Role
of
University
–
Based
Language
Organizations
in
Philippine
Language
Policy
Decisions
and
Implementation
Pamela
C.
Constantino
University
of
the
Philippines
The
advocacy
for
a
Common
Language
for
the
Philippines
as
medium
of
communication,
as
official
language
and
as
medium
of
instruction
in
the
midst
of
the
legislation,
propagation,
and
massive
support
for
English
in
Philippine
society
since
the
American
Period,
has
been
a
long,
tedious,
excruciating,
and
at
times
frustrating
experience
for
supporters
of
the
national
language.
In
the
early
years
of
the
American
occupation
of
the
Philippines,
language
organizations
were
formed,
initiated,
and
actively
participated
in
by
writers
and
supporters
of
the
local
languages.
Some
of
the
members
of
these
organizations
were
also
academicians
based
in
schools
like
the
Liceo
de
Manila,
Instituto
de
Mujeres,
the
Ateneo
de
Manila,
National
University,
Philippine
Normal
School
(now
Philippine
Normal
University),
University
of
the
Philippines,
among
others.
Language
Organizations
in
the
American
Period
Names
like
Lope
K.
Santos,
a
writer
and
politician,
Amado
V.
Hernandez,
a
writer
and
labor
leader,
Epifanio
de
Los
Santos
Cristobal,
a
labor
leader,
and
popular
writers
during
their
time
like
Faustino
Aguilar,
Inigo
Ed.
Regalado,
Severino
Reyes,
Patricio
Mariano,
Sofronio
Calderon,
Jaime
C.
de
Veyra,
Norberto
Romualdez,
Antonio
K.
Abad,
Pedro
Serrano
Laktaw
and
many
others
dominated
the
scene
in
the
early
years
of
the
20th
century.
Among
the
organizations
that
were
active
during
this
period
were:
Kapulungan
ng
Wikang
Tagalog,
Kapisanan
ng
mga
Manunulat,
Samahan
ng
mga
Mananagalog,
Aklatang
Bayan,
Akademya
ng
Wikang
Pilipino,
Suliranin
ng
Wika,
Kapulungang
Balagtas,
Balagtasiana,
and
later
Ilaw
at
Panitik,
Ilaw
ng
Bayan,
Panitikan,
and
others.
The
writers
and
members
of
these
organizations
wrote
columns
and
debated
in
newspapers
some
of
which
were
La
Vanguardia,
El
Renacimiento,
Renacimiento
Filipino,
Muling
Pagsilang,
Taliba,
Ang
Mithi,
Libertas,
Ang
Democracia,
Photo
News
(which
later
became
Liwayway),
on
topics
from
as
basic
as
the
use
of
the
“I”,
the
difference
between
the
long
“nang”
and
the
short
“ng”
to
topics
as
determined
as
“the
methods
of
teaching
Tagalog
even
to
non‐tagalog
speakers
“
and
“the
local
vernaculars
as
media
of
instruction
in
Philippine
schools.”
They
delivered
lectures
in
universities
dealing
with
topics
like
“The
Tagalog
Alphabet”
and
“Spanish
Influences
in
the
Tagalog
Language”
among
others.
They
used
Tagalog,
Spanish,
and
later
English
in
their
writings.
They
published
grammar
books
and
dictionaries.
They
helped
Filipino
and
American
legislators
propose
bills
to
proclaim
Tagalog
as
the
National
language,
or
to
use
the
local
languages
as
media
of
instruction
in
schools.
Almost
a
hundred
bills
were
introduced
but
none
of
which
were
approved
by
the
American
government.
These
writers
also
actively
published
poems,
short
stories,
and
novels
(serialized)
in
newspapers
carrying
their
pseudonyms.
During
the
Commonwealth
Period
(1930s)
which
characterizes
the
Filipinization
Program
of
the
American
government
in
the
Philippines,
most
of
these
writers
either
joined
the
newspaper,
the
government,
or
the
Universities.
It
was
during
this
period
(1935)
that
the
Constitution
of
the
Philippines
was
ratified.
