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1
Lesho, Marivic. "Philippine English (Metro Manila acrolect)". Journal of the International Phonetic Association 48, n. 3 (18 dicembre 2017): 357–70. http://dx.doi.org/10.1017/s0025100317000548.
Testo completoAbstract (sommario):
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).
2
Gonzales, Wilkinson Daniel Wong, e Mie Hiramoto. "Two Englishes diverged in the Philippines?" Journal of Pidgin and Creole Languages 35, n. 1 (13 maggio 2020): 125–59. http://dx.doi.org/10.1075/jpcl.00057.gon.
Testo completoAbstract (sommario):
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.
3
Gatil, Tranie Balderrama. "Translanguaging in Multilingual English Language Teaching in the Philippines: A Systematic Literature Review". International Journal of Linguistics, Literature and Translation 4, n. 1 (30 gennaio 2021): 52–57. http://dx.doi.org/10.32996/ijllt.2021.4.1.6.
Testo completoAbstract (sommario):
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.
4
Pefianco Martin, Isabel. "Fearing English in the Philippines". Asian Englishes 11, n. 2 (dicembre 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, n. 1 (1 gennaio 2005): 74–96. http://dx.doi.org/10.1215/00021482-79.1.74.
Testo completoAbstract (sommario):
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.
6
Brook, Itzhak. "“The Laryngectomee Guide” Philippine Edition". Philippine Journal of Otolaryngology Head and Neck Surgery 35, n. 2 (1 dicembre 2020): 61. http://dx.doi.org/10.32412/pjohns.v35i2.1527.
Testo completoAbstract (sommario):
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.
7
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, n. 7 (23 luglio 2023): 2525–34. http://dx.doi.org/10.11594/ijmaber.04.07.29.
Testo completoAbstract (sommario):
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.
8
Bichara, Alexandra. "All That Remains: Typhoons and Trauma in Three Philippine Novels in English". Journal of Ecohumanism 3, n. 2 (23 febbraio 2024): 145–55. http://dx.doi.org/10.33182/joe.v3i2.3192.
Testo completoAbstract (sommario):
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.
9
Giray, Louie, Ma Angelica Alcala, Jelomil Edem e Tracy Mauve Sabacajan. "English Language Anxiety among College Students". International Journal of Qualitative Research 2, n. 1 (27 luglio 2022): 65–76. http://dx.doi.org/10.47540/ijqr.v2i1.569.
Testo completoAbstract (sommario):
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.
10
Turmudi, Dedi, e Bonjovi Hassan Hajan. "EDUCATION SYSTEM AND ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: IMPLICATIONS FOR INDONESIAN EFL LEARNING". Premise: Journal of English Education 9, n. 1 (5 maggio 2020): 78. http://dx.doi.org/10.24127/pj.v9i1.2791.
Testo completoAbstract (sommario):
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.
11
Ozaki, Shigeru. "The Impact of English on the Economic Development of the Philippines". South Asian Research Journal of Arts, Language and Literature 4, n. 1 (3 febbraio 2022): 20–25. http://dx.doi.org/10.36346/sarjall.2022.v04i01.003.
Testo completoAbstract (sommario):
English is commonly used as an official language, a second language for business and commerce, as well as a medium of instruction in Outer Circle countries, including the Philippines. There have been studies about the impact of the English language on the economy of certain Outer Circle countries; however, no existing research has presented a comprehensive picture of its impact on the Philippines, which is renowned for excellence in industries that have developed based on Filipinos’ high English proficiency, such as English-speaking call centers and both online and offline schools that teach English as a second language (ESL). Therefore, this article comprehensively describes the relationship between the English language and the economy of the Philippines and explores its associated problems. First, the article briefly explains the history of English education in the Philippines to demonstrate why a large proportion of its population is proficient in English. Second, it focuses on Filipinos’ English proficiency by examining their average scores on international standardized English tests and the Business English Index. Furthermore, it reviews the literature that investigates their evaluation of their own English as well as their awareness of the importance of English in their workplaces. Third, it examines English-based industries: call center and ESL industries. Finally, it discusses the problems of using English as a medium of instruction and the exploitation of the Philippines’ inexpensive labor force in these English-based industries by developed countries.
12
Alcolado Carnicero, José Miguel. "From Great Britain to the Spanish Philippines via British India… and back". Lexicographica 39, n. 1 (1 novembre 2023): 279–313. http://dx.doi.org/10.1515/lex-2023-0014.
Testo completoAbstract (sommario):
Abstract This research uncovers lexical contact between English and other languages in texts about the part of the Spanish Philippines under the control of the British East India Company from September 1762 to April 1764. Better known as the Manilha Consultations, the texts in English sent to, and received from, British India are scrutinised in search of the British East India Company’s vocabulary. That vocabulary partly consists of lexemes found in the English/British East India Company’s consultations worldwide but unrecorded in monolingual dictionaries and glossaries of major and/or minor varieties of English. The Manilha Consultations contain lexemes unrecorded in the Oxford English Dictionary, the Hobson-Jobson Glossary, and/or the Merriam-Webster’s Unabridged Dictionary. The 38 lexemes here considered instances of the British East India Company’s vocabulary might be included in those, and/or other, dictionaries and glossaries of British English, Indian English, and/or Philippine English if expansive criteria for lexeme inclusion were applied.
13
MARTIN, ISABEL PEFIANCO. "English language teaching in the Philippines". World Englishes 33, n. 4 (17 novembre 2014): 472–85. http://dx.doi.org/10.1111/weng.12108.
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14
Kapili, Lily V. "Requiem for English?" English Today 4, n. 4 (ottobre 1988): 30–35. http://dx.doi.org/10.1017/s0266078400001048.
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Gonzales, Wilkinson Daniel Wong. "Language contact in the Philippines". Language Ecology 1, n. 2 (31 dicembre 2017): 185–212. http://dx.doi.org/10.1075/le.1.2.04gon.
Testo completoAbstract (sommario):
Abstract This article narrates the sociohistory of the Philippines through the lens of a Sinitic minority group – the Chinese Filipinos. It provides a systematic account of the history, language policies, and educational policies in six major eras, beginning from the precolonial period until the Fifth Republic (960 – present). Concurrently, it presents a diachronic narrative on the different linguistic varieties utilized by the ethnic minority, such as English, Hokkien, Tagalog, and Philippine Hybrid Hokkien (PHH). Following an exposition on how these varieties were introduced to the ecology is a discussion focused on contact that highlights potential theories as to how Philippine contact varieties like PHH emerged. How this account contributes to the overall language ecology forms the conclusion. Overall, this article delineates the socio-historical sources that intrinsically play a significant role in the (re)description of Philippine contact varieties. In its breadth, this article goes beyond providing second-hand information, and presents ideas that can be crucial for understanding how Philippine contact languages work.
