Cunada: "Filipino ti lenguaje nasional" ngem cunac met: "Iloco ti lenguaje ti nasion."


Raymundo Addun, profesor iti economia ken Español, roosevelt college, mannurat Joel B. Manuel, maestro iti lenguaje, fisica ken kemica, deped, mannurat

Monday, January 17, 2005

Iluko, Too

(Suratko daytoy iti The Freeman, Cebu. Inayonko ditoy kas nayon a pagpampanunotan.)

For a long time now, we have read the clamor of our brother Cebuanos and the Ilonggos about the necessity of preserving your respective tongues. Based on the frequency that Bobit Avila raises the furor and fans the fervor on that respect, we assume this issue is a very touchy one for our brother Cebuanos who claim that it is very difficult for you to learn Tagalog.

We Ilocanos, more accomodating than Cebuanos on the issue of language, have watched the clouds of dust and clank of armors as we see you cry with your hollowed tongues and raise our flag with the nationalism clearly in your Cebuano voice. We see you raise heaven and hell and develop your own Institutes for your language. As this develop we from the Iluko literati silently envy you Cebuanos for such brazen display of zealousness for so precious a heritage. We agree on the sidelines with you and how we wish, our zeal would amount to yours.

Until now. This issue of language is so sensitive that we too bear its weight in silence, that we blame even our Marcos who when given the opportunity could have arrested the tide of history and restored Iluko to a dazzling height; who when vested with power could have raised his own native tongue to the cadence of his unfathomable mind. When he should have veered that way, you our brother Cebuanos, would have made him too the saviour of your tongue.

But he did not. And here comes a president who desires that all instructions should be in English, to the detriment of even Tagalog, which had legally but not morally appropriated the absolute and singular glory of being called the “Filipino language”.

We feel our children in the Ilocos already masters of Tagalog in the masquerade of Filipino and English writings but never in Iluko. We speak of the magnitude of Iluko literature that we churnn out and we pride ourselves of saying we have the second largest literature in the land. But with our dwindling readers in Iluko language, we too fear the emergence of a large but dead corpus of letters in our language. For literature without readers is dead and dead literature is no part of a living tongue.

Tagalog literature, ferried on and within the vehicle of Filipino, will never be a dead literature. It is read in schools and Ilocano children nowadays know “Tata Selo” of Rogelio Sicat but they never know “Bituen ti Rosales” of our great Juan SP Hidalgo, Jr. It is an outrageous and outright shame for Ilocano children to read English and Tagalog with good speed and comprehension but stammer every syllable in their native tongue. And this is because this politics of the tongue is perpetrated by our educational system. We don’t find any opportunity in this stilted curriculum of ours to present our very rich and varied Iluko literature and language to our pupils and students. I suppose the same thing will not be true with you.

This is because once and for all we can not find a treshold of our literature in the curricula. Admit we must that the Filipino society is a society of lazy readers and we find a larger segment of our population not glued to the magic of the page but beholden to the flash of the idiot box we call television. It is only in the younger population of ours that we find active readers just because they have to read to pass their academic subjects. And in this segment, the regional languages and literature aside from Tagalog (again purportedly Filipino), are marginalized and reduced to obscurity. Tagalog literature, again appropriating the glorious monicker of “Filipino literature” when in fact it contains no element of Iluko or Cebuano or Ilonggo or Bicol or Pampanggo literature at all, takes all there is to call Filipino literature simply because Tagalog is the basis of Filipino and hence all Tagalog literature are necessarily Filipino literature but not all regional literatures are Filipino literature.

When was the word Filipino literature did encompass Filipino Literature in Cebuano, Filipino Literature in Iluko, Filipino Literature in Tagalog, Filipino Literature in Pampango, Filipino Literature in Bicol, Filipino Literature in Ilonggo, in Waray-Leyte? We have yet to see that. From whence comes this difference that Tagalog literature sits on the dais and crowned Filipino literature while the others are merely debased to the pity of being called regional literature, when in fact Tagalog literature is no higher than any of these regional literatures? We ought to ponder on this political ploy of exalting a language and literature above the rest, calling it national in scope when it is actually regional in content; branding it all encompassing in comprehensiveness when it is parochial in soul and psyche and mind.

