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FIRST LANGUAGE (L1) and SECOND LANGUAGE (L2) 

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FIRST LANGUAGE (L1) and SECOND LANGUAGE (L2) 

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FIRST LANGUAGE (L1) vs SECOND LANGUAGE (L2)

I. FIRST LANGUAGE (L1)

Definition:

• The language a person learns from birth and develops naturally.

• Also known as the "mother tongue" or "native language".

•Acquired effortlessly through immersion in the home and community.

Characteristics:

• Natural Acquisition: Learned unconsciously through interaction.

•Primary Mode of Communication: Used in daily conversations, family, and cultural settings.

•Strongest Language: Usually the most fluent language of a person.

• Influences Thought Process: Shapes how individuals perceive and interpret the world.

Factors Affecting L1 Development:

1. Home Environment – Language spoken by parents and caregivers.

2. Community Influence – Language used in social interactions and surroundings.

3. Education – Schools may reinforce L1 or introduce another dominant language.

4. Cultural Identity – L1 plays a crucial role in a person's sense of belonging and heritage.

Critical Period for L1 Acquisition:

•Definition: The optimal age range for learning a language naturally.

•Lenneberg's Theory:

- Suggests the critical period is from age 2 to puberty (about 14 years old).

- After this period, language acquisition becomes more difficult.

• Alternative Theories:

- Some researchers set the cutoff at 12, 15, 16, or 18 years old.

- Others argue phonological acquisition (pronunciation) may end as early as 9 years old.

- Some suggest early exposure (before age 1) is crucial for native-like fluency.

II. SECOND LANGUAGE (L2)

Definition:

• A language learned after the first language.

• Acquired consciously through instruction, practice, or immersion.

Characteristics:

•Requires Effort: Unlike L1, L2 is learned through formal education, self-study, or exposure.

•Influenced by L1: Pronunciation, grammar, and sentence structure may carry over from L1.

•Proficiency Varies: Fluency depends on practice, exposure, and motivation.

•Can Become Dominant: If used frequently (e.g., in school or work), L2 may become stronger than L1.

Factors Affecting L2 Acquisition:

1. Age of Learning– Younger learners tend to acquire L2 more easily.

2. Exposure and Practice– The more a person hears and uses L2, the better their proficiency.

3. Motivation– Personal interest and necessity drive learning.

4. Learning Environment– A supportive and immersive setting enhances learning.

5. Similarity to L1– The closer the two languages are, the easier it is to learn L2.

III. KEY DIFFERENCES BETWEEN L1 AND L2

•Acquisition:

- L1 is learned naturally through interaction from birth.

- L2 is learned consciously through study and instruction.

•Learning Process:

- L1 is acquired effortlessly and unconsciously.

- L2 requires effort, exposure, and structured learning.

•Fluency:

- L1 is usually fully developed and fluent.

- L2 fluency varies depending on practice and exposure.

•Emotional Connection:

- L1 has strong personal, cultural, and emotional ties.

- L2 is often learned for practical reasons (e.g., education, career, travel).

•Influence on Thinking:

- L1 shapes cognitive and linguistic development.

- L2 may be influenced by L1’s structure, grammar, and pronunciation.

IV. IMPORTANT CONCEPTS:

1. Native Language vs Mother Tongue vs Foreign Language

• Native Language (L1)– The first language learned naturally.

• Mother Tongue– Often the same as L1, but may differ if the individual shifts to a different dominant language.

• Foreign Language– A language learned outside one’s native environment, usually with limited exposure.

2. Bilingualism & Multilingualism

• Bilingualism: The ability to speak two languages fluently.

• Multilingualism: The ability to communicate in more than two languages.

• People can be early bilinguals (learn both L1 and L2 from childhood) or late bilinguals (learn L2 later in life).

V. KEY TAKEAWAYS:

• L1 is acquired naturally, while L2 requires effort and instruction.

• The critical period affects language acquisition—learning L2 after puberty can be more challenging.

• L1 shapes cultural identity, whereas L2 expands communication and opportunities.