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Eduardo, Jesster P., e Arneil G. Gabriel. "Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines". SAGE Open 11, n. 2 (aprile 2021): 215824402110094. http://dx.doi.org/10.1177/21582440211009491.
Testo completoAbstract (sommario):
The Philippine historical accounts show that Indigenous Peoples (IPs) in the Philippines have long been suffering from discrimination and lack of access to Education. The IPs comprise about 10% to 20% of the Philippines’s 102.9 million total populations. The Philippine educational system’s neo-colonial background creates injustice on some cultural minorities who can attend school. For this matter, the study measures the perceptions of the Dumagats on their rights to Education. It focuses on the Dumagat communities in the provinces of Nueva Ecija and Aurora in the Philippines. By using the simple binary quantitative tool, the qualitative method of research, the application of Indigenous research methods, and critical pedagogy as analytical lens, the study found that (a) the implementation of the Philippine policies on the rights to Education as reflected on the Indigenous Peoples’ Rights Act (IPRA) of 1997 is more of a tokenism; (b) the enjoyment of the right to Education of IPs is hindered mainly by poverty; (c) English remains the widely used medium of instruction in most IP curricula; and (d) the IPs’ limited knowledge on specific provisions of IPRA related to the access to Education and culture is short of the policy ideals. The above findings necessitate change agents to start a process of pedagogical liberation. The National Commission on Indigenous Peoples (NCIP) personnel and IP teachers can play a vital role as change agents and may act to correct the historical injustices on IPs’ rights and welfare.
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Tarrayo, Veronico N., Philippe Jose S. Hernandez e Judith Ma Angelica S. Claustro. "Teachers And Research Practices: Perspectives From English Language Educators In A Philippine University". Australian Journal of Teacher Education 45, n. 12 (dicembre 2019): 73–90. http://dx.doi.org/10.14221/ajte.202v45n12.5.
Testo completoAbstract (sommario):
Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a Philippine university were asked to answer a survey. To validate the data, pertinent public university documents were examined, and interviews with the university research heads were conducted. Findings suggest that the teachers were cognizant of the link between teaching and their own and their schools’ research practices. This research also reports the teachers’ positive perception towards research, and high receptivity to and interest in it. However, such research engagement was somehow constrained by factors such as crowded teaching timetables or heavy workload, lack of funding or financial support, difficulty in understanding (e.g., the language) published research, and the challenge of contextualising research findings for classroom use. This paper concludes with a note on how a conducive research climate in a school is a requisite in cultivating teachers’ interest in research.
18
Lifshey, Adam. "The Literary Alterities of Philippine Nationalism in José Rizal's El filibusterismo". PMLA/Publications of the Modern Language Association of America 123, n. 5 (ottobre 2008): 1434–47. http://dx.doi.org/10.1632/pmla.2008.123.5.1434.
Testo completoAbstract (sommario):
The seminal novels of the Philippines, José Rizal's Noli me tangere (1887) and El filibusterismo (1891), are written in Spanish, a language that began evaporating in the archipelago when the United States defeated Spain in the Spanish-American War in 1898 and imposed English as a lingua franca. Where does a foundational author like Rizal fit in a discussion of globalized literatures when the Philippines are commonly framed as a historical and cultural hybrid neither quite Asian nor quite Western? In Rizal's El filibusterismo, the Philippines are an inchoate national project imagined not in Asia but amid complex allusive dynamics that emanate from the Americas. Rizal and his novel, like the Philippine nation they inspired, appear in global and postcolonial frameworks as both Asian and American in that epistemes Eastern and Western, subaltern and hegemonic, interact in a ceaseless flow that resists easy categorization.
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SANTOS, ANNIE, VANESSA FERNANDEZ e RAMIL ILUSTRE. "English Language Proficiency in the Philippines: An Overview". International Journal of English Language Studies 4, n. 3 (13 luglio 2022): 46–51. http://dx.doi.org/10.32996/ijels.2022.4.3.7.
Testo completoAbstract (sommario):
The Philippines is considered one of the largest English-speaking nations in the world. In fact, English is one of the official languages in the Philippines. But throughout the years, a gradual deterioration in English language proficiency can be observed among Filipinos based on the EF English Proficiency Index, Test of English for International Communication (TOEIC), and the average score of Filipino IELTS takers. This paper aims to discuss the different factors behind the descending Filipino English proficiency, such as learners’ motivation, parental involvement, learning environment, teaching strategies, comprehensive input, learners’ socio-economic status, and learners' age. Several articles have been reviewed and examined for the authors to come up with the following conclusions: 1) Continuous practice and usage of the English language could help us further cement our economy; 2) there is still a huge room for improvement in terms of grammar which could also help alleviate learners’ anxiousness, and 3) we still need to strike a balance in polishing the English language education and nurturing our local and cultural languages. This review will help the teachers in planning and implementing English classes to improve students' English proficiency, the educational institutions that aim to uplift the quality of English language teaching, and curriculum developers in constructing innovative English proficiency learning materials.
20
Dayag, Danilo T. "The English-language media in the Philippines". World Englishes 23, n. 1 (febbraio 2004): 33–45. http://dx.doi.org/10.1111/j.1467-971x.2004.00333.x.
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Bautista, Ma Lourdes S. "Researching English in the Philippines: bibliographical resources". World Englishes 23, n. 1 (febbraio 2004): 199–210. http://dx.doi.org/10.1111/j.1467-971x.2004.00345.x.
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Cabantac-Lumabi, Bethany Marie. "The Lexical Trend of Backward Speech among Filipino Millenials on Facebook". International Journal of English and Comparative Literary Studies 1, n. 1 (22 novembre 2020): 44–54. http://dx.doi.org/10.47631/ijecls.v1i1.148.
Testo completoAbstract (sommario):
Purpose: This study is an attempt to understand how Millenials use backward speech on their Facebook statuses and how their lexicon is incorporated into a grammar of novel items in English in the Philippines.
Methodology/ Approach: Facebook statuses with the two trending backward speeches such as “lodi” and “werpa” are the inputs of this study since they top the list of more than 20 Tagalog slang words for everyday use of modern Filipinos. Through the Optimality Theory (Mc Carty, 2007; Prince & Smolensky, 2004) process and lexical analysis, these backward speeches were classified by literature as speech disguise, joke, and euphemism, while the hashtags are basically tags used to categorize conversations between users.
Findings: Despite its limitations, the results of the study describe and record a different form of Philippine English on Facebook that occurs from the optimal satisfaction of conflicting constraints. Evidently, the #werpa and #lodi are more contemporary and considerable internet slang (e.g. backward speech) for Philippine Millenials, who are active on posting their Facebook statuses to enhance group exclusivity. Its meanings are based on the context of the Facebook posts rooted in social connections. This unrestricted form of grammar of Facebook users in the Philippines is moving around the social world for years because of its consistent use online.
