Philippine Linguistic Policy in the Global Context
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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 -
CUASI NOMÁS INGLÉS: PROSODY at the CROSSROADS of SPANISH and ENGLISH in 20TH CENTURY NEW MEXICO Jackelyn Van Buren Doctoral Student, Linguistics
University of New Mexico UNM Digital Repository Linguistics ETDs Electronic Theses and Dissertations Fall 11-15-2017 CUASI NOMÁS INGLÉS: PROSODY AT THE CROSSROADS OF SPANISH AND ENGLISH IN 20TH CENTURY NEW MEXICO Jackelyn Van Buren Doctoral Student, Linguistics Follow this and additional works at: https://digitalrepository.unm.edu/ling_etds Part of the Anthropological Linguistics and Sociolinguistics Commons, and the Phonetics and Phonology Commons Recommended Citation Van Buren, Jackelyn. "CUASI NOMÁS INGLÉS: PROSODY AT THE CROSSROADS OF SPANISH AND ENGLISH IN 20TH CENTURY NEW MEXICO." (2017). https://digitalrepository.unm.edu/ling_etds/55 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in Linguistics ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Jackelyn Van Buren Candidate Linguistics Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Chris Koops, Chairperson Dr. Naomi Lapidus Shin Dr. Caroline Smith Dr. Damián Vergara Wilson i CUASI NOMÁS INGLÉS: PROSODY AT THE CROSSROADS OF SPANISH AND ENGLISH IN 20TH CENTURY NEW MEXICO by JACKELYN VAN BUREN B.A., Linguistics, University of Utah, 2009 M.A., Linguistics, University of Montana, 2012 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Linguistics The University of New Mexico Albuquerque, New Mexico December 2017 ii Acknowledgments A dissertation is not written without the support of a community of peers and loved ones. Now that the journey has come to an end, and I have grown as a human and a scholar and a friend throughout this process (and have gotten married, become an aunt, bought a house, and gone through an existential crisis), I can reflect on the people who have been the foundation for every change I have gone through. -
Puerto Rican Pupils in Mainland Schools. TTP 003.08. Puerto Rican Spanish
DOCUMENT RESUME ED 103 375 SP 008 981 TITLE Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP 003.08. Puerto Rican Spanish. Teacher Corps Bilingual Project. INSTITUTION Hartford Univ., West Hartford, Conn. Coll, of Education. SPONS AGENCY Office of Education (DREW), Washington, D.C. Teacher Corps. NOTE 30p.; For related documents, see ED 095 128-143 and SP 008 975-987 BDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGE DESCRIPTORS *Bilingualism; *Language Usage; *Le7.,.ning Activities; Linguistic Patterns; Linguistics; *Puerto Ricans; *Spanish Speaking IDENTIFIERS. *Learning Modules; Puerto Rico ABSTRACT Of the multitude of dialects which exemplify the Spanish language, Puerto Rican Spanish has suffered the most severe rejection by language purists and pseudolinguists. The need to take a Clear and open look at Spanish spoken in Puerto Rico is preeminent. It is the purpose of this module to clarify some major points of controversy regarding Puerto Rican Spanish by presenting an extensive discussion concerning the background and intent of the language. A preassessment and a postassessment test are included. (Author/MJM) BEST COPY TEACHER CORPS BILINGUAL PROJECT UNIVERSITY OF HARTFORD WEST HARTFORD, CONNECTICUT DR. PERRY A. ZIRKEL, DIRECTOR MODULAR SEQUENCE: PUERTO RICAN PUPILS IN MAINLAiiD SCHOOLS TTP 003.08 PUERTO RICAN SPANISH U S. DEFAMER? OP REALM. EOUCAtION & WELFARE NATIONAL INStlfUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCEb EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING It POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY COLLEGE OF EDUCATION UNIVERSITY OF HARTFORD WEST HARTFORD,' CONNECTICUT t)R. -
Hispanic American Diversity of Languages
