PAMANTASANG ATENEO DE MANILA (ATENEO DE MANILA UNIVERSITY) Mga Paaralang Loyola (Schools) Kagawaran ng Filipino (Filipino Department) COURSE S YLLABUS
Course Title: Filipino for Foreign Students: Introduction to Philippine Culture through Immersion Course Number: Filipino 11.2 Instructor: Carlota B. Francisco Semester/School Year: Fall 2015 (First Semester)
A. The Course The readings and activities are designed to Introduction guide and accompany the students in their journey within Philippine culture and society as The course is meant to assist foreign students in an outsider (ibang-tao) coming-in and eventually their community immersion in the Philippines. It becoming part (di-ibang tao) of their host hopes to facilitate a holistic appreciation of their community(ies). cultural experience --their everyday life in the country, with special attention to their host Description communities in both rural and urban spaces. As an introductory-level language course, Recognizing the background(s) of its students, Filipino 11.2 provides the second language the course locates itself within the multiple learner with the basic foundations essential in orientations and backgrounds of both the former and building communication competency in Filipino its subjects of study –the Filipino language, through culture learning. The development of the culture and society. Where the students’ four macro-skills of communication – listening, everyday life in the country is indeed an speaking, reading and writing – in the target encounter with and between multi-cultural language will be integrated with specific cultural agents and spaces (thereby a multi-cultural contexts to gain awareness and understanding encounter), it is in Filipino 11.2 class where such about the Filipinos' everyday life as well as encounters are explored, interrogated and confidence in interacting with the Filipino understood. The course is thus a space for society. The course work includes activities and reflexivity. It is anchored on Filipino Psychology drills which support the following components: deemed to enable a foreign culture-learner with vocabulary enrichment, familiarization with the the sensitivity and spontaneity to experience, basic expressions, construction of response understand and appreciate the specificity and patterns and simple sentences for oral and relativity of the self and a shared humanity – written communication, and appreciation for Philippine culture. kapwa, the core of Filipino personhood (Enriquez, 1987). While the course acknowledges the B. Course Objectives interaction between global and local structures, At the end of the course, the students should be as both influencing and is influenced by language, able to demonstrate a holistic understanding of culture and society; it grounds itself within the Philippine society and culture as complemented framework of Kapwa pulling hence the students to by their competency in the following language locate every-learning within local contexts. skills and communication situations:
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SPEAKING: and sample communication situations in Express self clearly, effectively, and specific cultural contexts. confidently through utterances of basic These can be measured through seat works, expressions, patterned responses, and simple quizzes, projects and class presentations. sentences in Filipino in specific situations WRITING: such as: introducing self and others, Respond to basic writing needs such as filling exchanging greetings, asking basic out forms about personal information, information, answering simple questions, expressing short messages on different telling time, and buying or requesting for occasions celebrated in Filipino context, something. making a list of ingredients for a particular This can be measured through classroom Filipino dish, etc. discussions, dialogues, short skits/role play, This can be measured through seat works, interviews and conversing with the locals, as quizzes, exam, and projects. well as in the presentations of the interviews and sharing of experiences. CULTURE: LISTENING: Identify objects and practices which are associated to Filipino identity and traditions Understand and respond to sentence-length (e.g. naming the national symbols of the utterances given in specific contexts such as Philippines, being familiar with some local sharing information about self, reacting to celebrations or holidays, etc.). spoken expressions which reveal emotions, and following simple instructions. Familiarity and sensitivity, as well as appreciation of the regional and sectoral Recognize the meaning of a spoken Filipino practices of showing respect, observing the word/expression as guided by an applied taken-for-granted everyday routines of the stress and intonation. neighbourhood, of taking a jeepney ride, Within classroom setting, these can be buying, eating, and living within measured through discussions and recitations, communities and host families in both rural dialogues/short skits/role play, and other and urban areas. oral exercises which involve listening to music, watching video clips, and films, etc. Know the different values of the Filipinos which are connected to their language and Within community settings, these can be manners in communicating (e.g. words and measured through conversing with the locals gestures which show respect). and doing interviews on field trips which the students need to report/present/share during Appreciate the Filipino culture through classroom discussions. various activities outside the classroom. These can be measured through class READING: discussions, in role plays, especially during Recognize a number of vocabulary items and sharing of experiences, reporting of interviews, signs which appear in materials in Filipino the exam and project. such as local songs, menus, public signs, tabloids, etc. Understand simple written instructions and deliver appropriate responses. Develop skills in comprehending short written texts in Filipino like simple dialogues
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C. Course Outline and Timeframe
Week Topic
From Beings Strangers to Going Native: Pagtawid Mula Ibang Tao
1. Course Introduction A Journey through the Course (A video Presentation) The course outline, requirements, and grading system
2. Para! : A Crash Course on Riding the Jeepney 1 Video: The Greatest Show on Earth: How to Ride the Jeepney in the Philippines (24 Aug. ‘15) By Moymoy Plaboy Orientation Kapag may Assignment: tiyaga, may Prepare a short introduction of yourself making use of any object/incident that has nilaga. caught your interest in your first week here in the Philippines. Explain why you have chosen the particular object/incident. You are also encouraged to share your reason for joining the CASA Bayanihan Program.
