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1
Nical, Iluminado C. „Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines“. Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.
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Errata inserted facing t. p. Bibliography: leaves 406-457. A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.
2
Aguas, y. Quijano Juan Vidal. „The Philippines in the Twentieth Century: Social Change in Recent Decades“. W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625429.
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3
Osborne, Dana. „Negotiating the Hierarchy of Languages in Ilocandia: The Social and Cognitive Implications of Massive Multilingualism in the Philippines“. Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556859.
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After nearly 400 years of colonial occupation by Spain, the Philippine Islands were signed over to the United States in the 1898 Treaty of Paris along with other Spanish colonies, Guam and Puerto Rico. The American acquisition of the Philippine archipelago marked the beginning of rapid linguistic, social and political transformations that have been at the center of life in the Philippines for the last century, characterized by massive swings in national language policy, the structuration of the modern educational system, political reorganizations and increased involvement in the global economy. The rapid expansion of "education-for-all" during the American Period (1898-1946) set the foundation for the role of education in daily life and created a nation of multilinguals - contemporarily, most people speak, at the very least, functional English and Filipino (official and national languages, respectively) in conjunction with their L1 (mother tongue), of which there are an estimated 170 living varieties throughout the island array. This study focuses on the minority language of Ilocano, a branch of the Malayo-Polynesian (Austronesian) language family and is the third largest minority language spoken in the Philippines with over 9 million speakers spread throughout the islands, having a strong literary tradition and a clearly defined ethnolinguistic homeland in the northernmost region of the island of Luzon. The articles contained in this dissertation variously investigate the linguistic, social, and ideological implications of the last century of contact and colonization among speakers of Ilocano and seek to understand why (and how), in light of colonization, missionization, Americanization, and globalization, minority languages like Ilocano have remained robust. Taken together, these analyses shed light on the dynamic interplay between linguistic, social, and ideological processes as they shape contemporary language practices found among Ilocano speakers negotiating the terms of their local and national participation in a continually shifting social, political, and linguistic landscape.
4
Lesho, Marivic. „The sociophonetics and phonology of the Cavite Chabacano vowel system“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388249508.
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5
Soffronow, Maria. „Multilingual Classrooms : A study of four Filipino teachers' experiences“. Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-27319.
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The majority of the world's population is multilingual, and there is an increase of demands on teachers worldwide to meet pupils' diverse linguistic needs and abilities. This paper on multilingualism aims to explore four Filipino teachers' experiences of working in a multilingual context. The study is based on a sociocultural perspective on language and learning, and views the school as an institution within a larger context. Through thematic interviews, the linguistic environments in the four teachers' classrooms are described. The paper also aims to describe the status of the languages used within the context of the schools, and how the teachers express the correlations between language and identity. The results demonstrate a complex linguistic situation where the teachers have a pragmatic approach to the three languages in their everyday lives, and the use of code-switching is common. English has a high status in the society, which is also noticeable in the classroom, but the teachers work to support pupils' identity development by also allowing them to express themselves in their mother tongue.
6
Stead, Matthew A. „Paul's use of "maturity" language in Philippians 3“. Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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7
Rifareal, Rebekah. „Paradox of Identity: The Role of National Language and Literature in the Philippines“. VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5442.
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The Philippines lies at the intersection of two global empires, having been under Spanish colonial rule from 1521-1898 and American colonial rule from 1899-1945. As a country that expresses a melange of cultures, both on the global and local level, Filipino national identity is constantly in debate. This thesis examines how literature in the Philippines can play a role in establishing a national identity in relation to the ways in which Filipinos of both the home country and the Filipino diaspora negotiate language. Analyzing José Rizal’s Noli Me Tangere (1887) alongside Jessica Hagedorn’s Dogeaters (1990) through the theoretical framework of the contact zone, a rejection of the third space, and deterritorialization shows that Filipino culture consumes imposing foreign cultures, dismantling even their label as foreign. Thus, the interaction between Filipino culture and colonial culture is a rich example of how to decentralize the Western gaze in postcolonial literary analysis.
8
Kimoto, Yukinori. „A Grammar of Arta: A Philippine Negrito Langage“. Kyoto University, 2017. http://hdl.handle.net/2433/226793.
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9
Johnston, Patricia Gwen. „Maranao vocabulary of moral failure and rectification“. Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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10
Kitada, Yuko [Verfasser], Nikolaus [Gutachter] Himmelmann und Alexander [Gutachter] Adelaar. „The prefix *si- in Western Indonesian, Sulawesi, and Philippine languages / Yuko Kitada ; Gutachter: Nikolaus Himmelmann, Alexander Adelaar“. Köln : Universitäts- und Stadtbibliothek Köln, 2019. http://d-nb.info/1239811578/34.
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11
Vilches, MariÌa Luz C. „Process-oriented teacher training and the process trainer : a case study approach to the Philippines ELT (PELT) project“. Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274245.
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12
Tofighian, Nadi. „The role of Jose Nepomuceno in the Philippine society : What language did his silent films speak?“ Thesis, Stockholm University, Department of Cinema Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-899.
