English-Ilokano Language Translator Using Example-Based and Rule-Based Machine Translation
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Tagalog Author: Valeria Malabonga
Heritage Voices: Language - Tagalog Author: Valeria Malabonga About the Tagalog Language Tagalog is a language spoken in the central part of the Philippines and belongs to the Malayo-Polynesian language family. Tagalog is one of the major languages in the Philippines. The standardized form of Tagalog is called Filipino. Filipino is the national language of the Philippines. Filipino and English are the two official languages of the Philippines (Malabonga & Marinova-Todd, 2007). Within the Philippines, Tagalog is spoken in Manila, most of central Luzon, and Palawan. Tagalog is also spoken by persons of Filipino descent in Canada, Saudi Arabia, United Arab Emirates, the United Kingdom, and the United States. In the United States, large numbers of Filipino immigrants live in California, Hawaii, Illinois, New Jersey, New York, Texas, and Washington (Camarota & McArdle, 2003). According to the 2000 US Census, Tagalog is the sixth most spoken language in the United States, spoken by over a million speakers. There are about 90 million speakers of Tagalog worldwide. Bessie Carmichael Elementary School/Filipino Education Center in San Francisco, California is the only elementary school in the United States that has an English-Tagalog bilingual program (Guballa, 2002). Tagalog is also taught at two high schools in California. It is taught as a subject at James Logan High School, in the New Haven Unified School District (NHUSD) in the San Francisco Bay area (Dizon, 2008) and as an elective at Southwest High School in the Sweetwater Union High School District of San Diego. At the community college level, Tagalog is taught as a second or foreign language at Kapiolani Community College, Honolulu Community College, and Leeward Community College in Hawaii and Sacramento City College in California. -
Language Specific Peculiarities Document for Tagalog As Spoken In
Language specific peculiarities Document for Tagalog as Spoken in the Philippines 1. Dialects Tagalog is spoken by around 25 million1 people as a first language and approximately 60 million as a second language. It is the local language spoken by most Filipinos and serves as a lingua franca in most parts of the Philippines. It is also the de facto national language of the Philippines together with English. Although officially the name of the national language is "Filipino", which has Tagalog as its basis, the majority of Filipinos are unaccustomed, even unaware, of this naming convention. Practically speaking, the name "Tagalog" is used by many Filipinos when referring to the national language. "Filipino", on the other hand, is rather ambiguous and, it must be said, carries nationalistic overtones2. The population of Tagalog native speakers is primarily concentrated in a region that covers southern Luzon and nearby islands. In this project, three major dialectal regions of Tagalog will be presented: Dialectal Region Description North Includes the Tagalog spoken in Bulacan, Bataan, Nueva Ecija and parts of Zambales. Central The Tagalog spoken in Manila, parts of Rizal and Laguna. This is the Tagalog dialect that is understood by the majority of the population. South Characteristic of the Tagalog spoken in Batangas, parts of Cavite, major parts of Quezon province and the coastal regions of the island of Mindoro. 1.1. English Influence The standard Tagalog spoken in Manila, the capital of the Philippines, is also considered the prestige dialect of Tagalog. It is the Tagalog used in the media and is taught in schools. -
IDENTIMRS Hawaii; *Ilocano
