slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Philippine English in Philippine Movies: Implications of Language Use for ELT PowerPoint Presentation
Download Presentation
Philippine English in Philippine Movies: Implications of Language Use for ELT

Loading in 2 Seconds...

play fullscreen
1 / 31

Philippine English in Philippine Movies: Implications of Language Use for ELT - PowerPoint PPT Presentation


  • 457 Views
  • Uploaded on

Philippine English in Philippine Movies: Implications of Language Use for ELT . Norberto V. Casabal Lyceum of Subic Bay t he Philippines. SMX MALL OF ASIA, PASAY CITY. Sept. 16, 2010. ENGLISH IN PHILIPPINE SOCIETY IN GENERAL . English in the Philippines is a second language. .

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Philippine English in Philippine Movies: Implications of Language Use for ELT' - arleen


Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Philippine English in Philippine Movies: Implications of Language Use for ELT

Norberto V. Casabal

Lyceum of Subic Bay

the Philippines

SMX MALL OF ASIA, PASAY CITY

Sept. 16, 2010

slide2

ENGLISH IN PHILIPPINE SOCIETY IN GENERAL

English in the Philippines is a second language.

We use and encounter English in our everyday lives.

slide5

Connotations of English in the Philippines

Linguists: “code-switching” or “code-mixing” when a Filipino speaks in Taglish

Non-linguists/Laymen: English Barokor Barok English; English Carabaoor Carabao English

Phenomenal Expressions: Nose bleed and major major

slide6

ROLES OF ENGLISH IN PHILIPPINE SOCIETY

TV and radiouse Filipino as their medium “to gain mass appeal,” while magazines and newspapers are predominantly in English...being generally perceived as the language of the educated and the elite” (Dayag, 2009:49-65).

slide7

English language “[is seen as a] permanent feature of [Philippine] society, and that the use of English remains so important in higher education, business and international diplomacy”

(Gonzales, 2009:11).

slide8

Domains of language use: education, professional life, government administration, legislation, business, and international relations (Sibayan, 1994 in Gonzales, 2004:11).

slide9

How has globalization affected the sociology of English language in the Philippines, today?

Capitalizing on English language entails economic sustainability, which is equated to global marketability. This is supported by the mushrooming call centres and other business process outsourcing (BPO) in the country.

slide10

THE PRESENT STUDY

Why Kimmy Dora, the movie?

1. Social strata

2. Inclusivity and exclusivity of language use

3. Power distribution

4. Entertaining appeal

slide11

Research Questions

  • 1. What is the prevailing attitude of the respondents towards English language use and its users?
  • 2. How does English language appropriateness affect the language attitudes of the respondents?
  • 3. What are the implications of English language use for language teachers and for English Language Teaching (ELT) in the Philippines?
slide12

STRATEGIC COMPETENCE

FUNCTIONAL ASPECTS

OF COMMUNICATION

SOCIOLINGUISTIC COMPETENCE

DISCOURSE COMPETENCE

GRAMMATICAL COMPETENCE

LINGUISTIC SYSTEM

Communicative Competence adopted from Canale and Swain (1983)

slide13

METHODOLOGY

Research Locale

Research Instruments

Lyceum of Subic Bay

26 BS in Nursing Students

Ages between 17-19

Summer of 2009-2010 AY

1. uses structured-guided interview approach or a semi-structured interview

2. Structured and open-ended questionnaire

3. focus group interview

Research Sampling

Data Analysis

Convenient sampling and purposive sampling

thematic

slide14

Presentation of Data

Sociolinguistic Aspects of Philippine English

  • 1. English language connotes power and social status.
slide15

This particular “power-language struggle” reflects the kind of socio-linguistic-economic reality that pervades in the country today.

Tollefson’s (1991) argues that the use of English language in the Philippines is not so much an issue of cultural disintegration, but rather an issue of socio-economic inequalities within Philippine society. This means that access to English language in the Philippines connotes power that dichotomizes the social structure between the capable and the linguistically handicapped.

slide19

3. English language invites social stratification and social mobility.

“Sociolinguistic stratification”is a form of social conditioning that stigmatizes the user due to his social status, which affects the status of the English language; usually unacceptable such as the English spoken by prostitutes.

slide20

“Sociolinguistic mobility”is a form of social conditioning, which accords the user of the English language an upward movement from his real status as a result of his acquired education manifested in the way he uses the English language; thus, also accords the user with a higher social status.

slide23

THE PLACE OF PHILIPPINE ENGLISH INSIDE THE CLASSROOM

1. Accent Neutralization

Whose accent should we teach inside the classroom? British, American or Filipino ?

