Relevant bibliographies by topics / Philippines (English)

Academic literature on the topic 'Philippines (English)'

Author: Grafiati
Published: 25 July 2024
Last updated: 26 July 2024

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Journal articles on the topic "Philippines (English)"

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Lesho, Marivic. "Philippine English (Metro Manila acrolect)." Journal of the International Phonetic Association 48, no. 3 (December 18, 2017): 357–70. http://dx.doi.org/10.1017/s0025100317000548.

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English is an official language in the Philippines, along with Filipino, a standardized register originally based on Tagalog (Gonzalez 1998). The Philippines were a Spanish colony for over three centuries, but when the Americans took control in 1898, they immediately implemented English instruction in schools (Gonzalez 2004). It became much more widespread among Filipinos than Spanish ever was, and by the late 1960s, Philippine English was recognized as a distinct, nativized variety (Llamzon 1969). It is widely spoken throughout the country as a second language, alongside Filipino and approximately 180 other languages (Lewis, Simmons & Fennig 2016). It is also spoken in the home by a small number of Filipinos, especially among the upper class in Metro Manila (Gonzalez 1983, 1989) and other urban areas. There is a large body of literature on Philippine English. However, relatively few studies have focused on its sound system. The most detailed phonological descriptions of this variety have been by Tayao (2004, 2008), although there have also been previous sketches (Llamzon 1969, 1997; Gonzalez 1984). There has been very little phonetic research on Philippine English, apart from some work describing the vowel system (Pillai, Manueli & Dumanig 2010, Cruz 2015).
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Gonzales, Wilkinson Daniel Wong, and Mie Hiramoto. "Two Englishes diverged in the Philippines?" Journal of Pidgin and Creole Languages 35, no. 1 (May 13, 2020): 125–59. http://dx.doi.org/10.1075/jpcl.00057.gon.

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Abstract Although World Englishes (WE) scholarship is concerned with the study of English varieties in different social contexts, there is a tendency to treat postcolonial ones as homogenous regional phenomena (e.g., Philippine English). Few researchers have discussed variation and social differentiation in detail with empirical evidence. Thus, in order to understand how layers of different varieties of WE operate within a specific group of speakers, this study takes an empirical intergroup approach from a substratist framework. This study explores distinctive features of a metropolitan Manila variety of Chinese English used in the Philippines, Manila Chinese English (MCE), an English contact variety used by Manila Chinese Filipinos. After comparing the frequencies of selected features observed in a 52,000-word MCE database with frequencies in Manila English and American English corpora, this study found that a distinct variety – MCE – most likely emerged in the 1960s due to the extensive contact between general Manila English and local tongues of Chinese Filipinos such as (Hybrid) Hokkien and Tagalog, which function as MCE’s substrate languages. This study takes into account MCE’s structure, sources, and genesis, and discusses MCE in relation to Philippine English as positioned in Schneider’s dynamic model, to demonstrate how intergroup variations coexist but take divergent paths within a WE variety.
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Gatil, Tranie Balderrama. "Translanguaging in Multilingual English Language Teaching in the Philippines: A Systematic Literature Review." International Journal of Linguistics, Literature and Translation 4, no. 1 (January 30, 2021): 52–57. http://dx.doi.org/10.32996/ijllt.2021.4.1.6.

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The debate on language preference in English language teaching in a multilingual setting has stirred the traditional monolingual “English Only Policy” in the Philippines. As a result, the Mother Tongue-Based Multilingual Education (MTB-MLE) was institutionalized in 2009. The question still lies as to the multilingual teaching practices employed in the Philippine schools. This study was conducted in order to review the translanguaging strategies of teachers in teaching English in the Philippines. It utilized the qualitative approach using systematic literature review. 14 papers were initially examined using 4 inclusion and exclusion criteria. 7 papers have qualified and selected as samples. The findings of the literature review showed that: 1.) Both natural and official translanguaging are employed in ELT and 2.) Translanguaging bridges the linguistic gap of learner’s L1, L2 and the target language, which in common in a linguistically diverse country such the Philippines. Future researches may look at building a theoretical framework of translanguaging as a language teaching pedagogy in mainstream education.
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Pefianco Martin, Isabel. "Fearing English in the Philippines." Asian Englishes 11, no. 2 (December 2008): 76–79. http://dx.doi.org/10.1080/13488678.2008.10801237.

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Danquah, Francis K. "Reports on Philippine Industrial Crops in World War II from Japan’s English Language Press." Agricultural History 79, no. 1 (January 1, 2005): 74–96. http://dx.doi.org/10.1215/00021482-79.1.74.

