AND OTHER REGIONAL LANGUAGES IN THE PHILIPPINES

Clesencio B. Rambaud
Manila Bulletin Publishing Corp., Intramuros, Manila
clesrambaud@yahoo.com

Paper read at the 18th World Congress
Shanghai International Convention Center, Shanghai, China
Agosto 4-7, 2008

Abstract

The Philippines initiated a move to develop a common language to unify its more than 170 ethno-linguistic groups scattered in its archipelago of more than 7,000 islands. Mainly based on Tagalog, the primary language of Manila, the nation’s capital, the proposed common language called Pilipino then later Filipino was instituted by the government not only as a separate subject to be taught in schools but also as a medium of instruction which slowly flourished to the different parts of the country. The popularization of the common language, however, created controversies since Tagalog is not the majority language in the country and English, a foreign language, remained as the major means of communication in business, higher education and technological fora. The promotion of the common language and of English language resulted in the marginalization and, to some extent, helped hasten the extinction of other languages especially those of the small ethnic groups. There are a few ethno-linguistic groups, however, among them the Ilocanos, who pursued vigorous efforts to promote and preserve their language not only in their original place but also in other areas where they migrated. Of late, some sectors, now aware of the intrinsic value of smaller languages, are spearheading programs to promote and document Philippine languages. Moreover, there is now even a move to revive the use of the mother tongue in basic education.
Key words: Ilocano, mother tongue, marginalization, ethno-linguistic

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1. INTRODUCTION

The Philippines, like other countries in the Southeast Asian region, is diverse in both its ethnic and linguistic makeup. The groups into which Filipinos can be divided are based more on language than any clear-cut ethnicity. Composed of more than 7,000 islands, the country’s leaders believe that the Filipinos can be unified by developing a common language as a key to meet the country’s objectives for socio-economic success. On the other hand, the government is also bent on maintaining the Philippine’s distinction as an English-speaking nation — a grand tribute to the Americans who, as colonizers, ultimately won the hearts and minds of the Filipinos, their “brown brothers” with their “stateside” goods and by educating them to love all things American.

What the Spaniards were not able to achieve in their more than 300 years of colonization — which is the unconditional love by the Filipinos — was achieved by the Americans in only less than 30 years. Thus, born the Americanized Filipino who, to this day, may be able to speak his mother tongue or the national tongue, relish in speaking and thinking in English and treats his brother Filipinos who have lesser education with condescending attitude.

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2. LEGAL BASES OF LANGUAGE UNIFICATION

It cannot be denied that languages are indeed essential to the identity of groups and individuals and to their economic and peaceful coexistence. They constitute a strategic factor of progress towards sustainable development and a harmonious relationship between the global and the local context. Hence, then Philippine President Manuel Luis Quezon dreamed to unite the more than 170 ethno-linguistic groups occupying the more than 7,000 islands of the Philippine archipelago into one cohesive nation through the use of a single major language.

The President, who himself is a Tagalog, also wanted to carry out the mandate of the 1935 Constitution which was in effect in the country then for the Congress to take steps toward the development and adoption of a common national language based on one of the existing native languages.

To realize this vision, Quezon asked the Philippine National Assembly, on October 27, 1936, to set up an agency of national language. The main task of the proposed agency was to undertake a study of all existing languages in the country and choose one as the basis of a common language. The National Assembly responded quickly and on November 13, 1936, Commonwealth Act 184 was enacted which created the Institute of National Language.

Less than a year later, on November 9, 1937, the members of the Institute of National Language composed of representatives of the seven major Philippine languages namely: Samar-Leyte Visayan, Tagalog, Ilocano, Cebuano Visayan, Panay Visayan, Bikolano and Moro declared that after a thorough study, they have chosen Tagalog as the basis of a language to be developed and promoted as a national language.

This elated Quezon and, on December 30, 1937, he officially announced the unanimous approval not only by the members of the Institute but also by Filipino scholars and patriots of divergent origin and varied education and tendencies for the selection of Tagalog as the basis of the national language.

Subsequent Philippine leaderships also exerted vigorous efforts to promote Tagalog as the national language. In the 1943 Constitution under the Japanese Government, Article IX provided that the government will take steps to develop and propagate Tagalog as the national language. The 1973 Constitution also included under its General Provisions for the National Assembly to take steps towards the development and formal adoption of a common national language to be known as Filipino. The Constitution, however, mentioned English as one of the official languages in the country.