Article
XIV,
Section
3
of
the
Constitution
provides
that
The
National
Assembly
shall
take
steps
toward
the
development
and
adoption
of
a
common
national
language
based
on
one
of
the
existing
Philippine
Languages.
Subsequently,
the
National
Language
Institute1
was
formed
as
mandated
by
Commonwealth
Act
no.
184
to
implement
the
Constitutional
provision
on
language.
This
institute
was
to
recommend
to
the
President
a
national
language
based
on
one
of
the
existing
Philippine
Languages,
after
a
thorough
research
and
a
survey.
After
the
proclamation,
a
dictionary
and
grammar
should
be
published
and
used
in
public
and
private
schools
when
the
language
would
be
taught
in
schools.
All
these
were
done
and
in
1940,
the
Filipino
National
Language
(which
was
later
called
Pilipino
in
1959)
2was
taught
in
schools.
(Cruz
1975
pp.
80‐82)
The
National
Language
In
The
1973
and
1987
Constitutions
The
advocacy
for
a
national
language
did
not
end
with
the
proclamation
of
a
national
language
for
the
Filipinos
through
the
constitutional
provision
on
language
and
its
subsequent
implementation.
On
the
other
hand,
it
triggered
more
issues
and
debates
resulting
in
court
cases,
fora,
newspaper
columns,
letters
to
the
editor,
talk
shows,
magazine
articles,
seminars.
The
1973
and
1987
Constitution
attempted
to
soften
the
stand
of
anti‐Pilipino
or
anti‐Tagalog
with
the
adoption
of
Filipino.
It
was
perceived
that
Pilipino
is
nothing
but
Tagalog.
The
visayans
and
other
ethnolinguistic
groups
could
not
accept
this
“reality.”
The
visayans
felt
and
still
feels
that
there
are
more
Visayans
than
Tagalogs,
thus
making
their
language
more
eligible
to
be
the
national
language.
The
provision
of
the
1987
Constitution
(Art.
XIV,
Sec.
6)
categorically
states
that
1
This
later
became
the
Institute
of
National
Language
or
Surian
ng
Wikang
Pambansa,
then
became
the
Commission
on
Philippine
Languages,
and
now
called
the
Komisyon
ng
Wikang
Filipino
2
Through
Department
of
Education
Order
No.
7
2
The
national
language
of
the
Philippines
is
Filipino.
As
it
evolves,
it
shall
be
further
developed
and
enriched
on
the
basis
of
existing
Philippine
and
other
languages.
Subject
to
provisions
of
law
as
the
Congress
may
deem
appropriate,
the
Government
shall
take
steps
to
initiate
and
sustain
the
use
of
Filipino
as
a
medium
of
official
communication
and
as
language
of
instruction
in
the
educational
system.
The
1973
Constitution
was
not
as
categorical
and
specific
(Art.
XV,
Sec.
3)
The
National
Assembly
shall
take
steps
towards
the
development
and
formal
adoption
of
a
common
national
language
to
be
known
as
Filipino.
It
was
presumed
that
the
use
of
the
term
“Filipino”
would
appease
the
non‐Tagalogs
in
their
sentiment
against
Tagalog.
“Filipino”
now
would
represent
the
more
or
less
100
Philippine
Languages,
including
Tagalog.
However,
even
with
the
change
of
the
Filipino
alphabet
from
20
letters
to
28
letters
to
accommodate
the
sounds
from
Philippine
Languages,
English
and
Spanish,
some
groups
still
doubt
the
sincerity
of
the
proponents
of
this
language.
They
fear
that
it
was
just
a
political
accommodation
or
strategy
and
a
means
to
trick
them
and
that
Filipino
is
still
the
same
as
Tagalog.
However,
the
proponents
of
this
language,
which
is
based
in
the
University
of
the
Philippines,
particularly
the
Department
of
Linguistics
and
Department
of
Filipino
and
Philippine
Literature
think
otherwise.
For
them,
the
difference
between
Pilipino
and
Filipino
are
conceptual.