In addition, it is the tendency of most schools to adopt a “Speak English campaign,” or a “Magsalita ng Filipino” campaign with the singular purpose of propagating the two languages to the detriment of the native tongue. Give me a school with a policy like that and I will show you a violator of human right of expression. Our schools had become the oppressor and the foremost violator of the adage of Rizal whose dictum was for us to love our own language.

Is this the essence of what Rizal said when he wrote: “Ang di marunong magmahal sa sariling wika ay higit pa sa malansang isda”? In plain terms, is this only applicable to Tagalog and never for Cebuanos, Ilocanos, Bicolanos, Ilonggos and other linguistic groups? What then an Ilocano should love, unless he claims Tagalog his own and disowns his Iluko as a foreign language? Should other linguistic groups other than the Tagalogs , love Tagalog (sugar-coated as Filipino) and remain ignorant of their true “sariling wika?” and yet avoid Rizals’s metaphor by loving Tagalog which is not their own language? Tagalog because it is sanctioned as Filipino, claims the metaphor to itself and imposes itself on us as if it is our native tongue and demands its reverence from us. That metaphor should not be interpreted as a metaphor for the “Filipino language”, it is a metaphor of the Tagalog language, which essence we can borrow if Rizal mirrors the collective Filipino soul.

Research had shown and proved that an individual’s first language aids in the acquisition of his second language. This means that if a child is made to master literacy (reading and writing) in his first language, he will have a solid foundation in grasping his subsequent second languages. Contrary to the long held belief that learning a first language interferes with the acquisition of second language, massive research have shown that a solid foundation in first language will greatly facilitate the acquisition of whatever second languages an individual may learn in the future.

At this point, we need a language reform more than we need any other reform in our educational system. A great deal of our pupils’ and students’ underachievement in their academics stems from the problem with language. It is just a matter of communication, but it is communication that matters. To teach the regional language in the form of reading will give our children mastery of literacy in their native tongue. This will in turn increase their chances of improving their communication skills in English.

Teach the regional languages we must, even just the reading of their literature in schools. This as much will preserve these languages threatened by Tagalog and English and increase the comprehension levels of children in their academics and aid them in improving their command of English.

For a long time, we Ilocanos watched you, our brothers in the south, agitate in view of preserving your language and hence, your own turf and culture. We would like you to know, we Ilocanos are coming to our senses, too.

The linguistic diversity of the Filipinos must be balanced with the need for national voice. Our own languages, too, must be taught even just our literature. And they should be read in our own native tongue not in Tagalog or English. With that crusade, we clasp hands with you our brother Cebuanos! May we walk hand in hand in this issue?

UP Diliman, Quezon City
Vice President, GUMIL Ilocos Norte

Email me back at joelbmanuel@yahoo.com

Tuesday, January 11, 2005

Lecsion iti Fisica a Mausar ti Pagsasao nga Iloco

Joel B. Manuel

(padasec man ti mangaramid iti maysa a lecsion iti Fisica a cas panangipakita a cabaelan ti naintelectuaan nga Iloco ti agtacder cas lenguaje a pangisuro iti daytoy.Tangay masapul a mairuam dagiti balicas nga usarentayo ditoy, iccac ida iti caipapanan iti Ingles)

ARANGCADA (Acceleration)

Basaen dagitoy:

Colas: Gayyem, Pedro, mayat met ti arangcada daytoy jeepmo? Apayen. Inan-
anom ket nagbuttuog idi?
Pedro: Ay ket incadackelko ti makinana, a pari.
Colas: Di cad nafuerza itan, pari?
Pedro: Wen, a. Limmag-an pay ti cahanan.

