SF Filipino Community Mobilizes to Preserve Unique Elementary School Language Program
For Some Filipino-Americans, Language Barriers Leave Culture Lost in Translation
San Francisco to Require Tagalog Translations For City Services
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"content": "\u003cp>Nikki Santiago paused on the steps of the San Francisco Unified School District headquarters in early June, fumbling for her notes, before taking the microphone. In front of her, a small crowd of parents and young children held colorful handmade signs that read, “Save Filipino Language Program at Longfellow.”\u003c/p>\n\u003cp>“This program has really helped my child blossom into the person that she is,” Santiago told the crowd, referring to her older daughter, who had just graduated from the program.[pullquote align=\"right\" size=\"medium\" citation=\"Nikki Santiago, SFUSD parent and organizer\"]‘This program has really helped my child blossom into the person that she is. She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino.’[/pullquote]“She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino,” Santiago added. “And that is really important for an immigrant like myself — to be able to represent my Filipino-ness outside my country and be proud and stand tall in a city that eats us up in the United States.”\u003c/p>\n\u003cp>A few weeks earlier, the families here had learned the district was planning to significantly downsize the Filipino language program at Longfellow Elementary School by combining its kindergarten and first grade classes, reducing the number of spots available by roughly half.\u003c/p>\n\u003cp>Located in San Francisco’s Excelsior neighborhood, the school hosts a large Filipino student body. Its full-day language program is one of just a handful throughout the county offering an elementary school-level ethnic studies curriculum that focuses on Filipino culture and the Tagalog language.\u003c/p>\n\u003cp>Demonstrators at the rally that day were joined by a representative from their supervisor’s office, along with a school board member and the district superintendent, a show of support underscoring the political sway of their influential community.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918617\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrate outside SFUSD headquarters on June 7, 2022, to protest the district’s plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Santiago, like a number of other parents at the rally, had been trying to get her youngest daughter into the program this fall, but at that point had yet to hear back from the district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A professional chef, Santiago recently moved with her children to Fremont, but says she is willing to make the commute. Because there is no equivalent program in Fremont, she was able to apply for an interdistrict transfer to SFUSD so her daughter could attend Longfellow.\u003c/p>\n\u003cp>“To be in limbo now for my younger child and not know whether or not she’ll be afforded the same opportunity?” Santiago told the crowd. “As a parent, you just fight for what’s best for your kids, for what’s right.”\u003c/p>\n\u003cp>Santiago emigrated here from the Philippines when she was 18. She says growing up as a first-generation immigrant without the validation of her culture affected her self-confidence and made it harder for her to succeed.\u003c/p>\n\u003cp>The language program, she says, offers that validation, while also helping to strengthen the bond between children and their Filipino-born parents.\u003c/p>\n\u003cfigure id=\"attachment_11918622\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918622\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher wearing a mask speaks with young students outside. \" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School teacher Jeffrey Lapitan speaks with students at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You have to be able to also show the kids that you can be proud as an American, but you can also be proud as a Filipino in the United States. Because a lot of my identity crisis came from the fact that I felt very disconnected to my homeland, growing up in the Philippines and coming to the United States,” she told KQED. “And a lot of my logic still stems from the culture, the tradition, the history that I experienced as a Filipino in the Philippines.”[aside label=\"Related Stories\" postID=\"news_10666155,news_11823900,news_11883382\"]It’s one thing for parents to emphasize this at home, says Santiago, but when your kid’s public school honors your heritage, it sends a powerful message that you, too, belong.\u003c/p>\n\u003cp>And it’s not just Filipino students who benefit from the program, says Laurie Hughes, a humanities teacher whose two grandsons attend. “What my grandson has learned in kindergarten, first, second and third grade totally makes sense for ethnic studies and high school. None of his background is Filipino. It doesn’t make any difference. They’re learning this amazing language and culture and history that is part of San Francisco in the district.”\u003c/p>\n\u003cp>Like many other school districts, San Francisco Unified is scrambling to figure out how to deal with \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-lost-about-7-of-its-public-school-17134833.php#:~:text=Enrollment%20at%20San%20Francisco%20public,7%25%20since%20before%20the%20pandemic.\">a significant drop in student enrollment\u003c/a> — one fueled in large part by the pandemic — that ultimately translates to less state funding. The district lost roughly 3,600 students, or 7% of its student body, in the 2019-2020 and 2021-22 school years, according to \u003ca href=\"https://www.cde.ca.gov/ds/ad/enrolldowndata.asp\">state education data\u003c/a>.\u003c/p>\n\u003cp>Outgoing SFUSD Superintendent Vincent Matthews, who attended the rally, told demonstrators the district is going through “huge budget issues.”\u003c/p>\n\u003cp>“One of the pushes from the state has been that we have to align our resources to the number of students,” he said, noting that the district was condensing the Longfellow language program because only about 20 students had signed up for it for next year — roughly half its capacity.\u003c/p>\n\u003cfigure id=\"attachment_11918623\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918623\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher sits on a desk in his classroom\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School Filipino-language program teacher Jeffrey Lapitan poses for a portrait at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials note that under-enrollment is not unique to this program — there were almost 1,700 unfilled elementary school language pathway spaces in the district in 2021-22. The district says it is trying to maintain existing pathway programs by combining classes, with the option of expanding them in the future if and when more students apply.