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HILIGAYNON LESSONS PALI Language Texts: Philippines (Pacific and Asian Linguistics Institute) Howard P

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HILIGAYNON LESSONS PALI Language Texts: Philippines (Pacific and Asian Linguistics Institute) Howard P HILIGAYNON LESSONS PALI Language Texts: Philippines (Pacific and Asian Linguistics Institute) Howard P. McKaughan Editor HILIGAYNON LESSONS by Cecile L. Motus University of Hawaii Press Honolulu 1971 Open Access edition funded by the National Endowment for the Humanities / Andrew W. Mellon Foundation Humanities Open Book Program. Licensed under the terms of Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Inter- national (CC BY-NC-SA 4.0), which permits readers to freely download and share the work in print or electronic format for non-commercial purposes, so long as credit is given to the author. The license also permits readers to create and share de- rivatives of the work, so long as such derivatives are shared under the same terms of this license. Commercial uses require permission from the publisher. For details, see https://creativecommons.org/licenses/by-nc-sa/4.0/. The Cre- ative Commons license described above does not apply to any material that is separately copyrighted. Open Access ISBNs: 9780824882013 (PDF) 9780824882020 (EPUB) This version created: 20 May, 2019 Please visit www.hawaiiopen.org for more Open Access works from University of Hawai‘i Press. The work reported herein was performed pursuant to a contract with the Peace Corps, Washington, D.C. 20525. The opinions ex- pressed herein are those of the author and should not be con- strued as representing the opinions or policies of any agency of the United States government. Copyright © 1971 by University of Hawaii Press All rights reserved PREFACE These Lessons in Hiligaynon have been developed under the auspices of the Pacific and Asian Linguistics Institute of the Uni- versity of Hawaii with the help of a Peace Corps contract (PC 25–1507). They have been tested in training sessions for vol- unteers at Hilo Hawaii, a project of the University of Hawaii. This text is one of three on Hiligaynon. The other two are A Hiligaynon-English Dictionary by Miss Motus, and Hiligaynon: A Reference Grammar by Elmer P. Wolfenden. These three volumes in turn form a part of a larger series entitled Pali Lan- guage Texts: Philippines edited by Howard P. McKaughan. It is the hope of the authors and the editor that the materials on Hiligaynon will assist learners of the language to become better acquainted with the Philippines, and that they will also foster the person-to-person understanding that is traditional to peoples of these two countries. Howard P. McKaughan Editor vii INTRODUCTION Hiligaynon is one of the eight major languages of the Philip- pines. It is ‘the dominant language in Capiz, Iloilo, Negros Oc- cidental‚ Romblon, and in some towns in Cotabato, Occidental Mindoro, and Oriental Mindoro.’* Language materials never become fixed. No last word can be said. These materials cover only a limited aspect of Hili- gaynon grammar and vocabulary. It is hoped that they will be of use to those interested in acquiring a speaking knowledge of Hiligaynon‚ and that to linguists and anthropologists they will prove a challenge for further study. These materials were made possible through the Pacific and Asian Linguistics Institute of the University of Hawaii, under the direction of Dr. Howard McKaughan by support from Peace Corps, Washington D.C. Special thanks are due Dr. Ernesto Con- stantino for advice and encouragement; to Richard McGinn‚ for editorial suggestions; to Cora Henares and Cora Alkalde for re- viewing Hiligaynon entries in both the text and the dictionary; to the Hiligaynon staff of Peace Corps Philippines XXIII for giving their time to the initial production of the supplementary materials; and to Peace Corps Hilo for testing tentative drafts during training of Peace Corps Volunteers. HOW THESE MATERIALS ARE TO BE USED I. Time Allotment These lessons were written for an average of four or five classroom contact hours per lesson. The estimated number of contact hours for mastery of items introduced in this book is around three hundred. * Ernesto Constantino, Tagalog and Other Major Languages of the Philippines. Unpublished. Honolulu: Institute of Advanced Pro- jects, East West Center. 1968, p. 7. viii INTRODUCTION II. Teacher’s Role A good model of native speech is extremely important for proper language acquisition programs. The instructors are the models of native Hiligaynon speech. They teach and guide the students to speak Hiligaynon, but are not to teach about the language. No grammar explanation will be made in class, except at special times designated by Language Coordinators for grammar ses- sions. The following general instructions for the teacher may prove helpful. 1. Master the dialogue thoroughly. Memorize all the lines in the dialogue. Introduce a dialogue three times at normal native speaker speed and intonation. Then, model it line by line, having the students repeat each line. Repetition of every line should be done at least three times per line. Repetition can be done chorally or individually. It is suggested that choral repetition be performed first until the students gain enough confidence to say an utterance individually. 