r i l y t h e P h i l i p p i n e tongues (Cebuano,
I l o c a n o , Eiligaynon, Bicolano. Pampango, Waray, Pangasinan,
etc.),
2.
and then i f necessary, t h e Spanish and E n g l i s h , adoptiug from
t h e s e Languages such terms a s a r e a l r e a d y
familiar
to
P h i l i p p i n e tongues, and
3.
whenever it s h a l l be i n d i s p e n s a b l e t o form new words, t h e s e
s h a l l be taken p r i n c i p a l l y from t h e c l a s s i c a l languages, such
a s Greek and L a t i n , e s p e c i a l l y f o r s c i e n t i f i c , l i t e r a r y and
t e c h n i c a l uses.
Foreign words t h u s newly formed s h a l l be a s s i m i l a t e d t o t h e
P h i l i p p i n e phonetics and orthography; Provided, however, t h a t
t h e c u r r e n t s p e l l i n g of f a m i l y names of f o r e i g n o r i g i n and form
used by F i l i p i n o s s h a l l be preserved i n o r d e r not t o render t h e
i d e n t i f i c a t i o n of persons d i f f i c u l t .
The above vocabulary enrichment procedure w a s formulated f o r t h e
guidance of t h e newly c o n s t i t u t e d National Language I n s t i t u t e . Note,
however, t h a t t h e f i r s t s t e p was not f a i t h f u l l y followed by t h e I n s t i t u t e
a s manifested i n i t s f i r s t output
t h e B a l a r i l a ng Wikang Pambansa.
Except f o r cognates which of course were n o t t h e ones meant i n t h e Act, not
even a s i n g l e word taken from o t h e r indigenous P h i l i p p i n e languages can be
found i n t h e book. It i s not f a n c i f u l t o s p e c u l a t e t h a t 'purism' might not
have been a n i s s u e had t h e I n s t i t u t e i n c l u d e d , even a r b i t r a r i l y , some words
taken e s p e c i a l l y from t h e p r i n c i p a l n a t i v e tongues.
-
-
-
3.1 Some P r a c t i c e s -i n t h e E l a b o r a t i o n of a P i l i p i n o Lexicon
Aside
publishes a
agriculture,
e n t i t i e s have
from t h e I n s t i t u t e of National Language which p e r i o d i c a l l y
compilation of terminologies f o r v a r i o u s s u b j e c t s , l i k e
economics, mathematics, e d u c a t i o n , e t c . ,
the
following
a l s o c o n t r i b u t e d t o t h e d e v e l o p ~ e n tof a P i l i p i n o l e x i c o n :
28
-
3.1.1 Lupon s a Agham of t h e UNESCO P h i l i p p i n e s . The f i r s t massive
a t t e m p t t o develop a P i l i p i n o s c i e n t i f i c l e x i c o n was t h e one undertaken by
the
sa
( h e n c e f o r t h =),
a committee c r e a t e d by t h e ~ i n a n g a h
3 wikaq-~ilipino
(Academy of t h e P i l i p i n o Language) which was i t s e l f
e s t a b l i s h e d i n 1964 by t h e UNESCO National Connnission of t h e P h i l i p p i n e s .
The Lupon prepared a book t i t l e d Maugnaying T a l a s a l i t a a n g Pang-agham:
Ingles
P i l i p i n o ( h e n c e f o r t h Maugnayin),
containing
an
'integrating
vocabulary of b a s i c s c i e n t i f i c and t e c h n i c a l words and e x ~ r e s s i o n si n t h e
f i v e f i e l d s of t h e mathematical s c i e n c e s , p h y s i c s , chemistry, biology and
t h e s o c i a l s c i e n c e s adequate f o r modern l i v i n g but c o n s i s t e n t v i t h t h e
morphological s t o c k of Tagalog' (Del Rosario 1968:8-9).
The book, which
c r e a t e d q u i t e a s t i r among language s c h o l a r s , was claimed t o have been
prepared c o o p e r a t i v e l y by 60 v o l u n t e e r s c i e n t i s t s , p r o f e s s o r s and e n g i n e e r s
from u n i v e r s i t i e s , government o f f i c e s and p r o f e s s i o n a l and s c i e n t i f i c
societies.
&
*'
-
Most of t h e words and e x p r e s s i o n s contained i n t h e book a r e
g e n e r a l l y c o n t e n t i v e s a r b i t r a r i l y divided i n t o two g e n e r a l c l a s s e s : names
and terms.
a s explained by Del Rosario, a r e those words and
e x p r e s s i o n s denoting n e t e r i a l s , equipment, i n s t r u w n t s , s t a r s , p l a n e t s ,
c o u n t r i e s , animals, p l a n t s , and o t h e r c o n c r e t e t h i n g s t h a t can be f e l t and
s e e n . G,
on t h e o t h e r hand, a r e t h o s e words and e x p r e s s i o n s c o n s i s t i n g
of more than one morpheme each, whose meanings a r e deducible from t h e i r
s t r u c t u r e s , and a r e c o n s t a n t from one occurrence t o a n o t h e r .
-
e,
I n t r a n s l a t i n g t h e s c i e n t i f i c and t e c h n i c a l -9names t h e Lupon used
t h e following s o u r c e s i n t h e i r numerical o r d e r of p r i o r i t y :
(1) current
Tagalog words, e.g.
Kambing f o r Capricornua; ( 2 ) o l d Tagalog words, e.g.
t i n g g a p u t i f o r t i n ; ( 3 ) words from t h e o t h e r p r i n c i p a l d i a l e c t s i n t h e
P h i l i p p i n e s , e.g.
Visayan f o r e a r t h a s a p l a n e t ; ( 4 ) Spanish and
E n g l i s h words, e.g. s e n t i g r a d o f o r c e n t i g r a d e , a s i d f o r a c i d ; ( 5 ) words
from t h e o t h e r world languages, which a r e v e r y r a r e l y used i f ever.
-
e,
-
-
I
i
Ir
I n t r a n s l a t i n g t h e s c i e n t i f i c and t e c h n i c a l terms, t h e Lupon
r i g o r o u s l y a p p l i e d t h e t h e o r y t h a t terms should be d e r i v e d from rootwords
a l r e a d y e x i s t i n e . and c u r r e n t i n t h e Tanalon l a m u a n- e .. by u s i n e t h e r u l e s of
a f f d i i o n , combination and r e d u p l i c a t i o n recognized by t h e b a l a r i l a o r
g r a d a r of P i l i p i n o .
-
-
-
-
-
Terms,
according t o Del R o s a r i o , e x p r e s s complex s c i e n t i f i c
c o n c e p t s and r e l a t i o n s h i p s , and such a b s t r a c t i o n s a r e b e s t conveyed by
words having a c o n s i s t e n t and r a t i o n a l morphology. This t h e o r y , according
t o him, makes t h e terms s e l f - e x p l a n a t o r y even t o c h i l d r e n i n t h e grade
s c h o o l s who may be meeting them f o r t h e f i r s t time. For i n s t a n c e , t h e term
a l k a l i which, Del Rosario s a y s , t h e Lupon borrowed i n t h e shortened form
a l k a , can prove v e r y p r o l i f i c s i n c e a l l t h e o t h e r d e r i v a t i v e s of t h i s word
can be e a s i l y formed from t h e root
and t h e a f f i x e s of P i l i p i n o .
A l k a l i n i t y , f o r example, becomes kaalkahan, formed w i t h t h e h e l p of t h e
discontinuoua a f f i x ka-...-han
which d e n o t e s t h e a b s t r a c t i o n of t h e meaning
c a r r i e d by t h e rootwGd.
-
alka
-
29
On t h e o t h e r hand, i f t h e E n g l i s h d e r i v a t i o n a l k a l i n i t y were t o be
borrowed i n i t s ' o r i g i n a l form o r i n t h e a s s i m i l a t e d form a l k a l i n i t i , Del
Rosario s a y s w e would e i t h e r have t o t r e a t i t a s a s i n g l e unwieldy morpheme
o r have i n our hands a s t r a y morpheme,
o r - i t i , which h a s no meaning
i n P i l i p i n o and, t h e r e f o r e , would merely make t h e a f f i x a l system of
P i l i p i n o c h a o t i c and confusiag.
-a -
To t h i s r e s e a r c h e r , t h e s t r e n g t h s of Uaugnayin may be s u m a r i z e d a s
follows :
1. Espousal of t h e t h e o r y of ' i n t e r n a l c o n s i s t e n c y ' of P i l i p i n o
p u t s r e s t r a i n t s on widespread borrowing from E n g l i s h which, i f unchecked,
could r e s u l t i n t h e l o s s of a u t h e n t i c i t y of P i l i p i n o , a phenomenon t h a t
s i g n a l s t h e i n c i p i e n c e of c r e o l i z a t i o n ;
2 . Euphemism and i n d i r e c t i o n are d i c t a t e d upon u s by our c u l t u r e ,
e s p e c i a l l y i n r e s p e c t t o t h o s e words that have s m e t h i n g t o do v i t h sex. We
have, f o r example, terms f o r sex organa and s e x u a l acts but t h e y a r e taboo
and, t h e r e f o r e , should not be used i n sex o r population e d u c a t i o n s o as not
t o offend s o c i e t y . M o s t of t h e d e r i v a t i o n s of t h e Lupon i n t h e area of sex
prove a c c e p t a b l e . Punlay (ng b u h x ) , f o r example, l e a n i n g sparm o r
semen
is
now
a
popular
term
i n t h e l i t e r a t u r e of f a m i l y planning. (Note
-9
t h a t punl and g a r e not even m r p h e a e s i n P i l i p i n o . )
-Tamd
9
t h e taboo
term f o r i t , i s never used.
3. The
Luwn's
strategy
of borrowing from t h e indigenous
P h i l i p p i n e languages is p s y c h o l o g i c a l l y sound.
Although
the
terms
a r b i t r a r i l y borrowed have u n c e r t a i n chances of being a c c e p t e d , t h e Lupon's
borrowing may s e r v e t o appease t h e non-Tagalogs who claim t h a t P i l i p i n o is
Tagalog, i n t r u t h and i n f a c t .
The weaknesses
sumaarized a s follows:
of
the
Uaugnayin,
on
the
other
hand,
may be
1. The meaning of met of t h e derived s c i e n t i f i c terms i n t h e book
a r e not e a s i l y r e t r i e v a b l e ( i n s p i t e of t h e c l a i m of t h e a u t h o r s t o t h e
c o n t r a r y ) inasmuch a s t h e remaining p o r t i o n s of t h e combined words a r e not
r e c u r r i n g p a r t i a l s . This negates t h e i r c o n t e n t i o n t h a t they c o i n words i n
o r d e r t o make t h e formation of s c i e n c e concepts easy f o r t h e l e a r n e r .
The
English i s a r e c u r r i n g p a r t i a l and, t h e r e f o r e a morpheme. On t h e
o t h e r hand, c o n s i d e r f o r i n s t a n c e , 9-( s h a m ) ,
a
, dagi(-tab),
ul( G n o n g ) , e t c . These a r e meaningless t o F i l i p i n o s because
they a r e not=rphemes
i n any of t h e indigenous P h i l i p p i n e languages. The
burden of memorizing t h e meanings assigned t o them w i l l be f a r more
d i f f i c u l t than t h e concept formation i t s e l f .
*-
2. Many d e r i v e d words are r a t h e r k i l o m e t r i c , odd, meaningless, and
(biophysically
tongue-twisting. Example i s pahaylikhayaning mabilos na
~ b u * + lilcas + ha&
+
+ Visayan
a c t i v e l i g h t ) , from Tagalog
mabilos na
-
-a
30
3. There i s a r b i t r a r y and d e l i b e r a t e borrowing from t h e indigenous
P h i l i p p i n e languages d e s p i t e t h e e x i s t e n c e of terms i n common use and
t h e r e b y more a c c e p t a b l e . Examples a r e a s follows:
-
p a s l i p ( I l o c a n o ) f o r s t e e l i n s t e a d of a s e r o ;
dagsin ( I l o c a n o ) f o r p r a v i t y i n s t e a d of bigat;
antangan (Maranao) f o r design i n s t e a d of disenyo;
kusog (Hiligaynon) f o r energy i n s t e a d of e n e r h i y a o r
e;
patigayon (Hiligaynon) f o r s t r a t e g y i n s t e a d of i s t r a t e h i y a .