\u003c/p>\n\u003cp>But advocates of the Longfellow program argue it has been consistently at capacity for much of its 10-year existence — up until the pandemic hit — and soon will be so again. They’ve recently reached out to families to encourage more students to enroll, and hundreds of people have signed a petition urging the district to lift the new enrollment cap.\u003c/p>\n\u003cp>“Filipinos have contributed to this community for years and decades. And it’s very personal to me,” said Santiago, who is helping lead the organizing effort. “It’s really, really backwards of the district to do it, kind of like hush-hush. They didn’t even give a warning.”\u003c/p>\n\u003cp>Teachers in the program mobilized first, alerting parents. Jeffrey Lapitan, who teaches kindergarten in the program, says parents activated quickly, using the remote networks they had formed during the pandemic.\u003c/p>\n\u003cp>“They made it a real big point for them to organize themselves through email, through texting. They have their own little text thread group for organizing playdates and things like that,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11918624\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918624\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\" alt=\"A woman stands in front of an elementary school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nikki Santiago poses for a portrait outside Longfellow Elementary School in San Francisco on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of those teachers and students volunteered to make the buttons everyone wore to the rally, Lapitan says. “So really, just using those personal connections.”\u003c/p>\n\u003cp>Parents also contacted \u003ca href=\"http://www.pepsf.org/pep-at-longfellow.html\">Pin@y Educational Partnerships\u003c/a>, part of a larger network of Filipino ethnic studies classes at local colleges and several high schools that was founded by San Francisco State students. And they notified the Filipino Community Center, created out of a Filipino workers rights’ movement in 2005, which had the line to Supervisor Ahsha Safaí, who represents the Excelsior.\u003c/p>\n\u003cp>Santiago says she was a community organizer in college but hadn’t taken to the streets in protest since having children. Now she was coming up with slogans for the signs and joining committees in planning the rally and the social media push.\u003c/p>\n\u003cp>That organizing instinct, she says, is deeply rooted in a long history of Filipino activism in San Francisco and California. It’s a history she can recite easily, from the trailblazing Filipino organizers who helped \u003ca href=\"https://www.kqed.org/news/10666155/50-years-later-the-forgotten-origins-of-the-historic-delano-grape-strike\">lead the fight for farmworkers rights\u003c/a> in the 1960s, to the movement, the next decade, to save the \u003ca href=\"https://www.foundsf.org/index.php?title=The_Battle_for_the_International_Hotel\">International Hotel\u003c/a>, a low-income apartment building in the heart of San Francisco’s Manilatown.\u003c/p>\n\u003cp>“We’re scrappers. We’re used to being in front of the fight,” she said. “So to say that this fight is over, I think that’s neglecting the history of how Filipinos are just relentless.”\u003c/p>\n\u003cp>In late June, Santiago finally learned her daughter had been accepted at Longfellow. But some other families she knows were not as fortunate.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is separating our communities,” she said. “And we are going to continue speaking up on this issue until it’s righted.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nikki Santiago paused on the steps of the San Francisco Unified School District headquarters in early June, fumbling for her notes, before taking the microphone. In front of her, a small crowd of parents and young children held colorful handmade signs that read, “Save Filipino Language Program at Longfellow.”\u003c/p>\n\u003cp>“This program has really helped my child blossom into the person that she is,” Santiago told the crowd, referring to her older daughter, who had just graduated from the program.\u003c/p>\u003c/div>",
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"content": "‘This program has really helped my child blossom into the person that she is. She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino,” Santiago added. “And that is really important for an immigrant like myself — to be able to represent my Filipino-ness outside my country and be proud and stand tall in a city that eats us up in the United States.”\u003c/p>\n\u003cp>A few weeks earlier, the families here had learned the district was planning to significantly downsize the Filipino language program at Longfellow Elementary School by combining its kindergarten and first grade classes, reducing the number of spots available by roughly half.\u003c/p>\n\u003cp>Located in San Francisco’s Excelsior neighborhood, the school hosts a large Filipino student body. Its full-day language program is one of just a handful throughout the county offering an elementary school-level ethnic studies curriculum that focuses on Filipino culture and the Tagalog language.\u003c/p>\n\u003cp>Demonstrators at the rally that day were joined by a representative from their supervisor’s office, along with a school board member and the district superintendent, a show of support underscoring the political sway of their influential community.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918617\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrate outside SFUSD headquarters on June 7, 2022, to protest the district’s plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Santiago, like a number of other parents at the rally, had been trying to get her youngest daughter into the program this fall, but at that point had yet to hear back from the district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A professional chef, Santiago recently moved with her children to Fremont, but says she is willing to make the commute. Because there is no equivalent program in Fremont, she was able to apply for an interdistrict transfer to SFUSD so her daughter could attend Longfellow.