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This paper examines the role of the pioneer Filipino filmmaker Jose Nepomuceno and his films in the Philippine quest for independence and in the process of nation-building. As all of Nepomuceno's films are lost, most of the information was gathered from old newspaper articles on microfilm in different archives in Manila. Many of these articles were hitherto undiscovered. Nepomuceno made silent films at a time when the influence of the new coloniser, United States, was growing, and the Spanish language was what unified the intellectual opposition. Previous research on Nepomuceno has focused on the Hispanic influences on his filmmaking, as well as his connections to the stage drama. This paper argues that Nepomuceno created a national consciousness by making films showing native lives and environments, adapting important Filipino novels and plays to the screen and covering important political topics and thereby creating public opinion. Many reviews in the newspapers connected his films to nation-building and independence, as the creation of a national consciousness is a cornerstone in the process of building a nation and defining "Filipino". Furthermore, the films of Nepomuceno helped spreading the Tagalog culture and language to other parts of the Philippines, hence making Tagalog the foundation of the national Filipino language.
13
Sedlacek, Jill Lynn. „Purpose driven infinitives can the accusative articular infinitives in Philippians 2:13 have the syntax of purpose? /“. Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1230.
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14
Escondo, Kristina A. „Anti-Colonial Archipelagos: Expressions of Agency and Modernity in the Caribbean and the Philippines, 1880-1910“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405510408.
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15
Tomlin, Steve, und n/a. „A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila“. University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.
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This thesis undertakes a reformulation of ELT curricula by means of a
critique of established theoretical models and a case study of the ELT
curriculum at De La Salle University (DLSU), Manila.
The thesis proceeds in accordance with the precise that a sound
theoretical and philosophical perspective is crucial to any task of
curriculum development and criticism and thus derives a theoretical/
philosophical perspective from a consideration of ELT in the context of
the philosophy of education and linguistic, applied linguistic,
sociolinguistic, learning and curriculum theories.
The argument is presented that any model of language as communication
derived from linguistics and applied linguistics is not amenable to
translation into descriptive rules of 'use' and hence a pedagogic grammar.
Such theoretical perspectives, in only deriving partial models of 'use',
are largely inadequate in the context of a concern with language teaching.
Input from cognitive learning theory however suggests that teaching
language as communication requires a curriculum approach focusing on
'open' communicative procedures rather than systematic techniques premised
on language description and exemplified by a syllabus-based structure. It
is thus argued that communicative language teaching requires 'open',
methodology-based procedures that provide a markedly subordinated role for
syllabus. The advocated form of communicative language curriculum is thus
described as employing an 'open' rather than a 'closed-system') approach.
It is also maintained that the ELT debate on communicative curricula has
largely ignored crucial issues in curriculum theory and the philosophy of
education - especially the distinction between 'education' and 'training'.
This theoretical debate enables the derivation of a revised taxonomy of
language curricula to replace the orthodox dichotomy into General English
and ESP. The argument is presented that there are essentially two
approaches to the curriculum - closed-system and open approaches - and
that within each approach there are two curriculum types. Through revised
definitions, the intents of 6E and ESP curricula are distinguished and a
new taxonomy of four possible curriculum types, including that of a
Focused English Learning (FED curriculum, presented.
The principles derived from the theoretical discussion and reformulated
taxonomy enable an 'illuminative' case study investigation of an example
curriculum: the ostensibly English for Specific Purposes (ESP) curriculum
for Engineers employed at DLSU. This case study, by examining curriculum
justification and intent and illuminating the nature of the problem at the
university, illustrates, by example, aspects of the reformulated taxonomy.
The case study findings detail crucial aspects of the interface between
theory and local practice and expose the curriculum at DLSU as inherently
contradictory, based on an inaccurate notion of ESP, and principally
concerned with the pursuit of broadly educational aims through a mainly
training-based, closed-system and non-communicative curriculum.
The thesis concludes by proposing that the orthodox dichotomy between GE
and ESP curricula is inappropriate and fails to reflect the various and
possible forms of curricular intent. This has been a consequence of a
theoretical emphasis on linguistics and sociolinguistics and an inadequate
consideration of the philosophy of education and learning and curriculum
theories. The inadequacy of the established dichotomy has led to
confusion in application (as demonstrated through the case study) that
could be avoided through the adoption of the reformulated taxonomy.
16
Absuelo, Ruby. „Employability of Philippine college and university graduates in the United States“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/868.
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Limited economic opportunity for many Filipinos has created substantial emigration of the country’s educated work force. The economic opportunities in the United States have attracted Philippine immigrants seeking employment opportunities. Thus, the U.S. now has a substantial foreign-born Filipino population. Although the majority of Philippine immigrants to the U.S. possess bachelor’s degrees or advanced degrees (Allard & Bureau of Labor Statistics, 2011; Camarota, 2012; Commission on Filipinos Overseas, 2012), many are underemployed or work in fields relatively unrelated to their education and experience.
This thesis examines Philippine college and university graduates’ social networks, educational attainment, degree field, English language proficiency, immigration status, age, and gender, factors which influence and determine Philippine graduates’ employability in the U.S. labour market. The Triangulation Mixed Methods Design also known as the Concurrent Triangulation Design was employed to effectively measure the complex phenomenon of Philippine graduates’ employability by integrating quantitative and qualitative data sets. The null hypotheses for this thesis were rejected exclusive of age and gender differences. Data revealed employability was enhanced when Philippine graduates networked with Weak Ties during initial employment and continued to be advantageous for being adequately employed (i.e. resulted in lower underemployment). However, lower employability and underemployment negatively affected graduates with a bachelor’s degree (particularly a business-related degree), those who were less proficient in English, and those who were Green Card holders. The factors that were influential in the employability of Philippine graduates coincided with the labour market demands of the American employers sampled in this study. The thesis found that the current status of Philippine graduates has improved substantially with a higher percentage of the respondents obtaining jobs commensurate with their educational qualifications as opposed to their initial employment.
