much more common as a marker of social dialects and formal/informal styles than it is of regional dialects (Rickford, 2002). The line between language and dialect is determined as much by social, cultural and political factors as it is by purely linguistic factors. In fact, dialects consists continuously so, it becomes difficult even to objectively establish where a “language” begins and ends (Tulloch, 2005). Ibanag, Itawes and Ilocano and Malaueg are the major dialects of Cagayan. Migration made
(Wardhaugh, 2006). As proposed by the term, it primarily involves two disciplines which are linguistics and sociology (Spolsky as cited in Nooyen, 1999). Sociolinguists are interested in language because of its characteristic which explains why people speak differently in different social contexts which includes people’s varied ways of saying strings or set of words and sentences. Semantics, as one subfield of linguistics is pedagogically significant. In terms of meaning making, Spring (2003) posited in his
LANGUAGE COURSES’ STUDENTS TOWARDS FOREIGN LANGUAGE LEARNING INTRODUCTION Background of the Study The acquisition of another language, may it be second (L2) or foreign language (FL), has long been the topic of interest in various disciplines like linguistics, sociology and psychology. Researchers through the years have determined variety of factors that affect L2/FL learning process such as social milieu, socio-economic status, learning environment and individual differences which includes sub variables
The Muslims in the Philippines consist of thirteen ethno-linguistic groups: Iranun, Magindanaon, Maranao, Tao-Sug, Sama, Yakan, JamaMapun, Ka’agan, Kalibugan, Sangil, Molbog, Palawani and Badjao.There also Muslims among the other indigenous people of Mindanao. The Muslims who traditionally inhabited Mindanao, the islands of Basilan and Palawan, and the Tawi-Tawi and Sulu archipelago in the south of the Philippines identify themselves as Bangsamoro. The name Moro was given by the Spanish Colonizers
Samantha Renae C, Cadavez 2lit1 Jolography splendidly deciphers the ineluctable blending and cohabitation of dialects and gatherings of people inside postcolonial Philippines through demonstrations of interpretation, transliteration, punning, citation, and translation. Each poem gathering denote time in which words are fiercely twisted from their implications, speakers from their talks, writings from their readings, and
English teachers in the Philippines often find themselves in a very frustrating situation – no matter how hard they try to teach the rules of written English to their students, the students still commit errors in word order, word choice, subject-verb agreement, tenses, prepositions, articles, punctuations, and the like. Teachers get frustrated when they hear or read sentences such as “They decided to got married,” “What did the students watched?,” or “Ana go to canteen.” It is also alarming because
greater opportunities and economic benefits for the Philippines. However, it is still not enough to match the flow of the fast-paced globalization together with the internationalization of the world. Focusing on the economic context, the use of the English language as a medium of communication in
In the Philippines, the 1987 Philippine Constitution declares that education is a right of every Filipino (Maligalig, 2010). Thus, the policies of the government on education have been primarily about education for all citizens. Being a right, this must benefit every member of the Philippine population regardless of their language and ethnicity. The right to education, however, must not be confined in the context of being able to go to school or having more areas and structures for schooling. The
researchers have noted that it is important to look beyond the linguistic material with regards to its spatial organization such as its symbols because they constitute meaning other than themselves (Akindele, 2012; Burdick, 2012; Gorter, 2006). Given that language territories are hardly homogenous or coherent in the LL, analyzing through its symbols could provide information about the sociolinguistic composition of the linguistic groups in the given territory (Landry & Bourhis, 1997). Meaning
The Philippines, like many of the third world countries in Southeast Asia, is now seriously confronted with problems related to their ethnic and religious minority populations. As a multi-cultural state, one of its major problems is how to forge unity and cooperation among the various ethnic groups in the country. The Bangsamoro people, one of these minority groups, have been struggling for their right to self-determination. Their struggle has taken several forms ranging from parliamentary to armed