The article describes the language situation in a country where dozens of autochthonous and several imported languages function, and the same languages have different functions in different parts of the country. The author used the approach proposed in the work: Vinogradov V. A., Koval A. I., Porkhomovsky V. Ya. "Sociolinguistic typology". Based on the methodology developed in it, first the regions of the country that are united by the principle of communicative unity were identified: metropolitan, Luzon, central and southern, and then the language situations in each of them were considered with the definition of their features. Then, regions with similar characteristics were grouped into sociolinguistic zones (northern and southern) and their types were determined (coastal and inland, respectively). Based on this analysis, the characteristics of the language situation in the country as a whole are given.

Keywords: communicative environment, communicative sphere, sociolinguistic zone, language situation, imported languages, autochthonous languages.

When starting to study the language situation in the Philippines, first of all, it is necessary to take into account that the Philippines is a country where residents speak dozens of languages. According to various estimates, the number of autochthonous languages ranges from 150 to 200. The Summer Institute of Linguistics (Summer Institute of Linguistics)¹ has 181 living languages and 4 languages whose native speakers have not been found [http://www.ethnologue.com/country/PH]. In addition, when studying the language situation in the Philippines, it should be borne in mind that these languages have different functions in different parts of the country and that there are different regional intermediary languages in the regions.

In addition to the native languages of the Philippines, the Tagalog-based Philipino idiom and English are also official languages. Along with English, among the imported languages, Arabic plays an important communicative role in the south of the country, and Spanish still functions in a limited sphere.

The population of the Philippines, according to 2004 data, is 88.7 million people [Levtonova, 2011, p. 5]. The Filipinos themselves distinguish 12 autochthonous languages with the largest number of native speakers: Tagalog (21.5 million as of 2000), Cebuano (15.8 million as of 2000), Ilocano (7 million as of 2000)., hiligainon, or Ilongo (5.77 million as of 2000), Warai (2.57 million as of 2000), Bicol (4.5 million as of 2000), Pampango (1.9 million as of 1990), Pangasinan (1.16 million as of 1990), Tausug (0.9 million as of 2000), Maranao (0.776 million as of 1990), Magindanao (0.7765 as of 1990) and Chavacano Creole (0.1605 million as of 1990) [http://www.ethnologue.com/show_country.asp?name=ph]. These languages have been taught in primary schools since June 2012.

¹ International non-profit organization dedicated to learning languages around the world.

I. PRINCIPLES FOR IDENTIFYING COMMUNICATION ENVIRONMENTS IN THE PHILIPPINES

The approach used in this paper to study the language situation in the Philippines (see: [Vinogradov et al.]) is interesting because it is not limited to the language aspect only, but also takes into account many factors of an ethnic, historical, cultural and other nature in order to answer questions about the reasons for the emergence of such a language situation and its features.

The basic unit of description, as suggested by the authors of this work, can be considered the communicative environment as "a historically formed ethno-socio-linguistic community characterized by relatively stable and regular internal communication links and a certain territorial localization" [Vinogradov et al., 2008, p. 9].

The main feature that determines the communicative unity of these regions in the Philippines is the presence of a single regional intermediary language. Based on this feature, we can identify at least four such regions that will be considered as separate communication environments (CS): Luzon, metropolitan, central and southern.

One of the significant factors that make it possible to separate a part of the southern regions into an independent country should be considered the presence of statehood in the south of the Philippines in the pre-Hispanic period, which was formed in the XIV-XVI centuries., when Muslims came there. In other parts of the country, by the time the Spanish arrived, there was no single religion and the beliefs of the Filipinos were based on animism. Subsequently, these areas were almost completely Christianized by the Spanish.

In addition, it should be noted such an external factor that influenced the formation of the language situation in the Philippines as the language policy of the colonialists. At first, it was Spain's policy to prevent Filipinos from learning Spanish, which was the language of administration, religion, education, and culture in general. This policy naturally led to the formation of local lingua franca, among which Tagalog stood out as a possible language of national communication. Then there was the US policy, which aimed to replace English with Spanish and local languages in all major areas of communication.

