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LECTURES
The Emmy M. Pascasio Memorial Lecture
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Established on September 22, 2007 and managed by the Linguistic Society of the Philippines, Inc, the Ateneo De Manila University Department of English, and the Ateneo Language Learning Center (ALLC)
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The EMP Memorial Lecture was established to honor the life and works of Dr. Emy M. Pascasio (1931-2006), a Professor of Language & Linguistics for more than four decades at the Ateneo de Manila University and was at the helm of founding the ALLC. Dr. Pascasio served as President of the LSP twice (in 1994-1995 & in 1998-2000). She made impactful contributions to Philippine sociolinguistics & language education, through her works on bilingualism, code-switching, language testing, & materials development.
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Held biennially in the month of September, the birth month of Dr. Pascasio
2023
September 16, 2023
10 AM to 12 PM
Ateneo de Manila University (Faura Audio-Visual Room)
Julius C. Martinez
Niigata University of International and Information Studies, Japan
Filipino students’ desires for English: Linguistic entrepreneurship in the Philippines (Mga lunggatian sa wikang Ingles ng mga Pilipinong mag-aaral: Ang linguistic entrepreneurship sa Pilipinas)
The kernel of English language education in the Philippines is “desire”: a desire for English, the prestige and power it carries, and the socioeconomic progress it promises. In this lecture,
inspired by the notion of linguistic entrepreneurship, I present my ongoing project conducted at a public senior high school that investigates students’ desire to learn English.
My data suggests that the students’ desires are (1) not solely their own but entangled with neoliberal ideologies, (2) exploited by government institutions, and (3) traceable to American colonial education. I conclude my lecture by raising two questions that implicate the centrality of desire in our teaching practices: Do we pursue, negotiate, or undermine our neoliberal desires for teaching English? How can we open possibilities for our students to understand the provenance of their desires, which, in turn, make it possible for them to decide how and what to desire?
Ang bukal ng edukasyon sa wikang Ingles sa Pilipinas ay “lunggati”: isang paghahangad para sa Ingles, sa kapangyarihang kaakibat nito, at sa pangakong pag-unlad sa aspetong sosyoekonomiko. Sa lekturang ito na hinango sa konsepto ng “linguistic entrepreneurship,” ibabahagi ko ang aking kasalukuyang proyekto na nagsusuri ng mga lunggati ng mga mag- aaral sa pagkatuto ng Ingles sa isang pampublikong senior high school. Batay sa aking datos, ang lunggati ng mga mag-aaral ay (1) hindi lamang nagmumula sa kanilang sarili kundi kasangkot din ang mga ideolohiyang neoliberal, (2) sinasamantala ng mga institusyon ng gobyerno, at (3) maiuugnay sa kolonyal na edukasyong Amerikano. Magtatapos ang aking
lektura sa pamamagitan ng dalawang mahahalagang katanungan na nagpapatingkad sa papel ng lunggati sa ating mga pamamaraan sa pagtuturo: Itataguyod, pagpupunyagian, o sasagkain ba natin ang ating mga neoliberal na lunggati para sa pagtuturo ng Ingles? Paano tayo makapagbubukas ng mga posibilidad para sa ating mga mag-aaral na maunawaan kung saan nanggagaling ang kanilang mga lunggati na siyang magbibigay-daan sa kanilang pagpapasya sa kung ano at paano ang kanilang hahangarin?
Julius C. Martinez is an associate professor at Niigata University of International and Information Studies, Japan. His works on sociolinguistics and language education are forthcoming in The Oxford Handbook of Southeast Asian Englishes (Oxford University Press), The Wiley Blackwell Encyclopedia of World Englishes (Wiley-Blackwell), and The New Cambridge History of the English Language (Cambridge University Press). He is editing The Routledge Handbook of English Language Education in the Philippines (with Isabel Pefianco Martin), a book that commits to thinking and doing language education otherwise.
2021
September 25, 2021
2 PM to 4 PM
Zoom
Meeting ID: 99727095276
Password: LSP_EMP
Robin Atilano delos Reyes
Ateneo de Zamboanga University
Translanguaging in teachers' and learners' utterances in multilingual third grade ESL classroom in Mindanao: Patterns and purposes
Current literature on Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines indicates that teachers and learners “translanguage” or mix features of their mother tongues with other languages such as Filipino (national language) and English (official language) in the classroom. Translanguaging is deemed natural in multilingual contexts such as the Philippines. However, while translanguaging is not concerned about the external dimension (physical features) of the mixing of the languages than it is concerned about the internal dimension (purposes), the study posits that the purposes of the translanguaged utterances could be ascertained through the analysis of the physical features. Thus, this paper attempts to describe the patterns produced by Third-Grade teachers and learners during ESL class and the communicative purposes they seek to achieve. Additionally, the paper discusses the teachers’ and students’ expressed reasons for translanguaging. Using non-participatory classroom observations, the study reveals that the participants produced three patterns where features of at least three languages were involved, and these patterns seem intended for achieving certain communicative purposes necessary for a meaningful ESL class in a multilingual context. With this, the study recommends legitimizing the said practice as it is not only consistent with multilinguals’ use of languages, but it also promotes linguistic equality in the classroom.
