Linggwistiks 180 WFV JMI

2nd Semester 2015-2016

Kurso Lingg 180 Guro Jay-Ar Manuel Igno

Pamagat Mga Isyung Pangwika sa Konsultasyon TTh 8:00-10:00 & 2:00-5:00pm

Pilipinas
Yunit 3 units Opisina FC 2113; (02) 926-9887

Araw at Oras WF1:00-2:30 E-mail Address jr.lingg@gmail.com

Layunin ng Kurso
(1) magkaroon ng panimulang kaalaman tungkol sa ugnayan ng wika, kultura at lipunan
(2) mapalalim ang kamalayan sa mga isyung pangwika sa Pilipinas
(3) maging kritikal sa pakikibahagi sa pagbibigay ng mga solusyon sa isyung may kinalaman sa
sosyolinggwistiks sa bansa

BALANGKAS NG KURSO:
ENERO
Week 01 20 W Mga Preliminaryo: Silabus, mga rekwayrment sa kurso, atbp.

22 F Paunang paksa: Language in Social Context (Introduction to Sociolinguistics)

(O’Grady 2001)
Week 02 27 W The intersection of language and society
(O’Grady 2001, Coulmas 2007: 5 – 11)
29 F The evolution of sociolinguistic theory of language
(O’Grady 2001, Coulmas 2007: 12 – 23)
Due: Memo on Sociolinguistics (01)
PEBRERO
Week 03 3W Language and identity: Language ideologies
(Coulmas 2007: 214 – 221; 223 - 234)
5F Language and identity: Language, culture, and society
(Foley 1997: 1 - 40, Bourdieu 1977: 645 – 668, Coulmas 2007: 214 – 221; 223 - 234)
Due: Memo on language and identity (02)
Week 04 10 W Language and identity: Sociolects
(O’Grady 2001, Coulmas 214 – 221)
12 F Language and education: literacy and social position
(Coulmas 2007: 116 – 128, Foley 1997: 307 – 344; 417 - 434, Bernardo 2005: 1 - 14)
Week 05 17 W Language and education: literacy and social position
(Foley 1997: 307 – 344; 417 - 434, Bernardo 2005: 1 - 14)
19 F Language and education: Medium of instruction
(Acuña & Miranda, 1994: 1 – 17, Sibayan, et. al. 1988: 5 – 61)
Due: Memo on language and education (03); Research Proposal
Week 06 24 W Immersion/ Participant Observation, Survey
26 F
MARSO
Week 07 02 W Progress Report and FGD
04 F Progress Report, Survey Evaluation, Project Design
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Linggwistiks 180 WFV JMI
2nd Semester 2015-2016

Week 08 09 W Research Break

11 F
Week 09 16 W Sharing Session
Due: Journal and Paper
18 F Language and nationalism: The formation of a national language (1, 2)
(Foley 1997: 345 – 358, Yabes 1997: 341 – 355, Constantino 1974: 17 – 31,
Komisyon sa Wikang Filipino 2000: 45 – 58)
Week 10 23 W Language and nationalism: Language planning (3, 4)
(Ball, 2010: 108 – 116, Coulmas 2007: 297 - 306)
25 F Language contact and change (5, 6)
(Cruz 1995, Bernardo 2005, Thompson 2003: 37 – 58, Guzman 1998: 381 – 417)
Due: Memo on language and nationalism (04)
Week 11 30 W Language contact and change (5, 6)
(Cruz 1995, Bernardo 2005, Thompson 2003: 37 – 58, Guzman 1998: 381 – 417)
1F Due: Concept Papers/ Proposal
ABRIL
06 W Language contact and change: Multilingualism (7)
(McFarland 1994, Quakenbush 1998, Coulmas 2007: 205 – 213)
08 F Due: Paper Outline
Week 12 13 W Language contact and change: Pidgins and creoles (8)
(Coulmas 2007: 163 - 175)
15 F Language contact and change: Pidgins and creoles (9)
(Reid 1994)
Week 13 20 W Language contact and change: Language displacement and death (10)
(Coulmas 2007: 176 – 184; 185 – 193)
22 F
Week 14 26 W Language contact and change: Language death (11)
29 F (Nettle & Romaine 2000: 1 – 25; 25 – 49; 50 – 77; 79 – 98)
MAYO
Week 15 4W Language contact and change: Language death (12)
(Blust 2005)
Why should we care and what should we do? (13)
(Nettle & Romaine 2000: 150 – 175; 176 – 203)
6F Due: Memo on language contact and change (05)
Week 16 11 W Research break
13 F
Week 17 18 W EKSAM
20 F
Week 18 13 T Due: Paper 2; Report: Grps 1 – 2
15 Th Report: Grps. 3-4
Week 19 20 T Report: Grps. 5-6
22 Th Konsultasyon