Pilipino
is
one‐language‐based
(Tagalog)
while
Filipino
is
multi‐language‐based
National
language.
But
the
basis
is
not
the
Philippine
languages
themselves
but
the
speakers
of
these
languages.
Thus,
the
concept
of
a
national
lingua
franca.
I
will
not
discuss
this
topic
lengthily
as
I
might
deviate
from
the
topic.
I
will
discuss
this
fully
in
a
book
I
am
currently
writing.
Language
Organizations:
Advocacy,
Pressure,
and
Support
Groups
Some
groups
advocate
for
regional
languages
in
lieu
of
the
national
language,
while
majority
support
the
English
language.
This
sociolinguistic
situation
in
this
post‐colonial
era
has
alarmed
advocates
of
a
common
language
that
will
promote
unification
among
the
different
ethnolinguistic
and
multi‐cultural
groups
in
Philippine
society
and
will
“buffer
off
the
effects
of
English
brought
about
by
colonization
and
globalization.”
Language
groups
again
started
to
be
formed
this
time
not
only
by
sectoral
groups
but
also
in
schools.
Students
and
teachers
now
get
themselves
together
to
actively
propagate,
disseminate
3
information
on,
participate
in
activities
related
to
the
national
language.
Organizations
such
as
KAPPIL
(Kapisanan
ng
mga
Propesor
sa
Filipino
–
Organization
of
Filipino
Professors),
Pandaylipi
(based
in
Polytechnic
University
of
the
Philippines),
Pambansang
Samahan
sa
Wika,
Ink.,
PSLF
(Pambansang
Samahan
sa
Linggwistikang
Filipino),
based
in
Philippine
Normal
University,
SAWIKA,
based
in
Miriam
College,
SAMAFILBER,
based
in
Baguio,
SEDPIL
(Samahan
ng
mga
Edukador
sa
Pilipino),
PASATAF
(Pambansang
Samahan
ng
mga
Tagapagtaguyod
sa
Filipino),
UMPIL
(Unyon
ng
mga
Manunulat
sa
Pilipino,
and
the
latest,
WIKA,
Ink.
are
actively
involved
in
advocacy
works
for
the
Philippine
National
Language.
Umbrella
Organizations
were
formed.
Some
of
the
abovementioned
organizations
became
part
of
these
organizations.
The
height
of
the
advocacy
for
a
national
language
after
the
60’s
manifested
the
abhorrence
of
some
sectors
to
Tagalog
or
Pilipino
as
in
the
case
of
the
Madyaas
Pro
–
Hiligaynon
Society,
Inc.
(case
no
77548)
vs.
the
Institute
of
National
Language
and
the
Board
of
National
Education
(formerly
National
Board
of
Education)
because
of
“illegal
adoption
of
pure
Tagalog
or
Pilipino”
in
1969.
Congressman
Inocencio
v.
Ferrer
in
1963
filed
a
case
against
the
Director
and
Members
of
the
Institute
of
National
Language,
the
Departments
of
Education
and
Foreign
Affairs,
and
the
University
of
the
Philippines
“for
propagating
Pilipino
which
was
actually
Tagalog.”
Also,
articles
in
the
Philippines
Free
Press
then
described
the
language
as
the
“language
of
the
dumb,
the
tangos
(tanga
na
gago
pa)
in
Philippine
society.
With
the
framing
of
the
1973
and
1987
Constitution,
the
Bilingual
Education
Policy
and
the
subsequent
implementation
of
the
provisions
of
the
Constitution
and
Language
Education
Policies,
more
systematic
and
centralized
activities
were
in
order
for
the
supporters
of
Filipino
to
ensure
its
smooth
implementation
given
the
reactions
against
the
language
and
its
use
especially
in
education
and
the
presumed
lack
of
political
will
of
the
government
to
impose
its
policies
and
rules.
Thus
umbrella
organizations
were
formed
in
support
of
Filipino.
Two
of
these
are
the
topics
of
this
paper
–
the
LEDCO
and
the
SANGFIL.
