A Bibliography of Philippine Language Dictionaries and Vocabularies
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
The Lexical Trend of Backward Speech Among Filipino Millenials on Facebook
International Journal of English and Comparative Literary Studies Website: https://bcsdjournals.com/index.php/ijecls ISSN: 2709-4952 Vol.1, Issue 1, 2020 The Lexical Trend of Backward Speech among Filipino Millenials on Facebook Bethany Marie Cabantac-Lumabi1 1 Far Eastern University – Manila, Philippines Article Info Abstract Article history: Purpose: This study is an attempt to understand how Millenials use backward Received 05 September 2020 speech on their Facebook statuses and how their lexicon is incorporated into Revised 16 November 2020 a grammar of novel items in English in the Philippines. Accepted 18 November 2020 Methodology/ Approach: Facebook statuses with the two trending backward speeches such as “lodi” and “werpa” are the inputs of this study since they Keywords: top the list of more than 20 Tagalog slang words for everyday use of modern Optimality Theory, Filipinos. Through the Optimality Theory (Mc Carty, 2007; Prince & Internet Neologisms, Smolensky, 2004) process and lexical analysis, these backward speeches were Philippine English classified by literature as speech disguise, joke, and euphemism, while the hashtags are basically tags used to categorize conversations between users. Paper Type : Findings: Despite its limitations, the results of the study describe and record Research Article a different form of Philippine English on Facebook that occurs from the Corresponding Author: optimal satisfaction of conflicting constraints. Evidently, the #werpa and #lodi are more contemporary and considerable internet slang (e.g. backward Bethany Marie Cabantac- speech) for Philippine Millenials, who are active on posting their Facebook Lumabi statuses to enhance group exclusivity. Its meanings are based on the context of the Facebook posts rooted in social connections. -
Teaching Critical Vocabulary to Filipino Heritage Language Learners
education sciences Article Teaching Critical Vocabulary to Filipino Heritage Language Learners Jayson Parba Department of Indo-Pacific Languages and Literatures, University of Hawai’i at Manoa,¯ Honolulu, HI 96822, USA; [email protected] Abstract: 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 dia- logues, 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, specif- ically 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. Keywords: critical vocabulary; critical language pedagogy; heritage language; Filipino Citation: Parba, J. Teaching Critical Vocabulary to Filipino Heritage Language Learners. Educ. -
Biographies of Early Scientists in the Philippines
Biographies of Early Scientists in the Philippines Electronic version of Scientists in the Philippines Vols 1-2 First published by the National Science Development Board, 1976, 1978 Edited by Cymbeline R. Villamin H. Otley Beyer: Father of Philippine Anthropology Science and Technology Information Institute DOST Complex General Santos Avenue Bicutan Taguig Metro Manila Philippines [email protected] Copyright © 2004 by Science and Technology Information Institute About this eBook Biographies of Early Scientists in the Philippines 2004 edition is published in electronic format by the Information Resources and Analysis Division - Science and Technology Information Institute (IRAD-STII). The print versions, edited by Miguel Ma. Varela and Marcelino A. Foronda Jr. were published in 1976 and 1978 by National Science Development Board (NSDB) then under Minister Melecio S. Magno. Minister Magno hoped the book will contribute to the growing body of science literature. NSDB was the forerunner of the present Department of Science and Technology under Secretary Estrella F. Alabastro. In consonance with the mandate of STII to lead in the dissemination of S&T information, this book is produced in digital format. Jose L. Guerrero Director Science and Technology Information Institute (STII) Biographies of Early Scientists in the Philippines Edited by Cymbeline R. Villamin Copyright © 2004 by Science and Technology Information Institute All rights reserved. No part of this book may be reproduced in any manner without written permission from the Science and Technology Information Institute. Contents Vol. 1 Jose Algue Sanllei (1856-1930) Fernando Calderon (1866-1948) Isabelo Concepcion Paul C. Freer Leon Ma. Guerrero Richard Crittendon McGregor (1871-1936) Elmer D. -
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 ). -
Primary Science Teaching to Bicolano Students: in Bicol, English Or Filipino?
