By Noel Galon de Leon
There is a pressing need for a comprehensive Hiligaynon Children’s Dictionary. This initiative should be a priority for Hiligaynon language scholars in the coming years. One potential avenue for its development is through Sumakwelan Iloilo, the literary organization founded by National Artist for Literature Ramon L. Muzones. Recognized as the oldest writers’ group in the country, Sumakwelan Iloilo has long been engaged in the study and development of the Hiligaynon language.
There are two key reasons why this endeavor must be taken seriously and actively supported. First, a significant number of children and young people today possess a limited Hiligaynon vocabulary. Second, there is widespread inaccuracy in how they define and use many words. This situation is concerning, as the continued neglect of the language and disregard for its historical evolution may lead to the gradual extinction of numerous words.
Iloilo does not have a genuinely English-speaking community, making it both practical and necessary to enhance and deepen linguistic proficiency in Hiligaynon. This is especially crucial for the youth, who stand to gain the most from the long-term cognitive, cultural, and social benefits of mastering their regional language. Strengthening Hiligaynon literacy not only nurtures a sense of identity and belonging but also ensures that future generations can confidently use and pass down their linguistic heritage. This initiative is further supported by linguistic and cultural logic, as Hiligaynon is officially recognized by the Komisyon sa Wikang Filipino (KWF) as one of the major languages of the Philippines. As such, efforts to promote its use and development align with broader national objectives for language preservation and education.
To successfully implement this initiative, collaboration among various sectors and government agencies is essential. Securing adequate funding and mobilizing the necessary resources will require a concerted effort from educational institutions, cultural organizations, and policymakers. Given the scale and complexity of the project, relying solely on a single group of writers may be impractical, potentially leading to significant delays. The development of a comprehensive Hiligaynon linguistic program, such as a children’s dictionary or an expanded curriculum, demands expertise from linguists, educators, historians, and community leaders. A multidisciplinary approach will ensure that the content is accurate, engaging, and accessible to young learners.
For this reason, I propose that Sumakwelan Iloilo take the lead in this initiative. As the oldest writers’ group in the country, they hold the most extensive references and resources that could serve as a solid foundation for conceptualizing and initiating the project. Their deep engagement with the Hiligaynon language over the decades positions them well to design a comprehensive framework for the dictionary. Once this framework has been established, a public consultation should follow, ensuring that the project is inclusive and representative of the wider community. This consultation should involve various writers’ groups in Iloilo, allowing for a collaborative approach that draws on the collective expertise of local literary and linguistic scholars.
Beyond the literary sector, it is crucial to engage key stakeholders who will play an essential role in shaping and refining the project. These include students, teachers, educators, school administrators, and staff, as well as parents, government agencies, policymakers, private sector and industry partners, researchers, academic institutions, and representatives from all forms of media. Their diverse perspectives will help ensure that the dictionary is not only linguistically sound but also pedagogically effective and culturally relevant. A collaborative effort of this scale will reinforce the project’s credibility and legitimacy, fostering a sense of shared ownership and responsibility among those invested in the preservation and development of Hiligaynon.
Following this extensive consultation process, the dictionary can undergo a crucial phase of “kid testing,” where it will be introduced to children in schools to evaluate its effectiveness, clarity, and usability. This step will provide valuable insights into how young learners engage with the material and highlight areas for refinement. At this stage, partnerships can be formed with major educational institutions, particularly those with dedicated education departments and colleges, ensuring that the dictionary is aligned with best practices in language education. Securing funding will be key to the project’s sustainability. Local government units can allocate financial support for the publication and distribution of the dictionary, prioritizing schools that lack access to quality educational materials. This will ensure that every child, regardless of background, has the opportunity to learn and master their own language.
If this project comes to fruition, it will undoubtedly be a landmark contribution to Ilonggo students, young learners, and individuals interested in studying Hiligaynon. More than just a reference book, it will serve as a vital tool in strengthening linguistic proficiency and cultural identity. I firmly believe that instilling a deep appreciation for the Hiligaynon language in young Ilonggos will cultivate in them a profound love for their heritage and community. By teaching them the correct and meaningful use of their language from an early age, we are giving them the foundation to grow into individuals who not only cherish their roots but also possess a deeper understanding of their history and shared experiences.
As I sit here, sipping coffee in my small home in Jaro, reflecting on the heroism of those who dedicated their lives to the Liberation of Panay, an event we solemnly commemorate today, I hold fast to the belief that the dream of a Hiligaynon Children’s Dictionary can become a reality. This vision can be realized through a collective effort, with the active participation of academic institutions, cultural advocates, and the wider Ilonggo community. More than a mere collection of words, this dictionary will serve as proof to the richness of our language, a bridge connecting generations, and a lasting reminder that Hiligaynon continues to thrive, not just as a language, but as a legacy.
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Noel Galon de Leon is a writer and educator at University of the Philippines Visayas, where he teaches in both the Division of Professional Education and U.P. High School in Iloilo. He serves as an Executive Council Member of the National Commission for Culture and the Arts-National Committee on Literary Arts.