LEDCO
and
SANGFIL:
Advocacies
and
Concerns
The
Language
Education
Council
(LEDCO)
was
established
as
an
umbrella
organization
in
January
1982
initially
by
members
of
the
Pambansang
Samahan
sa
Sikolohiyang
Pilipino
(PSSP)
which
was
spearheaded
then
by
the
late
psychology
professor
and
filipinologist
Dr.
Virgilio
G.
Enriquez
and
supported
by
the
Fund
For
Assistance
to
Private
Education
(FAPE).
One
of
the
objectives
of
this
4
organization
is
to
respond
to
the
needs
related
to
language
of
education
in
the
context
of
the
Bilingual
Education
Policy.
The
Bilingual
Education
Policy
was
approved
by
the
defunct
National
Board
of
Education
in
1973.
It
provides
for
the
separate
use
of
English
and
Filipino
as
media
of
instruction
in
specific
subject
areas.
The
implementation
of
such
policy
started
in
1974
and
preceded
by
teacher
training
and
materials
preparation.
The
particular
objectives
of
the
LEDCO
are
the
following:
(Abiera
1999)
(a) Help
in
the
propagation
and
development
of
Filipino
and
the
maintenance
of
English
(b) Support
studies,
researches,
and
activities
to
develop
the
language
through
coordination
with
funding
agencies
(c) Provide
forum
for
debates
on
language
issues
(d) Help
formulate
policies
for
language
education
Consistent
with
the
main
objective
of
LEDCO
of
supporting
both
English
and
Filipino
in
the
context
of
the
Bilingual
Education
Policy,
its
initial
members
were
composed
of
both
English
and
Filipino
organizations
(there
are
more
Filipino
organizations
though)
such
as
the
following:
Filipino
• Pambansang
Samahan
sa
Linggwistikang
Filipino
(PSLF)
• Kapisanan
ng
mga
Propesor
sa
Filipino
(KAPPIL)
• Pambansang
Samahan
ng
mga
Tagapagtaguyod
sa
Filipino
(PASATAF)
• Pambansang
Samahan
sa
Sikolohiyang
Pilipino
(PSSP)
• Samahan
ng
mga
Edukador
sa
Pilipinas
(SEDPIL)
• Pambansang
Samahan
sa
Pagsasaling‐wika
(PSPW)
• Unyon
ng
mga
Manunulat
sa
Pilipinas
(UMPIL)
• Pandayan
ng
Literaturang
Pilipino
(PANDAYLAPI,
INK)
• Pambansang
Samahan
sa
Wika,
Ink.
(PSW)
Filipino
&
English
English
• Philippine
Association
For
• College
English
Teachers
Language
Teaching
(PALT)
Association
(CETA)
• Reading
Association
of
the
Philippines
(RAD)
• Linguistic
Society
of
the
Philippines
(LSP)
• Council
of
Department
Chairpersons
of
English
(CDCE)
5
The
LEDCO
got
involved
in
three
main
events
from
the
80’s
to
the
90’s,
the
Constitutional
Convention
in
1986,
the
revision
of
the
Bilingual
Education
Policy
in
1987,
and
the
Executive
Order
No.
335
of
President
Corazon
Aquino
for
the
implementation
of
the
Constitutional
provision
on
the
official
language.
It
served
both
as
pressure
group
and
as
support
group
for
the
success
of
these
events.
The
specific
involvement
of
LEDCO
in
the
3
events
will
be
highlighted
in
the
latter
part
of
the
paper.
The
SANGFIL
or
Samahan
sa
Filipino
started
in
1994
with
the
aim
of
making
Filipino
as
an
effective
education
tool
and
to
develop
and
use
this
language
in
different
areas
in
the
academe.
It
was
initiated
by
the
UP
Sentro
ng
Wikang
Filipino
headed
then
by
now
retired
UP
Professorand
former
dean,
U.P.
College
of
Arts
and
Letters
and
National
Artist
Virgilio
Almario.
The
Sentro
called
on
6
universities
in
a
meeting
at
the
University
of
the
Philippines
Campus.