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Abstract Japan’s occupation of Southeast Asia placed enormous stocks of the region’s industrial crops under Japanese control. English language Japanese newspaper reports from the Philippines suggest that the invaders grossly under-utilized this vast storehouse of agricultural wealth. Washington’s pre-war oil embargo severely crippled military and civilian transport services throughout the war, and Japan’s conversion of cane sugar into fuel alcohol and butane for aviation fuel failed to generate successful outcomes. Also, as the Pacific War eliminated cotton imports from the United States, India, and Egypt, placing numerous Japanese textile factories in jeopardy, Tokyo attempted to replace Philippine cane sugar plantings that previously served US markets with raising raw cotton for Japanese textile interests. In the Philippines, however, multifarious bottlenecks crippled all of Tokyo’s wartime farm projects. Though the Japanese occupation was short-lived, it demonstrated Tokyo’s intention to adjust the Philippine economy into a dependent relationship with Japanese industries.
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Brook, Itzhak. "“The Laryngectomee Guide” Philippine Edition." Philippine Journal of Otolaryngology Head and Neck Surgery 35, no. 2 (December 1, 2020): 61. http://dx.doi.org/10.32412/pjohns.v35i2.1527.

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Dear Editor, I am happy to announce that “The Laryngectomee Guide” Philippine Edition is available now in paperback and eBook. The eBook is FREE. The translation from English to Tagalog was supervised by Professor Alfredo Pontejos Jr. from the University of the Philippines, Philippine General Hospital, Manila. The Guide provides practical information that can assist laryngectomees with medical, dental and psychological issues. It contains information about side effects of radiation and chemotherapy; methods of speaking; airway, stoma, and voice prosthesis care; eating and swallowing; medical, dental and psychological concerns; respiration; anesthesia; and travelling. The American Academy of Otolaryngology Head and Neck Surgery made the English edition available for free download on their website: http://www.entnet.org/content/laryngectomee-guide The e-book of the Philippine version of the Guide is available free at: http://bit.ly/2ILzesc Paperback copies of the Guide are available at: http://bit.ly/39IDwvC The guide is also available in 20 additional languages - English, Russian, Turkish, Greek, Italian, Bulgarian, Romanian, Bosnian, Arabic, Spanish (4 styles), Portuguese, French, Persian (Farsi), Korean, Japanese, Indonesian and traditional and simplified Chinese: https://dribrook.blogspot.com/2018/08/the-laryngectomee-guide-is-available-in.html I hope that the Guide would be helpful to laryngectomees and their medical providers in the Philippines.
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Babanto, Marty G., Merlito D. Babanto, Maribeth A. Bante, Rhea D. Camua, Mary Anne S. De Leon, Gerald G. Guinto, Marvin S. Macalino, et al. "Attitudes Towards Philippine English: The Case of ESL Teachers in Selected Provinces in Central Luzon, Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 7 (July 23, 2023): 2525–34. http://dx.doi.org/10.11594/ijmaber.04.07.29.

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Language attitudes refer to individuals' views, judgments, and emotions regarding a language or linguistic variety. These attitudes are shaped by various factors such as cultural, social, historical, and political contexts. In the case of Philippine English, attitudes regarding this linguistic variant have shifted, reflecting evolving views and ideals within Philippine culture. Thus, the study aimed to provide insights into the social, cultural, and linguistic factors that shape attitudes towards Philippine English and contribute to a better understanding of language attitudes in multilingual societies. Both quantitative and qualitative methods were employed in the study, specifically the concurrent triangulation or convergent parallel design. The researchers used convenience sampling to identify 40 ESL teachers in selected provinces in Central Luzon, Philippines. The research instrument that the proponents utilized for this study is the survey questionnaire, and the data were analyzed through descriptive statistics and thematic analysis. Based on the quantitative findings, the data revealed that most ESL teachers strongly agree with the acceptance and utility of Philippine English in ESL instruction. Furthermore, the qualitative data presented that Philippine English promotes cultural understanding, student engagement, language empowerment, and a sense of belonging. It also enhances language skills, promotes cultural relevance and understanding, boosts communication and confidence, facilitates real-life application, and contributes to the professional growth of teachers. Finally, incorporating Philippine English in ESL instruction contributes to a more inclusive, engaging, and effective language learning experience for students. The researchers recommended offering professional development opportunities for ESL teachers, addressing the concerns of teachers who express disagreement and doubt regarding the utility of Philippine English, supporting teachers in adapting their teaching methods to effectively incorporate Philippine English, and encouraging ongoing professional growth and development among teachers in the field of Philippine English for ESL education.
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Bichara, Alexandra. "All That Remains: Typhoons and Trauma in Three Philippine Novels in English." Journal of Ecohumanism 3, no. 2 (February 23, 2024): 145–55. http://dx.doi.org/10.33182/joe.v3i2.3192.

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In November 2013, one of the most powerful typhoons ever recorded ravaged the Visayas region of the Philippines. Typhoon Haiyan, locally known as Typhoon Yolanda, caused the deaths of over 6,500 Filipinos. Years later, many are still missing. The devastation caused by typhoons such as Typhoon Haiyan is not new to the Philippines, considering the country encounters around 20 tropical cyclones every year. It is not surprising, then, that natural disasters figure heavily in Philippine literature. This is evident in three Philippine novels in English: Broken Islands (2019) by Criselda Yabes, Remains (2019) by Daryll Delgado, and Tiempo Muerto (2019) by Caroline Hau. Using Sigmund Freud's concept of “remembering, repeating, and working-through,” this study analyzes the three novels as patients in recovery after the trauma of natural disaster. These three novels are then connected to Ernest Renan’s concept of nationhood, Marianne Hirsch's notion of postmemory, as well as Pierre Nora's concept of lieux de memoire in order to illustrate the importance of disaster narratives in the creation and preservation of a nation's identity.
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Giray, Louie, Ma Angelica Alcala, Jelomil Edem, and Tracy Mauve Sabacajan. "English Language Anxiety among College Students." International Journal of Qualitative Research 2, no. 1 (July 27, 2022): 65–76. http://dx.doi.org/10.47540/ijqr.v2i1.569.