The present Philippine Constitution adapted in 1987, also contained pertinent sections supporting previous constitutional directives which declared that the national language of the Philippines is Filipino to be developed and enriched on the basis of existing Philippine and other languages. It also stressed that subject to provisions of law and 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 (Art. XIV, Sec. 6).

The basic law further mentioned that for purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English. The regional languages were assigned the auxiliary official languages in the regions and will serve as auxiliary media of instruction therein. Spanish and Arabic shall be promoted on a voluntary and optional basis (Art. XIV, Sec. 7). The Congress was also directed to establish a national language commission composed of representatives of various regions and disciplines which shall undertake, coordinate, and promote researches for the development, propagation, and preservation of Filipino and other languages (Art. XIV, Sec. 9).

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2.1 From Tagalog to Pilipino to Filipino

The Tagalog language did develop as a national language from the time President Quezon approved it as the basis of a Philippine national language. The Tagalog language was soon called Pilipino (in 1959), then renamed Filipino (in 1973). The reason for this, among other things, is clearly to make the language more palatable to the non-Tagalogs or those not belonging to the Tagalog tribe.

Before the inception of Tagalog as the basis of a common language, the non-Tagalogs, especially the Visayans, whose language — the Visayan Cebuano, Visayan Panay and Visayan Leyte-Samar — dominated the Tagalog language speakers. Even more than 10 years later, in 1948 (after the Second World War), the Visayan-speaking Cebuanos comprised 25 percent of the Philippine population as compared to the Tagalog speakers which consisted of only 19 percent [1]. Thus, it was the Visayans who vehemently fought against the implementation of Tagalog as “the basis of a national language.” The reason is clear: among the Philippine languages, their language was the more dominant language as far as the number of native speakers is concerned. But Tagalog, which is the language of Manila, the seat of the national government, was already predetermined to become the basis of the national language.
To appease the wounded feelings of the Visayans, President Quezon appointed Jaime C. de Veyra, representing the Visayan Leyte-Samar, as Chairman of the Institute of National Language. Some observers said this was to make de Veyra the scapegoat the moment the Tagalog language is chosen as the national language.

Another reason why Tagalog was renamed Filipino is to make it appear as the “national language” or the “language of the whole Filipino nation”. The fact, however, remained that the Filipino language is the same as the Tagalog language. Many observers say it is the same dog with a different collar.

The Tagalog or the Filipino language, having been instituted as the national language of the Philippines, and mandated to be used as a medium of instruction and communication in the country, received the much needed support, financial or otherwise, from the taxpayers. The writing and printing of the official Tagalog grammar (or Balarila in the native tongue) was financed by the government and was distributed to all schools of the archipelago. Tagalog or Filipino is taught not only as a separate subject but is also used as a medium of instruction in Philippine schools, public and private, from kindergarten up to undergraduate levels. The English language, however, enjoys the same support as it is also mandated by all Philippine Constitutions as a medium of instruction and communication in the Philippines except during the Japanese occupation.

Reference materials and textbooks written in Tagalog and English abound to the delight of book writers in Tagalog and in English. Press conferences are annually held to determine the best writers in these two languages. Students in the Ilocano- and Visayan-speaking provinces, on the other hand, were encouraged, coerced, and forced to speak and write fluent Tagalog and English. In some schools, students were fined if they were caught speaking in their mother tongue.

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3. DECLINE OF ENGLISH PROFICIENCY

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Although Tagalog or Filipino has been instituted as the national language, the English language enjoys a higher hierarchy than Tagalog does. In fact, students who cannot speak English fluently are generally considered to be dim-witted. The connection between English proficiency and being knowledgeable in the Philippines is understandable because almost all textbooks in the undergraduate and graduate levels are written in English. Even in the grade schools, one cannot hope to learn mathematics and science if one does not know his English. One must first learn the language before learning the necessary skills in mathematics and science.

It is unfortunate, therefore, that there had been alarming signs of English deterioration in the country. Official achievement tests given to graduating high school students in the school year 2004-2005 showed that only 6.59 percent could read, speak, and comprehend English well enough to enter college. Some 44.25 percent had no English skills at all.

The culprit, they say, was the bilingual program of the government adopted in 1987 to promote the use of Filipino. Under the program, both English and Filipino are used as medium of instruction in Philippine schools. This program, some analysts say, made the students less proficient in both languages.

