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Journal articles on the topic 'Filipino language'
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1
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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Lim, Anna. "Translanguaging Practices of a Multiethnic and Multilingual Deaf Family in a Raciolinguistic World and Beyond." Languages 7, no. 4 (December 9, 2022): 311. http://dx.doi.org/10.3390/languages7040311.
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In this autoethnography, I recount the translanguaging practices of my multiethnic and multigenerational signing deaf family in Manila, Philippines. I examine the impact of a multilingual upbringing on how family members function in various milieus, particularly in education. I discuss how language use throughout my childhood has impacted my experiences with languaging after immigrating to the United States as an adult. Interspersed in this personal narrative are traipses into historical and sociological observations about the Filipino community’s view of the deaf identity and how deaf Filipinos have been and are still being regarded. Finally, I explore the promulgation and implementation of the language policies in my motherland and assimilation efforts of immigrant parents on the translanguaging practices of the Filipino deaf here in the United States. I describe the ways in which home discourse practices affect the educational experiences of deaf Filipino immigrants in the U.S.
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Tamano, Roseniya G., FatimahSakina A. Otara, and Jamzien M. Umpa. "Languages Spoken and its Influence to the Lexicons and Language Perspectives of ESL Students." International Journal of Linguistics, Literature and Translation 4, no. 5 (May 30, 2021): 83–89. http://dx.doi.org/10.32996/ijllt.2021.4.5.7.
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The linguistic relativity of Sapir-Whorf hypothesis posits how language influences a person’s view of the world. This is where this study is entrenched and attempted to investigate the extent of influence of English language on the vocabulary of the selected English Education major students from a state university in Mindanao, Philippines. Employing survey for their profile, picture-lexicalization, and focus group discussion, data disclosed that roughly 70% perceived themselves to be very proficient in their native language; proficient in Filipino, which is the country's official national language and somewhat proficient in English language. Despite these perceptions of their proficiency in the languages they speak, picture-lexicalization method yielded practically 80% of the respondents use the English language compared to their native and Filipino languages. The participants disclosed that familiarity with the language played a major part in their picture-lexicalization. Finally, the FGD further revealed the respondents’ view that their native language is a reflection of their identity. The Filipino language makes them “real” Filipino or their national identity, while English language is a language of prestige and education that they can use to communicate with other nationalities.
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Lesho, Marivic. "Philippine English (Metro Manila acrolect)." Journal of the International Phonetic Association 48, no. 3 (December 18, 2017): 357–70. http://dx.doi.org/10.1017/s0025100317000548.
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English is an official language in the Philippines, along with Filipino, a standardized register originally based on Tagalog (Gonzalez 1998). The Philippines were a Spanish colony for over three centuries, but when the Americans took control in 1898, they immediately implemented English instruction in schools (Gonzalez 2004). It became much more widespread among Filipinos than Spanish ever was, and by the late 1960s, Philippine English was recognized as a distinct, nativized variety (Llamzon 1969). It is widely spoken throughout the country as a second language, alongside Filipino and approximately 180 other languages (Lewis, Simmons & Fennig 2016). It is also spoken in the home by a small number of Filipinos, especially among the upper class in Metro Manila (Gonzalez 1983, 1989) and other urban areas. There is a large body of literature on Philippine English. However, relatively few studies have focused on its sound system. The most detailed phonological descriptions of this variety have been by Tayao (2004, 2008), although there have also been previous sketches (Llamzon 1969, 1997; Gonzalez 1984). There has been very little phonetic research on Philippine English, apart from some work describing the vowel system (Pillai, Manueli & Dumanig 2010, Cruz 2015).
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Lamanilao, Randy P., and Francis Mervin L. Agdana. "Acculturation of American English as Philippine English: An affective critique." International Journal of Multidisciplinary Research and Growth Evaluation 5, no. 1 (2024): 453–58. http://dx.doi.org/10.54660/.ijmrge.2024.5.1.453-458.
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This paper posits that Philippine English is a Filipino nativized variant of General American English, a unique linguistic outcome shaped by the historical imprints of Western Colonialism under Spain and the United States. Employing a Qualitative Research design, specifically a reader-response critique, the study delves into the acculturated lexicon processing of Philippine English. The findings indicate that English has evolved into the functional native tongue of Filipinos, serving diverse functions across linguistic and cultural groups. Filipinos demonstrate a tendency to overgeneralize word meanings and utilize derivational suffixes creatively. Notably, the preservation and widespread use of archaic or obsolete words persist in contemporary discourse. The Filipino English lexicon showcases analogical constructions, clippings, and coined words, contributing to the evolution of language. Spanish loanwords further enrich this linguistic tapestry. The study concludes that Philippine English is indeed a Filipino nativized variant of General American English. Recommendations include the creation of a monograph detailing English words and their functions in the Philippine context. Additionally, educators are urged to disseminate research insights within educational institutions or to higher authorities, fostering a deeper understanding of Philippine English and informing potential language education enhancements.
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Gidalanga, Marielle Clave, Feorillo Petronillo A. Demeterio, and Catherine D. Belacho. "A COMPARATIVE STUDY ON THE FORMATION OF GAY LANGUAGE WORDS AND UTILITY VEHICLE EXPRESS CODES." LLT Journal: A Journal on Language and Language Teaching 24, no. 1 (February 5, 2021): 51–69. http://dx.doi.org/10.24071/llt.v24i1.2720.
