1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Reclaiming Identity, Mapping the Future: Pangasinan Studies in Theory and Praxis
Erwin S. Fernandez
Abstract
The conceptualization of Pangasinan studies as ethnic/area
studies under Philippine studies had to be mapped to be
able to define its research contours and terrain. Prior to
doing that, it is absolutely necessary for Pangasinan
scholars to lay down the epistemic foundations of
Pangasinan studies. A critical assessment on the past and
present production of knowledge, which falls under
Pangasinan studies, is pertinent and important in charting
the directions of future researches. This paper shall
contribute toward understanding the possible epistemic
nature and origins of Pangasinan studies as it shall appraise
the past and current researches on Pangasinan. By doing so,
it shall conclude by defining and prescribing the
prospective course to be taken by Pangasinan scholars in
the development of Pangasinan studies.
Introduction
There is a felt need to revitalize the study and appreciation of Pangasinan heritage and
culture. Globalization makes the world smaller yet even more complex than what we
imagine, a global village in the words of Marshall McLuhan, but it poses serious
challenges to marginalized cultures as Westernization or Americanization (others call it
McDonaldization) is making its way virtually unopposed. As for Pangasinan culture, the
language though alive as reflected in oral and printed literature had been long suffering
from neglect and abandonment in the eyes of doomsayers. It is easy for others to dismiss
this but there is a grain of truth to it.

The author is formerly affiliated with the UP Department of History and Department of Filipino and
Philippine Literature. At present, he is an independent scholar, freelance editor and writer. He writes a
column for a Dagupan weekly. He can be reached at win1tree@yahoo.com.
ERWIN S. FERNANDEZ
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
The only way to assess the growth and decline, development and
underdevelopment of Pangasinan literature is to survey the terrain of Pangasinan studies
(hereafter referred to as PnS) as seen in the knowledge production about Pangasinan
culture, history, education, linguistics, science and technology. Pangasinan literature here
means the entire corpus of writing on any aspect of Pangasinan people, culture and
institutions. By assessing the state of the art in PnS, Pangasinan scholars will be able to
chart the necessary direction in the promotion of Pangasinan culture in general and for
the maturity and diversification of PnS in particular. It is imperative and necessary,
however, to define first the epistemological framework, which PnS might anchor on.
Mapping PnS is in no way exhaustive and is deemed as preliminary, which others
might take as point of departure for similar studies. The data are gathered from the
bibliographic entries in the online catalogues of the National Library of the Philippines
(NLP), which is partially covered, University of the Philippines Main Library and the
LibraryLink. The latter is an online consortium of 37 libraries in the entire Philippines
among a total of 89 participating institutions. Among these institutions are the Ateneo de
Manila University, University of Santo Tomas, De la Salle University and Filipinas
Heritage Library.
Epistemological bases of PnS
PnS cover any study, research and works that pertain to anything Pangasinan in the
various disciplines of the social sciences and pure sciences. It is tentatively one of the
many branches in the tree of Philippine studies, which include Cebuano studies,
Kapampangan studies, Cordillera studies, West Visayan studies and other ethno-
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
linguistically-defined fields. It is a research domain where one can find a collection of
studies about Pangasinan people, institutions and culture. Seen in this way, it is the body
of knowledge of the Pangasinenses accumulated since time began.
By this definition, PnS, unrecognized until now as such, did not begin during the
advent of Spanish colonialism when Spanish friars studied Pangasinan culture as colonial
instrument to propagate religion and as a convenient tool of the colonial state to know
their subjects. It had its roots when Pangasinan people commenced recording their beliefs
and practices through their songs, legends, myths and proverbs, which are the
indispensable materials for the study of Pangasinan folklore, ethnology and anthropology.
This information constitutes the collective memory and consciousness of Pangasinenses
from the earliest times which are handed down to the present generation.
Like other Austronesian-speaking peoples, early Pangasinenses were basically
oral people whose traditions and customs were passed on through the mouth.
Nonetheless, they have ancient way of writing similar to the Tagalogs and
Kapampangans. Although there are no textual artifacts found at present similar to the
Kawi script of Javanese written literature as manifested in the Laguna Copperplate
Inscription (LCI), these might have been burned by the Spanish friars or completely lost
because they were written in perishable materials like in leaves or bamboos.
It is not certain if colonialism had really stunted the growth of Pangasinan
indigenous literature either oral or written. Nonetheless, colonialism paved the way for
the Spaniards to study and report on the culture of the Pangasinenses. Hence, the
development of PnS from 1565 until 1898 was in the hands of Spanish friars and officials
who studied the language and culture of the Pangasinenses for purposes of religious
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
conversion and colonial administration. The University of Santo Tomas (UST) took the
forefront in publishing dictionaries, prayer books and other religious materials in
Pangasinan from the late nineteenth century or even earlier until the pre-war years.
When the Americans annexed the Philippines, a new set of colonial masters was
sent to man the colonial bureaucracy. In contrast to the selective and conservative
educational policies of the previous regime, the new colonizers introduced an efficient
public education system. Filipinos including Pangasinenses became subjects of inquiry to
what will be now known as Philippine Studies. The Pangasinan elite were to send their
sons and daughters to these universities such as UP and would learn English. To these
schools, they brought their cultural baggage and would utilize them in research under the
supervision of American professors. From them would emerge professionals who would
later on occupy high places in government.
The germ of the Philippine revolution in the consciousness of the Pangasinan elite
was carried on in the so-called cultural revolution and renascence under the very nose of
the Americans. In 1901, Lingayen-born Catalino Palisoc published and staged the first
zarzuela in Pangasinan, thus kicking off his title as “Father of Pangasinan zarzuela” and
the flourishing of Pangasinan zarzuela in the coming years (Legasto 1996). In the next
decades, the pioneering works and interests of Pablo Mejia, Maria Magsano and other
Pangasinan luminaries constituted the “golden age” of Pangasinan literature (Legasto
1996; Vidal & Nelmida 1996).
Freedom of the press initiated the growth of PnS as Pangasinenses were allowed
to own and manage newspapers and magazines. In 1925, Tonung, a weekly in
Pangasinan, which means “uprightness” was established and lasted for a decade. Then,
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
another publication was Lioaoa, a Catholic mouthpiece. One of the most known
publishers was the Pangasinan Review Press, which issued Silew and later the weekly
Pangasinan Courier. These publications became the venue for Pangasinan scholars and
readers to publish and read on anything about Pangasinan and other current issues of the
day.
Educational progress had been limited and restricted during the course of Spanish
rule though foundations were laid for reforms. Parochial schools were established while
institutions of higher education were concentrated in Manila. In the case of the
Americans, mass education was supported and encouraged throughout the archipelago.
Besides the barrio schools and central schools scattered in the different towns, there were
a number of intermediate schools in a number of towns such as Lingayen and Asingan.
Secondary schools included an agricultural school in San Carlos and a vocational school
in Lingayen. In Bayambang, a normal school was built for the training of teachers.
Secular and privately-owned schools were established after the founding of
several public educational institutions. One of these schools was the Dagupan Institute in
1925 renamed later as Dagupan Junior Colleges in 1941, then Dagupan Colleges in 1950
and finally in 1968 as University of Pangasinan (UPang) (Cortes 1990).
Another university with pre-war origins is the Pangasinan State University (PSU).
It was chartered in 1978 and begun its operation the following year. PSU integrated
Asingan School of Arts and Trades (ASAT), Eastern Pangasinan Agricultural College
(EPAC) in Sta. Maria, Pangasinan College of Fisheries in Binmaley, Pangasinan School
of Arts and Trades (PSAT) in Lingayen, Speaker Eugenio Perez National Agricultural
School (SEPNAS) in San Carlos City, Central Luzon Teachers College (CLTC) and
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Western Pangasinan College of Agriculture (WPCA) into one state university with these
institutions becoming its component colleges.
Postwar educational institutions were founded in response to the need of skilled
manpower after the devastation of World War II and the shortage of professions faced in
recent times. These include the University of Luzon (UL), formerly Luzon Colleges of
Commerce and Business Administration (LCCBA) founded in 1948, renamed Luzon
Colleges (LC) in 1952; Northwestern Educational Institution (NEI) in 1951 and merged
with Lyceum in 1974 as Lyceum-Northwestern (L-N), renamed as Lyceum-Northwestern
University (L-NU) in 2001; the Virgen Milagrosa University Foundation (VMUF)
recognized as such in 1994; the Urdaneta City University (UCU), formerly Urdaneta
Community College (UCC) and City College of Urdaneta (CCU) among others.
These universities are the logical and likely sites in the production of knowledge
as well as the repositories of PnS because mainly they cater to students near or within the
area. They come from the different towns and barangays of the province notwithstanding
those who are not from the place whose materials or data for analysis are gathered from
their places of origin. This production of knowledge can be measured in the number of
thesis and dissertations and funded projects researched through the years, which can be
verified in their respective libraries and archives.
