FOREIGN LANGUAGE SUMMIT 2017 - … · Teaching Filipino as a Foreign Language ... • Developing an Interactive E-book for German Vocabulary Training ... CULTURAL OFFICES AND RESEARCH

UP DEPARTMENT OF LINGUISTICS UP DEPARTMENT OF EUROPEAN LANGUAGES

FOREIGN LANGUAGE SUMMIT 2017

PROGRAM & ABSTRACTS

UNIVERSITY OF THE PHILIPPINES

DILIMAN, QUEZON CITY

18-20 OCTOBER 2017

FOREIGN LANGUAGE SUMMIT 2017 2

TABLE OF CONTENTS

MESSAGE FROM THE CONVENERS

6

INFORMATION

9

CONFERENCE PROGRAM

10

PLENARY LECTURES

Cognitive and Metacognitive Advantages of a Multilingual Learner Prof. Grace Shangkuan Koo, PhD

16

Language Skills Reanalyzed Prof. Emeritus Jonathan C. Malicsi, PhD

17

PANEL SESSION A: Foreign Language Curriculum Development

• Prospects for a Continuing Foreign Language Program of Nihongo in Senior High School Rodolfo R. Narciso

18

• Assessing the Foreign Language Elective in the University of the Philippines Ria P. Rafael

19

• Creating Situation Analysis Instruments Towards the Curriculum Development of the Department of European Languages Extension Program Kristine A. Cabling

19

PANEL SESSION B: Teaching Filipino as a Foreign Language

• Pagtuturo ng Wikang Filipino sa mga Dayuhang Mag-aaral sa mga Unibersidad: Kasaysayan, Kalagayan, at Tunguhin Ronel O. Laranjo

20

• Programang Pangwika ng Peace Corps, Philippines: Pagtuturo at Pagkatuto ng Tagaog / Filipino sa pamamagitan ng Imersiyon sa Kultura Dinalene Castanar-Babac

21

• Kung Paano Mahalin ng ‘Masa’: Ang Kalagayan at Implikasyon ng Pag-aaral ng Wikang Filipino bilang Banyaga / Ikalawang Wika ng mga Artistang Dayuhan / May Dugong Dayuhan sa Telebisyong Pinoy Helweena B. Sadorra

22

FOREIGN LANGUAGE SUMMIT 2017 3 CONCURRENT SESSIONS

DAY ONE PAPER PRESENTATIONS

1:30 – 2:00

• Questioning ‘Diversity’ Daniela Mueller

23

• CEFR-Based Can-do Approach to Teaching Filipino as a Second Language Florinda A. Palma Gil & Naonori Nagaya

23

2:10 – 2:40

• Understanding Crosslinguistic Influence in FL Speech: The Case of Multilingual Filipino Learners of Spanish Anna Marie Sibayan-Sarmiento

24

• Teaching Ilokano to Foreigners Santiago R. Reolalas

24

2:50 – 3:20

• Reading Between the Lines: The Crossing of High and Low Context Culture in Japanese Language Teaching Rowena Okabe

25

• Teaching Mandarin as a Foreign Language in the Philippine Context Using the Communicative Approach Edenille Ann S. Santos

26

3:30 – 4:00

• Interactive Web 2.0 Supported (German) Language Teaching in the Philippines – Possibilities and Challenges Katharina McGrath

27

• Contextualizing and Humanizing Italian Language Learning in the Philippines: A Learning Unit based on an Episode of the Italian Television Series “Radici” Naidyl Isis C. Bautista

28

4:10 – 4:40

• Assessing Writing in a Foreign Language Anna Marie Sibayan-Sarmiento

29

• Dictogloss as a Classroom Activity in Japanese Language Classes in UP Diliman Roelia V. Alvarez

29

FOREIGN LANGUAGE SUMMIT 2017 4 DAY THREE PAPER PRESENTATIONS 8:30 – 9:00

• Chinese, Tsino, Intsik: Mandarin Heritage Learners in Philippine Colleges Sidney Christopher T. Bata & Kyungmin Bae

30

• Developing an Interactive E-book for German Vocabulary Training for Filipino Learners Nina Rachel V. Agcaoili

30

9:10 – 9:40 • Motivations of Korean Language Learners: The Case of Regular UP

Diliman Students Jay-Ar M. Igno

31

• A Proposal for a Business Japanese Course Farah C. Cunanan & Athena D. Cabazor

31

9:50 – 10:20 • Addressing the Needs of Adult Learners in the Chinese Language

Extramural Program Elsie Marie T. Or

32

• The Inevitable in FL Speech: Error Production, Recognition, and Repairs of Filipino Learners of Spanish Anna Marie Sibayan-Sarmiento

32

10:30 – 11:00 • The Japanese Language Education Situation in the University of the

Philippines Department of Linguistics: A Needs Analysis Maria Kristina S. Gallego & Michael S. Manahan

33

• L1 & L2 Vowels – A Springboard for L3 Phonetics? An Exploratory Study on the Oral Production of L1, L2, and L3 Phones in German Language Students at the University of the Philippines Frances Antoinette C. Cruz

33

11:10 – 11:40 • Motivations and Benefits of Learners of Chinese as a Foreign

Language Jennifer C. Dy

34

• Translation Strategies for the Noun Marker –(n)eun in Korean Mark Rae C. De Chavez

34

11:50 – 12:20

• Teaching Filipino: The Case of Tokyo University of Foreign Studies Naonori Nagaya & Florinda A. Palma-Gil

35

• Is It Worth Correcting Foreign Language Learners’ Written Work? A Review Miguel Blázquez

35


ROUNDTABLE DISCUSSION PARTICIPANTS

GOVERNMENT AGENCIES

• Department of Education Bureau of Curriculum Development Special Program in Foreign Languages

37

• Commission on Higher Education Technical Panel for Foreign Languages

37

• Technical Education and Skills Development Authority (TESDA) Language Skills Institute

38

CULTURAL OFFICES AND RESEARCH CENTERS

• Alliance Française 38

• Ateneo de Manila University Department of Modern Languages 39

• Goethe-Institut Philippines 39

• Japan Foundation Manila 39

• Philippine Chinese Education Research Center 40

• Philippine-Italian Association 40

• The Embassy of Spain 41

• UP Korea Research Center 41

COMPANIES

• Accenture 42

• J-K Networking Services 42

• Lexcode, Inc. 42

FUTURE EVENTS

• Philippine Korean Studies Symposium 2017 43

• The 13th Philippine Linguistics Congress 44

SPONSORS 45

EVALUATION FORM 48


MESSAGE FROM THE CONVENERS


MESSAGE Welcome to the Foreign Language Summit 2017 and to the University of the Philippines Diliman. In recent years, interest in learning foreign languages and, consequently, the need for foreign language specialists have increased. This could be attributed to the different factors such as the rise of globalization, and the acceleration in the improvement and development of various technologies that allow people from all over the world to easily connect with each other. Foreign language skills are considered valuable not only for employment, but also for personal development, and as a vital factor in the development of understanding and sensitivity to cultures and traditions different from one’s own. Students and professionals, who enroll in foreign language classes, have moved from learning for sheer interest to learning for career advancement and to pursue further academic studies. These trends, alongside the introduction of foreign language classes in secondary education, create the need to look into the status of foreign language education in the Philippines. It is thus our aim as organizers of the Foreign Language Summit 2017 to situate foreign language education vis-à-vis these trends, and identify the strengths, weaknesses, and areas for improvement of foreign language education in the country, in order to keep up with the demands of society. We are happy to have the UP Department of European Languages as the co-organizer of this Summit. Let us maintain this collaboration to promote language education and research in the country. We are grateful to our plenary speakers for sharing their expertise on language education. You will surely inspire budding language researchers, educators, and learners. Thank you also to our paper presenters for sharing their latest research on foreign language education, and to our Roundtable Discussion participants, who serve as the pillars of foreign language education in the Philippines. Please continue your pursuit of a relevant foreign language education in the country. To our Summit participants, thank you for taking the time to sit through the sessions. We would also like to hear your thoughts, experiences, and concerns, so that we would know how we can work together for the advancement of foreign language education in the Philippines. To our partners and sponsors, thank you for your interest in foreign language education and for supporting our endeavor. We encourage everyone to make this a fruitful three days through lively discussions and exchanges. We hope that the Foreign Language Summit 2017 will serve as an inspiration for everyone to do more research on language education and language studies. FARAH C. CUNANAN Convener, Foreign Language Summit 2017 Chairperson, UP Department of Linguistics


MESSAGE

Dear Colleagues and Friends,

It is my great pleasure and honor to extend to you a warm welcome to the Foreign Language Summit 2017. With the theme “Foreign Language Education in the Philippines: The State of the Art”, this event is the first of its kind, and is organized by the UP Department of Linguistics and the UP Department of European Languages in recognition of our joint leadership role in foreign language education in the Philippines.

The summit is held on 18-20 October 2017 at the National Institute for Science and Mathematics Education (NISMED), UP Diliman, where you - members of the academe, government leaders, cultural institutes, and industry executives - can find an excellent opportunity for sharing your expertise, while building your professional network.

Thank you to our generous sponsors, our inspiring speakers, and the hardworking members of the organizing committee. Without your support, this event would not have been possible.

Please take full advantage of this summit, and remember to have fun.