Observe the various introductions you’ve had and will be experiencing within your neighborhood (Barangka and the Ateneo), and praxis community. Take note of the details of the interaction/exchanges, as well as the expressions used, especially that of the latter which you find difficult to comprehend. (Submission: 28 Aug.) Note: Kindly read the syllabus before the scheduled course orientation
Ang Alpabetong Filipino at Ako
1. The Art and Contexts of Pagpapakilala (Introducing Oneself) . Introducing Oneself and Getting to Know Others - I . Basic Greetings, Responses and Gestures Exercises/drills
2. From ABaKaDa to ABC: A Brief History of the Filipino Language
2 3. The Filipino Alphabet and Phonemes (28 Aug. ‘15) . Alpabetong Filipino (Filipino Alphabet) . Palabigkasan (Pronounciation) Song: ABaKaDa (Florante) Video: Filipino Accent Tutorial (Bustos, M.) Readings: Alegre, E. N. Pinoy Forever: Essays on Culture and Language. 1993: 3-7, 140-142, 147-148. Barrios, J. Tagalog for Beginners. 2011:1-25, 357-358. Pinoy Basics
1. Batayang Pangungusap (Basic Sentence Pattern)
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. Filipino Structure . Basic Linguistic Unit . Nominative Marker Excercises/Drills 2. Introducing Oneself and Getting to Know Others – II . Pangalan (Name) . Edad (Age) 3 . Tirahan (Address) (04 Sept. ‘15) . Libangan (Hobbies)
. Kasapi ng Pamilya/Kapamilya (Family Members) . Bayan/Lalawigang Pinagmulan (Native Land/Provincial Roots) . Paaralang Pinanggalingan (Former Schools) . Pangarap (Dreams/Ambitions) Role Play/Dialogue Readings: Alegre, E. N. Pinoy Forever: Essays on Culture and Language. 1993:3-18, 32-37, 103-105, 111-113-115, 153-162, and 179-189. Barrios, J. Tagalog for Beginners. 2011:1-25, 357-358.
Kapuwa: The Filipino Personhood
1. Ako sa Aking Kapuwa: The Self in Others An Introduction to the Filipino Pronouns with special attention to “kita”. 2. KAugnay: Bridging the Indifference from Being Ibang Tao to Di-Ibang Tao The levels of kapwa: the Ibang Tao and Di-Ibang Tao - The Filipino Mag-anak, Kamag-anak and Ritual Kins - KA – The Relational Prefix 4 Language Strategy: Using Po and Opo, Manong-Manang, Aling-Mang, etc. (11 Sept. ’15) Assignment: On a Cartolina/Manila Paper, make a family tree of yourself and your host family or a family in your praxis site. Draw your family tree on the right side and your host family (or a family in your praxis community) on the left. Take note of the extent of inclusion along relationship lines. List down the relationship terms used to refer to each member and the lines of relationships. (Date of submission: 18 Sept.) Readings: Alegre, E. N. Pinoy Forever: Essays on Culture and Language. 1993: 23-26, 39-45, 103-105, 111-113, 140-142, 153-162, and 179-186. De Guia, K. “Ang Pagkataong Filipino: A Theory of Filipino Personhood.” Kapwa: The Self in the Other. 2005: 17-44. Enriquez, V. G. “Shared Inner Self.” From Colonial to Liberation Psychology: The Philippine Experience. 2008: 52-56. Pe-pau, R. and E. Protacio-Marcelino. “Sikolohiyang Filipino (Filipino Psycchology): A Legacy Of Virgilio G. Enriquez.” Asian Journal of Social Psychology. 3(2000): 49-71
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Mano Po: KAPamilya – KAPuso
1. Ang Pamilyang Pinoy: The Filipino Family 2. Anak: The Filipino Child
Pagtuturo at Disiplina: Disciplining the Filipino Way Pelikula/Film: “Anak”. “RPG Metanoia” 5 Language Strategy: Nanay-Tatay, Tita-Tito (Tiya-Tiyo), Ate-Kuya, etc.) (18 Sept.) Assignment: On a Cartolina/Manila Paper, sketch a typical house in your praxis community taking note of the physical lay-out within and outside as well as the function of the spaces therein. Write a brief observation on: how the house is structured, the function of the spaces within, etc. (Date of submission: 25 Sept.) Readings: Alegre, E. N. Pinoy Forever: Essays on Culture and Language. 1993: 23-26, 39-45, 103-105, 111-113, 140-142, 153-162, and 179-186. Barrios, J. “Ang Aking Pamilya”. Tagalog for Beginners. 2011: 73-83. Medina, B. T.G. “Issues Relating to Filipino Marriage and Family. Social Science Information. 23: 1-2(1995): 36-43. Torres, A. "Rethinking the Filipino Family: Tracking Changes Across the Years.” Social Science Information. 23:1-2(1995): 54-66.
