Saving our endangered Indigenous languages | Metaglossia: The Translation World | Scoop.it

By ANNIE C. VILLASIN-YOUNG 

November 3, 2022
 

By ANNIE C. VILLASIN-YOUNG

There has been mounting concern about Philippine languages: Of the archipelago’s 175 Indigenous languages, 35 are now endangered and 11 are on the brink of extinction, according to Ethnologue 2022 report.

Ethnologue 2022 map

One may think: What is the issue’s significance?

For one, protecting Indigenous languages (ILs) means preserving cultural diversity. ILs are part of our cultural heritage, which makes language crisis a cultural crisis. Everything is connected through language – including transfer of knowledge and cultural practices. In fact, language experts believe a language condition could also indicate the overall condition of Indigenous Peoples (IPs). Moreover, protection of ILs hinges on the rights of IPs – among the country’s vulnerable and marginalized groups.

And the crisis is not confined locally. About 3,000 ILs worldwide are endangered – basically connoting that less community members are speaking their language, especially the younger generation. Hence, UNESCO initiated the International Decade of Indigenous Languages (2022-2032) to preserve ILs, with a Global Action Plan encouraging multi stakeholder partnerships.

In line with this, two conferences were held recently – the Pambansang Kongreso sa Nanganganib na Wika (National Congress on Endangered Languages) and the 2022 Philippine Conference on Indigenous Languages – to consolidate language revitalization efforts.

Arthur Casanova, Komisyon sa Wikang Filipino (KWF) chairman, said there is continuous IL research and documentation with a national orthography project. KWF also launched Bahay-Wika and Master-Apprentice Language Learning Program. Bahay-Wika, said KWF senior researcher Jeslie del Ayre-Luza, is a “language nest,” with two Ayta-Magbukun members teaching in the first Bahay-Wika in Bataan.

What else could be done to strengthen efforts?

IL preservation and revitalization could be fraught with challenges. Effective policies and government funding are also viewed as insufficient. However, there are passionate IL advocates, proving there is hope for revitalized ILs, one step at a time, as exemplified by the following “cultural heroes.”

For Dr. Marilyn Ngales, director of Lyceum of the Philippines University’s Indigenous Studies and Community Outreach programs, education on Indigenous culture is crucial for cultural heritage literacy. Ngales, a Kankana-ey Igorot, believes there should be thorough understanding of IPs besides cultivation of sensitivity and sympathy for them. She then strongly advocates for training and immersion of volunteers from different sectors and teachers, who directly interact with IP students in rural communities.

For University of the Philippines-Baguio professor and historian Joao Paulo Reginaldo, successful IL revitalization and maintenance highly depends on sustainable community-based initiatives, empowerment, and maximizing IP communities’ inherent cultural strengths – as what he realized from his Cordillera field research on I’uwak and I-Karao. Reginaldo also cited community solidarity and a sense of pride in effectively transmitting language and culture to the next generation.

An Isinay teacher in Nueva Vizcaya, Alvin Felix has tirelessly promoted their native language to young Isinay students through storytelling, acknowledges local government support through workshops, and hopes for more trained teachers coming from Isinay communities and for improved educational policies.

Finally, Vicky Tauli-Corpuz, former UN Special Rapporteur on IP rights and Tebtebba founder, said IP rights must be staunchly upheld to truly safeguard ILs and promote IP community development.

 (This article was contributed by Anadela “Annie” Villasin-Young, former full-time feature writer and beat reporter of Malaya. An enthusiast of various activities and subjects, she considers herself a lifelong learner and is currently pursuing a Master of Arts degree in Cultural Heritage Studies at the University of Santo Tomas.)