Herzliche Grüße

NINA RACHEL V. AGCAOILI Convener, Foreign Language Summit 2017Chairperson, UP Department of European Languages


INFORMATION

REGISTRATION AREA The conference venue is at the National Institute of Science and Mathematics Education (NISMED). The Registration Desk is located on the second floor of the building and is open: Wednesday (Oct. 18): 7:30AM – 5:00PM Thursday (Oct. 19): 8:00AM – 5:00PM Friday (Oct. 20): 8:00AM – 5:00PM Should you have any questions or requests, you may approach the people at the Registration Desk. FOR PAPER PRESENTERS There is a 10-minute break in between each paper presentation to allow ample time to move about, and to set up for the next presentation. Both rooms are equipped with a laptop, LCD projector, and external speakers. We also have necessary cables (HDMI cables, thunderbolt cables, & VGA cables) on hand in case you would like to plug in your own computer. Please request for these beforehand. Please be informed that there is no available internet connection in the building, and there may not be a remote clicker in your assigned room. Moderators have been assigned to all sessions to keep track of time and to assist presenters. DINING AREAS Snacks will be served on the second floor, outside the NISMED Auditorium. Coffee and water will be available throughout the day. Food and beverages are NOT allowed inside the NISMED Auditorium. Lunch will be served at the ground floor of the venue. There are two dining areas on the ground floor: (1) indoor dining area directly below the auditorium near the stairs; and (2) the al fresco dining area outside the building. Ushers will be present to guide you to these areas. INTERNET CONNECTION We are sorry to inform you that Wi-Fi internet connection is not available at the venue. EVALUATION FORM Please take the time to fill out the evaluation form and return it to the registration desk at the end of the day (for one-day attendees) or at the end of the conference (for three-day attendees). We will be using your comments and suggestions to improve future Foreign Language Summits. COPIES OF THE PRESENTATIONS To request for copies of the presentations, please directly approach the presenters at the end of their session. RAFFLE To further encourage attendees to learn a new foreign language, or continue to develop their foreign language skills, we will be giving away free extramural classes in a raffle. There will be one winner for the Free Asian Language Extramural Class (2018 cycle) and one winner for the Free European Language Extramural Class (2018 cycle). Other prizes from our partner institutions will also be given away. To join the raffle, submit a question addressed to any of the roundtable participants. Write your question on the question form provided. The question form and drop box are located at the Registration Desk. Submissions will only be accepted on the first day of the conference (Oct. 18, Wednesday, from 7:30AM-5:00PM). Only full-time attendees, who will be attending all three days of the Summit, are eligible to join. Each attendee may only submit one entry. The winners will be chosen during the closing program. Winners must be present during the draw, otherwise the prize will be go to another person. Prizes are transferable. Certain conditions apply. SOCIAL MEDIA Please follow UP Department of Linguistics on Facebook to view pictures and videos from the Summit.


CONFERENCE PROGRAM


CONFERENCE PROGRAM OVERVIEW

DAY ONE (OCT. 18, WEDNESDAY)

7:30 – 8:30 REGISTRATION

8:30 – 9:00 OPENING PROGRAM

9:00 – 10:30 PLENARY SESSION: PROF. GRACE SHANGKUAN KOO, PHD

10:30 – 11:00 BREAK

11:00 – 12:30 PANEL SESSION A:

FOREIGN LANGUAGE CURRICULUM DEVELOPMENT

PANEL SESSION B:

TEACHING FILIPINO AS A FOREIGN LANGUAGE

12:30 – 1:30 LUNCH

1:30 – 5:00 PAPER PRESENTATIONS (ROOM A) PAPER PRESENTATIONS (ROOM B)

DAY TWO (OCT. 19, THURSDAY)


8:30 – 10:00 ROUNDTABLE DISCUSSION: GOVERNMENT AGENCIES

10:00 – 10:30 BREAK

10:30 – 12:30 ROUNDTABLE DISCUSSION: CULTURAL OFFICES AND RESEARCH CENTERS (I)

12:30 – 1:30 LUNCH

1:30 – 3:30 ROUNDTABLE DISCUSSION: CULTURAL OFFICES AND RESEARCH CENTERS (II)

3:30 – 4:00 BREAK

4:00 – 5:00 ROUNDTABLE DISCUSSION: PRIVATE COMPANIES

DAY THREE (OCT. 20, FRIDAY)


8:30 – 12: 30 PAPER PRESENTATIONS (ROOM A) PAPER PRESENTATIONS (ROOM B)

12:30 – 1:30 LUNCH

1:30 – 3:00 PLENARY SESSION: PROF. EMERITUS JONATHAN C. MALICSI, PHD

3:00 – 3:30 CLOSING PROGRAM

3:30 – 5:00 DISTRIBUTION OF CERTIFICATES &

POST-CONFERENCE MIXER


CONFERENCE PROGRAM DAY ONE


8:30 – 9:00 OPENING PROGRAM

9:00 – 10:30 PLENARY SESSION:

Cognitive and Metacognitive Advantages of a Multilingual Learner PROF. GRACE SHANGKUAN KOO, PHD

10:30 – 11:00 BREAK

11:00 – 12:30 PANEL SESSION A: FOREIGN LANGUAGE CURRICULUM DEVELOPMENT

• Prospects for a Continuing Foreign Language Program of Nihongo in Senior High School Rodolfo R. Narciso

• Assessing the Foreign Language Elective in the University of the Philippines Ria P. Rafael

• Creating Situation Analysis Instruments Towards the Curriculum Development of the Department of European Languages Extension Program Kristine A. Cabling

PANEL SESSION B: TEACHING FILIPINO AS A FOREIGN LANGUAGE

• Pagtuturo ng Wikang Filipino sa mga Dayuhang Mag-aaral sa mga Unibersidad: Kasaysayan, Kalagayan, at Tunguhin Ronel O. Laranjo

• Programang Pangwika ng Peace Corps, Philippines: Pagtuturo at Pagkatuto ng Tagalog / Filipino sa pamamagitan ng Imersiyon sa Kultura Dinalene Castanar-Babac

• Kung Paano Mahalin ng ‘Masa’: Ang Kalagayan at Implikasyon ng Pag-aaral ng Wikang Filipino bilang Banyaga / Ikalawang Wika ng mga Artistang Dayuhan / May Dugong Dayuhan sa Telebisyong Pinoy Helweena B. Sadorra

12:30 – 1:30 LUNCH

PAPER PRESENTATIONS (ROOM A) PAPER PRESENTATIONS (ROOM B)

1:30 – 2:00 • Questioning ‘Diversity’ Daniela Mueller

• CEFR-Based Can-do Approach to Teaching Filipino as a Second Language Florinda A. Palma Gil & Naonori Nagaya

2:10 – 2:40 • Understanding Crosslinguistic Influence in FL Speech: The Case of Multilingual Filipino Learners of Spanish Anna Marie Sibayan-Sarmiento

• Teaching Ilokano to Foreigners Santiago R. Reolalas

2:50 – 3:20 • Reading Between the Lines: The Crossing of High and Low Context Culture in Japanese Language Teaching Rowena Okabe

• Teaching Mandarin as a Foreign Language in the Philippine Context Using the Communicative Approach Edenille Ann S. Santos

3:30 – 4:00 • Interactive Web 2.0 Supported (German) Language Teaching in the Philippines – Possibilities and Challenges Katharina McGrath

• Contextualizing and Humanizing Italian Language Learning in the Philippines: A Learning Unit based on an Episode of the Italian Television Series “Radici” Naidyl Isis C. Bautista

4:10 – 4:40 • Assessing Writing in a Foreign Language Anna Marie Sibayan-Sarmiento

• Dictogloss as a Classroom Activity in Japanese Language Classes in UP Diliman Roelia V. Alvarez


DAY TWO


8:30 – 10:00 ROUNDTABLE DISCUSSION: GOVERNMENT AGENCIES

• Department of Education Bureau of Curriculum Development

Special Program in Foreign Languages

• Commission on Higher Education Technical Panel for Foreign Languages

• Technical Education and Skills Development Authority (TESDA) Language Skills Institute

10:00 – 10:30 BREAK

10:30 – 12:30 ROUNDTABLE DISCUSSION: CULTURAL OFFICES AND RESEARCH CENTERS (I)

• Alliance Française

• Philippine Chinese Education Research Center

• Philippine-Italian Association

12:30 – 1:30 LUNCH

1:30 – 3:30 ROUNDTABLE DISCUSSION: CULTURAL OFFICES AND RESEARCH CENTERS (II)

• Ateneo de Manila University Department of Modern Languages

• Goethe-Institut Philippines

• Japan Foundation Manila

• UP Korea Research Center

• The Embassy of Spain

3:30 – 4:00 BREAK

4:00 – 5:00 ROUNDTABLE DISCUSSION: PRIVATE COMPANIES

• Accenture

• J-K Network Services

• Lexcode, Inc.


DAY THREE


PAPER PRESENTATIONS (ROOM A) PAPER PRESENTATIONS (ROOM B)

8:30 – 9:00 • Chinese, Tsino, Intsik: Mandarin Heritage Learners in Philippine Colleges Sidney Christoper T. Bata & Kyungmin Bae

• Developing an Interactive E-book for German Vocabulary Training for Filipino Learners Nina Rachel V. Agcaoili

9:10 – 9:40 • Motivations of Korean Language Learners: The Case of Regular UP Diliman Dtudents Jay-Ar M. Igno

• A Proposal for a Business Japanese Course Farah C. Cunanan & Athena D. Cabazor

9:50 – 10:20 • Addressing the Needs of Adult Learners in the Chinese Language Extramural Program Elsie Marie T. Or

• The Inevitable in FL Speech: Error Production, Recognition, and Repairs of Filipino Learners of Spanish Anna Marie Sibayan-Sarmiento

10:30 – 11:00 • The Japanese Language Education Situation in the University of the Philippines Department of Linguistics: A Needs Analysis Maria Kristina S. Gallego & Michael S. Manahan

• L1 & L2 Vowels – A Springboard for L3 Phonetics? An Exploratory Study on the Oral Production of L1, L2, and L3 Phones in German Language Students at the University of the Philippines Frances Antoinette C. Cruz

11:10 – 11:40 • Motivations and Benefits of Learners of Chinese as a Foreign Language Jennifer C. Dy

• Translation Strategies for the Noun Marker –(n)eun in Korean Mark Rae C. De Chavez

11: 50 – 12:20 • Teaching Filipino: The Case of Tokyo University of Foreign Studies Naonori Nagaya & Florinda A. Palma Gil

• Is It Worth Correcting Foreign Language Learners’ Written Work? A Review Miguel Blázquez

12:30 – 1:30 LUNCH

1:30 – 3:00 PLENARY SESSION Language Skills Reanalyzed PROF. EMERITUS JONATHAN C. MALICSI, PHD

3:00 – 3:30 CLOSING PROGRAM

3:30 – 5:00 DISTRIBUTION OF CERTIFICATES &

POST-CONFERENCE MIXER


ABSTRACTS


PLENARY LECTURE

Cognitive and Metacognitive Advantages of a Multilingual Learner

Grace Shangkuan Koo, PhD

Professor of Educational Psychology

College of Education University of the Philippines Diliman

What can a bilingual or multilingual mind and brain tell us about how languages are

learned? In this session, we shall make a quick revisit of the classical theories of language development, the approaches of second language learning, the psychological and sociological factors impacting learning attitudes, and current research in neuroscience with the objective to gain a more expansive perspective on why some students learn foreign languages easily while others do not. We shall then take a closer look at the cognitive and metacognitive advantages of a multilingual student for a greater appreciation of the link between language and intelligence. The session shall then offer some suggestions on what the implications are in foreign language learning, not only in basic and higher education, but also in terms of lifelong learning for people of all ages.

