Language and Pride: New Filipino Class at LHES

written and photographed by Anthony Kaauamo

When the senior class of 2024 chose Filipino culture for the 2024 Homecoming theme, their advisor, Jerico Jaramillo, guided them in showcasing traditions, language, and identity. Their efforts included a float designed as a bahay kubo, performances of traditional dances like tinikling, and traditional attire borrowed from families and the community. Following the event, Principal Douglas Boyer proposed a new course to Jerico: a Filipino language class for the 2024-2025 Lāna‘i High & Elementary School year.

The course, officially called Filipino 1A or Filipino as a Foreign Language, introduces students to the national language, Filipino, and its cultural roots. Twenty-four students are enrolled, with over 90% of them being of Filipino ancestry, ranging from second- to fourth-generation. The students come with different levels of familiarity. Some are learning to hear and speak Filipino for the first time. Others can understand it when spoken but cannot speak it themselves. A few have a stronger foundation and are refining their skills.

“This class reflects the diversity of connection students have to their Filipino heritage, and the goal is to deepen that connection through language,” Jerico said.

Jerico came to Lāna‘i through the Department of Education’s teacher recruitment efforts under a J-1 visa program, which allows foreign professionals to work in the U.S. as part of a cultural exchange initiative. “I was born in Bataan, in Central Luzon,” Jerico said. “But I grew up and spent most of my time in Dingras, Ilocos Norte.” With over a decade of teaching experience in the Philippines, Jerico said he chose Lāna‘i after learning about the community’s long-standing need for educators. “It reminds me of home,” Jerico said. “The community here has been kind.”

As part of his teaching, Jerico provides students with a deeper understanding of Filipino as the national language. He clarifies the difference between Filipino and Tagalog, explaining how Filipino incorporates other Philippine languages. “Filipino integrates other Philippine languages like Cebuano, Ilocano and Hiligaynon,” Jerico said, “while Tagalog is a regional language. People sometimes call Filipino ‘Tagalog’ because it’s based on it, but they’re not the same.”

In the first semester, Jerico teaches primarily in English, using a curriculum based on the Department of Education’s CHR 2300 (Filipino Culture and History) and World Languages framework. “These resources focus on the basics — grammar, structure and vocabulary building,” Jerico said. “I often draw grammar lessons from cultural or historical materials to keep the learning integrated and meaningful.” By the second semester, he plans to transition to speaking primarily in Filipino. “It’s about training their ear,” Jerico said. “Once they can hear the language more naturally, we’ll use it for most of our lessons.”

Since joining Lāna‘i High in 2023, Jerico has guided students in preserving Lāna‘i’s Filipino history, culminating in his larger effort: a book titled “Lāna‘i’s Pineapple Past: Immortalizing Narratives.” Students conduct interviews with Filipino community members, write out their stories, and document the experiences of first-generation laborers and their descendants from the plantation era. Personal photos provided by the interviewees are included, adding depth and creating a stronger connection to Lāna‘i’s plantation history.

“Although I already have many stories, I still need time to lay out the book and prepare it for printing,” Jerico said. The book will feature QR codes linking readers to recorded oral interviews, preserving the voices of those who lived through the era. “Stories of the past serve as the foundation of the present and the future,” Jerico said. “These narratives provide valuable lessons for inspiration and transformation. Letting these stories fade because of time or lack of appreciation would diminish the sacrifices and hardships of the people.”

The Filipino 1A class continues the project by creating video documentaries that include interviews with community members, such as Baba Sandi and Frisco Cabico. “They shared stories about their dreams, struggles and the determination that helped them overcome challenges,” Jerico said.

The class is beginning to influence family dynamics at home and in the community. One student shared that they can now understand what their parents are saying to each other in Filipino. “For some families, Filipino is used as a kind of code so parents can talk without their children understanding,” Jerico said. Parents who once relied on the language for private conversations are noticing that their children are starting to catch on. This change is fostering more shared moments and meaningful conversations within families as students bring their learning into their homes.

“By the end of the year, I hope my students will speak Filipino with confidence and feel proud of who they are,” Jerico said.