Komustaka Ngatan?: Investigating the Language Status of Ilocano Language through an Analysis of the Language Use and Language Preference of Ilocano Speakers
DOI:
https://doi.org/10.20414/edulangue.v7i2.9803Keywords:
language use, language preference, Ilocano language, Ilocano, statusAbstract
This study investigated the language status of the Ilocano language through an analysis of the language use and language preference of selected Ilocano speaker. This study used a questionnaire on language use to gather relevant data. Using the descriptive method, the results of the study show that the Ilocano language is slowly being edged by the Filipino language in the five communicative domains: home, school, neighborhood, church, and marketplace in terms of language functions. One reason why the Ilocano language is losing its communicative domains is because of the devaluation of the minority languages over the national language. The use of Filipino as a medium of instruction has resulted to the fluency of the Ilocano speakers in the Filipino language because they are exposed to the language all day during schooldays, thus, making it difficult for the native language to cast a strong hold. Moreover, since the university where the respondents work caters not only students from the province of La Union but also and mostly even from Pangasinan, Ilocano teachers/speakers assume that it would be better to use the Filipino language to cater the bilingualism and multilingualism in their classes and surroundings.
Downloads
References
Adamou, E., & Shen, X. R. (2017). Beyond language shift: Spatial cognition among the ixcatecs in Mexico. Journal of Cognition and Culture, 17(1-2), 94–115. https://doi.org/10.1163/15685373-12342193.
Adriano, N.I., Franco, N. T., & Estrella, E. A. (2021). Language-in-education policies and stakeholders’ perception of the current MTB-MLE policy in an ASEAN country. The Australian Journal of Language and Literacy, 44(1), 84–99. https://doi.org/10.3316/informit.743231975707872
Alghizzi, T.M.(2013). The phenomena of languages: death vs. revival. Language in India, 13(6), 642–649.
Anderson, M.D. (2009). Ellipsis as a diagnostic tool of feature strength and the syntactic structure of Ilocano. ProQuest Dissertations Publishing.
Antonova-Ünlü, E., Sa?in-?im?ek, Ç., Ate?man, E., & Lozovska, A. (2015). russian immigrant diaspora in turkey: language use, preference and attitudes. Turkish Studies, 16(3), 391–410. https://doi.org/10.1080/14683849.2015.1067864.
Asuncion, Z. S., & Rañosa-Madrunio, M. (2017). Language attitudes of the gaddang speakers towards gaddang, ilocano, tagalog and english. Language, 5(4).
Azar, Z., Backus, A. ., & Özyürek, A. (2020). Language contact does not drive gesture transfer. Heritage speakers maintain language specific gesture patterns in each language. Bilingualism (Cambridge, England), 23(2), 414–428. https://doi.org/10.1017/S136672891900018X
Aziez, S. (2020). Language shifting context on status relationship. Proceedings Universitas Pamulang, 1(1). http://openjournal.unpam.ac.id/index.php/Proceedings/article/view/4329/3265
Bernstein, K. A., & Hamman-Ortiz, L. (2019). Bilingualism and multilingualism. In The Routledge handbook of translation and education (pp. 11-28). Routledge.
Bolton, K. (2002). Hong Kong English: autonomy and creativity (Vol. 1). Hong Kong University Press.
Borlongan, A. M. (2009). A Survey on Language Use, Attitudes, and Identity in Relation to Philippine English among Young Generation Filipinos: An Initial Sample from a Private University. Online Submission, 3, 74-107.
Burns, E.J., Tree, J., Chan, A. H. ., & Xu, H. (2019). Bilingualism shapes the other race effect. Vision Research (Oxford), 157, 192–201. https://doi.org/10.1016/j.visres.2018.07.004
Cabansag, J. N. (2016). The implementation of mother tongue-based multilingual education: Seeing it from the stakeholders’ perspective. International Journal of English Linguistics, 6(5), 43-53.
Cavallaro, Xin Elsie, T. Y., Wong, F., & Chin Ng, B. (2021). “Enculturalling” multilingualism: Family language ecology and its impact on multilingualism. International Multilingual Research Journal, 15(2), 126–157. https://doi.org/10.1080/19313152.2020.1846833.
