THE SECOND IN A SERIES OF TEXTS DESIGNED TO HELP THE STUDENT ACHIEVE AN UNDERSTANDING OF FILIPINO CULTURE AND ACQUIRE ENOUGH PROFICIENCY IN TAGALOG TO COMMUNICATE EASILY AND MEANINGFULLY, THESE INTERMEDIATE READINGS ARE COORDINATED WITH THE EDITOR'S "BEGINNING TAGALOG" (ED 014 696). INCLUDED IN PART I ARE READINGS WRITTEN ESPECIALLY FOR THIS TEXT…

THIS WORKBOOK WAS WRITTEN TO ENABLE PEACE CORPS VOLUNTEERS LIVING IN THE PHILIPPINES TO ANALYZE AND LEARN THE LANGUAGE SPOKEN IN THEIR REGION. IT WAS ASSUMED THAT THE VOLUNTEER WOULD HAVE SOME TRAINING IN TAGALOG BUT NOT NECESSARILY A KNOWLEDGE OF LINGUISTIC TERMS OR METHODS. THE AUTHOR ALSO ASSUMES THAT THE VOLUNTEER WILL WORK WITH A NATIVE…

THE TWO MAJOR GOALS OF THIS COMPREHENSIVE COURSE ARE--FIRST, AN ORAL CONTROL OF TAGALOG AND SUFFICIENT MASTERY OF ITS STRUCTURE TO CONTINUE INDEPENDENT STUDY, AND SECOND, PRESENTATION OF UP-TO-DATE INFORMATION ABOUT THE SOCIAL CUSTOMS, STANDARDS, VALUES, AND ASPIRATIONS OF THE FILIPINO PEOPLE SO THAT THE LANGUAGE LEARNER MAY PARTICIPATE FULLY IN…

This is a guide to spoken Tagalog. It includes hints on pronunciation, useful words and phases, fill-in-the-blank exercises, and an alphabetical word list. Words and phrases are listed in English, followed by a phonetic representation of the Tagalog word or phrase, and then by the Tagalog spelling. (AM)

This report, a follow up to H. McKaughan's article "Language Materials Development" (Philippine Journal for Language Teaching; v2 n1-2 1969), reports on a project at the Pacific and Asian Linguistic Institute (PALI) of the University of Hawaii to develop a set of materials for seven Philippine languages: Bikol, Cebuano, Hiligaynon,…

This English-Pilipino phrase book is designed for the English speaking person learning Pilipino. The useful phrases and vocabulary words are divided into eleven sections: basic needs and safety; greetings and amenities; getting acquainted; directions and classroom articles; calendar, numbers, and time; subjects; shapes, sizes, and colors; body…

This study examines those factors that have contributed to the introduction and development of the teaching of English in the Philippine educational system. By virtue of its educational policy, the American colonial administration started using it as a medium of instruction. Optimism ran high among Filipino leaders, especially the nationalists,…

This trilingual-bicultural reader in Pilipino (Tagalog), Ilokano, and English is intended for elementary school children in a bilingual education setting. Pen-and-ink drawings illustrate the story of a Filipino family and the events involved in a rice harvest. (NCR)

The material development needs for the Southeast Asian languages are analyzed as follows: (1) both student and reference grammars must be produced; (2) student and reference English-Foreign Language dictionaries are needed; (3) research is needed in sociolinguistics, semantic analyses, linguistic surveys; (4) elementary, intermediate and advanced…

This language textbook is designed for beginning students of Tagalog, the principal language spoken on the island of Luzon in the Philippines. The introduction discusses the history of Tagalog and certain features of the language. An explanation of the text is given, along with notes for the teacher. The text itself is divided into nine sections:…

This trilingual-bicultural reader in Pilipino (Tagalog), Ilokano, and English is intended for elementary school children in a bilingual education setting. Pen-and-ink drawings illustrate the story of a Filipino-American family celebrating Christmas. (NCR)

This is the first volume in a continuing series of working papers on English as a second language. The selections in this volume are divided into two groups. The first is a series of three papers given at the annual meeting of the National Association of Foreign Student Affairs held in Chicago in April 1966. These papers, by P. Schnachter, R.…

This document discusses in detail the development and operation of a language program implemented in the Philippines, beginning in 1957, with the assistance of the University of California, Los Angeles, through the Rockefeller Foundation. The program faced a number of difficulties including a school system in the process of post-war rebuilding, a…

In the Philippines, school children must contend with the use of English and Pilipino as media of instruction. Since they are taught by teachers who have not mastered English, either, the result is predictable: rote learning. In this process, pupils also learn the hierarchical authority structure of the school system, that is, the rules governing…

This paper is a preliminary attempt to identify important gaps in instructional materials for Southeast Asian languages. The need for instructional materials is detailed for: Burmese, Cambodian, Indonesian/Malay, Lao, Tagalog, Thai, and Vietnamese. Attention is drawn particularly to the need for integrated audiovisual materials, materials on…