Along with these local universities were the universities in Manila, which broke
new ground in the study of Philippine culture and civilization. At UP, in the mid-fifties,
an Institute of Asian Studies (IAS), a Magsaysay brainchild, was established with
Philippine studies as the main area of investigation. Reorganized as the Asian Center in
1968, it began offering a masters program in Philippine Studies until its reorganization
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
into Philippine Center for Advanced Studies (PCAS) in the seventies and this time
offering a doctoral program in Philippine Studies. Meanwhile in 1974, the College of
Arts and Sciences initiated a PhD program in Philippine Studies. When it was dissolved
to create three separate colleges: College of Science (CS), College of Social Sciences and
Philosophy (CSSP) and College of Arts and Letters (CAL), the latter two went ahead of
instituting their own programs in Philippine Studies. Lately, a centralized setup was
established to integrate the doctoral program in one office at the Asian Center. Under this
tri-college arrangement is one of the overriding general objectives: “to study Filipino
civilization and its constituent ethnolinguistic cultures” in which studies about
Pangasinan is covered (Sobritchea 2002).
Reconceptualizing PnS
Thus, the epistemic nature of PnS based on its historical underpinnings and development
is basically colonial and neocolonial in orientation. Colonial because it catered first to the
colonial and imperial needs of the colonizers in the form of dictionaries, census,
provincial reports and other colonial documents reporting on the people, culture and
activities of the Pangasinenses. It is neocolonial in the sense that until now it has not shed
off the vestiges of its past colonial mold. Commercialization of education is rampant in
universities with the aim of maximizing profits rather than delivering quality thinking and
skills to students. Unknowingly, the thrusts of college education is directed toward the
outside rather than the people themselves by strengthening English as medium of
instruction ostensibly to make their graduates “globally competitive” at the expense of
being the party to the erasure and distortion of their students’ cultural identity. The state
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
of secondary and elementary education in Pangasinan, the same in other provinces,
contributes to the neocolonial upbringing of most of the youth and adults. Meanwhile,
along with English are the more menacing consequences of another neocolonialism,
which shall be discussed in the following section.
On the other hand, inherent in PnS is its anti-colonial and anti-imperialist
character since its beginning can be traced to the days when Pangasinenses were free,
unfettered by colonialism. It was in this trait, the love of freedom, that Pangasinenses
were able to resist colonial and neocolonial impositions; to take cognizance of the value
of Pangasinan language and culture amidst Hispanization and Americanization. To this
mold belong the leading lights in Pangasinan culture and literature. PnS should project its
anti-colonial and anti-imperial sources as a liberating tool for Pangasinenses.
PnS as an area of study demands recognition as such. Until now, Pangasinan
scholars and educators have not recognized it as a liberating field of study for the people
of Pangasinan. To articulate PnS as liberating tool for Pangasinan people, Pangasinan
scholars must first recognize it as both ethnic and area studies with both anti-colonial and
colonial origins separate from but mutually linked to Philippine Studies. Ultimately, the
objectives of a reconceptualized PnS are the decolonization and liberation of
Pangasinenses.
Decolonization has been ongoing and it has never stopped and will never as long
as neocolonialism in its various forms and guises continues to threaten cultural originality
and diversity. The marginalization of Pangasinan culture and language along with other
Philippine cultures is a reality that one must be aware of. By reconceptualizing and
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
reframing PnS as tool of liberation, we can get out from this tragic prison of
marginalization and invisibility.
Rizal anticipates Frantz Fanon in the latter’s analysis of colonialism,
decolonization and alienation as can be read in Black Skin, White Masks (1967) and The
Wretched of the Earth (1968). In his El Filibusterismo, Rizal in the words of Simoun was
chiding and condemning Basilio and his classmates’ call for the teaching of Spanish,
which needs a critical rereading on our part to understand its import:
Spanish [read: English or Filipino/Tagalog] will never
be the national language because the people will never
speak it. That tongue cannot express their ideas and
their emotions. Each people has its own way of
speaking just as it has its own way of feeling. What will
you do with Spanish [read: English or
Filipino/Tagalog], the few of you who will get to speak
it? You will only kill your individual personality and
subject your thoughts to other minds. Instead of making
yourself free, you will make yourselves truly slaves…as
long as a people keeps its own language, it keeps a
pledge of liberty, just as a man is free as long as he can
think for himself. Language is a people’s way of
thinking.
Rizal is saying that to abandon one’s language in favor of another is tantamount to new
colonialism, to neocolonialism with the agents themselves advocating their own
alienation and slavery. Quibuyen (1999) is right that Rizal’s nationalist project is the
recovery and revitalization of the people’s heritage and by people here, I suspect, means
the various ethnolinguistic groups in the country not just Tagalog.
Rizal therefore anticipates again Renato Constantino (1966) who in 1957 was
critical on the use of the English language as medium of instruction and in a more
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
expanded articulation on the subject in The Mis-education of the Filipino examined the
nexus between English language in education and the neocolonial mindsets of Filipinos.
But as early as the twenties or thirties, a Pangasinan poet has issued an ominous
warning in the use of English, and consequently of using another tongue, as a patent sign
of slavery. Lamberto Mejia Guzman in his “Sakey a Tepet” [A Query] (2006: 14) wrote:
“Say wikan iletneg na sankailin Oley ya papablien tayo tan labay tin dilien ag nikuan ya
tanda na aliguas na bahley noag ingen sikatoy tanda na inkaaripen [The language that the
foreign power cherishes, which we care and which we want to nurture cannot be said to
be an indication of the nation’s progress but it is even the hallmark of slavery].
In the academe, particularly at UP, indigenization of theories on Philippine
realities and conditions as opposed to Western methods and thinking is seen as a correct
and sure path to decolonization and liberation of Filipinos from neocolonial frameworks
and paradigms. It started with nationalist historians reacting to and rectifying the gross
errors in the interpretation of Philippine history. Teodoro Agoncillo (1970) argues that
Philippine history should be interpreted using the Filipino perspective. In the field of
psychology, Virgilio Enriquez theorizes on the development of an indigenous psychology
called Sikolohiyang Pilipino (SP) in contradistinction to Western-oriented psychology.
Prospero Covar (1998: 27) embraces the gains from history and psychology to define
Pilipinolohiya, different from Philippine Studies, as “systematic study of Filipino psyche,
Philippine culture and Philippine society.” Meanwhile, Zeus Salazar (1991) puts forward
Pantayong Pananaw (PP) as the totality in unity and diversity of practices and customs of
a cultural whole expressed in a language geared towards the formation of discourse of a
civilization, meaning of Filipinos.
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Reclaiming Pangasinan Identity
The avowed goal of SP, Pilipinolohiya and PP as perspectives is the reclaiming of
Filipinos of their identity erased and distorted by colonialism and neocolonialism. By
reclaiming their lost identity, they will be able to chart their future on their own not
through the lens of foreign, usually Western perspectives. Drawing from their own
experiences as a people, Filipinos will be able to formulate original thoughts and ideas,
not imported and copycat theoretical models from the West, about Philippine problems.
PnS owes from them that it should be a vehicle and strategy toward reclaiming
Pangasinan identity.
But these ways of looking at things is hindered by one serious theoretical flaw.
Although they do identify the existence of the multilingual and multiethnic
configurations of what we call the Filipino nation, they do not consider the language
problem primarily the imposition of Tagalog as an important factor in the marginalization
of cultures outside the grammar of power. Salazar looks at Filipino/Tagalog as the
language of a shared discourse among ethnolinguistic communities in the creation of a
national culture not dictated by those in power politically and culturally (Mendoza 2001).
The same is true for Covar’s Pilipinolohiya and Enriquez’s Sikolohiyang Pilipino, which
use Filipino/Tagalog as the medium of analysis. Consequently, Filipino/Tagalog is the
lens of examining the experiences of the Filipino, which should not be limited to Tagalog
experiences.
So what Rizal has feared as the rise of new tyranny is not only political but also
cultural. Filipinization or what the proponent of Ilokano and Amianan Studies (IAS)
Aurelio Agcaoili (2007) terms as Tagalogization, instead of purportedly uniting the
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
country, is contributory to the ‘othering’ of other cultures by elevating Filipino/Tagalog
as the language of the national culture. By imposing Filipino/Tagalog as the national
language, as medium in communication, education and local government, these theories
on nationhood and national identity are unwittingly abetting the linguistic, hence cultural,
genocide of the more than a hundred languages and cultures in the Philippines including
Pangasinan.