ABOUT THE SPEAKER Grace Shangkuan Koo, Ph.D. is a full professor of educational psychology at the University of the Philippines. A holder of four academic degrees - in music, Christian studies, and educational psychology, she took her post-doctoral studies in “Mind, Brain and Education” at Harvard Graduate School of Education.

Dr. Koo has been a contributing writer for the Philippine Daily Inquirer since 2000. She is also the author of seven books, five of which are in English, namely: Raising Wise Dads, Moms, and Kids, Guarding Your Heart and Mind, Lights and Shadows of Digital Technologies, One True Love: To Have and to Hold and the most recent one launched in September, Work Worth Doing Well.

A busy speaker in varied educational and professional institutions, she tackles a wide range of topics concerning neuro-psychology, motivational theories, cognitive learning, and reading and language development. A fluent speaker of English, Mandarin, Hokkien, Cantonese, and Filipino, she has also taken formal courses in French, German, Spanish, Hebrew, and Greek, and is familiar with Latin and Italian.


PLENARY LECTURE

Language Skills Reanalyzed

Jonathan C. Malicsi, PhD

Professsor Emeritus of Linguistics College of Social Sciences & Philosophy

University of the Philippines Diliman

Many companies in the Philippines, especially those with multinational engagements, ask for retraining in English language skills for their employees, and not just for the new hires. Ordinarily the request is for training in writing, but when the workshop runs, errors in grammar, lexicon, and orthography get in the way of training in rhetoric, discourse and logic. The need to come up with a more detailed and precise training needs analysis in language skills became the springboard for this study.

Following Howard Gardner’s redefinition of “intelligence”, based on behaviors which human society throughout recorded history valued highly as exemplars of various types of intelligence, I surveyed language jobs – professional positions that rely mostly on the application of different kinds of language skills at various levels of complexity. The survey resulted in the realization that the school system’s focus on the four macro-skills of reading, writing, listening and speaking has created a limitation that has led to the demand for retraining post college. The skills of editing, presenting, negotiating, translating. and analyzing have to be integrated into all language programs. ABOUT THE SPEAKER

Dr. Jonathan C. Malicsi is a Professor Emeritus of Linguistics at the University of the Philippines Diliman. He has served as chairman of the Section on Linguistics and Anthropology – Division VIII (Social Sciences) of the National Research Council of the Philippines, the UP President’s Committee on Culture and the Arts, and the UP Department of Linguistics. He is also a former board member of the Linguistics Society of the Philippines, the Philippine Association for Language Teaching, and the International Committee on Conceptual and Terminological Analysis, which was affiliated with UNESCO. He took doctoral studies in linguistics as a Fulbright-Hays fellow at the State University of New York in Buffalo. He also graduated from UP Diliman with a PhD in Philippine Studies.

Among his publications are the books under the English Linguistics Project textbook series and the Gramar ng Filipino, which was published by the Sentro ng Wikang Filipino, UP Diliman.


PANEL SESSION A: FOREIGN LANGUAGE CURRICULUM DEVELOPMENT

Prospects for a Continuing Foreign Language Program of Nihongo

in Senior High School

Rodolfo R. Narciso Ateneo de Manila University

In 2009, the Department of Education (DepEd) included the Japanese language as one of the elective foreign languages covered under the Special Program in Foreign Language (SPFL) in secondary education. This followed a few years after the signing of the Japan-Philippines Economic Partnership Agreement (JPEPA) in 2006, which envisioned providing jobs for Filipinos in various fields of work. In late 2015, the Japanese Government announced the opening of even more possibilities for mass employment in Japan. Several years have passed since the inclusion of Nihongo in the SPFL program, and now the Philippines is one of the top ten countries in the world in the number of learners of the Japanese language.

This research paper aims to investigate the present status of the Special Program in Foreign Language (SPFL): Nihongo in a number of public high schools among the pilot secondary schools selected by the Department of Education (DepEd) for this program. In particular, the study gathers and presents inputs from a number of stakeholders using various methods. These are conversations with teachers, class observation and survey of students, a listing of employers’ bids for Japanese speaking applicants, interview of DepEd, and information from The Japan Foundation (JF), which is commissioned to help administer the program in cooperation with DepEd. The results are generally favorable, pointing towards the desirability for a continuation of a similar program in senior high school.

The paper likewise explores the prospect of and recommends developing the program further as an elective course in grades 11-12. Certain considerations such as the provision for elective subjects in certain tracks or strands within the DepEd-prescribed K-12 system, availability of qualified teachers and appropriate textbooks, however, remain unresolved to this day. Nevertheless, such a program in elective foreign language would otherwise enable learners to continue their study of Nihongo and eventually attain a level of competency that qualifies them for Japanese-related higher studies, overseas or outsourced employment, or business with Japanese individuals or entities after graduation.


PANEL SESSION A:

FOREIGN LANGUAGE CURRICULUM DEVELOPMENT

Assessing the Foreign Language Elective in the University of the Philippines

Ria P. Rafael Department of Linguistics


Students of the University of the Philippines enroll in foreign language courses for various reasons. Some want to travel to places where the language is spoken. Some are interested in the foreign culture. Some see themselves using the language for career advancement. Another reason is that several academic departments in the university require their undergraduate students to take foreign language courses, ranging from six to twelve units of earned credits.

In this study, I identify the objectives of these departments in requiring foreign language courses for their students. I then assess if these objectives are met by reviewing the syllabus of select foreign language courses, taking into account the language competencies and skills expected from the students after finishing these subjects.

Creating Situation Analysis Instruments Towards the Curriculum Development of the Department of European Languages Extension Program

Kristine A. Cabling Department of European Languages University of the Philippines Diliman

The curriculum is never removed from its context. Decisions made throughout the curriculum

development process are a response to and are modified by global trends, national issues, new technologies, and societal values, among others. Given the importance of the curriculum context, situation analysis is an important first step in curriculum development. It was first introduced in Nicholls and Nicholls’ 1972 cyclical model of curriculum development as an “analysis of all the factors which make up the total situation followed by the use of knowledge and insights derived from this analysis in curriculum planning” (Nicholls & Nicholls, 1978). This research is part of a larger study that seeks to operationalize Murray Print’s (1993) situation analysis model as a first step towards the curriculum development of the Department of European Languages (DEL) Extension Program. This research in particular will discuss the creation of instruments to carry out the first two steps of Print’s (1993) model: identify problems in context and select appropriate factors. Also to be discussed in this research are how to analyze these instruments and the findings related to the DEL Extension Program. The first two steps of the model will serve as the groundwork for further investigation on the identified problems of the program.



Pagtuturo ng Wikang Filipino sa mga Dayuhang Mag-aaral sa mga Unibersidad: Kasaysayan, Kalagayan, at Tunguhin

Ronel O. Laranjo

Departamento ng Filipino at Panitikan ng Pilipinas Unibersidad ng Pilipinas

Batay sa datos ng Kawanihan ng mga Pandarayuhan noong 2015, may mahigit-kumulang

5,000 mga dayuhang mag-aaral sa iba’t ibang unibersidad sa Pilipinas. Nag-aaral ang mga dayuhang ito sa bansa dahil sa malawakang paggamit ng Ingles bilang wikang panturo sa mga unibersidad. Ngunit sa pag-aaral nila sa mga unibersidad, kinakailangan nilang kumuha ng mga kurso sa Filipino bilang bahagi ng kurikulum. Sa mga pandaigdigang kumperensiya sa wikang Filipino, nag-uulat ang mga guro (banyaga o Pilipino) ng wikang Filipino sa mga sitwasyon ng pagtuturo ng wikang Filipino sa kanilang bansa ngunit kataka-takang kakaunti o halos walang naglalahad ng sitwasyon ng pagtuturo sa loob ng Pilipinas partikular sa mga unibersidad.

Layunin ng papel na ito na magsagawa ng panimulang pag-aaral sa sitwasyon ng pagtuturo ng wikang Filipino bilang pangalawang wika sa mga dayuhang mag-aaral ng Unibersidad ng Pilipinas Diliman, Pamantasan ng Ateneo de Manila, Unibersidad ng Santo Tomas at Pamatasang De La Salle. Nagsaliksik at nagsagawa ng mga panayam sa mga nasabing unibersidad tungkol sa kasaysayan kaugnay ng pagtuturo ng wikang Filipino sa mga dayuhan, demograpiko ng mga dayuhang nag-aaral ng wikang Filipino, mga suliranin sa pagtuturo ng wikang Filipino sa mga dayuhang mag-aaral at ang hinaharap nito kaugnay ng implementasyon ng K-12 at ASEAN Integration. Sa pagsipat ng pangkalahatang sitwasyon, malalaman ang kasaysayan, tradisyon, mga suliranin at ang hinaharap pa ng mga programang ito sa loob ng Pilipinas at nakakonteksto sa mga global na pagbabago.



Programang Pangwika ng Peace Corps, Philippines: Pagtuturo at Pagkatuto ng Tagalog/Filipino sa pamamagitan ng Imersiyon sa Kultura

Dinalene Castanar-Babac Miriam College

Nakatutulong nang malaki sa pagkatuto ng target na wika ang pagkakaroon ng makatotohanang imersyon sa kultura kung saan may direktang ugnayan sa taal na tagapagsalita ng wikang pinag-aaralan. Kaalinsabay ng pag-aaral ng isang wika ang pagtuklas ng isang kultura. Nagbibigay ng pagkakataon sa mag-aaral na matuto ng wika ang maranasan ang naiiba at mayamang kultura ng isang wika. Hinggil sa National Standards in Foreign Language Education Project ng 1996, ang malawak na pag-unawa ng mag-aaral sa kontekstong kultural ng target na wika ay may malaking gampanin sa pagkatuto ng wika. Mahahalagang sangkap sa pagkatuto ang paglalantad, paglulublob, at pagbubukas ng kamalayan ng isang mag-aaral sa kultura ng isang wika.