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In Metro Manila, there are two sets of coded language that baffle and amuse their observant bystanders: the Filipino gay language and the idiom used by the UV Express drivers. Through a reconstructive contextualization and reverse engineering of 100 randomly collected Filipino gay words and another 100 randomly collected UV Express codes, this paper compared and contrasted their themes and creations. This paper is significant in offering a comprehensive listing and descriptions of the processes involved in the creation of Filipino gay words. This paper is also significant in being the first academic journal article that deals with the UV Express codes of Metro Manila. Furthermore, the methodology of this paper in studying either the Filipino gay language or the Metro Manila UV Express codes can be used in studying the variant Filipino gay languages in other places of the Philippines.
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Vela, Jualim D. "Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?" International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (March 1, 2015): 8. http://dx.doi.org/10.11591/ijere.v4i1.4486.
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<p>This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages- Filipino, the national and official language, and Bicol, the mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Filipino language obtained better mean scores in the test compared to students who were taught using their mother language. On the other hand, students who were taught using the English language obtained the lowest mean scores. Furthermore, the results revealed that the Bicol speaking students prefer the Filipino language during class discussions, recitations, in following their teacher’s instructions during science related classroom activities, and in doing their homework.</p>
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Magadan, Anthony V., and Marilou Y. Limpot. "The Mediating Effect of Filipino Language Orientation toward Language Attitude and Active Learning of the Learners." Asian Journal of Education and Social Studies 49, no. 3 (November 16, 2023): 354–63. http://dx.doi.org/10.9734/ajess/2023/v49i31161.
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Aims: This research aims to determine the mediating effect of Filipino Language orientation towards language attitude and active learning of the learners.
Study Design: Quantitative non-experimental design.
Place and Duration of the Study: The study was conducted among Senior High School students in HOLY CHILD College of Davao, particularly on 3 campuses: Mintal, Jacinto, and Cabantian during the school year 2022-2023.
Methodology: The respondents were 261 senior high school students from private schools in Davao City, Region 11, Philippines. The respondents were chosen using stratified sampling. The data was collected using survey questionnaires. The data analysis was done by mean, Pearson correlational coefficient and Path analysis.
Results: The results revealed that the level of language attitude was high and the level of active learning of the learners was very high. Additionally, the level of Filipino Language orientation is also high. There was a significant relationship between language attitude and active learning, language attitude and Filipino Language orientation, and Filipino Language orientation and active learning.
Conclusion: Therefore, there is a partial mediation of Filipino Language orientation toward language attitude and active learning of the learners. Therefore, the researcher recommends that to enhance the language attitude and Filipino Language orientation of the students, they can participate in competitions related to Filipino Language like National Language Month and National Literature Month. Additionally, teachers should provide an interactive experience to the students in teaching of Filipino like audiolingual method, community language learning, language scaffolding, Socratic discussion and others.
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Angoluan, Krisha Camille. "Speaking in Two Tongues:." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 6, no. 1 (June 21, 2024): 13–23. http://dx.doi.org/10.37742/jela.v6i1.114.
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The Philippines comprises 7, 641 islands and with it, an approximately 170 languages spoken by almost 104 million Filipinos. Because of this, Filipinos are naturally bi/multilingual. Bilingualism is also a widely studied topic in the field of language education. In this study, however, a narrative inquiry is used to determine the advantages, disadvantages, strategies and views of the subject towards bilingualism. The subject’s life narrative being bilingual was written based on the result of the interview and an unstructured questionnaire. From the data, codes were extracted and were discussed in the paper. The experience of the participant is a mirror of the linguistic experience of Filipinos where children acquire their mother tongue used in their communities. Then at a very young age, they also learn another language, almost always Filipino because this is what is used in Philippine schools. A conscious effort is then used to learn English, the second language of the country. Other languages learned are either for personal or practical reasons. It is indeed very difficult for the general public to get by without knowing English these days.
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Rodrigo Concepcion Morales and Mark Ivan Mallare Gomez. "Interactional Voices from Newspaper Editorials: A Filipino-American Contrastive Study." Open Access Research Journal of Multidisciplinary Studies 7, no. 2 (May 30, 2024): 098–109. http://dx.doi.org/10.53022/oarjms.2024.7.2.0029.
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Using categorization of interactive metadiscourse, the present study attempted to contrastively compare editorials of two writing cultures, Filipinos and Americans. The objectives of the study were identifying the cultural features revealed by the Filipino editorialists and Anglo-American editorialists, and determining how the two writing cultures differ in the utilization of interactional metadiscourse resources in their editorials. A total of 180 editorials served as the corpus of the study; 90 from the Philippine Daily Inquirers (PDY) and 90 from the New York Times (NYT). The findings revealed that American editorialists significantly employed metadiscource resources as compared to Filipino editorialists specifically the employment of code glosses and transitional devices. This can be attributed to their writing confidence in utilizing their native language for Americans, while second language for Filipinos. Cultural, political, and social realities also play a critical role in the utilization of metadiscoursal resources in writing.The pedagogical implications were provided for future research directions.
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Judan-Ruiz, Estrellita A., Rame John L. Mina, and John Rey B. Macindo. "Psychometric Properties of the Filipino Version of Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS): A Cross-Cultural Validation Study." Journal of Patient Experience 7, no. 6 (April 3, 2020): 1526–34. http://dx.doi.org/10.1177/2374373520912083.
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Albeit the importance of patient experience, most questionnaires are only available in English. To understand the hospital experience of Filipino patients, a psychometrically sound instrument in Filipino is warranted. This study culturally adapted and validated the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) into Filipino. A 5-step cross-cultural validation process was conducted. Forward translation, back-translation, and panel reconciliation involved 7 language experts. Pretesting included content validation and pretesting of the Filipino HCAHPS, while field testing involved 64 purposively selected hospitalized patients who completed a 4-part survey from July to December 2018. Content, linguistic, and conceptual equivalence and internal consistency were statistically appraised. Content validation yielded a scale content validity index/average of 1.00. Comparative analysis and Bland-Altman plots indicated good linguistic equivalence. All correlation coefficients were ≥.30, denoting good conceptual equivalence. Cronbach’s α for both versions of HCAHPS were ≥0.80, suggestive of good internal consistency. The Filipino HCAHPS is a psychometrically sound and culturally appropriate tool to measure patient experience among Filipinos. This understanding can be utilized for quality improvements on both practice and policy levels.