We have been othered by the mainstreaming of an allegedly national culture that
is no other than the Tagalog culture, which takes us to Edward Said’s Orientalism (2003)
with an added twist, that of Filipino/Tagalog making non-Tagalogs the object of
investigation, of domination and of oppression. In effect, this neo-orientalism among the
supposedly Orients, us, is a classic case of domination and control by one of them over
other cultures.
We have been seeing ourselves in the eyes of the Other. We have been accepting
hook, line and sinker that Filipino/Tagalog can express our aspirations and longings as a
people. We, especially the intellectuals, have been complicit to this kind of wholesale
betrayal of our identity and culture. Agcaoili (2007) captures the sinister consequences of
Tagalogization to all Filipinos except Tagalogs and our complicity with its imposition:
“…this culture of silence we have adopted in the face of this unwanted onslaught of the
Tagalogization of anything belonging to the nation, of the mind of the peoples of all the
ethno-linguistic groups, of the Tagalogization of consciousness, of the Tagalogization of
all the apparatuses of culture, the media, the economic and political life of the peoples.”
He points the blame to our leaders, a culpability that should be shared by the intellectuals,
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
in the “lobotomization of the minds of our people, such that, in the end, the standard of
national life became either an Anglicized-Englishicized one or a Tagalogized one.”
This should make us pause and rethink the bases of reclaiming our identity as
Pangasinenses. Our struggle as a people within the Philippine nation-state is two-fold: the
resistance to foreign, American, Western neocolonialism through the English language
and the opposition to Filipino/Tagalog domination and oppression. Thus, PnS as the
reclaiming of our identity should deal with our experiences as a people and our
comprehension of the world around us using our own perspectives and thinkings
expressed in our own language. PnS in this sense is larger than PnS as ethnic and area
studies that is both multidisciplinal and interdisciplinal.
Hence, PnS can be independent from Philippine Studies to a certain extent
because it is not confined to studying Pangasinan per se. It could mean studying and
looking at other cultures such as American, English, European, Asian, Japanese,
Malaysian, the whole spectrum of human experience, as they would also look at us, not
as objects of analysis under Philippine Studies but as having a distinct culture and
identity. In other words, why not have a Pangasinan Studies in Britain in the same way
that we can have a British Studies in Pangasinan? PnS in this frame of thinking does not
constitute of one worldview, the Pangasinan welstanchauung because that would be
equivalent to reductionism and essentialism. PnS consists of and encompasses a
multiplicity of disciplines, contesting perspectives, schools of thoughts and points of
view originating from within but not discounting the outside of its totality.
Regarding this last point, PnS as ethnic and area studies includes studies in the
ethnicity and culture of other peoples who have migrated to Pangasinan like the Ilokanos.
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
It would be relevant and provocative to define the limits and meanings of Pangasinan
identity not just on linguistic basis. Pangasinan as an ethnic identifier usually connotes a
person who speaks Pangasinan or someone who shares the culture. By expanding its
meaning to include people who had lived and resided in the place, PnS shall be able
accommodate other cultures and peoples to its area of research. When we speak of
Pangasinan literature in English, we can therefore cite F. Sionil Jose although Ilocanos
can cite him under Ilokano literature in English, too. We can also speak of Pangasinan
literature in Iloco and therefore make the trailblazer Juan S. P. Hidalgo Jr. our very own.
In short, Pangasinanness should not be limited to ethnicity but must also include
geographic considerations as a result of migrations. Corollary to this, PnS, beyond the
limiting confines of ethnic or area studies, aims to understand the diaspora of Pangasinan
people outside the province and outside the country as the reality of globalization today
as in the past impinges on Pangasinan identity and culture.
PnS Mapped
As said earlier, PnS as ethnic/area studies is both multidisciplinal and interdisciplinal
covering history, anthropology and other social sciences and the pure sciences such as
biology, geology, mathematics. At present, there is no PnS as described here although
there are studies done that can be said to be precursors to it or falls under its domain.
Except a center for Pangasinan studies as stipulated in a memorandum of agreement
between various cultural groups and a university, its existence is subject to doubt, there
are no theoretical explorations on PnS as ethnic and area studies and its larger
connotation.
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
There are nonetheless significant
bodies
of
knowledge
produced
about
Pangasinan by Pangasinenses themselves and other scholars. These bodies of knowledge
form part of the bulk of what constitutes PnS. There are various disciplines that may fall
under its purview ranging from Pangasinan agriculture to Pangasinan urban planning,
from A to Z so to speak. Attached here is an appendix containing Pangasinan
bibliography alphabetically arranged in 31 disciplines. Over the past fifty years or so,
studies on Pangasinan had accumulated and will continue to accumulate in the next fifty
years. It is in this context that PnS should enter the picture to guide future researches as to
their relevance and significance in the life of Pangasinan people.
This survey of knowledge that PnS can anchor on is based on the collections of
Manila-based universities, which had a good online database unlike local universities in
the region. The problem is somewhat mitigated by looking at the online catalogue of the
NLP because all educational institutions had to submit a copy of each thesis and
dissertation to them. Since the survey had covered only a small part of the NLP’s online
database, this survey does not provide complete and accurate depiction but can give hints
and clues on the status of knowledge production about Pangasinan.
Out of the 313 entries taken from the online catalogues of UP Main Library, NLP
and LibraryLink, 300 (95.85%) are said to be Philippine publications while 13 (4.15%)
are produced outside. From these Philippine publications, 166 (55.33%) are theses and
dissertations and the remaining, 134 (44.67%) are other types, i.e. publications of public
and private institutions.
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Table 1 PnS by major disciplines according to its type of production
No. of Theses/Dissertations
Other Types
Major
Philippine
Philippine
Foreign
Disciplines
Universities
Publications
Publications1
Total
Agriculture
8
1
14
1
23
7.35
Economics
1
1
6
1
8
2.56
Education
72
1
3
1
76
24.28
History
5
0
32
0
37
11.82
Linguistics
11
1
22
5
38
12.14
Literature
6
0
33
0
44
14.06
Marine Science
28
0
0
0
28
8.94
Public
8
0
5
0
13
4.15
Outside
%
Administration
Table 2 PnS by minor disciplines according to its type of production
No. of Theses/Dissertations
Other Types
Minor
Philippine
Philippine
Foreign
Disciplines
Universities
Publications
Publications2
Total
Anthropology
2
0
0
2
4
1.28
Archaeology
0
0
2
0
2
0.64
1
2
Outside
%
Includes theses/dissertations.
Includes theses/dissertations.
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Architecture
0
0
1
0
1
0.32
Ecology
0
0
1
0
1
0.32
Engineering
2
0
0
0
2
0.64
Ethnology
1
0
0
0
1
0.32
Geology
3
0
0
1
4
1.28
Meteorology
1
0
0
0
1
0.32
Education (24.28%) ranks first among disciplines with most number of researches
followed by literature (14.06%), linguistics (12.14%) and history (11.82%). At the
bottom of knowledge production are the disciplines of architecture, ecology, ethnology
and meteorology (0.32% or equivalent to having one publication). Meanwhile,
anthropology and geology (1.28%) and engineering (0.64%) had four and two
publications respectively.
A look at the data specific to education reveals a curious side of PnS. Pangasinan
educators will likely to pursue graduate studies in the province because of the availability
of affordable and accessible tertiary education. Thus, knowledge production in education
is not concentrated in Manila universities although Pangasinan educators still opt to study
in one or two of the leading universities in the country. UP accounted for 15 theses and
dissertations while Centro Escolar University (CEU) produced six, National University
(NU) three, De la Salle University (DLSU), Philippine Women’s University (PWU) and
as far as Silliman University (SU) one each. Cordillera and Central Luzon colleges and
universities made up the remaining, which is less than 20 % or 13 theses and dissertations
produced in Baguio Central University (BCU) and Lyceum of Baguio (LB) with four
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
each, University of Baguio (UB) two and once each for Araullo University (AU) in
Cabanatuan City, Republic Central Colleges (RCA) in Angeles City and Tarlac College
of Agriculture (TCA) in Camiling.
Table 3 Knowledge production in education by location of universities
Locations of
Number of
Colleges/Universities
Theses/Dissertations
%
Pangasinan
30
41.67
Cordillera and Central Luzon
13
18.06
Manila incl. S. Luzon, Visayas
28
38.89
One can infer that among the disciplines, Pangasinan educational institutions had
strength rather than an edge in education compared to anthropology for instance, in which
they had no degree programs in that discipline at all. NEI took the lead by producing
seven while L-N and San Carlos College had four each, Adelphi College (AC) three,
UPang, LC and Luna Colleges (LuC) two each, Palaris Colleges (PC), PSU and Dagupan
College (DC) one each. They are however limited in terms of research capability in
history, literature, marine science, degrees either Baccalaureate or advanced, that are
well-developed programs obtainable and funded at UP and other Manila-based
universities.
