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2024-12-30

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Vol. 9 No. 12 (2024): Published

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Research Articles

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How to Cite

Ringor, L. G., Tiana, L. B., & Delos Reyes, R. B. (2024). Potential effects of Filipino subject removal in senior high school: Analysis on language usability and relatability. Environment and Social Psychology, 9(12). https://doi.org/10.59429/esp.v9i12.3269

Potential effects of Filipino subject removal in senior high school: Analysis on language usability and relatability

Lizbeth G. Ringor

Department: College of Arts Humanities and Social Sciences, Zamboanga Peninsula, Polytechnic State University, Zamboanga City, 7000, Philippines

Lorena B. Tiana

Department: College of Arts Humanities and Social Sciences, Zamboanga Peninsula, Polytechnic State University, Zamboanga City, 7000, Philippines

Roselyn B. Delos Reyes

Department: College of Arts Humanities and Social Sciences, Zamboanga Peninsula, Polytechnic State University, Zamboanga City, 7000, Philippines


DOI: https://doi.org/10.59429/esp.v9i12.3269


Keywords: cultural identity, Filipino language, Filipino subject removal, language shift

Abstract

The removal of the Filipino subject from the Philippine curriculum has sparked significant debate due to its implications for national identity, language preservation, and cultural heritage. This policy change stems from the shift in educational priorities driven by globalization and the integration of international standards, which emphasize proficiency in globally dominant languages like English. This paper explored the perceptions of Filipino teachers about the removal of the Filipino subject from senior high school (SHS) curriculum. A total of 76 secondary-level Filipino teachers were purposively selected based on the results of a preliminary open-ended survey. This paper analyzed responses from one-on-one interviews, identifying themes that highlight the impact of the removal of the subject on language usability and relatability. The findings revealed that the proposed removal of the Filipino subject from the Philippine curriculum raised significant concerns about its implications for cultural identity, language preservation, and education. Filipino teachers expressed apprehension that the exclusion of the subject could lead to language shift, wherein students increasingly prioritized English as a marker of success and global competitiveness, relegating Filipino to informal and limited contexts. Teachers highlighted that Filipino language and literature were essential for preserving the nation’s heritage, encouraging cultural pride, and maintaining linguistic diversity. Also, the removal of the subject could have accelerated language attrition, where students lost proficiency in Filipino, particularly in formal settings, further marginalizing its use. To address these challenges, it was essential for educators and administrators to implement strategies that promoted the use of the Filipino language across various academic contexts, ensured an effective integration of English proficiency and Filipino language preservation within the curriculum, and provided ongoing professional development for teachers. Such measures were vital to safeguarding the Filipino language and its role in shaping the nation’s cultural and linguistic identity

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