English has long been a significant force in Philippine schools. A product of colonialism, scholars often erroneously view this dominance as stemming from governmental mandate. This article argues that the drive for Anglophone classrooms comes from all facets of Philippine society. Indeed, even many minority language speakers view English as integral to producing ideal citizens. Through a language governmentality framework, the perceptions of the ideal Filipino are seen to be constantly evolving. With them, the motivations behind the push for English have shifted. Recently, English has again been repositioned, with public support for the use of home languages in the classroom. The initiative, however, is designed to produce greater English proficiency and the notion of the ideal English-speaking Filipino will likely remain.
Dawe, C. J. (2014). Language Governmentality in Philippine Education Policy. 29 (1), Retrieved from https://repository.upenn.edu/wpel/vol29/iss1/4