The English language as used in the Philippines, a state of South-East Asia consisting of more than 7,000 islands.

The 1980 census counted the number of Filipinos with some competence in English as around 65%: some 35m people. Ability ranges from a smattering of words and phrases through passive comprehension to near-native mastery.

(1) Philippine english is rhotic, but the local /r/ is an alveolar flap, not an AmE retroflex. (2) It is syllabletimed, following the rhythm of the local languages; full value is therefore given to unstressed syllables and schwa is usually realized as a full vowel.

(4) Certain polysyllables have distinctive stress patterns. Ex. elgible, establsh, cermony (5) Intonation is widely characterized as singsong. (6) Educated Filipinos aim at an AmE accent, but have varying success with the vowel contrasts. Ex. sheep - ship, full- fool, boat-bought

(6) Few Filipinos have the // in AmE mask; instead, they use // as in AmE father. (7) The distinction between /s, z/ and /, / is not made. Ex. azure - ayshure pleasure - pleshure seize - sees cars - karss (8)Interdental /, / are often rendered as /t, d/. Ex. three of these is spoken as tree of

(1) Loss of the singular inflection of verbs. Ex. The family home rest on the bluff of a hill One of the boys give a report to the teacher every morning. (2) Use of present perfect for simple past; (I have seen her yesterday - I saw her yesterday) and past perfect for present perfect. (He had already gone home - He has already gone home)

(3) Use of the continuous tenses for habitual aspect. Ex. He is going to school regularly - He goes to school regularly.
(4) Use of the present forms of auxiliary verbs in subordinate noun clauses rather than past forms, and vice versa. Ex.
A. He said he has already seen you. - He said he had already seen you. B. She hoped that she can visit you tomorrow. She hoped that she could visit you tomorrow; C. He says that he could visit you tomorrow. - He says that he can visit you tomorrow.

(5) Verbs that are generally transitive used intransitively. Ex. Did you enjoy? I cannot afford. I don't like.

(1) Loans from Spanish.

Ex. asalto - surprise party bienvenida - welcome party despedida - farewell party Don/Doa - a prominent man/woman estafa - a fraud, scandal merienda - mid-afternoon tea querida - mistress

(2) LOAN-WORDS from Tagalog. Ex. boondock (from bundok) mountain carabao (from kalabaw) a water buffalo kundiman (a love song) sampaloc (from sampalok) the fruit of the tamarind tao man (as in the common tao).

(3) loan translations from local usages. Ex. open the light/radio - turn on the light/radio (also found in IndE) since before yet - a long time joke only - I'm teasing you you don't only know - you just don't realize he is playing and playing - he keeps on playing making foolishness (of children) misbehaving I am ashamed to you- I am embarrassed because I have been

(4) Local NEOLOGISMS. Ex. agrupation - (from Spanish agrupacin) a group captain-ball - team captain in basketball carnap - to steal (kidnap) a car cope up to keep up and cope with (something) hold-upper - someone who engages in armed holdups jeepney - (blending jeep and jitney, AmE a small bus) a jeep converted into a passenger vehicle.

Filipinos generally speak the way they write, in a formal style based on Victorian prose models. Ex. lee-o-pard - leopard subtill - subtle worsester-shire sauce Worcestershire sauce

A register has developed for rapport and intimacy that depends on code-mixing and code-switching between Filipino and English. It is largely confined to Metro Manila and other urban centers and used extensively in motion pictures and on television and radio as well as in certain types of informal writing in daily newspapers and weekly magazines.

Ex. (1) Peks man, she swears, Wala pang nangyayari sa amin ni Marlon. We want to surprise each other on our honeymoon. [Cross my heart, she swears. Nothing yet has happened between Marlon and me ] (from a movie gossip column)

Ex. (2) Donna reveals that since she turned producer in 1986, her dream was to produce a movie for children: Kaya, nang mabasa ko ang Tuklaw sa Aliwan Komiks, sabi ko, this is it. And I had the festival in mind when finally I decided to produce it. Pambata talaga kasi ang Pasko, Donna says. [That is why when I read the story Snake-Bite in the Aliwan Comic Book, I told myself, this is it . Because Christmas is really for children] (from a movie gossip column).