To slow down the decline of English proficiency and of education, the current Philippine President, Gloria Macapagal Arroyo, instructed the Department of Education to strengthen the teaching English in public schools as early as 2003. On May 17, 2003, President Arroyo promulgated Executive Order No. 210 titled “Establishing the Policy to Strengthen English as a Second Language in the Educational System.” The objective of the policy was “to develop the aptitude, competence and proficiency of all students in the use of the English language to make them better prepared for the job opportunities emerging in the new, technology-driven sectors of the economy”. The salient points of the executive order include the following: (1) English should be taught as a second language at all levels of the educational system, starting with the first grade; (2). English should be used as the medium of instruction for mathematics and science from at least the third grade level; (3) The English language shall be used as a primary medium of instruction in all public institutions of learning at the secondary level.

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The EO, however, did not take effect immediately for one reason or another. It was only in 2006 that the Department of Education issued the implementing rules of the said EO. As expected, a “language war” erupted. Prominent writers and educators including National Artists for Literature Virgilio Almario and Bienvenido Lumbera and Romulo Baquiran Jr. of the Filipinas Institute of Translation Inc. asked the Supreme Court to block the implementation of Executive Order No. 210. They said that the use of English caused the deterioration of the educational system in the country and put the poorer students at a disadvantage. They also pointed out that it has ironically hampered the students’ ability to learn English, alienating them from their cultural heritage. They said using Filipino or the regional languages to teach the students would help them learn better, as shown by studies.

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Other sectors said the government only wants the Filipinos to be English proficient so that they can apply for jobs abroad. Others openly supported the President’s directive because, as one says, “its rejection and treatment as ‘foreign’ is a twisted form of self-loathing that some people wish us all to practice as ‘nationalism.’ English is unavoidably the lingua franca of the world in this historical epoch, even if it irks the Filipino nationalists and their ideologies of resentment.”

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4. MARGINALIZATION OF OTHER ETHNIC LANGUAGES

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The question is, “What has happened to the other Philippine languages as a result of the government’s policy of developing and promoting a national language based on the Tagalog language and its penchant of also trying to make the country an English-speaking nation?”
In the 1960s or early 1970s, it would have been unthinkable for students in the Ilocano-speaking provinces to speak Filipino outside their classrooms. Speaking in Tagalog then was jeered upon and was considered as a “try-hard” effort to appear cosmopolitan. Radio broadcasts and radio dramas were in the Ilocano language or have been translated from Tagalog.

Ilocano students were only encouraged to learn Tagalog and English to appear being educated. They were taught English terms, fruits like apples, and other objects they have not seen. They were also taught about the life and works of Francisco Baltazar, the Tagalog writer known for his long poem “Florante at Laura” (Florante and Laura).” The irony, however, is that the students during those days did not know Pedro Bucaneg, a fellow Ilocano, who wrote the epic “Biag ni Lam-ang (Life of Lam-ang).”

Those were also the times when learners talked to their pets in English and also gave them Americanized names like Whitey (for white), Blackie (for black) or Spot (because it has spots). Those days, too, gave birth to rural youth’s dreams to go to Manila for they were so awed by those who had gone to this great city with their ease in the Tagalog language and more so, to the United States of America, which they heard to be a “land of milk and honey” and where they could eat all the red and luscious apples they wanted.

The Tagalog language, during those years, was only confined to the classrooms in the Ilocano-speaking provinces (Ilocandia or the land of the Ilocanos). In the early 1980s, however, television networks based in Manila set up relay stations in the provinces. This started the influence of Tagalog in Ilocano homes. Almost all programs like soap operas (including some Mexican telenovelas), movies, news, and commentaries were aired in Tagalog. Radio FM stations also sprouted like mushrooms with disc jockeys speaking either in English or Tagalog. Slowly, Tagalog crept to the people’s everyday activities, making the Ilocanos sounding like the Tagalogs with an Ilocano accent.

Nowadays, it is no longer unusual to hear children of school age playing boisterously in some remote village road speaking in Ilocano interspersed with Tagalog or either talking in Ilocano or in fluent Tagalog. It is also common these days for the non-Tagalogs to get the top prizes in Tagalog writing tilts in national press contests. Also, some Ilocano professional writers themselves are now writing in Tagalog as if it were their first language.

