My
first brush with the Spanish alphabet was when I was in Grade II. I was late
for admission in my purportedly elite English-speaking Grade I school and my
parents took the quick and easy way out of the situation by enrolling me in a downtown
public school nearest their workplace. That was about the time the Philippines had
its first Miss Universe, and I had my first out-of-my-world encounter.
When
the time for language class came and I heard all the children rattle off in unison:
a, be, ce, che, de, e, ca, jota, i, hache, ge, efe, ele, elle …, I was in
delirium tremens. Never heard anything like it before and my ABC accustomed
mind could hardly make sense out of what I was hearing. If listening for me was
bad enough, asking me to follow suit was pure torment. As far as I’m concerned,
it was nothing but alien. My brave young heart had a sudden loss of courage and
confidence and I dreaded ever having to go to school.
Happily,
my awful fear of the abecedario wore off in time. I began taking an interest in
and an appreciation for it the instant we started reading in class. The teacher
would pass around newsprint booklets of stories written in the Chavacano
vernacular. I marveled at the stories of Pepe and Pilar and stories about different
birds, animals and places.
Unlike
in my former private school where a whole set of brand-new books were acquired
from the school’s book custodian, one could shop for public school reading materials from the
school supplies section of downtown department stores. I spent many noon breaks
in these stores browsing for new titles of Chavacano booklets hanging on
display like they would comic books. Even if I went back to my private school
the next school year, this learning experience, harrowing prelude included, was
one I fondly remember.
In
those days, both the common spoken language (Chavacano) and the official formal
language (English) are taught in public elementary schools. Although, in my
experience, I would say, public school’s bent is toward the former. My private
school then took to English exclusively as a medium of instruction and
communication and would fine students speaking in the vernacular.
To
this day, controversy rages as to which language to use and promote in our
schools. On one side there are those who push for the use of Filipino as it is
part of our national identity, on the other, there are those who support
English as a means to gain competitive edge in the increasing global economy,
and somewhere in between are those who encourage the use of the mother tongue
(dialect one learns at home) and those who undertake to have foreign languages
such as Spanish added in the curriculum.
Use of the mother
tongue in pre-school can help kids understand, think better and learn faster, which
are essential before we let them master our country’s two official languages:
Filipino and English. Foreign languages can come later in high school or
college when they are equipped and ready to expand their language arsenal. The
insistence of introducing an unfamiliar language at an early age can be counter
productive as it can cause confusion that hinders a child’s critical thinking -
the sort that turns an otherwise friendly ABC into a menacing Abecedario.