Conclusion: As the English language form changes more quickly, technologies continue to develop and allow the transmission of new set of Philippine slang to pass from Millenials to the future digital natives. The interest of the study on lexical trends reveals optimal aspects of grammatical phenomena which identify and order words based on their growing use.
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Florentino, Alberto S. "What price Filipino writing in English?" English Today 2, n. 2 (aprile 1986): 36–38. http://dx.doi.org/10.1017/s0266078400002005.
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Pauwels, Anne, e Joanne Winter. "Generic pronouns and gender-inclusive language reform in the English of Singapore and the Philippines". Australian Review of Applied Linguistics 27, n. 2 (1 gennaio 2004): 50–62. http://dx.doi.org/10.1075/aral.27.2.04pau.
Testo completoAbstract (sommario):
Abstract The concurrent trends of globalisation and ‘indigenisation’ affecting the English language (varieties) around the world pose some interesting questions for language planning and reform issues (e.g. Phillipson, 1992; Pennycook, 1994; Crystal, 1997). With this project we examine the impact of these competing trends on corpus planning relating to gender-inclusive language use in the Englishes of Singapore and the Philippines, categorised as ‘outer-circle’ Englishes by Kachru (1992,1997). In this paper we present some findings on aspects of gender-inclusive language reform based on an analysis of the student and academic texts in the Singapore and Philippine components of the International Corpus of English [ICE]1. Education, particularly higher education, has been identified as a leading site of contact with and trajectories of change for gender-inclusive language reform. We focus in particular on one of the main features of gender-inclusive language reform: generic pronouns. The results of the ICE corpus analysis suggest that adoption of gender-inclusive and gender-neutral generic pronouns is not yet profiled in these ‘outer-circle’ Englishes. Generic he remains the pervasive generic pronoun in the student and published academic writing in the Singapore English corpus. The Philippines data reveal a similar trend although there is some emergence of s/he forms as the preferred gender-inclusive alternative.
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SyGaco, Sonia B. "The Shift of the First Language During Migration". Asian Journal of Interdisciplinary Research 5, n. 1 (30 marzo 2022): 26–34. http://dx.doi.org/10.54392/ajir2214.
Testo completoAbstract (sommario):
Nine teenage Filipino-Germans were challenged to learn two languages when they moved to Dumaguete City, Philippines. These German native speakers were born in Germany and migrated to the Philippines with their German fathers and Filipino mothers. In this new environment, they have been exposed to communicating in Cebuano, the dominant language, and develop their listening, speaking, reading, and writing English skills in school. The Can-do Scale test of Keijzer (2007) demonstrates their ability to learn a second language, with all responders willing to read, speak, and write in Cebuano and English. Short-term Filipino-Germans (who stayed in the Philippines for less than five years) prefer to listen to German on the radio or television, while long-term respondents (those who lived in the Philippines for more than five years) with dwindling German vocabulary favor listening to Cebuano and English. The study concludes that German respondents have gradually acquired Cebuano and English through time. The long-term migrants have forgotten their first language, as seen in their reading, speaking and writing skills. In contrast, the short-term migrants are still proficient in their first language despite the competition of the other two languages.
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Choe, Hohsung. "Identity formation of Filipino ESL teachers teaching Korean students in the Philippines". English Today 32, n. 1 (10 dicembre 2015): 5–11. http://dx.doi.org/10.1017/s0266078415000553.
Testo completoAbstract (sommario):
One of the recent trends in Korean English Language Teaching (ELT) is that Korean parents are sending their children to countries in which English is a second language (ESL). Among these countries, the Philippines is the most preferred country due to its low tuition costs, low cost of living, and a population of well-educated ESL teachers. Every year, approximately 30,000 Korean students study in universities, elementary and secondary schools, and language academies in the Philippines. 10% of this student population consists of student visa holders and 90% are Special Study Permit (SSP) holders. SSPs are issued to international students studying non-degree special courses for a period not exceeding one year, and 90% of Korean students are presumed to enroll on short-term intensive English programs. The exodus of Koreans to the Philippines to learn English is being led by private language academies, which are founded and run by Koreans, solely targeting Korean students. In 2011, the number of such private language academies was estimated to be 280 (Kim, 2011). Furthermore, it was reported that Korean students were spending over 425 million US dollars annually in the Philippines (KEDI, 2012).
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Quinto, Joseph Bello. "PINOYLISH: THE AWARENESS AND NOTIONS OF UNIVERSITY STUDENTS IN NORTHERN LUZON". TEFLIN Journal - A publication on the teaching and learning of English 35, n. 1 (29 marzo 2024): 107–22. http://dx.doi.org/10.15639/teflinjournal.v35i1/107-122.
Testo completoAbstract (sommario):
Pinoylish (Philippine English) has made a mark in the literature, although research on the perspectives of university students on Pinoylish is still scarce. As a result, a sequential explanatory mixed-methods design was undertaken to investigate the awareness and notions of 761 university students in Northern Luzon, Philippines. The results revealed that university students were not oblivious; however, they were marginally aware of the meanings, features, and uses of Pinoylish, implying that they do not possess a complete understanding of this variety of English. This study also unveiled that university students disagreed on negative notions while agreeing on positive notions of Pinoylish; this consensus can be interpreted as a positive attitude toward Pinoylish. Drawing on the findings, this study has implications for the pluricentric model of English Language Teaching (ELT) and suggests possible research trajectories.
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Sumardani, Dadan. "Philippines: Strength and Weakness of Science Curricula". SEJ (Science Education Journal) 5, n. 2 (30 novembre 2021): 99–106. http://dx.doi.org/10.21070/sej.v5i2.1507.
Testo completoAbstract (sommario):
The Philippines is a country in Asia which in its curriculum requires English as the medium of Instruction, even so the scientific ability of students in the Philippines is not so good as seen based on PISA 2018. Many things can be learned from the curriculum of other countries so that it can be an illustration of how the curriculum should be perfected. This article provides an overview of how the process of science lessons taught in Philippine schools and the obstacles it faces. The method used is In depth Interview with qualitative analysis. This article suggests that the medium of instruction is important for the continuity of the learning process in the classroom, at the same time this can be a lesson for schools in any country that will carry out the bilingualization process in their schools or use a second language as a medium of instruction, to pay attention to the long-term effects on students and conduct research. depth before applying the approach.
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P. Alvarado, Carl Christopher. "Communicative Competence in Spiral Progression Curriculum: A Study Reinforcing the Implementation of MATATAG Curriculum in the Philippines". Journal of Humanities and Education Development 5, n. 6 (2023): 11–29. http://dx.doi.org/10.22161/jhed.5.6.3.