DOCUMENT MUNE ED 206 189 FL 012 493 AUTHOR Opinaldo, Eulanda; And Others TITLE Ilokano Language Program Guide. TNSTITOTION Hawaii State Dept. of Education, Honolulu.Office of Instructional Services. PUB DATE Jun 81 NOTE 163p. LANGUAGE English: Ilocano !DRS PRICE MR01/PC07 Plus Postage. DESCRIPTORS Cultural Education: Educational Objectives; Elementary Secondary Education: Hawaiians; Lesson Plans: Malayo Polynesian Languages: *Second Language Instruction: State Curriculum Guides; *Teaohing Guides: Teaching Methods IDENTIMRS Hawaii; *Ilocano ABSTRACT This guide expresses the philosophy, goals,and objectives, and outlines the scope and sequence ofIlocano language instruction at various levels for the public schoolsof Hawaii. It serves as a resource document for theteacher of Ilocano in that it identifies essential skills, suggests areas ofemphasis, points out possible problem areas, and proposes solutions tothose problems. It also presents a short history of the Ilocanolangua de, its phonology and grammar, selected language teaching andevaluation strategies, and an outline of the curriculum for LevelsI and II. he four appendices include the grammar of Ilocano, asample lesson, useful classroom expressions, and references. (Author/AMH) ***************************,******************************************* * * Reproductions supplied by EDRS are the best that canbe made * * from the original document. *********************************************************************** \*. SPANISH Cn rn "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED -
Inclusion and Cultural Preservation for the Ifugao People
421 Journal of Southeast Asian Human Rights, Vol.2 No. 2 December 2018. pp. 421-447 doi: 10.19184/jseahr.v2i2.8232 © University of Jember & Indonesian Consortium for Human Rights Lecturers Inclusion and Cultural Preservation for the Ifugao People Ellisiah U. Jocson Managing Director, OneLife Foundation Inc. (OLFI), M.A.Ed Candidate, University of the Philippines, Diliman Abstract This study seeks to offer insight into the paradox between two ideologies that are currently being promoted in Philippine society and identify the relationship of both towards the indigenous community of the Ifugao in the country. Inclusion is a growing trend in many areas, such as education, business, and development. However, there is ambiguity in terms of educating and promoting inclusion for indigenous groups, particularly in the Philippines. Mandates to promote cultural preservation also present limits to the ability of indigenous people to partake in the cultures of mainstream society. The Ifugao, together with other indigenous tribes in the Philippines, are at a state of disadvantage due to the discrepancies between the rights that they receive relative to the more urbanized areas of the country. The desire to preserve the Ifugao culture and to become inclusive in delivering equal rights and services create divided vantages that seem to present a rift and dilemma deciding which ideology to promulgate. Apart from these imbalances, the stance of the Ifugao regarding this matter is unclear, particularly if they observe and follow a central principle. Given that the notion of inclusion is to accommodate everyone regardless of “race, gender, disability, ethnicity, social class, and religion,” it is highly imperative to provide clarity to this issue and identify what actions to take. -
Tagbanua Language in Irawan in the Midst of Globalization Teresita D
Tagbanua Language in Irawan in the Midst of Globalization Teresita D. Tajolosa Palawan State University Tessie_Tajolosa@ yahoo.com Abstract The purpose of this study was to investigate the Tagbanua language as a potentially endangered language in Irawan alone. Focusing on the language attitude, language use and actual language proficiency of the Tagbanua inhabitants, the researcher was interested in determining how these may be affected by the respondents’ characteristics such as age, sex, education and geographical location. Social factors such as intermarriage and stereotyping which may influence the perpetuation or decline of the language were also examined. The respondents included young and adult speakers from Sitio Iratag, Sitio Tagaud and lowland Irawan. To determine the language attitude and language use of the respondents, the researcher administered a set of questionnaire. For actual language proficiency, two native speakers of Tagbanua were hired to do interviews with the respondents. The paper ends with an outlook of how the Tagbanua language can be maintained by its speakers. 1.Introduction A surge of interest in sociolinguistics has been taking place during the past decades. Among the focus of many studies from different parts of the world are language loss, language identity and language survival. Despite the tug of war between the value of bilingualism and the survival of minority languages, supporters of indigenous language survival remain very vocal in their call for the continuous widespread of the language. This is due to the fact that “the threat to linguistic resources is now recognized as a worldwide crisis” (Crawford, 1998, http://our worldcompuserve.com/homepages/JW CRAWFORD/brj.htm ). -