Berting: Aglumbata, Casinsin Doro. Awan, atiwen toy motorco ta motormo.
Doro: Siut! Maysa a kilometro?
Berting: Wen. Uray parigudaanca iti sangagasut a metro.
Doro: Ho! Apay, nalaing ti arangcada dayta motormo?
Berting: Wen, a.

Atty. Ulaw: Baro daytoy cotsem, a paniero.
Atty: Buhaw: Baro, paniero. Magustuac ngarud ti arangcadana. Apagpayatmo iti
siliniadorna, insiweten. Daydi immuna a cotsec, nakabaybayag nga alaenna ti
buelona. Daytoy ita, sigud nga umsiag.
Atty Ulaw: Gumatangac coma met ti baro, paniero ngem ala yan-anusco lattan a diay
dati. Uray ta mayat pay met la ti arangcadana.

Coach Julio: Castoy ti secreto daytoy ubbing. Linlinayenyo ti tumaray no un-unana.
Inton addacayon iti asideg ti finish line, biglaenyo ti umarangcada.
Atleta 1: Casta met amin ti pamanunotanmi, coach.
Coach Julio: Wen, a ngem no cas pagarigan, agab-abaycayon iti cabalubalmo, ket iti
udina, napigpigsa ti arangcadam, maarusmo isuna.

Arangcada? Ania daytoy?

Nalabit nacabuybuyacayon cadagiti palumba. Cas pagarigan dua nga agbalbalubal para iti campeonato iti lumba ti agab-abaydan nga agtartaray. Asidegen ti finish line. Nupay casta agab-abayda latta ket awan ti umun-una wenno mamaudi kadacuada. Mabalin a pudno ti maysa cadagitoy nga observasion:

1. Agpadpadada iti cadakkel ti ascaw, agpadpadada met iti capaspas ti panagascawda a dua.
2. Mabalin a napaspaspas ti panagascaw ti maysa ngem babbassit ti ascawna.

Ngarud iti man ania cadagitoy a caso, awan ti maarus cadacuada a dua.

Ngem ne idi bumayag, makitatay lattan nga umun-unan ti maysa ket maarasusen ti cabalubalna.

Ania ti macagapu iti daytoy?

Mabalin a cunam a daddadackelen ti ascaw ti umun-una no idasigmo iti mamaudi. Wenno mabalin nga agpadada ngem napaspaspasen ti panagascawna. Iti casta no pagdasigentayo ti distansia a mataray ti umun-una iti unos ti maysa a segundo, makitatayo nga amang a dacdackelen daytoy. Dacdackel ngarud ti velosidad wenno napaspaspas ti maysa. Casano itan a nagbalin a napaspaspas ti maysa?

Tapno malabsanna ti cabalubalna, nasken a nayonanna ti paspasna. Dua ti pagpilianna, mabalin nga icadackelna ti umascaw wenno ipaspasna ti umascaw. No icadakkelna ti umascaw pumaspas isuna. Tapno lalo a maadaywanna, idacdackelna manen ti umascaw. Inut-inut a sinegundo, adda mainayon a distansia a maganansiana ket ngarud manayonan ti paspasna iti por segundo.

Main-inut a maurnong daytoy a mainaynayon a paspas ket agingga a makitatayon ti dumacdackel a gidiatda. Daytoy panagganansia wenno in-inut a pannacanayon ti paspas ti maysa nga agtartaray a banag ti macuna nga arangcada iti Iloco wenno acceleration iti Ingles.

Kitaentayo man ti caso ti maysa nga agan-andaren ngem nacasardeng pay laeng a cotse. Ita, adda cadi velosidad daytoy nacasardeng a cotse?