Philippine graduates with medical technology degrees were particularly successful at obtaining jobs commensurate with their educational qualifications despite relatively few holding advanced degree, but on average this group had resided in the U.S. the longest. Graduates with business-related degrees continued to lag behind those in other degree fields and experienced lower employability and higher underemployment. Despite their initial employment disadvantage, these degree holders were less likely to pursue continuing education or receive additional U.S. school/educational credits. The findings of this thesis provide insight into the employability of Philippine graduates. Because of the sampling restrictions, the findings cannot be extrapolated beyond the scope of this research. These results should only be treated as indicative within the context of this research. However, they provide useful insights for policy-makers, stakeholders and academics in the Philippines.
17
Facun-Granadozo, Ruth, Abidah Abutaeb, Bolatito Alaofin und Lydia Kwaitoo. „Perspective- Taking: the Joys, Challenges, and Hopes of Early Childhood Education in Four Countries (Ghana, Nigeria, the Philippines, and Kingdom of Saudi Arabia)“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4324.
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18
Sibayan, Anna Marie. „Prompted and Unprompted Self-Repairs of Filipino Students of Spanish as a Foreign Language“. Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454821.
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The present dissertation, which contributes to the dearth of research on the acquisition of Spanish as a foreign language by Filipinos, is a pseudolongitudinal study of their Spanish interlanguage (IL) whose two-fold objective is to provide a descriptive analysis of their developing IL based on errors produced in their speech as influenced by language proficiency levels and crosslinguistic similarity of their other known languages, and to identify the thresholds of their IL based on the prompted and unprompted self-repair of these errors.
Participants of the study were four groups of students learning Spanish in a Philippine university who have had 432 hours, 1,008 hours, 1,872 hours, and 2,160 hours of formal instruction in Spanish, respectively. They were recorded in their own classroom contexts and individually in order to build two complementing oral corpora for the analysis of their speech. For the gathering of monologic data elicitation procedures from the research project El desarrollo del repertorio lingüístico en hablantes no nativos de castellano y catalán (Tolchinsky & Perera, 2006), which form part of the larger research project Developing Literacy in Different Contexts and Different Languages (Berman
& Verhoeven, 2002) was adopted. All 20 recorded classroom sessions and 40 monologic texts were transcribed according to the conventions of a transcription program. Errors were categorized according to their formal linguistic levels (Jarvis & Pavlenko, 2010), while prompted and unprompted self-repairs were identified as a result of classifying teacher feedback based on an adapted taxonomy of recasts and prompts (Lyster & Ranta, 1997). To respond to the objectives the following were analyzed: (a) the distribution of error types and subtypes in relation to the targetlanguage (TL) proficiency, (b) the frequency of attempts to self-repair these errors with and without the prompting of the teacher, (c) the rate of success of prompted and unprompted self-repairs in
relation to TL proficiency, and (d) the effect of crosslinguistic similarity of previously learned languages and their corresponding proficiency levels on error production.
Results showed that morphosyntactic errors were produced the most, followed by lexicalsemantic errors, and lastly, by phonetic-phonological errors, with each proficiency group producing such errors quite differently (e.g., omission of determiners is largely a characteristic of a beginner). Results likewise showed that while TL proficiency has a negative effect on the production of errors, it has no effect on the distribution of error types nor in the recognition of these errors. Teachers and students alike verbally recognized approximately 20% of the errors; teachers called out lexical-semantic errors the most, while students most independently recognized and successfully self-repair morphosyntactic errors. Of the recognized errors, about 60% of teacher-prompted errors and roughly 80% of independently recognized errors were successfully repaired. Albeit inconclusive, TL proficiency may have a positive effect on success in self-repair.
By contrast, SL proficiency was observed to have a positive effect on the production of transfer errors, however, in the case of the multilingual learner, transfer mostly comes from the more objectively similar language and not from the language that he perceives to be more similar to the TL. The implications of these findings for future research and language pedagogy are outlined in the final chapter, which concludes the present dissertation.Esta tesis, que contribuye a la carencia de estudios sobre la adquisición de los filipinos del español como lengua extranjera, tiene el doble objetivo de proporcionar un análisis descriptivo de su interlengua (IL) en desarrollo, partiendo de los errores encontrados en su producción oral influidos por el conocimiento de otros idiomas y el dominio de éstos; y de identificar los límites de su IL partiendo de las autorreparaciones. Se recogieron y transcribieron los datos de interacción en el aula (20 horas) y datos monológicos producidos (40 textos) por cuatro grupos de alumnos de español de una universidad filipina, que habían pertenecientes a los niveles A1-, A1+, B1- y B1+. Para responder a los objetivos, se analizaron los siguientes aspectos: (a) la distribución de los tipos y tipos de errores en relación con el dominio de la lengua objeto (LO), (b) la frecuencia de las autorreparaciones con y sin la ayuda del profesor, (c) la tasa de éxito de las autorreparaciones en relación con el dominio de la LO, y (d) el efecto de la similitud de lenguas previamente aprendidas y del nivel de dominio de dichas lenguas en la producción de errores. Los resultados indican que los errores morfosintácticos son los que aparecen con mayor frecuencia, seguidos, en este orden, por los léxico-semánticos y los fonético-fonológicos. También se observa que si bien el dominio de la LO tiene un efecto negativo en la producción total de errores, no determina la distribución de los tipos de error ni el reconocimiento de estos errores por parte de los aprendices. Por otra parte, los alumnos se autorreparon con más éxito en el caso de aquellos errores que son capaces de identificar por sí mismos en contraste con lo que ocurre con los detectados con la ayuda del profesor. Por el contrario, el dominio de otras lenguas y/o su cercanía tipológica con la LO tienen un efecto positivo en la producción de errores de transferencia. Es decir, cuánto más dominio y más similitud tiene, mayor es su influencia en la producción de errores. Se concluye el trabajo con una discusión de las implicaciones de estos hallazgos.