Title <Articles>A Phonological Sketch of Ilocano Author(S) YAMAMOTO
Title <Articles>A phonological sketch of Ilocano Author(s) YAMAMOTO, Kyosuke Citation 京都大学言語学研究 (2017), 36: 21-49 Issue Date 2017-12-31 URL https://doi.org/10.14989/230686 Right © 京都大学言語学研究室 2017 Type Departmental Bulletin Paper Textversion publisher Kyoto University 京都大学言語学研究 (Kyoto University Linguistic Research) 36 (2017), 21 –49 A phonological sketch of Ilocano Kyosuke Yamamoto Abstract: In this paper I describe and analyze the phonology of the northern dialect of Ilocano (Western Malayo-Polynesian, Northern Luzon). The description includes segmental phonology, syllable structure and weight, stress placement, and phonological processes. I also argue the following. First, the phonemic status of the glottal stop depends on the environment. It is partly phonemic, but epenthetic in particular environments. Second, syllables that contain a long vowel are heavy but open syllables with a short vowel and closed syllables should be considered as light. Third, Ilocano has no diphthongs and those which have been considered to be diphthongs are in fact a sequence of a consonant and vowel. Fourth, the assignment of stress is almost entirely predictable and is assumed to be essentially postlexical. Fifth, in Ilocano three distinct prosodic word domains, the lowest prosodic constituent which is related to morphosyntactic constituency, should be posited to describe phonological processes. I also show that most of these processes repair ill-formed syllable structures.*1 Keywords: Ilocano, Austronesian, segmental phonology, prosodic phonology 1 The Ilocano language The Ilocano language is a Western Malayo-Polynesian language of the Austronesian Family (Blust 2013) and is spoken by about 9 million people in the northwest of Luzon Island in the Philippines (Rubino 2005), serving as the lingua franca of the region. -
Tagalog Language Maintenance and Shift Among the Filipino Community in New Zealand
Tagalog Language Maintenance and Shift among the Filipino Community in New Zealand Ronalyn Magadia Umali A thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Communication Studies 2016 School of Communication Studies Table of Contents ABSTRACT iv LIST OF TABLES v ATTESTATION OF AUTHORSHIP vi ACKNOWLEDGEMENTS vii CHAPTER ONE: INTRODUCTION 1 1.1. Background to the study 1 1.2. Aims and significance of the study 2 1.3. Structure of the thesis 3 CHAPTER TWO: LANGUAGE MAINTENANCE AND SHIFT 5 2.1. Language Contact, Maintenance, and Shift 5 2.1.1. Domains: where language is used 6 2.1.2. Reversing Language Shift, Graded Intergenerational Disruption Scale and Ethnolinguistic Vitality 7 2.1.3. Attitudes and behaviours 9 2.1.4. Challenges to RLS, GIDS, and Ethnolinguistic Vitality 11 2.1.5. Non-traditional approaches to multilingualism 12 2.2. New Zealand and its Languages 13 New Zealand language maintenance and shift studies 14 2.3. The Philippines and its Languages 17 Filipino migrants and language maintenance/shift patterns 18 2.4. Chapter summary 21 CHAPTER THREE: METHODOLOGY 22 3.1. Guiding perspective of the research 22 3.2. Research Design 23 3.3. Research Instruments 24 3.3.1. Informal observations 24 3.3.2. Interviews 25 3.4. Sampling 26 3.5. Thematic Analysis 27 3.6. Chapter summary 28 CHAPTER FOUR: THE TAGALOG LANGUAGE IN NEW ZEALAND 29 4.1. Filipinos and Tagalog language in New Zealand 29 4.2. Participants‘ demographics 32 4.2.1. -
(MTB-MLE) Learning Materials: an Analysis of K to 12 Ilocano Short Stories
