Traumas and Specters of the Past: The Convergence of Language and Identity Theories in Philippine Colonial History and Sociocultural Contexts
DOI:
https://doi.org/10.5281/zenodo.24102872Keywords:
Colonial History, Cultural Identity, Dialogism, Hauntology , Language And Identity, Linguistic Hierarchy, Multilingual Education, Performativity, Plasticity, Postcolonial PhilippinesAbstract
This study examined the relationship between language, identity formation, and historical trauma in the Philippines through four theoretical perspectives: Jacques Derrida’s hauntology, Catherine Malabou’s plasticity, Mikhail Bakhtin’s dialogism, and Judith Butler’s performativity. Using a theoretical and conceptual approach, the study analyzed how colonial histories, linguistic hierarchies, and multilingual experiences have shaped Filipino linguistic and sociocultural identities. The analysis drew on foundational theoretical works and literature concerning Philippine language policies, colonial influences, and educational practices. The conceptual analysis identified four interconnected dimensions: the persistence of colonial legacies in contemporary language practices, the transformation of identity through historical disruption, the negotiation of identity through multilingual interactions, and the reproduction of social hierarchies through language use. These dimensions highlighted the continuing prestige of English, the marginalization of regional languages, and tensions surrounding mother tongue-based multilingual education. The study concluded that Filipino linguistic identity is continuously reconstructed through historical memory, cultural adaptation, social interaction, and institutional expectations. It recommended recognizing linguistic diversity, promoting inclusive language education, and critically examining inherited linguistic hierarchies. Although limited to theoretical interpretation rather than empirical investigation, the study contributes an integrated perspective on how colonial histories and contemporary language practices influence Filipino identity formation, with implications for culturally responsive education and linguistic preservation.
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