Philippine English is currently competing in certain domains with the rapidly spreading and developing Filipino, which is in a process of register-building sometimes called intellectualization. Filipino is not fully developed for academic discourse, especially in the sciences, and there is an ongoing debate on the use of Filipino instead of English for school work and official purposes.

There is also conflict between the learning of Filipino for symbolic purposes and the learning of English for utilitarian, largely economic, purposes.

The two official languages are propagated through a bilingual education scheme begun in 1974: mathematics and science continue to be taught in English although it is envisaged that when possible the teaching of these subjects at certain grade levels shall be in Filipino. The print media are dominated by English, but television, radio, and local movies are

Thats all.. Thank you for listening!

- Manilyn

Children who are repeatedly read to begin to understand that stories have a beginning, a middle and an end. They also begin to retell stories, putting key events in sequence. The ability to discern predictable story elements and make sense of stories serves as a foundation for comprehension when children become independent readers and writers.

Reading familiar books and rereading favorite books are highly enjoyable pursuits for children and boost their confidence in their ability to interact with books and to be successful readers.

Yopp (1992) defines phonemic awareness as the understanding that speech is composed of series of individual sounds Phonemic awareness is not synonyms with phonics. It is not learning spelling-to-sound correspondences, and it is not sounding out words. It is understanding of the structure of spoken language.

In order to benefit from formal reading instruction, youngsters must have a certain level of phonemic awareness. Reading instruction, in turn, heightens their awareness of language. Thus, phonemic awareness is both a prerequisite for and a consequence of learning to read.

Lipson and Wixson (1997) point out, books use a language that is different from the spoken language students encounter at home, in their communities, and at school. Book language is often more figurative and uses different structures.

 refers to various approaches designed to teach children about the orthographic code of the language and the relationships of spelling patterns to sound patterns.

Reading aloud to children, exposing them to a range of texts, and exploring new lands and new information through text can not only expose their development of literacy skills but instill a love of reading. Teachers may choose to discuss the story at the conclusion of the reading or as the story is being read. The latter practice is called interactive read-alouds by Barrentine (1996)

During interactive read-alouds, teachers pose questions throughout the reading that enhance meaning construction and also show how one makes sense of text. Students offer spontaneous comments as the story unfolds. They are also engaged with the reading process information how stories work, how to monitor ones comprehension, what to think about as a story unfolds. These interactions aim to engage children with strategies for composing meaning and to facilitate their ability to respond to stories.

Through analysis and discussion of picture books, students develop and refine their understanding of story structure, their ability to predict, and their ability to identify the relevant facts and details, among other skills.

Predictable and Pattern books, by design, repeat the same words and phrases over and over and thus present excellent opportunities for development of sight word vocabularies and prediction skills.

Bridge, Winograd, and Haley (1983) designed a strategy for using predictable books to enhance students sight word vocabulary: Step 1: Teacher reads and then rereads the book to the children, encouraging them to participate in the reading of the book as soon as they can predict what comes next. Once comfortable with the book, students take turns chorally reading the book. Finally, the students read the book as written on a chart with all cues removed.

Step 2: Using the story written on the chart, students are given sentence strips from the story and asked to match their sentence strip to the same sentence found on the chart. The same activity is repeated with individual words from the story. Step 3: Students chorally read the story. Given individual word cards, students match the words to the words found on the chart.

It occurs when a teacher reads a book to students and during that reading shows students the printed text of the book and its illustrations, much as parents do when young children sit on their laps while being read to (Holdaway,1979).