19
Tagaro, Andersson Anna. „Jag uppfinner en plats i dikten där vi kan vara tillsammans : En litterär studie i förlusten av ett modersmål“. Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162383.
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The objective of this thesis is to examine how the bereavement of a mother tongue in various ways affects a person and how literature discusses this experience. How does literature reflect it and is it possible to identify any specific and recurring themes? Are there any similarities between the experience of migration and the experience of colonialism? What purpose does writing serve in this and how to describe the impact of language? Hopefully this thesis will contribute to a better understanding of the situation for newly arrived people and for persons living in Sweden with Swedish as a second language. The thesis has a postcolonial perspective as the focus is fiction dealing with a relocation from east to west. Earlier research and writings that has inspired is in particular the works by the two postcolonial theorists Franz Fanon and Sara Ahmed. The main source material for the study is literary works, e.g. the works of Jila Mossaed, Theodor Kallifatides, Athena Farrokhzad, Burcu Sahin and Yoko Tawada. The thesis is intentionally written in the form of an essay, suggesting the power of language and storytelling. The main objective of the thesis is to describe, rather than to arrive at a conclusion. One main focus is the author’s personal relation to the subject and to the Philippines and its colonial past. The literary works addressed in this study suggests that literature dealing with migration and language bereavement mainly focuses on a discussion about the relation between the native tongue and the new language, the relation between the metaphysical body and the new geographical location, about feelings of speechlessness and alienation that becomes physical. All these concurrent themes can be used as tools to define an experience that in many aspects is inconceivable. The thesis also identifies similarities between colonialism and migration, as both raise the question of inherit right to a place and a lifelong search for a place to call home. In this effort, writing is important and may function as an emancipatory lever to create new places.
20
Ruffolo, Roberta. „Topics in the morpho-syntax of Ibaloy, Northern Philippines“. Phd thesis, 2004. http://hdl.handle.net/1885/12678.
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This study describes selected aspects of the grammar of Ibaloy, a member of the Northern Philippines subgroup of Austronesian, spoken on the island of Luzon in the Philippines.
A sketch of the phonology is provided, as focusing on processes that interact with
morphology. Phonological words in Ibaloy carry final or penultimate primary stress.
The basic syllable structure is cv( c). Several morpho-phonemic processes apply
to words when they take part in particular word-derivational processes. Only the major morpho-phonemic processes are here described.
Ibaloy has an elaborate derivational system. Nouns typically occur underived as monomorphemic words. Verbs are typically derived with a system of affixes (also
known as "focus"). Different categories of verbs and nouns are identified on morphosyntactic criteria. Ibaloy is a head-initial (or right-branching) language. In a noun phrase, modifiers (e.g. relative clause) typically follow the noun they modify. In a clause, verbal complements,
adjuncts, and modifiers of the predicate typically occur after the predicate. Three types of phrases are identified here: the noun phrase, the determiner phrase, and the prepositional phrase. The main functions of these phrase-types are described together with their internal structure. Clauses are classified according to their predicate, as verbal and non-verbal. Verbal clauses include clauses headed by varies subcategories of verbs. Extension verbs
require a sentential complement, and complement clauses are of two types, namely finite and non-finite. Verbal clauses are also classified depending on the number and type of verbal complements present in the clause. Ibaloy distinguishes between core and extension-to-core complements. Intransitive clauses all have a single core complement, the Nominative. Transitive clauses have two core complements, the Agent and the Nominative. Ibaloy uses ergative case marking for its core complements. In addition, clauses may
contain one or more extension-to-core complements and adjuncts.
Clauses are typically linked by an overt constituent. Relative clauses are introduced
by a subordinator, the linker. Only the Nominative complement of a clause can be
relativised. For this, a "gap" strategy is used. However, Ibaloy has an extensive
system of verbal derivation which allows a non-Nominative complement to be repositioned
as Nominative, and thereby to be eligible for processes which refer to Nominative (e.g. relativisation). Other phenomena treated in this work include pronominal agreement marking and topicalisation. Ibaloy allows agreement marking of a third person Agent or Nominative depending on the transitivity and type of the construction. A personal bound pronoun occurs with and agrees in number and case with a complement of the construction. It is generally possible to topicalise a core complement, an adjunct, the possessor of a Nominative phrase of an intransitive construction, or, rarely, an extension to-core complement expressing a location. However, two different topicalisation strategies are employed. The resumptive pronoun strategy is used to topicalise core complements, while no resumptive pronoun is used for the other constituents.
21
Swete, Kelly Mary Clare. „Prehistoric social interaction and the evidence of pottery in the Northern Phillippines“. Phd thesis, 2008. http://hdl.handle.net/1885/150432.
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22
Nical, Iluminado C. „Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines / by Iluminado C. Nical“. Thesis, 2000. http://hdl.handle.net/2440/19575.
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Errata inserted facing t. p.Bibliography: leaves 406-457.
xx, 457 leaves ; 30 cm.
A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
23
Liao, Hsiu-chuan. „Transitivity and ergativity in Formosan and Philippine languages“. Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=765924091&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1234396969&clientId=23440.