4. Words a r e s t i l l coined o r d e r i v e d i n s p i t e of t h e f a c t t h a t
t h e r e a r e a l r e a d y e x i s t i n g terms commonly used. Examples a r e a s follows:
b i n h i s i p a n f o r seminar i n s t e a d of seminar;
hatidwad f o r telegram i n s t e a d of telegrams;
h a t i n i g f o r telephone i n s t e a d of telepono;
a g s i k a ~f o r e n g i n e e r i n s t e a d of inhinyero.
These kind of coinages a r e now being a s s o c i a t e d with salumpuwit f o r
c h a i r and salipawpaw f o r a i r p l a n e by t h e c r i t i c s of t h e language.
5 . The o r d e r of p r e f e r e n c e s i n t h e expansion
of
Pilipino
scientific
l e x i c o n (1. c u r r e n t Tagalog words; 2. o l d Tagalog w r d s ;
3. p r i n c i p a l P h i l i p p i n e d i a l e c t s ; 4. Spanish and English words; 5. o t h e r
world languages) is i m p r a c t i c a l . P r e f e r e n c e No.1 i s a l l r i g h t . P r e f e r e n c e s
Nos.2 and 3, however, should not be g i v e n p r i o r i t y over No.4.
In f a c t ,
subsequent s t u d i e s which w i l l a l s o be discussed i n t h i s c h a p t e r show a
d i f f e r e n t o r d e r of preferences.
The Maugnayin was submitted t o t h e I n s t i t u t e of National Language
f o r approval i n accordance with t h e p r o v i s i o n s of l a v . Following i s what
INL D i r e c t o r Pineda s a i d of t h e book (Pineda 1970:143-4):
I t c a n ' t be denied t h a t t h i s i s t h e f i r s t s o l i d a t t e m p t of
a p r o f e s s i o n a l group t o c o n t r i b u t e t o t h e development of t h e
National Language. The Lupon has devoted much of i t s t i m e t o
t h e coining of words t o match f o r e i g n e q u i v a l e n t s . Meanwhile
so-called
puristic
t h e r e i s a raging debate about t h e
tendencies of t h e
But c o i n i n g , a s a process of language
development, should not be dismissed a s t o t a l l y i r r e l e v a n t .
Even world languages have n o t escaped t h i s phenomenon i n t h e i r
l i f e t i m e . However, i n t h e i n s t a n t Maugnayin c a s e t h e system
seems t o have gone t o o f a r . Even n a t i v e forms with e s t a b l i s h e d
meanings have been r e p l a c e ? w i t h s t r a n g e l e x i c a l f a b r i c a t i o n s .
Words taken from o t h e r P1:ilippine languages have been assigned
s i g n i f i c a t i o n s beyond t h e p a l e of t h e i r language o r i g i n s .
-.
The INL did not stamp i t s approval on
the
book.
Director
31
Pineda
said :
The I n s t i t u t e of National Language r e s e r v e s t h e r i g h t t o
approve the book a s t o l i n g u i s t s c matters involved t h e r e i n
u n t i l a f t e r a thorough r e d i s c u s s i o n and r e e v a l u a t i o n as h e r e i n
suggested. Let it be understood, however, t h a t t h e
sa
Agham may continue t o c i r c u l a t e t h e book without o f f i c i x
s a n c t i o n . I n t h i s r s y , t h e newly coined s c i e n t i f i c
and
t e c h n i c a l terms w i l l be given a f a i r chance t o g e t themselves
'accepted i n t h e c - p e t i t i o n
of t h e market'.
S u f f i c e i t to s a y
that vhile the I n s t i t u t e appreciates i n its t o t a l i t y the
s i n c e r e endeavors of t h e
sa
t h e former a s s e r t s
that t h e ='s
language =el
f o r t h e post p a r t is a t war
w i t h t h e language model of t h e I n s t i t u t e of National Language.
+
+
e,
3.1.2 LSC-PNC Survey on Science Terminology
I n 1972, t h e Language Study Center of t h e P h i l i p p i n e N o m l College
undertook a survey on t r a n s l a t i o n p r e f e r e n c e s of e d u c a t o r s i n connection
w i t h a p r o j e c t of t r a n s l a t i n g i n t o P i l i p i n o c e r t a i n s c i e n c e m a t e r i a l s
( t e a c h e r s ' and p u p i l s ' guides f o r t h e elementary g r a d e s ) being produced by
t h e Science Education Canter of t h e U n i v e r s i t y of t h e P h i l i p p i n e s (Otanes,
Santiago, and Baylon 1974:31-43).
The
following
types
of
respondents
were
used i n t h e survey:
of a r e a s ; namely,
urban Tagalog (Manila), urban non-Tagalog
(Baguio C i t y ) , r u r a l Tagalog
( P a e t e , Laguna), and r u r a l non-Tagalog
( I r o s i n . Sorsogon); ( 2 ) school
administrators
from
the
same
four
types
of a r e a s ; ( 3 ) c o l l e g e
i n s t r u c t o r s / p r o f e s s o r s i n P i l i p i n o , s c i e n c e , and e d u c a t i o n from p u b l i c and
p r i v a t e s c h o o l s ; and ( 4 ) s e n i o r s t u d e n t s pursuing t h e B.S.E. and B.S.E.Ed
c u r r i c u l a i n p u b l i c and p r i v a t e t e a c h e r - t r a i n i n g i n s t i t u t i o n s .
(1) p u b l i c and p r i v a t e school t e a c h e r s from f o u r t y p e s
The survey aimed t o g e t t h e respondents' most p r e f e r r e d choices
from among t h e following a l t e r n a t i v e ways t o e x p r e s s s c i e n t i f i c and
t e c h n i c a l concepts i n P i l i p i n o : ( 1 ) E n g l i s h term with no r e s p e l l i n g (E-1),
e.g.
l i q u i d ; ( 2 ) r e s p e l l e d English term 03-2). e.g. l i k w i d ; ( 3 ) Spanish
term with no r e s p e l l i n g (S-l),
e.g. l i q u i d o ; ( 4 ) r e s p e l l e d Spanish term
(S-2),
e.g. l i k i d o ; and (5) indigenous term ( I ) , e . use of c u r r e n t
Tagalog term, e.g. k a t a n g i a n f o r c h a r a c t e r i s t i c ; use of a r c h a i c Tagalog
words, e.g.,
b a l i s u n s o n g f o r f u n n e l ; borrowing from one of t h e n a t i v e
(Visayan) f o r energy; c o i n i n g ,
languages of t h e P h i l i p p i n e s , e.g.
e.g., miksipat (milanik
- + *)
f o r t e l e s c o p e ; and sometimes combining
e i t h e r a Tagalog r o o t and a n a f f i x from one of t h e v e r n a c u l a r s , e.g.,
aghamanon (
+ -(a)non [Visayan s u f f i x denoting e x p e r t ] ) . The f i f t h
approach ( I ) i s e s s e n t i a l l y t h a t of t h e Lupon s a Agham of t h e NSDB; t h e
terms used i n t h e survey were t a k e n from t h r k u g n a y i n book developed by
that body.
-
32
Two survey instruments were
developed:
(1) a
questionnaire
c o n t a i n i n g tventy English s e n t e n c e s , each c o n t a i n i n g a s c i e n c e t e r n , and
( 2 ) a t r a n s l a t i o n of a n English s c i e n t i f i c passage i n t o f i v e d i f f e r e n t
v e r s i o n s of P i l i p i n o . I n t h e f i r s t i n s t r u m e n t , e v e r y E n g l i s h s e n t e n c e w a s
followed by a t r a n s l a t i o n i n P i l i p i n o , w i t h t h e space f o r t h e e q u i v a l e n t of
t h e s c i e n c e term i n t h e s e n t e n c e l e f t blank. Below t h e P i l i p i n o t r a n s l a t i o n
were o p t i o n s r e p r e s e n t i n g t h e f i v e a l t e r n a t i v e s and a l s o , i n s o r e cases,
w e l l known Tagalog words t h a t matched t h e English terms.
I n t h e second instrument, t h e respondents were t o choose from t h e
f i v e v e r s i o n s which represented t h e p o s s i b l e a l t e r n a t i v e f o r t r a n s l a t i n g
from English t o P i l i p i n o and vhich were coded E-1, E-2, S-1, S-2, and I.
Innocuous l a b e l s such a s S a l i n C. S a l i n X, S a l i n F, e t c . , were used i n s t e a d
of more d e s c r i p t i v e l a b e l s i n o r d e r not t o p r e j u d i c e respondents f o r o r
a g a i n s t any v e r s i o n from f a c t o r s o t h e r than t h e form of t h e t r a n s l a t i o n
itself.
The r e s u l t s of t h e survey revealed t h e following: ( 1 ) none of t h e
most p r e f e r r e d c h o i c e s was s p e l l e d i n any l e t t e r o u t s i d e t h e Abakada;
( 2 ) Spanish was p r e f e r r e d t o English a s a source of borrowing; ( 3 ) t h e r e
was a r e l a t i v e l y l a r g e n u d e r of indigenous terms chosen, but a l l of t h e s e
terms were a l s o part of c u r r e n t P i l i p i n o vocabulary; and ( 4 ) i n each of
t h r e e coined terms i n a l t e r n a t i v e 'I1, a stem could be i s o l a t e d which was
sukat, sulok, i n
a l s o p a r t of c u r r e n t P i l i p i n o vocabulary, e.g., *,
p a r i h a b a , p a r i s u k a t , and t a t s u l o k , r e s p e c t i v e l y .
--
Moreover, i t was i n f e r r e d f
t h e responses on t h e i s o l a t e d
s e n t e n c e s ( f i r s t instrument) t h a t ( 1 ) borrowing from e i t h e r E n g l i s h o r
Spanish w i t h no r e s p e l l i n g was not a c c e p t a b l e except f o r words which were
r e g u l a r l y s p e l l e d , l i k e s o l i d o o r s o l i d ; ( 2 ) borrowing from English, even
with ( 3 ) r e s p e l l i n g , was not a h i g h l y p r e f e r r e d a l t e r n a t i v e ; and using
indigenous terms which were not p a r t of t h e c u r r e n t P i l i p i n o vocabulary was
l i k e w i s e an unpopular a l t e r n a t i v e .
-
The f i n d i n g s wlth r e s p e c t t o t h e continuous passage (second
i n s t r u m e n t ) confirmed those i n t h e f i r s t i n s t r u m e n t , i . e . , t h e v e r s i o n
which received t h e g r e a t e s t acceptance i n terms of number of respondents
was t h e one t h a t ( 1 ) o n l y used t h e 2 0 - l e t t e r Abakada f o r c m o n words;
( 2 ) used r e s p e l l e d Spanish more than Bnglish a s a s o u r c e of borrowing; and
( 3 ) did not c o n t a i n examples of coined words, words from o t h e r P h i l i p p i n e
languages, o r o l d Tagalog words vhich were not i n c u r r e n t usage i n
Pilipino.
vas f u r t h e r revealed t h a t t h e v a r i e t y of P i l i p i n o t h a t t h e
s c h o o l s and t h e I n s t i t u t e of National Language had been teaching received
widespread acceptance a s t h e v a r i e t y t o be used i n w r i t i n g .
It
Based on t h e r e s u l t s of t h e survey, t h e following g u i d e l i n e s were
set f o r t h e t r a n s l a t i o n p r o j e c t :
1. Continue t o use t h e 20 l e t t e r s of t h e Abakada f o r c-n
33
terms;
2. Use l e t t e r s from t h e English and Spanish a l p h a b e t s not included
i n t h e Abakada only i n proper nouns and i n t e c h n i c a l t e r m s o n l y when
number 1 i s i n a p p l i c a b l e ;
3. A s much
as
possible,
use
terms
from
the
current
Pilipino
vocabulary;
4. Borrow from Spanish i n p r e f e r e n c e t o English, except when t h e
use i n P i l i p i n o ;
English term ( r e s p e l l e d or a s i s ) is a l r e a d y i n c-n
5. Word-coining i s not t o be r e s o r t e d t o except when a b s o l u t e l y
necessary, i.e.,
when a l t e r n a t i v e s 1 - 4 cannot f o r wme reenon be a p p l i e d .