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Most Filipinos spend their time learning the English language in schools, given the mandate of the government. Hence, English is used as a medium of instruction in many higher education institutions in the Philippines. Despite its prevalence, many Filipinos, including college students, are still anxious when utilizing it in communication. In research undertakings, little is being discussed about this type of language anxiety in the Philippine context. To bridge this research gap, the aim of this study, hence, is to explore the English language anxiety among Filipino college students in state universities and colleges in Metro Manila, Philippines. Data were obtained from 37 college students through purposive sampling. Then, the data were analyzed using thematic analysis. Four themes emerged, namely: (1) lack of language skills, (2) personal insecurities, (3) judgment of others, and (4) negative influences on performance and being. Students are recommended to work on their problems related to English language skills and make ways to improve such as through practicing, listening open-mindedly to constructive criticism, and building self-esteem. College teachers, meanwhile, are advised to foster a psychologically safe atmosphere where mistakes are seen as a learning opportunity, refrain from using deprecating comments to students, and undertake planned and meaningful class sessions.
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Turmudi, Dedi, and Bonjovi Hassan Hajan. "EDUCATION SYSTEM AND ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: IMPLICATIONS FOR INDONESIAN EFL LEARNING." Premise: Journal of English Education 9, no. 1 (May 5, 2020): 78. http://dx.doi.org/10.24127/pj.v9i1.2791.

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The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English language is taught in schools from elementary to tertiary level. We then explored some prevailing challenges surrounding the ELT, and established links relating the benefits of learning English in this country to Indonesian EFL context. Drawing on qualitative approach, we realized our research objectives by carefully selecting sources and data through critical review of articles from journals, books, websites, and other reliable sources retrieved online. Ultimately, we conducted this inquiry to find out answers so that some lessons learned can be adopted to make ELT in Indonesia better and more resilient since Indonesia remains left behind in the spectrum of English literacy.
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Dissertations / Theses on the topic "Philippines (English)"

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Farahlexis, Durano. "Attitudes Towards English and Fil-English Code-switching Amongst High School Students in Ormoc City, Philippines." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32844.

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This study presents findings obtained from 280 fourth year high school students in Ormoc City, Philippines concerning their attitude towards English and towards Fil-English code-switching. It is a partially comparative study that surveys similarities and differences of attitude towards code-switching between 140 public high school students and 140 private high school students. The survey incorporates both quantitative and qualitative methods. The result shows that participants are generally positive towards English and Fil-English code-switching. However, there are more private school students who have a neutral attitude towards code-switching, compared to public high school students. In addition, the result shows that code-switching amongst the 280 high school students is a marked socio-linguistic activity. Furthermore, the result shows that Fil-English is both subtractive and additive bilingualism from the students’ viewpoint. Finally, findings show that the participants’ attitudes towards English and Fil-English illustrate diglossia in their speech community.
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Vilches, María 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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Garcia, Ivonne Marie. "Anticipating 1898: Writings of U.S. Empire on Puerto Rico, Cuba, the Philippines, and Hawai'i." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1213285119.

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Martin, Jocelyn S. "Re/membering: articulating cultural identity in Philippine fiction in English." Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210163.

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This dissertation examines how Philippine (or Filipino) authors emphasise the need for articulating or “re/membering” cultural identity. The researcher mainly draws from the theory of Caribbean critic, Stuart Hall, who views cultural identity as an articulation which allows “the fragmented, decentred human agent” to be considered as one who is both “subject-ed” by power but/and one who is capable of acting against those powers (Grossberg 1996 [1986]: 157, emphasis mine). Applied to the Philippine context, this writer argues that, instead of viewing an apparent fragmented Filipino identity as a hindrance to “defining” cultural identity, she views the “damaged” (Fallows 1987) Filipino history as a the material itself which allows articulation of identity. Instead of reducing the cultural identity of a people to what-they-could-have-been-had-history-not-intervened, she puts forward a vision of identity which attempts to transfigure these “damages” through the efforts of coming-to-terms with history. While this point of view has already been shared by other critics (such as Feria 1991 or Dalisay 1998:145), the author’s contribution lies in presenting re/membering to describe a specific type of articulation which neither permits one to deny wounds of the past nor stagnate in them. Moreover, re/membering allows one to understand continuous re-articulations of “new” identities (due to current migration), while putting an “arbitrary closure” (Hall) to simplistic re-articulations which may only further the “lines of tendential forces” (such as black or brown skin bias) or hegemonic practices.