2. METROPOLITAN COMMUNICATION ENVIRONMENT

2.1. General characteristics.

The government operates in the capital, state policy in various spheres is determined, and the main mass media are published and broadcast. Therefore, the capital's Constitutional Court exerts a diverse influence on other constitutional courts, trying to bring them under its own communication standards.

Describing the metropolitan area, it should be noted that the population in it is differentiated primarily by social, and not by ethnic principles. Ethnically, this CS is very diverse, geographically, ethnic groups are distributed in a continuous ² type, the spatial boundaries between ethnic groups are blurred, which forms layers of a mixed population. All ethnic groups included in this CS are permeable, all are Catholic Christians. Based on the data of Curtis D. McFarland [McFarland, 1980, p. 14-15], it can be determined that approximately 30 languages with more than 1 thousand native speakers are spoken in this CS.

The metropolitan area includes those regions where lingua franca was traditionally Tagalog, which is the native language of about a quarter of the country's population.

² Continuity - continuity, absence of gaps, quantization, division into fragments. The opposite of discreteness. Here it means the absence of clear geographical boundaries between ethnic groups (the term is taken from the monograph: [Vinogradov et al., 2008]).

It includes the southern part of the island of Luzon with the capital administrative district and the northern part of the Visayas, where the native languages of the inhabitants are Pampango (Pampanga Province), Bicol languages (Catanduanes, Camarines Norte and Camarines Sur provinces), as well as the northern part of the Visayas Archipelago.

In addition to the local languages, imported languages, namely English and Chavacano Creole, function in this CS. In the metropolitan area, Chavacano is used in the province of Cavite, and there are quite a lot of Tagalog elements in it [Semorlan, 2002, p. 84-87]. Chavacano is spoken in this province by about 30 thousand people (McFarland, 1980, p. 111).

All local languages of this region are closely related. Since Tagalog was clearly the language of the largest ethnic group in this region and had the longest written tradition, as well as being the language of the most economically developed ethnic group, it became the lingua franca of the COP in question.

Currently, Filipino, which is based on Tagalog, is studied as a compulsory discipline in school, so it can be assumed that it is more or less spoken by the entire population of this region.

The languages of numerous national minorities are usually non - written, have no official status, and serve mainly as a means of communication for closed local communities. They are not used in other communication areas, and there is no written literature on them [Makarenko, 1979, p. 328].

The major languages of this CS are Tagalog, Pampango, Bicol (central Bicol, or standard, and Bicol Albay), Hiligaynon, and Varay (the latter two languages are native to central CS, but they are also widely used by internal immigrants in other parts of the country). There are grammars and dictionaries of these languages.

Tagalog, Pampango, and Bicol languages have written literary traditions.

As for the external factors that influenced and influence the sociolinguistic state of this region, the most important of them is that this region was Christianized by the Spaniards in the first place, so the overwhelming majority of its inhabitants are Christians. Another important factor is the presence of the country's largest city, the capital Manila, in this area. This is a rapidly developing industrial center, where many ethnic groups mix and the Philipino idiom is actually formed.

2.2. Distribution of languages by communicative spheres.

The administrative sphere is dominated by the English language, despite what is written in the Constitution, and despite some legislative acts ³ prescribing the introduction of Filipino in this area.

Another major area of language use that affects all other areas is education. Legally, education (especially secondary education) should be bilingual, i.e. some subjects should be taught in Filipino, and some in English, but in fact these laws are violated, which leads to the predominance of English in secondary schools and to an even greater extent in higher education. Both public and private universities teach Filipino as a subject and do not use it as a language of instruction to the extent prescribed by law.

