Athens Journal of Philology December 2017 293 From Filipino and English to Zamboanga Chavacano: Finding the Missing Voice By Abee M. Eijansantos  This paper compared the voice marking systems of Zamboanga Chavacano, Filipino and English. Filipino has four voice markers (Ceña 2012), English has three (Celce-Murcia and Larsen- Freeman 2008), and Chavacano has two, albeit the literatures claim that this language has merely one, hence, the missing voice. How is the missing voice formally expressed in Chavacano? Data have been collected on Chavacano learners’ performance in expressing the extra voices in Filipino and English. This study employed descriptive-qualitative research generalizing from the patterns of Chavacano sentences and hypothesizing in the process. The respondents were students and teachers who were all native speakers of Chavacano. The responses were analyzed for the patterns in the voicing system of the foregoing language and the responses were likewise utilized for the cross- checking of the possible variants. English and Filipino were the eliciting languages to analyze the sentences in Chavacano. The sampling that was drawn upon was a non-probability sampling. Filipino is a language that is rich in affixation whereby four different voice affixes trigger what argument assumes the place of the subject. The voices in Filipino are active, passive, derived and locative; English, albeit not having as much affixation as Filipino in its verbal morphology relative to voice, has three voices: active, middle and passive. Chavacano has been analyzed as having only the active voice; it has been found out, however, to have both the active and passive voices which ought to have a great pedagogical relevance and implication as Mother Tongue-based Multilingual Education (MTBMLE) is here to stay. Keywords: Chavacano, English, Filipino, Verb, Voice Introduction Mother Tongue-based Multilingual Education (MTBMLE) The revolution in the educational system of the Philippines brings about the implementation of the Mother Tongue-Based Multilingual Education (Henceforth, MTBMLE). MTBMLE is defined by Diane Dekker (2010) as a curriculum and teaching methodology that enables learners to participate well in education through the foundation in the learners’ first language (L1), enabling them to build on the knowledge and experiences they bring to the classroom. MTBMLE also provides a good bridge to listening, speaking, reading and writing the second languages (L2, L3) of the classroom using sound educational principles for building fluency and confidence in using the other languages for life-long learning. For any second language learners to be efficient in their pursuit of attaining a high level of proficiency in their target language, they ought to be proficient in their first language. The acquisition of their experiences via the deployment of the Chavacano language will provide experiences for the learners--native to the foregoing language--that will boost their confidence in the obtainment of the concepts and skills in learning the second language. Knowing a language implicitly is one thing and knowing it explicitly is totally another. Fromkin et al. (2000) aver that a speaker’s linguistic competence is a  Instructor I, Zamboanga State College of Marine Sciences and Technology, Philippines.