\u003c/p>\n\u003cp>“To be in limbo now for my younger child and not know whether or not she’ll be afforded the same opportunity?” Santiago told the crowd. “As a parent, you just fight for what’s best for your kids, for what’s right.”\u003c/p>\n\u003cp>Santiago emigrated here from the Philippines when she was 18. She says growing up as a first-generation immigrant without the validation of her culture affected her self-confidence and made it harder for her to succeed.\u003c/p>\n\u003cp>The language program, she says, offers that validation, while also helping to strengthen the bond between children and their Filipino-born parents.\u003c/p>\n\u003cfigure id=\"attachment_11918622\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918622\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher wearing a mask speaks with young students outside. \" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School teacher Jeffrey Lapitan speaks with students at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You have to be able to also show the kids that you can be proud as an American, but you can also be proud as a Filipino in the United States. Because a lot of my identity crisis came from the fact that I felt very disconnected to my homeland, growing up in the Philippines and coming to the United States,” she told KQED. “And a lot of my logic still stems from the culture, the tradition, the history that I experienced as a Filipino in the Philippines.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>It’s one thing for parents to emphasize this at home, says Santiago, but when your kid’s public school honors your heritage, it sends a powerful message that you, too, belong.\u003c/p>\n\u003cp>And it’s not just Filipino students who benefit from the program, says Laurie Hughes, a humanities teacher whose two grandsons attend. “What my grandson has learned in kindergarten, first, second and third grade totally makes sense for ethnic studies and high school. None of his background is Filipino. It doesn’t make any difference. They’re learning this amazing language and culture and history that is part of San Francisco in the district.”\u003c/p>\n\u003cp>Like many other school districts, San Francisco Unified is scrambling to figure out how to deal with \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-lost-about-7-of-its-public-school-17134833.php#:~:text=Enrollment%20at%20San%20Francisco%20public,7%25%20since%20before%20the%20pandemic.\">a significant drop in student enrollment\u003c/a> — one fueled in large part by the pandemic — that ultimately translates to less state funding. The district lost roughly 3,600 students, or 7% of its student body, in the 2019-2020 and 2021-22 school years, according to \u003ca href=\"https://www.cde.ca.gov/ds/ad/enrolldowndata.asp\">state education data\u003c/a>.\u003c/p>\n\u003cp>Outgoing SFUSD Superintendent Vincent Matthews, who attended the rally, told demonstrators the district is going through “huge budget issues.”\u003c/p>\n\u003cp>“One of the pushes from the state has been that we have to align our resources to the number of students,” he said, noting that the district was condensing the Longfellow language program because only about 20 students had signed up for it for next year — roughly half its capacity.\u003c/p>\n\u003cfigure id=\"attachment_11918623\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918623\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher sits on a desk in his classroom\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School Filipino-language program teacher Jeffrey Lapitan poses for a portrait at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials note that under-enrollment is not unique to this program — there were almost 1,700 unfilled elementary school language pathway spaces in the district in 2021-22. The district says it is trying to maintain existing pathway programs by combining classes, with the option of expanding them in the future if and when more students apply.\u003c/p>\n\u003cp>But advocates of the Longfellow program argue it has been consistently at capacity for much of its 10-year existence — up until the pandemic hit — and soon will be so again. They’ve recently reached out to families to encourage more students to enroll, and hundreds of people have signed a petition urging the district to lift the new enrollment cap.\u003c/p>\n\u003cp>“Filipinos have contributed to this community for years and decades. And it’s very personal to me,” said Santiago, who is helping lead the organizing effort. “It’s really, really backwards of the district to do it, kind of like hush-hush. They didn’t even give a warning.”\u003c/p>\n\u003cp>Teachers in the program mobilized first, alerting parents. Jeffrey Lapitan, who teaches kindergarten in the program, says parents activated quickly, using the remote networks they had formed during the pandemic.\u003c/p>\n\u003cp>“They made it a real big point for them to organize themselves through email, through texting. They have their own little text thread group for organizing playdates and things like that,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11918624\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918624\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\" alt=\"A woman stands in front of an elementary school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nikki Santiago poses for a portrait outside Longfellow Elementary School in San Francisco on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of those teachers and students volunteered to make the buttons everyone wore to the rally, Lapitan says. “So really, just using those personal connections.”\u003c/p>\n\u003cp>Parents also contacted \u003ca href=\"http://www.pepsf.org/pep-at-longfellow.html\">Pin@y Educational Partnerships\u003c/a>, part of a larger network of Filipino ethnic studies classes at local colleges and several high schools that was founded by San Francisco State students. And they notified the Filipino Community Center, created out of a Filipino workers rights’ movement in 2005, which had the line to Supervisor Ahsha Safaí, who represents the Excelsior.\u003c/p>\n\u003cp>Santiago says she was a community organizer in college but hadn’t taken to the streets in protest since having children. Now she was coming up with slogans for the signs and joining committees in planning the rally and the social media push.