This is, therefore, a clear indication that Tagalog or the Filipino language is no longer the domain of the Tagalog-speaking provinces. It has become, or is becoming, the language of the nation as President Quezon envisioned more than 70 years ago. With the institution of the Tagalog language as a medium of instruction and a separate subject in all grade levels in Philippine schools, and with the help of mass media especially the television, the Tagalog language is gaining a stronghold as truly the Philippine’s national language.

This translates to an Ilonggo who is now able to communicate with an Ilocano in a language common to both of them which is Tagalog or Filipino. The more than 170 ethno-linguistic groups in the country are able to communicate with each other now through a common language, something which they could not do during the time of President Quezon.

But this “one language, one nation” policy may come at a high price and the price is the ultimate death of the other Philippine languages. It may not come today or early in the future but the alarm has been sounded that it will come if no action is taken to preserve these languages, more so with the renewed calls for strengthening of the role of English in the Philippine educational system.

The smaller indigenous languages will suffer the most. In fact, four Philippine languages are already extinct because of the “negative attitude” of the speakers to their language, meaning that they have opted to speak in a language other than their own (Gordon, 2005).

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5. TOUGH ILOCANO LANGUAGE

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The Ilocano language is fortunate because it still boasts of 7 to 8 million speakers, making it still as one of the four major languages of the Philippines (the other three are Tagalog, Cebuano, and Hiligaynon) in spite of the intrusion of the Tagalog and English languages in places where the language is spoken through the support of the national government. Many Ilocanos may have adopted Tagalog or English as their second and third languages but still, they have not forsaken their mother tongue. However, this does not mean that the Ilocano language is not threatened by the onslaught of the Tagalog and English languages.

Consider the facts that Ilocano (spoken mainly in the northern part of the Philippines), had at least 12 percent of the total population of 19.2 million as speakers as indicated by the 1948 national census; in 1960, it was down to 11 percent of the total population of 27 million; in 1975, it remained at 11 percent of the total population of 42 million; in the census of 1990, it was down to 9 percent of the total population of 60.7 million; and surprisingly, in the 1995 census, it was up to 9.31 percent of the total population of 68.6 million, but then, in 2000 census of population from 76.5 million Philippine residents, it dropped again to 9 percent.
The Tagalog language, on the other hand, was spoken by 19 percent of the total Philippine population in 1948. In the 2000 census, its number of speakers increased to 28 percent of the total population. That figure, however, may not represent the true picture of the Tagalog language because Tagalog and Filipino are treated as separate languages; and that Filipino is spoken “throughout the country” (Gordon, 2005).

Informal surveys conducted in the 1990s by the Ilocano magazine Bannawag [2] in some secondary schools in the Ilocano-speaking provinces also showed that most students preferred to read Tagalog or English magazines than those written in their mother tongue (Ilocano). Although they admited that Ilocano was the medium of communication in their own homes and in their own localities, they said they find it hard to read Ilocano magazines because the “words used are too archaic” for them. The students were also found to be unable to write in “straight Ilocano” which means that they did not know their grammar and spelling. The students couldn’t be blamed; they were trained, in early age, to write (and speak) in Tagalog and English, and that both languages, being the medium of instruction have been used since they were in the grade school, which changed the way they looked at their mother tongue.
While the Ilocano language was able, at least, to maintain its position as a major language, the Cebuano language did not fare better. In 1948, the Cebuano speakers accounted for 25 percent of the population. In the year 2000, they are down to 13 percent. Compare this again to Tagalog speakers, who, in 1948, accounted for 19 percent of the population. In the year 2000, they already comprised 28 percent of the population.

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5.1 Passion to Promote the Ilocano Language

But the reason that the Ilocano language has fared better than most of the Philippine languages can be attributed, among others, to the adventurous spirit of the Ilocanos and of their being proud of their race. From the narrow plains of the Ilocos region in the northwestern Philippines where they originally lived, many Ilocanos braved the treacherous seas and trails and migrated to the vast plains of the Cagayan Valley in the northeastern part of the country, to some provinces in Central Luzon. They also moved to the island of Mindanao in the southern Philippines and to the state of Hawaii, bringing with them their language and culture. Bearing a stronger culture, they “Ilocanized” most of the places they chose to settle in.

Known also as a cohesive group, the Ilocanos produced leaders of national stature, foremost among them in recent memory are three Philippine presidents, Ramon Magsaysay, Ferdinand E. Marcos, and Fidel V. Ramos, who, unfortunately had more important things in mind than a seemingly trivial matter called language.

