When people ask me where I got my “accent” I would merely smile casually. and sometimes sheepishly reply “I came from an English speech production school” . I came from an English speech production school. that’s why I’m fluent in English. English is by and large noted as one of the linguistic communications normally used in the Philippines. English is taught in schools as one of the two functionary linguistic communications of the state. the other being Filipino. a standardised version of Tagalog. Sub-varieties of Philippine English is emerging based on the regional location of the talkers. Code-mixing is one of the most prevailing illustration of emerging sub-varieties among Ilokano and Visayan talkers peculiarly Cebuano and Hiligaynon. But what connexion does coming from an English speech production school have with the fact that I can talk English fluently? Looking at the instructor of a school. it is normally stressed on how instructors. being one of the preliminary function theoretical accounts for kids next to the parents. demand to set up a hardy communicating between them and their pupils.
Train up a kid in the manner he should travel: and when he is old. he will non go from it. ( Proverbs 22:6 ) Communication is the foundation of a healthy student-teacher relationship. Now. conceive of what would go on if there are boundaries and an obstruction between the students’s acquisition and the instructor. What if such obstruction disrupts the child’s acquisition and affects the child’s potency. Pretend. for a minute. that this boundary is the inability for the instructor to pass on exhaustively. If the instructor has jobs with pass oning efficaciously this could impact the child’s response to the lessons. If my response to a good English teacher’s speech pattern during lessons is the eventual acquisition of this accomplishment so it can be said that whatever the teacher’s methods in instruction can besides impact the child’s accomplishments. However. the old illustration is on a personal degree and does non needfully depict the result. It can still give an thought as to why a instructor should be careful with every move he or she makes in the schoolroom. Here is where I bring in the construct of Taglish.
Taglish is an illustration of the boundaries or obstruction that could perchance forestall a student’s development if used by the instructor. It can be said that if the teacher’s most normally used method of instruction is talking. so he/she better look into his/her linguistic communication. If all the things mentioned above are true. an reply to the proposition: that utilizing Taglish as a signifier of linguistic communication is or is non valid and therefore should be accepted in schoolroom usage can be identified.
What linguistic communication does one speak? The common linguistic communication one speaks at place and at their leisure is their linguistic communication. The linguistic communication being referred to here. of class. is the spoken linguistic communication. Filipinos are known to be Bilingual ; this means that Filipinos are known to hold two normally used linguistic communications. Some Filipinos can talk fluently in Tagalog. some in English. Some Filipinos can even talk both Tagalog and English. There is a state of affairs nevertheless. wherein alternatively of talking either linguistic communication systematically the Filipino talker inserts one word from the other and creates a wholly different linguistic communication wholly.
This state of affairs is normally called either Taglish or Englog. Taglish is a blend of the words “Tagalog” and “English” which refers to the Filipino linguistic communication Tagalog ( or its liberalized official signifier. Filipino ) infused with American English footings. It is an illustration of code-switching. Codeswitching on the other manus means exchanging between one or more linguistic communication. or linguistic communication assortment. in the context of a individual conversation. Multilinguals—people who speak more than one language—sometimes use elements of multiple linguistic communications in discoursing with each other. Therefore. code-switching is the usage of more than one lingual assortment in a mode consistent with the sentence structure and phonemics of each assortment.
In the Philippines. the being of Taglish is going more and more widespread as the modern universe easy begins to lift. Taglish exists for many grounds. one being the demand for an easy manner of showing things verbally for the multi-lingual Filipino. The inquiry is why Taglish must co-exist with the other two linguistic communications when the two linguistic communications are sufficient plenty to supply for speech production. If one has the ability to talk in English. why non talk English? If one has the ability to talk Tagalog. why non talk Tagalog? The reply to this inquiry could change on a batch of replies and thoughts.
If one is to venture deep into the context. we could happen out that Taglish is used. non because of the speaker’s deficiency of instruction but because there are things that can non be easy expressed when one comes from a bilingual state. Imagine once more. our Filipino instructor in a schoolroom scenario. Freshly graduated and late hired. the instructor is to learn English in a public school. A pupil would raise his/her manus and says he/she finds it difficult to understand the subject. What does the instructor make? The instructor could exchange from one linguistic communication to the following. but there is a danger of merely holding them overlap each other. Finally Taglish starts acquiring played around in the linguas of those who find it highly hard to explicate things in the multi-lingual existence. The teacher’s usage of Taglish would come with the hazard that even though the explaining was made easy. the presentation of it was non so formal. In an author’s point of position. expressed in Tagalog “Sa kabila nito. naniniwala dad rin akong dapat disiplinahin ang Taglish SA loob ng klase. Kung baga . dapat gamitan nanogram preno. Ipaliwanag sa mag-aaral Air National Guard kabuluhan ng panghihiram upang yumaman Air National Guard kanilang wika’t isipan. Upang kaugnay nito’y linawin blare SA kanila Air National Guard masamang bisa ng walang-pakundangang paggamit ng salita’t praseng Ingles. ”
Taglish is normally used because. even if English is considered one of the Philippines’ languages it can be said that non everyone can talk it fluently. Taglish comes in when there is a demand for a word that can non be expressed in English ( i. e. naman. eh. talaga. kasi and etc ) . Taglish is different from Englog ; in Taglish it is intended to be a to the full English sentence with inserted Tagalog words. Why the Philippines insist on utilizing Taglish is a large inquiry. English. despite the Philippines’ freedom to utilize merely Tagalog as their National linguistic communication. is still used because of the assets it gives to the state.
