Relevant bibliographies by topics / Filipino language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Filipino language'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Filipino language"

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Dreisbach, Jeconiah Louis, and Feorillo Petronilo A. Demeterio III. "Language use and preference in the multilingual context of Davao City, Philippines." Studies in English Language and Education 8, no. 1 (January 3, 2021): 313–27. http://dx.doi.org/10.24815/siele.v8i1.18454.

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This paper is a pioneering study on the language use and preference of the Davaoeños from generations X (born in the years 1965 to 1979) and Z (born in the years 1995 to 2015) towards the Cebuano, Filipino, and English languages. Being a linguistically diverse area, Davao is home to the emerging contact language Davao Filipino which is currently spoken by the various ethnolinguistic groups currently inhabiting the city. This study utilized mixed methods research, particularly a survey questionnaire and focus group discussions, to explore the perspectives of the respondents on the said languages. Two generations were investigated in this study, particularly those belonging to Generations X and Z. Data presented show that both generations consider themselves fluent in the languages of interest in this study. They primarily use Cebuano for everyday communication and both generations primarily use English in formal communication. However, a language shift was seen from the common use of Cebuano by the older generation to the use of Filipino by the younger generation. This shift was also reflected in the language preferences of the respondents on everyday communication. Lastly, both generations would like to maintain Filipino as the Philippine national language as it is the language that they usually use when talking to Filipinos from other provinces who also speak different Philippine languages.
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Eisen, Daniel B., Kara Takasaki, and Arlie Tagayuna. "Am I Really Filipino?: The Unintended Consequences of Filipino Language and Culture Courses in Hawai'i." JCSCORE 1, no. 2 (December 28, 2018): 24–53. http://dx.doi.org/10.15763/issn.2642-2387.2015.1.2.24-53.

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The colonial mentality, a perception of Filipino cultural inferiority, results in many Filipinos distancing themselves from their Filipino heritage. In Hawai‘i, the colonial history of the Philippines is reinforced by the history of Hawai‘i’s plantation era and the creation of a “local” identity, which marginalizes the Filipino community and strengthens the colonial mentality. A content analysis of 105 essays written by Filipino students enrolled in college-level Filipino language and culture classes in Hawai‘i was conducted to critically examine whether and how educational curriculum is used to challenge the colonial mentality. Data analysis shows students often entered classrooms with a colonial mentality that they learned through familial socialization and experiences of ethnic discrimination outside of the family. Although these language and culture courses helped students to reconnect with their Filipino heritage, many students developed a positive and essentialist construction of a Filipino identity, which reduced the individual’s agency in constructing an identity and facilitated processes of othering.
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Cedar, Payung, and Supaporn Kongsirirat. "The Cultural Worldview of Filipinos through Philippine-English Proverbs." English Language Teaching 16, no. 4 (March 17, 2023): 15. http://dx.doi.org/10.5539/elt.v16n4p15.

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Proverbs are linguistic expressions of cultural truths about people’s values and beliefs handed down from generation to generation. Thus, for cross-cultural communicative competence and effective social interactions with Filipinos, understanding their proverbs would be essential for those working or interacting with Filipinos. This study investigated Filipino proverbs written in the Philippine English language to find the most prevalent proverb themes or topics that reflect the Filipino cultural worldview. The data were analyzed quantitatively and qualitatively, using content analysis. The quantitative results showed that Filipinos tend to believe in Heaven, Life and Death, and Evil, respectively. The proverbs also depicted the robust worth of family relations and friendships. Qualitative results showed that some Filipino proverbs have corresponding ones in British English whereas a number of them do not, for they have culture-specific denotations and/or connotations. Additionally, reconsidering the genres or topics of certain proverbs was recommended. The findings also led to implications to teaching English as an International Language, a Lingua Franca, or a Foreign Language, including cross-cultural communication.
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Hiramoto, Mie. "Is dat dog you’re eating?" Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, no. 3 (September 1, 2011): 341–71. http://dx.doi.org/10.1075/prag.21.3.03hir.

