Politico-economic influence and social outcome of English language among Filipinos: An autoethnography

Abstract

Deeply rooted with the influence of the American culture to Philippine Education, most curricula are centered on the English language as the medium of instruction. Until today, most of the classes are taught in English while inconspicuously discourage the use of the lingua franca during discussions and even within school premises. The culture of reverse ethnocentricity in communication is motivated by the assumed status symbol in the community. This autoethnographic study analyzed the positive and ill effects of English-centered curriculum among bilingual and multilingual Filipino students. Noble consequences include: (1) considerably comprehensible to good command of the International language; (2) prodigious chances of employability in foreign countries; and (3) tourism, education and business attraction. Proficiency in the English language as a status symbol has unfavorable effects which include: (1) poor mastery of the lingua franca both in oral and written communication; (2) perceiving the lingua franca as a second-class language; (3) stereotypes and inferiority among non-English and poor-English speaker; (4) challenged cultural identity; and (5) threatened nationalism and patriotism.