The
six
universities
were:
the
UP,
De
la
Salle,
Ateneo
de
Manila
University,
Miriam
College,
Polytechnic
University
of
the
Philippines
and
the
Philippine
Normal
University.
They
lamented
the
state
of
teaching
in
and
of
Filipino
and
the
lack
of
a
standardized
spelling
system.
The
group
started
out
with
the
name
Buklurang
Filipino
but
later
changed
it
to
SUKFIL
or
Sanggunian
ng
mga
Unibersidad
at
Kolehiyo
sa
Filipinio,
then
to
SANGFIL
(Sanggunian
sa
Filipino).
The
initial
6
member‐universities
grew
in
number
and
at
present
has
170
member
institutions
and
about
90
individual
associate
members.
The
member
institutions
are
those
with
Filipino
Language
Departments.
Its
Board
Members
are
representatives
of
member
schools
with
the
UP
Sentro
ng
Wikang
Filipino
Director
as
Executive
Secretary
and
its
office
as
secretariat.
Initially,
the
member
schools
are
those
in
the
college
level.
In
2000
it
revised
its
constitution
and
opened
the
membership
to
elementary
and
high
schools
and
to
individual
associate
members.
Apart
from
its
initial
objective
of
standardizing
the
alphabet,
SANGFIL’s
objectives
focused
on
(a) The
strengthening
of
Filipino
in
the
midst
of
the
controversies
and
issues
as
regards
its
use
and
acceptance
in
Philippine
society
(b) Researches
on
language,
literature,
and
culture
(c) Collaboration
with
academic
institutions
on
projects
dealing
with
the
modernization
and
enrichment
of
the
Filipino
language
(d) Translation
of
materials
(literary,
non‐literary,
technical)
into
Filipino
Just
like
LEDCO,
SANGFIL
serves
as
pressure
group
and
support
group.
6
Unlike
LEDCO,
which
supports
both
English
and
Filipino,
SANGFIL
supports
only
the
cause
of
Filipino.
Like
LEDCO,
SANGFIL
also
acts
as
an
advocacy
group
particularly
on
issues
that
would
compromise
the
stand
and
role
of
Filipino
in
Philippine
society.
Both
organizations
are
university‐based
because
of
their
membership
(teachers
and
students)
and
immediate
concern
for
language
of
education
and
the
development
of
the
language
in
its
intrinsic
qualities.
Both
also
contributed
greatly
to
the
cause
for
a
national
language
for
Filipinos
and
its
role
in
the
educational
system
in
the
country.
The
following
matrix
shows
the
specific
activities
of
the
two
umbrella
organizations
in
pursuit
of
their
goals.
Pedagogical
LEDCO
(1983
–
1994)
Conferences/Seminar‐
Workshops
(a)
Diagnosis
and
correction
of
Reading
difficulties
of
High
School
Students
(b)
Teaching
of
Literature
in
Filipino
(c)
Translation
seminar
(d)
Communicative
approach
to
Language
teaching
Teacher
Training
in
the
regions
(12
regions
from
1984
–
92)
(a)
training
for
Science
Teachers
in
Filipino
(b)
Intensive
course
for
language
teaching
–
47
teachers
of
English/Filipino
from
private
schools
–
syllabus
and
teacher
training
package
Materials
Preparation
(a)
Research
on
identification
and
evolution
of
materials
in
Filipino
(b)
English‐Filipino,
Filipino‐English
wordlist
1983
–
87
(c)
Pedagogical
Guide
SANGFIL
(1994
–
2008)
Conferences,
Seminar‐Workshops
(a)
Filipino
in
the
different
disciplines
(b)
Materials
preparation
in
Filipino
(c)
Teaching
strategies
in
Filipino
(d)
“intellectualizing
the
Filipino
teacher”
(e)
Technical
translation
(f)
Translation
workshop
(canon
of
literary
works)
Lakbay
–turo
(teacher
training)
Ateneo,
PNU,
St.