Crawford, J. (2004). Language choices in the foreign language classroom: Target language or the learners’ first language? RELC Journal, 35(1), 5-20. https://doi.org/10.1177%2F003368820403500103.
Crystal, D. (2007). Language death. Cambridge: Cambridge University Press.
Dal Negor, S. (2004). Language contact and dying languages. Revue française de linguistique appliquée, 2(9), 47-58.https://doi.org/10.3917/rfla.092.0047.
Dediu, D., Janssen, R., & Moisik, S. R. (2017). Language is not isolated from its wider environment: Vocal tract influences on the evolution of speech and language. Language & Communication, 54, 9–20. https://doi.org/10.1016/j.langcom.2016.10.002.
Dekker, D.E. (2017). Finally shedding the past: Filipino teachers negotiate their identities within a new mother-tongue-based multilingual education policy landscape. ProQuest Dissertations & Theses.
DepEd. (2016). K to 12 curriculum guide mother tongue. Retrieved from http:// www.deped.gov.ph/wp-content/uploads/2019/01/Mother-TongueCG.pdf
Dreisbach, J. L., & Demeterio III, F. P. A. (2020). Intergenerational language preference shift among cebuanos on the cebuano, filipino, and english languages. LLT Journal: A Journal on Language and Language Teaching, 23(2), 220-240.
Dressler, W.U. (2018). Independent, dependent and interdependent variables in language decay and language death. European Review (Chichester, England), 26(1), 120–129. https://doi.org/10.1017/S1062798717000370
Dressler, W.U., Dziubalska-Ko?aczyk, K., & Peyraube, A. (2018). Introduction: Language endangerment and revitalization. European Review (Chichester, England), 26(1), 117–119. https://doi.org/10.1017/S1062798717000461.
Edwards, J. (2009). Language and identity. Cambridge: Cambridge University Press.
Esteron, J. J. (2020). Language attitudes and identity construction of trilingual learners in a rural school in the Philippines. LLT Journal: A Journal on Language and Language Teaching, 23(1), 89-103.
Fatima, S. & Qenai, R. A. (2021). English as a lingua-franca: A conflict between global and other languages of Kuwait. Language in India, 21(4), 115-133.
Fernando, C., Valijärvi, R.-L., & Goldstein, R. A. (2010). A model of the mechanisms of language extinction and revitalization strategies to save endangered languages. Human Biology, 82(1), 47–75. https://doi.org/10.3378/027.082.0104.
Fishman, E. (2021). What can translation do? Language, power, and identity in an elementary classroom. Journal of Language and Literacy Education, 17(1), 1-16.
Fishman, J. A. (2020). Bilingualism with and without diglossia; diglossia with and without bilingualism. In The bilingualism reader (pp. 47-54). Routledge.
Fishman, J. A. (Ed.). (2001). Can threatened languages be saved?: Reversing language shift, revisited: A 21st century perspective (Vol. 116). Multilingual Matters.
Fontiveros-Malana, M. (2018). First language interference in learning the English language. Journal of English as an International Language, 13, 32-46.
Ghafar Samar, R. & Bhatia, T. K. (2017). Predictability of language death: Structural compatibility and language contact. Language Sciences (Oxford), 62, 52–65. https://doi.org/10.1016/j.langsci.2017.02.003.
Giles, H. (1979). Accommodation theory: Optimal levels of convergence. Language and social psychology, 45-65.
Gomashie, G.A.(2019). Kanien’keha / mohawk indigenous language revitalisation efforts in Canada. McGill Journal of Education, 54(1), 151–171. https://doi.org/10.7202/1060864ar.
Goodman, B. & Tastanbek, S. (2021). Making the shift from a codeswitching to a translanguaging lens in english language teacher education. TESOL Quarterly, 55(1), 29–53. https://doi.org/10.1002/tesq.571.
Gullifer, J.W. & Titone, D. (2020). Characterizing the social diversity of bilingualism using language entropy. Bilingualism (Cambridge, England), 23(2), 283–294. https://doi.org/10.1017/S1366728919000026
Hall, G. & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. https://doi.org/10.1017/S0261444812000067.