In early 2012, the Ministry of Education decided to introduce a "Mother Tongue-based Multilingual Education" program in all schools in the Philippines starting in June 2012. The essence of this program is that the 12 main Philippine languages will be used in their respective regions of the country as languages of instruction and as separate academic disciplines from the pre-school level

³ For example, the decree of the President of the Philippines Aquino Corazon of August 25, 1988 "On expanding the use of filipino in official correspondence and office work".

up to the 3rd grade of primary school. These languages are native to many ethnic groups, and are spoken by more than 63 million Filipinos, or about three-quarters of the country's population. At the same time, Filipino and English will be taught as a second and third language, respectively. This program has already been tested and has produced positive results in 921 schools in the country [David, 2012].

The assessment of this reform and its impact in the country is mixed and causes political discussions, which once again confirms the importance of the language of instruction for the development of each country, including the Philippines.

One of the most important areas of language use is the press, which reflects the language situation and shapes it. Currently, no large-format newspapers are published in the Filipino language, only tabloids are published in it, although they have quite large circulations.

In order to determine the general trend in the development of interest in newspapers in English and Filipino, we tracked the quantitative changes in the circulation of the three most popular publications in these languages.

Judging by these data, it can be said that in the early 1990s newspapers in Filipino had almost twice as many copies as those in English, in the late 1990s the circulation of English-language publications slightly exceeded the circulation of Filipino-language publications, but by 2000 Filino-language publications were again ahead. According to 2003 data, the circulation of Filipino-language publications has increased significantly [Guevara, 2003]. This indicates the activation of the process of spreading the Filipino language.

Newspapers in Filipino mostly contain news and commentary related to domestic events. Events abroad do not get much coverage in the Philippine press unless they are directly related to the Philippines. The newspapers describe in detail incidents - natural disasters and their consequences, criminal cases of interest to the general public, and a lot of space is given to show business and sports news. At the same time, they contain few comments and analytical articles, which leads to the fact that Filipino does not create a vocabulary to refer to many abstract concepts and realities that exist in modern life. Serious reports and comments are published in English-language newspapers.

Metro Manila has 39 magazines, of which only four are published in English. Other journals are published in Filipino [Thompson, 2003, p. 89] and other local languages.

Magazines in Filipino, as well as newspapers in this language, do not publish serious materials, although at one time such famous Tagalog-language poets and writers as Jose Corazon de Jesus, Julian Cruz Balmaceda, etc. were published in the magazine "Livayvay". Now the magazines on Filipino are mainly designed to satisfy the most superficial interests of readers; they, like newspapers, do not have comments, and the materials are mainly devoted to domestic and family problems. Accordingly, the language of these publications is the language of everyday communication.

As of 1994, 44.93% of households in the Philippines had a TV. In Manila, their share was significantly higher than the average ( 86.93%), while in the Visayas it was significantly lower ( 26.87%) [Thompson, 2003, p. 80].

TV broadcasting is conducted in approximately equal parts in Filipino and English, and some local channels have programs in other local languages. A study of the ratio of English-Filipino broadcast hours between five nationwide channels (ABS-CBN, NBN, ABC-5, GMA-7, RPN-9) and three channels that broadcast mainly in Manila (SBN-21, Studio 23, and MTV Phils) found that the duration of the program was significantly lower than in the United States. broadcasting in Filipino is slightly higher than broadcasting in English, and it is typical for all channels to switch to English during a Filipino-language program. An analysis of the popularity of programs in different languages showed that the majority of Filipinos watch programs in both languages.

The Philippines is the largest Christian country in Asia. 82.9% of Filipinos are Roman Catholics (belonging to the Roman Catholic Church), 5.4% are Protestants (of various Protestant denominations), 4.6% are Muslims, 2.6% are followers of the breakaway Philippine Independent Church, 2.3% are members of the Church of Christ (Iglesia ni Cristo), 2.2% are adherents of various faiths, including including animists [Levtonova, 2011, p. 6].

Speaking of the languages of the various churches in the Philippines, it should be noted that the church uses approximately equal amounts of English and Tagalog, with services held in both languages and sermons delivered in churches in Manila.

