Enriching Knowledge by Publishing in the Regional Languages 1
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Kapampangan Language Endangerment Through Lexical
Kapampangan Lexical Borrowing from Tagalog: Endangerment rather than Enrichment Michael Raymon M. Pangilinan [email protected] Abstract It has sometimes been argued that the Kapampangan language will not be endangered by lexical borrowings from other languages and that lexical borrowings help enrich a language rather than endanger it. This paper aims to prove otherwise. Rather than being enriched, the socio-politically dominant Tagalog language has been replacing many indigenous words in the Kapampangan language in everyday communication. A number of everyday words that have been in use 20 years ago ~ bígâ (clouds), sangkan (reason), bungsul (to faint) and talágâ (artesian well) just to name a few ~ have all been replaced by Tagalog loan words and are no longer understood by most young people. This paper would present a list of all the words that have been replaced by Tagalog, and push the issue that lexical borrowing from a dominant language leads to endangerment rather than enrichment. I. Introduction At first glance, the Kapampangan language does not seem to be endangered. It is one of the eight major languages of the Philippines with approximately 2 million speakers (National Census and Statistics Office, 2003). It is spoken by the majority in the province of Pampanga, the southern half of the province of Tarlac, the northeast quarter of the province of Bataan, and the bordering communities of the provinces of Bulacan and Nueva Ecija (Fig. 1). It has an established literature, with its grammar being studied as early as 1580 by the Spanish colonisers (Manlapaz, 1981). It has also recently penetrated the electronic media: the first ever province-wide news in the Kapampangan language was televised in 2007 by the Pampanga branch of the Manila-based ABS-CBN Broadcasting Corporation. -
Six Years of MTB MLE: Revisiting Teachers' Language Attitude
Asian Journal of Multidisciplinary Studies Vol. 1, No. 3 (Special Issue), (2018) ISSN 2651-6691 (Print) ISSN 2651-6705 (Online) Six years of MTB MLE: Revisiting Teachers’ Language Attitude towards the Teaching of Chavacano Ali G. Anudin Philippine Normal University, Manila, Philippines Abstract - To gauge the success of the mother tongue-based multilingual education (MTB-MLE) in the Philippines is tantamount to examining it in a milieu where its citizens speak a number of languages. Zamboanga City is credibly one of the cities in the country identified to be multilingual where its people speak about eight (8) languages, namely: Chavacano, Cebuano-Bisaya, Tausug, Sama, Yakan, Tagalog, Subanen, and Hiligaynon. This study surveys the MTB-MLE program in its sixth year of implementation. Specifically, it attempted to determine the general language attitude of the teacher- respondents in using Chavacano as a language of instruction, and the difficulties they faced in the classroom in using the mother tongue. The data were gathered through qualitative descriptive method using survey questionnaire and interview questions. A total of thirty-eight (38) teachers participated as respondents: thirty-two (32) answered the survey questionnaire, and six (6) partook in accomplishing the interview questions. The respondents all come from one of the biggest public primary school i.e. Don Gregorio Elementary Memorial School (DONGEMS), which is located at the heart of Zamboanga City where the implementation of MTB-MLE was seen to be much difficult since there are eight prevailing languages used by the people within the area. The findings revealed that teachers generally have negative attitude towards the use of Chavacano as language of instruction. -
The Case of Nominal Plural Marking in Zamboanga Chabacano
Language Documentation & Conservation Special Publication No. 19 Documentation and Maintenance of Contact Languages from South Asia to East Asia ed. by Mário Pinharanda-Nunes & Hugo C. Cardoso, pp.141–173 http:/nflrc.hawaii.edu/ldc/sp19 4 http://hdl.handle.net/10125/24908 Documenting online writing practices: The case of nominal plural marking in Zamboanga Chabacano Eduardo Tobar Delgado Universidade de Vigo Abstract The emergence of computer-mediated communication has brought about new opportunities for both speakers and researchers of minority or under-described languages. This paper shows how the analysis of spontaneous contemporary language samples from online social networks can make a contribution to the documentation and description of languages like Chabacano, a Spanish-derived creole spoken in the Philippines. More specifically, we focus on nominal plural marking in the Zamboangueño variety, a still imperfectly understood feature, by examining a corpus composed of texts from online sources. The attested combination of innovative and vestigial features requires a close look at the high contact environment, different levels of metalinguistic awareness or even some language ideologies. The findings shed light on the wide variety of plural formation strategies which resulted from the contact of Spanish with Philippine languages. Possible triggers, such as animacy, definiteness or specificity, are also examined and some future research areas suggested. Keywords: nominal plural marking, Zamboangueño Chabacano, number, creole languages Licensed under Creative Commons Attribution-NonCommercial-NoDerivatives License 142 Eduardo Tobar Delgado 1. Introduction1 Zamboanga Chabacano (also known as Zamboangueño or Chavacano) is one of the three extant varieties of Philippine Creole Spanish or Chabacano and totals around 500,000 speakers in and around Zamboanga City in the Southern Philippines. -