” More than this. English is the linguistic communication of power and advancement. In the Philippines. it is extremely valued non merely because it is functional and practical and washes over us invariably. but more significantly. because it is an low-cost point. a accomplishment that can be used to increase one’s place. reputability and marketability. In most instances. the better one’s ability to understand and utilize English. the better one’s opportunities of calling promotion. “
Now that we have an thought about what Taglish is we can sum up to a proposition: that utilizing Taglish as a signifier of linguistic communication is non valid and hence should non be accepted in schoolroom usage. Although Taglish is convenient. whenever there is a deficit of expressive words for the instructor it can non be a apt alibi for the usage of the linguistic communication. The usage of Taglish by the instructor could do the usage of Taglish by the pupils. One can foretell that. since school of all topographic points is the topographic point where acquisition is an on-going thing. the pupil would finally accommodate the usage of Taglish themselves because they see it so openly used by their instructor. After category there is no manner we can be certain that the environment presented in the schoolroom won’t affect the child’s address. The possible results of a category. openly talking Taglish is eternal! As a state. so unfastened with this scenario go oning in schoolrooms. the Philippines is faced with more inquiries sing the usage of this Language.
If the pupil. aside from the instructor. supports on utilizing Taglish in the schoolroom and outside it reflects the capacity of the pupil to execute and talk a linguistic communication fluently. There is a instance wherein a Television personality is frowned upon by an pedagogue because of the usage of Taglish. Quoting “That one is truly really bad because she’s a lit ( literature ) major. She reads really good. She’s really intelligent” says pedagogue Carolina Gustilo de Ocampo “She should be a good theoretical account for linguistic communication because she’s excellent in both English and Tagalog. She should non blend it ( sic ) . She has so much power. Everybody looks up to her. Everybody finds her fantastic. so use that chance to be good in both linguistic communications. ”
Using Taglish could intend two things ; either you know plenty of the two linguistic communications but you insist on speech production in this mode because of necessities to show and/or be understood or you don’t know plenty of one of the linguistic communications therefore you have the demand to trust on the other. If either one of these is a speaker’s ground for utilizing Taglish. both grounds are invalid. The ability to make code exchanging intimations that the talker came from a race of multi-linguists. which besides hints the presence of the ability to talk one fluently. If there is a instance wherein the codification whipper. acquired the demand to continuously use codification shift because his/her linguistic communication has developed with a trust to both linguistic communications ; we can turn out that the changeless usage of Taglish in a schoolroom can ensue to the inability of an affected pupil to talk either linguistic communication fluently. If Taglish is continuosly used in category so this linguistic communication will finally organize a form of its ain. It can be possible that a pupil who uses Taglish in the schoolroom wouldn’t develop an ability to talk either English or Tagalog absolutely. “We have the gift of linguistic communications. But what sets us apart is how with any linguistic communication we use. we are able to talk it clearly. ”
Taglish can impact the pupil more than the instructor. Regardless of the fact that the instructor can or can non talk one linguistic communication. there is a opportunity that this could impact the kid who sees the instructor as a function theoretical account. A kid. particularly during the earliest phases. is a like a sponge that takes in whatever is fed to it. “Children being really influential can be to a great extent affected by their function theoretical accounts. A function theoretical account for a kid is person seen as large and great in their eyes. Whoever the function theoretical account may be. kids will pick up actions. words and idiosyncrasies from them. It affects them in every manner. how they deal with people. their frock. and vocabulary and how they aspire to be” . That could be the ground why American Literacy Specialist Laura Benson. a Professor at the University of Colorado. who attended the first Philippine Summit on Childhood Education as a talker said it was of import non to blend linguistic communications. adding that surveies by Harvard Unniversity showed that the Language used at place primes. prompts. patterns our children’s thought. If she means to turn to the linguistic communication parents use in forepart of their kids at place. what more for the linguistic communication used in the eight hours they spend in category.
Of class. It is a fact that Language is dynamic. originative and resourceful. including in the Philippines. It is one of the features of linguistic communication: Language grows and develops. By development. that is. the alterations take topographic point really slow and bit by bit. A linguistic communication grows by invention and by borrowing. A linguistic communication grows by invention when the people coin new words to be added to their vocabulary and by borrowing when words are borrowed from other linguistic communications and adoptive parent as portion of the vocabulary.
