Tagalog-English Code Switching As a Mode of Discourse
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Ori Inal Document
DOCUMENT RESUME ED 481 305 FL 027 837 AUTHOR Lo Bianco, Joseph, Ed. TITLE Voices from Phnom Penh. Development & Language: Global Influences & Local Effects. ISBN ISBN-1-876768-50-9 PUB DATE 2002-00-00 NOTE 362p. AVAILABLE FROM Language Australia Ltd., GPO Box 372F, Melbourne VIC 3001, Australia ($40). Web site: http://languageaustralia.com.au/. PUB TYPE Books (010) Collected Works Proceedings (021) EDRS PRICE EDRS Price MF01/PC15 Plus Postage. DESCRIPTORS *College School Cooperation; Community Development; Distance Education; Elementary Secondary Education; *English (Second Language); Ethnicity; Foreign Countries; Gender Issues; Higher Education; Indigenous Populations; Intercultural Communication; Language Usage; Language of Instruction; Literacy Education; Native Speakers; *Partnerships in Education; Preservice Teacher Education; Socioeconomic Status; Student Evaluation; Sustainable Development IDENTIFIERS Cambodia; China; East Timor; Language Policy; Laos; Malaysia; Open q^,-ity; Philippines; Self Monitoring; Sri Lanka; Sustainability; Vernacular Education; Vietnam ABSTRACT This collection of papers is based on the 5th International Conference on Language and Development: Defining the Role of Language in Development, held in Phnom Penh, Cambodia, in 2001. The 25 papers include the following: (1) "Destitution, Wealth, and Cultural Contest: Language and Development Connections" (Joseph Lo Bianco); (2) "English and East Timor" (Roslyn Appleby); (3) "Partnership in Initial Teacher Education" (Bao Kham and Phan Thi Bich Ngoc); (4) "Indigenous -
Pronunciation Features of Philippine English Vowels and Diphthongs 1
➢ Pronunciation Features of Philippine English Vowels and Diphthongs 1. Absence of contrast between /æ/ and /ɑ/ e.g. ‘cat’ /kæt/ →/kɑt/ 2. Diphthong shortening e.g. ‘mail’(/meɪl/) → ‘mill’ (/mɪl/) Consonants 3. Substitution of /f/ for /p/ e.g. ‘pin’ (/pɪn/) → ‘fin’(/fɪn/) 4. Substitution of /t/ for /θ/ e.g. ‘think’ (/θɪŋk/) → ‘Tink’ (/tɪŋk/) 5. Substitution of /d/ for /ð/ e.g. ‘there’(/ðeə/) → ‘dare’(/deə/) 6. Substitution of /ts/ for /tʃ/ e.g. ‘chair’(/tʃeə/) → (/tseə/) 7. Substitution of /dj/ for /dʒ/ e.g. ‘jealous’ (/ˈdʒeləs/) → (/ˈdjeləs/) 8. Substitution of /ds/ for /dʒ/ e.g. ‘passage’ (/ˈpæsɪdʒ/) → (/ˈpæsɪds/) 9. Unaspirated /p/, /t/ and /k/ 10. Prevoiced /b/, /d/, and /g/ in onset position 11. Neutralized /s/ and /z/ coda position ➢ Pronunciation Features of Indian English Vowels and Diphthongs 1. Long vowel shortening e.g. ‘seek’ (/siːk/)→‘sick’(/sɪk/) 2. diphthong shortening e.g. ‘mail’( /meɪl/) → ‘mill’ (/mɪl/) Consonants 3. Substitution of /ʈ/ for /t/ e.g. ‘tidy’ (/ˈtaɪdi/) → (/ˈʈaɪdi/) 4. Substitution of /ɖ/ for /d/ e.g. ‘desk’ (/desk/) → (/ɖesk/) 5. Substitution of /t/ for /d/ e.g. ‘feed’(/fiːd/) → ‘feet’(/fiːt/) 6. Substitution of /ʂ/ for /s/ e.g. ‘sing’ (/sɪŋ/) → (/ʂɪŋ/) 7. Substitution of /ʐ/ for /z/ e.g. ‘zoo’ (/zuː/) → (/ʐuː/) 8. Substitution of / ɭ / for /l/ e.g. ‘light’ (/laɪt/) → (/ɭaɪt/) 9. Substitution of /f/ for /v/ e.g. ‘gave’ (/geɪv/) → (/geɪf/) 10. Substitution of /v/ for /w/ e.g. ‘wet’ (/wet/) → ‘vet’ (/vet/) 11. Absence of contrast between /f/ and /p/ e.g. ‘pin’ (/pɪn/) ⇄ ‘fin’(/fɪn/) or vice versa 12. Absence of contrast between /s/ and /ʃ/ e.g. -
Cambridge University Press 978-1-108-42537-7 — English Around the World 2Nd Edition Index More Information
Cambridge University Press 978-1-108-42537-7 — English around the World 2nd Edition Index More Information Index Aboriginal English 23, 122, 140 Bao Zhiming 202 Aboriginals, 118, 121–122, 125, 226 Barbados 101, 105, 106 accent 5, 7, 17, 20, 88, 121, 123, 133, basilect 104, 106, 112 134, 235 Belafonte, Harry 108 accommodation 39, 134, 175, 229 Berlin Conference 46, 48 Achebe, Chinua 152, 197 bilingualism 28, 35, 51, 83, 166, 246 acrolect 104 biological concepts 26, 226 adjective comparison 73 Bislama 157, 176–177 adstrate 68 blogs 59 adverbs 99, 214 borrowing, see loan words African American English 87, 88, 116, 219 Botswana 146, 209, 211 African Englishes 32 Brexit 59, 71 Afrikaans 33, 130, 131, 133, 135 British Empire 40, 52–55, 160, 226 Ali G 114 British English 31, 57, 73, 75, 84, 85, 87, 151, American English 38, 57, 59, 61, 68, 113, 116, 152, 212, 214, 229, 235, 236, 242 208, 214, 216 history 69–74, 113 see also Standard English dialects 16, 85–86, 89, 114 Brunei 157, 161 history 82–89 Brunei English 162, 197 lexis 25, 26, 209 