Why Some Filipino Parents Do Not Teach Their Children Tagalog/Filipino at Home

As a Cebuano Visayan by heritage, my experience reflects a common narrative within Filipino families regarding language choices. The reasons behind some parents not teaching their children Tagalog or Filipino at home are multifaceted and often rooted in a mix of practical, cultural, and societal factors. This article explores these reasons through personal observations and insights.

Practical Considerations

One practical reason some parents choose not to teach Tagalog or Filipino at home is the ease of exposure to English, the primary language of instruction in schools. My eldest sister, for instance, grew up speaking English at home because the family believed it would give her an advantage in terms of educational opportunities. English is ubiquitous in Filipino educational settings, being the medium of instruction from kindergarten onwards.

My case is somewhat different. My parents, being the working class, had to rely on a Cebuano Visayan-speaking nanny to care for me when they were not at work. As a result, I picked up Cebuano as my mother tongue. Despite this, I adapted well to the English language when I started attending school, thanks to early exposure to cartoons and other media in English.

Cultural and Societal Pressures

From a broader societal perspective, fluency in English is highly valued in Filipino culture. This is partly due to the influence of colonialism and the continued dominance of English in various domains, including business, media, and government.

Societal esteem for English can be seen as a reflection of colonial mentality. While Filipinos are proud of their nation and culture, the educational system and media often emphasize the importance of English, leading parents to prioritize its acquisition for their children. According to a study by Knight and Uys (2016), proficiency in English is often used as a gauge of a person’s educational attainment and is highly esteemed in the job market.

The Later Regret of Not Learning Heritage Language

The later regret of not learning the heritage language in youth can be significant. As children grow older, they may realize the value of knowing their roots and heritage. They may face difficulties in maintaining cultural continuity and may feel a sense of loss or exclusion when they encounter situations where their knowledge of the language is lacking.

According to research by McAlister et al. (2019), multilingualism and the ability to speak the heritage language are positively correlated with a stronger sense of cultural identity and pride. Those who were not exposed to the heritage language early in life often find it challenging to fully embrace their cultural heritage as adults.

Personal and Family Experiences

My own experience with learning Italian is another example. My grandfather was from Sicily, and my grandmother hailed from Florence, Italy. Yet, it was not until I was a junior in high school that I discovered my grandmother could speak and write in Italian. She had kept me in the dark about this until a significant portion of my formative years had passed.

This realization highlights the unintended consequences of not passing on cultural knowledge and heritage language. Growing up, I was deprived of a valuable connection to my heritage, which was only possible due to my siblings revealing this information to me.

Conclusion and Recommendation

To mitigate the risks of cultural disconnect and to preserve cultural identity, it is crucial for parents to consider teaching their children the heritage language, such as Tagalog or Filipino, at home. Early exposure and consistent practice can lay a strong foundation for cultural continuity and personal identity.

Parents should be informed about the long-term benefits of multilingualism and the value of preserving cultural heritage. By valuing and teaching the heritage language, they can help their children stay connected to their roots and enhance their overall cultural awareness.

Keywords: Filipino heritage, Tagalog language, parental influence, colonial mentality