Hispanic American Diversity of Languages If after studying Spanish hard at school still makes you Quebec had remained a separate country, or if Haiti had confused when conversing with native speakers, don’t be. It been a larger country, then perhaps other French dialects so happens Spanish is spoken by [over] 19 different Latin might have become more accepted. countries so expect variations in accents and vocabulary. The diversity of the Hispanic American languages is largely explained by this. The countries of origin of “Trade Winds” Spanish Latinos/Hispanics are as diverse as their speech. In this The third major type of Spanish is spoken in the Caribbean, article, both will be presented. coastal areas of Latin America, and in some cases in southern Spain. In the seventeenth and eighteenth centuries, the accent in Seville, Cádiz, and other cities in Andalusia, Latin American Spanish in Southern Spain, began to change. Speakers began to The most common Spanish dialect taught in the U.S. is drop the final “s” on words. standard Latin American which is sometimes called The settlers and traders of southern Spain took this “Highland” Spanish because it is generally spoken in the dialect with them to the Caribbean and other coastal areas. mountainous areas of Latin America. Though many Latin Today Caribbean or “Lowland” Spanish is characterized by countries retains its own accents and has its unique its relative informality, its rapid pace, and the dropping of vocabulary, the residents of countries such as Mexico, “s” sounds, allowing people to talk more quickly. Colombia, Peru and Bolivia generally speak Latin American Spanish, which is most commonly used in the urban areas. -
Tagalog-English Code Switching As a Mode of Discourse
Asia Pacific Education Review Copyright 2004 by Education Research Institute 2004, Vol. 5, No. 2, 226-233. Tagalog-English Code Switching as a Mode of Discourse Maria Lourdes S. Bautista De La Salle University-Manila Philippines The alternation of Tagalog and English in informal discourse is a feature of the linguistic repertoire of educated, middle- and upper-class Filipinos. This paper describes the linguistic structure and sociolinguistic functions of Tagalog-English code switching (Taglish) as provided by various researchers through the years. It shows that the analysis of Taglish began with a linguistic focus, segmenting individual utterances into sentences and studying the switch points within the sentence. Other studies were more sociolinguistic in nature and investigated the functions of code switching. Recently, Taglish has been viewed as a mode of discourse and a linguistic resource in the bilingual’s repertoire. New theoreticians working within a Critical Discourse Analysis framework are seeing Taglish as a reaction to the hegemonizing tendencies of Philippine society and modern life. Key Words: code switching, code mixing, discourse analysis, Tagalog, English in the Philippines 1Foreigners who visit Manila or other urban areas in the English in the same discourse or conversation (Gumperz, Philippines for the first time are struck by the phenomenon of 1982); it is the use of Tagalog words, phrases, clauses, and hearing snatches of conversation that they can understand sentences in English discourse, or vice-versa. The term is also because part of the conversation is recognizably in English, occasionally used generically for the switching that takes but at the same time feel completely lost when listening to the place between a Philippine language (not necessarily Tagalog) other parts of the conversation. -
Understanding the Tonada Cordobesa from an Acoustic
UNDERSTANDING THE TONADA CORDOBESA FROM AN ACOUSTIC, PERCEPTUAL AND SOCIOLINGUISTIC PERSPECTIVE by María Laura Lenardón B.A., TESOL, Universidad Nacional de Río Cuarto, 2000 M.A., Spanish Translation, Kent State University, 2003 M.A., Hispanic Linguistics, University of Pittsburgh, 2009 Submitted to the Graduate Faculty of the Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2017 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by María Laura Lenardón It was defended on April 21, 2017 and approved by Dr. Shelome Gooden, Associate Professor of Linguistics, University of Pittsburgh Dr. Susana de los Heros, Professor of Hispanic Studies, University of Rhode Island Dr. Matthew Kanwit, Assistant Professor of Linguistics, University of Pittsburgh Dissertation Advisor: Dr. Scott F. Kiesling, Professor of Linguistics, University of Pittsburgh ii Copyright © by María Laura Lenardón 2017 iii UNDERSTANDING THE TONADA CORDOBESA FROM AN ACOUSTIC, PERCEPTUAL AND SOCIOLINGUISTIC PERSPECTIVE María Laura Lenardón, PhD University of Pittsburgh, 2017 The goal of this dissertation is to gain a better understanding of a non-standard form of pretonic vowel lengthening or the tonada cordobesa, in Cordobese Spanish, an understudied dialect in Argentina. This phenomenon is analyzed in two different but complementary studies and perspectives, each of which contributes to a better understanding of the sociolinguistic factors that constrain its variation, as well as the social meanings of this feature in Argentina. Study 1 investigates whether position in the intonational phrase (IP), vowel concordance, and social class and gender condition pretonic vowel lengthening from informal conversations with native speakers (n=20). -