\u003c/p>\n\u003cp>That organizing instinct, she says, is deeply rooted in a long history of Filipino activism in San Francisco and California. It’s a history she can recite easily, from the trailblazing Filipino organizers who helped \u003ca href=\"https://www.kqed.org/news/10666155/50-years-later-the-forgotten-origins-of-the-historic-delano-grape-strike\">lead the fight for farmworkers rights\u003c/a> in the 1960s, to the movement, the next decade, to save the \u003ca href=\"https://www.foundsf.org/index.php?title=The_Battle_for_the_International_Hotel\">International Hotel\u003c/a>, a low-income apartment building in the heart of San Francisco’s Manilatown.\u003c/p>\n\u003cp>“We’re scrappers. We’re used to being in front of the fight,” she said. “So to say that this fight is over, I think that’s neglecting the history of how Filipinos are just relentless.”\u003c/p>\n\u003cp>In late June, Santiago finally learned her daughter had been accepted at Longfellow. But some other families she knows were not as fortunate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is separating our communities,” she said. “And we are going to continue speaking up on this issue until it’s righted.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When it came time for Dominic Lim to pick a language to study in high school, he chose French. He chose it not because he was particularly interested in the language, but because the only other option was Spanish.\u003c/p>\n\u003cp>\"I consciously picked French because I didn't want to learn Spanish and then feel bad that I was learning Spanish, which was so similar to Tagalog ...\" said Lim. \"I know that's very bizarre but it's like, if I learned French then I wouldn't feel so bad that I didn't learn Tagalog.\"\u003c/p>\n\u003cp>Lim, 41, is first-generation Filipino-American. He never learned to speak his family's native language, Tagalog.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/249102122\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>He loves adobo, sinigang and lumpia. He grew up surrounded by his large extended family, whom he regularly saw at gatherings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Going to all these family parties and weddings and everything, you know you hear the older cousins talking to aunts and uncles, but you can't really join in,\" said Lim. \"I felt like they probably didn't respect the kids as much because we couldn't talk to them in their own language. That was, for me, the biggest,\u003ca href=\"http://theracecardproject.com/i-cant-speak-my-own-language/\"> most emotional regret\u003c/a> that I have. It's the most emotional component, for me, of being Filipino.\"\u003c/p>\n\u003cfigure id=\"attachment_10761085\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_85971.jpg\">\u003cimg class=\"wp-image-10761085 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_85971-400x267.jpg\" alt=\"Dominic Lim, 41, is first generation Filipino-American. He grew up never learning to speak his family's native dialect, Tagalog. \" width=\"400\" height=\"267\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-960x640.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dominic Lim, 41, is first-generation Filipino-American. He grew up never learning to speak his family's native dialect, Tagalog. \u003ccite>(Ericka Cruz Guevarra/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was this language barrier that made him question what it meant to be Filipino in America, a situation \u003ca href=\"http://www.herculture.org/blog/2014/6/18/z7a2iwaic5tevj28pxt4uu8hd4pm7c#.VjqxIyuYHaI\">not uncommon\u003c/a> among Filipino-Americans (including me). According to the most recent\u003ca href=\"http://www.advancingjustice-la.org/system/files/Communities_of_Contrast_California_2013.pdf\"> U.S. Census data\u003c/a>, only about half of the 1.4 million Filipinos in California speak Tagalog, Ilocano or Visayan.\u003c/p>\n\u003cp>“Even though I’ve always been proud of being Filipino, I had never really questioned the facets of one's own racial identity,” said Lim. “But I always thought that the language component of it was sort of the one piece I was lacking.”\u003c/p>\n\u003cp>While he can understand the language, he often wondered about the stories or conversations he missed out on with his family because he couldn’t speak it back. He tried learning on his own in his 20s, but nothing ever really stuck. He wondered, for a long time, why his parents never taught him the language in the first place.\u003c/p>\n\u003cp>\u003cstrong>The 'Benefits' of Speaking English\u003c/strong>\u003c/p>\n\u003cp>Lim now works as a paralegal at a biotech firm in Emeryville. He was a successful student, in part because his mother was very keen on perfecting his English.\u003c/p>\n\u003cp>His mother, Consuelo Tokita, is a small woman with a strong Filipino accent. She taught English in the Philippines before the family moved to the United States in 1975, but knew that there was no way that she'd be allowed to teach it here because of her accent.\u003c/p>\n\u003cp>“I know for everybody coming here to the United States, it's always a struggle,\" said Tokita. \"There’s always that portion of being scared. Will my husband get a job? Will I be able to get a job myself? How will I take care of my baby? How will I feed him? Things like that came to my mind.”\u003c/p>\n\u003cfigure id=\"attachment_10754897\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_9608-e1447698778981.jpg\">\u003cimg class=\"size-thumbnail wp-image-10754897\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_9608-e1447698778981-400x275.jpg\" alt=\"From left to right: Dominic's brother John, Connie, and Dominic at 8 years old.\" width=\"400\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-800x549.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-1920x1318.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-1180x810.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-960x659.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From left to right: Dominic's brother Joseph, Consuelo and Dominic at 8 years old. \u003ccite>(Courtesy of Consuelo Tokita)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Tokita, being tough about learning English was all about assimilating, and protecting her four kids.\u003c/p>\n\u003cp>“The fact that I could read, even before I went into kindergarten, really set in motion my academic track throughout my entire life. ... It was really important for my mom to do that for me,” said Lim.\u003c/p>\n\u003cp>Upon arriving to the United States, the family settled down in Newport News, Virginia, where Tokita said she experienced discrimination everywhere from the streets to church.\u003c/p>\n\u003cp>Tokita's husband, who passed away in 2005, lost his job 13 times, partly because he had difficulty socializing and speaking English.