Pangasinan Language Revitalization and the Implementation of MTB-MLE Numerous efforts have been made to preserve and revitalize Pangasinan language. All these efforts resulted to various movements to preserve the Pangasinan language from the threat of language decay or from endangerment. In an article of Thomas Headland (2014) entitled Thirty endangered languages in the Philippines, he listed thirty-two Agta languages which are in extreme endangerment of language loss. Can this also happen to Pangasinan? In the past, a group of educators led by Atty.
In addition, she expressed that the songs were appealing for preschoolers since in that age, they learn in an auditory way. Murphey (1992) implies that the implementation of songs enhance children's motivation as they provide excitement to the lessons as well as facilitating the process of taking the new language acquired form a short-term memory to a long one. Likewise, Sharpe (2001), states that songs are a tool to provide children with opportunities for real language use in fun and enjoyable way. She claims that young children imitate sounds and associate singing and playing with rhythms and rhymes from an early age. Additionally, Arias et al.
Since this essay talks about qualitative methods of research another method that studies and observes its subject is ethnographic method. It is an in-depth method of doing research, which involves the researcher to study the subject by being a part of it. The word ethnography is derived from anthropology, which is the studying of people. This type of a method is generally performed at a work place or any other institution where the researcher can be a part of the group and observe the happenings. However, this method need not be first hand; the researcher can observe the previously recorded interactions and apply this method to study it.
Chapter three discusses the research design and methodology used for the current study. The chapter begins with a discussion of the rational for choosing a qualitative design. Qualitative methodologies that were considered for the current study are discussed next followed by the rational for selecting a focused ethnography. Ethical considerations will then be discussed and the researcher describes how principles of autonomy, beneficence and non-maleficence, justice and respect were adhered to. The chapter continues with a discussion about sampling, recruitment and data collection.
11) noted that negative music experiences in school have left many primary teachers “with little or no musical self when considered in a teaching context”. But when it comes to teachers - and music specialists in particular who have few formative primary music experiences to draw from - Drummond (2001) suggested that this lack of experience negatively influences how they view and teach the subject professionally: highly-trained teachers of music were shown to be teaching their music lessons with uncertainty. However, Koutsoupidou’s (2005) quantitative study about musical improvisation in English primary classrooms found that 81% of teachers in the study uses improvisation in the classroom yet only 19% experienced improvisation themselves as pupils at school. Although, the same study found that teachers avoid using improvisation due to their lack of personal experience (77%) and their lack of familiarity with improvisation
Listening to music The first type of music therapy is listening to music. Music therapists play repetitive songs for the patients. The songs can vary from classical music (which is known to improve memory) to the patient’s favorite song. They can also play music that is associated with big events that took place in the patient’s life; this will enhance memories and it may be easier for the patient to sing or hum along and react to the music since they are already familiar with it. “A study by Johnson JK showed a significant improvement in the spatial-temporal task on the AD twin after listening to a piece of a piano sonata of Mozart in 1998” ( Johnson
Formative Music Experiences & Composition Teaching Confidence This section will examine the data found relating to the second research question. When analysing data relating to this question, a number of themes were uncovered such as primary school composition experiences, formative music experiences at home, playing instruments (outside of school) and teachers’ confidence to teach music composition. Composition at school Six teachers were unable to recall any creative work opportunities where they explored sound or expressed themselves creatively with music. Although, Laura reflected on the possibility of being unable to remember these opportunities due to her perception of “not being musical”: “I just wasn’t receptive to it…that it was going
(Chen-Hafteck, 1997) In language oriented societies, language acquisition is reinforced early for communication purposes, while resulting in a general lag in musical ability, although young children possess similar potential to develop both musical and linguistic skills. Evidence suggest that parallel development of both families is beneficial. The interaction between the two in children may enhance the development of each other as well as creativity in both musical and linguistic expression. (Chen-Hafteck, 1997) Considering that listening skills are a prerequisite for learning to read, children who are better able to detect individual phonemes in words and detect changes in pitch and timbre of tones are better at reading (Lamb & Gregory, 1993) Music learning promotes, apart from language skills, perceptual skills, numeracy, intellectual development, general attainment,
With regard to the effect of songs on language learning, several studies have illustrated that teaching different aspects of a language utilizing songs might facilitate the process of language learning in the classroom (Ayotte, 2004; Fischler, 2006; Fisher, 2001; Neumam, 2004; Ransdell & Gilroy, 2001; Schon, Magne & Besson, 2008; Sloboda, 1990). Futhermore, Zhang, Wang, & Wu (2011) have conducted on the impacts of music and songs on the process of brain activities during the learning process and the results have revealed that melody and songs can project the process of language learning in particular and learning in general (Jones, 2010; Ozment & Gurgen, 2010; Peterson & Thaut, 2006; Wallace, 1994). Eventually, some works have been conducted on the gender differences in music education (Gaab,
Lozanov believes most learning takes place in a relaxed but focused state. A relaxed brain yields maximum retention of material. A most conspicuous feature of Suggestopedia is the centrality of music and musical rhythm to learning and the other features being belief in motivating positive expectation of success in learners and the use of fine arts To enhance language learning. The psychological barriers in learners are thus de suggested by creating a cheerful atmosphere in the classroom. The techniques used in suggestopedia tap the paraconscious state of mind.