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24
Tsai, Hui-Ming, und 蔡惠名. „A study of Philippine Hokkien language“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5y8un8.
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博士國立臺灣師範大學
台灣語文學系
105
Philippine Hokkien language is a variation of the Chinese Hokkien dialect of the Min Nan language as spoken by ethnic Chinese in the Philippines, who refer to their dialect as Lán-lâng-uē, or ‘our people’s language’. The first written records date back to 1575 when missionaries produced evangelizing materials, giving the dialect a documented history of 440 years. However, the ethnic Chinese in the Philippines did not gain recognition until 1973 with the promulgation of the New Nationality Law, which resolved their established status and recognized Philippine Hokkien as one of the country’s minority languages. This paper explores two dimensions of this dialect: First, to understand the phonology of Philippine Hokkien, we conducted traditional linguistic and sociolinguistic research. We found that the phonology of Philippine Hokkien shows some differences with the phonology of the dialect of Jinjiang, its place of origin, but also that after contact with surrounding languages, its vocabulary has become its most distinguishing feature. A large-scale questionnaire survey was conducted to explore the current language situation of the Chinese population in the Philippines. It was noticed that functional language transfer has almost already emerged in the young generation, and language transfer has already been completed in the student community. Second, to understand the troubles that Philippine Hokkien has faced through history and assess the feasibility of preserving the dialect, we first did a literature review to clarify the troubled past of the dialect, and we conducted an exploration from a language preservation perspective. I think that the position of Philippine Hokkien in the post-1973 situation must be redefined, and must be included in the Regulations for the Preservation of Special Languages Including First Languages, in order to replace the fragmented teaching model of Chinese community schools by the bilingual teaching model of public schools, for the purpose of effective preservation. The ethnic Chinese of the Philippines have a high level of support for Philippine Hokkien, as they feel the dialect represents their identity, which is the very reason the dialect has been able to survive to date without any legal protection. However, incorporation into the education system would be a more appropriate way to pass on the legacy, and it would be instrumental in enhancing the vitality of Philippine Hokkien.
25
Spitz, Walter Louis. „Lost causes: Morphological causative constructions in two Philippine languages“. Thesis, 1997. http://hdl.handle.net/1911/19215.
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This study of morphological Causative constructions in Hiligaynon (Visayan) and Yogad (Northern Cordilleran) relevates Voice and Role in the linguistic construction of Events. A 'VSO' configuration characterizes the Propositional Nucleus of each language. Verbal affixes distinguish numerous Voices (not Active/Passive); each selects a specific Event Phase (e.g. Incept, Middle, Crux, Limit) for Focus. Nominal Determiners and/or Pronouns indicate which of the two Nuclear Roles is Focussed and which is Unfocussed.
In prototypical Causative scenarios, the morpheme -pa-, in conjunction with any of the Voices, effects a Displacement of the Event process from the ('Agentive') 'S'-Role (or 'Causer') to a Non-Nuclear 'Executive' (or 'Causee'), which acts upon the Nuclear ('Patientive') 'O'-Role (or 'Affectee'), any of which can be Focussed via Voice. The result is a weak Causative (cf. German lassen). In certain other Events, the Causer acts more directly upon a hybrid Causee/Affectee. Elsewhere, -pa- suggests a (non-Causative) 'change', 'gradedness', 'tendency', or 'direction' devoid of any Role contrast.
Hiligaynon Voice is more Role-prominent than Yogad Voice. The Nuclear Roles of Hiligaynon are either Motile or Inert, while Yogad shows a minimalistic Eruptive/Post-Eruptive contrast. (If Hiligaynon drives, Yogad drifts.) Hiligaynon morphosyntax highlights Discontinuity: its word order and tripartite Pronoun inventory distinguish pre-Verbal (Discontinuous, 'asserted') and post-Verbal (Continuous, 'mentioned') Participants; and Prepositions marginalize Non-Nuclear Participants as Obliques. Hiligaynon -pa- also 'intensifies', especially with 'reduplication'.
Yogad lacks pre-Verbal ('assertive') Pronouns as well as Prepositions which might mark Non-Nuclear Participants as Obliques; Discontinuous elements are marked with the particle ay. Yogad -pa- neither 'intensifies' nor 'reduplicates'; however, the Middle Voice -pag- marks a 'direct' Causative (absent from Hiligaynon) which consistently focusses the Causee.
All Causatives thus emerge as complex epiphenomena of Voice, Role, and Event. In prioritizing Verbal Event semantics over Nominal Participant semantics, these languages expose the often disabling reocentrism of theoretical linguistics, which is informed by Noun-centered Indo-European grammar, by writing, and by its own scientism.
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Kelly, Piers. „The word made flesh : an ethnographic history of Eskayan, a utopian language and script in the southern Philippines“. Phd thesis, 2013. http://hdl.handle.net/1885/156174.
