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The UCLA-Philippine Language Program, 1957-1966

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The UCLA-Philippine Language Program, 1957-1966 DOCUMENT RESUME ED 062 840 FL 003 102 AUTHOR Bowen, J. Donald TITLE The UCLA-Philippine Language Program,1957-1966. INSTITUTION California Univ., Los Angeles. PUe-DATE Aug 68 NOTE 158p. EDFS PRICE MF-$0.65 He-$6.58 DESCRIPTORS Curriculum Development; EducationalExperiments; *English (Second Language); Foundation Prograus; Instructional Materials; LanguageDevelopment; *Language Instruction; *LanguagePlanning; *Language Programs; Language Research; LanguageSkills; Program Proposals; Second Language Learning;*Tagalog; Teacher Education; Textbooks IDENTIFIERS *Philippines ABSTRACT This document discusses in detail thedevelopment and operation of a language program implementedin the Philippines, beginning in 1957, with the assistanceof the University ot California, Los Angeles, through the RockefellerFoundation. The program faced a number ofdifficulties including a schoql system in the process of post-war rebuilding, acomplex background of languages with different historical functions, theconfusion of an emerging national language seeking its role, and theobvious need for improvement in language teaching. The program wasconcerned with teacher training in the Philippines,training for second-language specialists both in the Philippines and theUnited States, production of instructional materials, and researchand experimentation. Extensive details of the program proposaland implementation are presented. (VM) U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE IIFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE POINTS OF VIEW OR ',MONS PERSON OR ORGANIZATION ORIGINATING!T. EDUCATION HATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF POSITION OR POLICY. THE UCLA--PHILIPPOIEIANGVAGI PROGRAM 19574- 1966 by J. Donald Bowen .--110%%ea " 12...,..t 4117 041 , !vow Department of English University of California, Los Angeles August 1968 CONTLNTS 1 The UCLA Philippine Program Appendices 33 Appendix A Proposal for a Five-Year Philippine-University of California Language Program 45 Appendix B Request for an Extension of the Philippine-UCLA Language Program 48 Appendix C Policies and Procedures for the Presentation and Approval of Projects 53 Appendix D List of All PCLS Research and Service Projects 55 Appendix E The First Six PCLS Project Proposals 73 Appendix F Selected Subsequent Project Proposals 106 Appendix G A Proposal for the Development of Instructional Materials for Tagalog 113 Appendix H A Partial List of the Publications andStudies Prepared by the UCLA Philippine Program 115 Appendix I A Sample UCLA Letter of Agreement 118 Appendix J List of Program Personnel 124 Appendix K Proposal for a Three-Year Philippine NormalCollege Language Program 141 Appendix L Proposal for a Three-Year Extension of theFordFoundation- Philippine Normal College Language Program The UCLA Philippine Program World War II was very hard on Philippine education. During more than three years of Japanese occupation, schools were destroyed, books were burned, and the teaching force was scattered, manykilled. More than any other aspect of Philippine life, public education represented American influence in the Islands, something the Japanese ok.cupation force wanted to remove as completely as possible. The Philippine public school system as it exists today dates back to early in the century. It was developed with American assistance and cooperation into one of the finest systems in Asia. The system had well served the traditional Filipino love of learning and respect for education. Indeed one of the quarrels that led to Philippine dissatis- faction with the Spanish colonial administration was precisely the Spaniards' failure to satisfy the popular desire for access to a modern education in a modern language. The Americans fed this desire by establishing schools with off- duty soldiers as the first instructors. Later the Thomasites, teachers recruited in the United States and brought to the Philippines in the troopship S. S. Thomv." proved to be the Americans who made the most lasting contribution of the American administration of the Islands. The Thomasites were respected and loved, and they did much to establish the ideals and traditions of free, democratic, and popular education. The Japanese probably disapproved of and discouraged public in- struction, not because they were against education, but because they opposed American influence. Their concept of a greater East Asia Co- Prosperity Sphere was intended to replace American with Japanese influ- ence, and the schools with all the American ideas they taught and re- presented, especially since they gave instruction in English, could not be allowed to continue unmodified.Their first acts included closing the schools. Not many schools were reopened during the period of the occupation. And among the numerous other hardships that Filipinos endured, being deprived of educational opportunities ranked high in importance. After liberation in 1945, when the country had begun to reestab- lish civil order and open channels of public administration, a great effort was made to rebuild the shambles of the public school system. The country was desperately lacking in resources. Everything was in short supply: buildings, books, paper, teachers. Everything except students. The pent-up desire for education had not had a proper outlet for nearly four years. When the school system began to operate, the demands placed on it were overwhelming. With so many tens of thousands of stu- dents and so few facilities, a decline in standards of instruction was unavoidable. 1 2 Substandard school housing, a lack of textbooks andteaching materials, and of poorly trained teachers were notideal ingredients to rebuild an educational system. In an effort to meet the demand many private schools were opened,almost all on a commercial basis, to show a prof4t. It was very difficult to properlysupervise these schools. The administrative structure of the Departmentof Education could not assume the added responsibility ofoverseeing the many new schools, and little supervision was given beyondlicensing and estab- lishing rather low minimal standards. To this day private education on a commercial basis continues to be aprofitable business enterprise in the Philippines. The decline of standards in education was nowhere moreobvious than in the language of instruction: English. English has always been a second language in thePhilippines, one that students had to learnin order to pursue their educational careers. The calculated suppression of English during the Japanese occupationdid nothing to enhance the postwar recovery of the school system,which continued to rely on Eng- lish as the language of instruction. But the quality of English spoken by school children was so poor that ithad a damaging effect on the effort to restore the schools to their prewarlevels. The linguistic problems of the Philippines are notlimited to those inherent in using a second language asthe medium of instruction. English was accepted as the language of theschools largely because there were no promising alternatives. This was true for two reasons: (1) there was no single native language common toall parts of the country, and (2) none of the indigenouslanguages had the educational tools necessary for the successful operationof a modern system of instruction. There are many native languages in thePhilippines. Just how many is hard to determine; it depends on how oneclassifies and counts. There are at least 70 languages and reasonedestimates run as high as 150. Many of these are spoken by relatively small groupsof people, some of whom have notbeen effectively incorporated into the national life. But the major languages number eight,representing some ninety percent of the total populationof the Islands. These languages have a written tradition,and in both written and spoken form they carry an important thoughlimited regional and national literature. It must be pointed out, however, that tothis day they lack the resources that would make them strongcontenders as independent media of instruction through a nationalschool system. Dictionaries are inadequate, encyclopedias and otherreference works nonexistent. There is relatively little technical orscientific publication, which means that a tremendous amount of the knowledgeand skills that are expected of a modern-day education would beunavailable. This could conceivably be remedied through a massive crash programof translation, but an edu- cation derived wholly through translationis likely to resemble the re- verse side of Cervantes' tapestry. And the problem of which vernaculars should be utilized remains. It seems likely that for a long timeinto the future English will continue tobe an important language in Philip- pine education. 3 Two other factors should be mentioned thathave had an effect on language and education in the Philippines. One dates from the framing of the Philippine constitution in 1935, which provided forthe adoption and development of one of the major languages ofthe country as the national language. In 1937 Tagalog was proclaimed the basis ofthe new National Language, which later was officially designated"Pilipino." This was a very proper development, since manyFilipinos felt there was a need and a role for an indigunousnational language. President Quezon, for example, is reported as expressing his deep regretthat he could communicate with all of his countrymen only in analien tongue. But the appearance of the national language hasoccasioned a con- siderable amount of confusion because its role
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