Table 4 Pns by location of universities as per theses/dissertations produced
Location of Colleges/Universities
No. of Theses/Dissertations
%
Pangasinan
38
22.89
Cordillera, Central Luzon
15
9.04
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Manila (S.Luzon & Visayas)
Pangasinan
colleges
and
112
universities
67.47
constitute
only
about
23%
of
theses/dissertations produced or 38 of which 30 are researches in education. On the other
hand, UP had 84 theses and dissertations or about 75% of the total number produced in
Manila covering agriculture to urban planning, which is understandable since UP is a
state-sponsored university. But there is no excuse for Pangasinan universities not to
diversify and strengthen their curricula and offer programs that can compete with Manilabased universities. They should offer programs that cater to the interests of students not
just for profit concerns because in the end, they are inevitably the loci of PnS. They must
be the vanguard in the promotion and development of PnS. By doing so, PnS could break
free from the domination of Manila-based universities in terms of knowledge production.
By doing so, Pangasinan universities can lure local students to study in their respective
campuses instead of going to Manila and may attract Manila-based Pangasinan scholars
to teach among their own people.
Table 5 PnS by language
Languages
Number of Publications
%
English
254
81.15
Spanish
12
3.83
Filipino/Tagalog
11
3.51
Pangasinan
32
10.22
Iloko
3
0.96
Bolinao
1
0.32
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
As the table above shows, most of PnS are written in English. The reason
obviously points to the language policy in the academe where English is seen as the
prestigious medium in discursive practices contributing to the anglicization of the
Pangasinan academic mind. Pangasinan follows the list only because those included fall
under the area of literature and most are written in the first half of the twentieth century
until the sixties. Some are translations from original Spanish texts. Except literary
anthologies, once in a while books of poetry and short story, a sole quarterly magazine
like the Balon Silew where one can find even English and Tagalog pieces and annual
literary contests, Pangasinan literature in Pangasinan language is largely decadent and
would sooner or later sing its swan song if stakeholders do not institute revolutionary
changes in our educational and public policies.
The tagalogization of Filipinos, by extension to Pangasinenses, is creeping the
academe in our own universities and colleges. It is no doubt that it has taken hold of mass
media, in television, radio and in education as medium of instruction. Pangasinan
scholars, whose base is Manila, however, are slowly becoming infected by this seemingly
unassuming syndrome as they are explaining to the Tagalogs, not to us, our history as a
people in a number of theses and dissertations. Formerly, Pangasinan scholars had been
writing in English but now, some have shifted to Tagalog. In less than two decades, one
dissertation on language planning is advocating the use of Tagalog/Filipino in the
language policy of a particular Pangasinan university (Navarro 1990)!
Why not Pangasinan as a language policy? Tagalogization would partly explain
why the author could not conceptualize a language policy in Pangasinan for her own
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
university. Added to this is the predominance of this kind of thinking at UP where she sat
at the feet of Tagalog/Filipino language planning specialists.
Besides literature, majority of works in the field of history are written in English,
which is about 80% or 29. Five are in Spanish, one each in Ilocano and Tagalog with the
exception of Felipe Quintos who wrote in 1926 a history of the Philippine revolution in
Pangasinan. Although Rosario Cortes wrote in English, she opened Pangasinan
historiography to other possibilities in treatment and methodologies unexplored by her
works. Her three-volume Pangasinan history is a pioneering contribution to Philippine
local historiography. Drawing from various sources and approaches from various
disciplines, she was able to write a seemingly seamless narrative about Pangasinan
history dividing it in three periods: 1572 to 1800; 1801 to 1900 and 1901 to 1986.
Nonetheless, historians can still look at fresh ways on how to deepen our understanding
of our indigenous culture prior to the coming of the colonizers through the use of
folklore, archaeology, ethnography and comparative linguistics. A department of history
then in one of Pangasinan universities would play a crucial role in PnS.
Pangasinan linguistics had its beginnings in the landmark work of Fr. Lorenzo
Fernandez Cosgaya, the Diccionario Pangasinan-Español (1865) supplemented by the
research and emendations of Fr. Pedro Vilanova. Anastasio Macaraeg (1904) wrote his
Vocabulario Hispano-Pangasinan. Most of Pangasinan linguistics studies are done in
English with 29 works (76.31%) while only one is written, perhaps translated into,
Pangasinan by a foreigner.
It is high time that Pangasinan universities should establish a department of
Pangasinan linguistics covering not only Pangasinan but other languages as well. Ronald
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Himes (1998) had convincingly argued that Pangasinan belonged to the Southern
Cordilleran group of Philippine languages which includes Ibaloi, Karaw, Kalanguya
(Kallahan) and Ilongot (Bugkalot). Linguistic data supports, according to him, the
hypothesis that these groups subsumed under the name Ibaloi during the Spanish colonial
period “migrated northward along the Agno River from Pangasinan to Kabayan.” The
Pangasinan culture area could extend beyond its present territorial limits to include parts
of Benguet, Ifugao, Nueva Ecija, Nueva Vizcaya and Quirino for comparative studies in
linguistics and ethnography.
Likewise, a department of Pangasinan literature must also be established where
Pangasinan takes the center rather than being at the margins by understanding first
ourselves, then looking at other cultures in relation to us as a people. In short, as Ngugi
Thiong’O and his colleagues (1995) had argued in a position paper submitted to a
university, departments of English and Filipino should be abolished or better reorganized
under a department of Pangasinan literature. As a good metaphor, most of what make up
PnS as surveyed here are not produced in the center but rather ironically at the margins,
which is Manila. But understanding ourselves as a people encompasses not only this
department but the entire university structure; not only the entire curricula and programs
of a university but mass media, education and local government, an ambitious enterprise,
which is never impossible to achieve.
Conclusion
De-marginalization of Pangasinan identity and culture and the de-centering of
mainstream Filipino/Tagalog national culture demand the active participation of
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Pangasinan intellectuals, cultural activists and political leaders.
PnS points to the
recovery of our suppressed identity and culture as a people pushed into the periphery of
national existence by the linguistic and cultural domination and manipulation in the guise
of national culture, national language and national identity. The sooner we recognize the
inherent defects of our national language policy and the sooner we correct our apathy
towards these fundamental roots of our being as a people the sooner we can heal our
souls as a people.
Pangasinan culture and civilization as reflected in our language is our patrimony.
We need to save and defend it from the unwanted and forced encroachments of other
cultures. Only when we are able to define our civilization can we Pangasinenses are able
to stem the tide of Tagalogization and Anglicization. Such is the aim of PnS. PnS,
however, is never closed to other cultures. PnS recognizes the heterogeneous,
multicultural and multilingual facets of Pangasinan society.
The struggle toward liberation is not restricted to Pangasinan people. It also calls
for other ethnic cultures in the Philippines to rebel against the dominant, the center and
the national be it culture, language or structure of studies.
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parts. Tawid News Magasin. Available from
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Agoncillo, Teodoro A. & Milagros C. Guerrero. 1970. The History of the Filipino
People. Quezon City: Malaya Books.
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___________.1968. The Wretched of the Earth. Translated by Constance Farrington.
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Navarro, Preciosa C. 1990. Pagpaplanong pangwika at ang program sa wikang pambansa
para sa Pangasinan State University. Ph.D. diss., UP.
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Pangasinan State University. “Pangasinan State University History.” Available from
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Appendix
Pangasinan Bibliography
Arranged alphabetically by Subjects
Agriculture
Agbisit, Elpidio J. & Marlyn Necesito. Burley tobacco production and marketing in
Tarlac and Pangasinan, Cy 1981-1982. Los Banos, Laguna, University of the
Philippines, 1982.
Agricultural marketing in Pangasinan. Quezon City: Philippine Statistical
Association through a grant from the United States Agency for International
Development, 1994.
Aldaba, December D.J.L. and Ma. Rosalia M. Perena. “Detrimental effects of mine
tailings pollution on crop production in Pangasinan farm lands.” BS thesis, UP,
1989. (see also Economics)
Barlow, C. et al. Evaluating technology for new farming systems: case studies from
Philippine rice farms. Los Baños, Laguna: International Rice Research Institute,
1983.
Baum, Gerhard A. Tobuan/Sual, a socio-economic study: Philippines. Manila:
South China Sea Fisheries Development and Coordinating Programme, 1976.
Cassava socio-economic and marketing study, Part V: Pangasinan and La Union.
Quezon City: Special Studies Division, National Food and Agriculture Council,
Dept. of Agriculture, 1978.
Cruz, Ma. Concepcion J. Water management for communal irrigation: a Philippine
case study. Laguna: College of Development Economics and Management
University of the Philippines at Los Baños, 1983.
___________________. “Social and institutional factors in differential access to
canal irrigation : a study of a Philippine communal system.” [Ph.D. diss., University
of Wisconsin-Madison, 1983] Ann Arbor, MI.: UMI Dissertation Information
Service, 1991.