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This paper explores both racial and socioeconomic classification through language use as a means of membership categorization among locals in Hawai‘i. Analysis of the data focuses on some of the most obvious representations of language ideology, namely, ethnic jokes and local vernacular. Ideological constructions concerning two types of Filipino populations, local Filipinos and immigrant Filipinos, the latter often derisively referred to as “Fresh off the Boat (FOB)” are performed differently in ethnic jokes by local Filipino comedians. Scholars report that the use of mock language often functions as a racialized categorization marker; however, observations on the use of Mock Filipino in this study suggest that the classification as local or immigrant goes beyond race, and that the differences between the two categories of Filipinos observed here are better represented in terms of social status. First generation Filipino immigrants established diaspora communities in Hawai‘i from the plantation time and they slowly merged with other groups in the area. As a result, the immigrants’ children integrated themselves into the local community; at this point, their children considered themselves to be members of this new homeland, newly established locals who no longer belonged to their ancestors’ country. Thus, the local population, though of the same race with the new immigrants, act as racists against people of their own race in the comedy performances.
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Bautista, Darlyne, Porfiria Pedrina, and Ronald Iscala. "Interrogating the “Medium is the Message” in Winnipeg." Re:Locations - Journal of the Asia-Pacific World 5, no. 1 (December 11, 2023): 28–58. http://dx.doi.org/10.33137/rj.v5i1.36918.

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This article is a collaborative undertaking on Filipino Bilingual education. We argue that Filipino Bilingual education is a counternarrative technology to white settler narratives in the diaspora. We unpack an understanding of technology that is defined as an embodied skill within the racialized processes that have advanced Eurocentrism in western pedagogy. Through heritage language learning, we argue that the continued use and teaching of the Filipino language in Canada interrogates the hegemonic myth that Canada is founded exclusively by two European nations, the English and the French. As such, we think alongside Canadian scholar Marshall McLuhan and his “medium is the message” to argue that heritage language instruction is a technology or skill that forms an “extension of man” who is also plurilingual and racialized. In Winnipeg, where Filipinos comprise the largest immigrant community in the city, the extension of the Filipino language as an official medium of instruction represents opportunities for intergenerational learning, cultural portals, and healing of the colonized psyche.
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Park, Paula C. "La difusión global de la literatura filipina en español por una ruta transversal." Iberoromania 2018, no. 87 (May 2, 2018): 36–49. http://dx.doi.org/10.1515/iber-2018-0006.

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ResumenSi bien la literatura filipina en castellano ha sido prácticamente marginada en Filipinas y en el conjunto del mundo hispánico, el presente trabajo enfoca su difusión y recepción en Hispanoamérica en el siglo XX tomando en cuenta el hecho de que por 250 años (desde 1565 hasta 1815) Filipinas y el Virreinato de Nueva España desarrollaron una relación intercolonial, no sólo en términos comerciales sino también culturales. Entre los esfuerzos por difundir esta literatura se hallan la visita a México del escritor filipino Jesús Balmori en 1931, durante la cual organizó eventos culturales y recitó su poesía ante un público mexicano, y la labor del crítico y traductor húngaro-mexicano Pablo Laslo, quien publicó una edición bilingüe (castellano-alemán) más dos selecciones de poesía filipina en México y Argentina. A partir de estos dos casos, se explora el potencial crítico de la difusión de la literatura filipina en castellano en Hispanoamérica enfatizando las posibilidades y desafíos que surgen al estudiar la literatura filipina en castellano dentro del marco de las relaciones Sur-Sur.
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Sukma, Bayu Permana. "POTENSI DAN TANTANGAN PENGINTERNASIONALAN BAHASA INDONESIA DI FILIPINA." Widyaparwa 48, no. 1 (June 30, 2020): 1–13. http://dx.doi.org/10.26499/wdprw.v48i1.435.

