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Linguistic mapping of Bago language: The case of selected upland speech communities in Ilocos Sur, Philippines
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The COVID-19 Pandemic has paralyzed the internationalization efforts of higher education institutions worldwide by hindering the physical mobility of the students, yet, the Ilocos Sur Polytechnic State College in the Philippines found a way to take the challenge an opportunity instead to internationalize through the use of emerging information and communication technologies. It is during this time, that the College launched its first-ever International Credit Transfer Program with its Indonesian University partner virtually. With this new dimension of student mobility, the researcher can’t help but reflect on these questions: what do students bring home from their virtual student exchange experience? how educational and transformative are their virtual experiences to say that the mobility is not just like their other local/regular online classes? Using phenomenology both as a philosophy and a methodology, this work provides a thick description of the lived experiences of 16 Education major students captured through in-depth interviews and analysis of their journal entries. Five themes illuminated: Enhancing Macro skills; Reducing Affective Filters; Igniting Patriotism; Acquiring Digital Literary; Instilling 21st Century Skills. Findings reveal that the virtual experience brought new scholarships to the participants. The use of the online platforms was not at all deemed as a hindrance by these students rather they believe the platforms channeled them to have the 21st Century skills of Educators. Policy recommendations to better and sustain the program are included too, in this paper.
Keywords: virtual mobility, online student exchange, phenomenology
This paper provides an overview of how analyses of linguistic features in writing samples provide a greater understanding of predictions of both text quality and writer development and links between language features within texts. Specifically, this paper provides an overview of how language features found in text can predict human judgements of writing proficiency and changes in writing levels in both cross-sectional and longitudinal studies. The goal is to provide a better understanding of how language features in text produced by writers may influence writing quality and growth. The overview will focus on three main linguistic construct (lexical sophistication, syntactic complexity, and text cohesion) and their interactions with quality and growth in general. The paper will also problematize previous research in terms of context, individual differences, and reproducibility
p>This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages- Filipino, the national and official language, and Bicol, the mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Filipino language obtained better mean scores in the test compared to students who were taught using their mother language. On the other hand, students who were taught using the English language obtained the lowest mean scores. Furthermore, the results revealed that the Bicol speaking students prefer the Filipino language during class discussions, recitations, in following their teacher’s instructions during science related classroom activities, and in doing their homework.</p
The article gives a brief analytical survey of multilingualism practices, its consequences, its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competently. Generally there are both the official and unofficial multilingualism practices. A brief survey on multilingualism practices outside Africa indicates that Canada, Belgium and Switzerland are officially declared multilingual countries. Likewise countries like South Africa, Nigeria and Kenya experience multilingualism in Africa. Multilingualism exhibits both the political and the linguistic consequences. The linguistic consequences include the development of a lingua franca, creation of mixed languages within a linguistic milieu, enhances cross cultural communication strategies and cross cultural communication skills. Benefits of multilingualism practices in education include the creation and appreciation of cultural awareness, adds academic and educational value, enhances creativity, adjustment in society and appreciation of local languages.
With qualitative research methods an integral part of the psychology curriculum, questions arise of what approaches to teach, and how to teach them. We think thematic analysis (TA) offers a useful – and a relatively easy to teach and learn – basic introduction to qualitative analysis (see Braun & Clarke, 2006; 2012, 2013; Clarke & Braun, 2013); yet even teaching a fairly accessible approach like TA presents challenges in the classroom. Drawing on our experiences, and 38 responses from psychology students to a short qualitative survey on students’ experiences of qualitative and TA teaching, we explore some of the challenges of teaching TA to students new to qualitative research, and suggest strategies for overcoming these. Many of these are not specific to TA; they apply to teaching qualitative research more broadly, but we focus our discussion on TA.
Executive Summary Language is an integral feature of educational practice in the classroom. Teachers communicate content and instructions via language. Learners listen and interact via language in the process of learning. The normal assumption is that the language of the classroom is either well-known to or quickly learned by students so that educational outcomes meet specified expectations. When this assumption is valid, evaluation of educational effectiveness can largely ignore the issue of language as a variable shaping educational outcomes. But what if the assumption is NOT valid? Can we still ignore language as a significant variable in understanding the performance of educational systems? In many countries—both developed and developing—a significant portion of the school-aged population enters school NOT speaking the language of the classroom. In some cases these are the children of immigrants or other linguistic minorities. In other cases, the use of a colonial language for educational purposes means that all or virtually all children begin school in a ―foreign‖ language. Furthermore, such children only succeed in the classroom to the extent that they quickly master the second language. The last thirty years has seen slow but steady growth in doubts about the merits of the second language model of instruction. In a number of cases, these doubts have been accompanied by or based on experimental programs designed to test the potential of an alternative educational model in which the mother tongues of children are used as languages of instruction in the classroom. This paper examines some of the research which has emerged in the last ten years comparing, where possible, the educational outcomes of similar populations (usually immigrants or linguistic minorities) participating side by side in the two models. The intent has been to look beyond a comparison of cognitive outcomes in an effort to identify other consequences—sometimes unanticipated—of the mother tongue model. Specifically, the paper examines data from six different initiatives in mother tongue education from five different countries. From the data, a number of suggestive insights about the nature, viability, and impact of mother tongue educational models are identified and briefly explored. These deal with (1) the optimal sociolinguistic conditions for effective mother tongue education; (2) the time taken to produce good readers; (3) the function of teachers in mother tongue programs; (4) the impact of the mother tongue model on developing facility in the second language or language of wider communication; and (5) an examination of some of the possible impacts of mother tongue educational models.
One of the principal mechanisms through which inequality is reproduced is language, specifically the language used as the medium of instruction. The learner’s mother tongue holds the key to making schooling more inclusive for all disadvantaged groups, especially for girls and women.
In this clearly written monograph, Paul Lewis and Gary Simons lay the groundwork for those who will be working in the coming decades with members of local language communities to help them to implement diverse activities that will most effectively lead to a sustainable level of language use. They build appropriately upon the groundbreaking work that was carried out several decades ago by sociolinguists such as Charles Ferguson, Robert Cooper and Joshua Fishman. The authors remind us that the challenges that face members of local language communities who aspire toward maintaining a sustainable level of language use in today’s globalizing world are daunting. By examining and profiling a language community using the Expanded Graded Intergenerational Disruption Scale (EGIDS) together with an assessment of conditions for sustainable use gathered by examining factors related to Functions, Acquisition, Motivation, Environment, and Differentiation (FAMED), community members will be able to develop plans of action to reinforce conditions that will likely result in a sustainable level of language use. A key point that permeates the monograph is that there must be “buy in” from all of the stakeholders concerning the importance or value of the language to them for preserving or serving various functions in the future. (Adapted from the Foreword by G. Richard Tucker)
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