Cuchapin, Erlinda D. “Determinants of agricultural productivity of selected rice
farmers in Pozorrubio, Pangasinan.” D.Ed. diss., Pangasinan State University
(Urdaneta), 1993.
Gotico, Virgilio V. Production and marketing of legumes in Pangasinan 1979.
Quezon City: Information Section Bureau of Agricultural Economics, 1979.
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Labios, Romeo at al. Corn production and management in paddy fields: cases in
Camiling, Tarlac and Malasiqui, Pangasinan. Los Baños: Farming Systems and
Soil Resources Institute University of the Philippines, 1998.
Lizarondo, Maura. Marketing operations of sustenance fishermen in Pangasinan.
Quezon City: Information Section Bureau of Agricultural Economics, 1979.
_______________. The market process in the Pangasinan fishpond industry.
Quezon City: Information Section Bureau of Agricultural Economics, 1980.
Momen, Mohammad A. “Economics of cropping systems in Manaoag, Pangasinan,
Philippines.” MS thesis, UP LB, 1979.
Ocampo, Ma. Angeles P. “Impact of open access coastal fishery on municipal
fishermen.” MA thesis, UP, 1989.
Onia, Cipriano V. Land reform in Tayug. n.p.
Paderes, Aurora S. “Attitudes, problems and role performance of the PCC field
technicians in the cotton production program of Pangasinan.” MS thesis, UP LB,
1979.
Paudyal, Kamal R. “The economics of rice establishment methods in rainfed
lowland areas in Pangasinan, Philippines.” Ph.D. diss., UP LB, 1996. (see also
Economics)
Proceedings of the Consultative Meeting on the Salt Industry in Pangasinan,
Bulacan & Occidental Mindoro 29 April 1994, Holiday Inn, Manila Philippines.
Manila: The Department, 1994.
Recel, Modesto R. Soil fertility and fertilizers: province of Pangasinan. Dagupan
City: Bureau of Soils Department of Agriculture and Natural Resources, 1973.
Untalan, Roly B. “The negative externalities of fishpens and fishcages in
Pangasinan.” MA thesis, University of Asia and the Pacific, 2000.
Vera Cruz, W.C. Mango marketing, Pangasinan. Quezon City: Special Studies
Division Dept. of Agriculture, 1979.
Yadao, Amante Ilar. “Parasite and predator populations in insecticide-treated corn
field.” MS thesis, UP LB, 1979.
Anthropology
Blumentritt, Ferdinand. Versuch einer ethnographie der Philippinen. Justus Perthes,
Gotha, 1882.
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Florendo, Maria Nela B. “Luac peasants concept of a good life and its implications
to planned change.” MA thesis, UP, 1984.
Rodriguez, Suzanna F. “The Barangen fishing concession in Bolinao: an
ethnographic study of a customary marine tenure system.” MA thesis, UP, 1997.
Sawyer, Frederic H. The Inhabitants of the Philippines. Charles Scribner's Sons,
New York, 1900.
Archaeology
De Ocampo. Roberto S. Plio-pleistocene geology of Bolinao, Pangasinan and
vicinities. Manila: National Museum, 1983.
Legaspi, Antonio M. Bolinao: a 14th-15th century burial site. Manila : The National
Museum, 1974.
Architecture
Heritage: Philippine architecture; region I. n.p.: UAP, 1997.
Business Administration
Castillo, Leocio S. “The feasibility of establishing a fifty hectare peanut plantation
in Bautista, Pangasinan.” M.B.M. thesis, Asian Institute of Management, 1970.
Community Development
Bautista, Herbert C. M. “Perceptions on the levels of implementation of the Coastal
Resource Management Program and their implications to food security: a perceptual
study of Bolinao, Pangasinan and Puerto Princesa, 2000.” MA thesis, National
Defense College of the Philippines, 2000.
Moreno, Honorata A. “Financing community development projects (fy 1957-1961):
case studies of Pangasinan and Abra and selected national public and private
organizations.” MA thesis, UP, 1970.
Nicolas, Jose Santiago. “Income of farm households in a small Philippine
municipality: implications for community development.” M.C.D. thesis, UP, 1977.
University of the Philippines, College of Social Work and Community Development
in cooperation with U.P. Marine Science Institute, Elmer M. Ferrer, Project leader;
Participatory Action Research for Community-Based Coastal Resources
Management (PAR C-B CRM) Project. Tagaporo: the island dwellers: coastal
resource profile of barangay Dewey, Bolinao, Pangasinan. Quezon City: CSWCD,
1994.
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Dances
Basobas, Mamerta C. “A study of Pangasinan folk dances.” M. Ed. thesis,
Northwestern Educational Institution, Dagupan City, n.d.
Friese, Jovita. Philippine folkdances from Pangasinan. New York: Vantage Press,
1980.
Sison, Jovita A. “Some unpublished Pangasinan folk dances with their musical
scores and costumes.” M. Ed. thesis. Philippine Womens University, 1965.
Demography
Concepcion, Mercedes B. Current fertility levels and extent of family planning
practices in Laguna, Nueva Ecija and Pangasinan. Manila: University of the
Philippines System Population Institute, 1976.
Feranil, Alan B. “Correlates of contraceptive use and breastfeeding practice.” MA
thesis, UP, 1982
____________. Fertility perceptions and intentions of husbands and wives.
Singapore. SEAPRAP, 1980.
Ecology
Ecological profile of Pangasinan. Quezon City: NEPC, 1980.
Economics
Aldaba, December D.J.L. and Ma. Rosalia M. Perena. “Detrimental effects of mine
tailings pollution on crop production in Pangasinan farm lands.” BS thesis, UP,
1989. (see also Agriculture)
Ancheta, Victor J. “The economic implications of cadastral sketching.” In partial
fulfillment of the requirements for the Certificate in Development Economics,
University of the Philippines, Quezon City 1977.
Comprehensive development plan of Mangaldan, Pangasinan. Mangaldan,
Pangasinan: The Staff, 1975.
Department of Trade and Industry - Pangasinan Provincial Office, in cooperation
with Provincial Government of Pangasinan. Ventures in Pangasinan: an investment
brochure. Lingayen: The Department, 1989.
Economic report on the province of Pangasinan. Manila: The Office, 1967.
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Hagey, Rebecca S. “Healing entrepreneurship in the Philippines.” [PhD. diss., Case
Western Reserve University, 1997] Ann Arbor, Michigan: UMI Dissertation
Services, 1997.
Pangasinan completes economic projects with U. S. Food for Peace assistance and
self-help. Manila: n.p., 1968.
Pangasinan integrated area development project: socio-economic profile. Quezon
City: NACIAD, 1986.
Paudyal, Kamal R. “The economics of rice establishment methods in rainfed
lowland areas in Pangasinan, Philippines.” Ph.D. diss., UP LB, 1996. (see also
Agriculture)
Rabanilla, Samuel L. Fieldwork report: economic potential survey of the Province
of Pangasinan. Quezon City: Institute of Small Scale Industries University of the
Philippines, 1970.
Education
Abriam, Rosita E. “The problems of teaching Home Economics in ten selected
private high schools in the province of Pangasinan.” M. Ed. thesis, Centro Escolar
University, 1967.
Afante, Luz V. “Analysis of occupational interests of fourth year high school
students in four selected high schools of Pangasinan and Dagupan City, 19651966.” MA thesis, Northwestern Educational Institution, 1967.
Alejo, Emilia A. “The status of college teaching in selected private teacher-training
institutions in the province of Pangasinan, 1967-1968.” MA thesis, Luzon Colleges,
1968.
Alimboyao, Portugal G. “The participation of teachers-scouters of Sual, Pangasinan
in school and community development.” M. Ed. thesis, Lyceum-Northwestern
(Dagupan City), 1978.
Allado, Cesar A. “The unemployed college graduates in Tayug and
Rosales,Pangasinan: a profile” M.A. thesis, Central Luzon Teachers College
(Bayambang, Pangasinan), 1977.
Alonzo, Adriano H. “Approaches in the community schools of Urdaneta: their
implications to administrators.” M. Ed. thesis, UP, 1971.
An evaluation report of the Philippines-UNESCO National Community Training
School Center, Bayambang, Pangasinan, Philippines. Manila: Bureau of Printing,
1957.
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Aquino, Florencio D. “Factors affecting teacher competence in the effective
implementation of the 1974 bilingual education policy in Bayambang District I,
Division of Pangasinan I: an update.” M.A.Ed. thesis, Palaris Colleges (San Carlos
City, Pangasinan), 1992.
Aquino, Gaudencio V. “An analysis of the contents and use of B. P. S. Form 178 by
elementary school supervisors in the Division of Pangasinan.” M. Ed. thesis, UP,
1965.