Where c o i n i n g is used, ( a ) one of t h e c o n s t i t u e n t s of the t e r n must be a
r o o t word i n common use i n P i l i p i n o ; ( b ) t h e o t h e r c o n s t i t u e n t s , whether
a f f i x e s o r p a r t s of words, must g i v e a clue t o t h e meaning of t h e t e n ; and
6. Borrowing u n f a m i l i a r words f r a any language whether indigenous
o r f o r e i g n i s t o be employed o n l y where a l t e r n a t i v e s 1-5 cannot f o r some
reason be a p p l i e d .
The above s t u d y focused o n l y on how t h e s c i e n c e m a t e r i a l s f o r t h e
elementary grades could be t r a n s l a t e d i n t o P i l i p i n o i n a manner t h a t would
be a c c e p t a b l e t o t h e u s e r s . Science concepts a t t h i s l e v e l a r e as y e t
comparatively simple so t h a t most of them can s t i l l be handled a d e q u a t e l y
by P i l i p i n o wfthout p i n g s e r i o u s p r o b l e m of borrowing and coining.
Hence, t h e r e s u l t s of t h e survey showed t h e p o p u l a r i t y of indigenous terms
over t h o s e from Spanish and English.
However, a r e p l i c a t i o n of t h e survey a t t h e secondary o r t e r t i a r y
l e v e l s might y i e l d d i f f e r e n t r e s u l t s , e s p e c i a l l y i f more t e c h n i c a l terms t o
be included w i l l be drawn from branches of s c i e n c e l i k e medicine, biology,
chemistry, physics, and mathenatics which a l s o u s e t e c h n i c a l terms.
3.1.3
--
LSC/PNC-EDPITAF Criteria on Word S e l e c t i o n
The EDPITAP (Educational Development P r o j e c t s Implementing Task
Force) was c r e a t e d by R e s i d e n t i a l Decree b.6-A a s p a r t of t h e M i n i s t r y of
Education and Culture. I t s main o b j e c t i v e i s t o produce a l l e s s e n t i a l
textbooks both i n P i l i p i n o and i n English w i t h t h e goal of providing a t
l e a s t one book f o r every two elementary o r secondary p u p i l s . With a s i z a b l e
sum borrowed from t h e World Bank, t h e EDPITAP i s now i n t h e process of
preparing t h e needed m a t e r i a l s , e.g.
textbooks and t e a c h e r s ' manuals. The
n a t u r e of m a t e r i a l s t o be prepared w a s c l a s s i f i e d . Those p e r t a i n i n g t o
Communication A r t s were given t o t h e Language Study Center of t h e
P h i l i p p i n e Normal College which had been designated a s National Curriculum
Development Center f o r Communication A r t s .
34
A Techhical Lexicon of P i l i p i n o
Right from t h e s t a r t , t h e s t a f f of t h e ISCIPNC-EDPITAF Textbook
Development P r o j e c t r e a l i z e d t h a t t h e following would be t h e l i k e l i e s t
problems i n t h e w r i t i n g of i n s t r u c t i o n a l m a t e r i a l s i n P i l i p i n o : l a c k of
vocabulary, borroving, and s p e l l i n g . Commenting on t h e problem, D r .
Bonifacio P. Sibayan, co-director of t h e p r o j e c t , s a i d (Sibayan 1977:23):
We found out e a r l y t h a t t h e s p e l l i n g of P i l i p i n o was n o t a s
easy a s i t was f i r s t thought. A conference was c a l l e d between
t h e D i r e c t o r of t h e INL and t h e c o - d i r e c t o r s of t h e Center. A
number of p o i n t s i n t h e s p e l l i n g mainly of borrowed words were
c l a r i f i e d and agreed upon. The a l p h a b e t f i n a l l y agreed upon was
t h e 2 6 - l e t t e r of English a l p h a b e t p l u s t h e Spanish c h a r a c t e r ii.
Sibayan was r e f e r r i n g t o t h e borrowed words from English, t h e same
problem encountered by t h e LSC-PNC i n 1971 i n t r a n s l a t i n g i n t o P i l i p i n o t h e
s c i e n c e m a t e r i a l s w r i t t e n i n English by t h e Science Education Center of t h e
U n i v e r s i t y of t h e P h i l i p p i n e s . (The t r a n s l a t i o n p r o j e c t was discontinued
a f t e r t h e announcement of t h e 1974 b i l i n g u a l p o l i c y t h a t s c i e n c e and
mathematics were t o be t a u g h t i n English.)
Given below a r e t h e c r i t e r i a followed by t h e LSCIPNC-EDPITAP i n t h e
s e l e c t i o n of words f o r P i l i p i n o (Sibayan 1977):
1.
Words t h a t can be e a s i l y understood by t h e c h i l d r e n when
w r i t t e n i n t h e i r o r i g i n a l form a r e not changed, l i k e :
s i l v e r dust
water c o l o r
chewing gum
seesaw
zebra
2.
water l i l y
nylon
ash t r a y
s o f t drinks
puka s h e l l s
f e r r i s wheel
party-line
fountain
open house
softball
Some loanwords a r e s p e l l e d t o conform t o t h e P i l i p i n o system of
w r i t i n g . This i s u s u a l l y done i n t h e t e x t s f o r t h e lower grades
so t h a t t h e p u p i l s w i l l not be confused when they s t a r t t o
l e a r n t o read. For example, f a m i l i a r terms l i k e Krismas
krismas kard, k a r o l i n g , s i r k o ( f o r c i r c u s ) , moske ( f o r mosque),
rises ( f o r r e c e s s ) , bleyd ( f o r b l a d e ) , i s p o r t ( f o r sport),
i s t r o (for straw), t r a y s i k e l ( f o r t r i c y c l e ) , p l a s t i k ( f o r
plastic).
s.
-
ck and
I n Beginning Reading l e t t e r s i n English l i k e &, 8, -,
c l u s t e r s l i k e E,
E, 9,
and phonemic sounds which a r e
d i f f e r e n t from t h e forms l i k e c f o r
and it, a pronounced a s
a s i n bleyd a r e not t a u g h t , so t h a t i f t h e s p e l l i n g of t h e s e
words i s not changed, p u p i l s w i l l f i n d them d i f f i c u l t t o read.
s,
=
I n t h e higher grades where s t u d e n t s a r e a l r e a d y f a m i l i a r
w i t h such words, t h e o r i g i n a l s p e l l i n g can a l s o be used.
35
3.
Words not n a t i v e but which have been used f o r q u i t e some t i m e
a r e p r e f e r r e d i f t h e meaning of such words appears t o be more
p r e c i s e than that of the t r a n s b t i o n . S p e l l i n g of t h e s e words
i s made t o conform t o t h e P i l i p i n o system: p i t s e r i n s t e a d of
t a g a h a g i s 3 $-bola
p a n t e s i n s t e a d of goman& pambnlot o r
i s i n u s u o t sa h y , bakante (more g e n e r a l meaning t h a n walang
valang n a k a t i r a , etc .), r e s t a v r a n (kainan), e k s i b i t
t a n g h a l ) , bakasyon (araw ng p h i n g a ) .
4.
Loanwords (from Spanish) that a r e more g e n e r a l l y used than
Tagalog words and which are a l s o used i n o t h e r r e g i o n s a r e
p r e f e r r e d . Examples a r e : a g i n a l d o , banyo, boses, k o t s e .
5.
Foreign vords which when t r a n s l a t e d vill have more than one
meaning o r vill r e q u i r e lore words a r e p r e f e r r e d but w d i f i e d
i n spelling like:
Preferred
p r o j e c t (plano, ginagawa.
bnlak, e t c . )
proyekto
c a p l e t e ( t a p o s , buoqg
pagkain)
uniform ( d r e s s , psreho.
magkatulad)
uniporme
manager (puno, boas, namanahala , e t c .)
maned yer
polic-n
pulis
(alagad ng b a t a s )
l e a d e r (puno , nangunguna)
6.
lide r
I n Grade I most of t h e v e r b s used a r e formed by t h e simple
affixes
-u=-,
and -in.
- The a d j e c t i v e s a r e those
formed v i t h t h e p r e f i x ma- l i k e mahusay, mabait, m a l i n i s .
C m p a r a t i v e degree u s e s theaas
- form and t h e s u p e r l a t i v e p r e f i x
as
in
maganda, napakaganda. I n some o t h e r
=pine
languages t h e same forms a r e used.
s, -an,
The types of v e r b a l a f f i x e s , n a p i n a l a f f i x e s and a d j e c t i v a l
a f f i x e s i n c r e a s e i n number a s t h e grade l e v e l i n c r e a s e s .
7.
When t h e r e i s more than one word that can be used, t h e more
f a m i l i a r o r common ones a r e used i n t h e lower grades. The o t h e r
forms a r e introduced i n t h e h i g h e r grades but a r e unlocked o r
taught i n t h e vocabulary study.
36
Example of words used i n t h e lower grades:
m a g d r o m i n s t e a d of p m u h i t
gawain f o r tungkulin o r hanapbuhay
ipinanganak f o r i s i n i l a n g
s u l a t a n % p a n g a l a n f o r lagdaan o r permehan
dekorasyon f o r palamuti
tingnan f o r obserbahan
8.
-
Names of o f f i c e s , laws, e d u c a t i o n a l terms l i k e Dare Foundation,
P r i c e S t a b i l i z a t i o n Law, Outreach Program C e n t e r s , Continuous
P r o g r e s s i o n Scheme which can be more c l e a r l y and e a s i l y
understood i n t h e i r o r i g i n a l form a r e not t r a n s l a t e d nor
modified i n s p e l l i n g .
-
I n g e n e r a l t h e words s e l e c t e d a r e determined ( a s i d e from
t h o s e given) by t h e s u b j e c t m a t t e r (about t h e family, t h e
s c h o o l , t h e government, e t c . ) ,
t h e type of l i t e r a r y form
t h e vocabulary and
( p r o s e , poem, f o l k t a l e , games, e t c . ) ,
s t r u c t u r e s s p e c i f i e d i n t h e language o b j e c t i v e s , and t h e
d e c i s i o n s of e d i t o r s , c o n s u l t a n t s and feedback from t h e t r y o u t
t e a c h e r s and c o o r d i n a t o r s .
A s r e g a r d s words from o t h e r P h i l i p p i n e languages t h a t a r e
not used i n Tagalog a r e a s l i k e kanyaw ( a ceremony performed by
t h e I g o r o t s a s a r i t u a l f o r t h e dead) t h e s e a r e defined along
with t h e o t h e r terms b e f o r e t h e s t o r y i s t a k e n op. Other words
introduced a r e : gangsa (gong), ay-yens (song), c h i s i x ( a p l a t e
of food f o r t h e s p i r i t ) , fayas (wine from sugar c a n e ) , and
ta-pey
(wine from r i c e ) .
Other words ( F i r s t Year t e x t )
introduced i n connection with baptism among t h e Muslims a r e :
pagislam ( c o v e r s 3 s t a g e s of b a p t i z i n g a Muslim), imam ( a woman
who performs t h e f i r s t s t a g e i n t h e baptism), panday ( t h i s i s
t h e term f o r midwife o r t h e wanan who assists i n t h e d e l i v e r y
of t h e c h i l d ) .
-
I t is e v i d e n t t h a t t h e above c r i t e r i a a r e g e n e r a l l y i n accord with
t h e g u i d e l i n e s e s t a b l i s h e d by Commonwealth Act No.184
( s u p r a , page 4 8 ) ,
except t h a t t h e use of P h i l i p p i n e tongues a s primary s o u r c e s f o r words not
a v a i l a b l e i n Tagalog h a s n o t been s t r i c t l y observed. The LSCIPNC-EDPITAF
s t a f f must have r e a l i z e d t h a t i t is i m p r a c t i c a l t o g i v e p r i o r i t y t o
P h i l i p p i n e tongues a s s o u r c e s i n word borrowing. I n o t h e r words, they have
not concerned themselves with t h e o r d e r i n g of sources i n word borrowing but
r a t h e r w i t h t h e r e a d a b i l i t y of words used i n a textbook whatever sources
they come from. One t h i n g , however, i s c l e a r l y e v i d e n t i n t h e c r i t e r i a : t h e
i n s t r u c t i o n a l m a t e r i a l s being developed by t h e LSCIPNC-EDPITAF a r e not
p u r i s t i c , a s can be seen from t h e samples c i t e d .