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As one of the ASEAN countries, the Philippines is a strategic target country of Indonesian language internationalization. The internationalization endeavor in the Philippines has begun since 2016 when a number of BIPA (Bahasa Indonesia bagi Penutur Asing (‘Indonesian as a Foreign Language)) teachers were assigned to the country. Up to 2018, there have been 14 institutions facilitated with 898 students. This article aims to describe the potential and challenges of the spread of Indonesian language in the Philippines in terms of linguistic and non-linguistic aspects. This research employed a descriptive-qualitative method. The data in this research were obtained from interviews, questionnaires, observations, and literature studies. The results show that Indonesian language has potential to be internationalized and developed in the Philippines. It is based on several aspects: 1) the similarity between Indonesian language and Filipino, 2) the motivation of Indonesian language learners in the Philippines, 3) the good economic cooperation between Indonesia and the Philippines; and 4) the fairly big number of tourism visits from Indonesia to the Philippines and vice versa. However, the potential is also followed by some challenges. Some of them are 1) language policy in the Philippines, 2) the very strong influence of English language in the Philippines, and 3) the lack of Filipinos’ knowledge on Indonesian society, cultures, and politics. ABSTRAKSebagai salah satu negara ASEAN, Filipina merupakan negara sasaran strategis peng-internasionalan bahasa Indonesia. Penyebaran bahasa Indonesia secara formal di negara ini di-mulai sejak tahun 2016 ketika sejumlah tenaga pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dikirim ke negara tersebut. Hingga tahun 2018, tercatat sudah 14 lembaga yang terfasilitasi dengan 898 pemelajar. Artikel ini bertujuan untuk memaparkan potensi dan tantangan pe-nyebaran bahasa Indonesia di Filipina ditinjau dari aspek kebahasaan dan nonkebahasaan. Penelitian ini menggunakan metode deskriptif kualitatif. Data dalam penelitian ini diperoleh dari hasil wawancara, kuesioner, observasi, dan studi pustaka. Hasil penelitian menunjukkan bahwa bahasa Indonesia memiliki potensi untuk terus disebarkan dan dikembangkan di Filipina. Hal ini didasarkan pada beberapa hal: 1) kemiripan antara bahasa Indonesia dan bahasa Filipino, 2) motivasi pemelajar bahasa Indonesia di Filipina yang besar, 3) kerja sama ekonomi yang baik antara Indonesia dan Filipina, dan 4) jumlah kunjungan pariwisata yang cukup besar dari Indonesia ke Filipina dan sebaliknya. Namun demikian potensi tersebut juga disertai dengan tan-tangan. Beberapa tantangan yang ditemui adalah 1) kebijakan bahasa di Filipina, 2) kuatnya pengaruh bahasa Inggris di Filipina, dan 3) pengetahuan masyarakat Filipina yang masih minim tentang Indonesia, khususnya di bidang sosial, budaya, dan politik.
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Meneses, Arianna Mae M., Cassandra Baad, Arven Jonn Q. Cola, Bien Ellysa L. Garbanzos, Beatrice Marie P. Robles, Rojil Kent A. Lobaton, and Marisa B. Petalla. "Philippine Policies in Native Language Learning and Literacy among High School Students." Asian Journal of Education and Social Studies 48, no. 4 (September 21, 2023): 121–28. http://dx.doi.org/10.9734/ajess/2023/v48i41091.

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The official languages recognized in the Philippines are Filipino and English, taught in educational institutions nationwide. However, the English language is more often used as a medium in teaching the curriculum, which poses a challenge for learners to develop their literacy skills, which include the ability to read, write, and speak in the Filipino language in formal learning, especially in high school (grades 7–12). Thus, this study was conducted to assess the level of practice of the Filipino-only policy and the level of literacy in the Filipino language among high school students. This quantitative study utilized descriptive, comparative, and correlational research approaches. The data were gathered from 324 high school students at a Catholic university in Western Visayas, who were chosen using a stratified random sampling. Using the mean and the standard deviation, the result showed that the levels of students' practice of the Filipino-only policy in academic-related activities and literacy in the Filipino language are high. Further, by utilizing analysis of variance for comparative analysis, the results showed no significant differences in the level of practice of Filipino-only practice and the level of literacy in the Filipino language when grouped according to grade level. Finally, using the Pearson Product-Moment Correlation, the result showed a correlation between the practice of the Filipino-only policy and literacy in the Filipino language. Based on the findings of the study, supplementary instructional materials on proposal research writing using the Filipino medium were then proposed for possible implementation.
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Wong Gonzales, Wilkinson Daniel, and Rebecca Lurie Starr. "Vowel system or vowel systems?" Journal of Pidgin and Creole Languages 35, no. 2 (October 1, 2020): 253–92. http://dx.doi.org/10.1075/jpcl.00061.won.

