Presented at the DLSU Research Congress 2019

De La Salle University, Manila, Philippines

June 19 to 21, 2019

Language experiences, preferences and perceived proficiencies of

multilingual Filipino-Chinese students: An exploratory study
Marianne Jennifer Gaerlan1, Allan Rey Villaverde2, and Royce Randall Lim3,
De La Salle University
1
2 Chiang Kai Shek College
3 University of Santo Tomas

*Corresponding Author: [email protected]

Abstract: Despite the indispensable benefits and advantages of being bilingual or multilingual, there
may also be unwelcome effects. A unique demographic in the Philippine education system is the
Filipino-Chinese students studying in Chinese high schools. Although they know and study the Filipino
language since they live in the Philippines, and it is a part of the secondary curriculum, they typically
use Hokkien at home because this is a common language in Chinese households that have a deep
attachment to their cultural heritage, and traditional roots (Zhang, 2011). In these schools, the medium
of instruction (MOI) is English except for the Chinese (Mandarin) and Filipino subjects. Thus, these
students can be considered at least bilingual or even multilingual. The present study sought to look
into two particular languages in the participants’ linguistic repertoire: whether the participants
perceive subtractive bilingualism or mild attrition occurring in either their English or their Mandarin
because although these two languages are the dominant languages of instruction in school, one
language may be more utilized and preferred over the other. The learners’ perceptions of their
proficiency in the two languages and their language preferences were also investigated. Results show
that the multilingual Filipino-Chinese student participants do not believe that they are experiencing
attrition in any of their languages. This is a highly positive attitude that may lead to higher motivation
in maintaining and acquiring new and more languages. More studies like this should be conducted to
increase literature centralized on subtractive/additive bilingualism and language attrition particularly
concerning this type of learners in the Philippine setting.

Key Words: Bilingualism; Multilingualism; language attrition; Chinese learners

1. INTRODUCTION 2011). Philippine Hokkien is the variant of Hokkien

spoken by about 98.7% of the ethnic Chinese
population of the Philippines.
In the Philippines, English continues to be a
In these schools, the medium of instruction
dominant language as it is used as medium of
(MOI) is English except for the Chinese (Mandarin)
instruction in many content area subjects, especially
and Filipino subjects. Thus, these students can be
in private schools and in both public and private
considered at least bilingual or even multilingual.
higher educational institutions (Gonzalez, 2006).
There has been a wealth of research on
A unique demographic in the Philippine
bilingualism and multilingualism over the years.
education system is the Filipino-Chinese students
Studies have found many benefits of being bilingual
studying in Chinese high schools. Although they
and a trait that was once considered a hindrance has
know and study the Filipino language since they live
now proved to have many advantages for both
in the Philippines, and it is a part of the secondary
children and adults. However, despite the
curriculum, they typically use Hokkien at home
indispensable benefits and advantages of being
because this is a common language in Chinese
bilingual or multilingual, there may also be
households that have a deep attachment to their
unwelcome effects. Lambert (1975) distinguishes
cultural heritage, and traditional roots (Zhang,
 Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019

"additive" from "subtractive" bilingualism. the other. The learners’ perceptions of their
Subtractive bilingualism refers to the situation proficiency in the two languages and their language
where a person learns the second language to the preferences were also investigated.
detriment of the first language, especially if the first
language is a minority language. In this case,
mastery of the first language decreases, while 2. METHODOLOGY
mastery of the other language (usually the dominant
language) increases.
2.1 Participants
A total of forty (40) junior high school
Language attrition is a form of subtractive
students (14 males, 26 females) were the
bilingualism where there is a gradual reduction or
participants. They were purposively selected due to
loss of linguistic knowledge and skills in an
their very “unique” linguistic feature which is being
individual. It is defined as “the non-pathological
multilingual in Hokkien, Filipino, English, and
decrease in proficiency in a language that had
Mandarin due to their being residents of a Chinese
previously been acquired by an individual” (Kopke &
community and students in a Chinese school in the
Schmid, 2004, p.3). De Bot and Weltens (1991) define
Philippines. The participants declared their
second-language attrition in particular as the decline
languages to be the following: L1 Hokkien, L2
of second-language skills, which occurs whenever the
Filipino, L3 Mandarin, and L4 English.
learner uses the second language to an insufficient
degree or because of environmental changes, the 2.2 Setting
language use is limited and another language is The study was conducted in a Filipino-
becoming the dominant one (Olshtain 1989). Chinese school for its unique and rich linguistic
The language learning situation of the milieu. The school is the first institution of higher
aforementioned students in Chinese schools is not learning founded by the overseas Chinese-Filipinos,
entirely ideal as these learners are faced with a and is recognized by both governments of the
curriculum that is quite congested with content to be Republic of the Philippines and the Republic of
studied and learned within a day in three languages: China. It offers education in all levels from preschool
to graduate school. Instruction is in three languages:
Filipino, English and Chinese. Instead of acquiring
multiple languages, they may experience language Filipino (for Filipino and Araling Panlipunan
subjects), Mandarin (for Chinese Math, Chinese
processing issues such as subtractive bilingualism or
History and Chinese Literature) and English (for all
even mild attrition due to the contact time with
other subjects) thus making it an ideal and
particular languages and interlocutors as permitted
interesting linguistic milieu for “multilingualism.”
by the environment. They may “learn” the
aforementioned languages, but only using a “get by” 2.3 Instrument
approach due to necessity. A 20-item questionnaire adapted from
Bilingualism and multilingualism are only Marian, Blumenfeld and Kaushanskaya (2007)’s
an advantage if the learner is able to understand and Language Experience and Proficiency Questionnaire
maximize the benefits of being such kind of language (LEAP-Q) was administered to the participants.
user. It is thus necessary to investigate these Previous studies suggest that bilinguals’
learners’ experiences and perceptions, considering language profiles are best captured by assessing
the various languages they know so that more language experience and proficiency across multiple
educative practices that may facilitate better L1/ L2 linguistic domains. It appears that bilinguals are
learning may be instituted by educators, and more able to assess their language proficiency and report
supportive conditions that may promote L1/L2 their language history in a way that is consistent
progress be considered by all stakeholders. with behavioral performance (e.g., Chincotta &
Specifically, the present study sought to look Underwood, 1998; Flege et al., 1999, 2002; Jia et al.,
into two particular languages in the participants’ 2002). However, the absence of a valid and uniformly
linguistic repertoire: whether the participants used assessment measure makes it difficult to
perceive subtractive bilingualism or mild attrition interpret existing findings and to make
occurring in either their English or their Mandarin generalizations across studies and populations. The
because although these two languages are the LEAP-Q combines relevant proficiency and
dominant languages of instruction in school, one experience variables into a single instrument.
language may be more utilized and preferred over
 Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019