Testo completoAbstract (sommario):
The Philippine English curriculum aims to produce communicatively competent individuals, considering that Filipinos are known to be proficient in the use of the English language. However, there has been a poor performance of Filipino learners in international assessments, and their English proficiency has been declining over the recent years. The English curriculum in the Philippines plays a crucial role in the development of communicative competence of students. One of its principles that is said to be disjointed and is presumed to have affected the communicative competence of students is the spiral progression approach. Accordingly, this research aims to identify and to interpret the teachers’ implementation of the spiral progression approach in junior high school English in selected public schools in the second district of Ilocos Sur that could have influenced the communicative competence of students that prompted the Department of Education to revise the current Philippine curriculum. Findings revealed that teachers implemented the said approach. This was later substantiated through a documentary analysis and a semi-structured interview with the school managers. However, findings also revealed that there is an inconsistency in its implementation that can be linked to the poor performance of Filipino learners in international assessments. From these findings, it was concluded that teachers shall equip themselves with strategies and techniques through a series of training, and the reduction of learning competencies can address the broken continuity to ensure mastery. Hence, curriculum change is supported.
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FRIGINAL, ERIC. "Outsourced call centers and English in the Philippines". World Englishes 26, n. 3 (agosto 2007): 331–45. http://dx.doi.org/10.1111/j.1467-971x.2007.00512.x.
Testo completo
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Tenedero, Pia Patricia P., e Camilla J. Vizconde. "University English and Audit Firms in the Philippines". Business and Professional Communication Quarterly 78, n. 4 (27 agosto 2015): 428–53. http://dx.doi.org/10.1177/2329490615596154.
Testo completo
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Villavicencio, Charlyn, Julio Jerison Macrohon, X. Alphonse Inbaraj, Jyh-Horng Jeng e Jer-Guang Hsieh. "Twitter Sentiment Analysis towards COVID-19 Vaccines in the Philippines Using Naïve Bayes". Information 12, n. 5 (11 maggio 2021): 204. http://dx.doi.org/10.3390/info12050204.
Testo completoAbstract (sommario):
A year into the COVID-19 pandemic and one of the longest recorded lockdowns in the world, the Philippines received its first delivery of COVID-19 vaccines on 1 March 2021 through WHO’s COVAX initiative. A month into inoculation of all frontline health professionals and other priority groups, the authors of this study gathered data on the sentiment of Filipinos regarding the Philippine government’s efforts using the social networking site Twitter. Natural language processing techniques were applied to understand the general sentiment, which can help the government in analyzing their response. The sentiments were annotated and trained using the Naïve Bayes model to classify English and Filipino language tweets into positive, neutral, and negative polarities through the RapidMiner data science software. The results yielded an 81.77% accuracy, which outweighs the accuracy of recent sentiment analysis studies using Twitter data from the Philippines.
33
Dimaculangan, Nimfa G. "Speakers' Ambivalent Attitude toward Philippine English: An Issue for Integrating the Variety into ESL Instruction". Journal of World Englishes and Educational Practices 4, n. 2 (3 luglio 2022): 97–104. http://dx.doi.org/10.32996/jweep.2022.4.2.8.
Testo completoAbstract (sommario):
Philippine English (PhilE) evolution and its roles have brought challenges and issues to the Philippines' English Language Teaching (ELT) classrooms. Filipino ESL teachers are confronted by issues regarding the appropriate variety to teach and whether or not the local variety should be taught or integrated into the teaching of American English (AmE) or British English (BrE) varieties. World Englishes (WE) and PhilE scholars have asserted the variety's legitimacy and intelligibility, and some have been recommending the integration of the variety into the teaching of ESL and assimilating it in English language programs of all curricular levels from elementary to college. However, studies suggest that the PhilE paradigm is not reflected in the country's English curriculum blueprint and college English textbooks. This conceptual paper presents a revisit to PhilE literature that suggests the issue of its speakers' attitude towards it. It claims that ESL teachers and students have an ambivalent attitude toward PhilE and are not yet open to celebrating its existence. It argues that these PhilE users' ambivalence and unwelcoming attitude toward their English variety possibly hinder the Commission on Higher Education (CHED) and the Department of Education (DepEd) from integrating the variety into the English language curricula.
34
Castro, Mary Nerissa, Airis Kim Codiñera e Elvie Toquero. "English Varieties: A Case Study on the Exploration of Filipino Students’ Perceptions". International Journal of English Language Studies 5, n. 2 (3 aprile 2023): 12–20. http://dx.doi.org/10.32996/ijels.2023.5.2.3.
Testo completoAbstract (sommario):
English is the medium of instruction in the Philippines. Although Filipinos are focused on acquiring American English, they are undoubtedly exposed to other types. However, little research has investigated this distinctiveness within the Philippine context. Hence, this case study explored the perceptions of Filipino students toward the varieties of English. Five students in the College of Arts and Sciences (CAS) department who took the Bachelor of Arts in the English Language course were chosen as participants. A semi-structured interview allowed the researchers to understand the topic necessary for relevant and meaningful data. To provide better analysis, the authors utilized thematic synthesis. Five (5) themes emerged, namely: (1) English varieties’ perceptions and importance; (2) integration of English varieties in the curriculum; (3) English varieties in the teaching-learning process; (4) the edge of knowing and applying English varieties; and (5) challenges and realizations. The study concluded that Filipino students value their exposure to various English varieties. Moreover, the features (e.g., word usage, pronunciation, accents) attributed to each variety were the most significant challenge. This paper recommends that students have more exposure and supplementary materials to address such difficulties.
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Urai Musa, Christie, e Ariyanti Ariyanti. "SEA-Teacher Students' Perspective: Challenges Teaching English Overseas in the Philippines". Borneo Educational Journal (Borju) 2, n. 1 (29 febbraio 2020): 14–19. http://dx.doi.org/10.24903/bej.v2i1.622.
Testo completoAbstract (sommario):
This qualitative research helps explore and understand the meaning of human action by describing the essential characteristics of a social or human experience (Astalin, 2013). This research aims to investigate SEA-Teacher students' challenges in teaching English overseas in the Philippines in terms of difficulties, motivations, and knowledge during and after teaching English overseas.
A semi-structured in-depth interview was conducted and applied to those four SEA-Teacher students to find out the challenges in teaching English overseas according to 7th batch of SEA-Teacher students in the Philippines. Those students had experienced teaching English subjects in other countries in the Philippines by joining the SEA-Teacher program, one of the Southeast Asian Ministers of Education (SEAMEO) programs and located in Bangkok, Thailand. Flow Qualitative Analysis by Miles, Huberman, & Saldana (2014) analyzes the data.
The interview result showed that teaching process and teaching preparation were the most challenging in teaching English in other countries. Teaching preparation was challenging to work on the Philippines' lesson plan because of curriculum differences. They also found that they were challenging in their teaching process where they were hard to manage the classroom during their teaching class because of the students' attitude when they were not listening to the teacher's instruction.
