Solatorio, Ma. Gi-an L.
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NOTES WEEK 5-6
Language and the Supernatural
How does language play in the
practice of supernatural?
Prayer
Scriptures
Songs
Chants
Language and Magic
Written language in Magic
 Language plays an important role in the practice of
magic, divination, and religion.
 Words are used to invoke or harness the aid of a higher
power to intervene in the affairs of humans
 Language has a special place in religion and religious
practice. Each religion has special utterances or texts
that embody its essences. It plays a role in codifying
system beliefs.
 The bible has shown how divine beings used language to
exercise their power. God spoke the world into
existence out of nothing in six days.
 An important of language in religion
 Is a universal practice common to all religions and belief
systems relating to the supernatural.
 Includes the bible for jews and Christians, the Quran for
Muslims, the Vedas for Hindus and etc.
 Was used to praise a deity, teaching doctrine,
encouraging believers, uplifting the down-hearted,
preparing the mood for religious service, a call to
worship and etc.
 Are utterances with musical quality but not as melodic
as songs. The chant is used for deeper religious
experience
 Glossolalia (speaking in tongues) is a part of religious
activities in which they are claimed to speak in other
languages.
 Speech Acts – are actions done by simply saying them.
 Rhyme & repetition are common features of magic
words
 Requirements for the use of Magic words
1. Proper pronunciation of words
2. Proper procedure – the word must be spoken by
following procedure for a ritual
 Sorcerers have written on pieces of paper either the
tetragrammaton or shama. Theses pieces of paper are
placed in the lips, mouths or other parts of the statues
to give them life.
 Golems- are living statues. They are employed for labor,
protection, and even love
Solatorio, Ma. Gi-an L.
IV-1 BEE
NOTES WEEK 5-6

Types of Bilingual Education

Monolingual education for  When language minority students are schooled solely in the
language minority students language of a majority society, there is minority language
lead to relative loss.
monolingualism

Submersion - Popularly known as “sink or swim,” this educational

setting is simply mainstream education with no planning for the
inclusion of students who do not speak the majority language.

Submersion + withdrawal second language classes - is the

easiest to plan and requires the least resources, and thus may be
the most popular in the world today.

Structured immersion- language minority students are “immersed”

in instruction which uses solely the majority language.

Segregationist - Planned by a language majority which wants to

exclude a language minority, this type of program uses solely the
minority language in the education of the minority. This type of
monolingual education aims to keep the language minority separate
Weak bilingual education leads
and excluded from participation in society.
to relative monolingualism or
limited bilingualism

Transitional - The transition from bilingualism in instruction when

Solatorio, Ma. Gi-an L.
IV-1 BEE
NOTES WEEK 5-6
the student is monolingual to monolingual instruction when the
student is bilingual is planned in order to accelerate the shift to the
majority language.

Mainstream + withdrawal foreign/second language classes -

This type of educational program is the most popular in order to
teach a foreign or second language to students who speak a
majority language. Students are in mainstream classes for all
subjects and in addition are “pulled out” or “withdrawn” for
foreign/second language instruction with a language teacher.

Strong bilingual education

leads to relative bilingualism Mainstream + supplementary foreign/second language classes -
and biliteracy This type of education is popular among parents who want their
children to become fluent in a second language not taught in the
educational system. Students attend school in the majority
language, but in addition go to supplementary classes or schools on
weekends or after school where the foreign or second language is
taught.

Separatist with withdrawal second language classes - are

organized by the language minority itself when it has the power to
do so. Instruction is through the medium of the minority language
only, although the majority language is often taught as a subject in
withdrawal classes.

Two-way/dual language - include both the majority and the

minority, as both move toward bilingualism. Instruction most often
involves linguistically heterogeneous groups. Both languages are
used in instruction with compart mentalization, often having to do
with time of day, and sometimes with a different teacher.

Mainstream + supplementary heritage language classes -

Heritage language classes teach not only the ethnic or heritage
language, but also the history and culture of the ethnolinguistic
group. It is possible, however, to obtain high levels of bilingualism
and biliteracy with this type of education, as long as the family and
the immediate society provide the contextual support for the
development of the ethnic language.

Maintenance - This type of educational program uses both a

minority and a majority language throughout the education of the
language minority. Both languages are compartmentalized, most
often by using different teachers for instruction that takes place in
different languages.
Solatorio, Ma. Gi-an L.
IV-1 BEE
NOTES WEEK 5-6

Immersion - These programs have been designed for language

majority students or speakers of high-status languages who wish to
become bilingual. Initially, instruction is solely through the medium
of the minority language with a bilingual teacher. Progressively, the
majority language is also used in instruction. Instruction through the
medium of both languages continues throughout the students’
education.

Mainstream bilingual - This type of program uses two languages

throughout the students’ education. It differs from maintenance
programs in that all languages are here considered majority
languages, and all students are of the majority.

Two/multi-way mainstream bi/multilingual - uses more than two

languages throughout the students’ education. There are students
from different ethnolinguistic backgrounds, but all are considered
majority students and all languages are granted equal value in the
curriculum.

Image retrieved from https://medium.com/@alvarado8668/types-

of-bilingual-education-97c2652bb2e0

This lesson has shown that Philippine education have a long way to
meet the demands of language learners. Language educators,
curriculum makers need to improve its language curriculum as well
Solatorio, Ma. Gi-an L.
IV-1 BEE
NOTES WEEK 5-6
as the methods of teaching languages.