Halliday, M.A.K. (2004). Language as a social semiotic: the social interpretation of language and meaning. Oxford: Oxford University Press.
Hameed, A. (2022). Mother, mother tongue, and language endangerment process: An exploratory study. Theory and Practice in Language Studies, 12(4), 726–735. https://doi.org/10.17507/tpls.1204.13
Harden, K., Punjabi, M., & Fernandez, M. (2022). Influences on teachers’ use of the prescribed language of instruction: Evidence from four language groups in the Philippines. Education Quarterly Reviews, 5(1), 516-530. DOI: 10.31014/aior.1993.05.01.460.
Hinton, L. (2003). 3. Language revitalization. Annual Review of Applied Linguistics, 23, 44–57. https://doi.org/10.1017/S0267190503000187.
Holmqvist, J., Van Vaerenbergh, Y., Lunardo, R., & Dahlén, M. (2019). The language backfire effect: How Frontline employees decrease customer satisfaction through language use. Journal of Retailing, 95(2), 115–129. https://doi.org/10.1016/j.jretai.2019.03.004
Horner, K., & Weber, J. J.(2018). Introducing Multilingualism, A Social Approach. Routledge.
Howard, K. M. (2010). Social relationships and shifting languages in Northern Thailand1: Social relationships and shifting languages. Journal of Sociolinguistics, 14(3), 313–340. https://doi.org/10.1111/j.1467-9841.2010.00445.x
Hurtado, L. (2019). Spanish in Colombia and New York City: Language Contact Meets Dialectal Convergence by Rafael Orozco (review). Hispania, 102(3), 446–448. https://doi.org/10.1353/hpn.2019.0091
Indonesia: Ministry launches Local Language Revitalization Program. (2022). Asia News Monitor.
Indonesia: Regional language revitalization to prevent language death: Minister. (2022). Asia News Monitor.
Jorolan-Quintero, G. (2018). Oral traditions: An aid to implementation of mother tongue-based multilingual education in the Philippines’ basic education programme. International Review of Education, 64(6), 759–777. https://doi.org/10.1007/s11159-018-9743-9
Karan, M. E. (2000). Motivations: Language vitality assessments using the perceived benefit model of language shift. In Assessing ethnolinguistic vitality: Theory and practice, selected papers from the Third International Language Assessment Conference, 65-77.
Karata?, P., & Aktan-Erciyes, A. (2022). Relation between creativity, executive functions and bilingualism. Journal of Language and Linguistic Studies, 18(Special Issue 1), 240-248.
King, L. (2018). The impact of multilingualism on global education and language learning. Cambridge Assessment. https://www.cambridgeenglish.org/Images/539682-perspectives-impact-on-multilingualism.pdf
Kobari, Y.K. (2009). The current status of the Butuanon language and its speakers in Northern Mindanao?: findings on ethnic identity, language attitudes, language ability, language use, and language change. Thesis (Ph.D. in Applied Linguistics)--De La Salle University, 2009.
Kosonen, K. (2017). Language of instruction in Southeast Asia (Paper commissioned for the 2017/8 Global Education Monitoring Report, Accountability in education: Meeting our commitments).
Kulick, D. (2002). Language shift and cultural reproduction: socialization, self, and syncretism in a Papua New Guinean village. Cambridge: Cambridge University Press.
Lam, Y. (2020). “I don’t want them to be like me”: Discourses of inferiority and language shift in Upper Necaxa Totonac. Anthropological Linguistics, 62(2), 159–182. https://doi.org/10.1353/anl.2020.0005.
Lee, J.H. & Lo, Y. Y. (2017). An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners. System (Linköping), 67, 121–131. https://doi.org/10.1016/j.system.2017.04.017.
Luo, R., Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R. M., ... & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55, 1-14.https://doi.org/10.1016/j.ecresq.2020.10.007
Mady, C. & Arnett, K. (2019). Novice teachers' perspectives on the use of languages in french as a second language classes that include english language learners. A Journal of Educational Research and Practice, 28(2), 82-95 .
Mahboob, A. & Cruz, P. (n.d.). English and mother-tongue-based multilingual education: language attitudes in the Philippines.