2021
September 25, 2021
2 PM to 4 PM
Zoom
Meeting ID: 99727095276
Password: LSP_EMP
Cecilia A. Suarez
Ateneo de Manila University
Translanguaging as a pedagogical tool in the MTB-MLE classroom: A case for multilingual teachers in Cagayan Valley, Philippines
This talk will present the results of the study done in public schools in Region 2 (Cagayan Valley) which examined how the teachers’ use of the learners’ linguistic resources can be utilized as a pedagogical tool through translanguaging. More specifically, this presentation will answer the following questions: 1) What translanguaging techniques do teachers use?; 2) What functions do these translanguaging techniques fulfill?
Three primary methods or techniques were used to collect the data for this study, namely Classroom Observations, Modified Stimulated Recall, and Semi-Structured Interviews. In addition, in terms of data analysis, Moment Analysis and Discourse Analysis were employed to identify the translanguaging techniques teachers use and their functions.
The results of this study reveal that translanguaging can be an effective tool that MTB-MLE teachers should adopt. Specifically, the findings indicate that translanguaging is primarily used to promote learner engagement and concept understanding. The results also reveal that for translanguaging to be more effective, it requires deliberate steps to ensure that both teachers and learners benefit from it. Finally, it can be concluded from the results of the study that training in using translanguaging as a pedagogical tool is most needed by teachers whose language of instruction in their subject area is not the most familiar to the learners.
2019
September 24, 2019
10 AM to 12 PM
Ateneo de Manila University (Ching Tan Room SOM 111)
Edmundo F. Litton
Loyola Marymount University
Promoting Language Diversity in the Philippines: Lessons learned by a Filipino immigrant in the USA
The Philippines is a land of great linguistic diversity. However, it is only in recent years that various regional languages have been given the importance and prestige they deserve by being recognized as relevant languages for educational purposes. Th implantation of mother tongue instruction has been met with both resistance and acceptance. What can educators do to promote the use of various regional languages in the Philippines? How does regional identity impact how mother tongue is implemented in schools? Much can be learned from the context of the United States on language teaching and learning. Educators in the United States are continue to struggle to promote linguistics diversity in schools. While bilingualism is considered an asset, young students are actually encouraged to forget their non-English mother tongues only to be taught those same languages in high school or college. How do issues of race, ethnicity, socio-economic status, and culture impact how languages are learned in schools? Lessons from language learning and teaching in the United States in recent years can be applied to the Philippine context. The talk will explore various factors that educators in the Philippines need to consider as they continue to implement mother tongue instruction.
Edmundo F. Litton, an immigrant from Manila, Philippines, is a Professor of Urban Education in the Department of Teaching and Learning in the School of Education at Loyola Marymount University. He was the Chair of the Department for 11 years. Currently, he serves as the Senior Director for Global and Local Initiatives in the Department. He oversees the teacher preparation programs for teachers who work in under-resourced Catholic and public schools including programs throughout the state of California. He pioneered the Study Abroad programs in the Department and brings graduate students to Manila every year to work in public schools in the Metro Manila area with Teach for the Philippines. At LMU, he teaches courses on educational linguistics, bilingual education, and research methods. Edmundo Litton completed his Master of Arts in Teaching degree from the School of Languages and Linguistics at Georgetown University. He also holds a MA in Educational Technology and a Doctorate in Education in International and Multicultural Education from the University of San Francisco. Prior to immigrating to the United States, he was a high school teacher in the Philippines at La Salle schools in Manila and Bacolod. In the United States, he has taught in both Catholic and public schools. He is also a published author on topics related to teaching English and respecting diversity in schools.
PAST EMP MEMORIAL LECTURES (before 2018)
8th EMP Memorial Lecture, 2017
Margarita Felipe Fajardo (Ateneo de Naga University)
Tensions in critical literacy pedagogy: Case studies of three college teachers in the Philippines
7th EMP Memorial Lecture, 2015
Maria Luz Elena N. Canilao
The use of English in multilingual classrooms: Frameworks, features, and factors
6th EMP Memorial Lecture, 2013
Marianne Rachel G. Perfecto
Contextual factors in teacher decision making: Extending the Woods Model
5th EMP Memorial Lectures, 2012
Paolo Niño Valdez
Investigating identity in globalized worlds: Impacts for language teaching
Priscilla Angela T. Cruz
Constructing identities through language: Text analysis and a ‘nationalist’ pedagogy
4th EMP Memorial Lecture (incorporated in the 2010 LSP-NCGM), 2010
Ricardo Ma. Duran Nolasco
Ang hamon ng MTB-MLE sa mga edukador ng Pilipinas
3rd EMP Memorial Lecture, 2009
Ma. Milagros C. Laurel
Textese one more time: Further explorations into text message
2nd EMP Memorial Lectures (Ateneo de Manila University, Komisyon sa Wikang Filipino, Linguistic Society of the Philippines, Inc.), 2008
Napoleon Imperial (NEDA)
Reflections on the Philippine languages-in-education Issue
Ms. Rose Camacam and Ms. Norma Duguiang (Lubuagan Central School)
Improving student competence in Filipino and English: The Lubuaga experience
1st EMP Memorial Lecture, 2007
Allan Benedict Bernardo
1+1=Magellan, 2+2=Lapu-Lapu: Filipino bilinguals’ cognitive processing of number facts
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