Their difficulties in teaching preparation and Process came from themselves where they did not have the confidence and knowledge to adapt to other countries full of different cultures.
36
Choi, Carolyn Areum. "Transperipheral Educational Mobility: Less Privileged South Korean Young Adults Pursuing English Language Study in a Peripheral City in the Philippines". positions: asia critique 30, n. 2 (1 maggio 2022): 377–407. http://dx.doi.org/10.1215/10679847-9573396.
Testo completoAbstract (sommario):
Abstract The pursuit of overseas English language education by South Korean youth has resulted in a hierarchy of educational destinations, with migrants studying English in the Global North attaining higher cultural capital compared to those learning English in the Global South. This article examines the experiences of South Korean youth who pursue education in English language schools in the provincial Philippines. Using in-depth interviews and participant observation with South Korean educational migrants in the Philippines and South Korea, it outlines class and regional dynamics in a pattern of youth mobility the author calls “transperipheral educational mobility.” This type of mobility refers to the transnational movement of less-privileged, that is low-resourced, South Korean youth from peripheral regions in South Korea to peripheral cities in the Philippines for the purpose of pursuing English language education in a budget program. Despite being considered “less legitimate” than the credentials earned by their counterparts in destinations in the Global North, the pursuit of English language education in the Global South, as this article shows, provides forms of precultural capital, compensatory middle-class consumption, and entrepreneurial inspiration that strategically and creatively seeks to challenge working-class migrants’ marginal positions within South Korea's highly stratified and increasingly neoliberal society.
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Lumabi, Bethany Marie Cabantac, e Jeremie Monter Maleon. "ENGLISH AND TAGALOG VOCABULARY OF PRESCHOOLERS: A CONTRASTIVE ANALYSIS". LLT Journal: A Journal on Language and Language Teaching 25, n. 1 (29 aprile 2022): 63–81. http://dx.doi.org/10.24071/llt.v25i1.4494.
Testo completoAbstract (sommario):
In Philippine schools, the standard use of English and Tagalog is emphasized; code switching is discouraged. Therefore, parents of children who are exposed to and are trying to learn either of these languages, their L2 mind distinguishes correct usage of its features to avoid confusion and acquisition difficulties. Considerably, the English language acquisition in the Philippines is both influenced by nationwide use of the language in the households and communities, and exposure to information technology; both are deemed necessary in English literacy and prestige. Consequently, this case study contrasted the lexical and contextual features of L1 and L2 learned vocabulary words of pre-schoolers (male and female) to recognize their L2 acquisition difficulty and contextual cues as perceived by the parents of the subjects based on children’s personal, cognitive, and cultural attributes. Through qualitative method using the contrastive analysis hypothesis established by Lado (1957), this study supports the interlanguage of English and Tagalog; children can acquire lexical and contextual L1 and L2 prior to their formal schooling.
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Arong, Marie Rose B. "Nick Joaquin’s Cándido’s Apocalypse: Re-imagining the Gothic in a Postcolonial Philippines". Text Matters, n. 6 (23 novembre 2016): 114–26. http://dx.doi.org/10.1515/texmat-2016-0007.
Testo completoAbstract (sommario):
Nick Joaquin, one of the Philippines’ pillars of literature in English, is regrettably known locally for his nostalgic take on the Hispanic aspect of Philippine culture. While Joaquin did spend a great deal of time creatively exploring the Philippines’ Hispanic past, he certainly did not do so simply because of nostalgia. As recent studies have shown, Joaquin’s classic techniques that often echo the Hispanic influence on Philippine culture may also be considered as a form of resistance against both the American neocolonial influence and the nativist brand of nationalism in the 1950s and 1960s. Despite the emergence of Gothic criticism in postcolonial writing, Joaquin’s works have rarely received the attention they deserve in this critical area.
In this context, this paper explores the idea of the Gothic in Joaquin’s writing and how it relates to Joaquin being the “most original voice in postcolonial Philippine writing.” In 1972, the University of Queensland Press featured Joaquin’s works in its Asian and Pacific writing series. This “new” collection, Tropical Gothic (1972), contained his significant early works published in Prose and Poems (1952) plus his novellas. This collection’s title highlights a specific aspect of Joaquin’s writing, that of his propensity to use Gothic tropes such as the blending of the real and the fantastic, or the tragic and the comic, as shown in most of the stories in the collection. In particular, I examine how his novella (Cándido’s Apocalypse) interrogates the neurosis of the nation—a disconnection from the past and its repercussions on the present/future of the Philippines.
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Malto, Margielyn A., e Dr Francis Mervin L Agdana. "English lexical reference of minamanwa language". International Journal of Multidisciplinary Research and Growth Evaluation 5, n. 3 (2024): 488–502. http://dx.doi.org/10.54660/.ijmrge.2024.5.3.488-502.
Testo completoAbstract (sommario):
This study focuses on the preservation of the Minamanwa language, an indigenous language spoken by the Mamanwa tribe in the Philippines. Employing a qualitative ethnographic research design, data were collected through observations and interviews with adult members of the Mamanwa community in Barangay Jubgan, Surigao del Norte. The findings reveal 404 Minamanwa words, with a 10.2% similarity to the Visayan language in spelling and pronunciation. Additionally, a mini-dictionary was developed as a lexical reference for the Minamanwa language in English. The study concludes that the Minamanwa language has been influenced by the Visayan language due to daily interactions, and it holds potential for use within schools, particularly in the MTB-MLE program. Recommendations include incorporating the Minamanwa dictionary into language instruction, implementing language programs to preserve indigenous languages, and conducting further research on ethnolinguistic languages in the Philippines. This study contributes to the preservation and recognition of indigenous languages, fostering cultural continuity and pride among Filipino communities.
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Hikmat, Mauly Halwat, Regina F. Santos, Suharyanto Suharyanto, Ainurvely Gehandiatie Maudy e Khamlan Phommavongsa. "Toward Continuous Innovation in Teaching: Reflective Practice on English Teaching of Indonesian and the Philippine Teachers". Indonesian Journal on Learning and Advanced Education (IJOLAE) 5, n. 1 (15 dicembre 2022): 45–60. http://dx.doi.org/10.23917/ijolae.v5i1.19273.
Testo completoAbstract (sommario):
The ability to reflect on a teacher is critical as part of his/her self-agency to become a professional teacher. This research aimed to compare Indonesian and Philippine teachers' reflection practice on English teaching. The research was focused on 1) the questions teachers of both countries ask as the reflection in their Teaching, 2) their perceptions about their reflection of their teaching practice, and 3) their follow-up on the reflection. The participants in this study were 16 English teachers in the Philippines and 30 teachers in Indonesia. Data were collected through questionnaires, interviews, and observations and analyzed through inductive analysis techniques. The study revealed a slight difference in the focus of the reflective questions asked by the Philippine and Indonesian teachers. Indonesian teachers focus more on the students’ learning, while Philippine teachers do self-reflection. However, both countries' teachers thought reflection was important for their professional development. The structured reflection practice will likely help teachers of both countries plan their professional development and innovation in teaching practice.