\u003c/p>\n\u003cp>“There were regrets also on my part, and I had wished that I had exposed (the kids) to Tagalog,” she said. “But the benefits of talking in English are larger than speaking to them in our language.”\u003c/p>\n\u003cp>Lily Wong Fillmore, a professor emerita of education at the University of California at Berkeley, studies the benefits of bilingualism. She says there is a lot to gain from knowing more than one language.\u003c/p>\n\u003cp>\"Children are naturally endowed with the capacity to learn as many languages as they have opportunity and social support for learning,\" said Fillmore. \"Recent \u003ca href=\"http://www.theguardian.com/science/2011/feb/18/bilingual-alzheimers-brain-power-multitasking\">research\u003c/a> in Canada indicates that full bilingualism may even confer some protection against memory loss in old age. The evidence is very strong that bilingualism endows children with greater intellectual flexibility and advantages that may last throughout their lives.\"\u003c/p>\n\u003cp>\u003cb>A \u003c/b>\u003cstrong>Residual\u003c/strong> \u003cb>Effect of Colonialism \u003c/b>\u003c/p>\n\u003cp>Lily Ann Villaraza is a historian who specializes in Philippine and Southeast Asian history. She is also the chair of the \u003ca href=\"http://www.ccsf.edu/en/educational-programs/school-and-departments/school-of-behavioral-and-social-sciences/philippine-studies.html\">Philippine Studies Department\u003c/a> at City College of San Francisco, the only department in the country with faculty and a department chair solely focused on the study of the Philippines.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Listening to my grandmother speak to me in Tagalog and having to sit there and be like, ‘I don’t know what you’re talking about,’ kind of gave me this sense of disconnection with culture.' \u003ccite>Vicenta Asuncion\u003c/cite>\u003c/aside>\n\u003cp>Villaraza said that a Filipino immigrant family's reluctance to teach a native language is a residual effect of American colonialism, whereby Filipinos were taught to believe that English was the only linguistic gateway to success.\u003c/p>\n\u003cp>“Parents and grandparents who’ve come here have been convinced that their children and grandchildren only need to know English to be successful,” said Villaraza. “(But) if you learn the language and are able to communicate with people in their primary language, whether it be Tagalog, Ilonggo or whatever, there’s an immediate 'Oh!' and there's an opening up, and a greater willingness to share. And I think that’s what a lot of Fil-Ams are looking for.”\u003c/p>\n\u003cp>\u003cb>Language and Identity \u003c/b>\u003c/p>\n\u003cp>Niel Calara, 18, was born in the Philippines and immigrated to the United States when he was 15. He knows how to speak Tagalog, but generally chooses not to speak it.\u003c/p>\n\u003cp>“English became a big part of me,” said Calara, who is in his first year at City College of San Francisco. \"Apparently people think I'm whitewashed because I speak English at home.”\u003c/p>\n\u003cp>Calara was overwhelmed by the United States when he arrived, but he was also fascinated by it. He watched American movies all his life and even contemplated majoring in English. He shifted to English as his primary language, even at home, where his parents continued to speak their native dialect.\u003c/p>\n\u003cp>But in the process of learning about American culture, the undeniable aspects of his Filipino identity only became more apparent to him.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'What I think (people) need to realize is that language is one of the most important gateways for people to have a deeper understanding of who they are and the cultures that they come from.'\u003cbr>\n\u003ccite>Lily Ann Villaraza, department chair of Philippine Studies at City College of San Francisco\u003c/cite>\u003c/aside>\n\u003cp>“I started to imitate them and participate in their culture. But like, if I think about it, I look so different from them,” he said.\u003c/p>\n\u003cp>In his attempt to assimilate in the way that Lim’s mother hoped her children would, Calara found himself realizing the differences he \u003cem>couldn't\u003c/em> hide from, no matter how good his English was.\u003c/p>\n\u003cp>“What do I represent, you know? Because I can't just say 'I’m white' because I know how to speak English properly. I can't just say that because I represent something. There's something about me that's original. And I began to question that.”\u003c/p>\n\u003cp>It was here that Calara began to appreciate those differences.\u003c/p>\n\u003cp>“For me, I feel like I valued my culture once I arrived here,” said Calara. “I never got to learn the actual value we had, and I thought it was beautiful.”\u003c/p>\n\u003cp>\u003cstrong>Language as a Bridge\u003c/strong>\u003c/p>\n\u003cp>Vicenta Asuncion, 25, sat in the front of Villaraza’s Filipino Family class at City College of San Francisco. A second-generation Filipina-American, Asuncion lived in Alabama for a few years, where she had something of an identity crisis.\u003c/p>\n\u003cp>“I didn’t know who I was, because I was the only one with chinky eyes,” she said. “Growing up, I thought I was just a brown white girl.”\u003c/p>\n\u003cp>Then she moved back to Daly City with her grandparents, whose primary language was Tagalog. It was there that her grandparents would teach her about Filipino culture. But in order to learn from them, she said, she knew she had to be able to communicate with them in their language.\u003c/p>\n\u003cp>“Listening to my grandmother speak to me in Tagalog and having to sit there and be like, ‘I don’t know what you’re talking about,’ kind of gave me this sense of disconnection with culture.”\u003c/p>\n\u003cp>Asuncion began taking Tagalog classes in the second grade. Now, she speaks Ilocano, Tagalog and Visayan.\u003c/p>\n\u003caside class=\"pullquote alignright\">'But if there has been any regret, it’s because I couldn’t talk to the people I probably should’ve talked to, about the things that might have been important.' \u003ccite>Dominic Lim\u003c/cite>\u003c/aside>\n\u003cp>“Finally being able to communicate with my grandmother, instead of her getting frustrated trying to explain stuff to me in English because she doesn't speak English very well, being able to hear her and understand everything she's saying and being able to articulate my answers to her just made everything so much better for me,\" Asuncion said. \"Language is how you get a foot in the door with culture.\"\u003c/p>\n\u003cp>As for Dominic Lim, he doesn’t think that there’s enough cultural support from the Filipino-American community that stresses learning native Filipino languages. Villaraza is working to change that.