Asuncion, Erlinda C. “Implementation of the Bayan Muna Bago Ang Sarili program
in selected public high schools in Western Pangasinan.” M.A. thesis, Adelphi
College (Lingayen, Pangasinan),1992.
Axibal, Teofina Lopez. “The predictive value for academic success of the basic
mathematical courses in the University of Pangasinan.” MA thesis, University of
Pangasinan, 1973.
Baterina, Eliseo T. “Prominent characteristics of secondary school principals of
nineteen public high schools in Pangasinan.” MA thesis, National University, 1961.
Baun, Alice Ilalo S. “Quality indicators of college faculty members in three
institutions of higher learning in the city of Dagupan.” M. Ed. thesis, UP, 1973.
_______________. “The sociocultural milieu of the barrio school: a case study.”
Ph.D. diss., Centro Escolar University, 1976.
Beltran, Jesus G. “Teacher’s readiness to undertake adult and community education
in relation to their professional preparation in San Jacinto, Pangasinan.” M.A.
thesis, Northwestern Educational Institution, 1971.
Bolado, Rufino G. “Trends in the performance ratings of public elementary
classroom teachers of Umingan Pangasinan in relation to some personal and
professional factors.” M.A. thesis, Northwestern Educational Institution, 1971.
Bonrostro, Teresita D. “Problems met by teachers of Communication Arts (Pilipino)
in Urdaneta district I, Urdaneta, Pangasinan.” M.A.Ed. thesis, Lyceum-Northwestern
(Dagupan City), 1981.
Braganza, Purita R.A. “The relationship of some educational and personal
qualifications to performance of guidance counselors in the public elementary
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Cabanela, Rosabel A. “The competencies of classroom teachers as guidance
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Donato, Josefina C. “Personal-demographic, socio-economic and academic
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Mabalot, Emerita. “The Responsibilities of elementary school heads in Pozorrubio,
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
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Samarnon, Aklan, French, Spanish, Latin, Malay, Amoy, and Mandarin). Manila:
Cooperative Service, 1950.
Viray, Felizberto B. “The sounds and sound/symbols of the Pangasinan language.”
The Archive, a collection of papers pertaining to Philippine linguistics. Paper no. 5,
ERWIN S. FERNANDEZ
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
1927. In H. H. Bartlett collection of ethnographic-historical and linguistic materials
on the Philippines and the East Indies, 1760-1957.
Vocabulary of words in most general use: English-Ilocano-Pangasinan-TagalogSpanish. Calasiao, Pangasinan: Parayno Press, 1960.
Literature
Acosta, Marcelo. Ginmalet. In microform. Quezon City: University of the
Philippines Library, 1977.
Ani 6(1) (24 Dec 1992) [Contains “Akis” by Ronnie R. Redilla, 128-129; “Duaran
patanir” by Rosa Maria Magno Icagasi, 122-123; “Duksa'y kapalaran onaan ya
biang” by Maria C. Magsano, 16-21; “Pilak a intilak nen Juan Villamil” by Rachel
Nelmida Sapigao, 22-25; “Say biang na Dagupan ed awaray Pangasinan” by
Restituto C. Basa, 34-38; “Si mabinta tan si mandiyalteng” by Linda R. Andaya, 8689, “Tagleey na puso II” by Leonarda C. Baltazar, 118-119]
An Anthology of Pangasinan literature. Compiled by Ester Daroy. Manila: Research
Center, De La Salle University, 1986.
Asin: antolohia dagiti napili a sarita ken daniw dagiti mannurat nga Ilokano iti
Pangasinan. Pangasinan: Gumil Pangasinan, 1993.
Ave Maria novenas na sancabalinguitan a rosad paraisoy Dios salanti
sancasantosan a Maria del Rosario: Nilactipan so inquipayaoad na nuestra señora
ed Manaoag. Manila: Tip. Pontificia del Col. de Sto. Tomas, 1920.
Catiponay cabalicsan na masantos a Rosario say inpañguialaguey ed rosarion
naynay pian oncanan bantay nen Maria saray indulgenciasto. Manila: Imp. del
Colegio de Sto. Tomas, 1897.
Cuesta, Cardinal Garcia. Catecismo a nipaacar ed protestantismo. Inpatalos balet
ed salitay Pangasinan, pinasimbalo tan inarumay amayamay iran bangat, ya
sancacanaan ira natan ya amtaen diad Filipinas, nen Salvador Millan. Manila: Imp.
del Colegio de Sto. Tomas, 1902. (see also Translation and Religion)
Gonzales, Rosemarie V. “A Critical Study of Eight Moro-Moro Plays of Pangasinan
with an Analysis and Translation of Principe Reynaldo ken Prinsesa Floresenda.”
MA thesis, Centro Escolar University, 1978.
Guiang, Rodolfo V. Philippine Medical Superstitions Told in Parables. Lingayen,
Pangasinan: Gumawid Press, 1960.
Ico, Lydia M. “A critical analysis of the Pangasinan cancionan: a folk debate in
song.” Ph.D. diss., UP, 1981.
ERWIN S. FERNANDEZ
Not to be cited and distributed without due permission from the author.
43
1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Legasto, Priscelina Patajo. “Pablo Mejia: a study of the Pangasinan zarzuela.” MA
thesis, UP, 1976.
Libro del pueblo, o, Bangat iran nipaacad ed saray sampoloran ganggay Dios tan
saray sacramentos. Guinaoay S. Alfonso de Ligorio et inalis balet ed salitay
Pangasinan na P. Fr. Salvado Millan. 3rd ed. Manila: Impr. de Sto. Tomas, 1939.
(see also Religion and Translation)
Magno, Iluminada M. “A critical study of the zarzuelas in Pangasinan of Catalino
Palisoc.” MA thesis, UP, 1954.
Magno, Rosa Maria. Urduja beleaguered: and other essays on Pangasinan
language, literature and culture. Manila: Kalikasan Press, 1991.
Magsano, Maria C. Coleccion Hombres e ideas. Dagupan City: Pangasinan Review
Press, 1950.
______________.Duksay kapalaran. Dagupan City: Pangasinan Review Press,
1959.
______________. Duksay kapalaran: nankaduan libro. Dagupan City: Pangasinan
Review Press, 1959.
______________. Bales na kalamangan tan antikey a biografia nen Senadora
Geronima T. Pecson ya tini-tuloway "siopa may Senadora Imay." Dagupan City:
Pangasinan Review Press, 1952.
______________. Colegiala Dolores: novela ed nankaduan tomo. Dagupan City:
Pangasinan Review Press, 1950.
_______________.Samban agnabenegan; sakey a kombilay. Pangasinan Review,
1954.
_______________. My sacred oath: a novel. First published in Silew Magazine
under the title Samban Agnabenegan. Dagupan City: Pangasinan Review Press,
1960.
Maikling kuwentong Kapampangan at Pangasinan. Binigyan ng introduksiyon at
isinalin nina Maria Crisanta S. Nelmida at Lourdes H. Vidal. Quezon City: Ateneo
de Manila University Press, 1996. (see also Translation)
Malonzo, Teresita G. Taru'man nin Bolinao. [Mga katutubong kuwento sa Bolinao/
Folktale stories in Bolinao] / ninsurat tan dininep ra ni Teresita G. Malonzo, Neri S.
Zamora; inistorya ra ni Bedencio Caasi et al.; hinusto ra ni Emerita C. Caasi et al.
Manila: Summer Institute of Linguistics, 1983.
ERWIN S. FERNANDEZ
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44
1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Maung a balita para sayan panaon tayo: pati saray libron deutero canonico
Pangasinan. Manila. Philippine Bible Society, 1983.
Millan, P. Salvador. Novena ni Nuestra Señora Manaoag patrona ti Pangasinan.
Manila: UST Press, 1946. (see also Religion)
Nelmida, Ma. Crisanta Samson. “Ang pagkabuo ng larawan ng babae sa ilang piling
nobela ni Maria Magsano: isang alternatibong pagbabasa.” MA thesis, UP, 1991.
Nelmida, Perla S. “Pangasinan folk literature.” Ph.D. diss., UP, 1982.
Novena al Divino Tesoro en dialecto Pangasinan, sicatoy pamfiestay Sr. Tesoro, 5
de Septiembre. Manila: Tip. Pont. del Col. de Sto. Tomas, 1921.
Novenarioy sancamagloriaan a patriarca señor San Jose, esposoy reinad
cataoenan Maria sancasantosan. Manila: Imprenta del Colegio de Sto. Tomas,
1904. (see also Religion)
Palafox, Filemon et al. Philippine drama: twelve plays in six Philippine languages.
Introduced, edited and translated by Wilhelmina Q. Ramas. Quezon City: NSTAAssisted UPS Integrated Research Program 'A' University of the Philippines, 1987.