• Exposure, motivation, and practice are key to mastering L2.

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•Linguistics is the scientific study of language and its structure. It is broadly divided into Micro-linguistics (which focuses on the structure of language) and Macro-linguistics (which examines language in a broader context, including its relationship with society and cognition).

I. MICRO-LINGUISTICS (Theoretical or Structural Linguistics)

Definition: Micro-linguistics studies language as a system, focusing on its fundamental elements like sounds, words, and sentence structures. It primarily deals with grammar and linguistic rules that govern how language functions.

1. Phonetics (Study of Speech Sounds)

• Examines how speech sounds are produced, transmitted, and perceived.

• Concerned with the physical properties of sounds (acoustic phonetics), how the vocal organs produce them (articulatory phonetics), and how the brain processes them (auditory phonetics).

• Example: The difference in sound between the English words "bat" and "pat" is due to aspiration, which is studied in phonetics.

2. Phonology (Study of Sound Systems)

• Focuses on the rules governing how sounds function in a language.

• Analyzes how different sounds interact, form patterns, and convey meaning.

• Example: In English, the plural "-s" in "cats" is pronounced /s/, while in "dogs," it is pronounced /z/ due to phonological rules.

3. Morphology (Study of Word Structure)

• Examines morphemes, the smallest meaningful units of language.

• Looks at how words are formed, modified, and combined.

• Example: The word "unhappiness" consists of three morphemes: un- (prefix, meaning “not”), happy (root), and -ness (suffix, indicating a noun).

4. Syntax (Study of Sentence Structure)

• Studies how words and phrases are arranged to form grammatically correct sentences.

• Focuses on word order, sentence patterns, and grammatical relationships.

• Example: "The cat chased the mouse" is correct, while "Chased the cat the mouse" is not because of syntactic rules.

5. Semantics (Study of Meaning)

• Deals with word and sentence meanings in a literal sense.

• Examines synonyms, antonyms, homonyms, polysemy (words with multiple meanings), and ambiguity.

• Example: The word "bank" can mean "a financial institution" or "the side of a river" depending on context.

6. Pragmatics (Study of Contextual Meaning)

• Studies how meaning depends on context, speaker intent, and social norms.

• Explores implicature, speech acts, and politeness strategies.

• Example: If someone asks, "Can you pass the salt?" they are not asking about your ability to pass it but politely requesting it.

II. MACRO-LINGUISTICS (Applied and Interdisciplinary Linguistics)

Definition: Macro-linguistics explores language beyond its structure, including how it is used, acquired, and connected to society, culture, and cognition.

1. Psycholinguistics (Language and the Mind)

• Examines how humans acquire, comprehend, and produce language.

• Studies language processing, memory, and neurological aspects of speech.

• Example: Research on how babies learn their first words or how bilingual individuals switch between languages.

2. Sociolinguistics (Language and Society)

• Investigates how language varies based on social factors like class, gender, region, and ethnicity.

• Studies dialects, code-switching, and language change over time.

• Example: The difference between formal speech (e.g., "Good evening") and informal speech (e.g., "Hey, what's up?") depending on social context.

3. Computational Linguistics (Language and Technology)

• Applies computer science to analyze and process language.

• Used in speech recognition, artificial intelligence, and language translation.

• Example: AI tools like ChatGPT, Google Translate, and voice assistants like Siri and Alexa.

4. Historical Linguistics (Language Change Over Time)

• Studies how languages evolve, split, and borrow words.

• Examines sound changes, shifts in grammar, and word origins.

• Example: English words like "beef" (from French "bœuf") and "sugar" (from Arabic "sukkar") show historical linguistic influences.

5. Comparative Linguistics (Language Comparison and Classification)

• Compares different languages to find common roots and structures.

• Helps identify language families (e.g., Indo-European, Austronesian, Sino-Tibetan).

• Example: English and German share many similarities because they belong to the Germanic language family.

6. Structural Linguistics (Language as a System)

• Views language as a network of relationships between sounds, words, and meanings.