Rhodes and Dudley-Marling (1996) offer five ways in which teachers and students can work together to dialogue about books: 1. Students in groups read and discuss a piece of literature either while they are reading it or when they are finished. 2. Teachers and students give books talks about what they have read, and they indicate whether they would recommend the book to

3. Teachers and students maintain reading logs and refer to the logs for ideas and details when discussing the book with others, or students and teachers exchange reading logs and comment on one anothers thoughts and ideas about the text.

3. Students present books to others through drama, multimedia, or other presentation formats. 3. Teachers and students conference about

The act of predicting is embedded in many strategies (e.g., shared reading, reciprocating, and teaching) and can be at the heart of assisting students in making connections between their prior knowledge and experiences and the message of the text being read.

Predicting also assists students in becoming actively engaged with the text and monitoring their understanding. Prediction may be used to introduce new text.

An activity which gives each child an opportunity to report on something that happened to him or her since the group last met. The teacher uses this activity to draw students attention to writing conventions, sight words, new vocabulary, letter-sound correspondences, spelling conventions and other skills and concepts.

(Stauffer,1970) aims at assisting students in developing their reading, writing, and spelling skills concurrently. LEA demonstrates the reciprocity between reading and writing and allows students to engage in the whole enterprise of reading and writing.

Houston, Goolrick, and Tate (1991) suggest the following steps in using the storytelling technique with students. 1. First, if possible, have a local storyteller come to the school and tell stories to the students. 2. Second, have the class decide together what experienced as a group. 3. Next, have students sequence these events and begin the process of writing the story as

Yopp(1992) defines phonemic awareness as the understanding that speech is composed of a series of individual sounds. Yopp(1992) offers the following guidelines for planning activities to develop phonemic awareness: a) identify the task you want students to engaged in match words by sounds, isolate a sound in a word, blend individual sounds to form a word, substitute sounds in a word, or

Select the approach for presenting the skills to students. **Yopp suggests that activities be fun and game like and encourage students to experiment with language.

Griffith and Olson (1992) suggest:

a) Using literature that allows children to play with sounds in words (e.g., books that use alliteration) b) Engaging students in writing activities
c) Using clapping and rhythm to teach students to identify words, syllables, and phonemes in words

Phonics instruction helps students learn the relationship between sound and symbols, or phonemes and graphemes. Phonics instruction is significantly different from efforts to increase phonemic awareness. Phonemic awareness is concerned with sounds; phonics is concerned with the graphemephoneme (letter-to-sound) relationship.

When phonemic awareness is taught, print is not generally involved; students work with the identification and manipulation of sounds (e.g., segmenting).

In contrast, in phonics instruction, students learn the sounds that graphemes represent. A student who is unable to manipulate sounds is likely to experience difficulties in manipulating sounds in response to letters.

Also known as word analysis skills develop from the base of phonemic awareness and phonics skills. 3 categories of word identification skills (Lipson & Wixson,1997): Sight word recognition Word analysis strategies Orthographic processes

Sight words include words such as the, and, and their, and survival words such as emergency, exit, and poison. The goal of building sight word recognition is to enhance students abilities to recognize words automatically that they encounter frequently in text.

VAKT (Visual-Auditory-Kinesthetic-Tactile) approach developed by Fernald (1943)

a) say the word, trace the word with two fingers while saying each part of the words , say the word again; b) write the word without looking at the word card and then compare what was written to the word card; c) repeat the first step until the word is written correctly three consecutive times without looking at the prompt card.

Contextual analysis involves teaching students to use context clues as one approach for decoding unknown words encountered in text. Students are encouraged to skip an unfamiliar word when they come to it, finish reading the sentence that contains the unknown word, and then go back to see whether they can determine what the unknown word is from its context the meaning of the words surrounding the unknown word.

Morphemic analysis involves the breaking down of words into morphemes the smallest into of meaning in our language. The study of morphemes such as prefixes and suffixes, compound words, and contraction can provide valuable clues in identifying unknown words.