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Cacho, Reynald, Stephanie Alyssa Lladonez, Rejulios Villenes, Mary Rose Macabuhay, and Crizia Nicole Valerio. "Influence of English and Filipino as Assessment Languages in Word-Problem Performance." OKARA: Jurnal Bahasa dan Sastra 18, no. 1 (May 20, 2024): 54–70. http://dx.doi.org/10.19105/ojbs.v18i1.12715.
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Second-language learners frequently encounter challenges when solving word problems that are not written in their first language. This study compares the mathematics word-problem performance of 5th-grade learners using English and Filipino as the languages of assessment. The study consists of 32 5th-grade students from a public elementary school in the Philippines. The lesson delivery focused on problem-solving learning competencies, delivered by an experienced teacher using English-language instruction. Employing a quasi-experimental design, the researchers utilized a researcher-made 30-item test comprising questions expressed in English and 15 questions expressed in Filipino. Each student responds to questions in both languages. It was administered at the beginning and the end of a week-long lesson. Analyses of test scores yielded no significant difference between learners’ performance in English and Filipino items; however, results reveal students’ very low competency in solving word problems. Nonetheless, this study supports the utilization of bilingual instruction and the inclusion of Filipino translations in assessments aside from offering research points for further explorations.
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Dreisbach, Jeconiah Louis, and Feorillo Petronilo A. Demeterio III. "INTERGENERATIONAL LANGUAGE PREFERENCE SHIFT AMONG CEBUANOS ON THE CEBUANO, FILIPINO, AND ENGLISH LANGUAGES." LLT Journal: A Journal on Language and Language Teaching 23, no. 2 (June 29, 2020): 220–40. http://dx.doi.org/10.24071/llt.v23i2.2581.
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The historical linguistic conflict of the Cebuano people against the Tagalog-based Philippine national language has been evident in the literature written by Cebuano academics. However, there is no published empirical evidence that presents the on-ground language attitudes of the Cebuanos on the Cebuano, Filipino, and English languages. Employing mixed methods research, the researchers found that both generations predominantly use the Cebuano language for everyday communication. A significant difference was observed in the use of Filipino and English languages as the younger generation spoke it more than the elder counterparts. A language shift was also seen from Cebuano to English on the language used formal communication between the generations. Attitudes on everyday communication revealed that Cebuanos prefer to maintain their mother tongue as the language to be used in speaking with family, friends, relatives, and close people seeing that the younger generation has limited vocabulary on the Cebuano language. Respondents mostly favored English to be the language used for formal communication due to its stature as an international language and its association to high socioeconomic standing. A collective majority from both generations would also like to maintain Tagalog-based Filipino to be the Philippine national language.
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Roces, Mina. "Filipino Identity in Fiction, 1945–1972." Modern Asian Studies 28, no. 2 (May 1994): 279–315. http://dx.doi.org/10.1017/s0026749x00012415.
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The Philippines in the immediate post-war years may be described as a nation in search of an identity. This preoccupation with what one journalist has dubbed ‘the question of identity’ spurred a sudden interest in the research and discussion of things Filipino: Filipino dance, theater, literature, language, music, art and cultural traditions. After four hundred and fifty years of colonial rule the Filipino intelligentsia began to wonder if indeed the western legacy of colonial rule was the annihilation of the very essence of Filipino culture. Under the aegis of American rule Filipinos were adamant about proving to their colonizers that they had been good pupils in western democratic ideals and were fit to govern themselves. From the 1920s to the early 1940s, the Filipino had become a sajonista (pro-American). The Japanese colonizers who replaced the Americans in the second world war were appalled not only at the pro-Americanism of the Filipino but at the magnitude of American influence absorbed by Filipino culture. In fact it was the Japanese who promoted the use of Tagalog and the ‘revival’ and appreciation of Filipino cultural traditions as part of the policy of ‘Asia for the Asians’. Once independence was achieved at last in 1946, the focus shifted. The nagging question was no longer ‘Are we western enough to govern ourselves?’ but its opposite—‘Have we become too westernized to the point of losing ourselves?’.
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Bernal Jr., Hernando L., Renz Chester R. Gumaru, and Sammy T. Oleo. "Filipino As Second Language: Guide In Acquiring Filipino By Reading Novels." Randwick International of Education and Linguistics Science Journal 1, no. 3 (December 31, 2020): 416–22. http://dx.doi.org/10.47175/rielsj.v1i3.154.
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Learning a second language is one thing. Learning a second language through reading a text is another thing. This study aims to show the acquisition of Filipino as Second Language of the respondents who are reading novels. The researcher utilized the Descriptive Method of research with the questionnaire as the main data-gathering instrument since this study focused on Reading Filipino Novels in Acquiring Filipino as Second Language; Basis in Designing a Guide to Enhance Filipino Proficiency. Engaging children in reading novels have some effects on how they acquire new language. The improvement of a child is not only about himself but also there are some factors concerning it.This study aims to show the acquisition of Filipino as Second Language of the respondents who are reading novels. Those respondents who are fond of reading such novels will acquire something
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Arizo, Cristian D., Alyssa L. Palayon, Angela Paula V. Tornito, and Bayu Permana Sukma. "Comparative Analysis of Filipino and Indonesian Monophthongs." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 2 (December 4, 2020): 59. http://dx.doi.org/10.32493/ljlal.v2i2.8103.
