In the Philippines, school children must contend with the use of English and Pilipino as media of instruction. Since they are taught by teachers who have not mastered English, either, the result is predictable: rote learning. In this process, pupils also learn the hierarchical authority structure of the school system, that is, the rules governing school behavior, and teachers' prejudices. They do so without deliberate instruction in such matters. This is illustrated in an observation of a class in social studies in a Philippine rural school. Filipino school children carry a heavy linguistic burden and adjust to the subcultures that the languages they study and speak in home and community reflect. Their plight resembles that of disadvantaged groups in other societies whose home language and culture differ from those of the dominant groups. Linguists are beginning to address themselves to the problems of such groups, taking account of their difficulties in learning an alien language and in accommodating themselves to a dominant culture. (Author)