Negotiating the Hierarchy of Languages in Ilocandia: The Social and Cognitive Implications of Massive Multilingualism in the Philippines Item Type text; Electronic Dissertation Authors Osborne, Dana Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 29/09/2021 15:11:50 Link to Item http://hdl.handle.net/10150/556859 NEGOTIATING THE HIERARCHY OF LANGUAGES IN ILOCANDIA: THE SOCIAL AND COGNITIVE IMPLICATIONS OF MASSIVE MULTILINGUALISM IN THE PHILIPPINES by Dana M. Osborne ________________________________________________ Copyright © Dana M. Osborne 2015 A Dissertation Submitted to the Faculty of the SCHOOL OF ANTHROPOLOGY In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2015 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Dana M. Osborne, titled Negotiating the Hierarchy of Languages in Ilocandia: The Social and Cognitive Implications of Massive Multilingualism in the Philippines and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________________ Date: April 6, 2015 Dr. Norma Mendoza-Denton _______________________________________________________ Date: April 6, 2015 Dr. Jennifer Roth-Gordon _______________________________________________________ Date: April 6, 2015 Dr. Heidi Harley _______________________________________________________ Date: April 6, 2015 Dr. Brian Silverstein Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. _______________________________________________________ Date: April 6, 2015 Dissertation Director: Dr. Norma Mendoza-Denton 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Dana M. Osborne 4 ACKNOWLEDGEMENTS This dissertation would not have been completed without the support of friends, family and colleagues. There are too many to name, but I will try. To my friends and colleagues for all their support during this process: Julie Armin, Joon- Beom Chu, Ufuk Co şkun, Bill Cotter, Mary Good, Bryan James Gordon, Sam Grace, Lauren Hayes, Kim Kelly, Lori Labotka, Guille Masson, Keri Miller, Jessica Nelson, Megan Prescott, Danielle Van Dobben Schoon, Megan Sheehan, Angela Storey, Pete Taber, Lucero Radonic, Sarah Raskin, Robin Reineke, Rodrigo Renteria-Valencia, Robin Steiner and Mary-Caitlyn Valentinsson. And especially to Ashley Stinnett and Maisa Taha for their guidance, mentorship and friendship. To my dissertation committee and mentors: Ana Maria Alonso, Diane Austin, Heidi Harley, Jane Hill, Norma Mendoza-Denton, Jennifer Roth-Gordon, Brian Silverstein and Qing Zhang. To my family and friends in the Philippines: teachers and students and Pias National High School, Mayor E. Cobangbang, Apo Felix Costales, Nanay Jovita, Ate Shirley, Sis Mari, Manong Mario, Erika Marchant, Zandro Villaneuva, Maria Lourdes Ingel, Joyce Rallojay, Jones Ibatuan, DepEd Region I teachers, students and administrators, Dr. Marino Baytec, Mr. Gregorio Amano, Manang Lilia for her infinite patience while I learned Ilocano and all the friends I made while in Ilocos. To the Bacligs for introducing me to the Philippines. Thanks to Dr. Somyot Piyaworakhun at Bumrungrad International Hospital for fixing my leg and giving me rad hardware, to the Metro Vigan Cooperative Hospital staff for keeping me alive after I contracted dengue fever and to Dr. Aurelio S. Agcaoili at the University of Hawaii at Manoa for his support and passion for the Ilocano language. Support for this dissertation was generously funded by the Wenner-Gren Foundation and the School of Anthropology at the University of Arizona. I would like to give special thanks to my family and friends for their encouragement and support throughout my academic career, to Steve for patiently listening to hours of dense theoretical pontifications, to Mom for proofreading and copyediting versions of this dissertation, to Dad for always being my #1 fan, to RG for her love and support, to Nancy for keeping me on my toes and to Sunday Night Dinner for always letting me play (and win) Academic Bingo. Agyamanak unay! 5 TABLE OF CONTENTS LIST OF TABLES ...............................................................................................................7 LIST OF FIGURES .............................................................................................................8 PROLOGUE ........................................................................................................................9 ABSTRACT .......................................................................................................................10 INTRODUCTION .............................................................................................................12 From Colonial Protectorate to Pluralistic Democracy .......................................................15 Phase I: American Protectorate ..........................................................................................15 Phase II: Independent Republic .........................................................................................16 Phase III: Pluralistic Nation ...............................................................................................18 Language and Nationalism ................................................................................................21 The Instrumentalist Role of English in the Philippines .....................................................29 Cracks in the System ..........................................................................................................33 Getting Local .....................................................................................................................35 Constructing Ilocanoness ...................................................................................................38 Approach ............................................................................................................................51 Description of Contents .....................................................................................................56 Article 1: Nosebleed ..............................................................................................56 Article 2: Ball and Chair Psycholinguistic Activity ..............................................58 Article 3: The Phatic Role of the Mother Tongue in Classroom Interactions .......60 Final Comments .................................................................................................................61 REFERENCES ..................................................................................................................62 APPENDIX A: AY, NOSEBLEEDAKON! : NEGOTIATING THE PLACE OF ENGLISH IN CONTEMPORARY PHILIPPINE LINGUISTIC LIFE ..............................................67 Abstract ..............................................................................................................................68 Introduction ........................................................................................................................70 Understanding Nosebleed: The Outside ............................................................................76 Understanding Nosebleed: The Inside ...............................................................................78 A Typology of Nosebleed ..................................................................................................82 1. Nosebleed as a Semiotic Stance Negotiation ...................................................82 2. Nosebleed as an Index of Linguistic Incommensurability ...............................88 3. Shame as an Organizing Force ........................................................................91 Conclusions ........................................................................................................................96 References ..........................................................................................................................99 APPENDIX B: REFERENTIAL PROMISCUITY IN THE ILOCANO SPATIAL FRAME OF REFERENCE: WHERE IDEOLOGY, COGNITION AND LANGUAGE COLLIDE ........................................................................................................................102 Abstract ............................................................................................................................103