Development, Implementation and Testing of Language Identification System for Seven Philippine Languages
Philippine Journal of Science 144 (1): 81-89, June 2015 ISSN 0031 - 7683 Date Received: ?? ???? 2014 Development, Implementation and Testing of Language Identification System for Seven Philippine Languages Ann Franchesca B. Laguna1 and Rowena Cristina L. Guevara2 1Computer Technology Department, College of Computer Studies, De La Salle University, Taft Avenue, Manila 2Electrical and Electronics Engineering Institute, University of the Philippines Diliman, Quezon City Three Language Identification (LID)approaches, namely, acoustic, phonotactic, and prosodic approaches are explored for Philippine Languages. Gaussian Mixture Models (GMM) is used for acoustic and prosodic approaches. The acoustic features used were Mel Frequency Cepstral Coefficients (MFCC), Perceptual Linear Prediction (PLP), Shifted Delta Cepstra (SDC) and Linear Prediction Cepstral Coefficients (LPCC). Pitch, rhythm, and energy are used as prosodic features. A Phone Recognition followed by Language Modelling (PRLM) and Parallel Phone Recognition followed by Language Modelling (PPRLM) are used for the phonotactic approach. After establishing that acoustic approach using a 32nd order PLP GMM-EM achieved the best performanceamong the combinations of approach and feature, three LID systems were built: 7-language LID,pair-wise LID and hierarchical LID; with average accuracy of 48.07%, 72.64% and 53.99%, respectively. Among the pair-wise LID systems the highest accuracy is 92.23% for Tagalog and Hiligaynon and the lowest accuracy is 52.21% for Bicolano and Tausug. In the hierarchical LID system, the accuracy for Tagalog, Cebuano, Bicolano, and Hiligaynon reached 80.56%, 80.26%, 78.26%, and 60.87% respectively. The LID systems that were designed, implemented and tested, are best suited for language verification or for language identification systems with small number of target languages that are closely related such as Philippine languages. -
A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation
JUNE 2019 DISCUSSION PAPER SERIES NO. 2019-06 ‘Starting Where the Children Are’: A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation Jennifer D. Monje, Aniceto C. Orbeta Jr., Kris A. Francisco-Abrigo, and Erlinda M. Capones The PIDS Discussion Paper Series constitutes studies that are preliminary and subject to further revisions. They are being circulated in a limited number of copies only for purposes of soliciting comments and suggestions for further refinements. The studies under the Series are unedited and unreviewed. The views and opinions expressed are those of the author(s) and do not necessarily reflect those of the Institute. Not for quotation without permission from the author(s) and the Institute. CONTACT US: RESEARCH INFORMATION DEPARTMENT Philippine Institute for Development Studies [email protected] 18th Floor, Three Cyberpod Centris - North Tower https://www.pids.gov.ph EDSA corner Quezon Avenue, Quezon City, Philippines (+632) 372-1291/(+632) 372-1292 ‘Starting Where the Children Are’: A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation Jennifer D. Monje, Aniceto C. Orbeta Jr., Kris A. Francisco-Abrigo, and Erlinda M. Capones PHILIPPINE INSTITUTE FOR DEVELOPMENT STUDIES June 2019 Abstract The primary rationale of the Mother Tongue-Based Multilingual Education (MTB-MLE) program is to begin where the children are, which means building up on what children already know. It is designed to implement a learner-centered education from the beginning of the education ladder. The MTB-MLE policy may be said to be in its infancy in terms of official implementation, but it has had a long and unrecognized history in Philippine education. -
Table 1. Population Distribution by Province/City: Western Mindanao, 2000
Table 1. Population Distribution by Province/City: Western Mindanao, 2000 Province/City Total Population Percent Western Mindanao 3,091,208 100.00 Zamboanga City 601,794 19.47 Basilan 332,828 10.77 Zamboanga del Norte 823,130 26.63 Zamboanga del Sur 1,333,456 43.14 Source: NSO, 2000 Census of Population and Housing Table 2. Total Population by Age Group, Sex and Sex Ratio: Western Mindanao, 2000 Age Group Total Population Male Female Sex Ratio Western Mindanao 3,091,208 1,566,743 1,524,465 102.8 Under 5 412,517 209,904 202,613 103.6 5- 9 437,787 222,780 215,007 103.6 10-14 395,085 198,450 196,635 100.9 15-19 331,765 166,213 165,552 100.4 20-24 271,526 136,759 134,767 101.5 25-29 232,090 116,655 115,435 101.1 30-34 210,317 106,578 103,739 102.7 35-39 191,799 98,633 93,166 105.9 40-44 157,493 81,120 76,373 106.2 45-49 126,467 65,647 60,820 107.9 50-54 95,096 49,044 46,052 106.5 55-59 71,942 36,746 35,196 104.4 60-64 60,002 30,406 29,596 102.7 65-69 40,313 20,128 20,185 99.7 70-74 27,782 13,779 14,003 98.4 75-79 14,832 7,179 7,653 93.8 80 and over 14,395 6,722 7,673 87.6 Source: NSO, 2000 Census of Population and Housing Table 3. -
