“The limits of my language means the limits of my world.”
― Ludwig Wittgenstein
The abiding advocacy and constant utilization of the English language as a medium of instructions in almost all disciplines in the Philippine educational institutions’ curricula have manifested high rate of literacy among students. Previous favorable results show that majority can meritoriously read and write in Filipino language as well as in English as a Second Language (ESL). Philippine schools, colleges and universities generated fine speakers and writers of the English language not to mention the significant roles of the Filipino language that propelled many writers for their distinguished literary works in Philippine Literature. With constant pedagogical immersions to ESL, many have developed their literary skills. At this juncture, the country has produced veteran writers like F. Arcellana, F. Sionil José,Virginia R. Moreno,Michelle Cruz Skinner,Ingrid Chua-Go, G. Cordero-Fernando, L. Bautista,C.Bulosan, Z. Galang,N. V. M. Gonzalez, E. K. Tiempo, K. Polotan Tuvera, N. Joaquin,A. R. Roces, B. Santos, among other early and contemporary authors. The emergence of Philippine Literary writers in English during the beginning of the 20th century conveys that literary intellectuals thrived.
However, in the 21st century, the flourishing of early literary writers is incomparable from the past, which is an alarming issue to be addressed by academic scholars. There is a decline of interests, contents and depth among Filipino writers towards varied genres such as poetry, short story, essay, novel and other literary related- works. What must be the underlying factors that currently hamper the development of learners’ literary inclinations?
First, conceivably points out to constant alterations in the country’s educational system associated with a “change inspired-curricula” through the fast evolving technologies which confuse and deviate individual learners to seriously engage from honing their language and literary skills. Educational programs are altered due to doubtful “state-of the-art ideas” that displaced learning contents. Philippine higher education’s general curriculum currently focuses on lesser English grammar and controlled literature courses attributed by the fact that college’s basic education was trimmed down into few subjects, which include Filipino subjects in college that previously enhanced students’ literary writing. Students who are not enrolled in the college of mass communication, college of education and colleges for languages and literature are deprived of their opportunities to be engaged with these general courses. This is a further consequence of fast turnover of government officials in the central offices who are vested with authority over our educational system as policy makers with different views on educational development. Consequently, varied policies have gradually transformed the former educational system that was efficaciously operative for almost three quarters of a century. Despite the untimely executive decision on curriculum change, the Department of Education (DepEd) and the Commission on Higher Education (CHED) submissively conform to executive mandates despite the magnitude of scholars across the country’s contradictions about the removal of these subjects which in my strong belief should continuously serve as reinforcing backgrounds for literary enthusiasts despite their offerings in the current K to 12 curriculum of the state.
Secondly, beyond the control of curriculum developers, changing technology is one resilient factor. The non-stop growth of gadgets leads to the proliferation of social media through approximate deceiving cyberspace’s matters which divert the attention of students into time-consuming activities. Students’ interests are preoccupied by some World Wide Web (WWW)’s superficial contents which do not substantiate learners’ awareness for language skills’ engagement because for most students, the social media from technological breakthroughs are prioritized for entertainment purposes rather than for in-depth sources of knowledge. To these effects, it is believed that future English and Filipino language literary writers are slowly diminishing.
But despite these factors that hamper students’ literary involvement in using Filipino and English languages as media for the proliferation of creative writing dispositions, two possible proposed solutions may address the problems if only these are implemented through educational mandates. These are reinforcement and recognition of students’ language, communication and literature-oriented interests which are observable in their attempts and potentials to creatively write.
Reinforcement as used operationally in this concept, is a process of conditioning and immersing language and literary motivated students through a curriculum that caters to their responsiveness. It is proposed that the early stage of their college education should have a curriculum that embodies language and literature subjects offered as a conglomerated general course with specific subjects such as Filipino as a Native Language and English as a Second Language that are categorized into ascending learning levels. Moreover, it will be promising when these grammar subjects concentrate on the manipulation of learners’ macro skills especially in writing such as essay, feature, poetry, play, short story, novel with the addition of literature subjects similar to introduction to literature, literary analysis, literary criticisms, children’s’ literature and world literature. While it is a fact that these are offered to students in the field of teaching language, literature and mass communication, the offering of these subjects for other fields as a general college curriculum will cater to potential writers belonging to other academic disciplines.
Additionally, another type of a possible reinforcement is the recognition of their early literary works through campus or community publications and by submissions of works to award giving- bodies. It is a selfless responsibility of every educator in this field to motivate young promising writers by inspiring them to submit written entries in appreciation to their writing prowess.
The campus publications of educational institutions as well as in print media operating in the localities can serve as initial stages to feature the best written works of students which boost their confidence and broaden their awareness of the written arts.
On the other hand, award-giving entities support students’ inclinations in the field of printed expressions. One of these is the Carlos Palanca Memorial Awards for Literature (CPMAL), known as the most prestigious award- giving organization in the country. It annually welcomes creative writing submissions in four major divisions namely: English language division, Filipino language division, youth division and regional language division. These divisions cater to diverse genres of literature consisting of short story for children, essay, adult poetry, and poetry for children, one-act play, full-length play and a Filipino language screenplay.
Another literary award -giving association that encourages literary submissions is the Global Filipino Literary Awards (GFLA) for literature which distinguishes published works of Filipinos around the world for developing contemporary Filipino literature.
Furthermore, the National Book Award (NBA) is governed by National Book Development Board (NBDB) and the Manila Critics Circle (MCC) to acknowledge the published books of any Filipino writer printed in any of the two languages. The award categories are cartoons, children’s literature, comic book, cultural criticism, documentation, drama, dictionary, cookbook, editing, education and environment.
Moreover, Free Press Literary Awards (FPLA) awards are presented by the Free Press Magazine (FPM) to credit standard literary works. Most of its literary discoveries are being used by Philippine universities and Colleges as springboards for grammar, reading or in literary studies.
Additionally, the Filipino Reader’s Choice Awards (FRCA) is another institution that honors most widely-read books published in the country by Filipinos. It mainly aims to enhance the knowledge and appreciate the inclinations of writers for the development of the country’s book industry. This body recognizes published books on non- fiction, fiction, romance, fiction anthology, young adult fiction, children’s picture book, comics, graphic novels, and collections of poetry which are recognized in both languages.
Finally, the Nick Joaquin Literary Awards (NJLA) through the Philippine Graphic Magazine distinguishes poetry and fiction works submitted by global Filipinos.
Writers are not born; they are made. Their potentials are reinforced by the sturdy inkling that education has countless rudiments to offer learners as prospective writers. The ultimate way to sustain their artistries is to build a conducive learning environment for suitable language and literature instructions advocated by duly mandated curricula that remarkably interplay with their communication, language and literature interests. It is a boundless credence that when we recognize others’ skills, we are similarly strengthening their capabilities to proliferate. Numerous Filipino students, who embrace the power of the printed words, can be promising writers for national and global endeavors.