• Developed by Ferdinand de Saussure, focusing on language as a structured system rather than isolated elements.

7. Biolinguistics (Language and Biology)

• Investigates the biological basis of language, including genetics and brain structures involved in speech.

• Example: Research on how genes like FOXP2 affect language development.

8. Applied Linguistics (Practical Uses of Language Study)

• Uses linguistic knowledge to solve real-world problems, such as language teaching and translation.

• Example: Designing better language-learning methods for schools.

9. Clinical Linguistics (Language Disorders and Therapy)

• Focuses on speech and language impairments like dyslexia, aphasia, and stuttering.

• Helps develop therapies and interventions.

10. Developmental Linguistics (Language Acquisition in Children)

• Studies how children acquire language naturally.

• Example: Research on how babies go from babbling to forming sentences.

11. Linguistic Typology (Classification of Languages)

• Classifies languages based on structural similarities and differences.

• Example: Some languages use subject-verb-object (SVO) order (e.g., English: "I eat apples"), while others use subject-object-verb (SOV) (e.g., Japanese: "I apples eat").

12. Neurolinguistics (Language and the Brain)

• Studies how the brain processes and produces language.

• Example: Research on Broca’s area and Wernicke’s area, which are responsible for speech production and comprehension.

13. Stylistics (Language in Literature and Writing)

• Examines how language is used artistically in literature, poetry, and rhetoric.

• Example: The use of metaphors, similes, and tone in writing.

14. Etymology (Origins of Words and Their Meanings)

• Studies how words originated, evolved, and changed meaning.

• Example: The word computer originally meant "a person who computes" before becoming associated with machines.

KEY TAKEAWAYS:

• Micro-linguistics focuses on the internal structure of language (sounds, words, and grammar).

• Macro-linguistics examines language in relation to society, culture, psychology, and technology.

• Together, these fields provide a comprehensive understanding of how language works and evolves.

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PLURALITY OF ENGLISH: WORLD ENGLISH VS. WORLD ENGLISHES

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PLURALITY OF ENGLISH: WORLD ENGLISH VS. WORLD ENGLISHES

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A. World English (The Singular, Standardized View)

Definition:

• The idea that there is one correct, standardized version of English spoken worldwide.

• Associated with British English or American English as dominant forms.

• Considered prestigious and neutral, especially in international communication, business, and academia.

Usage & Importance:

• Serves as a global lingua franca, allowing people from different linguistic backgrounds to communicate.

• Used in diplomacy, science, international business, and technology.

Characteristics:

• Emphasizes grammar, pronunciation, and vocabulary rules from native English-speaking countries.

• Promotes a uniform standard in academic and professional settings.

• Often associated with formal and professional communication.

Criticism:

• Eurocentric and exclusionary – Prioritizes Western English norms over local variations.

• Neglects linguistic diversity – Dismisses regional English varieties as "incorrect."

• Can lead to linguistic discrimination – Non-standard speakers may face social or professional disadvantages.

B. World Englishes (The Pluralistic Perspective)

Definition:

• Recognizes that English is not monolithic but rather exists in multiple forms worldwide.

• Different regions adapt English to fit their cultural and linguistic contexts.

Examples of World Englishes:

• Indian English – Features words like "prepone" (to schedule earlier) and unique grammatical structures.

• Nigerian English – Incorporates expressions and proverbs influenced by local languages like Yoruba and Igbo.

• Singaporean English (Singlish)– Uses distinct particles like "lah" and "leh" for emphasis.

Key Features:

• Language evolves over time – English changes based on geography, culture, and social interactions.

• Embraces pronunciation and grammatical differences

• No single "correct" way to speak English.

• Opposes linguistic elitism – Values all English varieties equally.

Impact of Globalization:

• Encourages hybrid forms of English due to global migration and cultural exchanges.

• Strengthens code-switching and multilingual communication in daily interactions.

Nativization Continuum of World Englishes (NCWEs)

• Describes the process of English becoming localized in different regions.

