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and Registers of Spoken and Written Language -bies World English of international activities. Language - World Englishes -varieties...

and Registers of Spoken and Written Language -bies World English of international activities. Language - World Englishes -varieties of English from the different regions of the world. - stands for localized varieties of English - as they are used certain - or spoken in areas. between don't property distinguish vey & R L syllable-timed - observes both cirhe timed magn a other voiceless plosives like (p, trk) are often perceived by inner countries same with the (b d g) - , as ,. Language Variety different that speech communities language ways use. - Lets different forms distinct are of linguistic expression , language forms used different communities. and attributed to speech Standard English Professionals writtend spoken - used by , by educated. users - "correct - , right , and good" way of speaking/reing English the must -used by powerful and prestigious speech communities. Language Varieties ↳ different Develop - because geographical people of reasons as in areas develop distinct dialects. Continuum World Engliches (NCWES) Nativization of · Diffusion (spread) P · Induction (acceptal) 2 Customization (own rouch is being added) ) NC · starts voing it unconcindy Native Recognition (people. · Dialects Language Us. · non-standard variety of language · can understand each other sufficiently when communicating w/ different speech varities - communicate without difficulty they said to speak if they , · am dialects of language. the came speak - is insufficient thy speak if intelligibility between speakers , · different varzuges.  The structural characteristics differ in terms of social. features 1. Acrotect - closest to the standard. 2 Basilect- for from the standard , dorest to pidgin Merslet- between acolect and Basilect. 3. midway of education 4 Editects - resulting from certain types accertained by social class but are. conveyed school (School mastered the kind instruction of the slings & way of speaking). by of. or (2006) influenced local languages Kachne and Nelson - varieties of English are by the rablay, , in various areas of their grammes & estibit specific (logical intactic sentence structure , and & - discongal characteristics. ). is used language now - Philippine English understand) Amboy (Fil-Am) - Chard to - deep Pulot boy ( tenis) - -high blood (tanse/upset - Balik-bayan box (pacalbory - Blow out (treatcomcone) - Hotel (used for poe-marital cat) Singapore English their spend lease fie at/or around (gongter who (Chowoff) Marika Kids - - actsy Marina (nurse square , -missy chop (rubber stamp) - Malaysian English Gambar (relay) -antilog (make nated by girl) - a (those attend shol -daybugs to do not (logracious person) come Popco live in residence halls) Kachary (peanuts) - Defining Standard Philippine English conzalez identified the Grammatical features are out in 2000 States and , resical features in Philippine English : following win rigued possession) specifically (shall could ch , Preference for words and collections , , 1 specific and words combinations.. 2 Unusual words and collocatives , specific terms. 3 Unusual prepositional Page. Features Syntactic 1 word (order features 2. Use of articles adjectivel in compounds sub-categorization (pluralization of mass nam and nows. 3 Nown 9. Prmoun (Antecedent incongruence). 5 Subject (Predicate incongruence) Reclassification GAE transitive words intransitive robs. 6 of as unusual resb forms and fenses. c. Fense-aspect reage consisting of use of  English ? What is sanded Philippine here with Llamzon (1969 : 15) : The re standard Filipino English is be a and it is the of english which educated Filipins speak , definite meaning : type circless which is acceptable in educated filipino ? When does an error become a feature of Philippine English "commit" these then if enough educated elites in cociety the errors , the. standard These mos in effect have been accepted by the socity as PHILIPPINE ENGLISH IS NOT SLANG , NOT WRONG , NOT CARABAO ENGLISA , OR ANY OTHER DERIGATORY WORD THAT'S BEEN USED OVER THE YEARS. IT IS LEGITIMATE DR DANICA SALAZAR WORLD ENGISH EDITOR FOR THE (OED) -.. , OXFORD ENTESA DICTIONARY Realizations : be & intercultural communication as need to be censitive · aware recognize you different cultural and Nome their to the people who belong to heritages own identity linguistic. · language varieties shows that language is truly alive and that they're not the standard but they are valid. Language Registers / Registas of English defined Crystal (2008) to its Did Registers variety of language according - as a in social situations (scientific religious , , formal English). use it subclassification into field and Ballidayan linguistics In given of is as a mode , manner , , discourse. Register associated with Gene is associated with the organization of culture. is the situation. organization of To this end , register is understood as the contest - specific variety of language to which the