When asked regarding their willingness to learn

other language/s aside from the ones they have
3. RESULTS AND DISCUSSION already acquired, 95% of the participants are open to
the idea. When asked whether they think learning
Table 1 shows that 30% of the participants more languages will mean they will “lose” the others,
rated their proficiency in English as Moderate. The 95% of them did not think so. Kopke (2007) observed
respondents seem to be quite modest in self-rating that school children are most prone to attrition since
their English proficiency even though they can be they are the age group most motivated to integrate
said to have a good command of the English language into the L2 environment. However, age and
given their years of L2 formal instruction and previously-acquired literacy skills in L1 might
regular exposure, meaning daily or almost daily counteract such a tendency. In the present study, the
contact with English through interpersonal participants are already in their terminal year in
interaction or overhearing a language (De Houwer, junior high school and apparently are not concerned
2009). Participants seemed to underrate themselves about integrating into only one language
given their East Asian indirect cultural influence. environment. Some of the motivations they gave for
Furthermore, such inconsistency is the usual issue of learning more languages are the following: to be able
employing self-reported data, for respondents may to communicate with more people, to be “globalized”
have the tendency to overrate or underrate citizens, and for job opportunities.
themselves (Blanche & Merino, 1989).). Table 3 shows the participants’ preferred
language in different situations and contexts.
Table 1. Self-rating of proficiency in English
Self-rating of Number of Percentage Table 3. English as the preferred language
proficiency participants
_________________________________________________ Percentage of Situation/
Very proficient 8 20% participants Context
Proficient 10 25% ________________________________________________
Moderately proficient 12 30% 30% English class
Adequately proficient 8 20% 20% Talking to foreigners/ travel
Poor 2 5% 5% Formal events
Total 40 100% 25% Out of the country
20% When people don’t understand Chinese
Table 2 illustrates the self-reported proficiency level
of the participants in Mandarin. Similar to the Table 4. Mandarin as the preferred language
findings in Table 2, the respondents seemed to Percentage of Situation/
underrate themselves considering that they belong to participants Context
the premiere section, their L1 formal instruction and ________________________________________________
their regular exposure and non-regular exposure to 30% At home
Mandarin (De Houwer, 2009). 30% When in China
10% In Chinese restaurants
Table 2. Self-rating of proficiency in Mandarin 20% When someone talks to me in Mandarin
10% When I don’t want to be understood
Self-rating of Number of Percentage
proficiency participants As can be seen in the data, the participants are able
_________________________________________________ to maximize two of the languages in their repertoire
Very proficient 8 20% quite appropriately which is in agreement with
Proficient 10 25% studies such as those of Dewaele and Nakano (2013)
Moderately proficient 12 30% and Sachdev and Giles (2008) that looked into
Adequately proficient 8 20% bilingual accommodation. Most research on bilingual
Poor 2 5% accommodation had school children as participants
Total 40 100% (e.g. Kinzler, Shutts, & Spelke, 2012; Yow, & Li
 Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019

(2018) but is equally if not more important to Jr., and R. Kaplan (Eds.), Language planning and
describe the experiences of older students. policy: Pacific, Vol. 1. Fiji, The
Kopke (2007) observed that the linguistic and Philippines, and Vanuatu (pp. 114-153). Clevedon,
cultural environment can also be considered a factor England: Multilingual Matters.
that may lead to attrition but in the case of the
Kinzler, K. D., Shutts, K., & Spelke, E. S. (2012).
present investigation, the participants seem to be
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attrited.
Köpke, B. (2007). Language attrition at the
4. CONCLUSIONS crossroads of brain, mind, and society. Language
attrition: Theoretical perspectives, 9-38.
The present study shows that the
multilingual Filipino-Chinese student participants do Lambert, W. E. (1975). Culture and language as
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maintaining and acquiring new and more languages.
More studies like this should be conducted to Marian, V., Blumenfeld, H. K., & Kaushanskaya, M.
increase literature centralized on (2007). The Language Experience and
subtractive/additive bilingualism and language Proficiency Questionnaire (LEAP-Q): Assessing
attrition particularly concerning this type of learners language profiles in bilinguals and
in the Philippine setting. Future investigations that multilinguals. Journal of Speech, Language, and
might stem from this topic would further enhance Hearing Research.
the efficacy of language teaching and classroom
practice of educators, and promote the betterment of Olshtain, E. (1989). Is second language attrition the
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