In Tagalog-speaking areas, including the metropolitan area, in everyday life, Filipinos, even well-educated and well-versed in English, according to my observations, mostly communicate with each other in Taglish, i.e. Tagalog, but with a constant switch to English, although the amount of English in their language still depends on the level of education. The higher the level of education, the more English words and phrases they include. Even merchants in the market will say "thank you" and "come again" and name their product in English, although they will definitely add Tagalog particles: po and ho.

However, despite the prevalence of English, this language is not standard English. This is a special local variant that differs in both phonetic and grammatical features. Andrew Gonzales provides an interesting statistic, saying that the 1980 census showed that only 0.07% of families nationwide use English at home, with 2/3 of these families living in the capital [Gonzales, 1989, p. 362-366]. He also notes that although the remaining third is distributed throughout the country, most of these families are found among Ilocans and Cebuans [Gonzales, 1989, p. 369], i.e., among those ethnic groups whose representatives were particularly active against the choice of Tagalog as the national language and whose languages function as lingua franca in Luzon and the central COP, respectively.

As for entertainment, it should be noted that American films, music, and pop culture in general are extremely popular in the Philippines, but Filipinos also love their own movies. The country produces a huge number of action films, melodramas and films of other genres. Most of these films are shot in Filipino. There are about 250 movie theaters in Greater Manila that show Filipino and foreign films.

In the Philippines, there is a multi-genre contemporary literature in many languages, but the leading one is English. Many English-speaking Filipino authors are popular not only in the Philippines, but also abroad, particularly in the United States. At the same time, Filipino literature is also actively developing, and it is read by many Filipinos throughout the country.

2.3. Conclusions on the sociolinguistic state of the capital's CS

In this heterogeneous CS, the number of ethnic groups and the number of languages do not coincide, since in addition to ethnic languages, the Philipino idiom and English are used as a means of interethnic communication.⁴ Since Tagans significantly predominate in quantitative terms, their language became the basis of lingua franca of this CS. And if we take into account the number of people who speak Filipino as a second language, then it certainly has the greatest communicative power among local languages. However, Filipino is not powerful enough to fully perform consolidating and integrating functions throughout the country. As will be discussed later in the description of other CS, residents of these regions rate their lingua franca higher,

⁴ Taglish is not an independent idiom, but the result of a transition (or switch) from one language or its form of existence (code) to another.

than Tagalog. Although all Filipino languages are closely related, this does not lead to their mutual understanding. In addition, it should be noted that although Tagalog has a long history of functioning as the main national language, it is not fully capable of ensuring the exchange of information on many scientific, legal and other special topics. In any case, Philipino does not publish (and, accordingly, does not create) analytical socio-political and scientific materials (including textbooks), so it is not possible to develop terminology and vocabulary to refer to modern realities.

Describing this CS, it should be noted that it is concentrated, i.e. the type of communicative connectedness of this CS is carried out "through the attraction of individual ethnic groups to a certain communicative center" [Vinogradov et al., 2008, p. 58]. This is explained by the fact that one of the ethnic groups (Tagalogs) clearly dominates politically and culturally and dominates demographically in this communicative environment. The connecting idiom is Tagalog.

3. LUZON COMMUNICATION NRHP

This category can include the northern part of Luzon and the surrounding islands. Here, the native languages of the population are the languages of the Northern Philippine group, including the subgroup of Cordillera languages, which includes Ilocan (the third language of the country in terms of the number of native speakers) and Pangasinan (the ninth in terms of the number of native speakers). Based on the data on the number of native speakers of various Philippine languages given by C. D. McFarland (1980, p.4-15), there are about 35 languages with more than 1 thousand native speakers in this CS.

The defining feature for distinguishing this CS is that Ilocano serves as the lingua franca of the entire region. It is sometimes called the "national language of the North".