Hindi rin mahalaga ang pagkatuto lamang ng gramatika o estruktura ng wika ngunit kailangan ding malaman ng mga mag-aaral ang aktuwal at angkop na gamit nito sa isang kontekstong sosyal. Ayon kay Krashen (1999), hindi sapat ang kasanayang lingguwistika sa pagkatuto ng wika bilang isang salik ng target na wikang pinag-aaralan. Kinakailangang may kamalayan ang mag-aaral sa pangkulturang aspekto ng wika hinggil sa kung saan at paano nabubuo o nagaganap ang isang diskurso. Sa gayon, naiiwasan ang ang pagkakaroon ng kalituhan at pagkakamali sa gamit ng mga salita. Kung nakatuon ang pagtuturo at pagkatuto lamang sa estruktura ng wika at hindi nabibigyang-pansin ang gamit nito sa isang kontekstong sosyal, hindi lubos na mahahasa ang komunikatibong kasanayan ng mag-aaral.

May higit 50 taon na ang programa ng Peace Corps sa Pilipinas. Kaakibat ng pagiging boluntaryo ang pagkatuto ng mga iba’t ibang wika sa bansa lalo na ang Tagalog. Nakatuon ang programa sa pagtuturo at pagkatuto ng Tagalog/Filipino sa Peace Corps, Philippines sa imersiyon sa kultura. Kailangang makipamuhay ang Peace Corps Trainers sa loob ng tatlong buwan upang maunawaan nila ang pamumuhay sa Pilipinas at matutuhan ang pangunahing kaalaman sa target na wika hanggang sa maging ganap ang kanilang pagiging volunteer at para magampanan nila ang responsibilidad sa pananatili sa bansa. Mula sa pagiging novice, kailangan nilang maabot ang Intermidiate Level batay sa nakasaad na pamantayan sa American Council on the Teaching of Foreign Languages (ACTFL) upang makapagpatuloy sila sa pagtatrabaho at pagbibigay ng serbisyo sa bansa. Sa ganitong paraan, kailangan nilang maging malay sa kultura ng target na wika upang mahasa ang kanilang kakayahang komunikatibo. Pagkatapos ng tatlong buwan na pre-service training, ipapadala sila sa iba’t ibang lalawigan sa bansa at ipagpapatuloy pa rin nila ang pagkatuto ng Tagalog o ng lokal na wika sa kabibilangang lalawigan.

Layunin ng papel na ito na ilarawan ang programang pangwika ng Peace Corps, Philippines sa pagtuturo at pagkatuto ng Tagalog/Filipino sa mga boluntaryong Amerikano. Nagsaliksik at tinipon ang mga datos na sumasaklaw sa pag-aaral na ito at nakipanayam din sa mga Language and Cultural Facilitator ng programa.



KUNG PAANO MAHALIN NG ‘MASA’

Ang Kalagayan at Implikasyon ng Pag-aaral ng Wikang Filipino Bilang Banyaga/Ikalawang Wika ng mga Artistang Dayuhan/May Dugong Dayuhan

sa Telebisyong Pinoy

Helweena B. Sadorra ABS-CBN Star Magic

Sa gitna ng maraming usapin at suliraning pangwika sa Pilipinas, isa sa patuloy na sinisiyasat ng mga mananaliksik ang larangan ng pagtuturo at pagkatuto ng wikang Filipino bilang banyaga/ikalawang wika sa loob at labas ng bansa. Habang patuloy na dumarami ang mga banyagang dumarayo at nagdedesisyong manirahan sa Pilipinas, lumalawak at lumalalim din ang pangangailangan ng mga itong matutong makipag-ugnayan sa wikang Filipino bukod sa wikang Ingles.

Isa na rito ang grupo ng mga sumisikat na artistang pantelebisyon. Bagaman hindi na bagong makakita ng mga banyagang personalidad sa lokal na telebisyon, nitong mga nakaraang taon ay lalong dumarami ang nakikilalang purong dayuhan at mga Pilipinong may dugong banyaga sa iba’t ibang sulok ng Pinoy showbiz. Hindi maikakailang malaki ang naging papel ng mga patimpalak, palabas at programang pantelebisyong nagtatampok sa kontribusyon ng mga banyaga sa lalong pagtingkad ng pagtatanghal ng wika at kulturang Pilipino. Ilan na rito ang mga programang gaya ng ‘Pinoy Big Brother’ at ‘I Love OPM’ ng ABS-CBN at ng patimpalak na ‘You’re My Foreignoy/Foreignay’ ng Eat Bulaga. Naging daan ang mga ito para makilala ang mga banyagang artistang sinusubaybayan at tinatangkilik ngayon ng maraming tagahangang Pinoy. Idagdag pa rito ang mga teleseryeng may mataas na rating katulad ng ‘Meant to Be’ ng GMA at ‘Be My Lady’ ng ABS-CBN.

Bilang bahagi ng isang larangang may malaking impluwensiya sa mga manonood at tagatangkilik nito maging sa lipunang Pilipino sa kabuuan, layunin ng pananaliksik na ito na mailahad ang kasalukuyang kaligiran ng pag-aaral ng wikang Filipino ng mga artistang patuloy na ‘inaalagaan’ ng kani-kanilang kumpanya upang mapanatili ang kanilang kasikatan. Kinapanayam ang ilan sa mga kilalang personalidad sa telebisyon na nag-aral/nag-aaral ng wikang Filipino bilang banyaga/ikalawang wika pati na ang kanilang mga guro, trainor at tagapangasiwa ng kumpanyang kanilang kinabibilangan.

Bagaman komersyal ang madalas na panimulang dahilan ng pagpapalalim ng mga artista ng kanilang kaalaman sa wika at kulturang Pilipino upang lalong ‘mapalapit sa puso ng masa’, itinuturing na may malaking potensyal ang proseso ng pagkatuto at pagtatampok ng wikang Filipino sa larangan ng media at entertainment sa patuloy na pagtataguyod ng wikang pambansa bilang wikang global.


CONCURRENT SESSIONS DAY ONE PAPER PRESENTATIONS

(1:30 – 2:00)

Questioning “Diversity”

Daniela Mueller School of Languages and Linguistics

The University of Melbourne Based on experiences of teaching German in the School of Languages and Linguistics at the

University of Melbourne, this paper examines the notion of student diversity and suggests teaching methods in the foreign language classroom that addresses the complex nature of diversity. I will discuss various ideas of how teachers may reach students by acknowledging and incorporating their individual diversity.

Due to an increasing number of international students in universities, rather than dealing with a closed and homogeneous student cohort, teachers deal with a wider and diverse group of students, including different nationalities and cultural backgrounds, and diverse fields of study and interests. However, there is still a limited perception of student diversity, which refers to the cultural background of students. To question this mere categorisation and oversimplification, I propose to stress its complexity to include a notion of a diverse diversity. What appears as a pleonasm, points to the fact that diversity cannot be understood exclusively through cultural or ethnical views. We have to understand our students as diverse social entities, who hold various, movable and often conflictive social roles, which define their identity in a particular point of time. If we neglect students’ current living environment, their learning situation, altering social affiliations, their various roles but also their uncertainties in a constantly changing society, we consider them as static beings and “their culture” as something that stands outside of our shared learning space, and hence, as something that teachers cannot influence. Language teachers in particular should be aware of their function as guides when they introduce students to a new language and culture, as this may have a lasting impact on students’ lives. Therefore, teachers in higher education should not only attempt to understand diversity in a broader sense, but also respond to this scope and raise the question, how to approach our student cohort, considering different cultural backgrounds and different social roles on the one side and individual diversity on the other. Thus, this paper highlights ways to rethink the role of language teachers, and introduces teaching methods, which consider the complex nature of students’ diversity. This includes rethinking and revising teaching materials, establishing a student centred approach, applying empathetic teaching, considering different learning types and adapting forms of feedback to individual needs.

CEFR-Based Can-Do Approach to Teaching Filipino as a Second Language

Florinda A. Palma Gil & Naonori Nagaya Tokyo University of Foreign Studies

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment

or CEFR is a frame of reference for describing achievements of learners of foreign languages. It has been applied to different languages and has been of use in teaching foreign languages. However, this framework has not yet been employed for teaching Filipino. In this presentation, we will demonstrate how it can be implemented to improve the quality of Filipino language education by demonstrating CEFR-based teaching materials at the Tokyo University of Foreign Studies.



(2:10 – 2:40)

Understanding Crosslinguistic Influence in FL speech: The Case of Multilingual Filipino Learners of Spanish

Anna Marie Sibayan-Sarmiento Department of European Languages University of the Philippines Diliman

This study aims to shed light on how multilingual Filipinos learn Spanish as a foreign language

(FL) by examining how crosslinguistic similarity of other known languages and their corresponding proficiency levels affect error production in their speech. Monologic and classroom interaction data were gathered from four groups of participants of different proficiency levels, who have received 432 hours, 1,008 hours, 1,872 hours, and 2,160 hours of formal instruction in Spanish, respectively. The recordings were transcribed, coded, and tagged in CHAT (Codes for the Human Analysis of Transcripts). Results showed that formal crosslinguistic similarity, in comparison to perceived crosslinguistic similarity, is a more influential factor, contrary to claims made in existing literature (e.g., Jarvis & Pavlenko, 2010). Although the participants in this study ranked L1 Filipino as closest to Spanish, transfers were from L2 English more than any other language. Language proficiency likewise appeared to be a very strong factor, as seen in the negative transfers from L2 English and L1 Filipino, especially in lower proficiency participants. Knowledge of other Romance languages also exerted influence on FL Spanish, but only when the command of these languages was better than command of Spanish (cf. Ringbom, 1987). Another interesting finding is how the SLs affect the errors: Proficiency in English, Filipino, and other Romance languages—in this order—are most influential in lexical-semantic error production, where English and Filipino manifest the most in content words, and Romance languages in function words. English has the most influence on the production of morphosyntactic errors, and Filipino for phonetic-phonological errors (cf. Hammarberg & Hammarberg, 1993). Though transfers from other known languages decline as the command of the Spanish TL improves, certain errors, by and large intralingual, appear to persist in the IL of the higher proficiency students. This coincides with Ellis’ (2008a) claim that the errors of lower proficiency students are more of transfer than intralingual, while the errors of higher proficiency students are more intralingual than of transfer.

