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11606848 Individual

Realisan, Jan Vincent V. Assignment


Philits TGE02 M306 F 6-9pm July 26, 2019

Removal of Filipino Language and Literature in College

Filipino subject has been part of every student using the Philippine Curriculum since their first grade. In
some places, using the Filipino language is the better medium in conveying the ideas to the students.
But this isn’t the case in all schools. For example, in some of exclusive schools in the Philippines, Filipino
subject is rarely taught and students from these exclusive schools are unfamiliar with how the Filipino
Language works. When these students reach college, for example during our Literature class, some
students are unfamiliar with some of the words that are being used in the class. Being able to observe all
of this and coming from being a student of both public and private schools, I would suggest that the
CHED memo be modified into offering a more intense Filipino and Panitikan subjects during grade
school and high school years, then leaving the Literature and Constitution subjects in college.

CHED, or Commission on Higher Education, has released a Memorandum Order No. 20 series of 2013
also known as the “General Education Curriculum Holistic Understandings, Intellectual and Civic
Competencies,” which excluded the study of Filipino, Panitikan, and the Philippine Constitution as core
subjects. This decision was questioned and brought to the Supreme Court but was promulgated on
October 9, 2018 as the Supreme court upheld its constitutionality.

For me, as an old curriculum student (graduated high school in 2006), literatures and Philippine
Constitution are hard to fully understand when you are still young. At high school age, it is hard to enjoy,
or even fully digest the concepts and ideas of Literature and Constitution since the attention span of
students during these period are short, and they are not mature enough to fully understand some of the
words and concepts of the literature. For example, most, if not all, high school students may agree that
they did not fully enjoy “Noli Me Tangere” or “Ibong Adarna” or “El Filibusterismo” during their high
school years, compared to re-reading and dissecting them again in their college years.

However, at early stages of schooling, it is important that students can fully understand the concept by
expanding their vocabulary in Filipino language. A more extensive approach to Filipino reading and
grammar, in all schools may it be public, private or exclusive schools, shall become mandatory to be able
to preserve and develop the love for our national language, and enhance one’s patriotism. It will also
allow better communication across regions of the Philippines.

But of course, these has its drawbacks. Philippines, being a continent of regions, has many dialects. One
region may not agree to use a dialect as the Philippine language. I think this problem should be better
addressed first in order to have a uniform Filipino Subject in the country. Being able to study in the
provinces, I noticed that teachers tend to use local dialects making it harder for the student to fully
understand the Filipino subject. We must first recognize a language to be used and refrain using dialects
at classrooms, to reduce the confusion on mixing languages.