Spanish language in the philippine curriculum
Spanish language in the philippines
Accordingly, the teaching of Philippine tongues and fostering studies about the Philippines take on a whole new meaning and would serve to strengthen ties between the two countries. By the end of the 19th century, Spanish was a strong second language among the upper classes of Philippine society, having been learned in childhood either directly from parents and grandparents or through tutoring by a local priest. Through Act No. One of these is the inclusion of Spanish language in the curriculum of 15 pilot secondary schools in the Philippines. Between and , a number of colleges and universities were established, which graduated many important colonial officials and church prelates, bishops, and archbishops—several of whom served the churches in Hispanic America. The 15 pilot schools were selected by DepEd regional offices based on Mean Percentage Score in English, ability to provide substitute teachers to take over the classes of teachers in training, and availability of classrooms and support facilities and equipment. At one point these were the language of a substantial proportion of the Philippine population. The first two constitutions were written in Spanish. The creation of a public school system resulted in a shortage of instructors.
A sample is shown below: Word. It disregarded the Catholic Chinese Filipinosmany of whom spoke Spanish, and the creole-speaking communities. This total raised to over two million students in all levels by English became the language of instruction since most of the teachers were non-commissioned American military officers and military chaplains.
Barrows, dated August 1,the following observations were made about the use and extension of the Spanish language in the Philippines:   Of the adult population, including persons of mature years and social influence, the number speaking English is relatively small.
Parents and tribal tutors most likely provided the oral tradition, instruction, and other vocational training. DepEd should take stock of what is lacking in each school and provide at least the necessary equipment or the exclusive use of the Spanish class.
The San Carlos University was founded in Cebu in Act No. The Spanish counting system, calendar, time, etc.
According to Horacio de la Costanationalism would not have been possible without Spanish. Like the other institutions of higher education in the Philippines, the organization of this university was European in style, but the language of instruction was English.
Before the spread of Filipino nationalism, the natives of each region still thought of themselves as IlocanoCebuanoBicolanoWarayTagalog etc.
Spanish influence on filipino language
The Commonwealth government passed the Education Act of , but this did not solve much of the problems still plaguing the Department of Public Instruction. This will give the schools more time to i properly schedule the Spanish classes, ii build the confidence of new teachers, and iii prepare their lessons plans and other instructional materials as well as consult with and learn from more experienced teachers. DepEd should develop user-friendly and pedagogy-focused assessment tool taking into account the possible inability of the observing supervisors to speak the Spanish language. The new Commonwealth was provided with a transition period of ten years before full independence was achieved. As evidence of the high level of pre-Hispanic culture, native literature is illustrated by the Ilocano language spoken in Northern Luzon ballad-epic narrating the life and bravery of Lam-ang in his conquest of the various indigenous groups in the main island of Luzon. Thomas, thus their reputation as Thomasites. This offer comes in addition to the courses available in private schools and universities. No one can really get on without it, and even the Chinese come in with their peculiar pidgin variety. It is important to point out that Spanish never replaced the vernacular Philippine tongues and no-one ever tried to make it. If possible, DepEd should coordinate with dormitories and make reservations on behalf of the teacher-participants. This has become a perennial problem which DepEd has struggled to address. At one point these were the language of a substantial proportion of the Philippine population.
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