The spread of English around the world has offered us a diverse range of varieties of English.
Within the framework of Postcolonial English varieties, I have investigated the Philippine variety of English, which was a result of and emerged from its colonial background.
In Braj Kachru’s model of World English dialects, Philippine English belongs to what are called the ‘outer circle’ countries and is used in the major institutions as a legacy of colonisation. As a result, English has a great historical importance and serves as a lingua franca between the different ethnic and language groups.
To fully understand the make-up of Philippine English, we need to take a look at the derivation and spread of the language. Aside from introducing general facts about the country, I will examine the origins of the language and the arrival of English in Philippine history. Furthermore, I will briefly explore the present-day language situation, especially the different local languages and the code-switching or code-mixing between the two official languages Filipino and English. By looking at the characteristic features of Philippine English, I want to show the general, phonological, morpho-syntactical and lexical differences from General American English. Finally, I want to discuss the significance of Philippine English for a teacher of foreign languages and to draw conclusions regarding the impact of English on the Philippines.
II. Basic facts
The Philippines are located in Southeast Asia, archipelago between the Philippine Sea and the South China Sea, east of Vietnam. The land has an area of 298,170 km² and is slightly larger than Arizona. The Philippines consist of 7,107 islands in the western Pacific Ocean, of which only eleven are bigger than 2500 km². The biggest islands are: Luzon, Mindanao, Samar, Negros, Cebu, Leyte, Mindoro, Panay and Palawan. Only 1000 islands are bigger than 1 km². An estimated population of 91,077,287 (July 2007) lives in the Philippines. The capital of the Philippines is Manila and the largest town is Quezon City. Religious affiliations include Roman Catholic 80.9%, Muslim 5%, Evangelical 2.8%, Iglesia ni Kristo 2.3%, Aglipayan 2%, other Christian 4.5%, other 1.8%, unspecified 0.6% and none 0.1% (2000 census). In addition to a mixture of religions there are also several languages. The two official languages are Filipino (based on Tagalog) and English, but about 180 languages and dialects exist on the island.
Table of Contents
I. Introduction
II. Basic facts
III. History
3.1 Negritos
3.2 Spanish Colonization
3.3 Arrival of English
IV. Present-day language situation
4.1 Language variety
4.2 Code-switching or code-mixing
V. Characteristic features of Philippine English
5.1 General facts
5.2 Phonology
5.3 Morpho-syntax
5.4 Lexis
VI. Teaching Philippine English and its problems
VII. Conclusion
Research Objectives and Core Themes
The primary objective of this work is to explore the development, current status, and unique linguistic characteristics of Philippine English, examining its evolution from a colonial legacy to a distinct national variety and its implications for English language teaching.
- Historical evolution of the English language in the Philippines.
- Linguistic diversity and the contemporary role of Taglish/code-switching.
- Phonological, morpho-syntactic, and lexical features of Philippine English.
- Challenges of standardization in postcolonial English varieties.
- The role of English as a socioeconomic equalizer and unifying force.
Excerpt from the Book
3.3 Arrival of English
The Spanish control lasted for more than three centuries, until the islands were ceded to the United States in the Treaty of Paris (1898), as a consequence of the Spanish-American War. The history of Philippine English has been rather short, but unusually intense, because the language spread very quickly. The number of English speakers in the Philippines increased from practically zero in 1898 to a census figure of 16,409,133 or 44.7% of the population in 1970. This makes Filipino English a product of American colonial expansion.
Spanish, however, had only made a limited impact under the last colonial regime, and the Americans also judged their own culture and language superior to the indigenous ones. Because of this, English was declared the official language, as well as the and main language of education. By enforcing this rule, the US sent about 523 teachers on board the USS Thomas to the Philippines in 1901. The teachers became known as the “Thomasites” and helped to intensify education in English (see appendix). Apart from teaching basic education, they also trained Philippine teachers in English as a means of instruction. The US colonial rule of the Philippines started in 1905 with very limited local rule. In 1935 partial autonomy or limited sovereignty was granted under a “commonwealth” status, which was the foundation for a planned full independence from the United States in 1946.
Summary of Chapters
I. Introduction: The introduction establishes the framework of Postcolonial English and explains the author's intention to analyze the historical development and unique features of the Philippine variety of English.
II. Basic facts: This chapter provides essential geographic, demographic, and religious background information on the Philippines to set the context for language usage.
III. History: This section covers the timeline of the Philippines from its indigenous roots through Spanish colonization to the arrival and rapid implementation of English by the Americans.
IV. Present-day language situation: This chapter examines current linguistic diversity, including the distribution of major indigenous languages and the common practice of code-switching.
V. Characteristic features of Philippine English: This chapter details the specific linguistic markers of Philippine English, analyzing its phonology, grammar, and vocabulary.
VI. Teaching Philippine English and its problems: The author discusses the pedagogical challenges regarding standardization and the relevance of local English varieties in global teaching contexts.
VII. Conclusion: The conclusion summarizes the role of English as a unifying, socioeconomic force in the Philippines and reflects on its contribution to the global diversity of English.
Keywords
Philippine English, Postcolonial English, Kachru, Thomasites, Taglish, Code-switching, Morpho-syntax, Phonology, Linguistic diversity, Standardization, Colonial legacy, English language teaching, Sociolinguistics, Austronesian, Lingua franca
Frequently Asked Questions
What is the core focus of this publication?
This work provides an investigation into the Philippine variety of English, tracing its historical roots as a consequence of American colonialism and analyzing its current linguistic structure and societal role.
What are the primary themes discussed?
Key themes include the history of colonization, the phenomenon of code-switching (Taglish), specific grammatical and phonological features, and the educational implications of teaching English in a non-native, postcolonial setting.
What is the main research question?
The author questions how Philippine English is relevant for teachers of English as a second language and explores whether it should be viewed merely as a variety or as a standardizing force in its own right.
Which methodology does the author employ?
The work utilizes a descriptive, socio-historical analysis, relying on existing models such as Braj Kachru’s ‘outer circle’ framework and empirical studies on language contact and evolution.
What does the main body cover?
The main body systematically covers the historical timeline, the contemporary multilingual situation, specific linguistic differences from American English, and pedagogical concerns regarding English standardization.
Which keywords define this work?
The work is characterized by terms such as Philippine English, Postcolonial English, Taglish, Code-switching, Linguistic diversity, and Language identity.
What is the historical significance of the "Thomasites"?
The Thomasites were 523 American teachers sent to the Philippines in 1901 who were instrumental in establishing English as the primary language of education and instruction.
How does the text describe the phenomenon of "Taglish"?
Taglish is defined as a blend of Tagalog and English, functioning as a "street English" used in informal settings and the media, which helps Filipinos navigate between their native languages and English.
Why is English considered a "socioeconomic equalizer" in the Philippines?
English is regarded as a "passport to well-paid jobs," providing access to higher education and professional opportunities, thereby acting as a powerful tool for social mobility for the population.
- Quote paper
- Margarete Misch (Author), 2008, Philippine English, Munich, GRIN Verlag, https://www.grin.com/document/93785