Even before the arrival of the Spaniards, the mountain tribes in this region developed certain religious beliefs (most developed in Ifugao), which have been preserved to some extent to this day. But now all the languages of the Cordillera are on the verge of extinction [Reed, 2011, p. 50], the use of local languages is limited to home, and in all other areas of communication, Ilocan or Tagalog, which have a higher status, are used [Reed, 2011, p.69].

A fixed written literary tradition in the Ilokan language dates back to the beginning of the 2nd millennium [Makarenko, 1979, p.326]. The Ilocans have preserved pre-Hispanic folklore and the epic "Lam-ang". Ilocan literature is considered to be the second largest source of literature after Tagalog-language literature in the Philippines [Kutibeng..., 1976, p. 2].

As is the case throughout the country, English is one of the official languages of the Philippines in this country. Residents of this village, like all Filipinos who have received an education, know Filipino to a greater or lesser extent, but they prefer to communicate with each other in local languages or Ilocan. They talk to foreigners in English, not in Filipino, saying that they do not know it well.

Thus, in the northern CS, local autochthonous languages function as everyday communication languages, Ilocan as a regional lingua franca, and English with a predominance of English also functions as an interethnic communication language outside this CS.

4. CENTRAL COMMUNICATION NRHP

This group includes the central and southern parts of the Visayas Archipelago (Cebu Islands, eastern Negros, Bohol, southwestern Leyte Island and northern,

east and west coasts of Mindanao). It is home to ⁵ Visayans, who occupy the first place in terms of population (35% of the country's population) and speak South Visayan languages. The Southern Visayan languages show more similarity with the languages of Eastern Mindanao than with the languages of Northern Visayas. Based on the data provided by K. D. McFarland [McFarland, 1980, p. 14-15], about 50 languages with more than 1 thousand native speakers function in this CS.

In this area, lingua franca is the Cebuano language. Of the twelve main languages in this CS, in addition to Cebuano, the languages of Waray, Tausug and Hiligaynon function, which is the fourth most widely spoken and functions as lingua franca in some parts of this CS and in other regions of the country.

A fixed written literary tradition in Cebuano has existed since the beginning of the 2nd millennium [Makarenko, 1979, p. 326]. Currently, the Visayas art and journalism magazine is published in Cebuano, and the Hiligaynon magazine is published in the Hiligaynon language. Both are printed in Manila.

Local magazines "An Lantavan" and "Leyte Courier" are published in the Varai language, and there is literature, in particular poetry [Lineyte-Samarnon..., 1974, p. III].

In words, Cebuano's status is very high among the inhabitants of this region, and in private conversations they always emphasize that it is more beautiful than Tagalog and it is spoken by more Filipinos than Tagalog. Although, as a rule, they know Filipino, since it is studied at school, a significant part of the residents are dissatisfied with the introduction of Filipino through school, preferring to study in English. This is evidenced by the results of a 2000 study, which showed that in the cities of Cebu, Zamboanga, Butuan and Iloilo, there is resistance to teaching in Filipino [Philippine..., 2000, p. 116-117].

The fact that local people prefer English over Cebuano or Tagalog was already noted by researchers 40 years ago. J. W. Wolff wrote that although Cebuano is used on local radio and television, as well as in religious life, after the first two grades of elementary school, students no longer read anything in Cebuano. The local elite even prides itself on not knowing Cebuano well, and believes that Cebuano is spoken only by those who are unable to learn English (Wolff, 1967, p. VII).

Thus, local languages are used at the everyday level, Cebuano and Hiligaynon are partly used as regional lingua franca, and the level of communication within the country, but outside of this communication environment, primarily serves English.