The Suitability of Mother Tongue-Based Multilingual Education (MTB-MLE) Learning Materials: An Analysis of K to 12 Ilocano Short Stories Jillian Loise L. Melchor, University of the Philippines-Diliman Abstract The country’s archipelagic nature is an ever-present feature of any Filipinist discourse. This is especially palpable when crafting language policies. Contemporary Philippines displays a discernible paradigm shift in its approach on the language question. The nationalist discourse appears to be replaced by a cultural imperative to preserve indigenous heritage, which owes its vibrancy to the country’s plural composition. In 2012, the unprecedented Mother Tongue-Based Multilingual Education (MTB-MLE) scheme was implemented as a crucial component of the Department of Education’s radical adoption of the K-12 Basic Education Program. Despite the scheme’s noble objective of making “Filipino children life-long learners in their L1 (MT), L2 (Filipino, the national language), and L3 (English, the global language)” (DepEd, 2013), policy implementation falls short due to the scarcity of readily-available learning materials. Of the eighteen indigenous languages adopted by the MTB-MLE scheme, Ilocano is the only regional language represented on DepEd’s online didactic platform. This paper is a language-specific study of the suitability of learning materials made accessible on DepEd Tambayan which features a compilation of nineteen Ilocano short stories. It interrogates the short stories’ linguistic and sociocultural elements, drawing attention to the glaring inaccuracies that pervade these texts intended as learning materials. The proposal of flawed didactic materials is unfortunately indicative of the department’s ineptitude in implementing the mother-tongue framework, which in turn is symptomatic of the hastiness of the whole K-12 project. -
Empowering the Filipino Language Classroom
EMPOWERING THE FILIPINO LANGUAGE CLASSROOM: TOWARDS CRITICAL PEDAGOGY AND CURRICULUM A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SECOND LANGUAGE STUDIES August 2018 By Jayson Parba Committee: Graham V. Crookes, Chairperson Pia Arboleda Christina Higgins John Mayer Patricia Halagao Keywords: critical language pedagogy, curriculum negotiation, dialogic pedagogy, Filipino, heritage language, translanguaging ACKNOWLEDGEMENTS I have met so many amazing people while pursuing doctoral studies at the University of Hawaiʻi at Mānoa. These people have made studying and life abroad less daunting and scary. Indeed, they have made my stay in Honolulu memorable, meaningful, and, yes, fun, too! To them, my sincerest gratitude and appreciation. First, I would like to thank Graham, my advisor and strong ally, for believing in me and my work. There were moments when I felt that the strong weight of teaching and research was too much to handle, but his words of wisdom and motivation kept me going. Graham, I think you’re the best graduate mentor one could ask for, and I sincerely thank you for being so generous with your expertise, time, care, and encouragement. I also thank my committee members Pia Arboleda, Patricia Halagao, Christina Higgins, and John Mayer for their insights, suggestions, and expertise that greatly helped me think and rethink about my work. I thank Pia for being the most supportive, generous, and kind teaching assistant supervisor, coordinator, ate, and friend; John Mayer for being one of the individuals who supported me from the very beginning and for believing in my teaching skills and research potentials; Christina for being an excellent sociolinguistics professor and for inspiring me to also pursue sociolinguistics research in my own work; and Patricia for sharing with me her passion for equity and multicultural education. -
Tagalog Author: Holly Bedrosian
Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development Language Group: Tagalog Author: Holly Bedrosian Program Contact Person: Nancy Cloud ([email protected]) Compiled & Presented by: Holly Bedrosian Rhode Island College TESL 539 Spring 2010 Tagalog is an Austronesian language which serves as the basis for Filipino (Ager, 1998) There are roughly 57 million speakers of Tagalog in the Philippines (Ager, 1998) Tagalog is primarily spoken in parts of the Luzon island, Manila, Lubang, Marinduque, and parts of Mindoro (Ramos, 2002). Tagalog speakers are also found in Canada, Guam, Midway (http://sino.net/philippinetourist,1994) Islands, Saudi Arabia and the UK (Ramos, 2002). Tagalog used to be