DISUSE OF HOME DIALECTS

                           

                                       Photo: creativetranslations

Since cultural diversity is learned from home and is a distinguished societal home of children from which they consider themselves as part of it, learning other language is just second important language.

Despite of considering it as just a second language, Standard English does affect the ethnic identity of learners or does affect to redefine themselves in a way that are incongruent with their home culture.  As I can recall, English influences culture but does not redefine it.

But as studied, just like for example the evolution of “Singlish” or Singaporean English. Singaporean group of academes got a fear to a decline of standard English. Before, the solution is the promotion of mandarin; for the latter, the solution lies in getting Singaporeans to speak “good ‘English. In the case of the study which created a Speak Mandarin Campaign, the attempt to eliminate dialects was met with resistance by both younger and older Chinese Singaporeans who felt that their dialect heritage was crucial part of their ethnic identity. (Retrived, April 01, 2016 Language Policy and Modernity in Southeast Asia: Malaysia, The Philippines…)

As a result of reading the study, though Philippines recognizes the localization of topics or literatures, English remains a dominating factor allowing learners to believe that their actions and beliefs must be as ideal as Americans (as they believe). It is due to the way teachers teach the language which gives the learners the perception of “that the more American you speak or the more you know about standard English, the more power or respect you gain from the others). These beliefs encourage children to leave their cultural identity and adopt what the standard English delivers to them.