Augustine
School
of
Pampanga,
Malolos,
DLSU
Dasmariñas
Book
Preparation
(a)
Spelling
manual
on
the
use
of
the
additional
8
letters
of
the
Filipino
alphabet
(b)
Grammar
of
the
Filipino
Language
Awards
(a)
Pinakamahusay
na
Guro
sa/ng
Filipino
co‐sponsored
by
NCCA
and
Kabayan
Newspaper
7
Academic
Extra‐Curricular
Politico‐Judicial
Conferences/Seminar‐Workshops
Conferences,
Seminar‐Workshops
(a)
State
of
the
Art
of
Language
(a)
Filipino
in
the
educational
system
Education
in
the
Philippines
(b)
Filipino
language
and
literature
(b)
Trends
in
Filipino
(c)
Politics
of
Language,
Language
of
(c)
Bilingual
Education
Politics
(d)
Roundtable
Conference
(1982),
(d)
DepEd
and
CHED
Curriculum
Review
How
to
Conceptualize
and
Evaluate
the
Implementation
of
the
Bilingual
Publication
Policy
(a)
Sangfil
Sourcebook
–
complilations
of
(e)
Accelerating
the
Lexical
and
articles
read
in
conferences
of
Sangfil
Semantic
Elaboration
of
Filipino:
(2003
From
Theory
to
Practice
(1986)
(b)
Sangfil
Sourcebook
2
–
compilation
of
articles
on
Language
Planning
Research
and
Publications
(c)
Sangfil
Sourcebook
3
–
articles
on
(a)
Publication
of
Readings
–
translation
(in
Press)
compilation
of
articles
read
in
(d)
Panday
Salin
–
translation
of
literary
International
Conference1989
–
works
in
the
region
and
the
literature
of
Language
Planning
For
National
the
world
into
Filipino
Development
(b)
LEDCO
Journal
(c)
Review
of
Association
of
Private
Colleges
of
Arts
and
Sciences
(APCAS)
1982
recommendation
of
15
units
English
and
12
units
Filipino
–
proposed
12
units
of
English
and
12
units
Filipino
(d)
Adequate
ethnographic
description
on
what
circumstances
and
how
members
of
upper
class
use
language
to
exercise
social
control
1983
–
84
(e)
Translation
of
regional
literature
into
Filipino
LEDCO
Newsletter
Inter‐School
Debates
on
Language
Scholarship
Program
Sangfil
Newsletter
(Updanay)
Book
launching
of
Books
of
Member
Universities
Distribution
to
Member
Universities
of
UP
Sentro
ng
Wikang
Filipino
Books
Coffee
Shop
Talks
(Kapihan)
Resolution
On
1986
KonKon
(a)
Resolution
–
Ammendment
to
CHED
• hearing
(distributed
to
members
of
(Commission
on
Higher
Education)
the
commission,
the
media,
and
Memo
04,
S.
1997
–
98,
for
the
equal
other
organizations
units
for
English
and
Filipino
• Constitution
should
be
written
in
(b)
Resolution
–
asking
CHED
to
give
back
Filipino,
with
versions
in
English
and
the
management
of
the
6
units
literature
other
languages
–
Filipino
text
will
courses
(Philippine
Literature
and
World
8
Extra‐judicial
prevail
in
case
of
problems
Literature)
in
the
General
Education
• National
language
should
be
called
Curriculum
to
the
Filipino
Departments
Filipino,
not
Pilipino
instead
of
the
English
Departments
• Filipino
should
be
natural,
not
(c)
Position
Paper
furnished
to
Dr.
artificial
mixture
of
language
Edilberto
de
Jesus
of
DepEd
(Department
• If
Pilipino
is
de
Facto
nucleus
of
of
Education)
and
Dr.
Ester
Garcia
of
Filipino,
the
national
language
CHED
in
response
to
Pres.