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Abstract The Manila variety of Philippine Hybrid Hokkien (PHH-M) or Lánnang-uè is a contact language used by the metropolitan Manila Chinese Filipinos; it is primarily comprised of Hokkien, Tagalog/Filipino, and English elements. Approaching PHH-M as a mixed language, we investigate linguistically and socially conditioned variation in the monophthongs of PHH-M, focusing on the extent to which the vowel systems of the three source languages have converged. This analysis draws on data gathered from 34 native speakers; Pillai scores are calculated to assess the degree of merger. Contrary to certain predictions of prior work on mixed languages, PHH-M is found to have a unified, eight-vowel inventory distinct from any of its sources. Older women use more stable vowels across source languages, suggesting that they have led in the development of PHH-M as a mixed code; however, signs of change among younger women suggest either the endangerment of the code or its evolution in response to the community’s shifting identity. We contextualize our conclusions in relation to the sociohistory and language ecology of metropolitan Manila’s Chinese Filipino community.
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SANTOS, ANNIE, VANESSA FERNANDEZ, and RAMIL ILUSTRE. "English Language Proficiency in the Philippines: An Overview." International Journal of English Language Studies 4, no. 3 (July 13, 2022): 46–51. http://dx.doi.org/10.32996/ijels.2022.4.3.7.

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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.
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Dissertations / Theses on the topic "Filipino language"

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Suarez, Theresa Cenidoza. "The language of militarism engendering Filipino masculinity in the U.S. Empire /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3320357.

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Thesis (Ph. D.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed Sept. 22, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 109-119).
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Vila, Leighton Kenji. "The Immigration Paradox: Exploring Filipino American Psychological Distress." Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/77016.

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The immigrant paradox is the empirical trend that immigrants have better mental health than second and subsequent generations. Mossakowski (2007) found that Filipinos follow this trend, and using the same data this study builds upon the previous research by examining the relationship between cultural (ethnic identification, native language) and structural (nativity, age at immigration, and poverty in city of birth) variables. The results indicate that cultural variables are important in understanding psychological distress among Filipino Americans. Relative deprivation was not associated with psychological distress, and the effect of selective migration is explained away when language and ethnic identification are controlled. Use of native language benefits U.S. born and adult immigrant Filipinos, but is damaging to child immigrants with low ethnic identification. Suggestions for future research are discussed.
Master of Science
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Sibayan, Anna Marie. "Prompted and Unprompted Self-Repairs of Filipino Students of Spanish as a Foreign Language." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454821.