Download Booklet
España: A Choral Postcard from Spain 9. ¿Ondi jueron? Rubén García Martín (1983-) Extremadura [3.52] 10. Ton pare non té nas Arr. Baltasar Bibiloni (1936-) Balearic Islands [1.36] 1. En Aranjuez con tu amor Joaquín Rodrigo (1901-1999) Madrid [6.25] 11. El cant dels ocells Arr. Lluis Millet (1867-1941) Cataluña [3.04] arr. Carlos Aransay Soloist: Olatz Saitua Soloists: Laia Cortés, Mezzo-soprano Jagoba Fadrique, Baritone 12. Suari Kanta David Azurza (1968-) Basque Country [3.23] 2. Xivarri Albert Alcaraz (1978-) Valencia [1.17] 13. Riverana Hilario Goyenechea (1875-1951) Castilla y León [1.09] 3. Aurtxoa Sehaskan Gabriel de Olaizola (1891-1973) Basque Country [2.35] 14. Esta tierra Javier Busto (1949-) Castilla y León [3.34] arr. José Olaizola (his brother) Soloist: Olatz Saitua, Soprano 15. Nana Valentín Ruiz-Aznar (1902-1972) Andalucía [2.37] 4. El Vito Fernando Obradors (1897-1945) Andalucía [2.03] 16. Soy de Mieres Jesús Guridi (1886-1961) Asturias [3.11] arr. Carlos Aransay 17. Pero Grullo Mathías de Durango (1636-1698) Navarra [1.49] 5. Al paño fino Arr. Manuel Massotti Littel (1915-1999) Murcia [2.31] Soloist: Jagoba Fadrique Soloist: Debra Skeen, Soprano 18. El gavilán Alejandro Yagüe (1947-) Aragón [4.22] 6. Volar Arr. Esteban Sanz Vélez (1960-) Cantabria [2.43] Soloist: Olatz Saitua 7. Negra sombra Xoan Montes (1840-1899) Galicia [4.26] 19. Arrorró Arr. Juan José Falcón Sanabria (1936-) Canarias [1.48] Soloist: Olatz Saitua 20. La tarara riojana Arr. José Fermín Gurbindo (1935-1985) La Rioja [1.37] 8. Jo tinc un burro Joaquín Rodrigo (1901-1999) Valencia [1.53] A CHORAL POSTCARD Serious consideration of traditional music 21. -
Constraints on Structual Borrowing in a Multilingual Contact Situation
University of Pennsylvania ScholarlyCommons IRCS Technical Reports Series Institute for Research in Cognitive Science 5-1-2005 Constraints on Structual Borrowing in a Multilingual Contact Situation Tara S. Sanchez University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/ircs_reports Part of the Linguistics Commons Sanchez, Tara S., "Constraints on Structual Borrowing in a Multilingual Contact Situation" (2005). IRCS Technical Reports Series. 4. https://repository.upenn.edu/ircs_reports/4 University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. IRCS-05-01 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/ircs_reports/4 For more information, please contact [email protected]. Constraints on Structual Borrowing in a Multilingual Contact Situation Abstract Many principles of structural borrowing have been proposed, all under qualitative theories. Some argue that linguistic conditions must be met for borrowing to occur (‘universals’); others argue that aspects of the socio-demographic situation are more relevant than linguistic considerations (e.g. Thomason and Kaufman 1988). This dissertation evaluates the roles of both linguistic and social factors in structural borrowing from a quantitative, variationist perspective via a diachronic and ethnographic examination of the language contact situation on Aruba, Bonaire, and Curaçao, where the berian creole, Papiamentu, is in contact with Spanish, Dutch, and English. Data are fro m texts (n=171) and sociolinguistic interviews (n=129). The progressive, the passive construction, and focus fronting are examined. In addition, variationist methods were applied in a novel way to the system of verbal morphology. The degree to which borrowed morphemes are integrated into Papiamentu was noted at several samplings over a 100-year time span. -
Castilian Spanish