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Kilag, Osias Kit T., Viquelyn A. Engbino, Cara Frances K. Abendan, Joane B. Cuizon, Joane B. Cuizon e Dominique Q. Pahayahay. "The Factors Affecting Filipino Grade 11–12 students’ Pronunciation". International Journal of Social Service and Research 3, n. 7 (25 luglio 2023): 1899–909. http://dx.doi.org/10.46799/ijssr.v3i7.288.
Testo completoAbstract (sommario):
This study aims to examine the factors affecting students' pronunciation in English as a Second Language (ESL) among senior high school students and their English teachers. A mixed-method approach was employed, which involved a survey questionnaire and semi-structured interviews with 10 senior high school students and 10 English teachers from PAU Excellencia Global Academy Foundation, Inc. in the Philippines. The results showed that attitude, exposure, mother tongue, and instruction are factors that affect students' pronunciation in ESL. The participants agreed that attitude towards learning English greatly impacts pronunciation improvement, and that exposure to English through media and social interactions is beneficial. However, the influence of the mother tongue on pronunciation was found to be significant, particularly in the Philippines where English is taught as a second language. Furthermore, the instruction provided by teachers was found to be a crucial factor affecting students' pronunciation, with the need for teachers to utilize more effective teaching techniques and strategies. This study contributes to the literature on ESL pronunciation by examining the unique perspectives of both students and teachers in the Philippines, which can provide insights into the development of more effective ESL teaching and learning approaches. The findings can also aid in the development of curriculum design and teacher training programs to improve ESL pronunciation instruction.
42
Macrohon, Julio Jerison E., Charlyn Nayve Villavicencio, X. Alphonse Inbaraj e Jyh-Horng Jeng. "A Semi-Supervised Approach to Sentiment Analysis of Tweets during the 2022 Philippine Presidential Election". Information 13, n. 10 (9 ottobre 2022): 484. http://dx.doi.org/10.3390/info13100484.
Testo completoAbstract (sommario):
With the increasing popularity of Twitter as both a social media platform and a data source for companies, decision makers, advertisers, and even researchers alike, data have been so massive that manual labeling is no longer feasible. This research uses a semi-supervised approach to sentiment analysis of both English and Tagalog tweets using a base classifier. In this study involving the Philippines, where social media played a central role in the campaign of both candidates, the tweets during the widely contested race between the son of the Philippines’ former President and Dictator, and the outgoing Vice President of the Philippines were used. Using Natural Language Processing techniques, these tweets were annotated, processed, and trained to classify both English and Tagalog tweets into three polarities: positive, neutral, and negative. Through the Self-Training with Multinomial Naïve Bayes as base classifier with 30% unlabeled data, the results yielded an accuracy of 84.83%, which outweighs other studies using Twitter data from the Philippines.
43
Amrizal, A., e Zohri Hamdani. "A Brief Introduction of Indonesian Culture and Its National Identity to College Students in the University of Nueva Caceres". Mattawang: Jurnal Pengabdian Masyarakat 3, n. 2 (29 giugno 2022): 178–82. http://dx.doi.org/10.35877/454ri.mattawang944.
Testo completoAbstract (sommario):
Culture is the identity of a nation. The cultural diversity of the archipelago will further strengthen the identity of the Indonesian nation. The purpose of this service is to introduce Indonesian culture and its national identity to English-language education students at the University of Nueva Caceres, Naga City, Philippines. This Community service activities are carried out for English language education students at the University of Nueva Caceres, Naga City, Philippines. In this activity, data is gathered through observations, interviews, and studies of the literature. There are three steps to this activity: planning, implementation, and evaluating. The result showed that both English education lecturer and students at the University of Nueva Caceres in Naga City, Philippines, learnt more about Indonesian culture and national identity, and they also acquired more vocabulary in the Indonesian language. This means that the activity had a good effect.
Abstrak
Kebudayaan merupakan identitas suatu bangsa. Keanekaragaman budaya nusantara akan semakin memperkuat jati diri bangsa Indonesia. Tujuan pengabdian ini adalah untuk memperkenalkan budaya indonesia dan identitas nasionalnya kepada mahasiswa pendidikan bahasa inggris the University of Nueva Caceres , Naga City, Philippines. Kegiatan Pengabdian masyarakat dilakukan pada mahasiswa pendidikan bahasa inggris the University of Nueva Caceres , Naga City, Philippines. Pengumpul data dalam kegiatan ini menggunakan observasi,interview and studi literature. Tahapan dalam kegiatan ini ada tiga yaitu perencanaan , pelaksanaan dan evaluasi. Hasil dari kegiatan adalah bahwa baik dosen maupun mahasiswa pendidikan bahasa inggris the University of Nueva Caceres , Naga City, Philippines, ada mengalami penambahan wawasan dan pengetahuan mengenai budaya indonesia dan identitas nasionalnya serta menambah kosakata dalam bahasa indonesia artinya kegiatan ini memberikan dampak yang positif .
44
Tonio, Jimmylen. "Pragmatic functions of discourse marker ‘well’ in selected spoken discourse of Philippine English". International Journal of Language and Literary Studies 2, n. 3 (30 settembre 2021): 189–201. http://dx.doi.org/10.36892/ijlls.v2i3.665.
Testo completoAbstract (sommario):
The present paper investigates the use of the discourse marker “well,” one of the expressions that evoke emotive rather than referential functions. Taking a discourse-pragmatic approach, this study examines the functions of well as a discourse marker in selected spoken discourse of Philippine English. This paper investigates the functions and frequency of the discourse marker well in various speech event categories set in a dialogue and monologue environments. The data for the analysis have been selected from the International Corpus of English – Philippines (ICE-PHI). Also, the study focuses on the spoken component of the ICE-PH, which is one of the least studied dimensions of Philippine English. Further, it employs both quantitative and qualitative analyses while applying the suggested classification proposed by Ran (2003) and Jucker (1993). This study claims that the discourse marker well has several discourse-pragmatic functions in various speaking contexts, including 1) initiating utterance; 2) indicating the speaker's hesitancy; 3) mitigating various Face Threatening Acts; 4) correcting one's utterance; and 5) changing or shifting the current topic, based on 346 cases of well in four different spoken types.
45
Piscos, James Lotero. "“Humanizing the Indios” Early Spanish missionaries’ struggles for natives’ dignity: Influences and impact in 16th Century Philippines". Bedan Research Journal 7, n. 1 (30 aprile 2022): 158–82. http://dx.doi.org/10.58870/berj.v7i1.36.