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The present dissertation, which contributes to the dearth of research on the acquisition of Spanish as a foreign language by Filipinos, is a pseudolongitudinal study of their Spanish interlanguage (IL) whose two-fold objective is to provide a descriptive analysis of their developing IL based on errors produced in their speech as influenced by language proficiency levels and crosslinguistic similarity of their other known languages, and to identify the thresholds of their IL based on the prompted and unprompted self-repair of these errors. Participants of the study were four groups of students learning Spanish in a Philippine university who have had 432 hours, 1,008 hours, 1,872 hours, and 2,160 hours of formal instruction in Spanish, respectively. They were recorded in their own classroom contexts and individually in order to build two complementing oral corpora for the analysis of their speech. For the gathering of monologic data elicitation procedures from the research project El desarrollo del repertorio lingüístico en hablantes no nativos de castellano y catalán (Tolchinsky & Perera, 2006), which form part of the larger research project Developing Literacy in Different Contexts and Different Languages (Berman & Verhoeven, 2002) was adopted. All 20 recorded classroom sessions and 40 monologic texts were transcribed according to the conventions of a transcription program. Errors were categorized according to their formal linguistic levels (Jarvis & Pavlenko, 2010), while prompted and unprompted self-repairs were identified as a result of classifying teacher feedback based on an adapted taxonomy of recasts and prompts (Lyster & Ranta, 1997). To respond to the objectives the following were analyzed: (a) the distribution of error types and subtypes in relation to the targetlanguage (TL) proficiency, (b) the frequency of attempts to self-repair these errors with and without the prompting of the teacher, (c) the rate of success of prompted and unprompted self-repairs in relation to TL proficiency, and (d) the effect of crosslinguistic similarity of previously learned languages and their corresponding proficiency levels on error production. Results showed that morphosyntactic errors were produced the most, followed by lexicalsemantic errors, and lastly, by phonetic-phonological errors, with each proficiency group producing such errors quite differently (e.g., omission of determiners is largely a characteristic of a beginner). Results likewise showed that while TL proficiency has a negative effect on the production of errors, it has no effect on the distribution of error types nor in the recognition of these errors. Teachers and students alike verbally recognized approximately 20% of the errors; teachers called out lexical-semantic errors the most, while students most independently recognized and successfully self-repair morphosyntactic errors. Of the recognized errors, about 60% of teacher-prompted errors and roughly 80% of independently recognized errors were successfully repaired. Albeit inconclusive, TL proficiency may have a positive effect on success in self-repair. By contrast, SL proficiency was observed to have a positive effect on the production of transfer errors, however, in the case of the multilingual learner, transfer mostly comes from the more objectively similar language and not from the language that he perceives to be more similar to the TL. The implications of these findings for future research and language pedagogy are outlined in the final chapter, which concludes the present dissertation.
Esta tesis, que contribuye a la carencia de estudios sobre la adquisición de los filipinos del español como lengua extranjera, tiene el doble objetivo de proporcionar un análisis descriptivo de su interlengua (IL) en desarrollo, partiendo de los errores encontrados en su producción oral influidos por el conocimiento de otros idiomas y el dominio de éstos; y de identificar los límites de su IL partiendo de las autorreparaciones. Se recogieron y transcribieron los datos de interacción en el aula (20 horas) y datos monológicos producidos (40 textos) por cuatro grupos de alumnos de español de una universidad filipina, que habían pertenecientes a los niveles A1-, A1+, B1- y B1+. Para responder a los objetivos, se analizaron los siguientes aspectos: (a) la distribución de los tipos y tipos de errores en relación con el dominio de la lengua objeto (LO), (b) la frecuencia de las autorreparaciones con y sin la ayuda del profesor, (c) la tasa de éxito de las autorreparaciones en relación con el dominio de la LO, y (d) el efecto de la similitud de lenguas previamente aprendidas y del nivel de dominio de dichas lenguas en la producción de errores. Los resultados indican que los errores morfosintácticos son los que aparecen con mayor frecuencia, seguidos, en este orden, por los léxico-semánticos y los fonético-fonológicos. También se observa que si bien el dominio de la LO tiene un efecto negativo en la producción total de errores, no determina la distribución de los tipos de error ni el reconocimiento de estos errores por parte de los aprendices. Por otra parte, los alumnos se autorreparon con más éxito en el caso de aquellos errores que son capaces de identificar por sí mismos en contraste con lo que ocurre con los detectados con la ayuda del profesor. Por el contrario, el dominio de otras lenguas y/o su cercanía tipológica con la LO tienen un efecto positivo en la producción de errores de transferencia. Es decir, cuánto más dominio y más similitud tiene, mayor es su influencia en la producción de errores. Se concluye el trabajo con una discusión de las implicaciones de estos hallazgos.
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Cervania, Ranee. "A qualitative study of group work in the development of Filipino as a second language." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/3050.

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This study investigates the role of group project in the development of a second language (L2) within Vygotsky's zone of proximal development (ZPD). It explores the notions of intra-group ZPD and inter-group ZPD, a theoretical expansion of Donato's (1994) notion of collective scaffolding and Nyikos and Hashimoto's (1997) notion of group ZPD. It attempts to answer the following research questions: (1) What is the role of the group project, "Teacher for a Day" in the learning of Filipino/Tagalog vocabulary within the ZPD? (2) What semiotic mediation tools do learners appropriate to co-construct knowledge within the ZPD? (3) How do social and dialogic interactions within and between groups facilitate L2 vocabulary learning? and (4) What are students' perceptions of the use of group project as an innovative approach to teaching/learning Filipino/Tagalog. Participants in the study, second-semester beginning Filipino/Tagalog students at a community college, were born of Filipino immigrant parents and raised in the United States of America. Seven small groups of two and one small group of three worked collaboratively on a group project, "Parts of the Body." Written guidelines for the lesson plan were provided to the students and self-evaluations and two posttests were conducted. Group presentations were videotaped with students' permission. A discourse analysis was employed to analyze the students' dialogic interactions. Results of the study show that the group project approach to L2 language learning and the social and dialogic interactions within a social and cultural context facilitated the self-regulation and internalization of L2 vocabulary. The collective use of semiotic mediation tools in scaffolding assisted the learners to reach their potential development, not only in their individual ZPDs but also in the intra-group and inter-group ZPDs. The study provides instructors of Filipino/Tagalog and other foreign languages information for developing, modifying, and improving small-group language learning activities that will help enhance students' acquisition of the target language. Finally, the findings shed new light on and/or complement studies of the application of Vygotsky's sociocultural theory in the fields of L2 acquisition and educational psychology.
Thesis (Ph. D.)--University of Hawaii at Manoa, 2003.
Includes bibliographical references (leaves 155-166).
Mode of access: World Wide Web.
Also available by subscription via World Wide Web
x, 166 leaves, bound 29 cm
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Lau, Hui-mei Tammy. "Beliefs and practices concerning talk to children a comparison of Hong Kong Cantonese mothers and Filipino domestic helpers /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B4200553X.