Tao po…, Tuloy! : Visiting a Friend’s House
1. From Bahay Kubo to Bahay na Bato –A Tour Within Filipino Homes Bahay Kubo (folksong) Sa Aking Kubo and Bahay (Granada, G.) 6 2. The Filipino Hospitality: Accepting and Refusing Politely an Invitation to Eat (25 Sept. ‘15) Language Strategy: Using the Prefix “Paki”, “Maki/Makiki”, Naki and Nakiki Exercises/drills… Assignment: How I Experienced community life in Calatagan Write a reflection (pagninilay) paper on your experience in Calatagan. The assignment should demonstrate your observations on the neighbourhood, the social interaction and structures within, as well as how “kapwa” operates therein. (Date of submission: 9 Oct.) Readings: . Barrios, J. Tagalog for Beginners. 2011:42-51 and 84-92. . Gardner, R. From Bahay Kubo to Bahay na Bato. Philippine Journeys. . Noche, M. History of Philippine Architecture. NCCA.
Mapping Structures and People in a Typical Filipino Community
Activities:
. Class Visit/Community Tour (Krus na Ligas)
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7 . Conversing with the locals (Pakikipagkuwentuhan) (9 Oct. ‘15) . Reconstructing Local History . Profiling and Mapping Structures Assignment: (by pair or a group of 3 members, 5-7 pages/double space) Make a community profile of the barangay (Krus Na Ligas) you have visited taking note of the structures you have seen, stories you have heard, and the people you interacted with. (Date of Submission: 16 Oct. ‘15)
Sa Bayan ni Juan… : Revisiting Calatagan and Krus na Ligas Communites from the Kapuwa Perspective
1. Ang Taga-Nayon at Taga-Bayan (Town Folks and City Folks) 2. Understanding the Dynamics of Bayanihan and Damayan 8 . From civility (pakikilahok) to Being One (Pakikiisa) with the community. (16 Oct. ‘15) o Culture notes on attending birthdays, weddings and wakes, helping with household chores, eating, sleeping, taking baths, etc. Bayanihan sa Bayan ni Juan (Hanapol, M.) 3. The prefix “Taga” and the suffix “an” Reading: Barrios, J. Plaza, the taga-bukid and the taga-bayan. Tagalog for Beginners. 2011: 98-99. Understanding the Filipino Spirituality
1. Of Folk Catholicism: Pamahiin at Pananampalataya . The historical context of Pananampalataya: A brief background on the Filipino Faith . From Womb to Tomb: Mga Pamahiin . KBL [Kasal (Wedding), Binyag (Christening), Libing (Burial)] 2. Undas at a Glance 9 . Pangangaluluwa and Undas Observance: Honoring and Remembering the Dead (30 Oct. ’15) . Afterlife and the Indigenous Concept of Soul (Kaluluwa) Pelikula/Film: “Dead na Si Lolo” (Topacio, S.) Assignment: Take a jeepney ride and observe the facade and interior of a jeepney. Take note of any detail that may catch your attention. Observe as well the interactions within. Write your observations and prepare questions for discussion. (Date of submission: .) Reading: Abrera, M.B. L. The Soul Boat and the Boat Soul: An Inquiry into the Indigenous Soul. University of the Philippines: Department of History. Chua, M.C. B. The Manunggal Jar as a Vessel of Hisstory. Artes de Las Pilipinas.
Sakay na! 1. A Virtual Taste of Street Life
. A Jeepney Ride through Filipino Culture, Personhood, Pop Art and Pinoy
Space.