Teaching Ilokano to Foreigners

Santiago R. Reolalas

Ilokano, also known as Ilocano or Iluko, ranks third, next to Filipino and English, in terms of the number of speakers, among 198 Philippine languages. The term Ilokano originates from y ‘ from’, and looc, which means ‘bay’; Ylocos means ‘from the bay’. It is the lingua franca of the Ilocos Region, which comprises Pangasinan, La Union, Ilocos Sur and Ilocos Norte. It's also spoken in the provinces of Tarlac, Zambales, Nueva Ecija, Nueva Vizcaya, Cagayan, Isabela and the entire Cordillera Autonomous Region.

At present, foreign students from Korea, Vietnam, India, Japan, Indonesia and some African countries have sought to enroll in state and private colleges and universities. It has become imperative for them to learn not only English and Filipino, but also Ilokano. This paper aims to present and discuss the approaches and methods that this research discovered while teaching Ilokano to foreign students.

The frameworks used in this paper are the Theory of Universal Grammar and the Principles and Parameters Theory. In addition, systemic functional linguistics, particularly the translation method has been employed.



(2:50 – 3:20)

Reading Between the Lines The Crossing of High and Low Context Culture in Japanese Language Teaching

Rowena Okabe Association of Nihongo Teachers in Northern Luzon

“The best kept secret in foreign language education is that communication is a social interaction much more than it is a linguistic exchange” (Seelye 1995, xii). The study of foreign language enables learners to take on the mindset of the speakers of that foreign language, inferring the culture along with the language. When the target foreign language is used in communication, social interaction responds to cultural beliefs, attitudes and behavior. Communication decodes messages and this can only be precisely interpreted in cultural context. In an intercultural communication, foreign language speakers do not rely only on their linguistic skill but more fervently on their knowledge of an exigent factor known as culture. As a result, foreign language instructors should consider cultural dimensions (e.g. aesthetic, sociological, semantic and pragmatics) in accommodating cultural factors in teaching. Such case provides a challenge for teaching culture in Nihongo class. This study aimed to identify and examine what context of differing cultures affect non-native Nihongo teachers when teaching Nihongo in a class where the source language is considered low context culture while Japanese, as the target language, belongs to the top list of high context cultures. It is hypothesized that foreign language teachers of Nihongo belonging to low context culture are more likely to take communication practices of high context culture as a taken for granted thing and adopt the “because-that-is-their-culture” phenomenon in explaining cultural differences, missing out the overall communication strategy that is appropriate for teaching. Using Edward Hall’s theory of high context and low context culture, how might non-native Nihongo teachers deal with the crossing of these two concepts in the Japanese language classroom? Assuming that learning how to use the foreign language to understand and deliver messages is a high priority, how does teaching Nihongo differentiate the communication and cultural issues in the classroom where translation teaching methodology is adopted? The data gathered were based from my experience in two Nihongo classes where situations during grammar discussion and conversation confronted students with confusion in understanding Japanese communication style. This study is important for foreign language teachers of Nihongo in refining methodologies in language teaching and improving on Hall and other linguistic theories. In addition, this will contribute to foreign language teaching and foreign language teachers in imparting intercultural knowledge to their students while developing approaches in cross-cultural communication.



(2:50 – 3:20)

Teaching Mandarin as a Foreign Language in the Philippine Context Using the Communicative Approach

Edenille Ann S. Santos

Asian Center University of the Philippines Diliman

The Commission on Higher Education implemented a memorandum order in 2010 (RA No. 7722),

implementing guidelines in the inclusion of foreign languages as electives in the curricula of higher education programs. In lieu of this, the memorandum aimed to have foreign languages in the higher education curricula as electives is in accordance with globalization competitiveness, asserting the acceptance for local graduates planning to be employed overseas. Moreover, learning a foreign language aims to play an important role to the college graduate’s professional career growth in global employment; equipping them with basic communication skills and interaction for easy communication with other nationalities. A foreign language as defined by Article 2 of the memorandum is referred to any foreign language as generally understood in the Philippine context.

Chinese language education in the Philippines began in 1899, with the establishment of the first Chinese school, but the difficulty in the implementation of the teaching methodology of the language has been a challenge for decades now. In recent years, the rising of interest in learning Mandarin goes overboard, with the encouragement from the Philippine government to learn foreign languages. Hence, the question on the methodology used in teaching Mandarin has been crucial. Is the current approach in Chinese language education apt in the Philippine context? If not, what can be an effective approach that can hone the communication and interaction skills of Filipino foreign language learners (with no background) of Mandarin?

This paper aims to (1) identify the previous language teaching approach (its advantages and disadvantages) used in teaching Mandarin in Philippine classrooms; (2) discuss the teacher and learner’s role in foreign language education; (3) and lastly, propose a resolution in teaching Mandarin through the communicative language approach as apt in the Philippine context.


CONCURRENT SESSIONS

DAY ONE PAPER PRESENTATIONS (3:30 – 4:00)

Interactive Web 2.0 Supported (German) Language Teaching in the Philippines – Possibilities and Challenges

Katharina McGrath Department of European Languages University of the Philippines Diliman

In foreign language teaching, specific Web 2.0 applications and mobile apps have been developed now for years by publishing companies to accompany textbooks and support student learning. Although they might be a useful addition, they are usually quite expensive and/or require certain technology standards not all students in a classroom can be assumed to fulfil due to their varying socio-economic backgrounds. Another disadvantage is that due to their educational nature, students usually don’t use them as effectively and/or in such an interactive way as they would use other apps in their everyday life.

But especially in the Philippines, teachers can rely on “everyday-apps” like Facebook, Instagram, Viber and other Social Media being widely used by their students (and themselves). As a logical consequence, when wanting to include Web 2.0 applications into their classroom routine, it is integrating those apps that is possible. Even though there are some concerns regarding data security and cyber bullying, Social Media apps possess a large potential for language learning through being interactive communication platforms. Further browser-based, collaborative Web 2.0 applications are available online and free of charge and could be used in project-based learning. The advantage here is that students can work together collaboratively, comfortably from their homes, therefore sparing them having to find time to meet and commute more than necessary.

This presentation for the FLS 2017 has the aim to provide a small insight into the challenges language teachers in the Philippines face when trying to incorporate interactive Web 2.0 applications and mobile apps into their teaching. The presentation further includes a short introduction to the concept of task-based language teaching as the theoretical didactics foundation for all following practical implications. The main objective though is to show the hidden possibilities that exist for integrating interactive Web 2.0 applications and mobile apps into foreign language teaching in the Philippines. Some practical examples will be provided, as will be an overview into research on the topic.


CONCURRENT SESSIONS

DAY ONE PAPER PRESENTATIONS (3:30 – 4:00)

Contextualizing and Humanizing Italian Language Learning in the Philippines: A Learning Unit based on an Episode of the Italian Television Series "Radici"

Naidyl Isis C. Bautista Department of European Languages University of the Philippines Diliman

The student is at the centre of every learning activity. This is a statement with which teachers

agree wholeheartedly. In reality, however, the statement is not always implemented in developing foreign language learning materials. The Italian language manuals currently being used at the University of the Philippines were created for a general audience; and their objective is to satisfy the communicative needs of all types of learners. Unfortunately, the attempt to make them appropriate for all has created materials that are not quite useful to anyone. Through an intercultural and contextualized approach to language learning and acquisition, this paper aims to develop a learning unit from an episode of the television series “Radici – l’altra faccia dell’immigrazione” (“Roots: the other face of immigration”) for Filipino students. The episode focuses on the experiences of a Filipina immigrant in Italy, her life in the foreign land and the life she left behind. With a topic this close to home, learning Italian in the Philippines becomes alive and useful; it stimulates the student intellectually and emotionally, increasing his motivation and success in foreign language learning and acquisition.



(4:10 – 4:40)

Assessing Writing in a Foreign Language


This study explores a pedagogical approach to foreign language (FL) writing based on metacognition and cooperative learning. The participants were university students enrolled in a one-semester course in advanced composition in Spanish as FL. The students’ previous knowledge and interests were considered in the design of the course, especially in the creation of evaluation rubrics. For the creation of the evaluation rubrics, the students were asked to write a diagnostic essay on what they think makes good writing good, which were later analyzed in terms of structure and content. Results showed that though the students used paragraphs for organization, discourse markers for cohesion, and acceptable language, their ideas lacked order, sentences were incoherent, and language used was particular to spoken Spanish. Moreover, everyone exceeded the word limit, which demonstrated a need for conciseness. However, results likewise showed sufficient knowledge on the characteristics of good writing. Students were then asked to group similar characteristics together, which later became the criteria for their future compositions. With regards the design of the course, an input-output-feedback-revision framework was adopted, where the students were asked to apply the cognitive and metacognitive skills needed for the comprehension, analysis and production of various types of texts. This reflective process resulted in the students’ appreciation of the linguistic structures and registers specific to different text types, and therefore in the students’ understanding of the particularities of academic writing. A significant improvement in the quality of writing was observed in their final task, a scholarly paper in foreign language acquisition, in which they were both the researchers and the participants.

Dictogloss as Classroom Activity in Japanese Language Classes in UP Diliman

Roelia Alvarez Ateneo de Manila University


Based on the researcher’s own class as well as on a survey about Japanese language class flow among Japanese language teachers in UP Diliman, a class that places importance on sentence pattern drills is usually conducted. Though it may seem that the goal of the class is the acquisition of language rules, which is for the learners to create grammatical sentences, language usage errors even on higher level Japanese classes are observable.