From a sociolinguistic perspective, the Philippines is multilingual in nature; each region speaks a native tongue with a distinct accent and intonation. Neutralizing their accent means gradually taking away the “essential and unique features” of their mother tongue, which gives us identity in our local context.

slide24

2. Teaching varieties of English

There is a need to teach students varieties of English, as in our case, Philippine English. Increase student awareness of the features of this variety of English and encourage the use of the language that reflects our identity as Filipinos. From this perspective, students can claim ownership to the language, not of the colonizer, but the language we have colonized.

slide25

3. Code-switching and its functions

Code-switching is a common language; a common ground that helps teachers and students articulate ideas where both languages reinforce each other in the quest for understanding of meaning.

“Code switching is a pedagogical tool for motivating student response and action, ensuring rapport and solidarity, promoting shared meaning, checking student understanding, and maintaining the teaching narrative (Martin 2006:62).

slide26

3. Language used in the society and language teaching should reinforce each other inside the classroom

Teachers should recognize the fact that learners learn the language better when there is reinforcement outside the classroom; like at home and in the community where they belong. Therefore, teachers should realize that language learning is not a solitary process of mastering codes and structures, the context should be considered that gives substance and meaning to students’ language learning experience.

slide27

4. Equality in the language classroom

The teacher must be sensitive-responsive to the needs of their learners. As such, the teacher should make the classroom a bastion of democracy providing the learners equal opportunities to the language in terms of designing classroom activities. Classroom tasks should be life-like that reflect the pervading social milieu where the students can be engaged in solving problems and achieving equality through language.

slide29

References

Aglaua, Charito M. and Aliponga, Jonathan A. (1999). Judging Personality from Language Usage: 1998 Samples. In The Filipino Bilingual: A Multidisciplinary Perspective. Festschrift in honor of EmyPascasio. Edited by Ma. Lourdes Bautista and Grace O. Tan. Manila: Linguistic Society of the Philippines. 36-43.

Barber, Bernard (1957). Social Stratification, a Comparative Analysis of Structure and Process. NY: Harcourt, Brace and Company, Inc.

Bolton, Kingsley and Bautista, Ma. Lourdes (2004). Philippine English: tensions and transitions. World Englishes. Vol.23, No.1, pp.1-5.

Bolton, Kingsley and Bautista, Ma. Lourdes (2009). Philippine English: Linguistic and Literary Perspective. Philippines: Anvil Publishing, Inc.

Cresswell, John W. (2005). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Education, Inc.

slide30

Dayag, Danilo T. (2009). English-language media in the Philippines: Description and research. Edited by Ma. Lourdes Bautista and Kingsley Bolton. Philippine English: Linguistic and Literary Perspective. Philippines: Anvil Publishing, Inc.

Fuentes, Gloria G. and Mojica, Leonisa A. (1999). A Study of the Language Attitudes of Selected Filipino Bilingual Students towards Filipino and English. In The Filipino Bilingual: A Multidisciplinary Perspective. Festschrift in honor of EmyPascasio. Edited by Ma. Lourdes Bautista and Grace O. Tan. Manila: Linguistic Society of the Philippines. 50-55.

Gonzales, Andrew (2004). The social dimensions of Philippine English. World Englishes, Vol.23, No.1, pp.7-16.

Gonzales, Andrew (2009). A favorable climate and soil: A transplanted language and literature. Edited by Ma. Lourdes Bautista and Kingsley Bolton. Philippine English: Linguistic and Literary Perspective. Philippines: Anvil Publishing, Inc.

slide31

Tupas, T. Ruanni F. (2004). The politics of Philippine English: neocolonialism, global politics, and the problem of postcolonialism. World Englishes. Vol.23, No.1, pp.47-58.

Tupas, T. Ruanni F. (2009). World Englishes or world of English? Pitfalls of a postcolonial discourse in Philippine English. Edited by Ma. Lourdes Bautista and Kingsley Bolton. Philippine English: Linguistic and Literary Perspective. Philippines: Anvil Publishing, Inc.

Vaughn, S., Acumm, J.S. and Sinagub, J. (1996). Focus Group Interview in Education and Psychology. USA: Sage Publication, Inc.