4 Indigenous Languages for Development: the Philippine Experience
4 Indigenous languages for development: the Philippine experience Nestor Castro Philippine languages The Philippines is an archipelago composed of 7,107 islands with a population of 75 million people. Because of its archipelagic character, there are more than a hundred languages in the Philippines. The Summer Institute of Linguistics identified at least 151 languages in the country. Except for one Creole language, Chavacano, all of these languages belong to the Western Malaya-Polynesian subfamily of the Austronesian languages. These languages are further classified as belonging to the following language groups: Northern Philippine (70 languages), Central Philippine (46languages), Southern Philippine (22languages), Sarna Bajaw (?languages), Southern Mindanao (5languages), and Sulawesi Sangil (1 language). Despite this big number, only eight of these languages make up 85 percent of the entire Philippine population. These are Tagalog, Sugbuhanon, Iloko, Pangasinan, Hiligaynon, Bikol, Kapampangan, and Waray. Native speakers of these eight languages comprise the ethnic majority of the country, i.e. the lowland Christian Filipinos. Tagalog is the language spoken in Manila, the national capital, and the outlying provinces. Because of its strategic position, it has been designated as the national language since the establishment of the Philippine Commonwealth in 1935. While the 1987 Philippine Constitution mandated that the national language is 'Filipino', this is based on the Manila dialect of Tagalog. Minority languages The remaining 15 percent of the population are further divided into 143 language groups. Since ethnic identity, especially in the Philippines, is largely defined by language, the speakers of these 143 languages comprise the ethnic minorities of the country. These ethnic minorities can further be classified into two distinct groups: the Bangsa Moro, found in southern Philippines, and the 'indigenous peoples', who are scattered in the relatively isolated areas of the archipelago. -
An Exploration of Chineseness in Mindanao, Philippines: the Case of Zamboanga City+
Contemporary Chinese Political Economy and Strategic Relations: An International Journal Vol. 3, No. 3, Dec. 2017, pp. 1433-1451 __________________________________________________________ An Exploration of Chineseness in Mindanao, Philippines: The Case of Zamboanga City+ Melodina S. Cruz* University of the Philippines Diliman Abstract There has been a growing body of narratives on the minorities in Mindanao, the Philippines’ second largest island group, mostly focusing on the Muslims and the lumads (non-Muslim indigenous people) either as a whole or as a specific people group. Such narratives are in light of issues concerning aspects of peace and security, economic development, land disputes, and the environment. The Chinese as a minority in Mindanao are not given much attention despite the many works on Chinese integration and Chineseness in Southeast Asia. Similar research in the Philippines is confined largely to Manila, leaving a gap in the historical narratives. This exploratory and descriptive research note aims to provide a pilot inquiry on the Chinese in the spatial peripheries of the Philippines, particularly in Zamboanga City, by exploring how Chineseness is practiced in their everyday life. Keywords: Chineseness, Chinese community, Zamboanga City, Mindanao 1433 1434 Melodina S. Cruz 1. Introduction Philippine history tends to focus on events in Luzon and Visayas, with less attention on Mindanao. Recent events concerning the resumption of talks on the Bangsamoro Basic Law (BBL) (MindaNews, 13th January 2017), the violent encounter -
AUTHOR DOCUMENT RESUME Studies in Philippine Linguistics
gok DOCUMENT RESUME ED 253 084 FL 014 804 AUTHOR Otanes, Fe T., Ed.; Hale, Austin, Ed. TITLE Studies in Philippine Linguistics, Volume 5, Number 1. INSTITUTION Lidguistic Society of the Philippines, Manila.; Summer Inst. of Linguistics, Manila (Philippines). PUB 84 ,NOTE 202p.; Papers written at a Research Conference of the Summer Institute of Linguistics (Bukidnon, I t Philippines, 1982). PUB TYPE'. Reports - Research/Technical (143) -- Collected Works General (020) EDRS PRICE MF01/14C09 Plus Postage. DESCRIPTORS, *Applied Linguistics,' *Discourse Analysis; *Expressive*Languagi; *Grammar; *Indonesian Languages; *Linguittics; Tenses (Grammar); Verbs IDENTIFIERS Kadazan; *Philippines; Sangire; Subanen; Tatana; Tiruray ABSTRACT A collection of seven papers developed for the 1982 ApSummer Iistitute of Linguistics of the Linguistic Society of the Philippides address aspects of the institute's research topic, the interface of the morphosyntax and discourse structure in languages of the Philippines and Sabah.