Testo completoAbstract (sommario):
Spanish conquest in the New World has two sides, evangelization, and colonization. The former was carried by the missionaries who were heavily influenced by Bartolome de Las Casa and Vitoria, while the latter by conquistadores, the defenders of the conquest. Early missionaries fought for the dignity of the Indios where they clashed with the motives of the conquistadores to exploit human resources. The problematic part was they have to work under the Spanish crown where their point of contact was also their area for friction. When they arrived in the Philippines, that social solidarity and dynamics of social relation continued where it became complex due to the involvement of various groups including the natives and their leaders, the religious orders, and most of all the Spanish Royal Court that had the history of having a heart for the Indians. King Philip II created a space for debates within his agenda of social conscience. Using Durkheim’s structuralist-functionalist approach, historical narratives about early missionaries’ struggles for natives’ dignity in the 16th century Philippines were examined. Durkheim’s social solidarity, dynamics of social relations, and his concepts of anomie as disruptions due to dramatic changes and conflicts were utilized as tools to analyze the quest for total well-being. The achievement of sustainable development goals (SDGs) is authenticated in amplifying the value of human dignity, equality, and respect for each individual. With this, the 500 years of Christianity in the Philippines is worth the celebration.ReferencesAbella, G. (1971) From Indio to Filipino and some historical works. Philippine Historical Review. (Vol. 4).Arcilla, J. S. S.J. (1998). The Spanish conquest. Kasaysayan: The story of the Filipino people. (Vol. 3). C & C Offset Printing Co., Ltd.Bernal, R. (1965). “Introduction.” The colonization and conquest of the Philippines by Spain: Some contemporary source documents. Filipiniana Book Guild.Burkholder, M. (1996). “Sepulveda, Juan Gines de.” Encyclopedia of Latin American history and culture. (Vol.5). Edited by Barbara A. Tenenbaum. Macmillan Library Reference.Burkholder, S. (1996). “Vitoria, Francisco de.” Encyclopedia of Latin American history and culture. (Vol.5). Macmillan Library Reference.Tenenbaum, B. (ed). (1996). “Sepulveda Juan Gines de” in Encyclopedia of Latin American history and culture (Vol. 5) Macmillan Library Reference.Cabezon, A. (1964) An introduction to church and state relations according to Francisco Vitoria. University of Sto. Tomas. Cathay Press Ltd. (1971). Spain in the Philippines: From conquest to the revolution.Catholic Bishops’ Conference of the Philippines (CBCP) (2020). Pastoral letter celebrating the 500th Year of Christianity in the Philippines. https://cbcpnews.net/cbcpnews/wp-content/uploads/2021/ 03/500-YOC-CBCP-Pastoral-Statement-Final.pdf.Charles V. (1539) De Indis, Letter of Emperor Charles V to Francisco Vitoria, Toledo.Cushner, N. (1966). The isles of the west: Early Spanish voyages to the Philippines, 1521-1564. Ateneo de Manila Press.Dasmarinas, G. (1591). Account of Encomiendas in Philipinas. Blair, E. and R. (1903) (Vol. 8) (eds. at annots). The Philippine Islands, 1493-1898 Vol.3: Explorations by early navigators, descriptions of the islands and their peoples, their history and records of the catholic missions, as related in contemporaneous books and manuscripts showing the political, economic, commercial and religious conditions of those islands from their earliest conditions with European nations to the close of the nineteenth century. Arthur H Clark. Hereinafter referred to as B and R.De la Costa, H. (1961). Jesuits in the Philippines. Harvard University Press.De la Rosa, R. (1990). Beginnings of the Filipino Dominicans. UST Press.De Jesus, E. (1965). “Christianity and conquest: The basis of Spanish sovereignty over the Philippines.” The beginnings of Christianity in the Philippines. Philippine Historical Institute.Digireads.com. (2013). The division of labor. https://1lib.ph/book/2629481/889cf4Donovan, W. (1996). “Las Casas, Bartolome.” Encyclopedia of Latin American history and culture (Vol.3). Macmillan Library Reference.Durkheim, E. (2005). Suicide: A study on sociology. Routledge.Durkheim, E. Mauss, M., & Needham, R. (2010) Primitive Classification. Routledge.Duterte, R. (2018). Executive Order No.55. https://www.officialgazette.gov.ph/downloads/2018/05may/20180508-EO-55-RRD.pdf.Ferrante, J. (2015). Sociology, a global perspective. Cengage Learning.Gutierrez, L. 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The Philippines under Spain: Reproduction of the original Spanish documents with English translation (Vol 6).Piscos, J.L. (2017). Human Rights and Justice Issues in the 16th Century Philippines. Scientia, The international journal on the liberal arts. San Beda College. https://scientia-sanbeda.org/wp-content/uploads/2017/12/2-piscos.pdfPorras, J.L. (1990). The synod of Manila of 1582. Translated by Barranco, Carballo, Echevarra, Felix, Powell and Syquia. Historical Conservation Society.Munoz, H. (1939). Vitoria and the Conquest of America.Rada. M. (1574) Opinion regarding tributes to the Indians in B and R (1903) (Vol.3).Rafael, V. (2018) Colonial contractions: The making of the modern Philippines, 1565–1946. https://www.academia.edu/ 41715926/Vicente_L_Rafael_Colonial_Contractions_The_ Making_of_the_Modern_Philippines_1565_1946_Oxford_Modern_Asia.Recopilacion de Leyes de los Reynos de las Indias. (1943). Tomo I.Roberts, D. (2021) The church and slavery in Spain. https://www.academia. edu/49685496/THE_CHURCH_AND_SLAVERY_IN_NEW_SPAIN.San Agustin, G. (1998). Conquistas de las Islas Filipinas: 1565-1615. Translated by Luis Antonio Maneru. Bilingual Edition. San Agustin Museum.Schaefer, R. (2013). Sociology matters. McGrawHill.Scott, J.B. (1934) Francisco de Vitoria and his law of nations. Oxford Press.Scott, W.H. (1991). Slavery in the Spanish Philippines. De la Salle University Press.Szaszdi, I. (2019). The “Protector de Indios” in Early Modern Age America. University of Valladolid: Journal on European History of Law, Vol. 10. https://www.academia.edu/43493406/The_Protector_de_Indios_in_early_Modern_Age_America on August 4.United Nations Development Program (2015). What are the SustainableDevelopment Goals?. https://www.undp.org/sustainabledevelopment-goals?utm_source=EN&utm_medium=GSR&utm_content=US_UNDP_PaidSearch_Brand_English&utm_campaign=CENTRAL&c_src=CENTRAL&c_src2=GSR&gclid=CjwKCAjwgr6TBhAGEiwA3aVuITYSRlHJDYekFYL-lXHAxzBAO5DWwd2kUCDjhvuRglDj Z1F6dFIUFxoCoOwQAvD_BwEUniversity of Santo Tomas. (1979). “Domingo de Salazar, OP, First Bishop of the Philippines (1512-1594): Defender of the Rights of the Filipinos at the Spanish Contact” Philippiniana Sacra XX.University of Santo Tomas. (2001). Domingo de Salazar, OP, First Bishop of the Philippines, 1512-1594.University of Santo Tomas. (1986). “Opinion of Fr. Domingo de Salazar, O.P. First bishop of the Philippines and the major religious superiors regarding slaves.” Philippiniana Sacra. 22(64).University of Santo Tomas. (1986). “Domingo de Salazar’s Memorial of 1582 on the status of the Philippines: A manifesto for freedom and humanization.” Philippiniana Sacra 21(63).University of Santo Tomas. (1990). “The Synod of Manila: 1581-1586.” Philippiniana Sacra.University of the Philippines-Diliman. (2007). Church-state politics in the justice issues of the 16th Century Philippines. Unpublished Dissertation,Villaroel, F. (2000). “The Church and the Philippine referendum of 1599.” Philippiniana Sacra (Vol.XXXV).Yale Courses. (2011). Durkheim’s theory of Anomie. 23. Durkheim's Theory of Anomie - YouTubeZaide, G. at annots. (1990). Documentary sources of Philippine history. (Vol. 2). National Bookstore.
