Mental Models on Philippine English in Online Spaces: Challenges and Opportunities

Rafael Michael Paz

Abstract


For the majority of the elite and educated Filipinos, there is no doubt that Philippine English finds its home as an acceptable variety of English. However, the narrative changes once focus is decentralized and democratized to include other speakers of English in the country who do not belong to this exclusive social category. Using online comments to an online news article and to an online quote card about Philippine English, this study investigated the acceptability of Philippine English among the users of a social media space. Comments were gathered and then analyzed using the arrangement of propositions from the prompt (the online article and quote card) to the determination and thematic categorization of mental models deployed by commenters to interpret received information. The analysis revealed that within the online platform where various realizations of English are welcome, Philippine English remains contested. This paper encourages the inclusive education and information dissemination that focus on Philippine English across sociolectal groups to strengthen the knowledge, acceptance, and educational implementation of the principles and concepts related to Philippine English.

 

Keywords: acceptability; Philippine English; online space; mental models


Full Text:

PDF

References


Baumgardner, R.J. (1995). Pakistani English: Acceptability and norm. World Englishes, 14(2), 261-271.

Bautista, M.L.S. (2001). Attitudes of English language faculty in three leading Philippine universities toward Philippine English. Asian Englishes, 4(1), 4-32. http://dx.doi.org/10.1080/13488678.2001.10801062

Bernardo, A.S. & Madrunio, M.R. (2015). A framework for designing a Philippine-English-based pedagogic model for teaching English grammar. Asian Journal of English Language Studies, 3, 42-71.

Bolton, K. (2011). The study of Philippine English: The contribution of corpus linguistics. In Bautista, M.L.S. (Ed.), Studies of Philippine English: Exploring the Philippine component of the International Corpus of English. xi-xiv. Anvil Publishing, Inc.

Canilao, M.L.E.N. (2020). Foregrounding Philippine Englishes in fostering linguistic equality. Asian Englishes, 22(2), 1-21. https://doi.org/10.1080/13488678.2020.1715575

Facebook users in the Philippines. NapoleonCat. https://napoleoncat.com/stats/facebook-users-in-philippines/2021 /02/#:~:text=There%20were%2088%20400%20000,group%20(28%20000%20000).

Gonzalez, A. (2008). A favorable climate and soil: A transplanted language and literature. In Bautista, M.L.S. & Bolton, K. (Eds.), Philippine English: Linguistic and literary perspectives (pp. 13-28). Hong Kong University Press.

Gustilo, L. & Dimaculangan, N. (2018). Attitudes of Filipino English teachers toward 21st century Philippine English writing. Advanced Science Letters, 24(11), 1-5.

Hernandez, H.P. (2020). Filipino graduate students’ attitudes toward teaching educated Philippine English: A sample from a premier Teacher Education Institution. Asia-Pacific Social Science Review, 20(1), 31-42.

Kachru, B.B. (1998). English as an Asian language. Links & Letters, 89-108.

Kachru, B.B. (1997). English as an Asian language. In Bautista, M.L.S. (Ed.), English is an Asian language (pp. 1-23). The Macquarie Library Pty Ltd.

Llamzon, T.A. (1969). Standard Filipino English. Ateneo University Press.

Martin, I.P. (2014). Philippine English revisited. World Englishes, 33(1). 50-59.

Martin, I.P. (2010). Periphery ELT: The politics and practice of teaching English in the Philippines. In Kirkpatrick, A. (Ed.), The Routledge handbook of World Englishes (pp. 247–264). Routledge.

Nkansah, N.B. (2016). Acceptability of lexico-grammatical features of Ghanaian English. [Unpublished Master’s Thesis]. University of Cape Coast.

Republic Act 10173 or Data Privacy Act of 2012. https://www.privacy.gov.ph/data-privacy-act/

Renandya, W.A. (2020). ELT today: What works, what doesn’t [Webinar]. The University of Languages and International Studies.

Rindels, M. (2012). Miss Universe: Language barrier took a spotlight. The San Diego Union Tribune. https://www.sandiegouniontribune.com/sdut-miss-universe-language-barrier-took-spotlight-2012dec20-story.html

Rosales, E.F. & Bernardo, A.S. (2017). When pedagogical acceptability judgments of ESL teachers and ESL learners differ. International Journal of Education and Research, 5(7), 193-202.

Shamsuzzaman, M. (2020, October 17). On vocabulary in writing. The Daily Star. www.thedailystar.net/literature/news/ vocabulary-writing-1979249

Torres, J.M. & Alieto, E.O. (2019). Acceptability of Philippine English grammatical and lexical items among pre-service teachers. Asian EFL Journal, 21(2), 158-181.

Tupas, T.R.F. (2006). Standard Englishes, pedagogical paradigms and their conditions of (im)possibility. In Rubdy, R. & Saraceni, M. (Eds.), English in the World: Global Rules, Global Roles (pp. 169-185). Continuum.

Tupas, T.R.F. (2004). The politics of Philippine English: Neocolonialism, global politics, and the problems of postcolonialism. World Englishes, 23(1), 47-58.

van Dijk, T.A. (2000). Cognitive discourse analysis: An introduction. http://discursos.org/ unpublished%20articles/cogn-dis-anal.htm

Wahid, R. (2016). Range of use, nativisation and acceptability in Malaysian English. Asiatic, 10(2), 132-147.




DOI: http://dx.doi.org/10.17576/3L-2022-2802-02

Refbacks

  • There are currently no refbacks.


 

 

 

eISSN : 2550-2247

ISSN : 0128-5157