Academic literature on the topic 'Luzon language'

The 1980 Census of the Philippines (National Census and Statistics Office 1983) shows a multi-ethnic population speaking various Austronesian languages of the West Indonesian branch, which are not mutally intelligible but are clearly related to each other under various sub-groupings. The clearest divisions are the Northern Group and the Central Group, with the Northern Group situated in Northern and Central Luzon, and the Central Group located in Central and Southern Luzon, the Visayas, and parts of Mindanao (Zorc 1984). Smaller groups may be found in Eastern Mindanao (Eastern Mindanao Group), Southern Mindanao and Sulu (Sama-Bajaw Group), the area around Lake Lanao (Danao language group), Central Mindanao (the Manobo Group), and the islands of Palawan (the Palawanese Group) (cf., Pallesen 1985).

This qualitative study explored the use of doodling to surface experiences in the psychological phenomenon of language anxiety in an English classroom. It treated the doodles of 192 freshmen from a premier university in Northern Luzon, Philippines. Further, it made use of phenomenological reduction in analysing the data gathered. Findings reveal that doodling can be an effective tool in surfacing experiences of a psychological phenomena, such as language anxiety, although this may not be generalizable. The gathered doodles show that English language learners go through shimming and shaming experiences, specifically, buffing, baffling, shutting, sweating and shivering, and shattering. The findings of the study can benefit teachers for they can use doodling, a non-verbal tool, in generating the classroom experiences of their students. More so, the anxiety experiences unveiled in this study will help language teachers realize the impact of language anxiety on English language learners.

Danny Luzon, “The Language of Transcendentalism: Mysticism, Gender, and the Body in Julia Ward Howe’s The Hermaphrodite” (pp. 263–290) This essay studies the idea of a “third” sex adapted by Julia Ward Howe and other American transcendentalists from the language and theology of European mysticism. It explores Howe’s design of a nonbinary gender category through her dialogue with the figure of the hermaphrodite in the mystic tradition. Specifically, I look at Howe’s unfinished “Laurence manuscript” (written throughout the 1840s and first published in 2004 under the title The Hermaphrodite), tracing how it gives shape to unique intersex modes of knowledge and expression. The novel’s intersex protagonist, who repeatedly claims “I am no man, no woman, nothing,” allows Howe to productively utilize a language of negation and multiplicity, making the apophatic quality of mystic speech, as well as her protagonist’s denial of intelligibility, into a means of spiritual transcendence. In doing so, Howe marks gender categories as dwelling beyond social expression, away from phallocentric discursive constraints and their production of fixed dualistic concepts. Her mystic phenomenology elucidates the indeterminacy of gender, revealing it as something that cannot be adequately conceptualized in language. Howe’s prose thus produces complex dynamics between the spirit and the flesh, in order to free both the self and the body from the sociolinguistic restrictions of social intelligibility.

The primary aim of this paper is to examine the speaking anxiety, affective and social language learning strategies and English language proficiency among ESL Agricultural and Biosystems and Civil Engineering students of a state university in Northern Luzon, Philippines including the possible relationship among the aforementioned variables. The research adapted six (6) items on Affective Language Learning Strategies (ALLS) and six (6) items on Social Language Learning Strategies (SLLS) by Oxford (1990); the Foreign Language Communication Anxiety Scale designed by Horwitz et al. (1986) and the English Proficiency Test developed by Commission on Higher Education were utilized in this study. The findings disclose that the speaking anxiety level of the respondents is moderate. It was noted that they are uneasy every time teachers called them to recite in English class unprepared. To add more, their ALLS and SLLS are both somewhat true for them and the repondents’ English Proficiency Level is moderate. It also showed that small negative correlation exists between their English proficiency and speaking anxiety. However, a medium and small positive correlation established when their speaking anxiety and ALLS was correlated. And a small positive correlation was obtained in the correlation between the respondents’ speaking anxiety and SLLS. The research concludes with a list of recommendations on how to lessen speaking anxiety in the English language classroom to ESL learners.