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Linggwistiks 180 WFV JMI
2nd Semester 2015-2016

PAGBIBIGAY NG MARKA:
Mga Memo 20% 97-100 = 1.0 70-74 = 2.50
Eksam 20% 93-96 = 1.25 65-69 = 2.75
Report 10% 89-92 = 1.50 60-64 = 3.00
Partisipasyon 10% 85-88 = 1.75 30-59 = 4.00
Papel 1 20% 80-84 = 2.00 0-29 = 5.0
Papel 2 20%s 75-79 = 2.25
Kabuuan: 100%

MGA PAALALA:
(1) Ang pagdating matapos ang 15ng minuto pagkatapos magsimula ang klase ay
ikokonsiderang late. Ang bawat tatlong late ay katumbas ng isang absence.
Gayundin, ang pagdating matapos naman ang 30ng minuto pagkatapos magsimula
ay mamarkahan ng absent.

(2) Ayon sa patakaran ng unibersidad pinapayagan lamang na makaliban ng 6 na beses

sa klase ang isang mag-aaral. Ang sinumang makaabot sa 7ng pagliban ay
pinapayuhang mag-drop ng kurso o kung hindi aabot sa takdang-panahon para
mag-drop, mamarkahan ito ng 5.0. Ang huling araw para mag-drop ay sa Abril 20,
2016.

ANG MGA MEMO:

Kinakailangang magsumite ng 5ng memo sa mga sumusunod: (1) introduction to sociolinguistics;
(2) language and identity; (3) language and education; (4) language and nationalism; and (5) language
contact and change.
 Ang takdang-panahon ng pagsumite ay nakalagay sa silabus.
 Maliban sa mga nakatakdang babasahin, mas makabubuting sangguniin ang iba pang mga
libro, journals at iba pang babasahin na nakalista sa ibaba. At kung mayroon pa kayong
alam na mga babasahing wala rito, ay maaari niyo ring sangguniin (at bigyan ako ng sipi).
 Isa itong kritikal na memo/komentaryo at hindi kinakailangan ang mahahabang
pagbabalangkas lamang ng mga babasahin. Magkagayumpaman, kayo ay kinakailangang
magbigay ng inyong mga pangunahing puna, pagkritik, mga ideya, at iba pang mga
mungkahi para sa bawat paksa. Higit sa lahat, ang maikonekta ninyo ang mga paksang ito
sa mga isyung pangwika ng Pilipinas.
 Sundan ang sumusunod na format:
500 – 700ng mga salita
Garamond, 12, 1.5 spacing

ANG MGA PAPEL:

Maliban sa mga memo/komentaryo, kinakailangang magsumite ng 2ng maiikling papel sa mga
sumusunod na paksa: (1)Journal at Maikling Papel ukol sa isang isyung pang-edukasyon sa Pilipinas
na may kinalaman sa wika; (2) sosyolek o isyung pangwika sa Pilipinas.
 Ang mga paksa ay tatalakayin sa klase.
 Ang unang papel ay indibidwal na papel.
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2nd Semester 2015-2016

 Ang ikalawang papel ay maaaring pair-work. Ang klase ay maaaring hatiin sa anim o
pitong grupo.
 Ang mga papel ay dapat na sumailalim sa malalim na pananaliksik, sinusuportahan ng
sapat na mga datos at analisis. Maaari ring magsagawa ng field work/s o mga interbyu
kung kinakailangan.
 Kailangan ang tamang citations at ang anumang uri ng plagiarism ay hindi pinapayagan.
 Sundan ang sumusunod na format:
5000 – 7500ng mga salita
Garamond, 12, 1.5 spacing

