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Language Usage And Language Attitudes Among Education Consumers PDF

479 Pages·2015·23.75 MB·English
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t?.g.ob LANGUAGE USAGE AND LAI.IGUAGE ATTITUDES AMONGEDUCATION CONSUMERS: THE ÐPERIENCE OF FILIPINOS IN AUSTRALIA AI{D IN THREE LINGUISTIC COMMUNITIES IN TIfi PHILIPPINES Presented by ILUMINADO C. MCAL In fulfillment of the requirements for the degree of Doctor ofPhilosophy (Ph.D.) of the Universþof Adel¿ide January 2000 Mr. Jojo Tmrago Mr' Rigoberto Dizon (deceased), his wife, Teopee, and his son, Rigor Miss Rose Ana Lobiano, Mr. Porferio wilfredo Briva and Mr. Rhodel Nabong The students and parents in Australia and Philippines who participated in the Study My sisters, relatives, and friends MywifeRose;mychildren,Kennetlr,KnudsorlKingsley,andKween;my daughter in law, c*lytt; and my grand daughter, Krestana Agnes All the people listed above provided me with the opportunity to work on this task; they facilitated for whatever resoufces I needed; they provided me with the love and prayers that gave me strength to carry on; Their contributions, I treasure; their manifestations of concerq I cherish; To them, I salute, and to them, I dedicate this humble work. ICN TABLE OT'CONTEI\ITS I TITLE PAGE ll ACKNOWLEDGMENTS IY TABLE OF CONTENTS xll LIST OF TABLES xvil LIST OF FIGURES xvlll ABSTRACT Page Chapter L lntroduction Post-colonial Threads in Australia and the Philippines J Fragility of Australian Linguistic Pluralism 6 Multilingualism and Schooling in the Philippines 7 1l English as a world Language in Australia and Philippines t4 The Present StudY 2 Language Policies In Australia And Philippines UINGUAGE POLrcY IN AUSTRALIA t6 Overview l9 Socio-historioal B ackground of Assimilation 24 Multiculturalism in Australia 26 Defi ning Multiculturalism 32 Bilingualism in Australia Australian Language Policy and the Filipino Ethnic community 45 49 UINGUAGE POLrcY IN THE PHIUPPINES iv The Multilayered Lingusitic Heritage ofthe Philippines 50 The Search for a Common National Language 56 the Bilingual Education kogram 63 Evaluation Study ofthe BEP 63 The Reaffïrmation of the BEP, 1986 66 The Development of the Regional Languages 69 The Cebuano language 70 The Waray language 75 The Ilocano language 80 The Future Development oflingua Franca 82 3 Theoretical Framework /,S,SU¿S TV MU L NL INGUALT SM 84 Language in a Plural Society 85 Linguistic options in a plural society 86 The odds faced by minority languages 88 Dilemmas oflanguage Acquisition in a Multilingual Context 89 Dilemmas in the Philippine context 90 Dilemmas inthe Australian context 9l Attitudes Towards Language(s) 93 The external considerations 96 The internal considerations 98 v Language Maintenance and Loss 103 The influence of societal structure on language maintenance and loss 105 REWEW OF PREWOUS STUDIES 108 Studies Conduoted in Other Countries 108 Studies showing bilingualism as a handicap r08 ltl Studies showing bilingualism as neutral Studies showing bilingualism as an advantage 113 Studies on bilingual education programs 120 Studies on attitudes to languages t24 Studies in language shift and maintenance 133 Studies Conducted in Australia t34 Studies in bilingualism t34 Studies on attitudes 135 on Studies language shift and maintenance 139 Studies Conducted in the Philippines t47 Studies on bilingualism r47 Studies on attitudes to language(s) r54 Studies in language shift and maintenance r62 Key Theories And Conceptual Formulation 164 Tajfel's Theory of intergroup relations 166 Giles' theory of speech accommodation 168 Smolicz'theory of overarching framework and core values Culture 170 Conceptual Flow of the Research t73 VI 4 Methodology The Respondents of the Study t77 The Research Instruments t78 Data Gathering Procedure 