The usage of Taglish in general should be addressed to quickly with the same manner we address other linguistic communications because it could be merely another linguistic communication at the brink of development. Language is dynamic. hence Taglish shouldn’t be misjudged nil more than an informal manner of address but a originative and new manner of talking English and Tagalog. The possibility of a diminution of both English and Tagalog in the Philippines is come uping if Taglish makes itself a Language. English. which was one time 2nd to Tagalog as the commonly used linguistic communication is now Third following to Taglish which is Second! Peoples are utilizing Taglish more and more and despite being hailed as an English speech production state one time. The Philippines’ usage of the English linguistic communication is easy deteriorating. “…Perhaps the Decline of English is merely a reaction to the rise of Taglish. this blend of two linguistic communications. ” Says a Mr. Roger Thompson in his book Filipino English and Taglish where he observed Taglish in the eyes of a alien.
English isn’t the lone linguistic communication in the Philippines that gets dipped on by other languages’ words. Before Tagalogg was formed. some Spanish words were transposed into Filipino. In other parts of the Philippines they have their ain linguistic communications that are non even Tagalog like Cebuano. Words acquire assorted in depending on its convenience. It doesn’t alter the fact that blending linguistic communications can do hazard by making a new linguistic communication in the procedure. Making a new linguistic communication is slippery and can do harm to the usage of the others. Languages like Taglish draw us off from English in a elusive manner. even if English is used now and so. The significance of sentences would non merely depend on English words but on Tagalog every bit good. Both Languages are diverse in usage. blending them together could make a difference in significance and word use. If English. which is the lone cosmopolitan linguistic communication the Philippines has. is compromised the state would endure from isolation because they would lose connexion to the other states.
So if we allow the usage of Taglish in such minorities such as a schoolroom. what more with the state itself. The schoolroom. being the place base of self-discovery and development. would be a topographic point where a child’s personal linguistic communication is being identified. Taglish as a linguistic communication can non be valid for schoolroom usage because the usage of such linguistic communication can do hazards for the pupils and perchance the society. Taglish. should non be given the same sum of privilege as English and Tagalog which are both diverse and independent. If Taglish is used. it can be addressed to as Jargon because after all merely a smattering can understand. If we are to utilize a linguistic communication in the schoolroom we should take either English or Tagalog and stick with it. It is obviously informal and slippery to blend them together.
1 ) Philippine English. Para. 1. In Wikipedia the free Encylopedia. Retreived from hypertext transfer protocol: //en. wikipedia. org/wiki/Philippine_English
2 ) Train up a kid in the manner he should travel: and when he is old. he will non go from it. ( Proverbs 22:6 ) King James 2000 Bible ( @ 2003 )
3 ) Taglish. parity. 1. In Wikipedia the free Encyclopedia. Retreived from hypertext transfer protocol: //en. wikipedia. org/wiki/Taglish
4 ) Almario. Virgilio S. ( n. d. ) Wikand Taglish. Kamulatang Taglish “Sa kabila nito. naniniwala dad rin akong dapat disiplinahin ang Taglish SA loob ng klase. Kung baga . dapat gamitan nanogram preno. Ipaliwanag sa mag-aaral Air National Guard kabuluhan ng panghihiram upang yumaman Air National Guard kanilang wika’t isipan. Upang kaugnay nito’y linawin blare SA kanila Air National Guard masamang bisa ng walang-pakundangang paggamit ng salita’t praseng Ingles. ” Retreived from hypertext transfer protocol: //www. sawikaan. net/wikang_taglish. hypertext markup language
5 ) ( English in the Philippines. Global Issues in Language Education. Issue 26. 1997. Espinosa. Doray. Language Institute of Japan – LIOJ )
6 ) Tubeza. Philip ( 2009. November 4 ) . Experts discourage the usage of taglish. The Filipino Daily Inquirer. Retrieved from hypertext transfer protocol: //www. Inquirer. cyberspace
7 ) Hizon. Rico ( 2011. May 12 ) . Bing proud of our ain Filipino-English enunciation. Filipino Daily Inquirer. Retreived from hypertext transfer protocol: //www. Inquirer. cyberspace
8 ) Willows. Matilda ( 2011. January 7 ) How function theoretical accounts affect kids. Retreived from hypertext transfer protocol: //www. He. com/items/2059988-how-role-models-affect-children
9 ) ( Foundations of Education. Language and Writing. Jose F. Calderon. Ed. D. . 1998 Edition. P. 176 )
10 ) ( Filipino English and Taglish. Rationale for this survey. Thompson. Roger M. . p. 3 )
Below are your Module 2 Part 2 discussion questions. Please remember to respond to the correct question. Also, please refer to my comments from last week for ways you can improve.
If the first letter of your last name begins with:
A-I — Always answer question 1.
J-R — Always answer question 2.
S-Z– Always answer question 3.
1. What is a neuron? What is its structure? What of the functions of the different parts of the neuron? What are the three most important structural changes in the brain during adolescence? What happens (or changes)? Be sure to answer all these questions.
2. Explain the concept of “zone of proximal development.” Then, provide two of your personal examples of this as a child and an adolescent (one for each).
3. Link Piaget’s cognitive stages to the physical changes in the brain. Explain all stages, but be particularly specific during the adolescent stage.