5. SOUTHERN COMMUNICATION ENVIRONMENT

It includes the central and southwestern part of Mindanao Island and the Sulu Archipelago. Based on the data of K. D. McFarland [McFarland, 1980, p. 14-15], 11 languages with more than 1 thousand native speakers function in this CS. The main languages are Maranao (the eleventh largest number of native speakers), Ilanum, which McFarland considers as a separate language [McFarland, 1980, p. 100], and the Summer Institute of Linguistics - as a dialect of Magindanao, and Magindanao (the country's twelfth largest number of native speakers). The Maranao, Magindanao, and Ilanum languages are extremely closely related, while Magindanao and Ilanum are mutually intelligible (McFarland, 1980, p.111). In the same CS, the Chavacano Creole language operates, which mainly uses vocabulary from Spanish and grammatical structures from Philippine-type languages. Its vocabulary includes many borrowings from other languages, including Tagalog and Portuguese.

⁵ The population of the Bisai Islands, which is a group of loosely consolidated ethnic groups.

South Korea includes nine cultural and linguistic groups. The main features that determine the selection of this CS are Islam and Arabic as the language of religion and Muslim culture in general.

Since the beginning of our era, the development of this region has outstripped that of other parts of the Philippine Archipelago. Among the factors contributing to this was the proximity of Indonesia, whose inhabitants created a rich culture already in the 1st millennium AD. The formation of statehood on the Sulu archipelago and Mindanao Island, according to Yu. O. Levtonova, began in the pre-Islamic period [Levtonova, 2011, p. 29]. But a new stage in the historical development of this region began with the penetration of Islam (approximately the xth century) [Levtonova, 2011, p. 31] and the Arabic language that came with it. On the Sulu archipelago, the Islamic Sultanate was established in the middle of the 15th century, and on the island of Mindanao, the feudal monarchy of no tipu sultanates appeared in the second half of the 16th century. The process of Islamization of the southern Philippines largely ended at the turn of the 17th century. [Levtonova, 2011, p. 32-33].

Historians note that Islam and the influence of Muslim culture in general led to common features of the spiritual life and social organization of various Muslim peoples of the southern Philippines [Taiwan, 1979, p. 41]. They traditionally defend their culture and religion, which is reflected in their attitude to attempts by the state authorities to introduce a single national language.

The peoples who converted to Islam have preserved four epics [Makarenko, 1979, pp. 359-360].

Arabic was officially ignored by the government until the 1970s. One of the first and somewhat belated signs of recognition of the role of the Arabic language was the provision of the 1973 Constitution that it should be translated into Arabic. The 1987 Constitution stipulates that the Arabic language (like Spanish) must be maintained on a voluntary and optional/optional basis.

In 1984, the Ministry of Education, Culture and Sports officially included madrasah schools in the school system. Prior to that, madrasas were not under government supervision. In 1988, there were 46 madrasas with about 6,000 students and about 250 teachers who were allowed to work by the Ministry. In fact, there are many more such schools (according to information from 1982, there were about 500 of them in Western Mindanao alone), but they operate privately. All madrasahs use Arabic as the primary language of instruction, working on programs modeled on the school programs of Saudi Arabia. Two madrasa schools (one in Sulu and the other in Cotabato), with programs ranging from kindergarten to college, offer Arabic language courses [Sibayan, 1994, pp. 220-221].

Approximately the same situation exists in higher educational institutions in this region. Even the State University of Mindanao, where students mainly come from the southern regions of the country, most of whom are Muslims, does not follow the language programs approved by the Ministry [Magracia, 2002, p. 123-132].

Nevertheless, one study published in 1981 indicated that Tagalog was used as the language of interethnic communication in some areas of this region, and in some places, in addition to it, Ilocan was also used [Fleischman, 1981, p. 67]. In the Cotabato area, the Hiligaynon language functions as lingua franca. Unfortunately, there is no more up-to-date data on the languages used in this part of the country, as the political situation there does not allow for any research.

6. SOCIOLINGUISTIC CENTER OF THE PHILIPPINES

The description of the four CS of the Philippines shows their different sociolinguistic state, the presence of different regional intermediary languages, and the differences in the functions of the languages used in each of them. Nevertheless, the Luzon, metropolitan and central COP are united by the fact that they operate at the national level.-

at the official level of two intermediary languages, namely English and Filino. This common feature of their sociolinguistic state makes it possible to combine them into one sociolinguistic zone, which I propose to call the northern one. The southern CS is a separate, southern sociolinguistic zone.

