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Abstract
English has been in the Philippines for a hundred years, yet some of the best Filipino writers in English express ambivalence as to what should be done with it. This ambivalence is a product largely of a particular type of nationalist rhetoric that challenges the use of English in the Philippines. The paper argues for the need to understand English as a global language and to claim Philippine English as our own language. Rather than protract the language debate, the need is to generate a Philippine literature in English, Filipino, or any language that can spark the imagination of Filipinos and promote a wider readership.
Journal Information
Philippine Studies: Historical and Ethnographic Viewpoints is an internationally refereed journal that publishes scholarly articles and other materials on the history of the Philippines and its peoples, both in the homeland and overseas. It believes the past is illuminated by historians as well as scholars from other disciplines; at the same time, it prefers ethnographic approaches to the history of the present. It welcomes works that are theoretically informed but not encumbered by jargon. It promotes a comparative and transnational sensibility, and seeks to engage scholars who may not be specialists on the Philippines. Founded in 1953 as Philippine Studies, the journal is published quarterly by the Ateneo de Manila University through its School of Social Sciences.
Publisher Information
The School of Social Sciences is a constituent member of the Loyola Schools of the Ateneo de Manila University. It houses the seven academic disciplines of Communication, Economics, Education, History, Political Science, Psychology, and Sociology-Anthropology as well as the five interdisciplinary programs of Chinese Studies, Development Studies, European Studies, Japanese Studies, and Southeast Asian Studies. It is committed to equip individuals and communities with perspectives and skills for local, national, and global transformation. It pursues this mission through multidisciplinary teaching, research, creative work, and outreach initiatives, prepares individuals to be competent, ethical, and responsive to local and global social realities. It is guided by the Jesuit tradition of excellence, service, and the promotion of justice.