This study aims to understand the Kapampangan people and their language settling at the heart of Central Luzon or Region III in the Philippines. This study attempts to address the origin of the Kapampangan people, their language and their influences on the Filipino culture as a whole. In spite of the fact that the province of Pampanga is in the midst of the Tagalog, Pangasinese and Ilocano speaking provinces, it remains united in language and, up to this date, used by the native Kapampangans. They believed that it is a member of the Malayo-Polynesian branch of the Austronesian language family and is also known as Pampango, Capampangan, Pampangueño or Amanung Sisuan. The province also declared that once Spain used it as the seat of the Spanish government in the Philippines. According to some historians, the people of Pampanga played an important role in the campaign for reforms and independence during Spanish, American and Japanese colonization. Kapampangans are very proud of their origin and language that remains the bedrock of their existence. Today, the Province of Pampanga is considered one of the fastest-growing provinces in the Philippines, notwithstanding it was devastated by the eruption of Mt. Pinatubo in 1991. Perhaps the behavior and culture of the Kapampangans that made them bounce back from nature’s wrath and, in a short span of time, fully recover and on the track again. The objective of the study is to understand the Kapampangan and its language, origin and development. In particular, it seeks to answer the following: What are the sources of the Kapampangan language? What makes the language unique among other languages? What are the roles of the Kapampangan during colonization? Why the Kapampangan language is an endangered language? The finding of the study: The provincial government of Pampanga, in coordination with the Department of Education, must revive the Pampangan language in all schools in Pampanga as a medium of instruction for Kinder to Grade 12. In coordination with all the cities and towns, the provincial government of Pampanga should practice as part of their official communication the Pampangan language. The provincial government of Pampanga must create a center for Kapampangan Studies. If both Kapampangans make it compulsory to converse in Pampangan The scope of the research concentrates on the Kapampangan language. It will be presented through available records, media interviews and historical data. Social scientists, in particular, have made wide use of qualitative research methods to examine contemporary real-life situations and provide the basis for the application of ideas and extension of methods.

President Rodrigo Roa Duterte's discourse is somehow different from the past presidents that governed the country. Consequently, this made him the most controversial and misunderstood politician for his language. Since metaphors form a significant part of the discourses, this study aims at examining the metaphors used by President Duterte and their possible ideological repercussions to people from different walks of life. The corpora of this study were ten transcripts of his political speeches from the period of his presidential campaign and the early period of his presidency. The identification of metaphorical expressions in ten texts was conducted using a method based on the conceptual metaphor themes listed by Lesz (2011) and were analyzed in the framework of Cognitive Metaphor Theory by Lakoff and Johnson (1980). The analysis showed that there were diverse conceptual metaphors identified in the speeches of the president and the employment in his speeches allows him to create associations between unrelated concepts like people, objects, or ideas. Thus, his audience can use their imaginations in order to integrate their understanding. Moreover, it was found out that the employment of other elements of language was also present. It is therefore recommended to analyze these elements to better understand his identity, ideologies, and role as the country's president as this may fairly address the gap among the conceptual domains of people living in Luzon, Visayas and Mindanao

During the American annexation of the Philippines, a classic English catechism designed in a question-and-answer format known as the Baltimore catechism became popular. Apparently, that said catechism served as the standard Catholic catechetical text (lingua franca) in the country from 1900 to the late 1960s. There is no single best method and approach in the ministry of catechesis. However, cultural appreciation of the people is essential to realize purposeful and meaningful catechesis. In the celebration of the Quincentenario of the arrival of Catholicism in the Philippines, it is a fitting tribute to recognize Fray Juan de Oliver, O.F.M. and revisit his Declaracion de la Doctrina Christian en Idioma Tagalog which he used from 1582 to 1591 when he was tasked to evangelize the locals of Balayan, Batangas during the early stages of the Catholic propagation in Luzon. The 188-page catechism attributed to de Oliver was all written in Tagalog which meant that he persevered in learning the local language to impart the Catholic teachings strikingly to the natives. Through historical and textual analysis, the proponent intends to reconstruct de Oliver’s adaptable and comfortable (gamay) methods and approaches of catechizing in a suitable way (hiyang) to the worldview, language, and culture of the locals. Likewise, de Oliver’s catechetical pedagogy may also serve as a pedagogical paradigm for priests, religious educators, and catechists in conducting contextualized catechesis.