Awan, mabalin a cunatayo. Nupay casta, mabalintayo a cunaen a gapu ta aglabas met ti sinegundo a nacasardeng ti cotse, addaan daytoy iti elemento iti tiempo(daricmat)
Manipud iti formulaetayo iti baba. Cas pagarigan 3 a segundo ti napalabasen, mabalin a contarentayo ti velosidad ti nacasardeng a sasacayan babaen iti:

v = D/t = 0 m / 3 s = 0 m/s

Daytoy ti mangpanecnec cadatayo a ti nacasardeng a sasacayan ket addan iti velosidad nupay 0 m/s ti valorna dayta a cantidad.

Ita, inpacaten ti drayber ti low gear ti cotse ket naggunayen daytoy. Cas pagarigan calpasan ti maysa a segundo, addaanen daytoy iti velosidad a 0.5 m/s. Mano ti nainayon a paspas ti cotse iti umuna a segundo?

0.5 m/s – 0 m/s = 0.5 m/s

Calpasan ti umuna a segundo, agpaspasen ti cotse iti 0.5 m/s. Ita, mapalabas manen ti maysa a segundo, alaentayo manen ti paspasna ket matacuatantayo cas pagarigan a 1 m/s gayamen. Gapu ta duan a segundo ti napalabas, manon a m/s ti nainayon iti paspasna sipud pay nagrubbuat?

1 m/s – 0 m/s = 1 m/s

Calpasan ti maicadua a segundo, agpaspasen ti cotse iti 1 m/s. Mapalabas manen ti maysa a segundo, matacuatantayon a 1.5 m/s ti paspasna. Gapu ta tallon a segundo ti napalabas, manon a m/s ti nainayon a paspasna sipud pay nagrubbuat?

1.5 m/s – 0 m/s = 1.5 m/s

No damagentayo ngarud ita no casano ti bitag wenno gutad ti arangcada ti cotse, natural a kitaentayo no casano ti caadu ti paspaspasanna iti sinegundo. Daytoy ti macuna a rata ti arangcadana (rate of acceleration). Ited daytoy ti formulae para iti rata ti arangcada dagiti banag a mangrugi a sisasardeng:

a = Vf / t = 1.5 m / 3 s = 0.5 m/s/s

Nabatad ditoy a ti mapagketna a paspas ket 0.5 metro/segundo iti cada segundo. Dayta ti cayat a sawen ti m/s/s a unit ti cantidad fisical.

(Addanto nayonna. Maeditto pay.)

A Proposed Standardization of Iloco Orthography

By Raymundo P. Addun

By the title of this essay , one begs the question “ Is it not already standardized?. By the way I spelled ¨Iloco” , the answer, I think, is “It depends…”. If we accept that Bannawag as it written today is the standard, then I rest my case. Orthographic standardization is pretty easy to do. It can be done and imposed with one or two editors sitting in the boardroom.

The more important question however is that whether such a manner of standardization will stand the test of time. When magazines change the editors, will the orthography also change? If we will have a next Bannawag editor whose literary repertoire includes not only the modern Bannawag novels and stories but also the rich Ilocano literature during the Spanish and American periods, I believe we have a problem. Indeed, how should this editor spell the Ilocano word for “big”, dakkel, dackel, or dacquel?

You might also argue or suggest that the editor should just follow what was already begun by the other editors before him. But what if he is uncomfortable with it? Should he write Familia, Pamilya, or Pamilia? You might also retort that he/she should follow what is accepted by the general readership. The problem is that we don’t know exactly what is generally accepted by the readers. Honestly, we do not know the orthographic preference of the readers . What we call general acceptance is in fact nothing more than what editors and writers have imposed upon them to accept.

I believe that, for standardization to be widely accepted and lasting, it should be intelligent. By intelligent I mean that it must take into consideration the body of its past literary tradition and etymology. Intellectualization must be the guiding post of Ilocano orthography.

1. F instead of P.

I believed that P instead of F is not intelligent when the original (Spanish) word is F. P in adopted for Pilipinas is wrong. Filipinas is right. Pernandez is wrong, Fernandez is right. Congratualtions to Gumil Filipinas. Pamilya or Pamilia are not intelligent. Familia is.

