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Advanced Tagalog Reader. INSTITUTION Hawaii Univ., Honolulu

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Advanced Tagalog Reader. INSTITUTION Hawaii Univ., Honolulu DOCUMENT RESUME ED 257 308 FL 014 983 AUTHOR Ramos, Teresita V. TITLE Advanced Tagalog Reader. INSTITUTION Hawaii Univ., Honolulu. Dept. of Indo-Pacific Languages. f 4S AGENCY Office of Postsecondary Education (ED), Washington, DC. PUB DATE [85] GRANT G00-83-02114 NOTE 472p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Guides - Classroom Use -Materials (For Learner) (051) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Adult Education; *Advanced Courses; *Creative Writing; *Cultural Education; Foreign Countries; Glossaries; *Reading Comprehension; Reading Materials; *Tagalog; *Vocabulary Development; *Writing Exercises IDENTIFIERS *Philippines ABSTRACT A Tagalog reader designed for adult students beyond the intermediate level contains 30 lessons in agriculture, art, economics, education, history, language, literature, medicine, music, political science, religion, and sociology. Each unit contains four sections: (1) a reading passage with numbered paragraphs and underlined vocabulary words, for later reference; (2) two word lists containing general and specialized or technical vocabulary, defined as used in the text, with parts of speech, countryof origin if borrowed, synonyms and variants if appropriate, and accents noted; (3) comprehension questions, primarily recall, with some comparative, free-response, and experience-related; and (4) exeLlises for vocabulary expansion, text analysis, discussion, and creative writing. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** (:)o-83-0Q //f 1141e. YE,ifeA,/fes ADVANCED TAGALOG READER PRINCIPAL INVESTIGATOR TERESITA V. RAMO% Pam DEPT, OF INDo-PACIFIC LANGUAGES UNIVERSITY OF HAWAII Project funded by the International Research and Studies Program (Title VI) of the U.S. Department of Education (September 1, 1983 December 31, 1984) U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION 11 EDUCATIONAL RESOURCES INFORMATION CENTER (MCI (:)1" This document has been reproduced as 43'"" A received from the person or organization -7-'. originating it Minor changes nave been made to improve 0 reproduction quality 11 Points of view or opinions stated in this docu. ment do not necessarily represent official NIE LL position or policy ACKNOWLEDGMENTS Valuable consultant service is recognized from Dr. Rosita Galang of the University of San Franciso. The writer thanks Romulo Esteban. Rowena Pilapil and Grace Ontalan for their skillful assistance in preparing the manuscript. It is a special pleasure to acknowledge the sources of the reading passages and the authors of the selections that appear in the text. Agoncillo. Teodoro. "Pugad ng Kagitingan". fiagialui (July. 1976) . 13-17. Agoncillo. Teodoro."Si Magallanes sa Filipinas". Eagan= (May-June. 1977). 10. Agoncillo. Teodoro. "Ang Tao't KLlikasan".Eiliuin kola Mahal. (Manila. 1981) . 3-15. Agoncillo. Teodoro "Ang Sinaunang Rabihasnane. Rilipiam kiana maw, (Manila. 1981) . 19-32. Agoncillo. Teodoro "Buhay-Buhar. kang Mahal. (Manila. 1981). 109-127. Arceo. Liwayway. "Engalog o Taglish.... Pilipino 0 Filipino". =jam (February. 1976) . 7. Bennagen. Ponciano. "Bawang. Barya at taigas: Mga Ritual sa Bagong non". &Laing (January. 1979). 49-50. ii Edroza-Matute. Genoveva. "Dalawang Wika.Tsang Diva". figiatgag (November, 1975), 14-18. Garcia. Fanny. "Sa Bayan ng mga Panata". figigingsg (April. 1976). 46-49. Guzman, Gloria. "Nagbihis ang Kanayunan', fiAglami (March- April, 1978). 41-48. Licsi-Espino. Federico Jr. "Rung Baga sa.Salamin May Pinturang Pandekorasyon at May Pinturang Tagapagsiwalat ng Buhay". agamm (October. 1975). 39-42. Licsi-Espino. Federico Jr. "Mga Gamot na Walang Resets*. SAWA= (October. 1976). 7-9. Lumbera. Bienvenido. "Simula atKatapusan ng Nobyembrew. &minim (November. 1979). 4. Magno. A. R. and F. D. Rillon Jr. "Pag-aaral Tungo sa Kamangmangans. Sap gag (June. 1979). 15-18. Mangahas. Fe. "Pagkatapos ng Halalan". finglgAg (May- June. 1978). 9-12. Miraflor. Norma. "Sulat Mula sa Pritil". Wujingm 14 1311AUGUA4 Ganteigggia= Litesatuza (Manila. 1978). 63-69. Nofuente. Valerio. "Alisin 'Ka Mo ang Dyipni?". &plug (May-June. 1978). 5-10. Nofuente. Valerio. "Ang Epiko ni Labaw Donggon". Amami (June. 1979). 32. iii 4 Palma. Rafael. "Ang Awit ng Pasyon",Aguas=(January- February. 1978). 20. Perez. Rodolfo. "Sining ng Nagsisikipna Dinding". SAW.=(August. 1975). 4042. Reyes. Edgardo. "Di Maabot ng Rawalang Malay". Rgadinas is lillingual Ciantanummt Fhil neigattemui=s. (Manila. 1978). 162-167. Rill°. F.D. Jr. "Rung Makisama ang mga Pilipino". milldam(July. 1979), 5-6. Rillo. F. D. Jr. "Ang Hospitalidad ng mga Pinoy". BIWA= (May. 1979). 