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. An Anaatomy of Street Life 10 2. Maglibot Tayo! (06 Nov. ‘15) . Paglalakbay: From Luzon to Mindanao . Tips on travelling Readings: Alegre, E. N. Pinoy Forever: Essays on Culture and Language. 1993: 3-7, 140-142, 147-148. Barrios, J. Tagalog for Beginners. 2011:1-25, 357-358. Hornedo, F. H. “The Visitor and the Native in the Jeepney and the Tricycle.” Pagmamahal and Pagmumura. 1997: 109-114.
11 Project Presentation (13 Nov. ‘15) 12 Project Presentation (20 Nov. ‘15) Maligayang Pasko! 1. Kain Tayo! Salu-salo: The Philippine Food Culture
. Everyday Food, and Foods for Special Occasions
. Terms about food and cooking . Describing Tastes . Expressing satisfaction: the use of “Gusto” and “Ayaw” 2. Paskong Pilipino: ways of celebrating Christmas in Philippines 13 . Simbang Gabi (27 Nov. ‘15) . Monita, Monito . Karoling . Panunuluyan “Paskong Pinoy Medley” Readings: . Alegre, E. N. Pinoy Forever: Essays on Culture and Language. 1993: 187-223 . . Fernandez, D. G. “Culture Ingested: Notes on the Indigenization of Philippine Food.” Gastronomica –The Journal of Food and Culture. 3.3(2003): 58-71.
14 Watch the Lantern Parade (1st Week of (U.P. Diliman) Dec. ‘15) Final Exam (11 Dec. ‘15) Kapag may isinuksok, may madurukot.
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D. References: Abrera, M.B. L. The Soul Boat and the Boat Soul: An Inquiry into the Indigenous Soul. University of the Philippines: Department of History, accessed 8 August 2015; available from http://www.researchsea.com/html/download.php/id/71/research/; internet. Alejo, A. E. Tao Po! Tuloy! Quezon City: Office of Research and Publication. 1990 Barrios, J. Tagalog for Beginners: An Introduction to Filipino, the National Language of the Philippines. Tokyo, Vermont, Singapore: Tuttle Publishing, 2011. Bellen, M. T.G. The Filipino Family. Quezon City: University of the Philippine Press. 2001. ______. “Issues Relating to Filipino Marriage and Family”. Social Science Information. 23:1-2(1995): 36-43. Carlos, V. P. I'd Like to Speak Filipino I. Rev. ed. Manila: Victoria P. Carlos Publishing, 2009. Castle, C. S. and L. Mcgonnel. Teach Yourself Tagalog. London: Hodder Education, 2003. Chua, M.C. B. The Manunggal Jar as a Vessel of Hisstory. Artes de Las Pilipinas, accessed 8 August 2015; available from http://www.artesdelasfilipinas.com/archives/50/the-manunggul-jar-as-a- vessel- of-history; internet. De Guia, K. Indigenous Filipino Values: A Foundation for a Culture of Non-Violence, accessed 8 August 2015; available from
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E. Course Requirements and Grading System Activities Value Class Participation (recitation, workshops and 25% presentations, role play/dialogue) Quizzes, drills/seat works, assignments 25% Project and Project Presentation 30% Final Examination 20% Total 100%
F. Grading System A 92-100 B+ 87-91 B 84-86 C+ 79-83 C 75-78 D 70-74 F 69 and below
F. Classroom Policies: 1. Classes will start on time. Any student who will show up 15 minutes later than the supposed start of class will be considered late. 2. If the number of cuts goes beyond the limit (3 cuts), the student gets a WITHDRAWN status. Students are responsible for any missed lessons, activities, or tests. 3. All requirements must be submitted on time. Failure to do so will mean a deduction in its supposed grade (one step lower mark). 4. Except for presentation purposes, gadgets (laptops, electronic tablets, etc.) are not allowed to be used during class hours. 5. Active participation is expected in class since the nature of the course requires it. 6. Apart from the above policies, academic dishonesty in all forms will not be tolerated and will be dealt with in accordance to the Ateneo de Manila Loyola Schools’ Code of Academic Integrity. Read the Loyola School’s Student Guide to the Code of Academic Integrity for a detailed discussion.
G. Consultation Hours: 13:30 – 16:00 / Monday and Wednesday CARLOTA B. FRANCISCO Kagawaran ng Filipino, 3rd Flr. Dela Costa Bldng. Tel. no. (+632) 4266001 loc. 5320/5321 Email add: [email protected]
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