DOCUMENT MUNE ED 206 189 FL 012 493 AUTHOR Opinaldo, Eulanda; And Others TITLE Ilokano Language Program Guide. TNSTITOTION Hawaii State Dept. of Education, Honolulu.Office of Instructional Services. PUB DATE Jun 81 NOTE 163p. LANGUAGE English: Ilocano !DRS PRICE MR01/PC07 Plus Postage. DESCRIPTORS Cultural Education: Educational Objectives; Elementary Secondary Education: Hawaiians; Lesson Plans: Malayo Polynesian Languages: *Second Language Instruction: State Curriculum Guides; *Teaohing Guides: Teaching Methods IDENTIMRS Hawaii; *Ilocano ABSTRACT This guide expresses the philosophy, goals,and objectives, and outlines the scope and sequence ofIlocano language instruction at various levels for the public schoolsof Hawaii. It serves as a resource document for theteacher of Ilocano in that it identifies essential skills, suggests areas ofemphasis, points out possible problem areas, and proposes solutions tothose problems. It also presents a short history of the Ilocanolangua de, its phonology and grammar, selected language teaching andevaluation strategies, and an outline of the curriculum for LevelsI and II. he four appendices include the grammar of Ilocano, asample lesson, useful classroom expressions, and references. (Author/AMH) ***************************,******************************************* * * Reproductions supplied by EDRS are the best that canbe made * * from the original document. *********************************************************************** \*. SPANISH Cn rn "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY U S DEPARTMENT OF MERLIN C I J EDUCATION& WELFARE NATIONAL INSTITUTE OF EDUCATION S normvsNr -asBE EN REPRO C7ICF0F71ArTLV AS 17FCE,VFO FROM THE PE PSON OR C/17C,ANI/ATON ORIGIN PC)?NTS OF V,F A, OP OPINIONS TO THE EDUCATIONAL RESOURCES S,A,FD DO NOT NFrE SSAPiL V PE PPE INFORMATION CENTER (ERIC)" SI-NT 011.(.A, NAT °NAL INKoltutEOF Fn.71AT,ON POSITION OP POI C ILOKANO LANGUAGEPROGRAM GUIDE State of Hawaii RS 81-1100June 1981 Office of Instructional Sery :ces /General EducationBranchDepartment of Education L./ 4, The Honorable George R.Arlyoshl _ Governor, State of Hawaii BOARD OF EDUCATION Noboru Yonamine, Chairperson June C. Leong, First Vice-Chairperson John Penebacker, Second Vice - Chairperson Rev. Darrow L.K. Atone Janie Nakamatsu, J.D. Margaret K Apo Meyer M. Ueoka Mako Araki William A.K. Waters Sherwood M. Hare Randal Yoshida Dr Hatsuko F. Kawahara Dr. Nancy Foon Young Charles G. Clark, Superintendent ofEducation Emiko I. Kudo, Deputy Superintendent Dr. Herman Aizawa, AssistantSuperintendent Office otInstructional Services James Edington, Assigdant Superintendent Office of Business Services Ruth Itamura, Assistant Superintendent/StateLibrarian Office of Library Services Eugene Yamamoto, Assistant Superintendent Office of Personnel Services Charles Kitaoka, District Superintendent Leeward District Office Dr. Kiyoto Mizuba, DistrictSuperintendet Hawaii District Office Dr. Mitsugi Nakashima, DistrictSuperintendent Kauai District Office Darrell Olshi, District Superintendent Maui District Office Kengo Takata, District Superintendent Honolulu District Office Liberato Viduya. Jr., District Superintendent Central District Office George Yamamoto, District Superintendent Windward District Office c FOREWORD In 1906, seventy-five years ago, fifteen Filipino menarrived in Hawaii to work in the plantations. By 1920, most Filipino worker recruits were concentrated in the Ilokos provinces. To this day, Ilokanos predominate in the Filipino community inHawaii, numbering nearly 100,000 persons. While many Ilokanos in Hawaii are still native speakersof their language, seconi and third generation members now mustlearn Ilokano as a second language. To be able to speak Ilokano and have some understanding of the Ilokano peoples is definitely advantageousin Hawaii. Understanding another people is best accomplished through understanding their language and culture. This Ilokano Language Program Guide represents a wayof getting to know the language and culture of the people who speakIlokano. It is designed to assist administrators, teachers and allthose desiring to achieve the goals, of teaching Ilokano,appreciating Ilokano cul- ture, and furthering understanding of the peoplesof the Philippine Islands. CHARLES G. CLARK Superintendent of Education ACKNOWLEDGMENTS The Hawai'i Department of Education is very appreciative of thework of all those contributing to this guide. Special acknowledgment is due Eulanda OpiAaldo, who, while agraduate student in Ilokano at the University of Hawai'i, wrote, compiled and organized much of the document. Jose Clausen, Instructor in Ilokano at the University of Hawaii, made significant contributions and offered helpful advice. Medina A. Pawley, Visiting Instructor