5-6. Tiongson. Nicanor. "Bagong Rristosa AtingPanahon". Sagisaa (April. 1976). 54-55. Yu. Rosario. "May Binubuhay ang Napaloloko".SMOAK (September. ',7'9). GENERALINTRODUCTION It would not be an exaggeration to say that most students taking Tagalog la the United Statesare not Tagalog majors. Most of them are in anthropology. linguistics. history. ethnomusicology. political science. Asian studies and some other related disciplines. Tagalog for these students is usually a tool to be used for research. While several books exist for the beginning and intermediate levels these are mostly conversational texts or their focus is on the oral mastery of the language. The situation gets critical in the area of reading where teachers have to scrounge around for supplementary materials whenever the need arisess. The result is that advanced language classes are beirg relegated to the study of the literature of the target language. a task more suitable for native speakers, or reduced to mere line by line translationof the text. These classes become long hours of tedious word-for-word dictionary work for the students rather thana smooth transition to progressively complex speaking. reading and writing skills. What is needed is a reader designed for adults who are interested in strengtheningtheir reading skills for academic or career purposes. The Admilagad uguada smagz AVAILABLE BESTCOPY (ATR) was developed for this purpose.It presents reading materials representative of current Tagalog that cover a wide range of subject matter(i.e. ,anthropology. ethnomusicology. art. history. literature and other related disciplines) in order to expose the reader to various content demands of general reading material. The aim of the text is to develop and expand the students' vocabulary repertoire as 'fell as to further train them in reading comprehension. It is expected that the materials will cover enough ground so that the students will also be able to see a comprehensive picture of Philippine life and culture. Design The Aduagaga Tiumigg Buds& is tailored to meetthe needs of the students who have gone beyondthe intermediate stage of language learning and whose fields of study include those mentioned above. An consists of thirty lessons. The format is as follows: Each chapter begins with a reading passage on a specific topic. for instance. agriculture. It will be immediately followed by a glossary of new terms oridiomatic expressions. To check the students' comprehension. a set of questions will follow.Since this is an advanced reader, thequestions will alsobe directed toward understanding vi 7 the passage. through implications or by reading between the lines. and the cultural phenomena unique in Philippine society. The fourth part of the chapter will be exercises on vocabulary expansion. more exercises on understanding the reading passage. discussion questions and creative writing activities. Materials The writer went through well-written Tagalog magazines (i.e. aniing) and books to look for interesting and suitable materials for the text. Then the selected materials were excerpted and cut to not more than 13 pages each. Advanced students of Tagalog were asked to read the material to check for readability. difficulty level and cohesiveness. Thirty essays were selected. excerpted and classified under 12 disciplines: Agriculture (1); Art (3); Economics (2); Education (1); History (5); Language (2); Literature (3); Medicine (1); Music (1); Political Science (1); Religion (2); and Sociology (8). BEST COPYAVAILABLE vii 8 BEST COPYAVAILABLE Format Each unit is divided into four sectionsas follows: a, Reading Riggings (Babasahin) Each selection is categorized as one of the 12 disciplines listed above. Each paragraph is numbered on the righthand side of the margin for easy access when specific paragraphsare referred to in analyzing ideas or concepts as well as guide toanswers to comprehension questions. Words defined in the vocabulary list are underlined in the text for easy reference. b. mug Last (Bokabularyo). The word list section consists of two sets of words -- general vocabulary and technical or specialized vocabulary. These words are defined as used in the text with parts of speech. country of origin. if borrowed. synonyms (optional). variants (if these exist) indicated. The words are accented. Verb entries are followed by their verb roots enclosed in parentheses. c. canzabeasima Smostlana Olga Tanong). Each unit consists of six to fifteen questions based on the text. Most of the questions are recall-type questions with specific answers found in the text while the rest are comparative. free response and experience-related type questions. To guide the students, when specific responses are called for. the number of the paragraph
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