fied-mode- tenor framework is important Gene. 1 Register about you speak it how what about Oype is it is a i category or write dependingon ofcommunicatioit situation (level of formality/tore)  Gane of Recipe Field-social settings & The communicative purpose in which fet is produced , the cultural values shared both. Tenor-role/s required of the writys &readers including by & wites/readers required of speakers regards including other texts listerers the Mode - Knowledge of as genre formal text features. Language Register speaks & used different situations. -formality of which language one in Formal Registers in professional formal speaking/writing appropriate situations Likewise use used in. writing. Legalese or Legal language the - is highly characterized by archaic expressions , technical jogous intrinsic only to community nominalizations and passive voice Legal professionals , structures of. , Plain English to readers. - complex words that can be simplified in more understandable way ordinary forger to outsides for the that fargons this language variety is often meaningless reason are specialized language of a professional or occupational group. SMS Language /Textese and used acronyms(abbreviations / expressions slang words are -exactly opposite in. of 4 This is becauses messages used to be limited to a specific number testing is easier quicker.  fotescultuCommunication ral with challenges of Coping the and cultural diversity lack of shared knowledge/beliefs at correct - the make it more complicated to anue inference of interpretations of meanings. of ASEAN - English as the official - or working language and a orddamche - Meierkord (2000 , as cited by Kaur , 2016) , (EIE). communication in a English gua Franca is characterized form of intercultural communication by than misunderstanding. ⑳still intercultural communication Misunderstanding in verbal only caused by -not uterness - may also occur due to wrong interpretation of nonrabal code. forces ofMisunderstanding (Kaur 2014), part of the speaker Ambiguity= lock of explicities · on the in the com of problematic reference and abigivous semantics · Performance-related misunderstanding-clips of tongue/mishearing. utferances spoken quickly b urclearly. may due to Language-related misunderstanding ungrammaticality · - of sentences. than · taps in world knowledge-gaps in content rather language equences produced by within · Local context - turns & the ture the participants themselves , and the orientation of the participants, as well as the repair moves that collow the displayed understanding. Intercultural & Business limited businesses and Communication ethics is not only on companies, but also on how we conduct ourselves in different secarious - professionally a academiestly ethical and what unethical terms of communication ? What is is in In consitive to Communication · is ethical When it is genuine , open , coperative , one'sultural beliefs and practices. · If There's an intention to cored the truth , misinto , bring damage to individual communication any organization group , or person. Oven is unethical A mansion of many languages In 1977, my mentor, the poet and National Artist for Literature and Theater Rolando S. Tinio, said: “It is too simple-minded to suppose that enthusiasm for Filipino as lingua franca and national language of the country involves the elimination of English usage or training for it in schools. Proficiency in English provides us with all the advantages that champions of English say it does. It gives us access to the vast fund of culture expressed in it and mobility in various spheres of the international scene. This is especially true in those spheres dominated by the English-speaking Americans. It also helps us to participate in a quality of modern life of which some features may be assimilated with great advantage.” Professor Tinio continues: “Linguistic nationalism does not imply cultural chauvinism. Nobody wants to go back to the mountains. The essential Filipino is not the center of an onion one gets at by peeling off layer after layer of vegetable skin. One’s experience with onions is quite telling: Peel off everything and you end up with a pinch of air.” English enrollment rising Written 40 years ago, these words still echo especially now. By some quirk of history and economics, enrollment in English courses are rising. This is so because there are many vacant positions for teachers of English and literature in private and public schools. Moreover, there are many vacancies, still, for jobs in call centers with entry-level pay of P18,000 plus a signing bonus. It is also a career that will make you earn twice your present salary in just a few years. With the opening of the doors of the Association of Southeast Asian Nations (ASEAN), more Filipinos are being hired to teach English in the region. Why? First, Filipino teachers will accept a pay scale lower than their Western counterparts, a pay scale that is still higher than what they would get in the Philippines. Second, they are conversant with American popular culture, a happy (or unhappy) result of