Phonic Analysis is the final type of word analysis strategies. When students encounter longer words, they may apply structural analysis and break down words by syllables, and then decode the word syllable by syllable.

This is the final approach for developing word identification skills identified by Lipson & Wixson (1997). It has something to do with the appearance of the word. This can also be apply to spelling good spellers many times can tell if a word is spelled right just by looking at it.

Rate - the speed at which words are read Fluency the readers ability to group words into meaningful phrase units and use expression as they read.

reading in unison as a group. Choral reading may be done by dyads, by small groups, or by large groups. The teacher or a student may be the reading leader reading slightly louder than the students and setting the pace of the reading. By hearing the group read the words at an appropriate pace and with fluency, and by participating in that reading to the extent they are able.

A teacher and student read in unison. The focus is on maintaining an appropriate pace with the student keeping up with the teacher, and paying attention to rate the fluency, rather than individual errors.

The reading doesnt stop when a student makes an error. Gradually, as rate and fluency increase, the teacher lowers his or her voice and student becomes the louder of the two readers and begins to set the pace.

A more capable reader the lead reader is paired with a reader who reads more slowly or is unable to read an assigned passage assisted reader. While reading together share the textbook and sit side by side. The lead reader sets the pace, pointing to each word as it is read. The assisted reader is encouraged to follow along and read along to keep pace with the lead reader. The lead reader establishes a pace that promotes rate and fluency, not word calling. Pairs are encouraged to read as much text as possible

The primary purpose of dyad reading is the improvement of fluency (Eldredge,1995).

Repeated reading (LaBerge & Samuels,1974) is another technique that allows students multiple opportunities to practice-read a text in order to gain fluency.

Passages are read until students achieve a preset level of fluency and reading rate.

is the collection of words whose meanings an individual understands. Capable readers are familiar with the meanings of many words. Poor readers may have a limited vocabulary

Vocabulary building through instruction is critical for all readers and especially for those readers experiencing difficulties, because Readers and writers who do not have adequate knowledge of important words and concepts and/ or are unable to determine word meanings will have difficulty successfully comprehending or composing texts (Lipson&Wixson,1997,p.26)

The dictionaries or cards may list words and include pictures of the words, sentences written by the students to reinforce the meaning of selected words. Word cards can also be organized into a communication book or posted on a communication board for students to use when communicating with others.

Vocabulary sheets (Stump,Lovitt,Fister,Kemp,Moore, & Schroeder,1992) offer another means for assisting students in vocabulary development and can be readily applied to the teaching of specialized vocabulary encountered in general education curriculum course and in the teaching of functional vocabulary. The strategy of using vocabulary sheets draws on precision teaching to monitor student skill development.

This strategy for supporting students in their vocabulary development begins with the teacher reading the text and identifying superordinate concepts ( the major ideas presented in the text) and subordinate concepts (ideas supporting the major ideas).

This set of approaches, similar to semantic feature analysis, provides students visual ways to organize information and understand relationships between concepts.

Students can analyze the meaning of words and how words relate to one another through the creation of graphic organizers and webs.

Comprehension is meaning-making, or making sense of information presented in text. Teachers may use many techniques and approaches to systematically and explicitly teach comprehension skills Directed Reading Approach (DRA) (Betts,1946), a teacher identifies prereading, during-reading, and postreading activities and arranges them in a specific sequence for each lesson.

Activities identified by Lipson and Wixson (1997) include the following:

PREREADING ACTIVITIES teachers knowledge activates DURING-READING ACTIVITIES prior students read silently POSTREADING ACTIVITIES group discusses the text

teacher activates student interest

student answer questions related to the purpose set for reading the passage

group discusses questions provided at the end of the text or by the teacher

teacher introduces vocabulary

students answer questions

teacher provides skill instruction (may or may not be connected to the passage read)

teacher establishes a purpose for reading

students orally reread clarification of meaning

for

These are the typical steps of the DRA (Betts,1946): 1. Develop background for student understanding of the text, gain student interest, introduce new vocabulary, and set a purpose for reading. 2. Have students silently read the passage. 3. Have students answer questions to check their comprehension. 4. Have students reread portions of the text to clarify any misconceptions. 5. Have students engage in discussions and extensions of the story or in skill building activities.