Furthermore, t h e c r i t e r i a must have been t h e r e s u l t of the
accumulated e x p e r i e n c e of t h e nembers of t h e s t a f f i n t h e f i e l d t e s t i n g o r
t r y o u t of prototype m a t e r i a l s t h a t they had developed.
37
Moreover, s t e p number t h r e e i n Comnonwealth A c t 184 has not been
a v a i l e d of f o r t h e obvious reason that t h e n a t u r e of t h e m a t e r i a l s being
developed i s nontechnical.
3.1.4
Some INL
--
-
P u b l i c a t i o n s on P i l i p i n o L e x i c a l Development
Following a r e two of t h e l a t e s t p u b l i c a t i o n s of
National Language which r e l a t e t o t h e p r e s e n t study:
the
Institute
of
3.1.4.1
Katawagan s a Edukasyong Bilinggwal
( S u r i s n ng Wikang
Pambansa 1977). The ~ n s t i t u t e o fb t i o n a l Language, a s t h e h i g h e s t body
o f f i c i a l l y e n t r u s t e d by t h e National Government w i t h t h e development and
propagation of P i l i p i n o , published i n 1975 an experimental e d i t i o n of a
book c o n t a i n i n g terminologies needed i n t h e implementation of t h e b i l i n g u a l
education policy. Revised and expanded twice during t h e y e a r s 1976 and
1977, t h e l a t e s t e d i t i o n of t h e book c o n t a i n s terminologies i n t h e
following a r e a s : s o c i a l s t u d i e s , econoptics, geography, hone economics,
a t h l e t i c s , s o c i a l s c i e n c e , work e d u c a t i o n , c h a r a c t e r e d u c a t i o n , h e a l t h
e d u c a t i o n , p h y s i c a l e d u c a t i o n , and pedagogical terms.
I n the preface, the
s t a t e s t h a t i t published t h e book i n o r d e r
t o help i n t h e e f f e c t i v e implementation of t h e b i l i n g u a l p o l i c y of t h e
Department (now M i n i s t r y ) of Education and C u l t u r e and a l s o t o answer t h e
needs of t e a c h e r s , school a d m i n i s t r a t o r s , language r e s e a r c h e r s and s t u d e n t s
of language. It s t a t e s f u r t h e r t h a t t h e primary aim i n t h e p u b l i c a t i o n of
t h e book was t o achieve u n i f o r m i t y i n t h e use of t h e t e r m i n o l o g i e s i n each
subject area.
A s c r u t i n y of t h e
Pilipino
translations
of
the
English
t e r m i n o l o g i e s i n t h e d i f f e r e n t a r e a s r e v e a l s t h a t ( 1 ) t h e 11 l e t t e r s added
t o t h e P i l i p i n o orthography were v e r y r a r e l y used, being only found i n
h i g h l y t e c h n i c a l terms l i k e s t a t u s 2,l a i s s e z f a i r e ; ( 2 ) indigenous terms
were given p r e f e r e n c e , e.g.,
pagsasaka f o r a g r i c u l t u r e
instead
of
a g r i k u l t u r a , panagot f o r s u r e t l i n s t e a d of g a r a n t i y a o r p i y a n s a ; ( 3 ) t h e
Spanish e q u i v a l e n t s s p e l l e d according t o t h e Abakada, i f necessary, were
used where t h e r e were no indigenous terms, e.g.. s u p l e t e f o r blow #-t o r c h
s i l i n y a d o r f o r a c c e l e r a t o r ( 4 ) t h e English terms were borrowed
and
a s s i m i l a t e d according t o t h e phonetic and s p e l l i n g system of P i l i p i n o ,
e.g., e p i s y e n s i f o r e f f i c i e n c y , impitsment f o r impeachment; ( 5 ) borrowing
from o t h e r P h i l i p p i n e indigenous languages was r a r e l y a v a i l e d o f , i f e v e r .
The book, i n g e n e r a l , disproves t h e charge of some a p p a r e n t l y
misinformed c r i t i c s t h a t t h e INL i s p u r i s t i c i n policy. This r e s e a r c h e r ,
however, e n t e r t a i n s t h e p o s s i b i l i t y that not a few of t h e recommended
terminologies would be frowned upon by t h e u s e r s . Nowhere i n t h e book can
one f i n d t h e g u i d e l i n e s followed by t h e INL i n i t s p r e f e r e n c e s . The
e q u i v a l e n t given, f o r example, f o r f o u l b a l l i s bolang lumalabas s a dayamon
s a pagpalo. One cannot but wonder how t h i s undeniably long equi&lent ( i n
f a c t , d e f i n i t i o n ) w i l l be spoken by an umpire i n a b a l l game.
--
38
3.1.4.2 Patnubay s a Korespondesiya Opisyal (Surian ng Wikang Pambansa
1977). Another book-published
by t h e I n s t i t u t e of National Language i s a
guide on o f f i c i a l correspondence f o r t h o s e who wish t o w r i t e t h e i r l e t t e r s
i n t h e n a t i o n a l language.
I n h i s p r e f a c e , S e c r e t a r y (now M i n i s t e r ) of
Foreign A f f a i r s Carlos P. Romulo says of t h e book i n p a r t :
Ang paglulunsad s a Patnubay s a Korespondensiya
Opisyal
ay
isang
makabuluhang
hakbang
sa
pagsasaalang-alang
s a a t i n g Wikang
Pambansa - ang
P i l i p i n o . Ang proyektong i t o ay naaakma s a panahon
ngayon na marubdub ang pagnanasa n a t i n na magkaroon ng
s a p a t na sanggunian s a p a s u l a t na p a k i k i p a g t a l a s t a s a n
s a a t i n g s a r i l i n g wika. I t o ' y n a p a h l a k i n g tulong s a
mga pinuno a t kawani ng l a h a t ng kagawaran, kawanihan,
tanggapan o ahensiya ng pamahalaan,
at
ng
mgs
korporasyong
ari
o
kontrolado
ng
pamahalaan,
l a l u n g - l a l o na s a k a n i l a n g p a g s u l a t ng korespondensiya
sa Pilipino.
Twenty-four
samples of d i f f e r e n t k i n d s of l e t t e r s a r e presented i n
t h e book which i s intended t o s e r v e a s a guide f o r o f f i c i a l s and employees
i n t h e v a r i o u s m i n i s t r i e s , bureaus, o f f i c e s and a g e n c i e s of t h e government.
and i n government-owned o r c o n t r o l l e d c o r p o r a t i o n s a s w e l l .
The o t h e r s i g n i f i c a n t p o r t i o n s of t h e book a r e t h e following:
( 1 ) Terms
and Expressions Commonly Used i n O f f i c i a l Correspondence,
( 2 ) Government Forms, ( 3 )
Names of Government
Offices,
(4) Public
Administration and Parliamentary Terms and Usages, and ( 5 ) Rules f o r
Barangay Meetings.
The Korespondensiya Opisyal i s one of t h e important accomplishments
of t h e INL t h a t i s l i k e l y t o c o n t r i b u t e t o t h e development and propagation
of P i l i p i n o . Like t h e previous book, % Katawagan, however, t h i s manual
does not mention t h e g u i d e l i n e s followed by t h e INL. These could be h e l p f u l
t o a u s e r e s p e c i a l l y when t h e terms he wants t o t r a n s l a t e a r e not found i n
t h e book.
Furthermore, while very few p r i n t i n g e r r o r s c r e p t i n (*esrkibano,
p.113;
* k i n i k i l a n g a n , p.117),
some i n c o n s i s t e n c i e s i n
spelling
are
d i s c e r n i b l e . Th;re
i s no doubt t h a t t h e INL adhered s t r i c t l y t o t h e
one-to-one
correspondence between t h e phoneme and
the
symbol
as
pronounced, so s p e l l e d
which i s an a s s e t of t h e P i l i p i n o s p e l l i n g system
t h a t should be preserved. Consider, however, t h e following s p e l l i n g s :
aytema?,
( i t e m i z e , p.124) a s a g a i n s t o b e r t a p (overtime, p.129); a u t o r i d a d
( a u t h o r i t y , p.110) a s a g a i n s t av t p o s t ( o u t p o s t , p.129); t o c i t e a fgw.
-
-
Moreover, d e c l u s t e r i z a t i o n , a r u l e followed when t h e 1939 B a l a r i l a
was w r i t t e n because t h e Tagalogs i n t h o s e days could h a r d l y pronounce
c l u s t e r s , appears t o have some t r a c e s i n t h e book s t i l l . Consider
korespondensiya
i n t h e t i t l e i t s e l f ; i t can e a s i l y be w r i t t e n a s
korespondensya. Consider f u r t h e r o t h e r e n t r i e s l i k e aksiyon, a p l i k a s i y o n ,
etc.
39
Perhaps t h e following g u i d e l i n e s published i n one of the monographs
of t h e INL could be of some h e l p t o a u s e r had they been i n c o r p o r a t e d i n t o
t h e two above-mentioned books (Pineda 1977:52):
Ang Surian ng Wikang
(P) sinusunod. viz.:
Pi
Pambansa
ay
may
mga
pamamaraang
-- tanggapin
ang
mgn
kstawagang
pangmateaoatika,
pang-agham a t panteknolohiya sa I n g l e s a t b a t a k i n ang
mga i t o s a himig mala-Kastila a t anyong P i l i p i n o .
P2--1salin
nang
buuan
sa
Pilipino
ang
mga katawagang
pangmatematika, pang-agham, a t panteknolohiya s a Ingles.
P3
-- i s a l i n
P4
- tanggapin
nang bahaginan
pangmatematika, pang-agham,
ang
mga
pariralang
katawagang
a t panteknolohiya s a Ingles.
ang mga Latawagang pangmatematika, pang-agham a t
panteknolohiya s a o r i h i n a l n s tueog a t anyo s a I n g l e s .
May i s a n g pangkalahatang simulaing kailangang fgalang s a aga
pamamaraang i n i l a h a d . I t o : Ipaloob s a lcayariang P i l i p i n o ang mga
katawagang pangmatematika, pang-agham a t panteknolohfya sa Iogles.
It i s not c l e a r i n t h e a r t i c l e whether PI. P2, P3, and P4 should be
n e c e s s a r i l y a p p l i e d i n t h a t same o r d e r i n usage. This r e s e a r c h e r , however,
assumes t h a t i t i s s o , c o n s i d e r i n g t h a t borrowing v i a Spanish w i t h t h e term
r e s p e l l e d t o conform t o t h e Abakada i s l a b e l l e d a s P1 and borrowing t h e
English term without any change i n s p e l l i n g i s l a b e l l e d a s P4, a procedure
which is very cammon t h e s e days, a s t h e r e s u l t s of t h e s t u d i e s t h a t a r e t o
be discussed s h o r t l y w i l l show.
Note, however, t h a t t h e use of t h e v e r n a c u l a r s and a l s o of t h e
c l a s s i c a l languages ( a s p r e s c r i b e d i n C. A. 184) a s s o u r c e s of terms i s not
mentioned i n t h e INL g u i d e l i n e s .
Moreover, t h e INL g u i d e l i n e s a r e intended f o r mathematics, s c i e n c e
and technology. Nevertheless, they can be modified t o suit o t h e r a r e a s ,
t e c h n i c a l o r n o n t e c h n i c a l , i n t h e development of a P i l i p i n o l e x i c o n .
3.1.5
-
Glossary of Medical Terns (Recio 1975)
I n medicine, a pocketbook (97 pages) w i t h t h e above t i t l e w a s
prepared i n 1975 by a group of r e s i d e n t p h y s i c i a n s i n t h e Department of
Surgery, P h i l i p p i n e General H o s p i t a l , under t h e l e a d e r s h i p of D r . P o r f i r i o
M.