written in the Baybayin alphabet (which derives from South Indian scripts) (Ager, 1998) ( http://www.omniglot.com, 2010) Tagalog is currently written using a Latin alphabet A B K D E G H I L M N Ng O P R S T U W Y a ba ka da e ga ha i la ma na nga o pa ra sa ta u wa ya Tagalog is a phonetic language; letters and letter combinations essentially have the same pronunciation. (Transparent Language, 1991). VOCABULARY Sanskrit, Arabic, Chinese, English and Spanish have influenced the vocabulary of Tagalog (Ager, 1998). There are some vocabulary words that sound very similar in English (sero=zero; bangko=bank; tiket=ticket) (Ramos, 2002). BEWARE! Some vocabulary words mean completely different things in Tagalog than English (at=and; ma=uncle or mister) (Ramos, 2002). -
89 Language Attitudes and Identity Construction Of
LLT Journal, e-ISSN 2579-9533, p-ISSN 1410-7201, Vol. 23, No. 1, April 2020 LLT Journal: A Journal on Language and Language Teaching http://e-journal.usd.ac.id/index.php/LLT Sanata Dharma University, Yogyakarta, Indonesia LANGUAGE ATTITUDES AND IDENTITY CONSTRUCTION OF TRILINGUAL LEARNERS IN A RURAL SCHOOL IN THE PHILIPPINES Jerico Juan Esteron University of the Philippines Diliman, Philippines correspondence: [email protected] DOI: doi.org/10.24071/llt.2020.230107 received 31 January 2020; accepted 30 March 2020 Abstract Since its implementation in 2012, the Philippines’ mother tongue-based multilingual education (MTB-MLE) program has already generated issues that point to the seemingly inadequate preparation of the education bureau when it comes to teacher training and instructional materials production. However, one concern that is seldom mentioned in the literature is the learners’ attitude toward the languages they learn in the process. This is crucial because this attitude could reveal their learning motivations and formation of linguistic and sociocultural identity. Informed by the notion of language attitudes and construction of identity, this study explores the perception of trilingual children on their mother tongue and second languages—Ilocano, Filipino, and English, vis-à-vis their identity construction. Results show that most of the learners hold a positive attitude toward the three languages. However, the identified negative attitudes of some learners as regards these languages may cause pedagogical concerns linking to language teaching and the discourse of culture, nationalism, and globalization. Keywords: language attitude, identity construction, mother tongue-based multilingual education (MTB-MLE) Introduction The implementation of the Mother Tongue-based-Multilingual Education (MTB-MLE) curriculum in the Philippines has effected a major change in its educational system. -
THE INFIXES La, Li, Lo and Al in PHILIPPINE LANGUAGES
PUBLICATIONS OF THE INSTITUTE OF NATIONAL LANGUAGE Bulletin No. 3 October, 1939 THE INFIXES la, li, lo AND al IN PHILIPPINE LANGUAGES FELIZBERTO B. VIRAY MANILA BUREAU OF PRINTING 1939 -hs w ip w ie & W B '^ •. .V < / MW IPOB ' >/" i >: •*'•'■ ’ - ' •. •. ?'sgsgt/ SS3K PUBLICATIONS OF THE INSTITUTE OF NATIONAL LANGUAGE Bulletin No. 3 October, 1939 THE INFIXES la, li, lo AND al IN PHILIPPINE LANGUAGES FELIZBERTO B. VIRAY MANILA BUREAU OF PRINTING 1939 37902 INSTITUTE OF NATIONAL LANGUAGE J aime C. de Veyra, D irector Cecilio L opez, Secretary and Executive Officer F elix S. Salas Rodriguez, M em b er Santiago A. F onacier, M em b er Casimiro F. P erfecto, M em b er I sidro Abad, M em b er Zoilo H ilario, M em b er L ope K. Santos, M em b er J ose I. Zulueta, M em b er 2 THE INFIXES la, li, lo AND al IN PHILIPPINE LANGUAGES1 BY FELIZBERTO B. VIRAY INTRODUCTION Words in Philippine languages are formed by the com bination of roots and affixes. The affixes which are pre fixes, infixes, and suffixes enliven the words of the lang uages and complete the ideas to be expressed by their being added to the roots of words. The prefixes are numerous in all the Philippine languages but the infixes and suffixes are few. The infixes that are so far known are urn, in, and la, li, lo. The infixes la, li, lo take other forms such as ra, ri, ro, ga, gi, go and ya, yi, yo following the operation of the RLD 2 and RGH3 laws in Philippine languages.