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Filipino and Indonesian belong to the Austronesian language family and this explains why they exhibit many linguistic similarities and numerous cognates. This study aims to further compare the two languages and establish their connection through phonology. The researchers use the cognates to compare the Filipino and Indonesian monophthong vowels. Qualitative method is utilized. The result shows that Filipino and Indonesian have a very similar vowel system with the exception of Indonesian having /ə/ phoneme. It was also found out that most of the changes in monophthongs between the two languages appear in medial position. Moreover, most changes are from the mid back rounded vowel /o/ in Filipino to high back rounded vowel /u/ in Indonesian. Lastly, the changes in the unrounded vowels in Filipino usually appear in the initial and medial position whereas in the rounded vowels in Filipino, changes only appear in either the medial or final position.
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Nawamawat, Peerapimol, and Payung Cedar. "A Study of Communicative Strategies of Thai and Filipino Teachers of English." English Language Teaching 14, no. 12 (November 30, 2021): 196. http://dx.doi.org/10.5539/elt.v14n12p196.
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There are many non-native English language teachers communicating with each other on a daily basis in English. The communicative strategies of non-native English language teachers can be easily identified. This study investigated the communicative strategies used by Thai and Filipino teachers. This research focused on the teacher’s interaction, the framework of communicative strategies of ASEAN English as a Lingua Franca (ELF) speaker, and the lack of studies in communicative strategies. In addition, the study aimed to investigate the significant relationship and communicative strategies between intercultural teaching personnel. The population sample consisted of Thai and Filipinos teachers who provide classroom instruction in English. The research tools used to collect data included a questionnaire, observations during two pair speaking tasks, and a Jigsaw task. A stimulated recall interview was performed after the tasks. All conversations and interactions were recorded and then transcribed. The results revealed that as listeners, “Listen to the message” was ranked the highest among the communicative strategies used by both the Thai and Filipino teachers. “Non-verbal language” was ranked the highest for the Thai teachers; while, “Persuasion” was most frequently used by the Filipino teachers. A Chi-square test showed that there was a statistically significant relationship between communicative strategies used by the Thai and Filipino teachers. Based on the findings of the study, communicative strategies identified in this study should be incorporated into English curriculums and English language teaching in Thailand. Educators, teachers, and non-native English learners should adopt these communicative strategies to promote mutual understandings in the ELF context.
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SyGaco, Sonia B. "The Shift of the First Language During Migration." Asian Journal of Interdisciplinary Research 5, no. 1 (March 30, 2022): 26–34. http://dx.doi.org/10.54392/ajir2214.
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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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Torres, Gian Carlo S., and John Rey B. Macindo. "Cross-Cultural Validation Into Filipino of the Consumer Assessment of Health-Care Providers and Systems Surgical Care Survey (S-CAHPS)." Journal of Patient Experience 7, no. 6 (March 23, 2020): 1136–43. http://dx.doi.org/10.1177/2374373520910027.
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Surgical experience is increasingly being recognized; however, Consumer Assessment of Health-Care Providers and Systems Surgical Care Survey (S-CAHPS), the tool for surgical experience, is available in English and Spanish only. To measure surgical experience among Filipinos, a culturally appropriate version should be validated. This study culturally adapted the S-CAHPS into Filipino. A five-step cross-cultural validation study was conducted. Language experts conducted forward translation, back translation, and panel reconciliation. Pretesting included content validation and pretesting of the Filipino S-CAHPS. Field testing involved 55 purposively selected postoperative patients who completed a 3-part survey from March to July 2018. The English S-CAHPS was reduced to 34 items to account cultural variations, yielding an item content validity index (I-CV) of 1.00. One-sample t test and Bland–Altman plots showed good linguistic equivalence. Correlation coefficients were ≥0.30, suggestive of good conceptual equivalence. Cronbach’s alpha values were 0.83 and 0.85 indicative of good reliability. The Filipino S-CAHPS showed acceptable psychometric properties. It is a valid and culturally appropriate instrument to measure surgical experience among Filipinos which can be utilized for quality improvement measures on both practice and policy levels.
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TUBAO, LORENA C., NIDA N. OROWAN, PRELIZA S. WINNIE, JEROME LUMBIAG, and MARY ROSE D. AGLORO. "EXPLORING LANGUAGE-BASED ACQUISITION APPROACHES IN TEACHING FILIPINO: A LITERATURE REVIEW." Cognizance Journal of Multidisciplinary Studies 3, no. 11 (November 30, 2023): 350–56. http://dx.doi.org/10.47760/cognizance.2023.v03i11.028.
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This literature review delves into language-based acquisition approaches employed in the instruction of Filipino, examining a wealth of scholarly works to elucidate effective pedagogical practices. The focus encompasses second language acquisition among Filipino migrant workers, as well as language acquisition studies centering on Filipino children. Notably, immersion and practical application of the target language in authentic communicative contexts emerge as key strategies facilitating language acquisition. The synthesis of these studies underscores the significance of designing responsive curricula, innovative teaching methodologies, and relevant assessment tools tailored to the adult education context. Moreover, the review accentuates the need for further research on language acquisition in the unique multilingual landscape of the Philippines. Overall, it advocates for language-based acquisition approaches that prioritize immersive experiences and genuine language use for the successful teaching of Filipino.
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Labrador, Roderick N. "“We can laugh at ourselves”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 14, no. 2-3 (June 1, 2004): 291–316. http://dx.doi.org/10.1075/prag.14.2-3.11lab.