\u003c/p>\n\u003cp>“What I think (people) need to realize is that language is one of the most important gateways for people to have a deeper understanding of who they are and the cultures that they come from,” said Villaraza. “And to not discount that, to believe that there is value in learning Filipino but also retaining the language.”\u003c/p>\n\u003cp>Lim said he doesn’t think he’ll ever be able to reconcile never learning his parents' native language. His mother reminds him that it’s never too late to learn. But in some ways, he says, it is.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think the politics and the relationship between the Philippines and the United States is a long one, and that's not really our job to sort that out,\" Lim said. \"But if there has been any regret, it’s because I couldn't talk to the people I probably should've talked to, about the things that might have been important.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When it came time for Dominic Lim to pick a language to study in high school, he chose French. He chose it not because he was particularly interested in the language, but because the only other option was Spanish.\u003c/p>\n\u003cp>\"I consciously picked French because I didn't want to learn Spanish and then feel bad that I was learning Spanish, which was so similar to Tagalog ...\" said Lim. \"I know that's very bizarre but it's like, if I learned French then I wouldn't feel so bad that I didn't learn Tagalog.\"\u003c/p>\n\u003cp>Lim, 41, is first-generation Filipino-American. He never learned to speak his family's native language, Tagalog.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/249102122&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/249102122'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He loves adobo, sinigang and lumpia. He grew up surrounded by his large extended family, whom he regularly saw at gatherings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Going to all these family parties and weddings and everything, you know you hear the older cousins talking to aunts and uncles, but you can't really join in,\" said Lim. \"I felt like they probably didn't respect the kids as much because we couldn't talk to them in their own language. That was, for me, the biggest,\u003ca href=\"http://theracecardproject.com/i-cant-speak-my-own-language/\"> most emotional regret\u003c/a> that I have. It's the most emotional component, for me, of being Filipino.\"\u003c/p>\n\u003cfigure id=\"attachment_10761085\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_85971.jpg\">\u003cimg class=\"wp-image-10761085 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_85971-400x267.jpg\" alt=\"Dominic Lim, 41, is first generation Filipino-American. He grew up never learning to speak his family's native dialect, Tagalog. \" width=\"400\" height=\"267\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_85971-960x640.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dominic Lim, 41, is first-generation Filipino-American. He grew up never learning to speak his family's native dialect, Tagalog. \u003ccite>(Ericka Cruz Guevarra/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was this language barrier that made him question what it meant to be Filipino in America, a situation \u003ca href=\"http://www.herculture.org/blog/2014/6/18/z7a2iwaic5tevj28pxt4uu8hd4pm7c#.VjqxIyuYHaI\">not uncommon\u003c/a> among Filipino-Americans (including me). According to the most recent\u003ca href=\"http://www.advancingjustice-la.org/system/files/Communities_of_Contrast_California_2013.pdf\"> U.S. Census data\u003c/a>, only about half of the 1.4 million Filipinos in California speak Tagalog, Ilocano or Visayan.\u003c/p>\n\u003cp>“Even though I’ve always been proud of being Filipino, I had never really questioned the facets of one's own racial identity,” said Lim. “But I always thought that the language component of it was sort of the one piece I was lacking.”\u003c/p>\n\u003cp>While he can understand the language, he often wondered about the stories or conversations he missed out on with his family because he couldn’t speak it back. He tried learning on his own in his 20s, but nothing ever really stuck. He wondered, for a long time, why his parents never taught him the language in the first place.\u003c/p>\n\u003cp>\u003cstrong>The 'Benefits' of Speaking English\u003c/strong>\u003c/p>\n\u003cp>Lim now works as a paralegal at a biotech firm in Emeryville. He was a successful student, in part because his mother was very keen on perfecting his English.\u003c/p>\n\u003cp>His mother, Consuelo Tokita, is a small woman with a strong Filipino accent. She taught English in the Philippines before the family moved to the United States in 1975, but knew that there was no way that she'd be allowed to teach it here because of her accent.\u003c/p>\n\u003cp>“I know for everybody coming here to the United States, it's always a struggle,\" said Tokita. \"There’s always that portion of being scared. Will my husband get a job? Will I be able to get a job myself? How will I take care of my baby? How will I feed him? Things like that came to my mind.”\u003c/p>\n\u003cfigure id=\"attachment_10754897\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_9608-e1447698778981.jpg\">\u003cimg class=\"size-thumbnail wp-image-10754897\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_9608-e1447698778981-400x275.jpg\" alt=\"From left to right: Dominic's brother John, Connie, and Dominic at 8 years old.\" width=\"400\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-800x549.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-1920x1318.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-1180x810.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/IMG_9608-e1447698778981-960x659.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From left to right: Dominic's brother Joseph, Consuelo and Dominic at 8 years old. \u003ccite>(Courtesy of Consuelo Tokita)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Tokita, being tough about learning English was all about assimilating, and protecting her four kids.\u003c/p>\n\u003cp>“The fact that I could read, even before I went into kindergarten, really set in motion my academic track throughout my entire life. ... It was really important for my mom to do that for me,” said Lim.\u003c/p>\n\u003cp>Upon arriving to the United States, the family settled down in Newport News, Virginia, where Tokita said she experienced discrimination everywhere from the streets to church.