Passio domini nostri Iesu christen. Translated into Pangasinan by Antonio
Gonzales.s.l: n.p., 1849. (see also Translation)
Rizal, Jose. Agmoak didiwiten. Noli me tangere. Impatalus ed Pangasinan nen
Lourdes Bengson Ungson. Ibale: Komision na Saray Bayani na Lapag a Bansa,
1963. (see also Translation)
Rizal, Jose. Say isusungpad uley; tungtong ya Filipino. Filibusterismo; novela
filipina. Impatalus ed Pangasinan nen Lourdes Bengson Ungson. Ibale: Komision
na Saray Bayani na Lapag a Bansa, 1963. (see also Translation)
Sarswelang Pangasinan. Binigyang introduksiyon ni Prescilina Legasto at isinalin
sa nina Maria Crisanta S. Nelmida at Erlinda S. Andaya. Quezon City: Ateneo de
Manila University Press, 1996.
Say Balon Sipan, o dino, El Nuevo Testamento nen Catawan Tayon Manangilaban
a si Jesu-Cristo. Manila: Sociedad Biblica Britanica y Extrangera, 1908. (see also
Religion)
Tokotomi, Kenjiro. Nami-ko (Tuatuwan impanbilay). Patalus ed salitay pangasinan
nen M.C. Magsano. Dagupan City: Pangasinan Review Press, 1951. (see also
Translation)
ERWIN S. FERNANDEZ
Not to be cited and distributed without due permission from the author.
45
1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Vidal, Francisco. Novenas nen San Vicente Ferrer, tan say inpanbilay to. Inalis ed
salitay Pangasinan nen Benito Sanchez Fraga. Manila: Tip. Pontificia del Colegio
de Sto. Tomas, 1923. (see also Religion and Translation)
Villafania, Santiago B. Balikas na Caboloan. Manila: National Commission for
Culture and the Arts and the Author, 2005.
Marine Science
Agawin, Nona Sheila R. “In situ experimental evidence of nutrient limitation of
seagrasses in Cape Bolinao, NW Philippines.” MS thesis, UP, 1995.
Aragones, Naniel V. “Taxonomy, distribution and relative abundance of juvenile
siganids and aspects of the padas fishery in Bolinao, Pangasinan.” MS thesis, UP,
1987.
Bacaltos, Della Grace G. “Nutrient behavior, primary production, and infauna in a
river system with inputs from fishpond effluents.” Ph.D. diss., UP, 2000.
Balgos, Miriam C. “Age and growth of the squid Sepioteuthis lessoniana Lesson,
1830 in Bolinao, Pangasinan by statolith observation and length frequency
analysis.” MS thesis, UP, 1990.
Bangi, Helen Grace P. “The effect of adult nutrition on somatic and gonadal growth
egg quality, and larval development of the sea urchin Tripneustes Gratilla Linnaeus
1758 (Echinodermata:Echinoidea).” MS thesis, UP, 2001.
Belda, Carmelita A. “Growth rates, allometry, and growth trends, in relation to
some ecological factors of Tridacna gigas (Bivalvia : Tridacnidae) in Bolinao,
Pangasinan, Philippines.” MS thesis, UP, 1989.
De Guzman, Asuncion B. “Community structure of macrobenthic invertebrates on
exploited reef flats of Santiago Island, Bolinao, Pangasinan.” MS thesis, UP, 1990.
De Venecia, Mary Bernadette B. “The regenerative capacities and growth responses
of Gelidiella acerosa (Forsskal) Feldman et Hamel branch cuttings to light and
nitrates (rhodophyta: gelidiales).” MS thesis, UP, 1992.
Espinosa, Joselita T. S. “Aspects of the feeding biology of juveniles of the whitespotted spinefoot, Siganus fuscescens (Pisces: Siganidae).” MS thesis, UP, 1991.
Halun, Sitti Zayda B. “Experimental evaluation of the effects of siltation-derived
changes in sediment conditions on the seagrass Cymodocea rotundata.” MS thesis,
UP, 2001.
ERWIN S. FERNANDEZ
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46
1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Lacap, Cristina Day A. “Sexual reproductive capacities of the seagrasses Enhalus
acoroides (L.f.) Royle and Thalassia hemprichii (Ehrenberg) Ascherson in Cape
Bolinao, N.W. Philippines: the effects of siltation.” MS thesis, UP, 2002.
Lluisma, Arturo O. “Effects of nitrogen, phosphorus, and photon flux density on
growth, photosynthesis, and proximate constituents in branch cultures of
Kappaphycus Alvarezii (Doty) Doty.” MS thesis, UP, 1992.
Montebon, Augustus Rex F. “Metabolic responses of Porites cylindrica (Anthozoa:
Scleractinia) to water motion.” MS thesis, UP, 1993.
Nacorda, Hildie Maria E. “Macroinfaunal community structure and benthic
metabolism of a shallow reef flat in Bolinao, Pangasinan (Northwestern
Philippines).” MS thesis, UP, 1996.
Nañola, Cleto L. “Distribution patterns of nocturnal seagrass fishes on the reef flat
of Santiago Island, Bolinao, Philippines.” MS thesis, UP, 1995.
Ortiz, Ariel T. “Growth and reproductive state of intertidal and subtidal Sargassum
(Sargassaceae Phaeophyta) populations in Bolinao, Pangasinan.” MS thesis, UP,
2000.
Pamintuan, Irene S. “Successional trends of artificial reef communities in Bolinao,
Northwestern Pangasinan.” MS thesis, UP, 1994.
Pablico, Grace L. T.. “Seasonality in photosynthesis, alginate yield and viscosity of
five sargassum species from Bolinao, Pangasinan.” MS thesis, UP, 1997.
Palomar, Nadia E. “The population characteristics and behavior of the burrowing
shrimp Alpheus macellarius as influenced by sediment conditions and seagrass.”
MS thesis, UP, 2002.
Rañola, Maria Catalina G. “Temporal patterns of emergence of zooplankton in a
Philippine seagrass bed.” MS thesis, UP. 1995.
Roa, Marie Josephine T. “Morphometry of Tridacna maxima and growth responses
of T. Maxima and its dinoflagellate symbiont Symbiodinium sp. to different rearing
conditions.” MS thesis, UP, 1989.
Sabater, Marlowe G. “Effects of induced mineral accretion on growth, survival and
corallite properties of coral transplants.” MS thesis, UP, 2001.
Salmo, Severino G. “Responses of Rhizophora Mucronata (Lamarck) seedlings to
spilled oil.” MS thesis, UP, 2002.
ERWIN S. FERNANDEZ
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1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
San Diego, Maria Lourdes C. “Measurements of physical variables and nutrient
concentrations at Tambac Bay.” MS thesis, UP, 1985.
Tiquio, Ma. Gregoria Joanne P. “Responses of the generative propagules of enhalus
acoroides (l. f.) royle to siltation and aquaculture-derived nutrient enrichment.” MS
thesis, UP, 1999.
Vallejo, Benjamin M. “Preliminary investigations on the effects of grazing and
stocking density of hybrid mollies Poecilla (Pisces: Poeciliidae) on the growth of
juvenile giant clams Tridacna gigas (Bivalvia: Tridacnidae).” MS thesis, UP, 1993.
Yap, Leni G. “The community composition and production of phytoplankton in fish
pens of Cape Bolinao, Pangasinan.” MS thesis, UP, 2003.
Yap, Maria Helena T. “Studies on the growth, regeneration and transplantation of
Acropora pulchra (Brook) (Coelenterata: Anthozoa) at Santiago Island, Bolinao,
Pangasinan.” MS thesis, UP, 1981.
Meteorology
Balotro, Rolando S. “A barotropic wind and tide induced circulation model for the
Gulf of Lingayen.” MS thesis, UP, 1992.
Music
Coquia, Flordeliza E. “Cultural traits and values in Pangasinan folksongs.” MA
thesis, CEU Graduate School, 1995.
Dulawan, Mercedes Javier. “Imahen ng babae sa mga popular na awiting
Pangasinan.” MA thesis, UP, 2005.
Pinabli taca [soundrecording]. Quezon City: Vicor Music.
Nutrition
Mabakiao, Generosa T. “A comparative study of the food intake of some groups of
Filipinos: Visayan-Bicolano, Pangasinan-Ilocano, and Pampango-Tagalog.” MA
thesis, CEU, 1949.
Political Science
Salazar, Lorraine Carlos. The Agbayanis of Pangasinan. MA thesis, UP, 1996.
ERWIN S. FERNANDEZ
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48
1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Public Administration
Abalos, Fe Nida R. “Development orientation of barangay captains and councilmen
of the municipality of Laoac, Pangasinan.” M.A.Ed. thesis, Don Mariano Marcos
Memorial State University (Agoo, La Union), 1983.