-Ttbey include three papers on general concerns of discourse type in a given language and four concerning hortatory discourse. They are: "Verb Tense/Aspect in Tatana Discourse" (Inka Pekkanen); "Eliminating the Hocus-Pocus of Focus in Sangire" (Arthur tightbody); "Idtersecting Functions of Topic Markers in'Sindangen Subanen" (Felicia Brichodx); "Mitigation in,a Tiruray Sermon" (Steve Doty); "Hortatory Strategy in Subanun II" (Robert mo. Brichoux); "Do As I Say: A Study of Selected Features of Hortatory, Discourse in Eastern Kadazan" (Hope M. Hurlbut); and "Hortatory Mitigation: The Case of the Camouflaged Backtione (Ross Errington). (MSE) ***************************4******************************************** * Repioductions supplied by EDRS are.the best that can be made' . * * from the original document. * *********************************************************************** a:)C ir4N STUDIES IN PHILIPPINELINGUISTICS eNt Edited by FeT. -
Publications
Publications PHILIPPINE LANGUAGES: AS COLORFUL AS THE COUNTRY ITSELF by: Donna May S. Baltazar Teacher III, Orani National High School Parang - Parang The Philippines is an archipelagic country consisting of over seven thousand islands. With vast variation of landscapes and terrains. With the majority of the country being divided by either vast waters to huge mountain ranges, it is not surprising that there are also many variations in language. There are eight major dialects in the Philippines, not including sub-dialects. The first one is Bikol, the language use in the southern tip of the Luzon islands, the Bikol region, which includes Naga, Camarines Sur, Camarines Norte, Legazpi, and Albay, as well as parts of Surigao islands. The Bikol language is further divided to four sub- groups, the Northern Coastal Bikol, Southern Bikol language, Central Bikol language, and the Bisakol. Then there is the Cebuano language or also referred to as Visaya is the native language of the majority of people in the Visayan islands. The third one is Hiligaynon or the Ilonggo, which originated in Ilo-ilo still a part of the Visayan Islands. Hiligaynon is not as wide spread as that of Cebuano language, the native speakers are mostly concentrated in the Western Visayas region which includes Ilo-ilo, Capiz, Guimaraz, and Negros Occidental. Although some of the neighboring islands also adopted the language. Ilocano on the other hand is the language of the spoken in the Ilocos region as well as other northern provinces in the Philippines. Ilocano is the major spoken language in 22 November 2019 Publications the Northern Luzon. -
Ang Marks the What?: an Analysis of Noun Phrase Markers in Cebuano
Ang marks the what?: An analysis ofnoun phrase markers in Cebuano Senior Essay Department ofLinguistics, Yale University Advised by Claire Bowern and Robert Frank Ava Tattelman Parnes 10 May 2011 Acknowledgements: Words can barely express the gratitude I feel toward those who have helped me tackle this daunting project. I would like to thank my advisors, Professors Claire Bowem and Robert Frank, for guiding me through the research process, suggesting possible analyses, asking me the tough questions, and making me smile. They always made me feel supported and made what could have been a frustrating experience an enjoyable one. I could not have completed this essay without their incredible teaching skills and their dedication to working through the tough spots with me. I would also like to thank Professor Larry Hom, the Director ofUndergraduate Studies, and the rest ofthe senior linguistics majors for their support and ideas in the senior essay class. Lastly, lowe my understanding ofCebuano to one woman, Ms. Threese Serana. Her warm personality and connection to Cebuano are what helped me to become interested in the intricacies ofthe language two years ago. Her dedication to the discovery process that is elicitation made this project a joy. The sentences, stories, and excitement we shared while discovering things about Cebuano will remain with me long after this project is completed. Table of Contents 1 Introduction 1 1.1 Overview ofEssay 1 1.2 Cebuano Language Information and History 1 1.3 Voice in Austronesian Languages 3 1.4 Noun Phrase -
CEBUANO for BEGINNERS PALI Language Texts: Philippines (Pacific and Asian Linguistics Institute) Howard P
CEBUANO FOR BEGINNERS PALI Language Texts: Philippines (Pacific and Asian Linguistics Institute) Howard P. McKaughan Editor CEBUANO FOR BEGINNERS by Maria Victoria R. Bunye and Elsa Paula Yap 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: 9780824879778 (PDF) 9780824879761 (EPUB) This version created: 30 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 authors and should not be con- strued as representing the opinions or policy of any agency of the United States Government. Copyright © 1971 by University of Hawaii Press All rights reserved PREFACE The lessons herein were developed under a contract with the Peace Corps (PC 25–1507) at the University of Hawaii under the auspices of the Pacific and Asian Linguistics Institute.