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DAYAG, DANILO T. "News reporting in the Philippines: English in print media". World Englishes 29, n. 3 (16 agosto 2010): 349–63. http://dx.doi.org/10.1111/j.1467-971x.2010.01659.x.
Testo completo
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Widyastuti, Ima, Nanang Bagus Subekti, Victa Sari Dwi Kurniati, Diona Emelza Kaban e Topan Gilang Sagita. "Perbandingan Perolehan Bahasa Inggris di Indonesia, Thailand dan Philipina". WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 5, n. 1 (16 maggio 2021): 62. http://dx.doi.org/10.30738/wa.v5i1.8798.
Testo completoAbstract (sommario):
International cooperation between universities is one of the strategic issues for the internationalization of a university in Indonesia. One form of cooperation is not only manifested in the tri dharma aspect of higher education. The focus of this research is the comparison of students' mastery of English in the three countries. This English language ability aims to determine the ability of students who take part in student exchange programs or internship exchange programs conducted by three universities. This descriptive qualitative research involved students from universities in Indonesia, universities in Thailand, and the Philippines. Data taken from interviews with several English learners were then transcribed, coded, and analyzed to determine the stage of mastery of English according to Processability Theory. The results of this study indicate that although there are differences in the use of English in the three countries, participants from the three countries have the same attainment of mastery of English. Participants in the Philippines were more active in using English, considering that English in this country is a second language. Unlike Thailand and Indonesia, which place English as a foreign language. However, the highest mastery of English achieved by participants in the three countries was the same, namely at Stage 3 in Processability Theory.
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Menozo, Paolo. "Reality Bites: A Systematic Literature Review of K to 12 English Language Teaching in the Philippines". International Journal of Linguistics, Literature and Translation 3, n. 12 (30 dicembre 2020): 80–86. http://dx.doi.org/10.32996/ijllt.2020.3.12.11.
Testo completoAbstract (sommario):
Language teaching in the Philippines has been rapidly evolving since the K to 12 Curriculum was passed into law in 2013. However, the question lies on whether this evolution has made significant impacts over the years among Filipino language learners. This study was conducted in order to examine the status of English language teaching in the Philippines. It utilized the qualitative approach using systematic literature review (SLR). 21 papers were placed under careful scrutiny using 4 inclusion and exclusion criteria. As a result, 10 papers have qualified and were selected as samples. The findings of this literature review reveal that the K to 12 English language teaching in the Philippines apparently 1.) fails to satisfy both the students’ and teachers’ ESL teaching and learning needs and that 2.) the curriculum lacks the sense of direction in content and practice. However, further studies are suggested to validate these results.
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LOPEZ, VICKIE. "The Nexus between English Language Proficiency and Mathematics Competency: The Case of Filipino K-12 Graduates". AIDE Interdisciplinary Research Journal 3 (24 aprile 2023): 527–77. http://dx.doi.org/10.56648/aide-irj.v3i1.84.
Testo completoAbstract (sommario):
Today, the quality of Philippine basic education is in question. The results of international assessments such as Programme for International Student Assessment (PISA) in 2018 and Trends in International Mathematics and Science Study (TIMSS) in 2019 show alarming performance of Filipino learners, especially in Science and Mathematics. This finding is confirmed by the recent result of the Department of Education’s Basic Education Exit Assessment (BEEA), revealing that the “senior high school students scored lowest in national assessment history.” With these findings, it is imperative to ask: How ready are the K-12 graduates in the Philippines? What are their English language proficiency and mathematics competency? Does good English language proficiency impact higher mathematics competency? This study basically examined the relationship between English language proficiency and mathematics competency of Filipino K-12 graduates (n=7,384) enrolled at Cagayan State University. It used secondary data from the result of the College Readiness Test (CRT) of the DARETO Project. Results revealed that the English language proficiency of the respondents is “satisfactory,” and their mathematics competency is “Fair.” Some personal and school- related profiles explain differentials in the respondents’ English language proficiency and mathematics competency. Finally, mathematics competency is impacted by the respondents’ English proficiency. K-12 graduates with higher English proficiency produce higher mathematics competency and vice versa. Thus, English proficiency is a good predictor of mathematics competency among K-12 students.
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Saima A. Sansaluna, Maulana. "The Teaching Practices of Senior High School English Teachers in Maguindanao, Philippines". Randwick International of Education and Linguistics Science Journal 2, n. 3 (27 settembre 2021): 358–63. http://dx.doi.org/10.47175/rielsj.v2i3.303.
Testo completoAbstract (sommario):
This study determined the teaching practices of the English teachers teaching in Senior High School in Maguindanao in terms of instructional competence, professional and personal characteristics, and punctuality and attendance. The descriptive-correlational survey method was used to determine the significant relationship of the level of teaching practices of the senior high English teachers and the students’ level of academic performance. Results revealed that the Senior High School English Teachers’ level of teaching practices in terms of instructional competence, professional and personal characteristics, and punctuality and attendance are very satisfactory. The Senior High School students’ level of academic performance in English is also very satisfactory. Results also show that there is no significant relationship between the teachers’ level of teaching practices in terms of instructional competence, professional and personal characteristics, and their students’ level of academic performance in English. In contrast, findings show that there is a significant relationship between the teachers’ level of teaching practices in terms of punctuality and attendance and their students’ level of academic performance in English. Thus, the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance and the teachers’ punctuality and attendance contributed to students’ level of academic performance in English.