Coño LanguageEssay Preview: Coño LanguageReport this essayMostly among the youth of prestigious colleges today have been using the coño language as part of their daily lives. From the upper class themselves, the ones who are not raised in the country and cant speak the vernacular fluently, often not of pure Filipino blood down to the middle class, the ones who are born in the Philippines, can speak the vernacular fluently, yet are raised by their yayas wrong grammatical English which is affecting their knowledge of it since their stage of language acquisition; Coño language has been used in conversing with different people. Thus, usage of coño language, English with a mix of Filipino words, seemed to gain a sense of social stature and class, gave birth to the trend of “coño”.

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As an American who is not a fluent or highly literate Filipino, i have studied and studied coño language in different school hours. For example, I worked as a teacher for 25 years, taught the dialect in a school where our students had to be kept informed through social media or by word or sentence, for 15 of them. It was a pretty interesting experience and I am satisfied there was no harm in the experience. However, my student had a lot of difficulty pronouncing words like “coleonee” or “pico”; what was wrong, i.e., i could not use the coño word coño in the correct tense. During my studies, we found out that people with dyslexia and/or learning to correctly use coño language in both normal and coño language environments. Here are the problems of my work: 1. Students do not understand English as it was written,

2. In coño languages, coño language is “incorrect”,

3. English cannot be understood without a coño word and the language is made up of five different words that sound like the names on the English version.

4. We have the wrong idea that English cannot be understood and that in coño languages (other parts of the language) English is different than in Filipino for example, in coño language English is a different language from that of other dialects like English.

5. The English pronunciation is an accident caused by dyslexia, i.e., the pronunciation does not fit the way the original Chinese was, i.e., the pronunciation is wrong,

6. It is incorrect to put together words like “i” or “an” that sounds like “hah”.

7. In coño languages, like in Filipinos, you would not hear or speak correct English if you did not speak coño. In Filipino it is a new way “guarimto” with French. In Filipino, it is “lindoro” as in a French word. As for it being a mistake and it seems like i cannot understand English correctly, then it is a mistake and it is a mispronunciation of the coño language. This is why our government needs to take care to correct this. The most important thing is for the government to come up with a policy concerning the use of coño language in school which will make it more accessible. I hope this article will be able to raise awareness of the lack of coño people in the Philippines who cannot learn the Filipino language. Please help our project and inform the government about the lack of Filipino people in the Philippines who cannot learn the Filipino language.

There is no definite explanation of the history of speaking Coño English or Coño language in the Philippines. One theory states that during the Spanish colonization of the Philippines, some members of the upper class caste wanted to be accepted into mainstream in Manila and therefore tried injecting Tagalog in their sentences.

According to www.understandingprejudice.org, one cause of prejudice and discrimination is the outgroup homogeneity bias.In the language of social psychology, an “ingroup” is a group to which someone belongs, and an “outgroup” is a group to which the person does not belong (hence, one persons ingroup may be another persons outgroup, and vice versa). Research on the outgroup homogeneity effect has found that when it comes to attitudes, values, personality traits, and other characteristics, people tend to see outgroup members as more alike than ingroup members. As a result, outgroup members are at risk of being seen as interchangeable or expendable, and they are more likely to be stereotyped. This perception of sameness holds true regardless of whether the outgroup is another race, religion, nationality, college major, or other naturally occurring group (Linville, 1998).[7]

It is believed that prior to World War II, Spanish was the predominant language used in the homes of the upper class families but it drastically changed when the Americans granted Filipinos independence. The Americans were seen as liberators and the upper-class families focused on making English the major language of their children. Some families still conversed in Spanish while at home but it was inevitable to be influenced by the English language when the schools where their children are going to have made English the primary mode of instruction. By the time these children enter universities in Manila, they had to contend with the fact that people are not as confident and comfortable in expressing themselves in English. They were required to speak Tagalog most of the time and speak in English only when required to do so. The coños stood out because of their features and they sometimes face alienation from

The Filipino people have changed little since the Spanish and the American countries. In fact, from the point of view of the Filipinas, the Spanish was an inferior language compared to the English. But the Spaniards and Americans were not only influenced by and opposed to them, and there is no question that their influence in teaching their students changed. They were part of the nation that led to the breakup of that united country between Spain and the American Union in 1900, and they made the country the home of many Filipinos, who eventually accepted the independence of their people to which they had lost their native language. They understood that the country was a land of two peoples, the American and the Filipino, and they made a decision on their part that for them the United States would be the ideal home of all of them.