Martin-Jones, M., & Martin, D. (Eds.). (2016). Researching Multilingualism: Critical and ethnographic perspectives (1st ed.). Routledge. https://doi-org.dlsu.idm.oclc.org/10.4324/9781315405346.
Martinon, J.P. (2018). The birth of language or the necessity of rule. Bulletin of the School of Oriental and African Studies, 81(3), 413–424. https://doi.org/10.1017/S0041977X1800099X
McCauley, & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. https://doi.org/10.1037/rev0000126.
Mufwene, S.S. (2004). Language Birth and Death. Annual Review of Anthropology, 33(1), 201–222. https://doi.org/10.1146/annurev.anthro.33.070203.143852
Ocampo, R. O., & Belarde, S. A. (2021). Language Grafting: Code mixing patterns in ilocano conversational language as an input to the philippine mother-tongue-based multilingual education. Asian Journal of Language, Literature and Culture Studies, 29-35.
Okura, E.K. (2017). Language Nests and Language Acquisition: An Empirical Analysis. ProQuest Dissertations Publishing.
Olko, J., Lubiewska, K., Maryniak, J., Haimovich, G., de la Cruz, E., Cuahutle Bautista, B., Dexter-Sobkowiak, E., & Iglesias Tepec, H. (2022). The positive relationship between Indigenous language use and community-based well-being in four Nahua ethnic groups in Mexico. Cultural Diversity & Ethnic Minority Psychology, 28(1), 132–143. https://doi.org/10.1037/cdp0000479
Osborne, D.M. (2015). Negotiating the hierarchy of languages in Ilocandia: The social and cognitive implications of massive multilingualism in the Philippines. ProQuest Dissertations Publishing.
Osborne,D. (2020). Codeswitching practices from “other tongues” to the “mother tongue” in the provincial Philippine classroom. Linguistics and Education, 55, 100780–10. https://doi.org/10.1016/j.linged.2019.100780
Pacheco, Daniel, S. M., & Pray, L. C. (2017). Scaffolding practice: Supporting emerging bilinguals’ academic language use in two classroom communities. Language Arts, 95(2), 63–76.
Paez, D. B. I. (2018). Using Filipino in the English classroom: Teaching with resistance and relevance. In Reconceptualizing English education in a multilingual society (pp. 119-135). Springer, Singapore.
Parba, J. (2018). Teachers’ shifting language ideologies and teaching practices in Philippine mother tongue classrooms. Linguistics and Education, 47, 27–35. https://doi.org/10.1016/j.linged.2018.07.005
Pascasio, E. M. (1999). An update on the language behavior profile of the Filipino bilingual: Correlates of language proficiency. Philippine Journal of Linguistics,11(1), 11–24.
Pérez-Sabater, C., & Maguelouk Moffo, G. (2019). Managing identity in football communities on Facebook: Language preference and language mixing strategies. Lingua, 225, 32–49. https://doi.org/10.1016/j.lingua.2019.04.003
Perley, B.C. (2019). Words that matter anthropology, advocacy, and indigenous language revitalization. General Anthropology, 26(2), 1–6. https://doi.org/10.1111/gena.12058.
Rabali, T.C. (2021). Bible translations for the minorities’ languages today: A biblical theological exploration. Hervormde Teologiese Studies, 77(4), e1–e8. https://doi.org/10.4102/hts.v77i4.6195.
Rambaud, C.B. (2008). The marginalization of the Ilocano language and other regional languages in the Philippines. Manila: Manila Bulletin Publishing Corp.
Rampton, B. (1995). Crossing: language and ethnicity among adolescents. London: Longman
Rathus, R. (2013). Shifting language and meanings between social science and the law?: defining family violence. University of New South Wales Law Journal, 36(2), 359–389. https://doi.org/10.3316/agis_archive.20132989.
Roche, G. (2019). Does ideological clarification help language maintenance? Exploring the revitalization paradox through the case of Manegacha, a Tibetan minority language. Anthropological Linguistics, 61(1), 114–134. https://doi.org/10.1353/anl.2019.0013.
Roche, G. & Suzuki, _.H/. 2018). tibet’s minority languages: diversity and endangerment. modern asian studies, 52(4), 1227–1278. https://doi.org/10.1017/s
Rosales, V.P., Gonzalez, L.M.V. (2020). Students’ preferences and perspectives towards the use of their mother tongue as a means of instruction and a language learning aid. MEXTESOL, 44(3).
