Did People in the Philippines Speak Spanish Like They Did in Mexico Under Spanish Colonial Rule?

The colonial periods of Spain in the Philippines and Mexico followed similar paths in terms of social, economic, and religious establishments. However, the linguistic outcomes were quite different after the Spaniards left. This article delves into the nuances of how Spanish was spoken in these respective territories, exploring the purpose and impact of linguistic policies during and after the colonial era.

Similarities and Differences in Colonial Language Policies

Both Mexico and the Philippines experienced Spanish as an imposition of the colonial power. However, once the Spanish were gone, the paths taken by each nation diverged significantly. Mexico pursued a path of Castellanización, where Spanish was imposed by the Mexican creole leadership on the mestizo and Amerindian populations through their public school systems. The Philippines, in contrast, was annexed by the United States, with English replacing Spanish under the Benevolent Assimilation Policy by President William McKinley.

Spanish in the New Spain and the Philippines

During the colonial era, both regions saw the role of the priests as crucial in spreading Spanish. They learned the native languages to explain the faith, and in the process, established basic educational systems in cities and local parishes. These educational systems were rudimentary in some areas but essential for any form of interaction with the colonizers.

Contrary to the notion that Spanish was widely suppressed, there is evidence that it was essential for economic purposes in the local population. The Spanish did not make a widespread effort to suppress native languages, allowing for the continued use of various dialects and languages. Some of these languages, including Tagalog, are still spoken today, indicating the controversial yet coexisting approaches to language policy during the colonial era.

Educational Efforts and Language Proficiency

The Spanish colonial administration in the Philippines made significant educational efforts. They built schools in both established cities and local parishes, ensuring that Spanish became a lingua franca in urban areas. Notes from the time suggest that while there may have been resistance, most Filipinos, regardless of wealth, received some level of Spanish education. This is supported by historical figures like Jose Rizal, who received his higher education in Spain, and many leaders of the Philippine Revolution were educated either directly or indirectly by the Spanish.

Despite the fact that the majority of Filipinos may not have spoken Spanish fluently, the rudimentary knowledge of the language had significant economic and social benefits. It served as a marker of refinement, education, and economic status, especially in urban areas. Additionally, the fact that the Spanish-educated elite of the revolution went on to lead a predominantly Spanish-speaking intellectual and political class highlights the ubiquity of Spanish in educated circles.

Conclusion

Their colonial rule in the Philippines and Mexico had significant linguistic impacts, and while Spanish was undoubtedly a key language in both regions, the methods of implementation and the aftermath post-independence differed widely. Understanding these differences helps contextualize the complexity of colonial language policies and their lasting impacts on the linguistic landscapes of the Philippines and Mexico.