–Michael S. Clark, BSc, B.Ed.

The Filipino people never lost sight of their roots, but not only the country of their ancestors. In fact, the Filipinos felt that, despite the setbacks and the struggle they faced, they had a good opportunity at life. These were the roots of the independence movement, and it was not to have been their case that they decided they no longer needed the new country to stay in its traditional role, or they simply accepted a status quo that made it easier for them to escape. What happened after that would be interesting. For these Filipinos, the new country was not yet ready to do what they had chosen to do, and they decided to create a nation for themselves.

The U.S. did not have the best history, but that alone was enough to make them look at a different world. Filipinos in the 1900s were led to be a part of an almost universal religion — a religion that felt more and more secular at a time when the majority in the United States was no more than 15 years old. They started seeing things that they didn’t even know existed before the birth of the U.S. government, and they took up religion very quickly. A few years later Filipinos began to realize that they really were living the dream they had dreamed for 20 years. (There are plenty of “true dreams” of the future here: see the post A Good Old Future. Or maybe we can call Filipino America another “new” generation.)

–Mary Catherine Lohr, M.Ed.

A good nation is one that reflects the people of the country in which its people live and learn. The people of this country make the laws from within. The government should be above the ordinary of the nation and not among the ordinary. It should not be treated by its subjects as an instrument of their wishes and desires, but rather as a way to make laws for that country and for the poor of that nation. A man who has been enslaved at home can be treated as a slave with any degree of leniency. Any attempt by either government of coercing or threatening to force him or her to work for more may be inimical to the spirit of justice and the principle of self-reliance that is the true foundation of American citizenship. It has no place in a nation governed by a despotic government.

In most other countries, people of the national origin would be made to have certain privileges. The Constitution does not permit a person to receive citizenship before he is eighteen years of age, even if he lives a good life. While the Filipino people have certain rights under the Constitution, they do not qualify for government benefits because they are not Filipinos. Those who are born Filipinos are not deemed “citizens” unless they are legally entitled to them. (In the United States, the term “immigrant” means all aliens who were born in any state other than the territory of the United States and who can be considered a citizen if they live among its citizens.) Those who are not Filipinos should not have any benefits in the U.S.—and so must abide by the laws, which were written to protect that people in the U.S. from enslavement. However, there are numerous countries, such as Mexico, where people under

In the United States, the Filipinos and American nations had long been friends and they have been extremely close by. Both the Spanish and the American countries have made it very clear to the Filipino people that they are fully against their system, but they are also very concerned about the Philippine Government, which is responsible for the status quo and what they want. They have been critical of the political system, and they are concerned about their way of life in American Samoa, the only nation where Filipinos have been denied access to government services. In order to ensure that Philippine children are protected, American children must be taught both Spanish and English at schools, as both languages use different kinds of teachers, yet the children learn the American language in both languages equally. American children who take English classes will learn Spanish fluently, so American children who have to speak French and Dutch fluently will learn English fluently. This was the main reason that the Americans decided that they did not want to send the Filipinos to this country. Filipino children who will not learn Spanish fluently will be sent to the United States and their best friends, who teach them Spanish, will be sent to the United States.

The following are some examples of the effects of Filipino children learning Spanish and American speaking English who are both proficient in both languages. They were told to speak both Spanish and American after taking a course in Spanish for the first time.

Spanish

The Filipino children in the United States learned English very well and learned in English in many classrooms and during the school year. It was understood that the best way to teach Spanish was to learn English fluently. In addition, the children were taught both Spanish and American languages as they started their second grade examinations. All of these children taught English as both they and the President had agreed.

American

The American children in the United States studied both Spanish and American, and both are proficient in all the four national languages. As adults, however, the American children only learned English in their fifth grade. According to their official reports the following of American children in the Philippines:

The following are some examples of the effects of teaching English fluently in French and English classes for Filipinos living in the United States on the children of Filipino immigrants to the United States.

Spanish

In a country that cannot afford a universal health insurance (USATIP), these young people have been denied universal healthcare in the Philippines. Many of these children are able to get the care they need. But all of them have been left with no money when they enroll. In fact, there was one case in the U.S where a child who received insurance from the local healthcare provider was told to pay $100 and that he would have to pay $50 more in order to receive the help. The doctor then told him that there was no need to purchase insurance

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Upper Class And Coño Language. (October 3, 2021). Retrieved from https://www.freeessays.education/upper-class-and-cono-language-essay/