Rourke, B.O. (2015). Language revitalisation models in minority language contexts: Tensions between ideologies of authenticity and anonymity. Anthropological Journal of European Cultures, 24(1), 63–82. https://doi.org/10.3167/ajec.2015.240105
Rubino, A. (1991). Patterns of language choice and language contact in formal and informal settings. Rivista di linguistica.
Saavedra, A. (2019). Teachers’ preference on the local policy implementation of the mother tongue based-multilingual education: An assessment. Available at SSRN 3620813.
Scebold, R. N. (2003). Central tagbanwa: a language on the brink of extinction: sociolinguistics, grammar, and lexicon. Manila: Linguistic Society of the Philippines.
Sippola, E. (2021). Ilokano-Spanish: Borrowing, code-switching or a mixed language?. New Perspectives on Mixed Languages: From Core to Fringe, 18, 253. https://doi.org/10.1515/9781501511257-009
Soria, J.B. (2012). Paka(sarita)an: On ilocano language, identity and heritage education. ScholarSpace. http://hdl.handle.net/10125/101548.
Stadel. (2020). Language shift and language use in the Samaritan community. Orientalia (Roma), 89(1), 130–153.
Stamp, R., & Jaraisy, M. (2021). Language contact between Israeli sign language and Kufr Gassem sign language. Sign Language Studies, 21(4), 455–491. https://doi.org/10.1353/sls.2021.0007
Stenson, N. (1988) Aitchison, Jean. Language change: progress or decay? [Review of Aitchison, Jean. Language change: progress or decay?]. Journal of Pragmatics, 12(4), 491. https://doi.org/10.1016/0378-2166(88)90009-4
Thompson, J., & Scherff, L. (2022). Reconsidering multilingualism. English Journal, 111(5), 12-14. https://www.proquest.com/scholarly-journals/reconsidering-multilingualism/docview/2665659436/se-2
Torres, J. M., Balasa, K. A., Ricohermoso, C., & Alieto, E. O.,. (2020). Complimenting strategies in sociolinguistic settings: The case of Ilocano and Tagalog pre-service teachers. The Asian ESP Journal, 16(5.1), 202-253.
Turdaliyevich, Z. M. (2022). Actual Problems of Bilingualism in a Multi-Ethnic Environment. International Journal of Culture and Modernity, 13, 17-23.
Uriarte, J.R., & Sperlich, S. (2021). A behavioural model of minority language shift: Theory and empirical evidence. PloS One, 16(6), e0252453–e0252453. https://doi.org/10.1371/journal.pone.0252453.
Verhagen, J., de Bree, E., & Unsworth, S. (2020). Effects of bilingual language use and language proficiency on 24-month-olds’ cognitive control. Journal of Cognition and Development, 21(1), 46–71. https://doi.org/10.1080/15248372.2019.1673752.
Wang, L. (2022). Influences of Language Shift on Speech Fluency in Memory Production of Unbalanced Chinese-English Bilinguals. Theory and Practice in Language Studies, 12(2), 375–381. https://doi.org/10.17507/tpls.1202.21
Wicherkiewicz, T., Król, T., & Olko, J. (2018). awakening the language and speakers’ community of Wymysiöery?. European Review (Chichester, England), 26(1), 179–191. https://doi.org/10.1017/S1062798717000424.
Wilenski, L., & Demil, A. (2020). Language Preference when Learning a Third Language. Journal of Multidisciplinary Research (Miami Gardens, Fla.), 12(2), 153–168.
Yip, M.C.W. (2021). Cognitive consequences of bilingualism and multilingualism: Cross-linguistic influences. Journal of Psycholinguistic Research, 50(2), 313–316. https://doi.org/10.1007/s10936-021-09779-y
Zou, C. (2020). Inter-generational language shift and maintenance: language practice observed in Guangzhou Hakka families. Asian Ethnicity, 1–15. https://doi.org/10.1080/14631369.2020.1762164.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 John Mark Lachica, Mary Ann U. Albert
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