SANGGUNIAN:

A. Pangunahin:
Acuña, J. E. (Ed). (1994). The language issue in education. Manila & Quezon City: Congress of the
Republic of the Philippines.
Ball, M. (Ed). (2010). The Routledge handbook of sociolinguistics Around the World. New York:
Routledge.
Bernardo, A. B. I. (2005). Linguistics and language education in the Philippines and beyond. A
festschrift in honor of Ma. Lourdes S. Bautista. p. 151 – 170.
Blust, R. (2005). The linguistic macrohistory of the Philippines: Some speculations. In H. Liao &
C. Rubino (Eds.), Current topics in Philippine linguistics and anthropology, Parangal kay
Lawrence A. Reid. Manila: Linguistic Society of the Philippines.
Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information 16 (6): 645 –
668.
Constantino, E. R. Sikat & P. D. Cruz (Eds). (1974). Filipino o Pilipino?: Mga bagong babasahin sa
pambansang wika at literatura. Manila: Rex Book Store.
Coulmas, F. (Ed). (2007). The handbook of sociolinguistics. <
https://kencil.files.wordpress.com/2012/01/the-handbook-of-sociolinguistics.pdf>
Cruz, C. A. (1995). Spoken discourse on campus: A context for language intellectualization. In
Philippine Journal of Linguistics, 26: 1 & 2. Manila: Linguistic Society of the Philippines.
Foley, W. A. (1997). Anthropological linguistics: an introduction. USA: Blackwell Publishers, Inc.
Guzman, M. K. et. al. (1998). Living language. Assessment of language proficiency and needs in the
professions and in the workplace. Quezon City: University of the Philippines.
Komisyon sa Wikang Filipino. (2000). Mga tanong at sagot tungkol sa alpabeto at patnubay sa ispeling
ng wikang Filipino, ang wikang Filipino at ilang talang pangkasaysayam ng wikang pambansa
ng Pilipinas. Manila: Komisyon sa Wikang Filipino.
McFarland, C. (1994). Subgrouping and number of the Philippine languages. Philippine Journal of
Linguistics 25: 1 – 2, 75 – 84.
Nettle, D. and S. Romaine. (2000). Vanishing voices: The extinction of the world’s languages. New
York: Oxford University Press.
O’Grady, W. et al. (2001). Contemporary linguistics: an introduction. Boston/New York:
Bedford/St. Martin’s.
Quakenbush, J. S. (1998). Other Philippine languages in the third millennium. Philippine journal of
Linguistics, 29 (1 – 2): 1 – 22.
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2nd Semester 2015-2016

Reid, L. (1994). Possible Non-Austronesian lexical elements in Philippine Negrito languages.

Oceanic Linguistics, 33 (1).
Sibayan, B. P. et. al. (1988). Measuring achievement and its factors after eleven years of bilingual
schooling (1974 – 1985). In A. B. Gonzales, FSC, and B. Sibayan, eds. Evaluating bilingual
education in the Philippines (1974 – 1985). Manila: Linguistic Society of the Philippines.
Taufeulungaki, A. (2004). Language and culture in the Pacific region: issues, practices, and alternatives.
Pacific Islands Forum Secretariat.
Thompson, R. M. (2003). Filipino, English, and Taglish. Language switching from multiple
perspectives. Amsterdam: John Benjamins Publishing Company.
Yabes, L. (1977). History of Pilipino as the common national language. In Essays in honor of
Santagio A. Fonacier on his ninety-second birthday. Linguistic Society of the Philippines and
Language Study Center, Philippine Normal College.