Theories on Second Language Acquisition (SLA) states the significance of input, (learners’) awareness and output as part of the language learning process. To facilitate the learning of the target language, the processing of meaning of a large amount and meaningful (i+1) input is necessary. Students are not seen as passive learners but must be provided with opportunities that will trigger their awareness of the target language through activities where they are made to think and discover on their own the rules of the language. The output part of the language learning process will then serve as a venue where the students accomplish the goal of a communication task by utilizing the knowledge of the target language they acquired.

This paper focuses on the incorporation of dictogloss activity in four different level Japanese language classes in UP Diliman conducted on March 14 to March 31, 2017. It aims to verify whether dictogloss activity is an effective task to facilitate learning among students and on which level is it appropriate.


CONCURRENT SESSIONS DAY THREE PAPER PRESENTATIONS

(8:30 – 9:00)

Chinese, Tsino, Intsik: Mandarin Heritage Learners in the Philippine Colleges

Sidney Christopher T. Bata & Kyungmin Bae Department of Linguistics


Mandarin language is one of the popular languages that are taught for Filipino learners from basic to tertiary levels. In practice, there are big number of Chinese schools in basic and secondary levels that offer Standard Chinese, more oftentimes called Mandarin, language courses and dominantly ethnic Chinese population attend the said schools and learn Mandarin. In this case, it is considered that the language is learned as their heritage language, however, it is not significantly studied in the Philippine context who and for what Mandarin is learned as a heritage language.

The present study investigates Mandarin heritage learners and identifies their individual, cultural, and contextual factors in learning Mandarin in the college setting. Researchers attempt to look into some questions: 1) Do they really see Chinese as their heritage language?; 2) How do the learners manage and use the language (capital vs identity)?; and 3) Are there any significant factors that engage learners to pursue Mandarin learning in the college level?

Data for this study will be collected from multiple sources including questionnaires, focus group discussion, and individual in-depth interview. The study hopes to contribute to provide broader perspectives on heritage language learners in the Philippines, especially in the tertiary level, and to shed insight on pedagogical context of Chinese language education.

Developing an Interactive E-Book for German Vocabulary Training for Filipino Learners

Nina Rachel Agcaoili Department of European Languages University of the Philippines Diliman

To be able to communicate effectively in a foreign language, one must acquire an adequate amount of vocabulary, know how to use them appropriately and retain what was learned. In a foreign language class, learners usually encounter a lot of new words through exposure to different kinds of texts and get to use them in various language activities with the help of the teacher. So that new words are not forgotten, it is important to frequently practice them through actual communication with native speakers or through follow-up activities for the time away from class.

Unfortunately, most German learners in extramural classes in UP do not have direct contact with German nationals. While it is possible to get some relevant training using existing online resources, these are not targeted specifically for our students. The interactive eBook in this study is in Filipino, and designed to match the situations expected of our student demographic. The modules supplement the actual classes by covering the same vocabulary used in class; the student can review the modules before and after class to enhance retention. There is a real-time online reporting mechanism, so the teacher can monitor individual student progress.

Similar to traditional textbook development, creating this interactive eBook involves needs analysis, formulation of objectives, and selection of content and exercises. There is just the additional step of creating the desired interactivity. While there are many ways to achieve such interactivity, in this project it was done through Apple’s IBook Author and bookwidgets.com.



(9:10 – 9:40)

Motivations of Korean Language Learners: The Case of Regular UP Diliman Students Jay-Ar M. Igno

Department of Linguistics University of the Philippines Diliman

Learning a foreign language is like looking through a new lens and by saying so, we look at language as a reflection of one’s culture and behavior. In acquiring second or a foreign language entails a lot of effort and hard work both with the student and the teacher. One great factor in achieving success in this regard is the motivation of the students for studying. Motivation has been defined by some like Ellis (1994) as something that affects the extent to which language learners persevere in learning, what kinds of behavior they exert, and their actual achievement. Thus, it is also important to note student’s interests and what made them study the Korean language. Motivation has a great part in the success of a foreign language learner as well as the teachers. For the initial findings, it appears that initially, more students before studied Korean language because of their love for Korean Pop Music and Korean drama OSTs. Hence, other reasons would be academic and for others, it is that they might use it in their future work. This study will be focusing more on the motivations, results and effects to Filipino learners.

A Proposal for a Business Japanese Course Farah C. Cunanan & Athena D. Cabazor

Department of Linguistics University of the Philippines Diliman

Over the past decade, the motivations for learning the Japanese language moved from interest in Japanese culture (e.g., manga, anime, traditional culture) to career-related reasons. Although interest in Japanese culture is still the main reason why students enroll in Japanese language modules under the UP Extramural Classes in Asian Languages, many study Japanese for work, i.e., they have Japanese bosses/clients; they handle Japanese accounts; being proficient in Japanese would entitle them to a language premium. Many of the BA Linguistics alumni who finished the Japanese track now work for Japanese companies or handle Japanese accounts. These two groups both expressed their need for a Business Japanese course to help them in their current work.

The Department of Linguistics, with the support of the Japan Foundation (JF) Sakura Network Grant Program for JF Nihongo Projects, initiated a needs analysis research project in January 2017 to come up with a Business Japanese course for the Extramural Program. The project covers (1) the research phase - Focus Group Discussion (FGD) with BA Linguistics alumni and Extramural Class students whose work are Japan-related; (2) the curriculum design/development phase; and (3) the testing phase - test-run of the Business Japanese course.

The findings of the FGD sessions show that non-native Japanese speakers with the Japanese Language Proficiency Test (JLPT) N1-N2 levels (i.e., intermediate to advance) struggle more with Japanese business culture than with the language. Although most of them manage to perform their work with some difficulty with technical terms (e.g., IT, accounting, construction), even those who have studied in Japan as exchange students had to adjust to aspects of Japanese business culture such as the concept of HO-REN-SO (houkoku: report; renraku: communicate; soudan: discuss/consult). On the other hand, those whose JLPT levels are below N2 (beginner to intermediate) are still struggling with the language and consider their Japanese language proficiency levels as the main factor for not performing their Japanese-related work well.

Based on the initial findings of this research, the Business Japanese course should include not only expressions used in business settings, but also key concept of Japanese (business) culture underlying these Japanese expressions. In addition, Japanese business ethics also need to be introduced alongside these expressions.



(9:50 – 10:20)

Addressing the Needs of Adult Learners in the Chinese Language Extramural Program

Elsie Marie T. Or Department of Linguistics


This study is part of an ongoing review of the Chinese Language Extramural Program offered by the University of the Philippines (UP) Department of Linguistics. This extramural program teaches Mandarin as a foreign language. It is open to both UP and non-UP students, however, the larger percentage of students who take these classes are working adults.

The purpose of this review is to provide a foundation for further development and improvement of the program by identifying the needs and learning objectives of the students as perceived by both the students and teachers. It also aims to assess the structure of the current curriculum and the learning materials used in these classes to see how they could better align with the identified learning objectives, and address the students’ motivations and attitudes towards learning Mandarin.

The data for this study were gathered from questionnaires given to the students at the beginning and end of each cycle of classes. Personal interviews were also conducted with the program’s instructors. The common problems and challenges faced in these classes were also identified. Based on the initial findings of this study, recommendations on the development of a Chinese-as-a-foreign-language curriculum that caters predominantly to adult learners will also be given.

The Inevitable in FL Speech: Error Production, Recognition, and Repairs of Filipino Learners of Spanish


This pseudolongitudinal study of Filipinos learners of Spanish as a foreign language aims to

investigate the effect of target language proficiency on error production, recognition, and repair in their speech. Monologic and classroom interaction data were gathered from four groups of participants of different proficiency levels, which correspond to A1+, A2-, B1- and B1+ of the Common European Framework of Reference (CEFR) for Languages. The recordings were transcribed, coded, and tagged in CHAT (Codes for the Human Analysis of Transcripts) to facilitate the classification of phenomena of interest. Results showed morphological errors to be the most frequently occurring, followed by lexical-semantic errors, and lastly, by phonetic- phonological errors. While error production in general appeared to decline as proficiency in Spanish increased, rate of error recognition and repair seemed to remain constant across proficiency groups. Teachers and students alike identified only a quarter of the total errors. Interestingly, teachers tended to notice those related to lexical-semantics, while students those of morphosyntax. With regards repair, errors that the students noticed on their own were more likely to be successfully self-repaired, while those that were noticed with prompting from the teacher less likely to be successfully self-repaired. Implications of these findings on foreign language pedagogy conclude this research.



(10:30 – 11:00)

The Japanese Language Education Situation in the University of the Philippines Department of Linguistics:

A Needs Analysis

Maria Kristina S. Gallego & Michael S. Manahan Department of Linguistics


This study looks at the trends in the Japanese language education in the Asian Languages Extramural Classes of the Department of Linguistics, University of the Philippines Diliman. Based on a needs analysis of historical records, administrative data, and surveys on Japanese language students, the motivations, goals, and expectations of students are identified. Current learning materials, assessment tools, and teaching methodologies as well as focused group discussions on the teachers of the language are also done to ascertain whether or not the current structure of the Japanese Language Extramural Classes adequately addresses the needs of the students. This study hopefully contributes to the wider discussion on the trends and trajectories of foreign language education in the country.

L1 and L2 Vowels – a Springboard for L3 Phonetics? - An exploratory study on the oral production of L1, L2 and L3 Phones in German Language Students at the

University of the Philippines.

Frances Antoinette C. Cruz Department of European Languages University of the Philippines Diliman

Multilingualism in the Philippines, while pervasive in everyday life, often features complex and

dynamic uses of language. While the medium of instruction in schools remains fairly consistent, language usage in other contexts is highly variable and frequently ambilingual. Due to the implementation of K-12, foreign languages are gradually being introduced into the school curriculum, allowing for longitudinal studies in language acquisition, particularly in the field of phonetics. This study builds upon previous work on foreign-language acquisition in the Philippines by exploring the role of a second language, English, in student’s oral production of German. It is particularly concerned with the acquisition of vowels and to what extent the learning of German vowels is patterned after the knowledge of more than two vowel inventories. To this end, vowel formants of ten students taking beginner’s German classes at the University of The Philippines in both spontaneously and non-spontaneously produced vowels in English and German were contrasted with formants of Filipino in order to determine the nuances of vowel production in beginner populations. The aggregated results were analysed according to Flege’s (1995) Speech Learning Model Hypotheses. It was found that English vowels are tightly clustered, whereas there appear to be distinct spaces created for the production of German vowels, which sometimes could not be accounted for by knowledge of English sounds. In other cases, vowel production in German strayed from English vowels that had closer formant values to ‘ideal’ (averaged) formants for German vowels, indicating that English may not be used even when it can facilitate German oral acquisition.