Gloria
M.
should
not
be
conceptual
but
Arroyos’
Executive
Order
on
English
as
natural,
with
grammar
and
literature
medium
of
instruction
and
additional
to
be
enriched
by
words
from
hours
to
be
given
for
English
Philippine
and
other
languages
(d)
Resolution
asking
CHED
to
• official
national
language
should
be
automatically
assign
9
units
of
Filipino
in
Filipino;
English
should
be
the
official
the
GE
Curriculum
and
professional
foreign
language
exams
be
written
in
Filipino
• importance
of
and
support
for
(e)
Letter
published
in
newspaper
regional
languages
against
the
Gullas
Bill
seeking
to
establish
English
as
the
main
medium
of
Resolution
on
the
Support
for
Exec.
instruction
Order
333
of
Pres.
Corazon
Aquino
to
implement
the
Official
Language
Resolution
for
Presidents
of
member‐
Policy
in
the
Constitution
(Use
of
institutions
to
support
Sangfils’
objection
Filipino
by
employees
and
officials
of
to
CHED
Memo
on
the
distribution
of
local
and
national
government
as
units
in
Filipino
vs.
English
official
medium
of
transaction,
communication
and
correspondence.)
Resolution
for
the
Creation
of
the
Komisyon
sa
Wikang
Pambansa
as
stated
in
Art.
XIV,
Sec.
9
of
the
1987
Constitution,
give
it
enough
funds
and
responsibilities
to
implement
the
Bilingual
Policy
Support
of
Sangfil
in
the
move
of
WIKA,
Ink.
to
bring
the
case
of
Filipino
to
court
regarding
the
unconstitutionality
of
the
Arroyo
Decision
on
the
use
of
English
as
medium
of
instruction
and
for
giving
enough
funds
for
it’s
implementation
Conclusion
and
Recommendation
The
matrix
can
attest
to
the
resolve
of
both
the
LEDCO
and
SANGFIL
to
fight
for
the
rightful
place
of
Filipino
as
medium
of
communication,
instruction,
and
official
function.
9
The
continued
resolution
and
activities,
however,
also
manifest
and
reveal
the
lack
of
support
and
political
will
on
the
part
of
the
Philippine
government
when
it
comes
to
Filipino
in
contrast
to
it’s
wholehearted
support
for
English.
Here
are
some
proof
to
this
statement:
(a) The
Bilingual
Education
Policy
is
not
implemented
in
many
schools
yet
the
Department
of
Education
does
not
do
anything
about
it.
(b) President
Gloria
M.
Arroyo
signed
Executive
Order
210
declaring
English
as
Medium
of
Instruction.
This
runs
counter
to
the
Bilingual
Education
Policy.
(c) When
Exec.
Order
333
was
signed
by
Pres.
Aquino,
schools
and
offices,
especially
in
the
Visayas
reacted
vehemently
to
the
point
that
students
were
told
to
sing
the
national
anthem
in
Visayan.
The
government
did
not
do
anything
to
counter
this
“seditious”
activity.
Instead,
they
kept
silent
and
did
not
push
through
with
the
implementation
of
the
EO.
(d) Resolution
of
Sangfil
and
other
organizations
regarding
Filipino
in
the
CHED
General
Education
Curriculum
remain
unheeded
at
this
time.
Pleas
for
an
audience
with
CHED
officials
remained
on
deaf
ears.
These
and
other
frustrating
experiences
and
problems
have
beset
the
umbrella
organizations.
Yet,
they
remained
steadfast
in
their
advocacy
for
the
national
language.
They
will
remain
an
advocacy,
pressure
and
support
groups
for
the
Filipino
language
in
the
midst
and
probably
because
of
the
growing
support
for
English
in
this
globalizing
era.
Bibliography
Abiera,
Aura
Berta.
Ang
Papel
ng
LEDCO
Bilang
Organisasyong
Pangwika
sa
Pagpaplanong
Pangwika
sa
Pilipinas.
Unpublished
MA
Thesis.
University
of
the
Philippines,
1999.
Constantino,Pamela
C.,ed.
Filipino
at
Pagpaplanong
Pangwika.
Sangfil
Sourcebook
2.
Manila:NCCA
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Sangfil.
2006
Cruz,
Pamela
D.
Ang
Kilusan
Para
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ng
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Dr.
Cecilio
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University
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Santos,
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http://www.chanrobles.com.
The
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11