Butler English 50 melting pot 82, 89 Native AmE 23, 84, 88, 226 Cajun English 88 pronunciation 16, 212, 229 calque 24, 209 southern dialect 16, 23, 84, 85, 88, 90–99, Cambodia 158 116 Cameroon 147, 149, 238, 239, 240 standard 87, 88 Cameroonian English 23, 203, 205, 209 vs. British English 84 Camfranglais 149, 240 Americanization Canada 54, 54, 89 of World Englishes 56, 57, 59 language situation 33, 61 analogy 28, 205 Canadian English 61, 89–90, 210, 211, 215 antideletion 137, 205 Cantonese 19, 163, 164, 239 AntConc corpus software 258 Caribbean 51, 52, 53, 61, 62, 68, 113, 117, 235 archaisms 209 Caribbean Creoles 102, 105–106, 205 article omission / insertion 8, 137, 172, 194, cline 105 215, 224, 230 Caribbean English 23, 26, 88, 98, 117, 212, 213 article reduction 78 case 78 articulation 202, 250 Celtic Englishes 74, 116 ASEAN / Association of South-East Asian Celtic languages 73, 113 Nations 158, 185, 234 Celts 70 aspiration 20, 192 Chambers, J. -
Resources for Philippine Languages: Collection, Annotation, and Modeling
PACLIC 30 Proceedings Resources for Philippine Languages: Collection, Annotation, and Modeling Nathaniel Ocoa, Leif Romeritch Syliongkaa, Tod Allmanb, Rachel Edita Roxasa aNational University 551 M.F. Jhocson St., Sampaloc, Manila, PH 1008 bGraduate Institute of Applied Linguistics 7500 W. Camp Wisdom Rd., Dallas, TX 75236 {nathanoco,lairusi,todallman,rachel_roxas2001}@yahoo.com The paper’s structure is as follows: section 2 Abstract discusses initiatives in the country and the various language resources we collected; section In this paper, we present our collective 3 discusses annotation and documentation effort to gather, annotate, and model efforts; section 4 discusses language modeling; various language resources for use in and we conclude our work in section 5. different research projects. This includes those that are available online such as 2 Collection tweets, Wikipedia articles, game chat, online radio, and religious text. The Research works in language studies in the different applications, issues and Philippines – particularly in language directions are also discussed in the paper. documentation and in corpus building – often Future works include developing a involve one or a combination of the following: language web service. A subset of the “(1) residing in the place where the language is resources will be made temporarily spoken, (2) working with a native speaker, or (3) available online at: using printed or published material” (Dita and http://bit.ly/1MpcFoT. Roxas, 2011). Among these, working with resources available is the most feasible option given ordinary circumstances. Following this 1 Introduction consideration, the Philippines as a developing country is making its way towards a digital age, The Philippines is a country in Southeast Asia which highlights – as Jenkins (1998) would put it composed of 7,107 islands and 187 listed – a “technological culture of computers”. -
The Puzzling Case of Chabacano: Creolization, Substrate, Mixing and Secondary Contact
The Puzzling Case of Chabacano: Creolization, Substrate, Mixing and Secondary Contact Patrick O. Steinkrüger ZAS (Centre for General Linguistics), Berlin) [email protected] Commonly known as “Chabacano” are the different varieties of the Spanish-based Creole in the Philippines. Until the present, the (socio-)historical origin of the Chabacano varieties is far from being entirely explained (e.g. Lipski 1988 and 1992). In addition, nearly all publications on Chabacano refer to Zamboangueño and not to the variety of Ternate (Manila Bay) which is the oldest variety and in many aspects more conservative (cf. Steinkrüger forthcoming). Also, the constant contact between India, Macau and the Philippines has been neglected. Consequently, it seems to be necessary to classify the morphosyntactical features and lexical items of Chabacano as of Malayo-Portuguese origin or of the (Mexican) Spanish superstrate origin, or finally as of Philippine origin by later contact. The analysis of these features and their comparison with Portuguese-based creoles in Asia could also lead to more clarity explaining the (socio-)historical origin of Chabacano. It is the aim of this paper to discuss some external and internal aspects of the Chabacano varieties in the Philippines, considering their historical background (e.g. Francisco 2002) and focussing on morphosyntactic ‘typical’ features of creole languages considering Zamboangueño in Mindanao but also the variety spoken in Ternate (Manila Bay). Nevertheless, it is true that Chabacano has in some respect a mixed character by language contact in the Philippines, but this fact is not an argument against its original structure as a creole (against the status as an “intertwined language”). -