(11:10 – 11:40)

Motivation and Beliefs of Learners of Chinese as a Foreign Language

Jennifer C. Dy Philippine Normal University

The exponential increase in the number of students studying Chinese as a Foreign Language (CFL)

in the Philippines and the global demand for qualified CFL teachers are generated by the booming Chinese economy, revived cultural exchanges between the Philippines and China and the thriving population of Filipino workers in countries where Chinese is an official language of communication. The literature attests that motivation and belief are key factors in language learning. Language belief determines the efforts, will, and determination to learn a foreign language. This study investigates the phenomenon of Chinese language learning in the Philippines, specifically in a state university. Two hundred nineteen third year teacher education students voiced their thoughts about motivation and beliefs by answering questionnaires adapted from Gardner’s (2001) and Horvitz’s (1985) studies. Twenty one of these students representing six major subjects were chosen as part of the focus group discussion. In-depth individual interviews helped to determine the extent of the students’ motivation and beliefs and their reasons behind their responses in the survey. Results show that the students had a variety of motivations in learning Chinese. In general, their motivation in learning Chinese is integrative because of their interest in Chinese culture, in traveling, and in building friendship. Majority of the students viewed Chinese as a challenging language to learn but an overwhelming proportion of the students believed that constant repetition and practice will enable them to speak the language well. The study further reveals that motivation and belief are inseparable as seen from the results indicating a significant relationship between the two variables. The findings suggest that CFL teachers should create a Chinese learning environment inside their classrooms that utilize stimulating methods of teaching.

Translation Strategies for the Noun Marker -(n)eun in Korean

Mark Rae C. De Chavez University of the Philippines Diliman

The current study explores the different translation strategies employed for the noun marker -

(n)eun in Korean as it is translated to Filipino. It focuses on (1) the typological difference between the two languages with respect to the structure of noun phrases and (2) the discourse-functional properties of -(n)eun in Korean. As a functional morpheme, noun markers serve to identify the grammatical and/or semantic role of nouns in syntactic constructions. However, they may also be used as markers identifying the discourse-functional role of the entity represented by the noun phrase in the whole discourse. This paper argues that translation of the marker (n)eun in Korean presents striking differences in the use of noun markers in the two languages that deserve specific translation strategies to address its grammatical and discourse-functional roles. In this study, translations of conversational and textual data presented in Korean language textbooks were investigated as they were used in the process of language teaching of Korean to Filipino learners.



(11:50 – 12:20)

Teaching Filipino: The case of Tokyo University of Foreign Studies

Naonori Nagaya & Florinda A. Palma Gil Tokyo University of Foreign Studies

Tokyo University of Foreign Studies, also known as TUFS, is a national research university in

Tokyo, Japan. This university has been recognized as one of centers for foreign language education in this country, offering 28 languages as majors. Undergraduates are divided into 28 language majors, including English, German, French, Italian, Spanish, Russian, Polish, Czech, Turkish, Arabic, Persian, Uzbek, Mongolian, Urdu, Hindi, Bengali, Chinese, Japanese, Korean, Burmese, Lao, Khmer, Thai, Vietnamese, Indonesian, Malaysian, and Filipino. In this presentation, we would like to provide an overview of Filipino language education in Japan by discussing our experiences, achievements, and struggles at the Tokyo University of Foreign Studies in the hope of encouraging Filipino teachers and linguists to write more materials for foreigners interested in the Philippine languages and culture. There are three major points we will make in our presentation. First of all, Japanese students are eager to study the Filipino language. We have more or less 15 students in each batch and approximately 70 Filipino majors in total. They constitute one of the biggest Filipino learning student communities in the world. The Filipino major is highly competitive, too: every year we accept only 15 students out of approximately 50 to 100 applicants. They are well motivated and interested in different aspects of Philippine cultures and languages. Here, we are going to discuss the objectives and goals of the students for taking the Filipino language. Second, we are going to show the achievements and accomplishments of the current students as well as the graduate students, to show the significance and importance of learning Filipino for foreigners. Third, we are going to tackle the challenges being faced by the teachers and students especially on the lack of teaching materials, especially for intermediate levels.

Is It Worth Correcting Foreign Language Learners’ Written Work? A Review Miguel Blázquez

Department of European Languages University of the Philippines Diliman

Whether Written Corrective Feedback (WCF) − also known as “error correction” − facilitates L2

learners’ improvement of their writing skills is a controversial topic in Second Language (L2) studies. The debate was initially triggered by Truscott’s (1996) review article, where he made the strong claim that grammar correction is ineffective and potentially counterproductive for L2 learners and should therefore be abandoned. In response to this paper, researchers argued that WCF could be beneficial for some learners when a clear-targeted correction is made. They also pointed out that Truscott’s research evidence was too limited and methodologically flawed to support his strong claim. Therefore, there was no reason why anyone needs to abandon error correction. However, they agreed that research evidence was still inconclusive in determining the efficacy of error correction and there was then a specific call for more carefully designed longitudinal studies, including a control group that received no feedback. Subsequently, many experimental studies have been conducted addressing the efficacy of WFC and trying to overcome the shortcomings of prior research. This review examines recent empirical studies on WCF examining findings and limitations in an attempt to extract new pedagogical and research implications.


ROUNDTABLE DISCUSSION PARTICIPANTS


ROUNDTABLE DISCUSSANTS

GOVERNMENT AGENCIES

DEPARTMENT OF EDUCATION The Department of Education (DepEd) was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis-á-vis the changing administrations and charters. The present day DepEd was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency.

DepEd formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.

Source: www.deped.gov.ph

COMMISSION ON HIGHER EDUCATION The Commission on Higher Education (CHED) was created on May 18, 1994 through the passage of Republic Act No. 7722, or the Higher Education Act of 1994. CHED, an attached agency to the Office of the President for administrative purposes, is headed by a chairman and four commissioners, each having a term of office of four years. The Commission En Banc acts as a collegial body in formulating plans, policies and strategies relating to higher education and the operation of CHED. The creation of CHED was part of a broad agenda of reforms on the country’s education system outlined by the Congressional Commission on Education (EDCOM) in 1992. Part of the reforms was the trifocalization of the education sector into three governing bodies: the CHED for tertiary and graduate education, the Department of Education (DepEd) for basic education and the Technical Education and Skills Development Authority (TESDA) for technical-vocational and middle-level education.

Source: www.ched.gov.ph


TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY The Technical Education and Skills Development Authority (TESDA) is mandated to:

1. Integrate, coordinate and monitor skills development programs; 2. Restructure efforts to promote and develop middle-level manpower; 3. Approve skills standards and tests; 4. Develop an accreditation system for institutions involved in middle-level manpower

development; 5. Fund programs and projects for technical education and skills development; and 6. Assist trainers training programs.

Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the Technical and Vocational Education and Training (TVET) institutions in both the private and public sectors. Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.

Source: www.tesda.gov.ph

CULTURAL INSTITUTIONS AND RESEARCH CENTERS

ALLIANCE FRANÇAISE DE MANILLE The Alliance Française de Manille (AFM) was founded in 1920 and is one of the most prominent foreign cultural institutions in the Philippines. A non-profit organization committed to promoting the French language and culture, AFM encourages friendly relations between the Filipinos and the French through art and educational programs.

The network includes more than a thousand Alliance Française in 135 countries. The Alliances welcome more than 490 000 students. Alliance Française has 3 goals: • To offer French classes in France and around the world catering to all sectors of society; • To promote all the dimensions of the French and Francophone cultures; and • To encourage cultural diversity and to develop intercultural awareness

Source: www.alliance.ph


ATENEO DEPARTMENT OF MODERN LANGUAGES The Department of Modern Languages provides students with the necessary basic and intermediate skills for oral and written communication in Spanish, French, German, Italian, Portuguese, Russian, Bahasa Indonesia and Korean, and acquaints them with the country's history, art and culture as well as to understand and appreciate our own. Its objective is to provide the basic listening, speaking, reading and writing skills to enable students to function in practical situations. Source: www.ateneo.edu/ls/soh/modernlanguages

GOETHE-INSTITUT PHILIPPINES The Goethe-Institut is present in 98 countries with a total of 159 institutes. It promotes knowledge of German abroad, fosters international cultural cooperation and conveys a comprehensive image of Germany by means of information about cultural, social and political life in Germany. Source: www.goethe.de

JAPAN FOUNDATION MANILA The Japan Foundation is the only institution dedicated to carrying out Japan’s comprehensive international cultural exchange programs throughout the world.

With the objective of cultivating friendship and ties between Japan and the world, through culture, language, and dialogue, the Japan Foundation creates global opportunities to foster friendship, trust and mutual understanding.

The Japan Foundation was established in October 1972 as a special legal entity supervised by the Ministry of Foreign Affairs. In October 2003, it was reorganized as an independent administrative institution. As the 18th overseas office, the Japan Foundation, Manila (JFM), which was founded in 1996, is active in three areas: Arts and Cultural Exchange, Japanese-Language Education and Japanese Studies and Intellectual Exchange.

The Japan Foundation has a global network consisting of its Tokyo headquarters, the Kyoto office, two Japanese-language institutes (the Japan Foundation Japanese-Language Institute, Urawa; and the Japan Foundation Japanese-Language Institute, Kansai) and 24 overseas offices in 23 countries, including two Asia Center liaison offices. Source: www.jfmo.org.ph


PHILIPPINE CHINESE EDUCATION RESEARCH CENTER The Philippine Chinese Education Research Center (PCERC) was founded on May 24, 1991. It is an institution that engages in academic research and administrative coordination for Chinese language education in the country. It promotes the pedagogy of Teaching Chinese as a Second Language. It aims to develop the Chinese language education within the Chinese Filipino community and the mainstream society. It has four regional associations affiliated with it, namely: Metro Manila Chinese Education Research Center, Luzon Chinese Education Research Center, Visayas Chinese Education Research Center, and Mindanao Chinese Education Research Center. Source: www.pcerc.org

PHILIPPINE-ITALIAN ASSOCIATION The Philippine-Italian Association (PIA) is a non-stock, non-profit organization created in 1962. For the past 55 years, the PIA has been operating with the goal of promoting closer relations between the Philippines and Italy, especially in the fields of culture and language.