The Ilocanos’ love of their language and culture is manifested in their continuing support for their most popular weekly magazine, the Bannawag (Dawn), which was launched in 1934. In 1968, this magazine initiated the Ilocano Writers Association of the Philippines or GUMIL Filipinas, as it is officially known, and whose objective, among others (as contained in its Constitution and By-Laws) is “to enrich the Ilocano literature and cultural heritage as phases of the national identity by encouraging its members to concentrate on writing extensively and intensively about the social, economic, cultural and other aspects of growth and development among the Ilocanos through literature, history, research, or the like.”

As of this writing, the group has already published more than 100 volumes of literary work, and some have already been already translated to Tagalog and English. The group is also holding annual conferences where the Ilocano language and the craft of writing are thoroughly discussed and where young writers are encouraged to write in their mother tongue.

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Teachers or workers from the academe comprise a big chunk of the members and they have been helpful enough to disseminate and impart the importance of nurturing and safeguarding the mother tongue through organizing school chapters of GUMIL Filipinas. This may not be in consonance with the directive of the national government to maximize the role of English in all Philippine schools but school officials in the Ilocos provinces sympathize with the objectives of the Ilocano writers’ group because some of them are Ilocano writers themselves, having contributed to Bannawag in their younger years, or having used Bannawag to promote their schools.

Literary contests are also held annually to entice Ilocano writers to produce their best works. These contests are sponsored by individual Ilocanos in support of the objectives of GUMIL Filipinas. The writers association, too, like all other regional writers’ organizations and other organizations sympathetic to their cause, have also been badgering the government to give importance to the regional languages and to give them their due as mandated by the Philippine Constitution.

The past few years also saw the economic importance of the Ilocano language, at least, in Hawaii, U.S.A. with the University of Hawaii at Manoa opening its Ilocano Language and Literature Program. They found that a growing number of business establishments in that State are in need of employees who can speak the language. The program gave birth to the Nakem International Conferences where cultural workers, scholars, researchers, and members of the academe especially those in state universities and colleges in Northern Philippines can participate in nurturing not only the Ilocano language and culture but also the language and culture of the other ethno-linguistic groups in Northern Philippines.

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6. GOVERNMENT PATRONAGE OF REGIONAL LANGUAGES

The national government’s support of Ilocano culture and language or of the other cultures and languages is nil. There were times when the Cultural Center of the Philippines gave writing grants to writers other than Tagalog and English writers. But the agency eventually scrapped the project due to financial worries. The National Commission for Culture and the Arts is also benevolent to the plight of regional languages. Whenever its budget allows, it presents a writing grant to a regional writer or two, helps in the publication of books written in the major languages, and gives financial support to literary seminars and workshops and other cultural activities.

But these support are not seriously implemented because they do not address the problems the regional languages have been confronting for decades, that of having been placed on the sidelines in favor of the Tagalog and English languages.

However, it must be clarified that the issue here is not that the Tagalog or English languages have to be accepted or not by the other Philippine ethno-linguistic groups. Tagalog or Filipino has already been accepted as the common language of the Philippine archipelago as evidenced by the growing number of speakers of this language.

The English language has even the better edge than the Tagalog language because it is the language of business and power in the country. English is the primary medium of instruction of higher learning and all licensure examinations are conducted in this language. The country’s decision makers conduct their affairs not in Tagalog but in the English language. In short, Tagalog may have become the language of the Filipino people but the future of the country is decided, irony of all ironies, by a foreign tongue. Given this situation, it is then imperative for any Filipino student, whether he likes it or not, to be able to communicate well in the English language.

The issue, therefore, is not for any Filipino to say that he is against the Filipino and English languages. The issue is for the government to give more importance to the mother tongues and to instill their value to the country’s young minds. Studies show that the best way to promote critical thinking is to make use of the student’s ability to think in his or her first language (Quakenbush, 2007). But it takes more than that. Instilling in the student’s young mind that his language is not inferior to any other language will help him develop self-confidence, self-reliance, and pride of his ancestry. One of the author’s friends who once lived among the Isinai tribe in the province of Nueva Vizcaya recounted a story about an Isinai mother advising her son who is about to go to Manila that he should not tell anyone in the city that he is an Isinai.