This approach to reading instruction is teacher directed and does not necessarily support students development of self-monitoring techniques (e.g., setting their own purpose for reading and monitoring for comprehension breakdowns).
DRA may not provide needed instructional supports for students experiencing difficulties in meaning-making supports such setting a purpose for reading, asking questions while reading, and checking for understanding.

One way to overcome some of the limitations of the Directed Reading Approach is apply the Directed-Reading-Thinking Activity (DRTA) approach developed by Stauffer (1969-1980).
This approach is based on students active engagement in setting a purpose for reading and in monitoring their comprehension by making predictions as they read. **both DRA and DRTA provide frameworks for the teaching of comprehension**

The primary purposes of prereading activities are to activate students prior knowledge and to assist students in setting a purpose for reading. PReP (Prereading Plan) (Langer,1981) can be used to activate students prior knowledge before they read text and to help teacher gain a better understanding of what students already know about a topic. This knowledge can help the teacher

K-W-L (Ogle,1986) is another strategy for activating the bridging the students prior knowledge to text. K (What We Know)
W (What We Want to Find Out) L (What I Learned)

Previewing
another prereading activity, builds background knowledge, creates a framework for approaching the material to be read, motivates students to engage with the information, and provides specific information about the passage (Graves,Pren,&Cooke,1985).

Teachers and students can prepare questions to be asked prior to reading, during reading, and after reading.

Wong and Jones (1982) describe a five-step process for assisting students in self-monitoring through the self-generation of questions: 1. Students ask themselves why they are reading or studying the passage.
2. Students find the main idea and underline it. 3. Students formulate a question about the main idea.

Wong and Jones (1982) describe a five-step process for assisting students in self-monitoring through the self-generation of questions: 4. Students read to find an answer to their question.
5. Students look back and review the questions and the information learned through asking the questions.

Mnemonic devices are another powerful duringreading aid. Englert and Mariage (1990) present the POSSE strategy, which consists of cue to support student comprehension.

P = Predict I predict that Im remembering... O = Organize I think one category might be SS = Search/Summarize I think the main idea is My question about the main idea is E = Evaluate I think we did (did not) predict this main idea (Compare) Are there any clarifications? I predict the next part will be about

Archer and Gleason (1994) suggest the RCRC strategy for active reading and enhancement of Rcomprehension: = Read
Read a paragraph. Identify important topics and details.

C = Cover Use your hand to cover the information read.

R = Recite Recite what you learned from reading the information. State topics and details in your own words. C = Check Uncover the material and check your ideas with what was written. Repeat the procedure if you forgot important information.

Schumaker, Deshler, Alley, Warner, and Denton (1982) developed Multipass, a strategy for passing through the material multiple times with a different specific purpose each time.
Passing through material more than once gives students several opportunities to identify and comprehend important information and ideas. The three passes are described below:

1. Survey pass - the purpose of this pass is to discover the main ideas and structure of the passage. Students look at titles and subtitles, pictures and captions, and read the summary paragraph. 2. Size-up pass During this pass, students look for specific information and details without reading the passage entirely. They do this by a) reading the questions at the end of the section; b) crossing out any questions that they can already answer from the survey pass;

3. Sort-out pass During this final pass, students read the questions again ad state the answers in their own words. Students return to the passage to search for answers to the questions they were not able to answer.

Assist readers in analyzing stories in terms of story elements: characters, setting, problem, resolution of the problem, and ending. Story grammars may come in the form of graphics and visuals or a series of questions.