Tagalog-English Code-Switching: Issues in the Nominal Domain
Tagalog-English code-switching: issues in the nominal domain Ramon Lorenzo D. Labitigan Senior Thesis Advisor: Raffaella Zanuttini Submitted to the faculty of the Department of Linguistics in partial fulfillment of the requirements for the degree of Bachelor of Arts Yale University May 1, 2013 Labitigan – 2 of 43 Table of Contents Acknowledgments…………………………………………………………… 4 0 Abstract………………………………………………………………........ 5 1 Introduction………………………………………………………………. 6 1.1 Code-switching as a research topic 6 1.2 Tagalog-English bilingualism 6 1.2.1 Tagalog 6 1.2.2 English in Tagalog-speaking populations 7 1.2.3 Tagalog-English code-switching (TECS) 7 1.3 Opening remarks 7 2 Theoretical framework…………………………………………………... 8 2.1 The Matrix Language Frame (MLF) Model 8 2.1.1 The ML:EL opposition 9 2.1.2. The content-system morpheme opposition 11 2.2 The Abstract Level Model 12 2.3 Congruence 13 2.4 The 4-Morpheme (4-M) Model 14 2.5 Summary 15 3 Plural markers in Tagalog, English, and TECS………………………... 19 3.1 Plural markers in Tagalog and English 19 3.2 Plural markers in TECS 21 3.2.1 Observations 21 3.2.1.1 English as the ML 21 3.2.1.2 Tagalog as the ML 21 Labitigan – 3 of 43 3.2.2 Analysis 22 3.2.2.1 English as the ML 22 3.2.2.2 Tagalog as the ML 23 3.2.3 Discussion 27 3.2.3.1 Sufficient congruence is required for acceptable code- 27 switches 3.2.3.2 Lemmas are language-specific 29 4 Subjecthood and case in Tagalog, English, and TECS………………… 29 4.1 Subjecthood and case in Tagalog and English 30 4.1.1 The Tagalog topic system 30 4.1.2 The puzzle of subjecthood -
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. -
Language Use in Shifting Contexts: Two Multilingual Filipinos' Narratives of Language and Mobility Introduction
Indonesian Journal of English Language Teaching, 11(2), October 2016, pp. 153-167 Language use in shifting contexts: Two multilingual Filipinos’ narratives of language and mobility Rebecca Urip Wattimena Program Pasca Sarjana, Linguistik Terapan Bahasa Inggris, Universitas Katolik Indonesia Atma Jaya, Jakarta Christine Manara Program Pasca Sarjana, Linguistik Terapan Bahasa Inggris, Universitas Katolik Indonesia Atma Jaya, Jakarta Abstract This study explores languages repertoire of two Filipinos who were brought up in a multilingual family and subsequently left their home country to live abroad. Both participants were exposed to more than 4 languages at their home country before they went to live abroad. The study was guided by three research questions: 1) how do these multilinguals use their languages? 2) what kind of linguistic dynamics the participants encountered during their mobility experiences? 3) how do the participants perceive themselves in relation to their linguistic and cultural identity? Narrative-based study was adopted to conduct this research. Data were elicited using open-ended interviews. The major findings show that although participants are still attached with their local languages, shifting of dominant language occurs in line with their mobility experiences. In addition, there is also an indication of language shift that takes place on the fourth generation. The 1st generation languages (participants‟ grandparents, i.e. Ibanag and Karay-A) are no longer spoken and Tagalog is not inherited to the 4th generation of one of the participants. Keywords: language shift, multilingual speakers, dominant language, language dynamics Introduction In today‟s globalized era, mobility is of a common reality. Along with this mobility, languages and cultures also flow across border. -
Exemplary Analyses of the Philippine English Corpus