International Journal of Evaluation and Research in Education (IJERE) Vol.4, No.1, March2015, pp. 8~15 ISSN: 2252-8822 8 Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino? Jualim Datiles Vela Division of Educational Development, Cultural and Regional Studies Graduate School for International Development and Cooperation, Hiroshima University, Japan Article Info ABSTRACT Article history: This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is Received Nov 30, 2014 officially taught in English. Usingthe official language, English, and the two Revised Dec 30, 2014 local languages- Filipino, the national and official language, and Bicol, the Accepted Jan 26, 2015 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 Keyword: students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Primary science education Filipino language obtained better mean scores in the test compared to Mother Tongue-based Science students who were taught using their mother language. On the other hand, Education students who were taught using the English language obtained the lowest Instructional Materials in Local mean scores. Furthermore, the results revealed that the Bicol speaking Languages 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. Copyright © 2015 Institute of Advanced Engineering and Science. -
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. -
Oryza Sativa) Cultivation in the Ifugao Rice Terraces, Philippine Cordilleras
Plant Microfossil Results from Old Kiyyangan Village: Looking for the Introduction and Expansion of Wet-field Rice (Oryza sativa) Cultivation in the Ifugao Rice Terraces, Philippine Cordilleras Mark HORROCKS, Stephen ACABADO, and John PETERSON ABSTRACT Pollen, phytolith, and starch analyses were carried out on 12 samples from two trenches in Old Kiyyangan Village, Ifugao Province, providing evidence for human activity from ca. 810–750 cal. B.P. Seed phytoliths and endosperm starch of cf. rice (Oryza sativa), coincident with aquatic Potamogeton pollen and sponge spicule remains, provide preliminary evidence for wet-field cultivation of rice at the site. The first rice remains appear ca. 675 cal. B.P. in terrace sediments. There is a marked increase in these remains after ca. 530–470 cal. B.P., supporting previous studies suggesting late expansion of the cultivation of wet-field rice in this area. The study represents initial, sediment-derived, ancient starch evidence for O. sativa, and initial, sediment-derived, ancient phytolith evidence for this species in the Philippines. KEYWORDS: Philippines, Ifugao Rice Terraces, rice (Oryza sativa), pollen, phytoliths, starch. INTRODUCTION THE IFUGAO RICE TERRACES IN THE CENTRAL CORDILLERAS,LUZON, were inscribed in the UNESCOWorldHeritage List in 1995, the first ever property to be included in the cultural landscape category of the list (Fig. 1). The nomination and subsequent listing included discussion on the age of the terraces. The terraces were constructed on steep terrains as high as 2000 m above sea level, covering extensive areas. The extensive distribution of the terraces and estimates of the length of time required to build these massive landscape modifications led some researchers to propose a long history of up to 2000–3000 years, which was supported by early archaeological 14C evidence (Barton 1919; Beyer 1955; Maher 1973, 1984). -
Inequality of Opportunities Among Ethnic Groups in the Philippines Celia M
Philippine Institute for Development Studies Surian sa mga Pag-aaral Pangkaunlaran ng Pilipinas Inequality of Opportunities Among Ethnic Groups in the Philippines Celia M. Reyes, Christian D. Mina and Ronina D. Asis DISCUSSION PAPER SERIES NO. 2017-42 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. December 2017 For comments, suggestions or further inquiries please contact: The Research Information Department, Philippine Institute for Development Studies 18th Floor, Three Cyberpod Centris – North Tower, EDSA corner Quezon Avenue, 1100 Quezon City, Philippines Tel Nos: (63-2) 3721291 and 3721292; E-mail: [email protected] Or visit our website at https://www.pids.gov.ph Inequality of opportunities among ethnic groups in the Philippines Celia M. Reyes, Christian D. Mina and Ronina D. Asis. Abstract This paper contributes to the scant body of literature on inequalities among and within ethnic groups in the Philippines by examining both the vertical and horizontal measures in terms of opportunities in accessing basic services such as education, electricity, safe water, and sanitation. The study also provides a glimpse of the patterns of inequality in Mindanao. The results show that there are significant inequalities in opportunities in accessing basic services within and among ethnic groups in the Philippines. -
[Contents] a Source Book Of
[Contents] A Source Book of Philippine History To Supply a Fairer View of Filipino Participation and Supplement the Defective Spanish Accounts Philippine Progress Prior to 1898 By Austin Craig and Conrado Benitez Of the College of Liberal Arts Faculty of the University of the Philippines Philippine Education Co., Inc., Manila, 1916 [Contents] The following 720 pages are divided into two volumes, each of which, for the convenience of the reader, is paged separately and has its index, or table of contents: VOLUME I I. The Old Philippines’ Industrial Development (Chapters of an Economic History) I.—Agriculture and Landholding at the time of the Discovery and Conquest. II.—Industries at the Time of Discovery and Conquest. III.—Trade and Commerce at the Time of Discovery and Conquest. IV.—Trade and Commerce; the Period of Restriction. V.—The XIX Century and Economic Development. By Professor Conrado Benitez II. The Filipinos’ Part in the Philippines’ Past (Pre-Spanish Philippine History A. D. 43–1565; Beginnings of Philippine Nationalism.) By Professor Austin Craig VOLUME II III. The Former Philippines thru Foreign Eyes (Jagor’s Travels in the Philippines; Comyn’s State of the Philippines in 1810; Wilkes’ Manila and Sulu in 1842; White’s Manila in 1819; Virchow’s Peopling of the Philippines; 1778 and 1878; English Views of the People and Prospects of the Philippines; and Karuth’s Filipino Merchants of the Early 1890s) Edited by Professor Craig Made in Manila—PRESS OF E. C. MCCULLOUGH & CO.—The Work of Filipinos [Contents] EDITOR’S EXPLANATIONS AND ACKNOWLEDGMENTS This work is pre-requisite to the needed re-writing of Philippine history as the story of its people.