ILLUSTRATIONS OF THE IPA Castilian Spanish Eugenio Mart´ınez-Celdran´ Ana Ma. Fernandez-Planas´ Josefina Carrera-Sabate´ Laboratori de Fonetica,` Facultat de Filogia Universitat de Barcelona [email protected] [email protected] josefi[email protected] Spanish is by far the most widely spoken Romance language, used by about 350 million people mainly in the Iberian Peninsula and Latin America. The language variety described below is formal Spanish spoken in Castile (Central Spain) by educated middle-aged speakers. Consonants Bilabial Labiodental Dental Alveolar Palatal Velar Plosive pb td kg Affricate t°S K°J2 Nasal m n ≠ Tap or flap | Trill r Fricative f T s x Lateral l ¥ approximant p "pelo pelo ‘hair’ t"topotopo ‘mole’ k"kasa casa ‘house’ b "boka boca ‘mouth’ d"da| dar ‘to give’ g"gato gato ‘cat’ t°S"kot°Se coche ‘car’ °J"2 °Jate2 yate ‘yacht’ m ma)"ma mama´ ‘mother’ n "nuka nuca ‘nape’ ≠"ka≠acana˜ ‘cane’ r"peroperro ‘dog’ |"pe|opero ‘but’ f "feo feo ‘ugly’ T "Tona zona ‘zone’ xxa"ronjarron´ ‘vase’ s"sola sola ‘alone’ l"luT luz ‘light’ ¥a"¥i all´ı ‘there’ Journal of the International Phonetic Association (2003) 33/2 C International Phonetic Association DOI:10.1017/S0025100303001373 Printed in the United Kingdom Downloaded from https://www.cambridge.org/core. 26 Sep 2021 at 01:57:52, subject to the Cambridge Core terms of use. 256 Journal of the International Phonetic Association: Illustrations of the IPA Vowels Spanish has five vowels, which may occur in both stressed and unstressed syllables: \i\, \e\, \a\, \o\, \u\. -
Catalan in the Classroom: a Language Under Fire Sara Fowler
Catalan in the Classroom: A Language Under Fire Sara Fowler Hawaii Pacific University Abstract This paper describes the role of Spain’s largest minority language, Catalan, in Spanish society, specifically in the classroom. Throughout its history, Catalan has gone through many cycles of oppression and revival. Currently, despite several decades of positive progress in its official role and a growing number of young speakers, Catalan is facing new challenges once again. Some members of the Spanish government believe that the language of instruction in Catalonia should be Castilian, a development which the citizens of Catalonia feel is an attack on their linguistic rights and identity. Catalan is a well-documented example of the tensions which can arise in a country with a minority language or languages. The Catalan case can also serve as a reminder to English teachers that the politics of language are often more complicated than they seem; teachers must be aware of and sensitive to the cultural and political backgrounds of their students. Introduction It is a fact that linguistic boundaries and political borders are not a perfect match; nevertheless, most people associate one language with one country. For example, the name Spain, for many people, brings to mind one language: Spanish. However, Spanish, or “Castilian” as it is more specifically called, is not the only language in Spain. There are 15 languages spoken in Spain—one official language and three other “co-official” languages, the largest of which is Catalan, spoken as a “mother tongue” by approximately nine percent of the population, compared to five percent speakers of Galician and a mere one percent who speak Euskera (Basque) as a mother tongue (Ethnologue, 2014; European Commission, 2006, p. -
The History of the Spanish Language the History of Spanish Language In
The History of the Spanish Language The Spanish language is the most widely spoken Romance language, both in terms of number of speakers and the number of countries in which it is the dominant language. There are more than 500 million Spanish speakers worldwide. Pronunciation and usage of the spoken Spanish language naturally vary among countries, but regional differences are not so great as to make the language unintelligible to speakers from different areas. There is no such thing as a single “Spanish.” There are different Spanish dialects because of the evolution of Spanish in different regions. The history of the Spanish language in Spain and the origin of the dialects of Spain begin with the linguistic evolution of Vulgar Latin. The history of the Spanish language in America starts with the colonization of America at the end of the fifteenth century. At this point, the Spanish language was already firmly consolidated in the Iberian peninsula. Besides being spoken in Spain, it is the official language of: all of the South American republics except Brazil and French Guyana; the six republics of Central America and Mexico, Cuba, the Dominican Republic and Puerto Rico. Additionally, the Spanish language is spoken in the Balearic and Canary islands, in parts of Morocco and the west coast of Africa, and also in Equatorial Guinea. In the United States, it is widely spoken in Texas, New Mexico, Arizona, California, New York City and southern Florida. The History of Spanish Language in Spain The history of the Spanish language in Spain and the origin of the dialects of Spain begin with the linguistic evolution of Vulgar Latin.