Recio, who was t h e department chairman. The g l o s s a r y i s a l i s t of 277
terms s p e c i f i c a l l y r e f e r r i n g t o p a r t s of t h e body, s e n s e s , r e l a t i o n s ,
symptoms
and
signs
(urinary
disturbances,
bowel
disturbances,
g a s t r o i n t e s t i n a l t r a c t , r e s p i r a t o r y t r a c t , nervous system, gynecological
d i s e a s e s ) , foods, numbers, c o l o r , t i m e , and v a r i o u s c a m o n d i s e a s e s .
40
For e a s e of r e f e r e n c e , t h e l i s t i n g i s made i n t h e following manner:
On t h e left-hand s i d e i s t h e English term, and on t h e right-hand s i d e , t h e
Tagalog e q u i v a l e n t . Imnediately below on t h e same page a r e l i s t e d t h e
equivalent
of
t h e medical term i n each of t h e f o l l o v i n g s i x t e e n
representative Philippine
languages:
Sugbuanon,
Ilolco,
Pangasinan.
Kapampangan, Bikol, Ilongo. Waray, Aklanon, Zambal, Ibanag, I b a t a n , Apayso,
I b a l o y , Ifugao. Kalinga, Kankana-ey,
Gaddang, and Maranaw.
Equivalent
terms a r e a l s o given i n Chavacano, Kalay, Indonesian. Chinese, Spanish,
French, and German.
A c t u a l l y , t h e book i s designed t o s e r v e a s a companion volume t o
Recio's e a r l i e r p u b l i c a t i o n t i t l e d 'Questions You Eave Wanted To Ask Your
P a t i e n t (But Could Not Because He Spoke Another D i a l e c t ) ' .
D r . Recio, i n h i s foreword, e x p l a i n s that t h e language b a r r i e r
p r e v e n t s e f f e c t i v e cmmtmication between p h y s i c i a n and p a t i e n t ; t h a t t h e
'communication gap emong our p o l y g l o t p o p u l a t i o n must be bridged i f t h e r e
i s t o be r a p p o r t and understanding between t h e F i l i p i n o p h y s i c i a n and h i s
kababayan p a t i e n t ' .
No p r i n c i p l e s f o l l o u e d i n t h e c h o i c e of t h e Tagalog e q u i v a l e n t s
were given. Nevertheless, i t i s n o t i c e a b l e that t h e terms used a r e common
among Tagalogs. Saae examples a r e a s follows:
English
Tagalog
esophagus
lalaugan
clavicle
balagat
large intestine
isaw
pancreas
lapay
abortion
pagpapaagas
A simple survey, however, w i l l l i k e l y r e v e a l t h a t t h e above Tasalog
terms a r e no longer known among t h e youager Tagalog g e n e r a t i o n s .
3.1.6
De La S a l l e U n i v e r s i t y Survey on Population
(Ongoing)
A t t h i s time of w r i t i n g , a n ongoing s t u d y i s being conducted by
Bro. Andrew Gonealez and Tomasita Jimenez of De La S a l l e U n i v e r s i t y . With
t h e use of v a r i o u s s e c t o r a l samples i n t h e G r e a t e r Manila Area, t h e s t u d y
aims t o determine t h e terms used i n population e d u c a t i o n which would be
most a c c e p t a b l e t o t h e c a m u n i t y and t h e r e f o r e wst l i k e l y t o be given
widespread dissemination.
41
The instrument being used i n t h e survey i s a t r a n s l a t i o n i n t o
P i l i p i n o of some passages i n a pamphlet on p o p u l a t i o n education p r i n t e d by
t h e National Media Production Center. The t e r n s a r e f i r s t g i v e n i n E n g l i s h ,
then a r e followed by o t h e r p o s s i b l e o p t i o n s taken f r o l s o u r c e s l i k e
p u b l i c a t i o n s of t h e , I n s t i t u t e of National Language, t h e
Population
Commission, and t h e Uaugnayin f o r t h e respondents t o choose from.
Although
t h e s t u d y i s l i m i t e d only t o terms i n population
e d u c a t i o n , t h i s r e s e a r c h e r b e l i e v e s t h a t i t would c o n t r i b u t e imellclely t o
t h e e l a b o r a t i o n of a P i l i p i n o l e x i c o n , c o n s i d e r i n g t h a t people engaged i n
information dissemination regarding population education f i n d i t very
d i f f i c u l t t o cmmunicate w i t h t h e e a a s e s because of t h e l a c k of a c c e p t a b l e
terms i n P i l i p i n o . It is, of course, conaon knowledge t h a t P i l i p i n o i s very
r i c h i n terms p e r t a i n i n g t o sex. S a e of them are e x a c t e q u i v a l e n t s of t h e
English terms but they a r e taboo and t h e r e f o r e unacceptable t o ' c u l t u r e d '
Philippine
society.
Consider
f o r penip and pulre f o r
P h i l i p p i n e s o c i e t y p r e f e r s t h e use of euphemistic terms which do e x i s t i n
P i l i p i n o but a r e ambiguous and i n e x a c t . Consider kabahagL o r & which can
o n l y be s p e c i f i c i f followed by ng babae o r
lalaki.
e.
3.1.7 S c i e n t i f i c Dictionary: English-Pilipino
(Sytangco 1977). The
t i t l e page of t h e book bears t h e following i n P i l i p i n o : 'PROGBESIBONG
Maunlaring BOKABULARYOIG T a l a s a l i t a a n g PAUG-AGHAU: I n g ( g ) l e s - P i l l p i n o , J o s e
Reyes Sytangco, U.D.,
Pamantasang Santo Tonas. Inihanda s a i l a l i m ng
p a g t a n g k i l i k ng Lunduyan ng P a n a n a l i k s i k (Research Center) ng U. S. T.'
The book can be s a i d t o be p u r i s t i c i n i n t e n t and i n form. Consider
t h e following paragraph, f o r example, as quoted from i t s p r e f a t o r i a l page:
Rung magkakaroon ng p a n a g i s i ang bunga ng pagod ng mga
nauna, i y a ' y hambo ng pangangailangan, gawa ng k a g i p i t a n .
Hindi ang kaganyakan, imbot o p a n l i l i b a w a , d l ang p a g t i t i l a l a y
ang i t i n u t u r i n g n a t i n g pakay ng i s a ' t
isa,
kundi
ang
paghihinang ng damdami't kalooban ng l a h a t , ang pinaka-tugatog
ng layon s a natatayang kapakanan ng Wika a t kagalingan ng Inang
Bayan.
A l i n e on t h e t i t l e page of t h e book s t a t e s t h a t i t i s an amendment
( ' s u s o g ' ) t o t h e NSDB's 'Uaugnaying T a l a s a l i t a a n ' .
The f o l l o v i n g a r e some
samples of t h e amendments made by Sytangco:
'hugnayin'
Sytangco
a g s ikap
'engineer'
aghimuan
'technology'
kublupon
'subcommittee'
adlikhanon
,
a g s i n a r a a n , agparaan
kasalong lupon
42
dalubpuno
'dean'
dalubtagapagtanggap
mangangapnay
'chemist'
manlalaop
alitakdain
'arbitrary'
pautos-sumpong
liknayan
'physics'
histulaan, aglikasan
binhisipan
'seminar'
punlaran, p u n l a r a l
The a u t h o r d i d not mention i n h i s book any rules o r procedures
which he had followed i n expanding t h e P i l i p i n o s c i e n t i f i c l e x i c o n . It i s
most e v i d e n t , however, t h a t l i k e t h e Maugnayin, t h e
Talahuluganang
Pangagham of Sytangco is another a t t e m p t t o e x p l o i t t h e r i c h n e s s i n
vocabulary of Tagalog and o t h e r indigenous languages.
True, i n many c a s e s , he g i v e s t h e reasons f o r h i s d i s l i k e of t h e
'Maugnayin' terms a s w e l l a s t h e reasons behind h i s p r e f e r e n c e s f o r c e r t a i n
terms. R i s suggested terms, however, a r e e q u a l l y p u r i s t i c , a s can be seen
from t h e samples above.
It would be premature t o s a y t h a t t h e book i s a n o t h e r embodiment of
t h e a p p a r e n t l y f u t i l e a t t e m p t towards purism. A s i t s a u t h o r s t a t e s , ' I t o ' y
isang akdang pandarating na mga s a l i n l a h i , kung k a i l a n ang a t i n g pambansang
wika ay makakatugma ng a t i n g k a i s i p a n a t l u n g g a t i i n g nangasa-ubod ng a t i n g
kaluluwa.'
(English t r a n s l a t i o n : 'This i s a p i e c e of work intended f o r t h e
f u t u r e g e n e r a t i o n s , when our n a t i o n a l language i s a l r e a d y i n harmaony with
our minds and a s p i r a t i o n s which a r e i n t h e seat of our s o u l s . ' )
3.2 Some Theses -on t h e E l a b o r a t i o n f P i l i p i n o Lexicon
The
process
of modernization o r i n t e l l e c t u a l i z a t i o n of any
language, according t o Fishman, Ferguson, and Das Gupta (1968:29), has two
a s p e c t s : 1 ) t h e expansion of t h e l e x i c o n of t h e language by t h e adoption of
new words and e x p r e s s i o n s , and 2) t h e development of new s t y l e s and forms
of d i s c o u r s e . The a u t h o r s e x p l a i n t h a t l e x i c a l expansion i s r e q u i r e d i n
o r d e r t o t r e a t new t o p i c s .
The p r e s e n t need of P i l i p i n o is p r i n c i p a l l y with regard t o t h e
f i r s t a s p e c t : expansion of i t s lexicon. I n f a c t , c o n c e n t r a t i o n of e f f o r t s
toward t h i s a s p e c t during t h e p a s t s e v e r a l y e a r s has been v e r y a p p a r e n t , a s
discussed i n Chapter 2 and i n t h i s Chapter. A t p r e s e n t , t h e second
a s p e c t -- t h e development of new s t y l e s and forms of d i s c o u r s e
s t i l l has
t o gain g r e a t e r impetus; perhaps e f f o r t s toward t h a t end may be pursued
vigorously l a t e r .
-
I t should be pointed o u t , howeder, t h a t most of t h e g u i d e l i n e s on
l e x i c a l e l a b o r a t i o n d i s c u s s e d i n t h e preceding s e c t i o n , even i n c l u d i n g t h e
ones embodied i n C. A. 184, were not research-based.
This confirms what
Fishman (1974:23) s a i d on l e x i c a l e l a b o r a t i o n p r a c t i c e s a s part of language
planning, a s follows :
43
C e r t a i n l y t h e l i o n ' s s h a r e of popular awareness of language
planning
is
i n conjunction w i t h l e x i c a l e l a b o r a t i o n as
conducted by language academies o r
other
official
and
semi-of f i c i a l a g e n c i e s
Nevertheless,
process o r i e n t e d
r e s e a r c h and theor'etically
guided r e s e a r c h , p a r t i c u l a r l y a s
r e l a t e d t o t h e d i f f e r e n t i a l s u c c e s s of planned neologisms a m n g
v a r i o u s t a r g e t p o p u l a t i o n s , i s almost e n t i r e l y l a c k l n g
Above a l l , we l a c k usage s t u d i e s which a r e s e n s i t i v e t o t h e
b a s i c s o c i o l i n g u i s t i c r e a l i t y of c o n t e x t u a l v a r i a t i o n .
Some
members
of
some
target
populations
d o u b t l e s s l y adopt
academy-produced and academy-sponsored neologisms and use them
exclusively thereafter f o r p a r t i c u l a r referents: others r e j e c t
a l l such c r e a t i o n s with p a r t i c u l a r g l e e and s t e a d f a s t n e s s
This,
indeed, i s an a r e a of much needed e m p i r i c a l and
t h e o r e t i c a l a t t e n t i o n because it i s b a s i c t o any e f f o r t s t o
expand t h e a p p r o p r i a t e n e s s d e f i n i t i o n s t h a t , c o n s c i o u s l y o r
not, underlie
the
usage
readiness
or
opposition
of
speech-network members vis-a-vis
'academise' a t t h e l e x i c a l
level.
...
...
...