Today the PIA, - organizes Italian (and now Filipino) language courses; - organizes cultural activities and events that promote closer relations between the two countries; - disposes of a rich and precious library and video-library open to the public; - provides translation and interpreting services; - through its endowment fund, supports many social projects developed by three Italian missionary organizations (Servants of Charity, Canossians, and the Sisters Handmaids of Charity). Source: www.philippineitalianassociation.org


THE EMBASSY OF SPAIN IN THE PHILIPPINES Address: Office Address: 5th Floor, A.C.T. Tower, 135 Sen. Gil J. Puyat Avenue, 1227 Makati City, Metro Manila. Postal Office Box Address: P.O. Box 1114, Makati Central Post Office, 1251 Makati City, Metro Manila. Telephone numbers: 818-3561, 818-3581, 759-2970, 759-2971 E-mail: [email protected] Source: www.exteriores.gob.es

UP KOREA RESEARCH CENTER UP KOREA RESEARCH CENTER The UP Korea Research Center (UPKRC) serves as a university-wide hub that will help promote and develop Korean Studies in the University and the country. It sponsors interdisciplinary and inter-college research and education on Korean studies, as well as facilitates the training of the next generation of Koreanists in the country. The functions of UPKRC are as follows:

1. Facilitates interactions and cooperation among scholars who conduct research on Korea-related areas and assists in the establishment of a Korea Studies research community.

2. Strengthen Korea-related courses in UP, both undergraduate and graduate, through course material development and visiting professorships. Access to relevant Korean academic materials will be made available to faculty and students.

3. KRC will help make Korea an increasingly important focus of attention within the Asian Studies program of the UP Asian Center by assisting it in enhancing its Korea Studies courses and research undertakings.

4. Promotes International and Local Korean affiliates by means of collaboration, partnership and participation on the events related in Korean Studies.

Source: www.upkrc.wordpress.com


PRIVATE COMPANIES

ACCENTURE Accenture solves our clients' toughest challenges by providing unmatched services in strategy, consulting, digital, technology and operations. We partner with more than three-quarters of the Fortune Global 500, driving innovation to improve the way the world works and lives. With expertise across more than 40 industries and all business functions, we deliver transformational outcomes for a demanding new digital world. Source: www.accenture.com/ph-en/

J-K NETWORK SERVICES J-K Network Services is a private recruitment company and is currently on its 4th year in the recruitment industry. J-K Network Services is a TRUSTED PARTNER for providing multilingual /bilingual and non-bilingual candidates to its almost 300 global and international partner companies around the Philippines from different industries like hotels, airlines, IT, BPO, manufacturing, research, financial, banks, outsourcing, consultancy, technical, casinos and many more. J-K Network Services provides FREE assistance to all their candidates throughout the employment process. J-K Network Services also offers a FREE BILINGUAL CAREER CONSULTATION to everyone who would like to pursue a bilingual career in the Philippines. Source: www.jkmanpower.jp-network-e.com

LEXCODE, INC. Lexcode Inc. is a translation and interpretation company established in 1999 in Seoul, South Korea, that meets the ISO 9001:2008 standard of service. Since its expansion in the Philippines in 2010, Lexcode has been raising the level of translation and interpretation in Asia by innovating localization, one project at a time. It also makes multilingual desktop publishing, editing, subtitling, transcription, and voice-over accessible to people anytime, anywhere. Supported by eQQui, a global platform for interpreters, Lexcode aims to build an influential and sustainable business for the country and all its talents. Source: www.lexcode.com.ph


FUTURE EVENTS


linguistics.upd.edu.ph

FUTURE EVENTS

The Philippine Linguistics Congress focuses on the most current advances in the study of Philippine languages, and on the application of linguistic theory to other disciplines in the Philippines. The conference also looks into contemporary studies between Philippine languages and foreign languages. With Philippine languages as working languages, topics may include but are not limited to: THEORETICAL LINGUISTICS Phonetics & Phonology Morphology Syntax Diachronic Linguistics Dialectology Typology Semantics & Pragmatics APPLIED LINGUISTICS & OTHER DISCIPLINES Anthropology & Ethnolinguistics Folklore & Ethnomusicology Language Education & Learning Language Planning Language Documentation, Maintenance & Revitalization Sign Language Multilingualism Sign & Signal Processing Speech Synthesis & Computational Linguistics Sociolinguistics, Discourse & Pragmatics Lexicography Translation Studies Clinical Linguistics & Neurolinguistics Psycholinguistics & Cognitive Linguistics Philosophy of Language

IMPORTANT DATES Deadline for Submission of Abstracts: April 30, 2018 For more information, please visit Notification of Acceptance: May 2018 Conference Dates: To be announced

ABSTRACT SUBMISSION GUIDELINES • Abstracts may be in English or

Filipino. • You may submit a maximum of three

abstracts (whether as sole author or co-author).

• Limit the body of your abstract to 500 words.

• Do not include your name in the abstract.

• Submit in .docx format or .pdf format • Email your abstract/s to:

[email protected] together with the following information: • Full Name • Affiliation / University • Position / level • Contact information

• Your email must have the subject heading: [13PLC] Abstract Submission


MAJOR PARTNERS

The Office of the Vice Chancellor for Research and Development (OVCRD)

The Foreign Language Summit 2017 was made possible in part by the UP Diliman Extension Grant bestowed by the OVCRD’s Office of Extension Coordination. The UP Diliman Extension Grant is an outright grant administered by the OVCRD to support extension projects of faculty and staff that receive minimal or no funding support from any organization. It aims to promote and encourage faculty, REPS and staff to contribute to achieving excellence in social and public service, especially to the underserved sectors and communities. Source: www.ovcrd.upd.edu.ph

The Japan Foundation is the only institution dedicated to carrying out Japan’s comprehensive international cultural exchange programs throughout the world. With the objective of cultivating friendship and ties between Japan and the world, through culture, language, and dialogue, the Japan Foundation creates global opportunities to foster friendship, trust and mutual understanding. The Japan Foundation was established in October 1972 as a special legal entity supervised by the Ministry of Foreign Affairs. In October 2003, it was reorganized as an independent administrative institution. As the 18th overseas office, the Japan Foundation, Manila (JFM), which was founded in 1996, is active in three areas: Arts and Cultural Exchange, Japanese-Language Education and Japanese Studies and Intellectual Exchange. The Japan Foundation has a global network consisting of its Tokyo headquarters, the Kyoto office, two Japanese-language institutes (the Japan Foundation Japanese-Language Institute, Urawa; and the Japan Foundation Japanese-Language Institute, Kansai) and 24 overseas offices in 23 countries, including two Asia Center liaison offices. Source: www.jfmo.org.ph


MINOR SPONSORS

J-K Network Services is a private recruitment company and is currently on its 4th year in the recruitment industry. J-K Network Services is a TRUSTED PARTNER for providing multilingual /bilingual and non-bilingual candidates to its almost 300 global and international partner companies around the Philippines from different industries like hotels, airlines, IT, BPO, manufacturing, research, financial, banks, outsourcing, consultancy, technical, casinos and many more. J-K Network Services provides FREE assistance to all their candidates throughout the employment process. J-K Network Services also offers a FREE BILINGUAL CAREER CONSULTATION to everyone who would like to pursue a bilingual career in the Philippines. Source: www.jkmanpower.jp-network-e.com

FactSet is one of FORTUNE’s “100 Best Companies to Work For” and has ranked as one of Forbes’ “200 Best Small Companies” for 15 consecutive years. FactSet offers instant access to accurate financial data and analytics to thousands of investment professionals around the world. Our company combines hundreds of databases from industry-leading suppliers and clients' own proprietary data into a single, powerful information system, making FactSet a one-stop source for financial information.

At FactSet, exceptional talent fuels every aspect of our business, from the constantly evolving financial software we develop to the unrivaled client service at our core. As we continue to grow, we rely on new ideas and creative thinking to maintain our position on the cutting-edge of financial services and software.

With more than 35 years in the business, a lot has changed at FactSet, from technology to market conditions. What's kept FactSet focused on our clients, profitable for our shareholders, honest with each other, and exciting for employees are FactSet's values. FactSet has the growth and opportunity of a start-up with the stability of a well-established company. FactSet is one of only a handful of U.S. companies to deliver 18 consecutive years of positive earnings growth and 34 years of positive revenue growth.

FactSet’s offices span 16 countries and four continents. Our diverse global community allows for a unique brand of collaboration. We know that the combination of a wide range of perspectives, experience, and cultures makes us stronger as a company and it helps us deliver better products for our clients. FactSet is an equal opportunity and affirmative action employer, and hires the best and brightest from all fields for positions based all over the world. Jobs are available in fields ranging from software and systems engineering, to consulting, product development, and communications. Source: www.factset.com


MINOR SPONSOR

GOETHE-INSTITUT PHILIPPINES The Goethe-Institut is present in 98 countries with a total of 159 institutes. It promotes knowledge of German abroad, fosters international cultural cooperation and conveys a comprehensive image of Germany by means of information about cultural, social and political life in Germany. Source: www.goethe.de/ins/ph/

SPECIAL THANKS TO


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THE FOREIGN LANGUAGE SUMMIT 2017

18 – 20 October 2017 National Institute for Science and Mathematics Education Development (NISMED) Auditorium

University of the Philippines Diliman Quezon City, Metro Manila

Website

www.upflsummit.wordpress.com

Organizers

UP Department of Linguistics www.linguistics.upd.edu.ph

Email: [email protected]

UP Department of European Languages http://kal.upd.edu.ph/ba-european-languages/

Email: [email protected]

Documents

FOREIGN LANGUAGE SUMMIT 2017 - … · Teaching Filipino as a Foreign Language ... • Developing an Interactive E-book for German Vocabulary Training ... CULTURAL OFFICES AND RESEARCH