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7. LANGUAGE REINFORCEMENT AND USE OF MOTHER TONGUE

Language plays an important role in the complex development of an individual. If the mother tongue, or the language used by the child in his everyday living, is also the language used as the medium of instruction until the completion of his formal education, imagine the impact of that language to the child’s education. The Filipino student, in the present Philippine educational setting, can only cringe with envy to students of other countries who do not need to spend years of studying a foreign language even before he can begin to understand what he is learning about and, after he graduates, finds out that he has learned nothing.

But, of course, the Filipino student has no choice at the moment but to accept the reality that the Philippine educational system is an aberration. He goes to school with the dream that all of a sudden, his English textbooks are already written or translated into Ilocano (if he is an Ilocano), or Cebuano (if he is a Cebuano), or if not, into his own national language, Filipino. He aspires that his mathematics and science books are written in a language he can readily understand and, in the classroom, he can expound his ideas in his very own tongue. He dreams that his favorite Harry Potter books are already translated into his mother tongue. He hopes that if he is to learn a foreign tongue, it is because he loves to do it or it is because his future job needs it and not because he is forced to do it. He wishes that the lawmakers, the justices, and the all the powers-that-be of his country would debate his future in a language he can comprehend.

The proclamation of 2008 as the International Year of the Languages by the United Nations General Assembly brought a ray of hope to advocates of regional languages in the Philippines. Citing the importance of all the world’s languages in achieving the six goals of education for all (EFA) and the Millennium Development Goals (MDGs) on which the United Nations agreed in 2000, which, among others, are its role in the eradication of extreme poverty and hunger, and as support for literacy, learning and life skills, the United Nations Educational, Scientific and Cultural Organization urged governments, in the wake of the threat that half of the 7,000 languages spoken in the world may disappear, “to encourage and develop language policies that enable each linguistic community to use its first language, or mother tongue, as widely and as often as possible, including in education” (Matsuura, 2007).

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The Philippines, in response to this call, has now in its Senate for consideration, the Omnibus Education Reform Act of 2008 which, among others, mandates the use of mother tongue as medium of instruction for grades 1 to 6, noting that early education in the local language is more effective.

For its part, the Philippine’s House of Representatives has its own version of the proposed law. House Bill 3719 which aims at upgrading the government’s literacy program, will institutionalize the child’s first language to be used as the primary medium of instruction in all subjects from pre-school up to the end of the child’s elementary education. The bill’s proponent noted that by “using the language the child understands not only affirms the value of the child and his cultural heritage but also enables the child to immediately master the lessons in the school curriculum and at the same time facilitates the acquisition of Filipino and English.”

The Komisyon sa Wikang Filipino, the newly reorganized Institute of Filipino Language, which was mandated by the Philippine’s present Constitution to “promote researches for the development, propagation, and preservation of Filipino and other languages” is now spearheading the adoption of House Bill 3719. In addition, the KFW, now compassionate to the plight of the regional languages, is developing an on-line Philippine Language Corpus with the assistance of the National Commission for Culture and the Arts. With the passing of the Omnibus Education Reform Act of 2008, which is inevitable, the Filipino youth may have yet a chance to be himself.

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8. NOTES
[1]All figures pertaining to population and percentage of speakers were supplied by Edwin Camaya of the Defenders of Indigenous Languages of the Archipelago (DILA) Philippines.
[2] A weekly Ilocano magazine published by Liwayway Publishing, Inc. (LPI) with offices at Makati City, Philippines until LPI closed shop in early 2005. The magazine did not miss an issue, however, because the Manila Bulletin Publishing Corp. (sister company of LPI) with offices at Intramuros, Manila City, Philippines continued publishing the magazine together with the magazine’s sister publications namely Liwayway (a Tagalog magazine), Bisaya (a Cebuano magazine), Hiligaynon (an Ilonggo magazine), and Balita (a daily newspaper in Tagalog).

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9. REFERENCES
[1] Gordon, Raymond G., Jr. (ed.), 2005. Ethnologue: Languages of the World, Fifteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/.
[2] UNESCO, “Message from Mr. Koichiro Matsuura, Director-General of UNESCO, on the celebration of 2008, International Year of Languages”. Online: http://portal.unesco.org/culture/en/ev.php-URL_ID=35559&URL_DO=DO_TOPIC&URL_SECTION=201.html
[3] Quakenbush, J. Stephen. (2007). “The Larger Importance of Smaller Languages”. Manila Bulletin, December 16, 2007.