2. X instead of Ks

In the same manner, x should be retained instead of ks.

Examples: Examen not Eksamen, exacto not eksakto.

3. The Spanish LL is changed to Li when it is followed by a, o or u.

Example: Caballo (Spanish) to Cabalio (Ilocano); llave to liave.

But ll to ly when it is followed by e or i.

Detalle to Detalye

4. As part of intellectualization, the v in Spanish should also be retained.

Universidad, not Unibersidad; Versificasion (from versificacion), not bersipikasion.

5. C instead of k when 1) followed by a, o, u. 2) when it is an hard “c” sound at the end of a word. 3) when the word is Spanish in origin , ex. Curtina not Kurtina

Anacco instead of anakko. Cannaway, not Kannaway.

6. The Ch in Spanish should be retained. Chacha, chicharon, Champorado,

7. S intead of C in Spanish rooted words when it is followed by e or i.

Administracion (Spanish) to Administrasion (Iluko)

Nacion to Nasion.

Farmacia to Farmasia.

8. K instead of qu

Ken, ket, dackel, Kinunana.

9. the ñ is standardized to ni except in proper names.

cabaña to cabania.

10. The z in Spanish should be retained….

terraza is spelled as it is; fuerza too.

…except in Spanish words ending in zacion which is changed to sasion in Iluco.
Organizacion (Spanish) Organisasion (Iluco).

11. English words are retained broadcaster, waiting shed, tricycle.

12. the English W is adopted. Waywaya, not oayoaya. Weste, not Oeste.

13. the j in original Spanish should be retained

trabajo, jefe, juez, juzgado

14. when the original Spanish is Ge or Gi, change to H

from General to Heneral, from genio to henio, from generacion to henerasion.

The last question that has to be resolved is the case when the writer is not versed with the original Spanish word. The answer is of course to look it up in a dictionary. The Tagalog dictionary will suffice since most Spanish-rooted words are also used in Tagalog. Almost always, the dictionary also provides the original Spanish word. This seems to be cumbersome. However, the writer or editor will not be doing it forever. Theoretically, the editor only does it once for every case of a problematic word. Once published, readers and writers will be adopting it pretty soon afterwards. It is a small price to pay for intellectualization .

In the final analysis, this proposed orthographic standard is actually an appeal to adopt what our parents and forefathers already used in the past, with a few additional, or should I say logical, changes. The rich heritage of Ilocano literature used the Hispanic orthography and is in fact rooted in Hispanic traditions. It would be a perpetual source of pride when the present and coming generations will realize our similarily of orthography with the older Ilocano literature during the Spanish era and early American Period. It is in deference to this rich heritage that we should adopt the above mentioned standards. Of course it entails tail but when introduce gradually, the shift would be nothing but smooth, the changes not being too major.

Yet another reason why we should adopt this orthography is to link Iloco directly to the the developments in western thought through the use of English and Spanish terms that have no exact equivalent in Ilocano. This is specially true in the case of Western scientific thought.

There have been arguments to the effect that the adoption of too many foreign words will make Ilocano a creolle language. This argument does not hold water. First of all, Ilocano will always be Ilocano for as long as it preserves its present grammatical structure, so long as it does not adopt the Spanish and English structure. Furthermore, majority of the words in an Ilocano sentence will still be Ilocano and the assumption of too many foreign words is overly hypothetical.

We should not succumb to the wishes of so called experts in another regional language who imposed upon us lasting monuments of ignorance. It is hoped that those who have already succumbed will redeem themselves.

Monday, January 10, 2005


Cacailian, daytoy ti umoctayo amin a mangtunton iti umiso, historical ken responsivo nga reintelectualisasion ti dilatayo a Samtoy. Umaycayo ket ibinglayyo dagiti nabalitocan a pampanunot ken addang nga agservi a raniag ti Ilocano tapno aglayag cas napabaro, napapigsa ken sibibiag a lenguaje a mabalin nga iyatar cadagiti malalaki a dila iti sangalubongan.