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Thesis (B.Sc)--University of Hong Kong, 2007.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 28-30). Also available in print.
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Frederiksen, Crisdella Pastera. "Filipino EFL Teachers Working Abroad: Some benefits and downsides for English teachers working abroad." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33830.

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This paper investigates foreign born teachers working as EFL educators and their attitudes towards teaching as well as their roles in teaching the English language. The purpose of this study is to examine what motivates EFL teachers to work abroad and to explore why they are highly valued in non-English speaking countries. Through qualitative interviews with four (4) Filipino teachers working overseas as EFL educators their strengths and weaknesses are explored. My investigation shows that the Filipino teachers’ primary role is to teach communication and literacy skills. In addition, the reasons why these four teachers have chosen to work abroad are higher salary rates and better working conditions. However, their lack of knowledge of the local language and culture are their weaknesses. Finally, findings show that the respondents’ positive attitude towards teaching English abroad shows the importance of English in globalization.
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Cheng, Ho Fai Viggo. "A discourse analysis of identity construction among foreign domestic helpers in Hong Kong." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1369.

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Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.

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Errata inserted facing t. p. Bibliography: leaves 406-457. A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.
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Scully, Etsuko. "Acculturation and language learning : Filipina wives in a rural Japanese village /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7817.

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Crebo, Elaine C. "Filipina domestic helpers in Hong Kong and their role in English language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27051948.

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Books on the topic "Filipino language"

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F, Samson Helen, ed. Wörterbuch Filipino-Deutsch, Deutsch-Filipino. 3rd ed. Bonn: Dümmler, 1994.

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Yap, Fe Aldave. Global Filipino crossing borders. Manila, Philippines: De La Salle University Publishing House, 2012.

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Victoria, Añonuevo, Dalida Jesus U. ill, and Children's Communication Center (Philippines), eds. Alpabetong filipino. Quezon City, Philippines: Children's Communication Center, 1988.

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Defenders of the Indigenous Languages of the Archipelago (Organization). Filipino is not our language. Angeles City, Pampanga: Defenders of the Indigenous Languages of the Archipelago, 2007.

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Philippines. Bureau of Secondary Education. Filipino, 1. Manila]: Bureau of Secondary Education, 2010.

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Philippines. Komisyon sa Wikang Filipino., ed. Cuyunon-Filipino lexicons. Maynila: Komisyon sa Wikang Filipino, 2002.

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Almario, Virgilio S. UP diksiyonaryong Filipino. Edited by Sentro ng Wikang Filipino. Diliman: UP Sentro ng Wikang Filipino, 2010.

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Cena, Resty M. Gramatikong Filipino: Balangkasan. Diliman, Quezon City: University of the Philippines Press, 2011.

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Canilao, Irma P. Pampango-Filipino lexicon. Maynila: Komisyon sa Wikang Filipino, 1998.

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Gallo-Crail, Rhodalyne. Filipino tapestry: Tagalog language through culture. Madison: The University of Wisconsin Press, 2012.

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Book chapters on the topic "Filipino language"

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Sibayan, Bonifacio P. "The Filipino People and English." In Scientific and Humanistic Dimensions of Language, 581. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/z.22.73sib.

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Salvo, Jose Miguel R., Christian Jay B. Raagas, Maria Tatjana Claudeene M. Medina, and Alyssa Jean A. Portus. "Ergonomic Keyboard Layout Designed for the Filipino Language." In Advances in Intelligent Systems and Computing, 407–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41694-6_41.

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Saft, Scott. "“Filipino” and “Micronesian” as Categories of Immigrant Languages in Hawaiʻi." In Language and Social Justice in Context, 215–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91251-2_5.

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Herrera, Jorelle Aaron, Almira Astrid Muro, Philip Luis Tuason, Paul Vincent Alpano, and Jhoanna Rhodette Pedrasa. "Millimeter Wave Radar Sensing Technology for Filipino Sign Language Recognition." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 274–88. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-34586-9_19.

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Ibañez, Michael, Lloyd Lois Antonie Reyes, Ranz Sapinit, Mohammed Ahmed Hussien, and Joseph Marvin Imperial. "On Applicability of Neural Language Models for Readability Assessment in Filipino." In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium, 573–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11647-6_118.