Written as such (with a slash),“re/membering” encapsulates the following three-fold meaning: (1) a “re-membering”, to indicate “a putting together of the dismembered past to make sense of the trauma of the present” (Bhabha 1994:63); as (2) a “re-membering” or a re-integration into a group and; as (3) “remembering” which implies possessing “memory or … set [ting] off in search of a memory” (Ricoeur 2004:4). As a morphological unit, “re/membering” designates, the ways in which Filipino authors try to articulate cultural identity through the routes of colonisation, migration and dictatorship.

The authors studied in this thesis include: Carlos Bulosan, Bienvenido Santos, N.V.M. Gonzalez, Nick Joaquin, Frank Sionil José, Ninotchka Rosca, Jessica Hagedorn, and Merlinda Bobis. Sixty-years separate Bulosan’s America is in the Heart (1943) from Hagedorn’s Dream Jungle (2003). Analysis of these works reveals how articulation is both difficult and hopeful. On the one hand, authors criticize the lack of efforts and seriousness towards articulation of cultural identity as re/membering (coming to terms with the past, fostering belonging and cultivating memory). Not only is re/membering challenged by double-consciousness (Du Bois 1994), dismemberment and forgetting, moreover, its necessity is likewise hard to recognize because of pain, trauma, phenomena of splitting, escapist attitudes and preferences for a “comfortable captivity”.

On the other hand, re/membering can also be described as hopeful by the way authors themselves make use of literature to articulate identity through research, dialogue, time, reconciliation and re-creation. Although painstaking and difficult, re/membering is important and necessary because what is at stake is an articulated Philippine cultural identity. However, who would be prepared to make the effort?

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Cette thèse démontre que, pour les auteurs philippins, l’articulation ou « re/membering » l'identité culturelle, est nécessaire. Le chercheur s'appuie principalement sur la théorie de Stuart Hall, qui perçoit l'identité culturelle comme une articulation qui permet de considérer l’homme assujetti capable aussi d'agir contre des pouvoirs (cf. Grossberg 1996 [1986]: 157). Appliquée au contexte philippin, cet auteur soutient que, au lieu de la visualisation d'une identité fragmentée apparente comme un obstacle à une « définition » de l'identité culturelle, elle regarde l’histoire philippine «abîmée» (Fallows 1987) comme le matériel même qui permet l'articulation d’identité. Au lieu de réduire l'identité culturelle d'un peuple à ce qu’ ils auraint pû être avant les interventions de l’histoire, elle met en avant une vision de l'identité qui cherche à transfigurer ces "dommages" par un travail d’acceptation avec l'histoire.

Bien que ce point de vue a déjà été partagé par d'autres critiques (tels que Feria 1991 ou Dalisay 1998:145), la contribution de l'auteur réside dans la présentation de « re/membering » pour décrire un type d'articulation sans refouler les plaies du passé, mais sans stagner en elles non plus. De plus, « re/membering » permet de comprendre de futures articulations de « nouvelles » identités culturelles (en raison de la migration en cours), tout en mettant une «fermeture arbitraire» (Hall) aux ré-articulations simplistes qui ne font que promouvoir des “lines of tendential forces” (Hall) (tels que des préjugés sur la couleur brune ou noire de peau) ou des pratiques hégémoniques.

Rédigé en tant que telle (avec /), « re/membering » comporte une triple signification: (1) une «re-membering », pour indiquer une mise ensemble d’un passé fragmenté pour donner un sens au traumatisme du présent (cf. Bhabha, 1994:63); (2) une «re-membering» ou une ré-intégration dans un groupe et finalement, comme (3)"remembering", qui suppose la possession de mémoire ou une recherche d'une mémoire »(Ricoeur 2004:4). Comme unité morphologique, « re/membering » désigne la manière dont les auteurs philippins tentent d'articuler l'identité culturelle à travers les routes de la colonisation, les migrations et la dictature.

Les auteurs inclus dans cette thèse sont: Carlos Bulosan, Bienvenido Santos, NVM Gonzalez, Nick Joaquin, Frank Sionil José, Ninotchka Rosca, Jessica Hagedorn, et Merlinda Bobis. Soixante ans séparent America is in the Heart (1943) du Bulosan et le Dream Jungle (2003) du Hagedorn. L'analyse de ces œuvres révèle la façon dont l'articulation est à la fois difficile et pleine d'espoir. D'une part, les auteurs critiquent le manque d'efforts envers l'articulation en tant que « re/membering » (confrontation avec le passé, reconnaissance de l'appartenance et cultivation de la mémoire). Non seulement est « re/membering » heurté par le double conscience (Du Bois 1994), le démembrement et l'oubli, en outre, sa nécessité est également difficile à reconnaître en raison de la douleur, les traumatismes, les phénomènes de scission, les attitudes et les préférences d'évasion pour une captivité "confortable" .

En même temps, « re/membering » peut également être décrit comme plein d'espoir par la façon dont les auteurs eux-mêmes utilisent la littérature pour articuler l'identité à travers la recherche, le dialogue, la durée, la réconciliation et la re-création. Bien que laborieux et difficile, « re/membering » est important et nécessaire car ce qui est en jeu, c'est une identité culturelle articulée des Philippines. Mais qui serait prêt à l'effort?


Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished

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Tomlin, Steve, and 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.
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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.
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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 the
Thesis (M.Ed.) - University of Kwazulu-Natal, Durban, 2005.
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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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Yuarata, Delma Ausan. "Cultural influences on the oral communication strategies used by pre-service teachers and teacher educators: an investigation of English medium classrooms in Central Mindanao, the Philippines." Thesis, 2016. http://hdl.handle.net/1959.13/1312270.

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Research Doctorate - Doctor of Philosophy (PhD)
This study investigates the oral communication strategies used by pre-service teachers and the oral instructional strategies used by teacher educators in English medium classrooms within the Philippines, a country characterised by a high-context and high power distance socio-cultural milieu. The government of the Philippines wants its citizens to develop communicative competence in English, considered essential in an era of Asian globalisation and modernisation. There have been few studies that have examined the way in which a high-context/high power distance culture affects the development of students’ oral communication in English. As such, this study is an innovative exploration of the communicative interactions between pre-service teachers and teacher educators in the Philippines. Data were gathered from pre-service teachers and teacher educators in three teacher education institutions located in Central Mindanao. The investigation used a mixed method approach that included surveys, focus group interviews, and classroom observations. The study investigated the following areas in particular: the oral communication strategies used by pre-service teachers; the oral instructional strategies used by teacher educators; the strategies considered helpful by pre-service teachers and teacher educators; the level of agreement between pre-service teachers and teacher educators on helpfulness of strategies; and links between communication strategies and the high- context/high power distance culture that characterizes the Philippines. Findings from the three sources of data show general agreement between pre-service teachers and teacher educators in terms of the types of communication strategies each use and in terms of the strategies they find useful. These strategies can be located within the framework of a high-context/high power distance culture. It is argued that many of these strategies do not facilitate oral communication, and that current approaches to classroom communication could be improved by adjusting the strategies used by both pre-service teachers and teacher educators. Consequently, a set of recommendations to enhance oral communication in English medium classes in teacher education institutions is put forward.
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(12241063), Emilia Guiang Delantar. "Teachers' practices and theories of teaching reading and implications for professional development by distance education." Thesis, 1999. https://figshare.com/articles/thesis/Teachers_practices_and_theories_of_teaching_reading_and_implications_for_professional_development_by_distance_education/19358930.

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English is the required language of instruction in secondary schools in the Philippines. Secondary school teachers have therefore had the task of teaching reading in English. However, there has been considerable disquiet about the effectiveness of the pedagogy employed, given the official reports of reading ability of school students. This has resulted in calls for the professional development of reading teachers to enhance their pedagogical skills. To identify the professional development needs of reading teachers, this study investigated the teaching practices and implicit theories about teaching reading of secondary school teachers. This information was used to develop guidelines for a university award course in teaching reading delivered by distance education.

Using a constructivist methodology, I visited twelve secondary schools in Region IX where I interviewed reading teachers and observed their teaching of reading. Each teacher was interviewed and observed teaching reading once. In order to construct a broader picture of reading teachers' practices and theoretical beliefs about teaching and learning of reading, I also posted questionnaires to one hundred teachers teaching reading to schools located in rural remote areas.

From transcripts of the interviews, the classroom observation data and responses to the questionnaires, an inferential picture of the teachers' practices and beliefs about reading was constructed. Few of the teachers seemed to have a working knowledge of contemporary approaches or theories about teaching reading. They tended to follow the teaching approaches suggested in the textbook, with little understanding, and supplemented this with an eclectic set of approaches which were also influenced by the physical circumstances which shaped their workplace.

Guidelines for professional development arising from the findings include:
a) introduction of a wider repertoire of reading teaching strategies to support and extend existing practices; b) development of teachers' facility in modelling reading for meaning strategies especially for students having difficulties in learning to read in English; c) development of teachers' awareness of their theories in practice of reading in English and its teaching; and d) demonstration of the use of more diverse technology in teaching reading.
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Books on the topic "Philippines (English)"

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Nakpil, Carmen Guerrero. Whatever: A new collection of later essays, 1987-2001. Quezon City: Ateneo de Manila University Press, 2002.

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P, Deriada Leoncio, ed. Patubas: An anthology of West Visayan poetry, 1986-1994 : Hiligaynon, Kinaray-a, Aklanon, Filipino, English. Manila, Philippines: National Commission for Culture and the Arts, 1995.

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Paman, Alex. Filipino ghost stories: Spine-tingling tales of supernatural encounters and hauntings. Rutland, Vt: Tuttle Pub., 2010.

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Thompson, Roger M. Filipino English and Taglish: Language switching from multiple perspectives. Amsterdam: John Benjamins Pub., 2003.

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Thompson, Roger M. Filipino English and Taglish: Language switching from multiple perspectives. Amsterdam: Benjamins, 2002.

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Company, International Standards Publishing. The new Philippines comprehensive dictionary: 8 major dialects. Manila: International Standard Publishing Company, 2003.