2. Make the introduction of micro-dialogues as meaningful as possible. Dramatize, or use audio or visual aids. 3. Prepare teaching aids well ahead of class time. Because translation is not a recommended teaching method, visual aids will prove helpful especially when introducing new vocabulary items. 4. Conduct drills as briskly and as lively as possible. Master all the items given in the textbook. You are allowed to add your own entries to some drills, provided that vocab- ulary and structure conform to what has been covered. 5. Always correct pronunciation or grammatical errors on the spot. Reinforce correct responses. 6. No grammar explanation should be given by a teacher who is not sure of the analysis of Hiligaynon. Refer gram- matical questions to Language Coordinators. 7. Role-playing is a must activity every day. Situations should center around possible job-roles of the students. 8. It is suggested that handouts for students be given half- way through the language schedule for the day. Lessons are not to be read in class while class is in progress. 9. Give the students 90 per cent of the class time to use the target language. Model, but do not lecture. ix INTRODUCTION III. Format The book is divided into twelve units. A brief summary of gram- matical points introduces each unit. The number of lessons in a unit vary. The format is based on a Tagalog text being prepared by Miss Teresita V. Ramos at the Pacific and Asian Linguistics Institute of the University of Hawaii. A structural content (short description of grammatical points) heads each lesson; micro-dialogues follow. These are called micro because they are composed of only two to four lines. The dialogues are the embryo of each lesson. They are authentic models of native conversation and illustrate gram- matical points being introduced. Complete internalization of these dialogues should provide the fundamentals of simple conversational proficiency in the target language. Internal- ization infers more than mere memorization. It means complete mastery of structures learned, as evidenced by use in the learner’s active repertoire of Hiligaynon, plus an automatic use of these inside and outside classroom situations. Model sen- tences (samples of native conversation organized around struc- tures covered in the lesson) are marked in the micro-dialogues with ‘M’s’ and numbers. The numbers count the lines of each dialogue. Complete dialogues marked ‘C’ follow. Complete dia- logues are utterance-response arrangements of the model sen- tences and are also numbered to show how many complete dialogues can be derived from the models given. Only after mastery of the micro-dialogues is achieved, can the instructor proceed to drill. Example drills are given with every lesson. Drilling should be thorough and programmed to insure movement from controlled use of structures to limited free conversation. Role-playing, which is dramatization of sit- uations usually centering around the future job-role of Peace Corps trainees, is a good testing activity for comprehension and production of dialogues in the target language. It provides en- couragement for dialogue exchange of structures drilled day after day. Role-playing is limited free conversation and is one activity in which trainees can show how much of the native speaker’s linguistic, as well as kinesic (body movement)‚ com- munication signals they have internalized. Instructions for the Teacher contain suggested role-playing situations for every lesson. x INTRODUCTION The lessons are sequenced to cover only one grammar point at a time. The structural content summarizes grammatical points covered in the lesson; the micro-dialogues give samples of native speech using the structures, and drills provide habit- forming activities for internalization. Grammatical explanations are given toward the end of the lesson. These are brief descrip- tions of grammatical patterns. The student is encouraged to set aside extra review time for going over grammatical explana- tions. Cultural notes are given in lessons on an as-needed and ad hoc basis. These are brief accounts of some behavioral or lin- guistic nuances in Hiligaynon culture. Lists of new vocabulary items are given toward the end of each lesson. These contain vocabulary introduced for the first time in that lesson. They are provided for student reference during review periods. No time is allowed for teaching of vo- cabulary through translation. Words are to be mastered in the context of the situations. They are to become part of the stu- dent’s active repertoire of native terms. Cumulative dialogues and exercises appear in several lessons. These include samples of native conversation, Hili- gaynon stories, or magazine features which contain sentences using most of the grammatical points already taken up by the class. IV. Supplementary Lessons and Materials Supplementary lessons are inserted in units which bear related grammatical structures.
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