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In 1980, news of an uncontacted 'Eskaya tribe' began emanating from the island of Bohol in the southern Philippines. Early visitors were fascinated by the group's unique language and complex writing system, which are still used today by some 500 people for song, prayer, teaching and the reproduction of a large corpus of traditional literature. Though few have attempted to analyse the Eskayan language, exotic theories of its origins are widely circulated by outsiders. It has been claimed variously that Eskayan is a fossilised indigenous language, that it is displaced from Europe or the Middle East, or that it was invented in order to encourage government development. According to the speakers own account, however, the language and script were created by the ancestral 'pope' Pinay who used the human body as inspiration. A systematic comparison shows that its syllabic script has a Roman influence and that Eskayan grammar is adapted from Visayan, the language of Bohol. The vocabulary, meanwhile, shows almost no relationship to languages of the region. I argue that the putative creator Pinay coined new words for Visayan and that he took partial inspiration from the lexicons and sound systems of Spanish and English. An analysis of the traditional literature, oral histories and archival sources suggests that Pinay's identity is bound up in the biography of Mariano Datahan (ca. 1875-1949) a Messianic rebel soldier who founded a utopian community in southeast Bohol in the aftermath of the Philippine-American War (1899-1902). With his flair for the miraculous Datahan resurrected Pinay's lost language which was to become, for his followers, the embodiment of a recuperated indigenous 'nationhood' in Bohol. As a unique case of constructed indigeneity 'from below', the extraordinary history of Eskayan draws attention to the special importance of language and writing in the reimagination of postcolonial identities.
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Afable, Patricia O. „Language, culture, and society in a Kallahan community, Northern Luzon, Philippines“. 1989. http://catalog.hathitrust.org/api/volumes/oclc/51308508.html.
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„Language in Filipino America“. Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8958.
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abstract: The following dissertation provides perspectives on the social, political, economic, and academic influences on language use, and particularly heritage language use, within the Filipino American community. What is the nature of language in this community? In what ways does language exist or co-exist? The hypothesis that autochthonous Filipino languages in the United States cease to be spoken in favor of English by Filipino Americans was tested through mixed methods of research. Literature and databases were reviewed which provided information concerning statistics, issues, and policies relating to language in Filipino America. Field research and interviews were conducted in which language use was of key interest. Results varied individually and contextually. Language seems to exist within the Filipino American community on a dynamic continuum. Immigrant Filipino Americans appear to be bilingual and multilingual. Second generation Filipino Americans tend to be English dominant with a range of bilingualism. The California Department of Education (CDOE) appears to foster bilingualism / multilingualism through its World Languages Departments (secondary education level), by offering language courses, such as Tagalog-based Filipino. Efforts to maintain non-English, Filipino languages in Arizona are less conspicuous, but they do exist primarily in familial and entrepreneurial ways.Dissertation/Thesis
Ph.D. Educational Leadership and Policy Studies 2011
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Wen, Kang-Ti, und 温康迪. „From Tagalog to Filipino: The shift of Language Ideology in Philippine Nationalism“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8sd57t.
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碩士國立臺灣大學
政治學研究所
107
This thesis tried to answer: how the transformation of Philippine national language, from basing only on Tagalog toward a language basing on all Philippine languages and foreign languages, which is called “Filipino,” represents the shift of Filipinos’ language ideologies, and how the shift as well as its results reflects the problem of Philippine nationalism. By applying Woolard’s concepts, the thesis argued that the transformation from Tagalog to Filipino reflects the revision of language ideology of Philippine nationalist elites, from the ideology of authenticity toward anonymity. The reasons for this shift are: the rejection from other ethnics and the formation of English-Pilipino bilingual policy. The former deprived Pilipino of its national language status, while the latter expand its usage in actual. By the time of 1986 Constitutional Commission, in order to maintain the basis that Tagalog had achieved, and to prevent resist from other ethnics, the Tagalista continued to use the term “Filipino,” eliminated its Tagalog root in their discourses, and enlarged its development basis in the law, legitimizing the use of “Filipino” with the discourse of anonymity and refuting the challenge by other ethnic groups. The ideology of authenticity didn’t get discarded, but was instead maintained to resist the influence of English. By applying the ideologies of authenticity and anonymity in a complex way, the Tagalista successfully strived for a room for Filipino between English and vernaculars, but its Tagalog nuclear is continuingly revealed and challenged by other ethnic groups.
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Woods, Damon Lawrence. „Tomás Pinpin and Librong pagaaralan nang manga Tagalog nang uicang Castila Tagalog literacy and survival in early Spanish Philippines /“. 1995. http://books.google.com/books?id=lJVdAAAAMAAJ.
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Yi-Hsuan, Huang, und 黃一軒. „Teaching Chinese as a Second Language under the Influence of the Ethnic Chinese Identity in Philippines“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/73120409753932045304.
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碩士國立高雄師範大學
華語文教學研究所
102
It has been a long history to teach Chinese in Philippines. In the past, the education of overseas Chinese commenced with inheritance of the ethnic Chinese identity. Nowadays, the correlation between Chinese-Filipino schools and ethnic Chinese identity is still tightly inseparable in Philippines. Owning to the shocks and observations on classroom practice, the research is to explore “The ethnic Chinese identity under the various layers how to influence the teaching Chinese as a second language (TCSL) in Philippines”. The main areas of the research are Chinese-Filipino schools in Manila. Among those participators, who come from the Chinese-Filipino schools, are the students, teachers, and the leader of administrators. The research data is mainly collected from interviews , and then questionnaires. Follow the analyzing courses of qualitative research, the researchers apply ways of coding, categorizing, defining by verbatim transcription, and then together with the result-investigation of questionnaires revealing the influences of learning, teaching, and schooling under the ethnic Chinese identity. The results of the research are convinced that the ethnic Chinese identity in all respects deeply influences the Chinese teaching in Philippines. The ethnic Chinese identity has been existed with heterology among the same generation, and different generation. The heterology of the ethnic Chinese identity has been influenced on learning motivation and language attitudes, teachers’ beliefs and school orientation, as well schooling idealization, which is leading the various choices to learning, teaching, and schooling. Four results are generated: First, the ethnic Chinese identity triggers the Chinese-Filipino students’ motivation to learning Chinese. Second, continuing the ethnic Chinese identity is convinced of Chinese-Filipino schools’ mission to teaching and schooling . Third, the heterology of the ethnic Chinese identity influences the choices of teaching and schooling. Fourth, the ethnic Chinese identity leads the orientation of the Chinese-Filipino schools, and transfer the paradigm of teaching. In conclusion, people who devote to teaching Chinese in Philippines can not neglect the influence of the ethnic Chinese identity. Why Chinese Filipino students learn Chinese? What purpose teachers teach? And what is Chinese-Filipino schools’ Instructional Objectives? Under the history and the sequence of ideas, without doubt, the ethnic Chinese identity deeply influences the different layers of TCSL in Philippines and displays the various standpoints of education. To be aware of the issue not only helps understanding the Chinese Filipino students’ different identities, but also assists to rectify the meaningful, target, and value of the teaching. Key Words: Chinese, Philippines, Chinese-Filipino school, teaching Chinese as a second language, ethnic Chinese identity
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Gallego, Kristina. „The stratigraphy of a community: 150 years of language contact and change in Babuyan Claro, Philippines“. Phd thesis, 2022. http://hdl.handle.net/1885/275585.