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Arong, Marie Rose B. A veritable terra incognita: Situating the Philippines in postcolonial literature. Manila, Philippines: University of Santo Tomas Publishing House, 2020.

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Lim, Shirley. Nationalism and literature: English-language writing from the Philippines and Singapore. Quezon City: New Day Publishers, 1993.

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McMahon, Jennifer M. Dead stars: American and Philippine literary perspectives on the American colonization of the Philippines. Diliman, Quezon City: University of the Philippines Press, 2011.

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Yap, Fe Aldave. Children's literature in the Philippines: An bibliography of Filipino and English works, 1901-1995. Manila: Manila Bulletin Publishing Corporation, 1995.

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Book chapters on the topic "Philippines (English)"

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Yeh, Aiden. "Teaching English as a Foreign Language in the Philippines." In Philippine English, 353–62. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-36.

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Martin, Isabel Pefianco. "Reconceptualizing English Education in Multilingual Philippines." In Reconceptualizing English Education in a Multilingual Society, 3–11. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7528-5_1.

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Martin, Isabel Pefianco. "The Social Dimension of English Language Testing in the Philippines." In Reconceptualizing English Education in a Multilingual Society, 191–209. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7528-5_12.

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Saraceni, Mario. "English in Education in the Philippines: From Research to Policy." In Reconceptualizing English Education in a Multilingual Society, 213–26. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7528-5_13.

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Ong, Kenneth Keng Wee, Lawrence Jun Zhang, and Isabel Pefianco Martin. "7. Codeswitching in Universities in Singapore and the Philippines." In Codeswitching in University English-Medium Classes, edited by Roger Barnard and James McLellan, 163–85. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090914-011.

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Madrunio, Marilu Rañosa, Isabel Pefianco Martin, and Sterling Miranda Plata. "English Language Education in the Philippines: Policies, Problems, and Prospects." In Language Policy, 245–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_11.

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Schneider, Edgar W. "Philippine English in Relation to American English." In Philippine English, 143–55. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-15.

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Salomone, Rosemary. "In Pursuit of Sustainable Educational Development: The Philippines and the English Dilemma." In Language Policy, 131–51. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24918-1_7.

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Soe, Naing Win, Pauline Mangulabnan, and Ana Lucia Arrecis. "Reading Through English Curricula of Cambodia, Guatemala, Japan, Myanmar, and the Philippines." In Global Perspectives on Education Research, Vol. II, 169–95. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003147145-11.

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Borlongan, Ariane Macalinga. "Standard Philippine English." In Philippine English, 199–209. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-20.

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Conference papers on the topic "Philippines (English)"

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Kim, Hyemin, and Elaine Vernadine A. Liongson. "English Language Learning Anxiety among Korean College Students in the Philippines." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.005.

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Abstract: Although a number of studies have been done about Foreign Language Anxiety among Korean students, limited studies have been done on foreign language anxiety toward Korean college students in the Philippines. This paper seeks to find out the factors that may affect foreign language anxiety of both male and female college students in learning English, their foreign language learning anxiety in terms of gender, and the factor that may decrease the anxiety of the participants. Data was gathered through the use of a Foreign Language Classroom Anxiety Scale (FLCAS), a Likert scale adopted from Yassin (2015) and was analyzed by getting the mean, while the findings were interpreted using the mean scale proposed by Mamhot, Martin & Masangya (2013). Surprisingly, the result revealed that foreign language anxiety is not significant among Korean students. Moreover, the female participants showed higher confidence in speaking and using the language compared to male participants in some aspects. Keywords: EFL; FLCAS, foreign language anxiety; gender
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Baquiller, GE, and Jr W. Abellon. "TEACHERS’ PROBLEMS IN TEACHING MATHEMATICS USING MOTHER TONGUE IN A DISTRICT OF THE PHILIPPINES." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7143.

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The transition of teaching Mathematics from English language to Mother tongue-based in primary grades has brought challenges and problems to teachers concerned. This paper attempts to determine those problems encountered by these teachers teaching Mathematics using Mother Tongue and the possible recourses they employed to address those problems. The study employed the descriptive- survey method of research using a questionnaire, purposively distributed to seven principals and thirty-three teachers who are identified respondents. Weighted mean and ranking system were utilized as measures to find out the prevalent problem, its recourses and how frequent they used the recourses. Based on the data gathered and analyzed, it was found out that language is the most prevalent problem in teaching Mathematics using mother tongue of which, insufficient translation from English term to mother tongue ranks on top. Whereas, in the area of instruction, content delivery using MT as medium for instruction is the major problem, while for teaching materials, the incomplete or delayed arrival of instructional material prevailed the most. The result further revealed that the identified problems in terms of language, teaching instruction and teaching material are mostly described as serious problem. To address the problem with regards to language; the teachers used other MT terms that fits the unfamiliar MT term, allowing pupils to use their own preferred term and remain to use English translation/ term. While for instruction; teachers use translation, drills, code switching, and pictures, whereas for teaching materials, teachers used school funds for material production, utilize local magazines as supplement, share resources to other grade level and borrow materials from other schools. All these recourses were all oftentimes applied/used. From the results, it is recommended that becoming teachers should be equipped with knowledge on teaching MTB-MLE and newly-hired teachers should attend seminars and trainings regarding such implementation. Principals or school heads should find measures for speedy delivery of learning materials Keywords: Teaching Mathematics, Problems on Language, Materials and Instruction, Recourses for Teaching MTB-MLE
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Rahmawati, Rahmawati, Ridwan Ridwan, and Jonna Calambro. "A Comparative-Case Study of Junior High School English Curriculum between Indonesia and the Philippines." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305231.