Exemplary analyses of the Philippine English Corpus Ma. LourdesExemplary analyses of the Philippine English S. Corpus Bautista De La Salle University-Manila The inspiration for this paper comes from Schneider’s “Corpus linguistics in the Asian context: Exemplary analyses of the Kolhapur corpus of Indian English” (2000), illustrating how descriptive linguistics can be done using an electronic corpus. The general objective of his study was to characterize some features of Indian English and to determine whether this new variety was particularly conservative or relatively innovative compared to the colonizers’ variety, mainly British English, and peripherally American English. In other words, does Indian English manifest signs of a nativization process? His analysis of the Kolhapur corpus focuses on the use of the subjunctive, the case marking of wh- pronouns, the putatively British intransitive-do proform, and the indefinite pronouns ending in -body and -one. He compares his results with those of the (British) Lancaster- Oslo-Bergen, hereafter LOB, and the (American) Brown corpora. The comparison seems well motivated because the three corpora—Kolhapur, LOB, and Brown—each consist of one million words, have an equal number of five hundred texts with two thousand words per text, follow the basic design of fifteen print genres or text types, with all the texts being synchronic: i.e., printed within the same year within each corpus (although it was 1961 for both Brown and LOB but 1978 for Kolhapur). I am replicating Schneider’s (2000) analysis of the subjunctive, the case marking of wh- pronouns, and the indefinite compound pronouns in -body and -one using two corpora—the components of the International Corpus of English (ICE) from the Philippines and Singapore, hereafter ICE-PHI and ICE-SIN. -
A Comparative Study of New Quotatives in Asian Englishes: a Corpus-Based Analysis
言語処理学会 第24回年次大会 発表論文集 (2018年3月) A Comparative Study of New Quotatives in Asian Englishes: A Corpus-Based Analysis Mariko Takahashi School of Sociology, Kwansei Gakuin University [email protected] 1. Introduction were incorporated in the scope of investigation. Among In daily conversations, we often hear people different varieties of English in Asia, Hong Kong directly quoting what other people have said before; for English, Indian English, and Singapore English were example, “Why did you download that mobile game?” selected for analysis. The data on Philippine English “Because my best friend has been playing it for a while, was also included based on Takahashi (2014). These and she said, ‘You should try it, it’s really fun.’” varieties were chosen because they are spoken in major Traditionally, “say” has been the main verb used to Asian areas classified as the Outer Circle according to introduce direct quotation; however, these days, new the Kachruvian paradigm (Kachru, 1992, pp. 356-357). quotatives such as “be like” and “go” are also used in It should also be noted that Philippine English is conversations (e.g., Buchstaller, 2013; Barbieri, 2009; considered as an American-type English (Dayag, 2012) Tagliamonte & Hudson, 1999; Takahashi, 2014). The in contrast to the other three varieties. origin of the quotative usage of “be like” can be traced to California (D’Arcy, 2007), and the use of new 2. Methodology quotatives is now regarded as an ongoing linguistic In order to use comparable data across the change in English -
Title Phonological Patterning for English As a Lingua Franca in Asia
Title Phonological patterning for English as a lingua franca in Asia: Implications for norms and practice in multilingual Asia Author(s) Ee Ling Low Source Journal of English as a Lingua Franca, 5(2), 309-332 Published by De Gruyter Copyright © 2016 De Gruyter This document may be used for private study or research purpose only. This document or any part of it may not be duplicated and/or distributed without permission of the copyright owner. The Singapore Copyright Act applies to the use of this document. Citation: Low, E. (2016). Phonological patterning for English as a lingua franca in Asia: Implications for norms and practice in multilingual Asia. Journal of English as a Lingua Franca, 5(2), 309-332. https://doi.org/10.1515/jelf-2016-0022 The final publication is also available at www.degruyter.com Phonological Patterning for English as a Lingua Franca in Asia: Implications for Norms and Practice in Multilingual Asia Ee-Ling Low* Abstract With the rapid economic development and the increasing activities in trade, education, cultural events, and tourism in Asia, more and more people are using English as a lingua franca (ELF). The Asian Corpus of English (ACE) project has, as one of its defining goals, the collection of a million-word corpus of naturally occurring speech in order to analyse and describe the distinctive linguistic features of Asian ELF and to identify shared features if any. However, little research has been done hitherto on the features of ELF in the Asian context. This paper, therefore, presents a description of the phonological patterns found in ELF.