The Pamantasan ng Cabuyao (University of Cabuyao) recently announced the implementation of an English-Only Policy across all official transactions, classes, and interactions starting February 3, 2025. This means that students, faculty, and staff must communicate exclusively in English within university premises. The administration justifies the policy as a means to uphold academic excellence and global competitiveness. However, this decision has ignited a heated debate, raising critical questions about language, cultural identity, and what truly defines a "world-class" education.
Language Proficiency vs. Global Competence
While fluency in English undoubtedly provides access to global opportunities, equating it with intelligence or success is a flawed perspective—one that reeks of a colonized mindset. Some of the most economically and academically successful nations, such as Japan, South Korea, and Germany, have achieved global excellence without prioritizing fluency in English. Instead, they focused on strengthening their education systems, investing in research, and fostering innovation.
If the goal is to create globally competent graduates, why is the solution a monolingual policy rather than a curriculum that encourages critical thinking, creativity, and adaptability? How does an enforced English-only environment guarantee success when Filipino students consistently rank low in reading comprehension, not because they don’t speak English fluently, but because the quality of education itself needs improvement?
Is This Even Constitutional?
A closer look at the 1987 Philippine Constitution raises concerns about the legality of the policy:
Section 6: “The national language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the basis of existing Philippine and other languages.”
Section 7: “For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English.”
By prioritizing English exclusively and mandating "strict compliance," is the university contradicting the spirit of the Constitution, which recognizes Filipino as the national language and an official medium of instruction? While English is also an official language, enforcing it as the only means of communication dismisses the linguistic and cultural identity of the very people the university serves.
A Colonial Relic Disguised as Progress
History has seen many monolingual policies being used to erase cultures, particularly in colonized nations. Canada’s residential schools and colonial-era educational systems imposed language policies that systematically suppressed indigenous identities. The University of Cabuyao’s policy may not be as extreme, but the logic behind it—forcing an English-only environment in the name of global competitiveness—echoes a similar pattern.
Is it truly progress to impose a language policy that punishes students for expressing themselves in their native tongue? Shouldn’t a university, of all places, be a space where linguistic diversity is celebrated rather than restricted?
The Flawed “Strict Compliance” Approach
One of the most troubling aspects of the announcement is the phrase “Strict compliance required.” What does this entail? Will students and staff face penalties for speaking in Filipino? Will they be reprimanded for struggling with English? If the goal is to help students improve their English proficiency, is punishment really the best approach?
Education should be built on accessibility and support, not punitive enforcement. Rather than forcing a monolingual rule, why not create programs that encourage multilingualism? Providing resources, conducting English language workshops, and fostering an environment where students feel safe to improve their skills without fear of judgment would be far more effective.
A Better Approach to Global Competitiveness
If Pamantasan ng Cabuyao truly wants to produce world-class graduates, enforcing an English-only policy should not be the priority. Instead, it should:
Strengthen Critical Thinking and Research Skills – Competence isn’t just about speaking English fluently; it’s about understanding, analyzing, and applying knowledge effectively.
Enhance Teaching Methods – Well-trained educators with access to updated teaching strategies and learning tools will contribute more to student success than a language policy ever will.
Support Multilingual Education – Promoting proficiency in both Filipino and English, while also encouraging other global languages like Mandarin or Spanish, would be a more effective way to prepare students for international opportunities.
Improve Reading Comprehension and Literacy Programs – Instead of focusing on English alone, addressing the root issue of declining reading comprehension should be a priority.
Final Thoughts: Is This Really the Best Path Forward?
The outrage surrounding the English-Only Policy is not just about the language itself—it’s about what it represents. It’s about how institutions continue to equate success with fluency in a colonial language, rather than focusing on the quality of education as a whole.
A university’s goal should be to empower students, not limit them with restrictive policies that stifle self-expression and cultural identity. Instead of forcing an English-only rule, why not embrace a balanced, multilingual approach—one that truly prepares students for a competitive global stage without stripping them of their heritage?
Education should be about thinking, innovating, and leading—not just about speaking in English.
Ross is known as the Pambansang Blogger ng Pilipinas - An Information and Communication Technology (ICT) Professional by profession and a Social Media Evangelist by heart.