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Hawai’i’s multiculturalism and perceived harmonious race and ethnic relations are widely celebrated in popular and academic discourse. The image of Hawai’i as a “racial paradise,” a rainbow of peacefully coexisting groups, partially stems from the fact that among the various racial and ethnic groups there is no numerical majority and from the common belief in equality of opportunity and status. Hawai’i ethnic humor is part and parcel of the maintenance and continued reinforcement of the notion of Hawai’i as “racial paradise” with underlying racializing and stigmatizing discourses that disguise severe social inequalities and elide differential access to wealth and power. In this paper, I examine the intersection of language, humor, and representation by analyzing the linguistic practices in the comedy performances of Frank DeLima, a pioneer in Hawai’i ethnic humor, and excerpts from Buckaloose: Shmall Keed Time (Small Kid Time), a comedy CD by Da Braddahs, a relatively new but tremendously popular comedy duo in Hawai’i. Central to these comedy performances is the use of a language variety that I call Mock Filipino, a strategy often employed by Local comedians to differentiate the speakers of Philippine languages from speakers of Hawai’i Creole English (or Pidgin). A key component to understanding the use of Mock Filipino is the idea of “Local” as a cultural and linguistic identity category and its concomitant multiculturalist discourse. I argue that the Local comedians’ use of Mock Filipino relies on the myth of multiculturalism while constructing racializing discourses which position immigrant Filipinos as a cultural and linguistic Other, signifying their outsider status and their subordinate position in the social hierarchy and order. The linguistic practices in the comedy performances are thus identity acts that help to produce and disseminate ideas about language, culture, and identity while normalizing Local and reinforcing Hawai’i’s mainstream multiculturalist ideology.
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Sicam, Faith Patricia M., and Rochelle Irene G. Lucas. "Language attitudes of adolescent Filipino bilingual learners towards English and Filipino." Asian Englishes 18, no. 2 (May 3, 2016): 109–28. http://dx.doi.org/10.1080/13488678.2016.1179474.
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Guinto, Nicanor. "Lived Experiences of Unequal Englishes of Filipino Domestic Workers in Hong Kong." International Journal for Research in Education 47, no. 2 (July 23, 2023): 12–52. http://dx.doi.org/10.36771/ijre.47.7.23-pp12-52.
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In this paper, I investigate the lived experiences with English of Filipino domestic workers in Hong Kong from roughly 30 hours of recorded ethnographic interviews and fieldwork with 28 key participants talking about language in relation to their living and working experiences. Employing linguistic ethnographic approaches to analysis, I describe recurring accounts reflecting the tension between doing being an English-proficient and an English-deficient other: a tension that emanates from enabling and constraining sociolinguistic conditions in the workplace and the host society, and informed by participants’ experiences and education from their home country. I demonstrate how participants seem to discursively invoke and locate themselves in a hierarchy of English speakers: on the one hand, as better English speakers in the household-workplace, commanding respect and being accorded family language policy decision-making powers; while on the other, as of lesser English speaking abilities and rights than native English speakers, choosing to be silent or aloof, and passing negative judgement to fellow Filipinos who deploy stylized English in communication situations. The accounts of Hong Kong-based Filipino domestic workers thus show conflicting effects of unequal Englishes framing migrant workers’ experiences in ways that simultaneously fuel and challenge power asymmetries inherent in this transnational labor set-up. Keywords: unequal Englishes, Filipino domestic workers, lived experience
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Roselyn B. Delos Reyes, Adzmina L. Tongkoh, and Jason V. Chavez. "Transitional Challenges And Factors Affecting English-Speaking Learners In Learning The Filipino Language." Journal of Namibian Studies : History Politics Culture 33 (May 16, 2023): 1720–44. http://dx.doi.org/10.59670/jns.v33i.3141.
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Learning a new language can present numerous difficulties, especially for individuals who are native English speakers and are embarking on the journey of acquiring the Filipino language. This study aimed to determine the transitional challenges faced by English-speaking learners during the process of acquiring proficiency in Filipino, as well as identify the factors that affect their language-learning journey. By understanding these challenges and factors, educators and language instructors can design effective strategies and interventions to facilitate a smoother transition for English-speaking learners into learning the Filipino language. This study used qualitative design as a research method, data were collected from 8 participants through interviews. Exploratory research was carried out to extract narratives and experiences that are relevant to English-speaking learners in learning the Filipino language. The results showed that English-speaking learners often struggle with understanding and speaking the language, particularly with pronunciation, grammar structures, and vocabulary. Additionally, learners may lose interest in the language, making language acquisition more difficult. The factors that facilitate the language transition process were interest and exposure to the target language. The findings of this research will contribute to the existing literature on second language acquisition, specifically focusing on the challenges and factors affecting English-speaking learners in learning the Filipino language. The results will provide valuable insights for language educators and curriculum developers to develop effective teaching methodologies, language materials, and support systems to facilitate a more successful transition for English-speaking learners.
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Paik, Susan J., Shirlie Mae Mamaril Choe, and Matthew A. Witenstein. "Filipinos in the U.S.: Historical, Social, and Educational Experiences." Social and Education History 5, no. 2 (June 21, 2016): 134. http://dx.doi.org/10.17583/hse.2016.2062.
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As the second largest Asian American group, Filipinos have had a long history in the United States, with unique historical, social, and educational experiences. The purpose of this article is to better understand current Filipino American communities and educational experiences by examining the historical context of their immigration. Based on an adapted model of incorporation and literature review, the article examines government policies, societal reception, co-ethnic communities, as well as other barriers and opportunities both before and after the Immigration Act of 1965. These additional barriers and opportunities, such as education, occupation, class status, language ability, settlement patterns and time of arrival influenced their acculturation into mainstream society. Their distinct immigration history is also complicated due to centuries of colonization by Spain and later the U.S. Pre-1965 immigrants in the U.S. had a harder time in general; post-1965 immigrants had better government and societal reception overall, but they still encountered difficulty throughout their immigration history. Pre-1965 Filipino communities were stronger often serving their economic, cultural and social needs, but have become more dispersed over time as Filipinos have become less reliant on their co-ethnic networks. Their English-speaking ability, educational backgrounds, and professional skills have helped them to navigate mainstream America. Despite their overall success, there is research showing mixed educational achievement levels across later generations. The Filipino community is steadily growing and more research and support are needed to understand why educational levels vary across Filipino American students. Historical contexts can provide a comprehensive lens to understand current educational issues.