\u003c/p>\n\u003cp>Tokita's husband, who passed away in 2005, lost his job 13 times, partly because he had difficulty socializing and speaking English.\u003c/p>\n\u003cp>“There were regrets also on my part, and I had wished that I had exposed (the kids) to Tagalog,” she said. “But the benefits of talking in English are larger than speaking to them in our language.”\u003c/p>\n\u003cp>Lily Wong Fillmore, a professor emerita of education at the University of California at Berkeley, studies the benefits of bilingualism. She says there is a lot to gain from knowing more than one language.\u003c/p>\n\u003cp>\"Children are naturally endowed with the capacity to learn as many languages as they have opportunity and social support for learning,\" said Fillmore. \"Recent \u003ca href=\"http://www.theguardian.com/science/2011/feb/18/bilingual-alzheimers-brain-power-multitasking\">research\u003c/a> in Canada indicates that full bilingualism may even confer some protection against memory loss in old age. The evidence is very strong that bilingualism endows children with greater intellectual flexibility and advantages that may last throughout their lives.\"\u003c/p>\n\u003cp>\u003cb>A \u003c/b>\u003cstrong>Residual\u003c/strong> \u003cb>Effect of Colonialism \u003c/b>\u003c/p>\n\u003cp>Lily Ann Villaraza is a historian who specializes in Philippine and Southeast Asian history. She is also the chair of the \u003ca href=\"http://www.ccsf.edu/en/educational-programs/school-and-departments/school-of-behavioral-and-social-sciences/philippine-studies.html\">Philippine Studies Department\u003c/a> at City College of San Francisco, the only department in the country with faculty and a department chair solely focused on the study of the Philippines.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Listening to my grandmother speak to me in Tagalog and having to sit there and be like, ‘I don’t know what you’re talking about,’ kind of gave me this sense of disconnection with culture.' \u003ccite>Vicenta Asuncion\u003c/cite>\u003c/aside>\n\u003cp>Villaraza said that a Filipino immigrant family's reluctance to teach a native language is a residual effect of American colonialism, whereby Filipinos were taught to believe that English was the only linguistic gateway to success.\u003c/p>\n\u003cp>“Parents and grandparents who’ve come here have been convinced that their children and grandchildren only need to know English to be successful,” said Villaraza. “(But) if you learn the language and are able to communicate with people in their primary language, whether it be Tagalog, Ilonggo or whatever, there’s an immediate 'Oh!' and there's an opening up, and a greater willingness to share. And I think that’s what a lot of Fil-Ams are looking for.”\u003c/p>\n\u003cp>\u003cb>Language and Identity \u003c/b>\u003c/p>\n\u003cp>Niel Calara, 18, was born in the Philippines and immigrated to the United States when he was 15. He knows how to speak Tagalog, but generally chooses not to speak it.\u003c/p>\n\u003cp>“English became a big part of me,” said Calara, who is in his first year at City College of San Francisco. \"Apparently people think I'm whitewashed because I speak English at home.”\u003c/p>\n\u003cp>Calara was overwhelmed by the United States when he arrived, but he was also fascinated by it. He watched American movies all his life and even contemplated majoring in English. He shifted to English as his primary language, even at home, where his parents continued to speak their native dialect.\u003c/p>\n\u003cp>But in the process of learning about American culture, the undeniable aspects of his Filipino identity only became more apparent to him.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'What I think (people) need to realize is that language is one of the most important gateways for people to have a deeper understanding of who they are and the cultures that they come from.'\u003cbr>\n\u003ccite>Lily Ann Villaraza, department chair of Philippine Studies at City College of San Francisco\u003c/cite>\u003c/aside>\n\u003cp>“I started to imitate them and participate in their culture. But like, if I think about it, I look so different from them,” he said.\u003c/p>\n\u003cp>In his attempt to assimilate in the way that Lim’s mother hoped her children would, Calara found himself realizing the differences he \u003cem>couldn't\u003c/em> hide from, no matter how good his English was.\u003c/p>\n\u003cp>“What do I represent, you know? Because I can't just say 'I’m white' because I know how to speak English properly. I can't just say that because I represent something. There's something about me that's original. And I began to question that.”\u003c/p>\n\u003cp>It was here that Calara began to appreciate those differences.\u003c/p>\n\u003cp>“For me, I feel like I valued my culture once I arrived here,” said Calara. “I never got to learn the actual value we had, and I thought it was beautiful.”\u003c/p>\n\u003cp>\u003cstrong>Language as a Bridge\u003c/strong>\u003c/p>\n\u003cp>Vicenta Asuncion, 25, sat in the front of Villaraza’s Filipino Family class at City College of San Francisco. A second-generation Filipina-American, Asuncion lived in Alabama for a few years, where she had something of an identity crisis.\u003c/p>\n\u003cp>“I didn’t know who I was, because I was the only one with chinky eyes,” she said. “Growing up, I thought I was just a brown white girl.”\u003c/p>\n\u003cp>Then she moved back to Daly City with her grandparents, whose primary language was Tagalog. It was there that her grandparents would teach her about Filipino culture. But in order to learn from them, she said, she knew she had to be able to communicate with them in their language.\u003c/p>\n\u003cp>“Listening to my grandmother speak to me in Tagalog and having to sit there and be like, ‘I don’t know what you’re talking about,’ kind of gave me this sense of disconnection with culture.”\u003c/p>\n\u003cp>Asuncion began taking Tagalog classes in the second grade. Now, she speaks Ilocano, Tagalog and Visayan.\u003c/p>\n\u003caside class=\"pullquote alignright\">'But if there has been any regret, it’s because I couldn’t talk to the people I probably should’ve talked to, about the things that might have been important.' \u003ccite>Dominic Lim\u003c/cite>\u003c/aside>\n\u003cp>“Finally being able to communicate with my grandmother, instead of her getting frustrated trying to explain stuff to me in English because she doesn't speak English very well, being able to hear her and understand everything she's saying and being able to articulate my answers to her just made everything so much better for me,\" Asuncion said. \"Language is how you get a foot in the door with culture.