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Wu, Yu-Chieh. "An Analysis of Factors Relating to English Reading Achievement in the Philippines Using the PISA 2018 Database: Insights From Transnational Linguistic Capital." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2106265.

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Ali, Mohammad Nassef D. "AWARENESS OF PHILIPPINE ENGLISH: THE CASE OF UNDERGRADUATE STUDENTS." In Проблемы языка: взгляд молодых учёных. Институт языкознания РАН, 2023. http://dx.doi.org/10.37892/978-5-6049527-1-9-14.

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Although there is an increase in the number of studies on Philippine English (PE), there is very little research tackling Filipinos’ awareness of PE. This study was done to help expand the limited research on PE awareness, fill the gaps in a few related studies, and test Filipinos’ cognizance of their English variety. Specifically, this research investigated undergraduate students’ awareness of the meanings, features, and uses of PE and its relationship with their age. This study employed a quantitative approach and used an online survey form to collect data. The form consisted of Likert items on PE which were rated by the respondents according to their awareness of each statement. After surveying 216 respondents, it was found that the undergraduate students were slightly aware of the existence of a local English variety, i.e. PE. However, the data show that the respondents were moderately conscious of the other meanings, features, and uses of PE. This suggests that the students were fairly aware of PE but have slight cognizance of its legitimacy as an English variety. A similar finding can be observed in the students’ consciousness of PE features, where they showed moderate awareness of PE having its own accent, phonology, vocabulary, and grammar, but low average consciousness on the acceptability of PE lexicon and grammar. These findings reveal the respondents’ lack of recognition of PE validity, a common issue in non-native English varieties. Spearman rank correlation was used to determine the relationship between the students’ age and their level of PE awareness. With a rho of -0.07, this study claims no significant correlation between the two variables and concludes that age is not a factor influencing PE awareness. Overall, this study reveals the fair awareness of Filipino undergraduate students towards PE and their low awareness of its legitimacy. Also, as shown in the results, the cognizance of a local English variety cannot be assumed among its speakers. Thus, language awareness should be considered as a factor in World Englishes studies.
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John Sino Cruz, Matthew, and Marlene De Leon. "Analysis of citizen's sentiment towards Philippine administration's intervention against COVID-19." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001446.

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The COVID-19 pandemic affected the world. The World Health Organization or WHO issued guidelines the public must follow to prevent the spread of the disease. This includes social distancing, the wearing of facemasks, and regular washing of hands. These guidelines served as the basis for formulating policies by countries affected by the pandemic. In the Philippines, the government implemented different initiatives, following the guidelines of WHO, that aimed to mitigate the effect of the pandemic in the country. Some of the initiatives formulated by the administration include international and domestic travel restrictions, community quarantine, suspension of face-to-face classes and work arrangements, and phased reopening of the Philippine economy to name a few. The initiatives implemented by the government during the surge of COVID-19 disease have resulted in varying reactions from the citizens. The citizens expressed their reactions to these initiatives using different social media platforms such as Twitter and Facebook. The reactions expressed using these social media platforms were used to analyze the sentiment of the citizens towards the initiatives implemented by the government during the pandemic. In this study, a Bidirectional Recurrent Neural Network-Long Short-term memory - Support Vector Machine (BRNN-LSTM-SVM) hybrid sentiment classifier model was used to determine the sentiments of the Philippine public toward the initiatives of the Philippine government to mitigate the effects of the COVID-19 pandemic. The dataset used was collected and extracted from Facebook and Twitter using API and www.exportcomments.com from March 2020 to August 2020. 25% of the dataset was manually annotated by two human annotators. The manually annotated dataset was used to build the COVID-19 context-based sentiment lexicon, which was later used to determine the polarity of each document. Since the dataset contained unstructured and noisy data, preprocessing activities such as conversion to lowercase characters, removal of stopwords, removal of usernames and pure digit texts, and translation to the English language were performed. The preprocessed dataset was vectorized using Glove word embedding and was used to train and test the performance of the proposed model. The performance of the Hybrid BRNN-LSTM-SVM model was compared to BRNN-LSTM and SVM by performing experiments using the preprocessed dataset. The results show that the Hybrid BRNN-LSTM-SVM model, which gained 95% accuracy for the Facebook dataset and 93% accuracy for the Twitter dataset, outperformed the Support Vector Machine (SVM) sentiment model whose accuracy only ranges from 89% to 91% for both datasets. The results indicate that the citizens harbor negative sentiments towards the initiatives of the government in mitigating the effect of the COVID-19 pandemic. The results of the study may be used in reviewing the initiatives imposed during the pandemic to determine the issues which concern the citizens. This may help policymakers formulate guidelines that may address the problems encountered during a pandemic. Further studies may be conducted to analyze the sentiment of the public regarding the implementation of limited face-to-face classes for tertiary education, implementing lesser restrictions, vaccination programs in the country, and other related initiatives that the government continues to implement during the COVID-19 pandemic.
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Sitorukmi, Galuh, Bhisma Murti, and Yulia Lanti Retno Dewi. "Effect of Family History with Diabetes Mellitus on the Risk of Gestational Diabetes Mellitus: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.55.