...
The following s t u d i e s may be considered a s i n c i p i e n t y e t pioneering
a t t e m p t s t h a t may l e a d subsequent language s c h o l a r s towards conducting more
s o p h i s t i c a t e d 'proceas o r i e n t e d o r t h e o r e t i c a l l y guided r e s e a r c h ' on
lexical elaboration:
3.2.1
Cervantes Study. PMC 1971. Some two y e a r s a f t e r t h e p u b l i c a t i o n
of Maugnayin, Cervantes conducted a s t u d y on t h e p r e f e r e n c e s of t r a n s l a t o r s
i n rendering English s c i e n c e terminology f o r t h e elementary grades i n t o
f o u r v e r s i o n s of P i l i p i n o .
Two t y p e s of q u e s t i o n n a i r e , t h e Semantic D i f f e r e n t i a l S c a l e s and
t h e A t t i t u d e S c a l e s , were administered t o t h r e e groups of respondents t o
a s s e s s t h e i r p a t t e r n of responses ( o r s t e r e o t y p e s a s used by
the
r e s e a r c h e r ) and a t t i t u d e s toward t h e f o u r methods of P i l i p i n o t r a n s l a t i o n s
of s c i e n c e t e r m i n o l o g i e s . The groups of respondents were composed of
s t u d e n t s , t e a c h e r s , and o t h e r p r o f e s s i o n a l s . The f o u r methods a s s e s s e d by
sipnayan; Impluwensyang
t h e respondents were Maugnayin (NSDB), e.g.
K a s t i l a (Spanish I n f l u e n c e ) , e.g. matematika; Himig I n g l e s , Baybay P i l i p i n o
(English pronunciation but r e s p e l l e d t o conform to t h e Abakada), e.g.
matematiks; and Himig I n g l e s , Walang Pagbabago (English p r o n u n c i a t i o n , no
r e s p e l l i n g ) , e.g. mathematics.
The r e s u l t s of t h e s t u d y revealed t h a t t h e r e were very few
s i g n i f i c a n t o b s e r v a t i o n s on t h e c l a r i t y of t h e respondents' s t e r e o t y p e s
toward t h e f o u r methods i n t h e Semantic D i f f e r e n t i a l S c a l e s . However, i n
t h e A t t i t u d e S c a l e s , t h e respondents showed s i g n i f i c a n t d i f f e r e n c e s i n
t h e i r a t t i t u d e s toward t h e f o u r methods. The
teachers
and
other
p r o f e s s i o n a l s g r e a t l y favored Impluwensyang K a s t i l a . The s t u d e n t s p r e f e r r e d
I n g l e s , Walang Pagbabago but t h e i r p r e f e r e n c e d i d not show any s i g n i f i c a n t
d i f f e r e n c e over t h e o t h e r methods. With regard t o Maugnayin, t h e s t u d e n t s
were more p o s i t i v e i n t h e i r a t t i t u d e s than t h e o t h e r groups. The Aimig
44
I n g l e s , Baybay P i l i p i n o was t h e second p r e f e r e n c e of a l l t h r e e
although t h e r e was no s i g n i f i c a n t d i f f e r e n c e i n t h e i r r e a c t l o a s .
group..
Cervantes' s t u d y c l e a r l y shows a d i f f e r e n t o r d e r of p r e f e r m c e s a s
compared t o that followed by t h e Lupon i n Maugnayin ( s u p r a , pp.30-1).
The
respondents i n t h i s s t u d y g r e a t l y favored t h e borrowing of English s c i e n c e
terms v i a Spanish, l a b e l l e d i n t h e s t u d y a s Impluwensyang -tila.
This f i n d i n g of Cervantes i s understandable f o r two reasons:
( 1 ) t h e period of c o n t a c t between Spanish and Tagalog (basis of P i l i p i n o )
was very long, extending t o a l i t t l e over f o u r c e n t u r i e s , as c m p a r e d to
t h a t between English and Tagalog which has not y e t reached t h e c e n t u r y
mark, and ( 2 ) t h e r e l a t i v e e a s e of borrowing from Spanish because of t h e
c o m p a t i b i l i t y of t h e orthographic systems of Spanish a d T a a l o g , s i n c e
both a r e g e n e r a l l y c l a s s i f i e d a s being c o n s i s t e n t .
Cervantes, however, d i d not formulate
followed by t r a n s l a t o r s of s c i e n c e m a t e r i a l s .
specific
guidelines
to
be
--
3.2.2 Rivero-Labigan 9,
PNC 1974. The Cemantes s t u d y i n 1971 was
followed i n 1972 by t h e LSC-PNC s t u d y ( s u p r a , pp.56-61).
a
=re
comprehensive survey on t r a n s l a t i o n p r e f e r e n c e s i n terms of t h e geographic
spread of respondents covered and t h e respondents used. Tvo y e a r s l a t e r ,
Rivero and Labigan conducted a follow-up of t h e LSC-PNC study.
A q u e s t i o n n a i r e involving 100 s c i e n c e terms w a s used i n t h e survey,
20 of which were t h e same terms used i n t h e LSC-PNC study. The format of
t h e q u e s t i o n n a i r e was p a t t e r n e d a f t e r t h e f i r s t q u e s t i o n n a i r e used i n t h e
LSC-PNC study.
The survey population included 300 respondents from t h e province of
Bulacan ( r e p r e s e n t i n g t h e Tagalog group) and a n o t h e r 300 from t h e province
of Negros Occidental ( r e p r e s e n t i n g t h e non-Tagalog group). The respondents
i n each group were c l a s s i f i e d i n t o f i v e c a t e g o r i e s : school a d m i n i s t r a t o r s ,
s c i e n c e t e a c h e r s , P i l i p i n o t e a c h e r s , laymen, and elementary school p u p i l s .
The r e s u l t s of t h e s t u d y d i d not show any s i g n i f i c a n t d i f f e r e n c e
from t h o s e of t h e LSC-PNC study.
I n e f f e c t , t h e Rivero-Labigan s t u d y
confirmed t h e f i n d i n g s i n t h e LSC-RIC study. No formal s t a t i s t i c s were
used, but i t was very apparent that t h e r e was no s i g n i f i c a n t d i f f e r e n c e
between t h e p r e f e r e n c e s of t h e Tagalog samples and
that
of
the
, non-Tagalogs.
The g u i d e l i n e s formulated by Rivero and Labigan on t h e t r a n s l a t i o n
of English s c i e n c e terms i n t o P i l i p i n o were e s s e n t i a l l y s i m i l a r t o those
formulated i n t h e LSC-PNC study.
A Technical Lexicon of Pilipino 45
---
3.2.3 Sumayo Study, De La Salle. The primary aim of the study was to
appraise the representative translation preference of 300 college freshmen
of the University of the East, Metro Manila, in an attempt to 'formulate a
tentative criterion for translation of science and technical terms in
English to Pilipinol.'The second purpose was to 'devise a rating scale
which, to some degree, may measure the adequacy of the Pilipino translation
of English terms in science and technology'.
Specifically,
questions :
the
study attempted
to
answer
the
following
1. What translation preferences are the m e t favored or the least
favored by the college freshmen?
2. What similarities or dissimilarities
do
the
translation
preferences specified in the study have with those in the LSC-P)YC study?
The following survey instruments were utilized in the study: (1) a
questionnaire posing translations in six versions of Pilipino of an English
paragraph (an adaptation of the original testing instrument used in the
LSC-PNC study; ( 2 ) a questionnaire consisting of twenty isolated sentences,
each with a set of translation alternatives for selection in science and
mathematics; and (3) a questionnaire presenting all the
translation
alternatives used in the second questionnaire in four categorized colunns.
Below the columns were posed four questions for the respondents to answer
regarding the comprehensibility, readability, familiarity, and facility in
spelling of the alternatives.
Sumayo's study differed from the LSC-PNC study in the sense that a
rating scale was employed to measure the adequacy of translations in
Pilipino in terms of meaning, source language, and form.
The findings in the Sumayo study do not show any significant
difference from those of the LSC-PNC and Rivero-Labigan studies.
LINGUISTICS
Pilipino 248 pp.
Methodology 46
ISSN: 0119-6456
CHAPTER 4
The p r e s e n t study is g e n e r a l l y s i m i l a r t o t h e o t h e r s t u d i e s
discussed i n Chapter 3
Cervantes, LSC-PNC. Rivero-Labigan, Sumayo, and
De La S a l l e - i n t h e s e n s e t h a t i t a l s o a t t e m p t s t o determine how t h e
sample
respondents would r e a c t t o t h e v a r i o u s p o s s i b l i t i e s i n t h e
e l a b o r a t i o n o r i n t e l l e c t u a l i z a t i o n of t h e l e x i c o n of P i l i p i n o .
--
This study,
following manner:
however,
differs
from
the
other
studies
in
the
-
( 1 ) It covers f i v e s c i e n c e d i s c i p l i n e s o r f i e l d s
medicine,
biology, chemistry, physics, and mathematics. The Cervantes, LSC-PNC,
and
Rivero-Labigan
s t u d i e s covered g e n e r a l s c i e n c e only; t h e Slnayo s t u d y ,
g e n e r a l s c i e n c e and mathematics; and t h e De La S a l l e s t u d y , population
education.
( 2 ) Its respondents a r e e x c l u s i v e l y s t u d e n t s and t e a c h e r s a t t h e
t e r t i a r y l e v e l and p r a c t i t i o n e r s i n t h e i r own a r e a s of s p e c i a l i z a t i o n . The
Cervantes s t u d y used p u p i l s and t e a c h e r s i n t h e elementary grades and some
p r o f e s s i o n a l s ; t h e LSC-PNC s t u d y , mostly public and p r i v a t e elementary
school t e a c h e r s and a d m i n i s t r a t o r s , and some c o l l e g e p r o f e s s o r s and
s t u d e n t s ; t h e Rivero-Labigan s t u d y , almost e x c l u s i v e l y p u b l i c elementary
school p u p i l s , t e a c h e r s , and a d m i n i s t r a t o r s , with t h e exception of some
laymen; t h e Sumayo s t u d y , freshman c o l l e g e s t u d e n t s taken from one
i n s t i t u t i o n only, and t h e D e La S a l l e study, v a r i o u s s e c t o r a l samples i n
t h e Metropolitan Manila a r e a ( t h e a c t u a l composition of which i s not yet
known t o t h i s r e s e a r c h e r a t t h i s time of w r i t i u g ) .
( 3 ) It i n t e n d s t o f o r m a l l y compare t h e r e a c t i o n s of t h e s t u d e n t s ,
p r o f e s s o r s , and p r a c t i t i o n e r s a c r o s s t h e f i v e d i s c i p l i n e s . Among t h e o t h e r
s t u d i e s , only t h e Cervantes s t u d y d i d t h e same.
( 4 ) It a l s o i n t e n d s t o formally compare t h e r e a c t i o n s of t h e
d i f f e r e n t groups
medicine, biology, chemistry, physics, and mathematics
respondents. This was n o t done i n t h e o t h e r s t u d i e s s i n c e a l l of them (with
t h e exception of t h e Sumayo s t u d y which included some words i n mathematics)
concentrated o n l y on one d i s c i p l i n e .
-
( 5 ) It a l s o i n t e n d s t o f o r m a l l y
Tagalog and non-Tagalog groups. I n t h e
Rivero-Labigan s t u d y d i d t h e same.
cmpare
other
t h e r e a c t i o n s of t h e
studies,
only
the
47
The t a r g e t population of t h i s s t u d y c o n s i s t e d of s e n i o r c o l l e g e
s t u d e n t s , c o l l e g e p r o f e s s o r s , and p r a c t i t i o n e r s i n f i v e s p h e r e s of s c i e n c e :
medicine, biology, c h h i s t r y , physics, and mathematics ( h e n c e f o r t h MED,
B I O , CAE, PAY, MAT, r e s p e c t i v e l y ) . This p o p u l a t i o n r e p r e s e n t s a l a r g e group
s c a t t e r e d p r a c t i c a l l y a l l over t h e P h i l i p p i n e s .
