Language Usage And Language Attitudes Among Education Consumers

479 Pages·2015·23.75 MB·English

by  Iluminado Nical

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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