The authors of" Sociolinguistic Typology " described three types of sociolinguistic zones that have developed in West Africa, namely: inland, coastal and middle zones, and identified their characteristic features [Vinogradov et al., 2008, p. 64]. The names of the zones were apparently chosen based on the geographical features of these territories. In the Philippines, these geographical features are not decisive, since the designated sociolinguistic zones include both coastal and inland areas. However, the features of the zones described by the authors of the typology are characteristic not only of the region they are studying, therefore, they can also be used to describe other regions with a complex language picture. Therefore, you can use the names of these types of zones to describe the Philippines.

The Northern sociolinguistic zone of the Philippines is characterized by the following features:: 1) the absence of local statehood in the pre-colonial period; 2) Christianization by colonizers; 3) the predominance of a modern type of urbanization with a developed modern economy; 4) the spread of American-type education and generally strong American cultural influence; 5) the presence of major centers of modern political and cultural life; 6) a significant level of imported English and the existence of a large number of pidgins based on this language (for example, engalog); 7) active use of English as a means of interethnic communication.

Based on these features, we can conclude that the northern sociolinguistic zone belongs to the coastal type. At the same time, I would like to note that the central mountainous regions of Luzon Island, inhabited by mountain tribes, can probably be distinguished into the third, middle (forest) zone, but this assumption requires further research and confirmation.

The southern sociolinguistic zone is characterized by the following features:: 1) the presence of local statehood in the pre-colonial period; 2) significant preservation of traditional economic structures, maintaining the orientation of the economy towards agricultural production and traditional fishing; 3) the spread of Islam and the strong influence of Arab-Muslim culture; 4) a relatively low degree of linguistic diversity.

It is difficult to talk in more detail about this region due to the current difficult political situation there. But the signs listed above give reason to attribute this sociolinguistic zone to the internal type.

Only the central CS and, in general terms, the northern sociolinguistic zone (which, however, covers almost the entire country) were considered here. Regarding the sociolinguistic state of the CS included in its composition, the following conclusions can be drawn:: 1) all CS that are part of the northern sociolinguistic zone are polyethnic; 2) the languages of the former metropolises (Spanish and English) carried and still carry a large functional load and are used for interethnic communication; 3) the process of forming a single national language (filinino) develops with great difficulty; 4) the intellectual elite prefers to use an imported language (English) in all spheres of life.

According to the authors of Sociolinguistic Typology, the use of the local language as a means of interethnic communication is characteristic of internal zones (Vinogradov et al., 2008, p. 79).

The northern zone belongs to the stratocentric type, but the ethnic component is also important.

Thus, the Philippines belongs to a heteromorphic type of country, i.e. there are several sociolinguistic zones in the Philippines.

7. GENERAL CHARACTERISTICS OF THE LANGUAGE SITUATION IN THE PHILIPPINES

7.1. The number of idioms and the number of speakers of them.

Dozens of ethnic groups live in the country, but there is no ethnic group that is absolutely predominant in numbers. The number of autochthonous languages is estimated at 150-200, excluding dialects, and there are at least two imported languages in the country: English, which, according to the 2000 census, is spoken by 3,400,000 Filipinos [http://www.ethnologue.com/show counlry.asp?name=ph], and Arabic (no data on the number of people who own it).

In addition, according to the 1990 census, 2,660 Filipinos speak Spanish [http://www.ethnologue.com/show_country.asp?name=ph], which is about 2% of the Philippines ' population, and this figure has not changed for more than 70 years. They are mainly representatives of the upper strata of the Philippine nobility and land aristocrats.