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Lofranco, Lee Ann L., Elizabeth D. Peña, and Lisa M. Bedore. "English Language Narratives of Filipino Children." Language, Speech, and Hearing Services in Schools 37, no. 1 (January 2006): 28–38. http://dx.doi.org/10.1044/0161-1461(2006/004).
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Parba, Jayson. "Teaching Critical Vocabulary to Filipino Heritage Language Learners." Education Sciences 11, no. 6 (May 26, 2021): 260. http://dx.doi.org/10.3390/educsci11060260.
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Engaging in critical dialogues in language classrooms that draw on critical pedagogical perspectives can be challenging for learners because of gaps in communicative resources in their L1 and L2. Since critically oriented classrooms involve discussing social issues, students are expected to deploy “literate talk” to engage in critiquing society and a wide range of texts. Although recent studies have explored teachers’ and students’ engagement with critical materials and critical dialogues, research that explores language development in critical language teaching remains a concern for language teachers. In this paper, I share my experience of fostering language development, specifically the overt teaching of critical vocabulary to students of (Tagalog-based) Filipino language at a university in Hawai’i. Through a discussion of racist stereotypes targeting Filipinos and the impacts of these discourses on students’ lived experiences, the notion of “critical vocabulary” emerges as an important tool for students to articulate the presence of and to dismantle oppressive structures of power, including everyday discourses supporting the status quo. This paper defines critical vocabulary and advances its theoretical and practical contribution to critical language teaching. It also includes students’ perspectives of their language development and ends with pedagogical implications for heritage/world language teachers around the world.
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Azodi, Nazli, and Fateme Karimi. "The Realization of Kinship Terms in Persian and Filipino." Journal of Studies in Education 7, no. 2 (April 14, 2017): 17. http://dx.doi.org/10.5296/jse.v7i2.10540.
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Sociolinguistics studies of language forms and functions should be an indispensable part of second/foreign language learning. Family or kinship address terms as an important feature of interface between language and society, can provide valuable sociolinguistic information about the interlocutors and their relationships. In line with the studies of these terms during the past few decades, this paper focuses on collecting and explaining different types of kinship terminology that Persian and Filipino interlocutors use in their conversations. The relevant terms have been collected by observation and interview. The study also highlights the differences between the two languages in using such terms based on social and cultural status. The findings of the study show that Persian is a gender sensitive and a dynamic language while Filipino is a sex-neutral and respect oriented language.
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Wang, Jianwei. "Iconicity in Chinese Sign Language and Filipino Sign Language." English Language Teaching 17, no. 5 (April 24, 2024): 51. http://dx.doi.org/10.5539/elt.v17n5p51.
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Sign language is primarily used as a means of communication by the deaf and hard of hearing. Iconicity is considered as its typical feature. This paper makes a preliminary comparison on lexical items between Chinese Sign Language (CSL) and Filipino Sign Language (FSL) through examining the iconic devices used by the CSL and FSL signs. The study provides some valuable evidence that the iconicity is prevalent in CSL and FSL which always use similar iconic device for the same concept due to shared embodied experience though different iconic devices are occasionally used. These iconic devices include direct (1) presentation; (2) number representation; (3) shape representation; (4) movement representation (5) size representation; (6) part-for-whole representation; (7) metonymic/metaphorical representation. The findings of the research could help to reveal the relationship between language and cognition and make some contributions to the communications among the deaf and hard of hearing in both Chian and the Philippines.
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Meniado, Joel C. "Second Language Acquisition: The Case of Filipino Migrant Workers." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 47. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.47.
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Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different host countries, this study reveals that immersion and actual use of the target language in authentic communicative situations can make language acquisition easier. Findings of this study also confirm that instrumental and integrative motivation coupled with strong target language (TL) community support can make L2 learning faster, while old age and non-necessity of the L2 at work can make the whole process slower. In terms of communication strategies, findings show that syntactic avoidance is the most common communication strategy used, followed by direct appeal to authority (native speakers) and use of gestures, facial expressions, and translation tools. As foreign workers, their motivational orientations in learning their L2 are for employment, cultural understanding, and cultural integration. Implications of these findings are discussed in relation to second language teaching among adult language learners and overseas workers.
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Villaganas, Rewel D. "Utilizing Vocabulary Word Mapping as a Remediation Strategy in Improving Vocabulary Level among Grade 6 – Newton Students." AsiaCALL Online Journal 14, no. 2 (November 7, 2023): 80–97. http://dx.doi.org/10.54855/acoj.231426.
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In the framework of language development, the alignment of the curriculum to the learning domains funneled the essential contribution of vocabulary development in language learning for both Filipino and English in the Philippines. This study is a response to the intertwining problems regarding the vocabulary level of the learners and language learning, particularly in the Filipino subject. This quantitative study explored the effectiveness of utilizing the vocabulary word mapping strategy as a remediation strategy in improving learners’ vocabulary levels in the Filipino subject to thirty-eight (38) grade six students. The data revealed that the vocabulary word mapping strategy is effective based on the improvement of the learners’ scores from pretest to posttest. Furthermore, the study suggested that educational institutions should explore more vocabulary learning strategies that teachers may employ in their teaching that may lead to the opportunity for learners to strengthen their vocabulary skills in the Filipino language.