in Ilokano at the*University of Hawai'i, wrote the entire section on the grammar of Ilokano. Renee Iijima, a young artist of Hawai'i, is responsible for the art research and designs. She drew the original art works (borders and other illustrations) which enhance the script and illustrate cultural aspects. Joyce Torres provided expert secretarial assistance at several stages of the guide. Special thanks go to John Wollstein, Educational Specialist, Asian, European and Pacific Language Program, who made valuable suggestions and provided valuable guidance in prephring this Ilokano Language Pro- gram Guide. ot- -4 TABLE OF CONTENTS Page FOREWC RD ACKNOWLEDGMENTS iii TABLE OF CONTENTS CHAPTER 1 Purpose of the Guide 3 The Ilokano Language 4 Program Goals 6 Program Objectives: Culture 7 Program Objectives: Language Skills 9 The Hierarchy of Goals, Objectives, and Performance Expectations in the Ilokano Language Program 10 Graphic Illustration of the Hierarchy of Goals, Objectives, and Performance Expectations in the Ilokand Language Program . 11 Performance Expectations for Asian, European and Pacific Languages . 12 Relationship of Levels of Objectives 14 CHAPTER 2 The Four Skills 19 The Four Language Learning Skills 20 The Listening Skill 21 'Me Reading Skill 24 The Speaking4kill 31 The Writine"gki4 41 CHAPTER 3 Phonology 47 Consonants 47 Consonant Clusters 52 Vowels 53 Diphthongs 56 Stress and Vowel Length 59 Pitch and Intonation 60 Summary of Potential Difficulties 61 V , Page Teaching Strategies for Phonology 62 Sample Pmnunciaqon Exercises 65 CHAPTER 4 Scope and Sequence of the Ilokano Program in the econdary Schools 71 Scope and Sequence Charts 1 72 Listening Skills Development 72 Speaking Skills Development 74 Reading Skills Development 76 Writing Skills Development 78 Essentials for Oral and Written Communication 80 CHAPTER 5 Ilokano Language Curriculum Ntline 85 Level I 86 Level II -88 CHAPTER 6 Evaluation 93 Continuous Evaluation 93 Reporting to Parents 94 Student Evaluation Forru 95 Ilokano I/II Qu-rter Evaluation 97 APPENDICES Appendix A: TheGrami.arof Ilokano 101 Appendix B: Sample Lesson 153 'Appendix C: Useful Ilokano Expressions for the Classroom 151 Appendix D: References c 165 1.7 vi ,:. CHAPTER 1 -4- ) 4-, PURPOSE OF THE GUIDE The primary 3urpose of the Ilokano Language ProgramGuide is to express the philosophy, goals and objectives, and to outline the scopeand sequence of ,Ilokano language instruction at vativs levels for thepublic schools of Hawaii. All these Elements are treated within the frameworkof the Master Plod for Public Education in Hawaii', the Foundation ProgramObjectives and the Student Performance Expectations. The Ilokano Language Program Guide develops those elements specific to Ilokano languageinstruction. A second purpose of the guide is to provide a resource d -)cumentfor the teacher . of Ilokano which identifies essential skills, suggests areasof emphasis, points out possible problem areas and proposes solutions tothose problems. The Foreign Language Program Guide is an essential companion to theIlokano Language Program Guide because it provides the general principlesof language instruction. To assist in this purpose, and positioned within theframework of program goals, program objectives, theories of language teaching, andthe scope and sequence of the secondary Ilokano language program, the guide presents suchpractical assistance to teachers as a short history of the Ilokano language,phonology and grammar of Ilokano, and selected language teaching andevaluation strategies. The Ilokano instructional program aims to produce cultural awarenessand communi- cative competence in the Ilokano language at Levels I and II. fn this guide program goals are presented for the students'development of tne four language skills--listening comprehension,A speaking, reading, and writing - -as well as for an understanding of the aspects of Filipino culture. The Ilokano Language Program Guide is designed to aid schools inde'ieloping their own instructional program within the framework of the FoundationProgram Objectives. To assist schools in this effort, the guideoutlines program goals, program objectives, and student performanceexpectations from which teachers can establish instructional objectives related to their own classroomsituations. Ilokano language' courses are noted in the Authorized Courses andCode Numbers A (ACCN) document: Ilokano I, 0839, and Ilokano II, 0840. Teachers are free to select from the Approved Instructional Materials (AIM) publicationthose materials which they feel are best suited to meet the needs of theirstudents. The emphasis of the Ilokano Language Program Guide is onIlokano language program goel number two which concerns the listening, speaking, reading,and writing