\"\u003c/p>\n\u003cp>As for Dominic Lim, he doesn’t think that there’s enough cultural support from the Filipino-American community that stresses learning native Filipino languages. Villaraza is working to change that.\u003c/p>\n\u003cp>“What I think (people) need to realize is that language is one of the most important gateways for people to have a deeper understanding of who they are and the cultures that they come from,” said Villaraza. “And to not discount that, to believe that there is value in learning Filipino but also retaining the language.”\u003c/p>\n\u003cp>Lim said he doesn’t think he’ll ever be able to reconcile never learning his parents' native language. His mother reminds him that it’s never too late to learn. But in some ways, he says, it is.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think the politics and the relationship between the Philippines and the United States is a long one, and that's not really our job to sort that out,\" Lim said. \"But if there has been any regret, it’s because I couldn't talk to the people I probably should've talked to, about the things that might have been important.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Bay City News\u003c/strong>\u003c/p>\n\u003cp>San Francisco has certified Tagalog as a third additional language, besides English, that must be used in communicating essential city services, city officials announced today.\u003c/p>\n\u003cfigure id=\"attachment_127323\" class=\"wp-caption alignleft\" style=\"max-width: 248px\">\u003cimg class=\"size-medium wp-image-127323 \" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/RS1833_SanFranciscoCityHall-scr-640x428.jpg\" alt=\"San Francisco City Hall (jivedanson/Flickr)\" width=\"248\" height=\"165\">\u003cfigcaption class=\"wp-caption-text\">San Francisco City Hall (jivedanson/Flickr) \u003ccite>(jivedanson/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tagalog, the official language of the Philippines, joins Chinese and Spanish as languages for which city departments communicating with the public must provide translations.\u003c/p>\n\u003cp>Mayor Ed Lee's office said that the city's Office of Civic Engagement and Immigrant Affairs determined that 10,000 San Franciscans who have limited English proficiency speak Tagalog, the threshold that requires translation under the city's Language Access Ordinance.\u003c/p>\n\u003cp>Forty-five percent of San Franciscans don't speak English at home and may speak any one of 112 different languages spoken in the Bay Area, according to the mayor's office.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Language Access Ordinance was originally passed in 2001 and is one of the most comprehensive local language laws in the country, according to the mayor's office.\u003c/p>\n\u003cp>While some city departments already provide information in Tagalog to meet state and federal standards, according to the mayor's office, making it a certified language will require more rigorous study for how to best provide multilingual services to the Tagalog-speaking community.\u003c/p>\n\u003cp>The new requirements for Tagalog communication will be phased in over 18 months, beginning on July 1.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Filipino residents feel that being able to communicate in their native tongue opens up the whole world to them and their families,\" Filipino Community Center organizational director Terrence Valen said. \"It is a long-overdue recognition of the near century-long presence and continuing concentration of Filipinos in San Francisco.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Bay City News\u003c/strong>\u003c/p>\n\u003cp>San Francisco has certified Tagalog as a third additional language, besides English, that must be used in communicating essential city services, city officials announced today.\u003c/p>\n\u003cfigure id=\"attachment_127323\" class=\"wp-caption alignleft\" style=\"max-width: 248px\">\u003cimg class=\"size-medium wp-image-127323 \" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/RS1833_SanFranciscoCityHall-scr-640x428.jpg\" alt=\"San Francisco City Hall (jivedanson/Flickr)\" width=\"248\" height=\"165\">\u003cfigcaption class=\"wp-caption-text\">San Francisco City Hall (jivedanson/Flickr) \u003ccite>(jivedanson/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tagalog, the official language of the Philippines, joins Chinese and Spanish as languages for which city departments communicating with the public must provide translations.\u003c/p>\n\u003cp>Mayor Ed Lee's office said that the city's Office of Civic Engagement and Immigrant Affairs determined that 10,000 San Franciscans who have limited English proficiency speak Tagalog, the threshold that requires translation under the city's Language Access Ordinance.\u003c/p>\n\u003cp>Forty-five percent of San Franciscans don't speak English at home and may speak any one of 112 different languages spoken in the Bay Area, according to the mayor's office.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Language Access Ordinance was originally passed in 2001 and is one of the most comprehensive local language laws in the country, according to the mayor's office.\u003c/p>\n\u003cp>While some city departments already provide information in Tagalog to meet state and federal standards, according to the mayor's office, making it a certified language will require more rigorous study for how to best provide multilingual services to the Tagalog-speaking community.\u003c/p>\n\u003cp>The new requirements for Tagalog communication will be phased in over 18 months, beginning on July 1.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Filipino residents feel that being able to communicate in their native tongue opens up the whole world to them and their families,\" Filipino Community Center organizational director Terrence Valen said. \"It is a long-overdue recognition of the near century-long presence and continuing concentration of Filipinos in San Francisco.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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},
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"meta": {
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},
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},
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"id": "fresh-air",
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"hidden-brain": {
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"source": "NPR"
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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