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Background: Gestational diabetes mellitus (GDM) is a serious pregnancy complication, in which women without previously diagnosed diabetes develop chronic hyperglycemia during gestation. Studies have revealed that the family history of diabetes is an important risk factor for the gestational diabetes mellitus. The purpose of this study was to investigate effect of family history with diabetes mellitus on the risk of gestational diabetes mellitus. Subjects and Method: This was meta-analysis and systematic review. The study was conducted by collecting published articles from Pubmed, Google Scholar, Scopus, Science Direct, and Springer Link electronic databases, from year 2010 to 2020. Keywords used risk factor, gestational diabetes mellitus, family history, and cross-sectional. The inclusion criteria were full text, using English language, using cross-sectional study design, and reporting adjusted odds ratio. The study population was pregnant women. Intervention was family history of diabetes mellitus with comparison no family history of diabetes mellitus. The study outcome was gestational diabetes mellitus. The collected articles were selected by PRISMA flow chart. The quantitative data were analyzed by random effect model using Revman 5.3. Results: 7 studies from Ethiopia, Malaysia, Philippines, Peru, Australia, and Tanzania were selected for this study. This study reported that family history of diabetes mellitus increased the risk of gestational diabetes mellitus 2.91 times than without family history (aOR= 2.91; 95% CI= 2.08 to 4.08; p<0.001). Conclusion: Family history of diabetes mellitus increases the risk of gestational diabetes mellitus. Keywords: gestational diabetes mellitus, diabetes mellitus, family history Correspondence: Galuh Sitorukmi. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: galuh.sitorukmi1210@gmail.com. Mobile: 085799333013. DOI: https://doi.org/10.26911/the7thicph.05.55
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Somoson, Dandie C. "A Corpus-Linguistic Analysis of Phrasal Verbs in Philippine English." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.226.

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Canon, Mary Joy P., Christian Y. Sy, Thelma D. Palaoag, Rachel Edita O. Roxas, and Lany L. Maceda. "Language Resource Construction of Multi-Domain Philippine English Text for Pre-training Objective." In 2022 International Conference on Advanced Computer Science and Information Systems (ICACSIS). IEEE, 2022. http://dx.doi.org/10.1109/icacsis56558.2022.9923429.

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Rellorosa, Ferdinand L. "Cognitive Structuring of Personal Statements in Philippine English: A move-step analysis of graduate application essays written by Filipino graduate students." In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.115.

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Reports on the topic "Philippines (English)"

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Understanding the international provision of allergen information picture in the non-prepacked sector. Food Standards Agency, July 2023. http://dx.doi.org/10.46756/sci.fsa.jsi798.

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Our rapid evidence assessment aimed to develop an understanding of the international provision of allergen information in the non-prepacked food sector. A mixed-methods approach was used, including a rapid literature and data review, stakeholder interviews, as well as co-production panel review with our advisor (Dr Audrey DunnGalvin) and members of Allergy UK and the FSA. We found legislation on nine of the 18 countries within the scope for this project. These included three EU countries who have also brought in additional national requirements to EU legislation (Lithuania, Republic of Ireland, and Netherlands); two non-EU countries that align to EU legislation and have additional legislation in place (Switzerland, and Norway); three non-European countries (US, Philippines, and Canada) have legislation in place or draft form; and the UK. While legislation was not found in English for the other countries, all 27 EU member states follow the EU legislation as a minimum requirement. The UK follows EU legislation as we were a member state at the time of implementation. The UK has since left the EU; however the legislation has been retained. The UK has additional legislation for food that is prepacked for direct sale (PPDS), but not other types of non-prepacked food. There is considerable variation across countries and regions, in terms of type of allergens and foods covered, the required format of provision of allergen information (e.g., verbal or written) and the food establishments included within the legislation. Across all countries included within the review, the use of precautionary allergen labelling was voluntary. The overall objective of this rapid evidence assessment was to develop recommendations for the FSA to inform future policy and regulation decisions based on evidence of ‘what works’. However, the reviewed literature provided no evidence of whether approaches are associated with improved safety, compliance, unintended consequences, or feasibility. We were also unable to infer effectiveness via data on reported trends in deaths or incidents pre and post implementation of legislation, as these data was not found for any country. Similarly, there was not enough evidence to allow a systematic analysis of incidents associated with different types or categories of food business operators (FBOs) selling non-prepacked foods. We are therefore unable to provide clear recommendations of ‘what works’ from the evidence. We have instead gathered information on the ideas or potential solutions suggested in the literature.
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