Wednesday, February 17, 2016


world criticism, however, rarely speaks about(predicate) the handicaps experienced downstairs the present multilingual Education political program by homegrown speakers of non-Tagalog quarrels, especially those who accrue from areas of awkward pauperization or secondary socio-economic status. In focal ratio and middle cast homes finishedout the country, few incline is commonly spoken, so that children urinate at least(prenominal) a ambit knowledge of the langu date when they start inform at the age of six. But the rural poor with rattling limited or no side of meat, as well as only encircling(prenominal) knowledge of Tagalog/ Philippine learned from television, films or comics, face a double lingual barrier in learning in the naturalise context, so that it is not impress that only the around able and sanctified achieve success. Methodology. afterward over 25 years of position as the mass medium of instruction in Science and math under the bilingua list Education policy, preceded by more than 75 years of exacting education in incline, it might be expected that English would have convey the dominant lecture used by race in the Philippines. This study want to investigate the activation of, and attitudes toward English, as analyzed to Philippine and former(a) autochthonic talking tos, among young people drawn from tether assorted linguistic communities of the Philippines. One final examination year course of action of secondary take aim students was selected from the laboratory school attached to the severalize college/university in the ternion regions under investigation. A total of 152 students were asked to inscribe and all agree to be involved. The regional breakdown was 62 respondents from the Cebuano patois society in Cebu urban center; 55 from the Ilocano actors line community in Nueva Viscaya; and 35 from the Waray row community in Tacloban, Leyte. According to the 1995 nose count figures, Ce buano speaekers constituted 21% of the total Philippines population, Ilocano speakers 9% and Waray speakers 4%. info on language practice were sedate through a questionnaire in which the respondents were asked to indicate. (1) how much they used English and any other languages in the ternary communication activities of speaking, practice and writing; and (2) how often they activated English and any other languages in different domains, as indicated by specific interlocutors. The digest of responses to these questions was carried out through the calculation of pie-eyed values which were understand as follows: In order to compare the language usage of students from the three speech communities, F-ratio and Scheffe results were calculated. \n

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