It should be noted that in 1975 the number of native speakers of Cebuano was about a quarter of the country's population and slightly exceeded the number of native speakers of Tagalog [McFarland, 1980, p. 14], and now Tagalog has taken the first place in terms of the number of native speakers, which indicates an increase in its demographic power.

As of 2007, 25 million Filipinos knew Filipino. [http://www.ethnologue. com/show_country.asp?name=ph]. Although it can be assumed that most of them are Tagalogs, nevertheless such figures indicate the prevalence of Filipino as a second language.

7.2. Distribution of idioms by communicative spheres.

Among the autochthonous languages listed, four languages, namely Tagalog, Cebuano, Ilocan, and Hiligaynon, act as regional lingua franca, while Filipino and English function as official state languages. In addition, Filipino and English are used as the languages of education.

Speaking about the languages used as lingua franca in the Philippines, it should be noted that speakers of Ilocan, Hiligaynon, Cebuano, and Tagalog migrated more or less throughout the country and in some places settled quite compactly, which led to the use of these languages as the first in those countries where lingua franca is considered regional. other languages are supported.

Based on the definition of functional types of language formations proposed by L. B. Nikolsky [Nikolsky, 1976, pp. 42-46], the following functional types of languages used in the Philippines can be distinguished::

1) macro-mediating languages:

a) the Filipino idiom, which is formed on the basis of the autochthonous Tagalog language, which is the language of a large ethno-linguistic community, but does not constitute the majority of the population;

b) imported English, which does not have its own ethnic base in the Philippines, but is widely used in almost all areas of communication, including in science and literature;

2) regional intermediary languages that have a literary form and function as lingua franca in different parts of the country: Ilocan, Tagalog, Cebuano, Hiligaynon;

3) local languages:

a) used in primary school: Tagalog, Pampango, Pangasinan, Ilocano, Bicol, Cebuano, Hiligaynon, Varay, Tausug, Magindanao, Maranao and Chabacano;

b) all local languages used in informal communication;

4) ritual languages: Arabic in the Muslim part of the country and Spanish in some services in Catholic churches.

8. conclusions

From all that has been said above, it can be concluded that the language situation in the Philippines is multicomponent, i.e. it includes several idioms.

In terms of communicative power, i.e., in terms of the number of communication areas served by idioms, Filipino is close to English, but so far it is inferior to it.

English and Filipino are by far the dominant idioms. Tagalog, Ilocan, Cebuanese, and Hiligaynon are idioms of lesser power than Filipino and English, but more powerful than other languages, as they are regional lingua franca.

We can expect that in the near future the power of the twelve languages that will be used as teaching languages in primary schools will increase, but so far the overall language situation is not balanced, since Filipino (and especially local languages) and English do not have equal functional power, and multipolar, since there are two dominant idioms.

Since different languages (local and imported) are used in different communication areas in the Philippines, it is difficult to determine the qualitative characteristics of the language situation in the country as a whole. In non-Tagalog areas, which make up most of the country's territory, the language situation can be both homogeneous (local language at the everyday level, related language as a regional intermediary, Filipino as a national language) and heteromorphic (local languages and English).

According to the official status, Filipino and English have legal equality, but in fact English prevails, so you can assess the language situation as disharmonious.

In the Philippines, English is actively used as an official language and as lingua franca, so the language situation can be described as exoglossal, i.e. one where metaect ⁶ is a foreign language. And since the languages that are components of a given language situation have different functional loads, the language situation is unbalanced.

The prestige of Filipino is not high enough to actually become a national language in all CS except the capital one. It is not the only language in almost any sphere of communication.

English is perceived as the language of power, social growth, and global competitiveness, while Filipino is perceived as Tagalog, i.e. one of the autochthonous languages that is suitable only for communicating with their fellow tribesmen.

Perhaps, to improve the effectiveness of language policy in the Philippines, the country should not develop a single language policy for the entire state, but rather assess the differences in the language situation in different parts of the country and develop regional language policy programs that take into account the characteristics of each region.

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