Mapagtutungtongan dagiti pacasecnan ti Iloco cas maysa a dila a manarimaan nga aglasat iti reintelectualisasion, pannacapapapintas, evolusion manipud iti cajon a limitasionna iti agdama gapu iti dictar dagiti adda iti bileg nga awanan met ngarud iti calintegan a mangmuli iti daytoy a pagsasao agsipud ta macuna a tagaruar dagitoy.

Dagitoy ngamin a fuerza a nangbeckel iti daytoy a pagsasao, indictarda dagiti napoliticaan nga ahenda a mamagcaycaysa cadagiti dila iti sangcapuruan a Filipinas, maysa a reacsionario a panangtunton iti cunada a "nasionalismo"; ngem iti kinaagpaysona, maysa daytoy a panangtaldeng cadagitoy a dila ket saandan a macatayactac iti lubong para iti globalisasion.

Ita, makitatayo ti nalidem ken macapadanag a pacapayan ti pagsasaotayo nga inramraman dagiti agcuncuna a "maka-Filipino." Impilit dagitoy a tinuccol ti nasimbeng ken narimat a masacbayanna gapu iti panangidictar dagitoy no ania ti rumbeng a maaramid iti daytoy pagsasao a dida met pagsasao, daytoy "Samtoy" saanen a Saomi ditoy no di ketdi cayatda pay a biangan ti panagdur-asna.

Maysa a dackel a camali a datayo nga Ilocano, simmurot iti dictar ti Instituto ti Lenguaje Nasional a macayasan ti alfabetotayo nga Ilocano babaen iti pannacaiccat ti letra c, v, f, ñ, ch, x, ken z. Nacaladladingit a saan a naipilit dagiti editores iti cangrunaan a bunannagtayo a defendaran ti tradision ti literacy ti Lenguaje Ilocana.

Ngarud, naiccat dagitoy a letra, nausar laeng ti k iti lugar ti c, ti b iti lugar ti v, ti p iti lugar ti f, ti ni iti lugar ti ñ, ti ts iti lugar ti ch, ti ks iti lugar ti x, ken ti s iti lugar ti z. Castoy ti agtultuloy ita a mapaspasamac iti dandani isuamin a pagsasao iti sangcapuruan. Napalaus a castoy ti mapaspasamac ita iti Tagalog a pinagparangda a Filipino ket no castoy laeng, saanto a macaruc-at daytoy a pagsasao iti limbo a nangigarangugongan kencuana dagiti ultra-Nasionalista nga agpanggep a mangitag-ay iti daytoy. Ti nasakit, inraman dagitoy amin a dila iti sangcapuruan a casla ketdin cucuada amin dagitoy nupay agparparang laeng a "Tagalista" dagitoy.

Ita, no cayattayo nga Ilocano a ti Iloco agbalin a pagsasao nga addaan tawa a tuman-aw iti lubong ken casta met nga addan iti pundasion iti Astronesiano a capupuonna a pinasingdat ti pannacaalina iti Hispanico a tradision ken pananggaw-atna iti capadasan ti Lumaud, panawenen tapno lumacsidtayo iti dana ti perdision a pangiturturongan ti dila a "Filipino" cadatayo. Panawenen a pabacnangentay ti pagsasaotayo saan laeng a babaen iti panangisublitayo iti impaidamda a ramen ti nabacnang a Latino a tawidtayo cadagiti Español no di pay ketdi ti panangsacdotayo iti capadasan dagiti Ingles ken Americano.

Dagitoy ngarud ti tungtongan iti daytoy a blogsite:

Nainliterarioan a Panagsukisoc ken Kinaescolar
Pannacausar ti Iloco kas Pagsasao ti Panangisuro
Pannacaisuro ti Iloco
Ken Dadduma Pay

Maawiscayo a makipartisipar babaen cadagiti dillaw ken singasingyo.