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Language is a reflection of history, and as such, changes in the social life of a community are signaled by corresponding layers of language change.
The island community of Babuyan Claro, located in the far north of the Philippines, demonstrates the importance of this connection. The island is home to the Ibatans, a community which emerged from a century and a half of intense social contact between people from different, but closely related, ethnolinguistic groups: Ivatan and Itbayaten (Batanic) and Ilokano (Cordilleran). The mixed ancestry of the present-day Ibatan people, coupled with sustained social contact among the groups, resulted in the maintenance of bilingualism, which has driven the development of Ibatan as a language distinct from its sister Batanic languages.
Ibatan reflects striking contact-induced linguistic features, not only in the lexicon, but also in structure, namely phonology and morphosyntax. These outcomes of language contact are driven by mechanisms that apply on both the aggregates of the individual and the community (cf. Muysken 2010). Specifically, patterns of speaker agentivity and language dominance (van Coetsem 2000) as well as various social factors, such as intensity of social contact and population structure (Thomason and Kaufman 1988), interact to drive contact-induced language change.
Language change therefore is embedded within the socio-historical context of the community. Teasing apart layers of language change thus allows us to reconstruct the stratigraphy of a community. That is, particular kinds of contact-induced change are argued to be linked to specific agents of change, agents with varying language dominance, which are in turn shaped by the social ecology of the community.
The accumulation of social change in the 150 years of the Babuyan Claro community involves changing patterns of agentivity, language dominance, and population structure, which continue to shape the Ibatan language. This case study on Babuyan Claro that links linguistic outcomes to the mechanisms and agents that drive them ultimately allows us to understand the nature of language contact and change more deeply.
References:
Muysken, Pieter. 2010. Scenarios for language contact. In The handbook of language contact, edited by Raymond Hickey, 265-281. Oxford: Blackwell.
Thomason, Sarah and Terrence Kaufman. 1988. Language Contact, Creolization and Genetic Linguistics. Berkeley: University of California Press.
Van Coetsem, Frans. 2000. A general and unified theory of the transmission process in language contact. Heidelberg: Winter.
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Zeng, Wei-Yang, und 曾煒揚. „A TEACHER’S PROFESSIONAL DEVELOPMENT IN TEACHING CHINESE AS A FOREIGN LANGUAGE IN A SECONDARY SCHOOL IN PHILIPPINES“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/89172843671682718374.
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碩士中原大學
應用華語文研究所
101
This research aims to delve into the teacher-researcher’s initial experience as a CSL teacher in the Philippines after having undergone post-graduate studies and training in TESL Studies. Through observation of and reflection on the difficulties he had encountered, seeks to propose a strategy to improve upon these, and in the exchange between theory and real life application, he aims to provide a descriptive narrative of his growth and realizations as a CSL teacher. The teacher-researcher went to the Philippines as an alternative military service teacher to engage in teaching for one year. He subsequently used this time for research, utilizing the descriptive narrative as his research methodology. During his research period, he used teaching reflection as a tool, focusing on the difficulties he encountered in teaching. The coverage of his reflection included Chinese lesson planning and teaching, classroom management and guidance, and the spirit and conduct of educational professionalism, which he organized chronologically into four stages. Through these he was able to come up with a relationship among thirty-five qusetion areas and three areas, thereby enabling him to establish meaningful connections and formulate corrective strategies, and allowing him to grow in the CSL teaching profession. The researcher discovered that his journey of growth as a teacher, beginning from his acceptance of his mission until the end of his one-year teaching service in the Philippines , could be divided into five periods: (1) cultural conflict, (2) cultural assimilation, (3) hindrance in his enthusiasm, (4) the renewal of his enthusiasm, and (5) stagnation. These factors affected the teacher researcher directly and had a profound effect on his views with regards the need to improve Chinese teaching. On the other hand, this research may not be fully applicable for other researchers or Chinese teachers; however, the reflection and descriptive narrative methodology may be used as reference. In addition, the combined use of narrative descriptive research and reflective teaching as a tool for teacher training and development needs more researchers and Chinese teachers or similarly-inclined persons to participate in and develop.
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Gaerlan, Barbara. „The politics and pedagogy of language use at the University of the Philippines the history of English as the medium of instruction and the challenge mounted by Filipino /“. 1998. http://catalog.hathitrust.org/api/volumes/oclc/41074016.html.
