Listen to the culture experts (4)

Listen to the culture experts (4)

We shift the discussion, this time on the roles and implications of Ilokano “in the languaging of Intermediate Grades Mathematics learners” – something timely as modules in this discipline is, to say the least, far from satisfactory.

But let’s read the experts, like Catrina Mae M. Agustin, Jean Calire S. Bartolome, Frances Mae O. Delos Santos and Leonardo D. Tejano of Mariano Marcos State University in Batac, Ilocos Norte.

According to them, in the current implementation of Mother Tongue-Based Multilingual Education, mother tongue, both as a medium of instruction and as a subject, “is only taught and used across subjects in the primary grades.

“Nevertheless, in the actual set-up, mother tongue or first language always took a place in the daily languaging of its native speakers.”

In their essay, the authors, in collaboration with an Ilokano language contact researcher, share their experiences as intermediate grades mathematics teachers, how the Ilokano language is integrated into the teaching-and-learning process, and lastly, provide the implications of the use of Ilokano in the languaging of intermediate grades mathematics learners.

On another topic, Edward Fedalizo of Mission College in California, talks about The Indigenous and the Second Generation American, as he goes through the topic, saying there are “many stories of immigrant life in the United States depending on the accidents of one’s birth.”

He adds: “In the case of ‘local born’ people, those that descend from a particular indigenous/ethnolinguistic group from a home country are all the more ‘afflicted’ with what could be termed as ancestral disconnection, memory loss, or the lack of stability because of fixed reference points. In the case of second-generation Americans, that act of ‘(re)claiming’ becomes more difficult when opportunities for (re)connection are not present.”

He adds: “ The sense of loss becomes palpable. The feeling of being incomplete becomes real. The search for “a full life lived in fullness” becomes an ethical and moral duty.”

During the virtual 16th Nakem Conference hosted by Benguet State University which ended last weekend, Marvin Gabatin of Panpacific University North Philippines-Tayug Campus in Pangasinan discussed the functions of swearwords in Ilocano discourse.

Read him: “Although swearing is considered taboo in most cultures, studies have shown that it possesses certain discoursal and communicative functions.

“Swearwords in other cultures such as Ilokano is central in their daily discourse.”

According to him, the study was conducted to identify the swearword practices and their functions
among Ilokano speakers…samples of how Ilokano speakers use swearwords in various situations are

“It was revealed that majority of the participants use swearwords in their daily utterances. Also, it was found out that the main functions of the swearwords used by the respondents are to express emotions, intensify emotions and thoughts, and manifest ingroup solidarity markers.

“Finally, this study argues that despite the offensive nature of swearwords, the Ilokano swearwords are perceived positively by the Ilokano speakers and community. Nonetheless, further studies on the subject are recommended and pertinent areas of interest on the matter may be explored.”

The experts win our hands and thoughts.


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