The capture on 23rd June 1954 of the Soviet oil tanker “Tuapse” by the Republic of China (ROC) Navy became one of the most dramatic episodes in Cold War history. The Soviet vessel heading from Odessa to Shanghai was transporting, as indicated in the Bill of Lading, lighting kerosene. In the neutral waters of the Luzon Strait, north of the Philippines, the tanker was shelled, detained, and the crew were arrested, then escorted to the port of Kaohsiung in the south of Taiwan. This event which was developing into an international sensation almost provoked an armed clash between the United States of America (USA) and the Union of Soviet Socialist Republics (USSR). The aggravated confrontation overflowed onto the pages of the press, concentrating in diplomatic debates at the United Nations (UN) meetings during which the accusation raised respectively against Taiwan of “violating freedom of navigation on the high seas,” and to the USA of aiding to piracy. The detention of the tanker “Tuapse” in 1954 became a pretext for fierce debates and conflicts between Taiwan and the USSR at the UN. Thirty years later, in the second half of the 1980s, the discussion about the consequences of this incident resumed the fragile political contacts between Taiwan and the USSR, which became a noticeable sign of a thaw in their relations, though no one had yet imagined at that time how far the process of rapprochement could go. Based on recently declassified documents from the archive of the ROC Ministry of Defense, especially the reports of Navy officers who performed the operation to their commanders, this paper reveals the chronology of how the interception of the “Tuapse” Soviet oil tanker was implemented.

Introduction: Poetry has long been part of any cultural and literary heritage. Despite poetry’s role in Philippine literature, the 21st-century Filipino learners lack the knowledge about folk poetry. Poems sent through short messaging service (SMS) or mobile textula were then introduced to capture the interest of the Filipino millennial learners. However, studies say little about this emerging means of literary propagation. Anchored in the Social Construction of Technology (SCOT) Theory, this study aimed to contribute to the body of knowledge to reawaken the marginalized Philippine poetry. Method: Through external desk research, this qualitative study delved into the history, type, sample poems, and the possibility of using mobile textula to reinforce the 21st-century Filipino learners' understanding of the marginalized Philippine poetry. \ Result: After an integrative literature review of various sources (full paper in conference proceedings, journal articles, education-related sites, and online news), it was found that mobile textula was made known in 2002 through the "Textanaga Contest," the first text-a-poem contest in the Philippines which gathered 10,000 poems on its launching day. Sample poems were that of the tanaga, dalit, and diona which are considered marginalized poetry among the generation of modern Filipinos. Moreover, a private college in one of the provinces in Luzon saw the effectivity of textula in teaching language, literature, and socio-cultural awareness. Discussion: Therefore, the study suggests that teachers consider the use of textula in teaching literature. Further, a wide scope of an experimental study on the effectiveness of textula in the classroom is recommended.

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.

The Tay people are an ethnic minority of Vietnam. Tay literature has many unique facets with relevance to cultural identity. It plays an important part in the diversity and richness of Vietnamese literature. In this study, Tay literature in Vietnam is analyzed through a cultural perspective, by placing Tay literature in its development from its birth to the present, together with the formation of the ethnic group, and historical and cultural conditions, focusing on the typical customs of the Tay people in Vietnam. The researcher examines Tay literature through poems of Nôm Tày, through the works of some prominent authors, such as Vi Hong, Cao Duy Son, in the Cao Bang province of Vietnam. Cao Bang is home to many Tay ethnic people and many typical Tay authors. The research also locates individual contributions of those authors and their works in terms of artistic language use and cultural symbolic features of the Tay people. In terms of art language, the article isolates the unique use of Nôm Tay characters to compose stories which affect the traditional Tay luon, sli, and so forth, and hence the use of language that influences poetry and proverbs of Tay people in the story of Vi Hong, Cao Duy Son. Assuming a symbolic framework, the article examines the symbols of birds and flowers in Nôm Tay poetry and the composition of Vi Hong, Cao Duy Son, so to point out the uniqueness of the Tay identity. The above research issue is necessary to help us better appreciate the cultural values preserved in Tay literature, thereby, affirming the unique cultural identity of the Tay people and planning to preserve and develop these unique cultural features from which emerges the risk of falling into oblivion in modern social life in Vietnam. In addition, this is also a research direction that can be extended to Thai, Mong, Dao, etc, ethnic minorities in Vietnam.