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Montefalcon, Myron Darrel, Jay Rhald Padilla, and Ramon Rodriguez. "Sign Language Recognition of Selected Filipino Phrases Using LSTM Neural Network." In Proceedings of Seventh International Congress on Information and Communication Technology, 633–41. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2397-5_56.

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Stewart, Alison. "6. Using Actor-Network Theory to Problematize Agency and Identity Formation of Filipino Teachers in Japan." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova, 82–100. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-008.

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Montefalcon, Myron Darrel, Jay Rhald Padilla, and Ramon Rodriguez. "Filipino Sign Language Recognition Using Long Short-Term Memory and Residual Network Architecture." In Proceedings of Seventh International Congress on Information and Communication Technology, 489–97. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2397-5_45.

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Valdez, Paolo Niño, and Neslie Carol Tan. "Migrant Workers, Language Learning, and Spaces of Globalization: The Case of Filipino Maritime Professionals." In Reconceptualizing English Education in a Multilingual Society, 177–90. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7528-5_11.

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Hernandez, Hjalmar Punla. "Philippine English and Teaching It: Awareness and Attitudes of Grassroots Filipino English Language Teachers." In Handbook of Research on Teacher Education, 293–312. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_15.

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Conference papers on the topic "Filipino language"

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Sagum, Janelle Kyra A., Ria Ambrocio Sagum, Michael B. Dela Fuente, and Carlo G. Inovero. "Automated Filipino Language Treebank Generator." In NLPIR 2023: 2023 7th International Conference on Natural Language Processing and Information Retrieval. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3639233.3639238.

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Garcia, Mendy Grace, Christian Ian San Luis, and Mary Jane C. Samonte. "E-tutor for Filipino Sign Language." In 2016 11th International Conference on Computer Science & Education (ICCSE). IEEE, 2016. http://dx.doi.org/10.1109/iccse.2016.7581584.

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Montefalcon, Myron Darrel, Jay Rhald Padilla, and Ramon Llabanes Rodriguez. "Filipino Sign Language Recognition using Deep Learning." In ICSET 2021: 2021 5th International Conference on E-Society, E-Education and E-Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3485768.3485783.

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Sawa-an, Mary Joy. "Filipino for Beginners: Teaching Filipino Language to the Japanese Students of Kagoshima University, Japan." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.9.

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Regalado, Ralph Vincent J., and Charibeth K. Cheng. "Feature-Based Subjectivity Classification of Filipino Text." In 2012 International Conference on Asian Language Processing (IALP). IEEE, 2012. http://dx.doi.org/10.1109/ialp.2012.39.

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Cabalfin, Ed Peter, Liza B. Martinez, Rowena Cristina L. Guevara, and Prospero C. Naval. "Filipino sign language recognition using manifold projection learning." In TENCON 2012 - 2012 IEEE Region 10 Conference. IEEE, 2012. http://dx.doi.org/10.1109/tencon.2012.6412231.

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Oliva, Kyle Elijah, Love Lee Ortaliz, Maria Aurielle Tobias, and Larry Vea. "Filipino Sign Language Recognition for Beginners using Kinect." In 2018 IEEE 10th International Conference on Humanoid, Nanotechnology, Information Technology,Communication and Control, Environment and Management (HNICEM). IEEE, 2018. http://dx.doi.org/10.1109/hnicem.2018.8666346.

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Nocon, Nicco, Gems Cuevas, Darwin Magat, Peter Suministrado, and Charibeth Cheng. "NormAPI: An API for normalizing Filipino shortcut texts." In 2014 International Conference on Asian Language Processing (IALP). IEEE, 2014. http://dx.doi.org/10.1109/ialp.2014.6973494.

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Octaviano, Manolito, Matthew Phillip Go, Allan Borra, and Nathaniel Oco. "A corpus-based analysis of Filipino writing errors." In 2016 International Conference on Asian Language Processing (IALP). IEEE, 2016. http://dx.doi.org/10.1109/ialp.2016.7875943.

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de los Reyes, Justin, Avery Nigel Rodriguez, Erwin Dennis Umali, Rowena Solamo, and Rommel Feria. "Evaluation of a mobile AAC application for Filipino language." In 2014 5th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2014. http://dx.doi.org/10.1109/iisa.2014.6878789.

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