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Pohl, Marilyn Ayuban. „An investigation of the implementation on Grade 4 English integrated curriculum in selected schools in South Africa and Philippines : comparative study“. Thesis, 2005. http://hdl.handle.net/10413/1575.
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Integrated curriculum has received a great deal of attention in education settings and the word 'integration' in the integrated curriculum is viewed as a method of teaching and learning underpinned with the theory of constructivism. Integration is one of the approaches in the present curriculum of South Africa and theThesis (M.Ed.) - University of Kwazulu-Natal, Durban, 2005.
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Wang, Cong-An, und 王從安. „Action Research of Using Image Strategies on Teaching of Chinese Characters as a Second Language－a case study of Philippines children“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/6e5j27.
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碩士文藻外語大學
華語文教學研究所
104
Chinese characters and phonetic languages are processed differently in terms of cognitive mechanisms and memorization owing to differences in linguistics features. These differences often create tremendous learning obstacles for learners of Chinese in acquiring Chinese characters. In this regard, this study aims to shed light on the cognitive process of learners of Chinese characters, from the most fundamental perspective of cognitive psychology, in order to map out the route to acquiring Chinese characters for learners of Chinese. It also aims to assist these learners in acquiring Chinese characters by employing image strategies, a series of technique developed on the basis of cognitive linguistics. Targeting at young learners of the Chinese language in one overseas Chinese school in the Philippines, this action research carried out actions plans involving image strategies at three stages of teaching. While image strategies varied at each stage, all types of learning process as well as difficulties in teaching were duly recorded. Results of this research can be summarized as follows: 1.The application of image strategies partially alters the cognitive process of young learners of Chinese; 2.The application of image strategies does not result in significant improvement in learning effects for young learners of Chinese; 3.Attitudes of learners toward Chinese characters tend to be positive; however, given each learner’s preferences for memorization strategies, image strategies suited to each Chinese character vary.
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Umali, Mariane S. A. Medina. „The dialogical processes of vernacular mediation: new media and the Karay-a ethnic group of the Philippines“. Thesis, 2013. http://hdl.handle.net/2440/82145.
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This thesis examines the extent to which vernacular mediation, or the ongoing, sociohistorically situated, and discursive communicative acts through new media technologies, enables the cultural participation and emancipation of marginal groups. It investigates how the Ethnolinguistic group Karay‐a appropriated the Internet and digital music and video production technologies to reinvent their stereotyped identities, develop collectivity, and work towards the goal of bringing socioeconomic emancipation to their homeland of Antique in Western Philippines. By following a cultural studies approach to examine three cases of vernacular mediation, this thesis aims to explore how the dialogical interaction of new media technologies, audience or individual agency, institutional logics, and asymmetries in power enable and shape a specific emancipatory aim without foreclosing their future potentials. Through an analysis of the musical subgenre Original Kinaray‐a Music (OKM), the online community kinaray‐a.com, and the digital short film Handum produced by the marginal group, this thesis argues that vernacular mediation practices have the potential to facilitate cultural participation by enabling expressions and meanings to be reshaped and shared. The sharing of meanings adds to the social and cultural capitals of marginal individuals and enables them to forge social ties. These ties can lead to collective mobilization. However, the extent to which these actions challenge prevailing power structures and bring social emancipation depends too on the amount of capitals they possess vis a vis those who hold power in their milieu, the involvement of the majority, and the ability to innovate and adapt to their present needs.Thesis (Ph.D.)--University of Adelaide, School of Humanities, 2013.
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Paulson, Stone Rebecca J. „A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE“. 2012. https://scholarworks.umass.edu/open_access_dissertations/592.
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This study investigates teacher attitudes about language and education. The purpose of the study is to help program designers develop professional development efforts that successfully address some of the major identified challenges teachers face when transitioning into Mother Tongue Based Multi-Lingual Education (MTBMLE), including negative attitudes. It also suggests protocols and issues that trainers should consider when designing professional development for MTBMLE teachers.
The research question guiding this study is:
1. Do teachers' attitudes towards and knowledge about mother tongue-based instruction change after they participate in professional development that is consistent with good professional development practice?
a. What were teachers' knowledge and attitudes about MTBMLE before the professional development program?
b. Did teachers' knowledge and attitudes change after participating in the professional development program?
c. Why did teachers hold particular attitudes towards MTBMLE prior to professional development and what factors influenced their change?
I conducted this research during a three-month MTBMLE professional development program with a group of indigenous first grade teachers and their school principals in Save the Children's outreach areas in rural Mindanao in the Philippines. I used a Q sort methodology for initial interviews conducted with a subset of five first grade teachers followed by a second interview after the professional development program.
The interview data showed that teachers came into the trainings with two distinct viewpoints; mother tongue supporters and one mother tongue resister. After the professional development program, however, teachers were all more positive about using the mother tongue as the language of instruction. Interviews revealed that teachers were more positive and confident in teaching the mother tongue when they had the opportunity to: 1) spend time learning about their own language, 2) create mother tongue teaching and learning materials, and 3) reflect on their early learning experiences and experience what it is like to learn in a language that is not familiar. This paper will discuss the research findings in depth and will provide a clearer picture of how to train and support teachers who are transitioning into MTBMLE.
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Martin, Aida Ramiscal. „Teaching writing as a tool for learning with adult ESL students : a case study“. Thesis, 1990. http://hdl.handle.net/10125/9560.
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