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Suizo, Christy D. "Gen Z’s Language Identity and Contemporary Philosophies in the Digital Era." Journal of Natural Language and Linguistics 2, no. 1 (May 13, 2024): 13–17. http://dx.doi.org/10.54536/jnll.v2i1.2396.
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This phenomenological study delved into the lived experiences of Filipino Generation Z (Gen Z) regarding their language identity in the digital age. The study tries to understand how Filipino Gen Z navigates and develops their linguistic identity in the context of modern ideas and the usage of the Filipino language, given the increasing influence of global media and the rapid growth of communication technologies. Using in-depth interviews with 15 purposively selected participants, the themes provide vital insights into how Filipino Gen Z negotiates their cultural and linguistic identity as global interconnection and technological innovations change communication landscapes. Themes included the influence of social media on language preferences, the role of education in shaping linguistic identity, the impact of global media, and participants’ reflections on the intersection between contemporary philosophies and their linguistic choices. The findings help better comprehend the complex interplay between emerging communication paradigms, contemporary philosophical influences, and the preservation of language legacy in the dynamic setting of the digital era.
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Joselito Bayya Bisenio. "Filipino English teachers in Japan: Exploring subject positioning in teaching experiences." World Journal of Advanced Research and Reviews 22, no. 3 (June 30, 2024): 1864–71. http://dx.doi.org/10.30574/wjarr.2024.22.3.1907.
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This paper focused on the teaching experiences of Filipino English teachers in Japan. It aimed to find out how the Filipino teachers position themselves and establish their own identities as teachers of English as a foreign language. The first research question sought to find out the roles and responsibilities the Filipino English teachers have in the school. The second question wanted to know the achievements and successes that they have had as teachers in Japan. The third question wanted to find out the challenges that the Filipino English teachers have encountered and how they overcame them. Results showed that aside from a more relaxed and less stressful teaching English as a foreign language task, Filipino English teachers in Japan also serve as cultural ambassadors of the Philippines in their respective classrooms. And although they are usually recognized for doing a very good job, Filipino teachers also face some challenges that stem up from their being non-native English speakers.
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Giray, Louie, Ma Angelica Alcala, Jelomil Edem, and Tracy Mauve Sabacajan. "English Language Anxiety among College Students." International Journal of Qualitative Research 2, no. 1 (July 27, 2022): 65–76. http://dx.doi.org/10.47540/ijqr.v2i1.569.
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Most Filipinos spend their time learning the English language in schools, given the mandate of the government. Hence, English is used as a medium of instruction in many higher education institutions in the Philippines. Despite its prevalence, many Filipinos, including college students, are still anxious when utilizing it in communication. In research undertakings, little is being discussed about this type of language anxiety in the Philippine context. To bridge this research gap, the aim of this study, hence, is to explore the English language anxiety among Filipino college students in state universities and colleges in Metro Manila, Philippines. Data were obtained from 37 college students through purposive sampling. Then, the data were analyzed using thematic analysis. Four themes emerged, namely: (1) lack of language skills, (2) personal insecurities, (3) judgment of others, and (4) negative influences on performance and being. Students are recommended to work on their problems related to English language skills and make ways to improve such as through practicing, listening open-mindedly to constructive criticism, and building self-esteem. College teachers, meanwhile, are advised to foster a psychologically safe atmosphere where mistakes are seen as a learning opportunity, refrain from using deprecating comments to students, and undertake planned and meaningful class sessions.
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Biag, Al D. "Testing the comparability and interpretability of the revised professional practice environment scale – Filipino version." Journal of Nursing Education and Practice 12, no. 6 (February 21, 2022): 31. http://dx.doi.org/10.5430/jnep.v12n6p31.
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Background and aims: The Revised Professional Practice Environment (RPPE) Scale is a 39-item four Likert scale-rated questionnaire. The US-based Massachusetts General Hospital developed it as a measure of nurses’ leadership and autonomy over practice, relationship with physicians, control over practice, communication about patients, teamwork, handling of disagreement and conflict, internal work motivation, and cultural sensitivity. The RPPE Scale has been translated into several languages but Filipino. The aim of this paper was to translate the RPPE Scale to the Filipino language in order to establish an initial evidence for construct equivalence between it and the original version.Methods: Methodological design was used in the study following a four-step translation process. The data collection commenced in 2020.Results: The RPPE scale was subjected to forward translation in Filipino language. It was then back translated into English after which the conceptual equivalence was determined for similarity of translation and comparability of interpretation. The results based on weighted means were highly similar and highly comparable.Conclusions: The RPPE-Filipino version demonstrated an acceptable evidence of language- and culture-specificity that is sufficiently robust for use in Philippine setting. The existence of an instrument that is comparable and similar to the original RPPE Scale paves the way for initiating nursing staff development programs that are based on the tenets of professional practice environment.
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BERNAL, ARNEL II. "The Mediating Effect of Classroom Learning Environment on the Relationship Between Filipino Language Anxiety and Coping Strategies." International Journal of Language and Literary Studies 3, no. 4 (December 5, 2021): 60–72. http://dx.doi.org/10.36892/ijlls.v3i4.725.
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This study aims to identify the effect of the classroom-learning environment as a mediator on the relationship between Filipino language anxiety and the coping strategies of college students. This research was undergone by quantitative research design using descriptive and correlation method via mediation analysis. This study uses stratified random sampling; the data was gathered using survey questionnaires involving 300 respondents from first-year colleges to fourth-year college) students. In response to the hypothesis of this study, correlation analysis was used together with the Pearson r and Mediation Analysis using Sobel z Test. The result has shown that Filipino language anxiety and coping strategies have a strong and positive relationship. A strong and positive relationship was also found between Filipino language anxiety and classroom learning environment and the relationship between classroom learning environment and coping strategies. Furthermore, using the Sobel z test, the research found that the effect of the classroom-learning environment partially mediated the relationship between Filipino language anxiety and coping strategies.
