ELCO-108-Module-1.pdf

MODULE 1 PHILLIPINE ENGLISH COURSE OUTLINE IN PHILIPPINE ENGLISH...

MODULE 1 PHILLIPINE ENGLISH COURSE OUTLINE IN PHILIPPINE ENGLISH (ELC0 108) COURSE DESCRIPTION The course describes the linguistic features and the socio-linguistic bases of the Philippine variety of English. OBJECTIVES At the end of the course the students are expected to be able to: Differentiate Philippine English in the World Englishes Define the discipline of Philippine English in the context of use Explain how knowledge of the Philippine English leads to its effective learning and use Conduct research about Philippine English ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH DIRECTIONS/MODULE ORGANIZER Read the module thoroughly. It is inclusive of a discussion and a learning activity after each lesson. You can search other credible resources you may need in accomplishing your activities. After answering the learning activities, submit your outputs on the google classroom provided. COURSE REQUIREMENTS You are required to do extensive readings on assigned topics relevant to Language, Culture, and Society. In addition, completion of the learning activities is also required. After the course, you are to write a scholastic paper/output taking in consideration all the topics you have learned. GRADING SYSTEM Midterm Grade = 60% CS + 40% Midterm Exam Final Grade = 60% CS + 40% Final Exam Final Grade = 40% of Midterm Grade = 60% of Final Grade ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH COURSE CONTENT MODULE 1 INTRODUCTION TO THE PHILIPPINES’ LINGUISTIC AND LITERARY PERSPECTIVE MODULE 2 THE SOCIOLINGUISTIC CONTEXT Lesson 1 English in Philippine Education Lesson 2 English-language media in the Philippines Lesson 3 World Englishes of World of English Lesson 4 Taglish or the Phantom Power of the Lingua Franca MODULE 3 LINGUISTIC FORMS Lesson 1 Linguistic Diversity and English in the Philippines Lesson 2 Phonological Features of Philippine English Lesson 3 Philippine English Vocabulary Lesson 4 Grammatical Features of Philippine English Lesson 5 English in Philippine BPO Operations MODULE 4 PHILIPPINE ENGLISH LITERATURE Lesson 1 The Shaping of Philippine Literature in English Lesson 2 Filipino English Poetry in English Lesson 3 Philippine Short Story in English Lesson 4 Philippine Novel in English ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH REFERENCES Allison Paige Burkette. (2015). Language and material culture. John Benjamins Publishing Company. Danesi, M. (2020). Language, society and new media: sociolinguistics today. Routledge. Leonard Lisanza Muaka, & Esther Mukewa Lisanza. (2019). Language in contemporary African cultures and societies. Lanham; Boulder; New York; London Lexington Books. Mooney, A., & Evans, B. (2019). LANGUAGE, CULTURE AND POWER: english tamil in modern india, 1900 to present day. Routledge India. Stanlaw, J., Adachi, N., & Zdeněk Salzmann. (2019). Language, culture, and society: an introduction to linguistic anthropology. Routledge. Tallerman, M. (2020). Understanding syntax. Routledge. Tsui, A. B. M., Tollefson, J. W., Celedón-PattichisS., Brinkerhoff, J., Tsui, A. B. M., & Tollefson, J. W. (2017). Language Policy, Culture, and Identity in Asian Contexts. Routledge. ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH MODULE I INTRODUCTION TO THE PHILIPPINES’ LINGUISTIC AND LITERARY PERSPECTIVE ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH INTRODUCTION Language is the major mechanism of thought and perception and is fundamental to who we are as individuals. Since languages are constantly evolving, sometimes into entirely new varieties of speech, resulting in subtle changes in how we present ourselves to others. This module explains the enthralling interplay of language, culture, and society. A wide range of significant issues are covered including the influence of language towards the individual’s perception of the world, factors contributing to the emergence and death of languages, appropriate usage of language and a lot more. Language, culture, and society is essential for anyone interested in language and its relevance to our culture and society. COURSE OBJECTIVES At the end of the module, you will be able to: Provide a brief introduction to the Philippines’ Linguistic and Literary Perspective Familiarize with possible concepts to be discussed DIRECTIONS/MODULE ORGANIZER 1. Study each lesson in the module. 2. Answer all the learning activities included. 3. Submit your answers in the google classroom. ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH ENCOUNTERING THE PHILIPPINES The Philippines is recognized for its tropical society and a daily living texture that includes crowded cities, heat and rain, arts, warm hearted, hospitable, multilingual people in a country with over a hundred identified indigenous languages. In the capital Manila, the street signs are in English, books stores are full of English books and frontpages of newspapers are mostly written in the English language. In the country, although most Filipinos only speak English in formal settings and prefer to mix English into a hybrid vernacular of Taglish (Tagalog and English) with each other, the presence of America-influenced variety of English is very surprising. The Sociolinguistic Background The Philippines is made up of 7,107 islands around the equator, south of China's mainland, east of Vietnam, and northeast of the Indonesian archipelago. For the majority of its time as a territorial entity. The name Felipinas is supposed to have been coined in 1543 by the Spanish adventurer Ruy de Villalobos in honor of Crown Prince Felipe (or Philip), who subsequently became King Philip II of Spain (1556-98). (Quimpo, 2003). The majority of Filipinos are Austronesian ethnically and racially, with kinship to similar groups in Indonesia and Malaysia, and over a hundred indigenous Austronesian languages spoken in the Philippines (McFarland, this volume). The Tagalogs on Luzon Island (the predominant population in and around Manila), the Cebuanos (or "Visayans") in the southern islands, and the Ilocanos from northern Luzon are the most important indigenous ethnic groups. ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH Philippine society is also significantly creolized, with considerable populations of Filipino-Spanish, Filipino-Chinese, and even Philippine- American'mestizo' groupings, especially in the cities. McFerson observes that modern Filipinos are "nearly "a race of races," and that "they also have Negrito, Indonesian, Indian, Chinese, Japanese, and Arab," despite being mostly Malay in racial composition. "Bloods" from Europe and America (2002: 15). Spain was the first colonial state to administer the Philippines, ruling from Mexico from 1565 until 1898. During this time, Catholicism became deeply rooted in Philippine society, and today, eighty percent of the population professes to be Catholic. After the Philippine-American War of 1899-1902, which followed the Spanish-American War, when Spain lost control of Cuba, Puerto Rico, and Guam, the United States seized and colonized the Philippines. Until 1946, when the Philippines became an independent nation, the United States maintained virtually colonial control over the Philippines (a third group of colonizers were in fact the Japanese, who took control of the islands during World War II, from 1941-1944). Since then, the US government has maintained a major influence over Philippine politics, which led to the US providing long-term backing to Ferdinand Marcos, whose rule from 1965 to 1986 devolved into a dictatorship. At a time when increasing numbers of the rural poor are migrating to the metropolis, there are massive economic and social disparities between the elite classes of Philippine society ('the oligarchs') and the lower classes of cities and provinces ('the masa, or 'masses'). According to numerous economic reports, the country's development has lagged behind that of comparable Asian societies like Malaysia, Thailand, and South Korea. The export of human labor (particularly female labor) continues to be a major source of foreign exchange for the country, and an estimated eight million Filipinos now work abroad, often in low-paying jobs such as domestic helpers (in Hong Kong), nurses (in the United States and the United Kingdom), or, in the case of males, engineers, technicians, and merchant seamen. ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH According to a recent BBC report, "[w]ith high literacy rates (87 percent) and good English-speaking ability, Filipinos are arguably the country's greatest export (Jinkinson, 2005). For those who remain in the Philippines, the prospects for domestic employment are usually bleak, unless they have the support of a well-off and well-connected family" (Bankoff, 2003). Philippine English The beginnings of Philippine English can be traced back to the US invasion in 1898 and the arrival of American teachers near the end of the Philippine-American War (see the chapters by Bernardo and Gonzalez in this volume). The Thomasites (named after the US army transport ship Thomas) were the first teachers to arrive in 1901 and were quickly spread around the islands. They had a significant impact not just as teachers but also as teacher-trainers, with 91 percent of all teachers being native-born Filipinos by 1921. As a result, Filipinos learnt English from Filipinos virtually from the start, and the roots of what we now call Philippine English were sown (Gonzalez, 1997: 26-27). According to the census data from 1918, over 47 percent of the population claimed to speak English, with 55.6 percent claiming to be able to read and write it. Official American involvement in English education continued until the outbreak of war with the Japanese in December 1941, when census data revealed that about 27% of the population claimed to be able to communicate in English. After 1946, in the post-independence era. In administration and education, English was preserved as the official language, although it was increasingly utilized alongside the national language, which was first dubbed Wikang Pambansa ('national language'). The terms 'Pilipino' and 'Filipino' were afterwards added. Philippine English evolved into a distinct variation of English throughout time, complete with a distinct accent, a localized vocabulary, and even a corpus of creative work in English by Filipino writers. Local linguists began to define this localized variant in some depth in the 1960s, despite concerns among some ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH educators and policymakers that accepting Philippine English meant accepting a less-proficient variety of the language (Bautista, 1997). The relationship between English and the national language has been a hot topic in recent decades. In the 1980s, Rolando Tinio argued that reliance on English contributed to the Filipino people's colonized mentality, stating, "Our greatest setback is not our colonial past, but our education and development of consciousness in a colonial language," adding, "Our greatest setback is not our colonial past, but our education and development of consciousness in a colonial language," adding, "Our greatest setback is not our colonial past, but our education and development of consciousness in the dismal result of national English dissemination in the Philippines can be seen in the fact that, though no two kinds of people could be more dissimilar, both tend to see the world through American eyes, accepting the American yardstick as the proper standard for measuring any kind of culture or l can be seen in the fact that the educated elite and unlettered masses, though no two kinds of people could be more dissimilar, are yet similar in one regard-both tend to see the world through American eyes, accepting the American yardstick as the proper Tinio (1990, p. 86). Philippine English: Linguistic and literary perspectives Debates on language policies, however, in many postcolonial contexts still tend to contest the opposition between English as the former colonial language (and/ or global lingua franca) and a national language, typically lauded as the authentic voice of the people. A recent book by Anderson (2005), however, reminds us that in the era of the Philippine nationalist leader Jose Rizal (executed by the Spanish in 1896), the politics of language took a rather different form: In the late nineteenth century, there was as yet no ugly, commercially debased "intemationallanguage". Filipinos wrote to Austrians in German, to Japanese in English, to each other in French, or Spanish, or Tagalog, with liberal interventions from the last beautiful international language, Latin. [... ] ELC0 108 – PHILIPPINE ENGLISH  MODULE 1 PHILLIPINE ENGLISH Filipino leaders were peculiarly adapted to this Babelish world. The language of the political enemy was also their private language, though understood by less than 5 percent of the Philippine population. Tagalog, the native language used in Manila and its immediate periphery, was not understood by most Filipinos, and in any case was useless for intemational communication. Many speakers of rival local languages, especially Cebuano and llocano, preferred Spanish, even though this language was, in the Philippines, a clear marker of elite, even collaborationist status. (Anderson, 2005: 5). Learning Activity 1 Instruction: Using a Ven diagram, plot the similarities and differences of Philippine English and World Englishes. Learning Activity 2 Instruction: Write a short paragraph explaining the importance of the knowledge on Philippine English towards your chosen course. ELC0 108 – PHILIPPINE ENGLISH