182 Analysis of the Data Gathered 183 Presentation and Discussion of Results 188 5 Profïciency And Activation Of Languriges THE AUSTRALIAN CASE 190 LANGUAGE KNOWLEDGE AND PROFICIENCY 190 Filipino-Australian students' Knowledge of philippine Languages 190 Filipirro-Au stralian students' profi ci ency in the use of philippine 195 Languages Parents'Knowledge of the Three Languages r99 Parerrts'Proficiency in the Use Of The Three Languages 202 ACTTVATION OF LA}IGUAGES 205 Filipino-Australian Students' Frequency of Language Use 205 Fi lipino-Australian Pa¡ents' Frequenoy of Language Use 209 DOMAINS OF LANGUAGES 215 Filipino-Australian Students' Language Use to Different Interlocutors 215 Filipino-Australian Parents' Language use to Different Interlocutors 220 OVERALL PATTERNS OF LANGUAGE USE 225 Filipino-Australian students' overall patterns of Language use 22s vll Filipino-Australian Parents' overall patterns of Language use 228 Overview 230 THE PHILIPPINE CAS.E 233 KNOWLEDGE AND PROFICIENCY IN THE LANGUAGES 233 The Filipino students' Knowledge and proficiency in the Languages 233 The Filipino Parents' Knowledge and proficiency in the Languages 238 ACTIVATION OF LA}IGUAGE S 244 Language Usage of Filipino Students 244 Language Usage ofFilipino Parents 280 TI{E DOMAINS OF LANGUAGES 256 Domains oflanguages Among Filipino Students 256 Domains oflanguage Among Filipino parents 26s OVERALL PATTERNS OF LANGUAGE USE 273 Overall Patterns oflanguage Use Among Filipino Students 273 Overall Patterns of Language Use Among Filipino paf,ents 276 ó Lenguage Àttitudes And Meanings I Part 28t ATMUDES TOWARD S LANGUAGES 281 THE AUSTRAUAN CASE 282 The Attitudes of Filipino-Australian students towards the Languages 282 Attitudes towards philippine Languages 282 Attitudes towards the English Language 289 viii The Attitudes of Filipino-Australian parents towards Languages 292 Attitudes to Tagalog 293 Attitudes to Philippine Languages other than Tagalog (plor) 298 Attitudes to English 299 Attitudes Towards The Use Of English In School 302 TTIE PHILIPPINE CASE 305 The Attitudes of Filipino Students towards Larrguages 305 Attitudes towards the Vernacular 307 Attitudes toward English 308 Attitudes toward Filipino 309 Ilocano and Visayan Attitudes to Filipino and English 309 The Attitudes OfFilipino parents towards Languages 310 Attitudes towards Languages per se 3r0 Attitudes towards the use oflanguages in School 327 comparison of Attitudes Among the Three Groups ofparents 313 Summary 3ló Overview 316 II Prrt LANçUAGES AND TTIEIR MEANINQS 317 THE AUSTRALAN CASE 321 The Meanings Attached to Languages by Filipino- Australian students 322 The Autotelic Meanings 322 The Instrurnental Meanings 327 lx The Negative Meanings 333 The Meanings Attached to Languages by Filipino-Australian parents 336 The Autotelic Meanings 336 The Instrumental Meanings 34t The Negative Meanings 344 THE PHILIPPINE CASE 347 The Meanings Auached to Languages by Filipino Students 348 The Autotelic Meanings 348 The Instrumental Meanings 356 The Negative Meanings 362 The Meanings Attached to Languages by Filipino Parents 368 The Autotelic Meanings 368 The Instrumental Meanings 373 The Negative Meanings 376 7 Summary And Conclusions THE AUSTRALUN CASE 381 Proficiency in the Languages 381 Studertts' Usage of Languages 383 Pa¡ents' Usage of Languages 384 Patterns of Language Use 385 Attitudes toward s Languages 386 The Meanings of Languages 387 x

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Ilocano and Visayan Attitudes to Filipino and English .. ethnic conflict in the countries of Asia and Africa, only recently freed from suppression in the n&me of stabilþ through uniformity. and trade over four centuries. mental slavery which the language brings with it in public and private life
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