colonialism and neo-colonialism. Third, they are still Southeast Asians beneath their skin and are thus familiar with Asian cultural practices, whether said or unsaid. One is the importance of saving face. The meaning of “maybe” or “I will try” to an invitation means the invited does not want to hurt you by giving a vague answer. Another is the primacy given to family. Already in his 50s, one is still called Totoy or Baby or Blue Boy, and still lives with one’s parents and extended family in the warm cocoon of home. Meals are shared, stories swapped, Netflix passwords given away, to kin who live just an arms’ length away from you. You can see that, as well, in the other Southeast Asian countries. In these places, families are nuclear and not split. Food is communal and not eaten in siloed cubicles. I have lived in Singapore and Malaysia, and food is one good way of keeping friends. Mastery of two languages Three long decades of teaching English and Filipino to students have shown me that the best students in English are also the best students in Filipino. And how did they master the two languages? One, they had good teachers in both languages in their early years. Two, they have inhabited the worlds of both languages—English in school; They spoke English in social media, Tagalog at home, and Taglish with friends. Three, they have gone beyond the false either-or mentality that hobbled their parents’ generation. This either-or mentality was a product of weak critical thinking. Let me explain. My best students in English and Filipino were taught by the crème de la crème, many of them teaching in the private schools in Metro Manila and the regions. At the Ateneo de Manila University, we used to have classes in Remedial English, since renamed Basic English or English 1. These were six units of non-credit subjects. These were intelligent students from the public schools and the provinces. Lack of books and untrained teachers hindered them from having a level playing field with the other freshmen. A year of catching up was necessary for them to have the skills to put them at par with the other students. Moreover, I introduced them to the worlds of the language they were studying. This can be in the formal realm of the textbook. It can also be found in films, documentaries, graphic novels, YouTube video clips or animes. I encourage them to keep a journal as well, which was not a diary where you wrote what time you woke up and why. A journal, or its cyberspace cousin, the Web log or blog, aims to capture vivid impressions or moods on the wing. If at the same time it sharpens the students’ knowledge of English, then the English teacher is ready to sing hallelujah. Bilingual students Tthe third is that today’s generation is no longer burdened by the guilt of learning English – and mastering it. I still remember the writing workshops I took in the 1980s, when I was asked why I wrote “petit-bourgeois” poems and stories in the colonizer’s language. The panelists said I should write about workers and peasants – and that I should write in Filipino. Without batting a false eyelash, I answered that unfortunately, I grew up in a military base and knew nothing about the lives of workers and peasants. I added that to write about something I don’t know would be to misrepresent them. I could write about the lives of young soldiers and retirees fading into the sunset. I could write about the lives of the brave soldiers’ wives and their children. That I know only too well. To the charge that I write only in English, I showed them my poems in Filipino. The modern Filipino writer is not only a writer in either English or Filipino. He or she writes in both languages, or in Cebuano or Bikolano or Ilocano or Waray. These languages are like colorful balls he juggles with the dexterity of a seasoned circus performer. So it’s no longer choice between English and Filipino. Rather, it is now English and Filipino, plus the language of one’s grandmother, be it Bikolano, Waray, or Tausug. And in college, another language of one’s choice, be it Bahasa Malaysia, German, or French. Learning other languages is good. It gives you a better way to view the world from many windows. To learn a new language is to see the world from another angle of vision. In short, one no longer has to live between two languages, but to live in a mansion of many languages. To end in a full circle, we must return to Professor Tinio, who said: “Only the mastery of a first language enables one to master a second and a third. For one can think and feel only in one’s first language, then encode those thoughts and feelings into a second and a third.” This, then, is the gist of the mother-tongue approach to language learning, which the Department of Education has finally adopted for our elementary schools nationwide. In short, as Dr. Isabel Pefianco Martin, my friend and fellow professor at the Ateneo de Manila University has put it: “The Philippines is a multi-lingual paradise.” The earlier we know that we live in a paradise of many languages, the better we can savor its fruits ripened by the sun.