Capital improvement program: FY 1976-1980. Mangaldan: Office of the Mayor,
1975.
Corpuz, Noli V. “The Self employment assistance program as implemented by the
Department of Social Welfare and Development in Alcala, Pangasinan 1990-1991.”
MPA thesis, Baguio Central University, 1991.
Dagupan City comprehensive development plan (2003-2005)[computer file] /
Prepared by the Technical Working Groups and the Sectoral Committees with
assistance from UP Planning and Development Research Foundation, Inc.. Quezon
City: UP PLANADES.
Estrella, Dulce G. “An environmental impact assessment of the plan to convert
Urdaneta, Pangasinan into a city, 1978.” M.P.A. thesis, Luzon Colleges (Dagupan
City), 1978.
Hofer, Dulce Ann K. “Local government unit bond flotation for financing
development in the Philippine setting: case studies and vital lessons learned.” Ph.D.
diss., UP, 2005.
Legaspi, Perla E. “The genesis, viability and effectiveness of community
organizations: the case of Pangasinan credit cooperatives.” DPA diss., UP, 1990.
Management study on the municipal government of Alaminos, Pangasinan. Manila:
The Center, 1975.
Management survey of the provincial government of Pangasinan. Manila: LGC
College of Public Administration University of the Philippines, 1972.
Mendoza, Leopoldo F. “An assessment of the rehabilitation of selected earthquakedamaged infrastructures in the municipality of Mangaldan, Pangasinan.” M.P.A.
thesis, Luzon Colleges (Dagupan City), 1995.
Nalupta, Isidro E. “Initial environmental impact assessment of proposed tourism
facilities within Manleluag Spring National Park Mangatarem, Pangasinan.” MPA
thesis, Luzon Colleges (Dagupan City), 1994.
Nutrition, food, environment (NFE) and medicare program, Binmaley, Pangasinan.
Manila: Local Government Academy, 1999.
ERWIN S. FERNANDEZ
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49
1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Prestosa, Roberto D. “Problems of the barangay service point officers of San Fabian,
Pangasinan in the performance of their family planning tasks and functions: an
analysis.” M.P.A. thesis, Luzon Colleges (Dagupan City), 1980.
Religion
Ave Maria novenas na sancabalinguitan a rosad paraisoy Dios salanti
sancasantosan a Maria del Rosario: Nilactipan so inquipayaoad na nuestra señora
ed Manaoag. Manila: Tip. Pontificia del Col. de Sto. Tomas, 1920. (see also
Literature)
Libro del pueblo, o, Bangat iran nipaacad ed saray sampoloran ganggay Dios tan
saray sacramentos. Guinaoay S. Alfonso de Ligorio et inalis balet ed salitay
Pangasinan na P. Fr. Salvado Millan. 3rd ed. Manila: Impr. de Sto. Tomas, 1939.
(see also Literature and Translation)
Cuesta, Cardinal Garcia. Catecismo a nipaacar ed protestantismo. Inpatalos balet
ed salitay Pangasinan, pinasimbalo tan inarumay amayamay iran bangat, ya
sancacanaan ira natan ya amtaen diad Filipinas, na Salvador Millan. Manila: Imp.
del Colegio de Sto. Tomas, 1902. (see also Literature and Translation)
Millan, P. Salvador. Novena ni Nuestra Señora Manaoag patrona ti Pangasinan.
Manila: UST Press, 1946. (see also Literature)
Novenarioy sancamagloriaan a patriarca señor San Jose, esposoy reinad
cataoenan Maria sancasantosan. Manila: Imprenta del Colegio de Sto. Tomas,
1904. (see also Literature)
Say Balon Sipan, o dino, El Nuevo Testamento nen Catawan Tayon Manangilaban
a si Jesu-Cristo. Manila: Sociedad Biblica Britanica y Extrangera, 1908. (see also
Literature and Translation)
Vidal, Francisco. Novenas nen San Vicente Ferrer, tan say inpanbilay to. Inalis ed
salitay Pangasinan na Benito Sanchez Fraga. Manila: Tip. Pontificia del Colegio de
Sto. Tomas, 1923. (see also Literature and Translation)
Sociology
Anderson, James N. “Kinship and property in a Pangasinan barrio.” Ph.D. diss.,
UCLA, 1964.
Andico, Fe A. “A comparative study of the roles and status of women in subsistence
and commercial fishing households in a community in Pangasinan.” Ph.D. diss.,
UP, 1995.
ERWIN S. FERNANDEZ
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50
1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Bernardino, Benedicto P. “A case study of the socio-economic problems of a sitio in
Pangasinan and its implication to the country.” MA thesis, Northwestern
Educational Institution, 1955.
Cespedes, Carol Marie H. “Away from the land: the evolution of a middle class in a
Pangasinan town.” Ph.D. diss., Claremont University College, 1971.
Tourism
Elemos, Conchita R. “Ecotourism as a strategy for environmental security: a
proposed ecotourism approach for Hundred Islands National Park.’ M.N.S.A. thesis,
National Defense College of the Philippines, 2000.
The Probe Team. The other side of Pangasinan. 18 min. Quezon City: Probe
Productions, 1995. Videocassette.
Translation
Cuesta, Cardinal Garcia. Catecismo a nipaacar ed protestantismo. Inpatalos balet
ed salitay Pangasinan, pinasimbalo tan inarumay amayamay iran bangat, ya
sancacanaan ira natan ya amtaen diad Filipinas, nen Salvador Millan. Manila: Imp.
del Colegio de Sto. Tomas, 1902. (see also Literature and Religion)
Katonungay panamili (Ley electoral) Inkorit ed Pangasinan nen Buenaventura
Ferrer. Manila: Oriental Commercial, 1928. (see also Law)
Libro del pueblo, o, Bangat iran nipaacad ed saray sampoloran ganggay Dios tan
saray sacramentos. Guinaoay S. Alfonso de Ligorio et inalis balet ed salitay
Pangasinan na P. Fr. Salvado Millan. 3rd ed. Manila: Impr. de Sto. Tomas, 1939.
(see also Literature and Religion)
Maikling kuwentong Kapampangan at Pangasinan. Binigyan ng introduksiyon at
isinalin nina Maria Crisanta S. Nelmida at Lourdes H. Vidal. Quezon City: Ateneo
de Manila University Press, 1996. (see also Literature)
Osias, Camilo O. Babasaey ombaley: onan aralen. Inpatalos ed wikay Pangasinan
di H. Cañiza tan Antonio Ramos. Maynila: J. Fajardo, n.d. (see also Education)
Pangasinan language publication. Contains say konstitusyon na Republika na
Pilipinas. n.p., 1973.
Passio domini nostri Iesu christen. Translated into Pangasinan by Antonio Gonzales.
n.p., 1849. (see also Literature)
ERWIN S. FERNANDEZ
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51
1st Pangasinan Conference on Revitalizing Pangasinan Language and Cultural Heritage
Rizal, Jose. Agmoak didiwiten. Noli me tangere. Impatalus ed Pangasinan nen
Lourdes Bengson Ungson. Ibale: Komision na Saray Bayani na Lapag a Bansa,
1963. (see also Literature)
Rizal, Jose. Say isusungpad uley; tungtong ya Filipino. Filibusterismo; novela
filipina. Impatalus ed Pangasinan nen Lourdes Bengson Ungson. Ibale: Komision
na Saray Bayani na Lapag a Bansa, 1963. (see also Literature)
Say Balon Sipan, o dino, El Nuevo Testamento nen Catawan Tayon Manangilaban
a si Jesu-Cristo. Manila: Sociedad Biblica Britanica y Extrangera, 1908. (see also
Literature and Religion)
Tokotomi, Kenjiro. Nami-ko (Tuatuwan impanbilay). Patalus ed salitay pangasinan
nen M.C. Magsano. Dagupan City: Pangasinan Review Press, 1951. (see also
Literature)
Vidal, Francisco. Novenas nen San Vicente Ferrer, tan say inpanbilay to. Inalis ed
salitay Pangasinan nen Benito Sanchez Fraga. Manila: Tip. Pontificia del Colegio
de Sto. Tomas, 1923. (see also Literature and Religion)
Transportation / Communication
Balle, J. Estracto de la memoria del cable telegrafico submarino de Co. Bolinao
(Filipinas) a Hong-Kong. n.p., 1880.
Congregaciones Marianas. El ferro-carril de Manila a Dagupan: con un plano.
Manila: Estab. Tipog. dela Oceania Española, 1887.
Urban Planning
Espero, Victorino P. “An analysis of the proposed land uses in the growth centers of
Pangasinan.” Ph.D. diss., UP, 1980.
ERWIN S. FERNANDEZ
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52