Since i t would have been p r o h i b i t i v e l y expensive t o draw t h e s a a p l e
respondents from t h e t o t a l t a r g e t p o p u l a t i o n , t h e y were drawn merely from
t h e p o r t i o n of t h e intended t o t a l population a c c e s s i b l e t o t h i s r e s e a r c h e r ;
t h a t is, most of t h e sample respondents were drawn from t h e a c c e s s i b l e
p a r t i a l population w i t h i n t h e Metropolitan Manila a r e a . The
sample
respondents f o r s t u d e n t s and p r o f e s s o r s were taken f r m l e a d i n g t e r t i a r y
i n s t i t u t i o n s i n t h i s a r e a . The non-Tagalog
sample respondents were a l s o
p r i n c i p a l l y drawn from t h e a c c e s s i b l e population w i t h i n t h e same a r e a . They
were non-native speakers of Tagalog who came from t h e d i f f e r e n t l i n g u i s t i c
s e c t o r s of t h e country e i t h e r a s t r a n s i e n t s ( a s i n t h e case of most of t h e
s t u d e n t s ) o r a s migrants now permanently r e s i d i n g w i t h i n t h e Metropolitan
Manila a r e a ( a s i n t h e c a s e of t h e p r o f e s s o r s and p r a c t i t i o n e r s ) .
During t h e process of s e l e c t i n g t h e p r o s p e c t i v e respondents, t h i s
r e s e a r c h e r made i t a p o i n t t o g e t a good spread of t h e v e r n a c u l a r s from t h e
a c c e s s i b l e non-Tagalog population.
A t t h e same time, t h i s r e s e a r c h e r , through h i s g r a d u a t e s t u d e n t s ,
was a l s o a b l e t o g e t a number of respondents from a few of t h e non-Tagalog
a r e a s , such a s t h e province of Cagayan, Ifugao, and Romblon, and Cagayan de
Oro City. The responses of t h e s e two k i n d s of non-Tagalog respondents were
compared and t h e d a t a revealed t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e i n
t h e i r p r e f e r e n c e s ( s e e Appendix J).
S t r i c t l y speaking, t h e r e f o r e , t h e f i n d i n g s i n t h i s s t u d y may be
g e n e r a l i z a b l e only i n r e s p e c t t o t h e a c c e s s i b l e population, although such
f i n d i n g s aay a l s o be broadly g e n e r a l i z e d t o be a p p l i c a b l e t o t h e t a r g e t
population.
The respondents i n t h i s s t u d y were c l a s s i f i e d a s f o l l o w s : 100
s e n i o r c o l l e g e s t u d e n t s , 100 c o l l e g e p r o f e s s o r s , and 100 p r a c t i t i o n e r s i n
t h e aforementioned f i v e spheres of s c i e n c e , making a t o t a l of 300
respondents.
The d e c i s i o n t o have an equal number of respondents among t h e t h r e e
was
a r b i t r a r i l y a r r i v e d a t on t h e b a s i s of t h e following
groups
c o n s i d e r a t i o n s : There were no a v a i l a b l e d a t a w i t h vhich t h i s r e s e a r c h e r
could determine t h e e x a c t p r o p o r t i o n of one group t o t h e o t h e r groups. The
group of p r o f e s s o r s , of c o u r s e , were few i n number a s compared t o t h e
combined groups of s t u d e n t s and p r a c t i t i o n e r s . They were n o n e t h e l e s s
a l l o t t e d t h e same number of respondents, c o n s i d e r i n g t h e f a c t t h a t a s
mentors of s t u d e n t s and p r a c t i t i o n e r s , t h e i r p r e f e r e n c e s e x e r t c o n s i d e r a b l e
i n f l u e n c e i n t h e l e x i c a l development of P i l i p i n o .
48
A Techoical Lexicon of P i l i p i n o
Each of the f i v e spheres of s c i e n c e invulved 6 0 respondents,
into
three
groups: s t u d e n t s . 20; p r o f e s s o r s , 20; and
subclassified
p r a c t i t i o n e r s , 20. Each subgroup was f u r t h e r s u b c l a s s i f i e d i n t o two:
Tagalog8 (Tag), 10; and non-Tagalogs (NTg), 10.
The following c h a r t shows t h e d i s t r i b u t i o n of t h e respondents:
60
4.1.1 MED
Questionnaire A
Questionnaire B
Stud
Tag
5
5
NTg
5
5
Prof
Tag
N
T
s
Prac
Tag
NTg
4.1.2
20
BIO
Stud
Tag
NTg
Prof
Tag
NT8
Prac
Tag
mg
A Technical Lexicon of Pilipino
Questionnaire A
Questionnaire B
4.1.3 CBE
Stud
Tae
5
5
NTs
5
5
Prof
Prac
Stud
Tae
ml3
Prof
Tag
NTl3
Prac
Stud
Tag
*g
49
50
Questionnaire A
Questionnaire B
Prof
Prac
Total Ss
........
300
4.2 Sampling Procedure
The following sampling procedure was g e n e r a l l y observed i n each
t h e i n s t i t u t i o n s mentioned below which were included i n t h e survey:
of
A l e t t e r of r e q u e s t addressed t o a key o f f i c i a l ( u s u a l l y t h e
4.2.1
p r e s i d e n t o r r e c t o r , a s t h e c a s e may be) of t h e i n s t i t u t i o n t o be surveyed
was secured from D r .
Bonifacio P. Sibayan, P r e s i d e n t of t h e P h i l i p p i n e
Normal College, t h e home i n s t i t u t i o n of t h i s r e s e a r c h e r . (A sample of t h e
l e t t e r i s found i n Appendix P.) T h i s was done t o a o l i c i t t h e u n e t i n t e d
cooperation of t h e i n s t i t u t i o n s concerned.
The following school o f f i c i a l s c o r d i a l l y and f a v o r a b l y responded t o
t h e r e q u e s t , f o r which a 'Thank-You' l e t t e r was correspondingly s e n t by
P r e s i d e n t Sibayan t o each of them a f t e r t h e survey ( a sample of t h e l e t t e r
i s found i n Appendix F):
D r . Florentino Eerrera
Dean, College of Medicine
U n i v e r s i t y of t h e P h i l i p p i n e s
D r . Pedro G i l S t r e e t , Brmita, Manila
Dr. Amado C. Dizon
Vice P r e s i d e n t
Far Eastern University
Quezon Boulevard, Manila
Rev. F r . F r e d e r i c k Fermin
Rector
U n i v e r s i t y of Santo Tomas
Espaiia Boulevard, Manila
51
Atty. Marcos B e r r a s
Vice P r e s i d e n t
Adamson U n i v e r s i t y
San Marcellno S t r e e t , Manila
D r . Bienvenido F. Nebres, S.J.
Dean, School of A r t s and Sciences
Ateneo de Manila U n i v e r s i t y
Loyola Heights, Quezon C i t y
Mr. Oscar B. Mapua
President
Mapua I n s t i t u t e of Technology
Muralla S t r e e t , Manila
D r . Andrew B. Gonzalez, f s c
Academic Vice P r e s i d e n t
De La S a l l e U n i v e r s i t y
T a f t Avenue, Manila
Every l e t t e r of r e q u e s t was handed p e r s o n a l l y by t h i s r e s e a r c h e r t o
each of t h e above addressees. A f t e r some probing q u e s t i o n s , t h e school head
e i t h e r c a l l e d up o r wrote a n o t e t o t h e department head of t h e a r e a t o be
surveyed, u s u a l l y w i t h t h e r e q u e s t that a l l necessary a s s i s t a n c e by
accorded t h i s r e s e a r c h e r .
4.2.2 This r e s e a r c h e r , with t h e n o t e f r m t h e school head, then
proceeded t o meet t h e department chairman concerned, explained h i s purpose.
and requested t h a t he be f u r n i s h e d t h e following: ( 1 ) a l i s t of p r o f e s s o r s
i n t h e department, and ( 2 ) t h e number of c l a s s e s t h a t could p o s s i b l y be
used f o r t h e survey.
With t h e h e l p of t h e department chairman and h i s s e c r e t a r y , t h i s
r e s e a r c h e r c l a s s i f i e d t h e l i s t of p r o f e s s o r s i n t o t v o groups: Tagslogs and
Non-Tagalogs. The name of each p r o f e s s o r i n every group was w r i t t e n on a
small s h e e t of paper, which was placed i n a r e c e p t a c l e . From t h e r e c e p t a c l e
were then drawn t h e d e s i r e d number of respondents.
This procedure, however, was n o t e x a c t l y followed i n s e l e c t i n g t h e
samples f r m t h e U n i v e r s i t y of t h e P h i l i p p i n e s because t h e t o t a l number of
medical p r o f e s s o r s l i s t e d was more than 230. I n s t e a d , t h i s r e s e a r c h e r ,
following t h e s u g g e s t i o n of D r . Gerardo V. de Leon, S e c r e t a r y and Associate
Dean of t h e College of Medicine, picked o u t a t r a n d a two respondents (one
Tagalog and one Non-Tagalog) from each of t h e following s p e c i a l i z a t i o n s :
pharmacology. anatomy, pathology, o b s t e t r i c s , gynecology, and microbiology.
A n t i c i p a t i n g that some p r o f e s s o r s might not be r e a d i l y a v a i l a b l e , t h e
number of p r o s p e c t i v e respondents picked out was a l i t t l e more than t h e
d e s i r e d number.
52
The same procedure was e s s e n t i a l l y followed i n s e l e c t i n g t h e
s t u d e n t samples. The c l a s s used i n t h e survey was s e l e c t e d by drawing of
l o t s , except of course i n c a s e s where t h e r e was o n l y one class a v a i l a b l e
and q u a l i f i e d f o r t h e survey.
Students who were i n t h e i r s e n i o r year were chosen, a s i t was
assumed t h a t they were more knowledgeable i n t h e i r r e s p e c t i v e a r e a s of
s p e c i a l i z a t i o n t h a n , say. freshmen s t u d e n t s . I n t h e c a s e s , hovever, where
t h e s e n i o r s t u d e n t s proved t o be v e r y d i f f i c u l t t o meet, as f o r i n s t a n c e
when t h e medical s e n i o r s t u d e n t s were out on i n t e r n s h i p , s t u d e n t s i n t h e i r
j u n i o r year were used i n s t e a d .
With regard t o t h e p r a c t i t i o n e r s , t h e sampling procedure employed
was merely purposive f o r t h e simple reason t h a t a c m p r e h e n s i v e l i s t of
p r a c t i t i o n e r s i n each of t h e f i v e d i s c i p l i n e s of s c i e n c e was not a v a i l a b l e
t o t h i s r e s e a r c h e r . And even i f such a l i s t could have been o b t a i n e d , t o
s e l e c t only 20 respondents therefrom would have
been
impractical.
Moreover, u n l i k e t h e c o l l e g e s t u d e n t s and p r o f e s s o r s , t h e p r a c t i t i o n e r s
s e l e c t e d from such a l i s t would have been v e r y d i f f i c u l t t o r e a c h ,
considering t h e i r working hours and t h e f i n a n c i a l l i m i t a t i o n s of t h e study.
The most p r a c t i c a l wey, t h e n , w a s t o g e t t h e number of needed
respondents through purpoeive sampling; that i s , p r o s p e c t i v e respondents
were s e l e c t e d according t o some c r i t e r i a .
The s e l e c t i o n of p r a c t i t i o n e r - r e s p o n d e n t s was done i n t h e following
manner: The s t u d e n t s of t h i s r e s e a r c h e r i n t h e P h i l i p p i n e Normal College
Graduate School, e s p e c i a l l y t h o s e teaching i n s c h o o l s run by r e l i g i o u s
o r d e r s , such a s Maryknoll and S a i n t P a u l , were requested t o a s s i s t by
f i n d i n g from t h e i r school r e c o r d s who among t h e p a r e n t s of t h e i r p u p i l s
could q u a l i f y a s respondents
t h a t is, a s physicians,
biologists,
chemists, p h y s i c i s t s , and mathematicians. The l a s t two c a t e g o r i e s were
g e n e r a l l y composed of engineers ( c i v i l , mechanical, e l e c t r i c a l , e t c .)