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Laranjo, Ronel. "Politics of Language in “Korean style Multiculturalism”: Utilization of Filipino Language in Korean Language Textbooks for Marriage Migrants." Plaridel 14, no. 1 (2017): 53–70. http://dx.doi.org/10.52518/2017.14.1-04larnjo.
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Filipino, the national language of the Philippines, is used in other countries not just to promote the language and Philippine culture. This paper examines how the language is utilized in order to facilitate the mastery of the Korean language as well as the assimilation of marriage migrants into Korean society. The Republic of Korea has recently been shifting towards a multicultural society. This shift has given way to a government-sponsored multicultural policy, which seems flawed and has given birth to another social problem. According to Korean scholars Kim (2011), Watson (2010), and Lee (2015), the concept of multiculturalism is quite problematic because it promotes assimilation rather than the recognition of different cultures. This paper also aims to examine the dynamics of the politics of language in “multicultural” Korea by analyzing texts written in Filipino/Tagalog distributed by different Korean government agencies. These texts will be described, interpreted, and explained using Fairclough’s critical discourse analysis.
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Melienia, Ingielly. "Vowel Pronunciation of English Words By Filipino Speakers in “Everglow” Short Movie." Jurnal DinamikA 2, no. 2 (December 31, 2021): 62–80. http://dx.doi.org/10.18326/dinamika.v2i2.62-80.
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Language is a way of communication with other people. People can make conversation through a set of words that become a sentence. There is one language that uses as the International language to communicate with other people who come from other countries in this world. Thus, English is used as an intermediate language for communication. One of nations, that use English to communicate, is the Philippines. The research found some phenomena that exist when Filipino speakers speak English. There were two objectives to be analyzed in this study: to find out the English words that the vowel is changing from English vowel into Tagalog vowel and identify the phonological process of Filipino speakers’ pronunciation in the vowel change. The phonological approach is used to solve the problem formulation of the research. The research analyzed a short movie entitled “Everglow” from the Philippines and analyzed the vowel changes in Filipino speakers’ pronunciation. The analysis showed that there were 11 English vowels changes in Filipino speakers’ pronunciation. Furthermore, three phonological processes were found in the vowel change, such as vowel lengthening, vowel raising, and vowel insertion. However, the most phonological process that was usually found in the vowel changes was the vowel lengthening. Keywords: vowel change, Filipino, phonology.
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Stecconi, Ubaldo. "Translation among Manila's Book Publishers." Target. International Journal of Translation Studies 11, no. 1 (November 5, 1999): 83–101. http://dx.doi.org/10.1075/target.11.1.05ste.
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Abstract A survey conducted among Manila's publishers reveals an interesting translation scene. The bulk of translations available in Philippine bookstores is imported ready-made from the U.S. and Britain, and it seems that, with these, local publishers import an Anglo-Saxon indifference towards translation from foreign languages. Local projects are very few and nearly all of them are translations into Filipino from Philippine originals written in Spanish, English and other vernacular languages. Fortunately, some projects point the way towards a use of translation as a catalyst that can pull together the country's diverse genealogies and may help develop Filipino as a national language. Finally, difficulties in siting these domestic translations reveal an intriguing aspect of Manila's post-colonial condition.
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BANAG, CHARMAINE T. "DEVELOPMENT OF SIGN LANGUAGE TUTORIAL MOBILE APPLICATION FOR FILIPINOS." International Journal of Research in Education Humanities and Commerce 04, no. 02 (2023): 124–31. http://dx.doi.org/10.37602/ijrehc.2023.4213.
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This paper presents the design and development of Filipino Sign Language (FSL) tutorial mobile application that can be used by the hearing community to learn the language of the Filipino Deaf. It aimed to provide the equivalent FSL of English words and sentences through animation and assess the learning of the users through quizzes. The signs contained in the application are provided by FSL signers and were also verified by an FSL expert. The application was developed using 3ds Max, Unity 3D, and MonoDevelop. The application was tested and evaluated by information technology and mobile application developers, teachers, parents, and Deaf students, as well as hearing end-users using the adapted ISO 25010 quality model as the evaluation instrument. The results showed that the application is excellent as perceived by the respondents as manifested by the mean rating of 4.59. This implies that the application can be useful to the end users who want to learn the Filipino Sign Language.
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Fajardo, Arnel C., and Yoon-joong Kim. "Test Of Vowels In Speech Recognition Using Continuous Density Hidden Markov Model And Development Of Phonetically Balanced-Words In The Filipino Language." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 531–36. http://dx.doi.org/10.2478/cplbu-2014-0092.
Full textAbstract:
AbstractAn Automatic Speech Recognition (ASR) converts the speech signals into words. The recognized words can be the final output or it can be an input for a natural language processing. In this paper, vowel recognizer using Continuous density HMM and Mel-Frequency Cepstral Coefficient (MFCC) were used for feature extraction for its development, and phonetically balanced words (PBW) in Filipino were developed. Thus, this study is a preparation for Filipino Language ASR using HMM. For vowel recognizer, forty speakers were trained (20 male and 20 female speakers). An average accuracy rate of 94.5% was achieved for speaker-dependent test and 90.8% for speaker independent test. For PBW, 2 word lists were developed consisting of 257 words for the 2-syllable Filipino PBW word list and 212 words for the 3-syllable Filipino PBW word list.