B. Karagdagan:

Almario, V. S. (1993). Filipino ng mga Filipino: Mga asterisko sa istandard ng ispeling, estilo sa
pagsulat, at paraan ng pagpapayaman sa wikang pambansa. Manila: Anvil Publishing.
Bernardo, A. B. I. (1995). Language use and transfer in mathematical problem solving: revisiting
the Whorfian hypothesis and apprising the medium of instruction issue. Edukasyon, I, (I),
1-19. (Also translated in the same publication as: Ang paggamit ng wika at paglipat ng
kaalaman sa paglutas-problema sa matematika: pagbabalik-tanaw sa Whorfian hypothesis
at pagbibigay-alaman sa usaping wika ng pagtuturo, 48-68.)
Brokenleg, M. (n.d). Theological Education: Creating Competence in a Credentialed World.
Cruz, C. A. (1995). Spoken discourse on campus: A context for language intellectualization. In
Philippine Journal of Linguistics, 26:1 at 2. Manila: Linguistic Society of the Philippines.
Crystal, D. (2000). Language death. Cambridge University Press.
Doronila, M. (1996). Landscapes of literacy: An ethnographic study of functional literacy in marginal
Philippine communities. London: UNESCO Institute of Education.
Dumatog, R., & D. Dekker. (2005). First language education in Lubuagan, Northern Philippines.
<www.sil.org/asia/ldc/parallelpapers/dumatog and dekker.pdf>
Enriquez, V. G. & E. Protacio-Marcelino. (1984). Neo-colonial politics and language struggle in the
Philippines: National consciousness and language in Philippine psychology (1971-1983).
Quezon City: Akademya ng Sikolohiyang Pilipino/Philippine Psychology Research and
Training House.
Gaerlan, B. (1995). Some thoughts of language of instruction at the University of the Philippines,
Diliman. In Edukasyon, 1.3 Emeteria Lee, ed. Quezon City: Center for Integrative and
Development Studies.
Gonzalez, A.B. (1980). Language and nationalism: The Philippine experience thus far. Quezon City:
Ateneo de Manila University Press.
Gonzalez, A.B. and M. L. S. Bautista. (1986). Language surveys in the Philippines (1966-1984).
Manila: De La Salle University Press.
Gonzalez, A.B. (Ed). (1988). The role of English and its maintenance in the Philippines. Manila: The
Solidarity Publishing House.

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Gonzales, A.B. and W. V. Villacorta. (2001). The language provision of the 1987 constitution of the
Republic of the Philippines. Manila: Linguistic Society of the Philippines.
Gonzales, A.B., A.B.I. Bernardo, M.L. Bautista and E. Pascasio. (2000). The Social Sciences and
Policy Making in Language. In Philippine Journal of Linguistics, 31 (2): 27-37.
Guzman, M. K. et. al. (1998). Living language: assessment of language proficiency and needs in the
professions and in the workplace. Office of Research Coordination Education Research
Program-CIDS. Quezon City: University of the Philippines.
Hammond, Sue Annis. (1998). The Thin Book of Appreciative Inquiry. Texas USA: Thin Book
Publishing Co.
Paz, C. J. (1995). Ang wikang Filipino, atin ito. Quezon City: Sentro ng Wikang Filipino.
Schieffelin, B. B., K. Woolard, and P. Kroskrity. (Eds). (1998). Language ideologies: practice and
theory. New York: Oxford University Press.
Sibayan, B. and A. B. Gonzalez, FSC. Language planning and the building of a national language.
In Essays in honor of Santiago A. Fonacier on his ninety second birthday. Linguistic Society of
the Philippines and Language Study Center, Philippine Normal College.
Smolicz, J. Nical, I., & Secombe, M. (2000). Educational policies and language maintenance in
multilingual meetings: Australia and the Philippines. International Journal of Bilingual
Education.
Smolicz, J. & Nical I. (1997). Exporting the European idea of a national language. Some educational
implications of the use of English and indigenous languages in the Philippines. International
Review of Education, 43,507-526.
Tinio, R.S. (1990). A matter of language: where English fails. Quezon City: University of the
Philippines Press.
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Woolard, A. Kathryn. (1998). Introduction: language ideology as a field of inquiry. In B.
Schieffelin, K. Woolard and P. Kroskrity, (Eds). Language ideologies: practice and theory.
New York: Oxford University Press.
Young, C. (2002). First language first: literacy education for the future in a multilingual Philippine
society. International Journal of Bilingual Education and Bilingual, 5,221-232.