Their places of works and whether they were Tagalogs o r Non-Tagalogs were
a s c e r t a i n e d from t h e school records. Then out of t h e l i s t given t o t h i s
r e s e a r c h e r , t h e d e s i r e d respondents were randomly chosen.
-
.
Questionnaires were then given t o t h i s r e s e a r c h e r ' s s t u d e n t s who i n
t u r n s e n t them t o t h e s e l e c t e d parent-respondents, through t h e i r r e s p e c t i v e
pupils.
And i n o r d e r t o be a b l e t o g e t sample respondents from o u t s i d e
Metropolitan Manila, s t u d e n t s of t h i s r e s e a r c h e r who went home t o t h e
Visayas and Mindanao during t h e 1977 Christmas v a c a t i o n were a l s o requested
t o a s s i s t i n t h e data-gathering.
The number of q u e s t i o n n a i r e s f i l l e d o u t , however, exceeded t h e
number of d e s i r e d respondents ( 2 0 o n l y from each of t h e f i v e d i s c i p l i n e s ) .
The excess numbers were randomly picked out from t h e f i l e and d i s c a r d e d .
4.3 Survey Instruments
53
Used
Two sets of q u e s t i o n n a i r e s were used f o r each of t h e f i v e
d i s c i p l i n e s , o r a t o t a l of t e n q u e s t i o n n a i r e s ( s e e samples *n Appendix A).
The f i r s t s e t of q u e s t i o n n a i r e s was p u r e l y i n English. Every
q u e s t i o n n a i r e i n each of t h e f i v e d i s c i p l i n e s contained 20 t e c h n i c a l terms,
thus making a t o t a l of 100 items. The format of t h e E n g l i s h q u e s t i o n n a i r e
was such t h a t an English t e c h n i c a l term was g i v e n , and a l o n g s i d e , i t s
corresponding d i c t i o n a r y d e f i n i t i o n . Iolmediately below t h i s item were
o p t i o n s f o r t h e respondent t o choose from by e n c i r c l i n g t h e l e t t e r
corresponding t o h i s p r e f e r e n c e , a s a l t e r n a t i v e f o r t h e d e f i n e d t e r n .
Five o p t i o n s were r e g u l a r l y given f o r each item, t h e s i x t h being a
blank space i n case a respondent would p r e f e r a term o t h e r than any of
those l i s t e d .
The following
choose from:
were
the
types of o p t i o n s t h a t a respondent could
- i.e.,
1.
Unchanged English term (coded E-1)
term with no change i n s p e l l i n g ; e.g.
2.
Respelled English term (coded E-2)
1.e..
term r e s p e l l e d t o conform t o t h e Abakada; e.g.
3.
Unchanged Spanish term (coded
S-1) - 1.e..
the
Spanish
t r a n s l a t i o n e q u i v a l e n t of t h e English term, w i t h no change i n
s p e l l i n g ; e.g. b i o l o g i a .
4.
Respelled Spanish term (coded S-2)
t r a n s l a t i o n equivalent, respelled
e.g. biyolohiya.
5.
Maugnayin term (coded M) - 1.e.. t h e term l i s t e d i n t h e book
Maugnaying T a l a s a l i t
Pang-agham by t h e Lupan s a Agham of
t h e NSDB; e.g. kapnay?Haugnayin
terms may be ch;;facterized
a s f o l l o v s : ( a ) Current Tagalog, e.g. pampamuo ' c o a g u l a n t ' ;
( b ) Archaic Tagalog, e.g.
'force';
(c) Philippine
v e r n a c u l a r o t h e r than Tagalog, e.g.
'nucleus'
(from
Hiligaynon) ;
( d ) Coined
or
derived,
e.g. sipnayanon
'mathematician'
( l a
h a s ) + Visayan s u f f i x - ( d on ; and
( e ) Borrowed from i n f l u e n c i n g f o r e i g n languages, e.g.
karbad
'carbide '
the
biology.
-
-
same
English
t h e same English
bayolodyi.
1.e..
t h e same Spanish
t o conf orm t o t h e Abakada;
a
+
.
In
D
,
however, t h e f i f t h o p t i o n was assigned a d i f f e r e n t l a b e l ,
CT (Current Tagalog), because t h e indigenous terms used, except f o r numbers
17, 18, and 19, were not Maugnayin but mainly Current Tagalog which had
been taken by t h i s r e s e a r c h e r from h i s own l e x i c a l r e p e r t o i r e o r included
on t h e b a s i s of suggestions of t h e respondents d u r i n g t h e t r y o u t . The
Maugnayin sexual terms tunod, punlay, and kaluban v e r e included among t h e
o p t i o n s f o r numbers 17. 18, and 19, r e s p e c t i v e l y , t o f i n d out how t h e
respondents would r e a c t t o them a s a g a i n s t t h e taboo and euphemistic terms.
54
A Technical Lexicon of P i l i p i m
The second set of q u e s t i o n n a i r e s (Questionnaire B) contained t h e
same 100 t e c h n i c a l terms used i n t h e f i r s t s e t (Questionnaire A). The o n l y
d i f f e r e n c e s were t h a t ( 1 ) t h e set f o r Questionnaire B was i n P i l i p i n o v h i l e
t h e s e t f o r Questionnaire A was i n English, and ( 2 ) t h e t e c h n i c a l terms i n
Questionnaire B were used i n c o n t e x t i n s t e a d of merely having them d e f i n e d .
-
one i n English and a n o t h e r
in
Two sets of q u e s t i o n n a i r e
Pilipino
were developed because any one s e t used could p o s s i b l y be
c o n t e x t - s e n s i t i v e . I f Q u e s t i o n n a i r e s A (English t e x t ) , f o r i n s t a n c e , would
be t h e only instrument used, t h e t e x t might l o p s i d e d l y i n f l u e n c e t h e group
of respondents t o choose t h e E n g l i s h ' o p t i o n s . Furthermore, t h e r e was t h e
l i k e l i h o o d t h a t t h e respondents might not be a b l e t o experience t h e f e e l i n g
t h a t t h e i r p r e f e r e n c e s r e a l l y appealed t o them o r r e f l e c t e d t h e i r true
choice inasmuch a s t h e terms were not used i n c o n t e x t .
-
On the o t h e r hand, t h e s e t f o r Questionnaire B ( P i l i p i n o t e x t )
might a l s o i n f l u e n c e t h e choice of t h e o t h e r group of respondents, t h e t e x t
being i n P i l i p i n o . Thus i t was a n t i c i p a t e d t h a t should t h e r e be no
s i g n i f i c a n t d i f f e r e n c e between t h e p r e f e r e n c e s of respondents who answered
t h e s e t f o r Questionnaire A a s a g a i n s t t h e p r e f e r e n c e s of respondents who
answered t h e s e t f o r Questionnaire B, i t would only prove that t h e supposed
c o n t e x t - s e n s i t i v i t y of t h e two s e t s of q u e s t i o n n a i r e s d i d not r e a l l y exist.
On t h e o t h e r hand, i f t h e d i f f e r e n c e would be s i g n i f i c a n t , i t would be
i n t e r p r e t e d t o mean t h a t each set of q u e s t i o n n a i r e s served t o c a n c e l o u t
c o n t e x t - s e n s i t i v i t y of t h e o t h e r s e t . (See pages 87-9 f o r procedure of t h e
sampling method .)
As
regards
the
brand
of P i l i p i n o used i n both sets of
q u e s t i o n n a i r e s , t h i s r e s e a r c h e r sought t o remove any misgiving on h i s p a r t
by i n q u i r i n g from t h e I n s t i t u t e of National Language i f i t was t h e same
brand being propagated by t h a t e n t i t y . The answer was i n t h e a f f i r m a t i v e .
(See Appendix F.)
4.4 Tryout
A d r y run of t h e survey instrument t h a t had been developed was
conducted with t h e following g o a l s : ( 1 ) t o spot weaknesses i n t h e mechanics
of t h e i n s t r u m e n t s , and ( 2 ) t o f i n d o u t i f t h e r e were o t h e r b e t t e r o p t i o n s
t h a t should have been used, e s p e c i a l l y i n t h e indigenous terms.
S i x respondents were used i n each q u e s t i o n n a i r e , o r a t o t a l
respondents.
After the tryout,
subsequently c o r r e c t e d :
the
( 1 ) Some items had more
No.15):
folloviog
than
five
of
60
weaknesses were discovered and
options.
Example
(MED, Item
55
Parami nang parami ang t a o s a P i l i p i n a s , kaya't kailangan
ang
(PAGBAEALAK-ANGKAN,
FANILY PLANNING, PMILI PLANIUG,
PUUPIFICACION IIB FAMILIA, PLIIlPIPIKASYON JS PAKILPA, PAGPAPLANO
m PAMILYA.
)
The problem t h a t aroae here vss how t o c l a s s i f y Pa
law
pamilya. Should i t be c l a s s i f i e d as 5-2 o r CT1 I f c l a s s i f i e d u
a-es
of the roots plaao and p a a i l y a , t h e r e would be two optioas f o r Spanish
respelled terms. I f c l a s s i f i e d a s CT because of t h e a f f i x
and the
preposition
what would happen p i t h pagbabalak-angkan? Pagpaplano
pamilya, therefore, had to be excluded even i f this reeearcher had the
strong f e e l i n g t h a t it i s p a r t of Current Tagalog. S i g n i f i c a n t l y , t h i s term
came out t o be t h e most preferred choice of t h e respondents ( s e e Appendix
B) i n s p i t e of t h e f a c t t h a t i t was not included smog t h e f i v e options.
w-
s,
( 2 ) Srme i t e m had less t b f i v e optiona.
Example: (
D Item No.10):
cardiograph
- apparatus f o r making a graph of heart cycle.
.
d. cardiograph
e.
a . kardyograp
b cardiograf o
c . kardyograpo
This happened b a c w s e t h i s r w e a r c h e r could not find a CT term f o r
cardiograph. This vss a l s o t h e case with other medical t e r n s , such a s
osteopathy, cephalalgia, contrac t i v e , e t c . This researcher thus had t o
cane up with terms i n order t o f i l l t e s l o t f o r CT. And so the folloving
terms were thought up: larawan-pintig f o r 'cardiograph', sakit-buto f o r
'oateopathy ' , s a k i t - u l o f o r 'cephalalgia' , panlaban
pagbubuntis f o r
'contraceptiva'.
+
-
-
(3) One item
algebra
haviqg t h e same s p e l l i n g i n E-1 and S-1
was d i f f e r e n t i a t e d through the use of t h e primary s t r e s s mark during t h e
tryout. It was discovered, howwas, that t h e mark was not enough t o enable
the respondents t o d i s t i n g u i s h one form f r o l the other, so the phrases
'Spanish pronunciation' and 'English pronunciation' were added t o t h e
corresponding words, thus:
-
mathematical system used t o generalize c e r t a i n
algebra
arithmetic operations by permitting l e t t e r s or o t h e r symbols t o
stand f o r numbers.
a.
b.
c.
d.
e.
algebra (Spanish pronunciation)
s'hebra
pansndaan
algebra (English pronunciation)
aldyebra
56
A Technical Lexicon of F i l i p i n o
( 4 ) Some o p t i o n s were replaced with b e t t e r ones as shorn i n t h e
respondents' responses. For example, t h e o p t i o n balik-sintomes (MED, Item
No.7) was replaced w i t h g because more than one-half of t h e respondents
wrote t h i s word a s t h e i r p r e f e r r e d term f o r 'recrudescence'.
-
4.5 Data Gathering/ Analysis
The time spent i n g a t h e r i n g d a t a f o r t h i s s t u d y covered roughly
f i v e months, commencing from t h e opening, and t e r m i n a t i n g a t t h e c l o s e , of
t h e second semester of t h e academic year 1977-78 ( s e e d a t e s of l e t t e r s of
PNC P r e s i d e n t t o t h e d i f f e r e n t i n s t i t u t i o n s involved i n t h e s t u d y , Appendix
F).
The c o l l a t i n g
t h e sumner period.
and
Since t h e s t u d y
c h o i c e s , t h e chi-square
s t a t i s t i c a l treatment.
a n a l y s i s of t h e d a t a gathered were dome during
simply calls f o r coaparing t h e respondents'
and Z-test were used with reepect t o its
test

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