•Four Stages of Nativization:

1. Diffusion – English spreads due to colonization, trade, and globalization.

2. Induction – English is officially recognized as a language for governance, education, and commerce.

3. Customization – The local population modifies English, integrating native words and grammar.

4. Native Recognition – The localized variety gains acceptance and legitimacy within the community.

Example: Philippine English

• English arrived during American colonization.

• Over time, Filipinos adapted it, creating unique phrases, pronunciations, and structures.

Kachru’s Concentric Circles Model (1985)

• Explains how English functions in different societies.

1. Inner Circle – Countries where English is the primary native language (USA, UK, Canada, Australia, New Zealand).

2. Outer Circle – Countries where English is a second language due to historical colonial influence (India, Singapore, Nigeria).

3. Expanding Circle – Countries where English is learned as a foreign language (China, Japan, Korea).

The Power of English (Kachru’s Parameters)

English holds global power due to:

• Demographic Spread – Spoken on nearly every continent.

• Functional Importance – Used in science, business, media, and technology.

• Attitudinal Significance – Associated with progress, modernization, and success.

• Global Accessibility – Enables international education, migration, and trade.

• Pluricentric Nature – Can be adapted and localized in various cultural contexts.

KEY TAKEAWAYS:

• The idea of World English suggests that there is a single, standardized form of English, often based on British or American English.

• However, World Englishes recognizes that English is diverse, adapting to different cultures, regions, and linguistic influences.

• English is spoken differently across countries, resulting in regional varieties like Indian English, Nigerian English, and Philippine English.

• Each variety has unique grammar, pronunciation, and vocabulary, shaped by local languages and cultural contexts.

• The belief that one form of English is superior is Eurocentric and overlooks the legitimacy of other English varieties.

• Linguistic diversity should be embraced, rather than seen as incorrect or inferior.

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PLURALITY OF ENGLISH: PHILIPPINE ENGLISH

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PLURALITY OF ENGLISH: PHILIPPINE ENGLISH

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Philippine English

Definition:

• Philippine English is a localized variety of English that has evolved in the Philippines due to historical, cultural, and linguistic influences.

• It is spoken, written, and understood by many Filipinos, especially in education, business, media, and government.

• Although it follows the grammatical and structural foundation of Standard English, it retains influences from Filipino languages, making it distinct from American or British English.

Characteristics of Philippine English:

1. Pronunciation Differences:

• Some phonetic patterns in Philippine English differ from Standard American or British English due to influences from native languages like Tagalog, Cebuano, and Ilocano.

• Examples:

- The "th" sound in words like "three" or "thing" is often pronounced as "t" or "d" → "tree", "ding".

- The "v" and "f" sounds are sometimes pronounced as "b" and "p" in certain Filipino regions → "very fine" may sound like "bery pine".

2. Grammar Variations

• While Philippine English follows Standard English grammar, some sentence structures are influenced by Filipino syntax.

• Examples:

- "What is your course?" instead of "What is your major?" (influenced by Filipino word kurso for academic programs).

- "Where are you now?" is commonly shortened to "Where are you?" (a direct translation from Filipino).

3. Vocabulary Adaptations & Coinages

• Philippine English includes words and phrases that do not exist in British or American English, often coined to describe local realities.

• Examples:

"Comfort Room (CR)" → Used instead of "restroom" or "bathroom".

"Presidentiable" → A coined term referring to a candidate running for president.

"Hold-upper" → A term for a robber, adapted from hold-up crimes.

"Traffic enforcer" → A local term for a traffic officer.

"Ref" (short for refrigerator) → In other English varieties, this is called a fridge.

4. Taglish (Tagalog-English Code-Switching)

• Filipinos frequently mix English and Filipino in everyday conversations, creating what is known as Taglish (Tagalog + English).

• Taglish is used informally in casual conversations, social media, and advertisements.

• Examples:

"Let’s go na!" (Let’s go now!)

"Wait lang ha!" (Wait a moment!)

"Grabe, super traffic today!" (Wow, the traffic is really bad today!)

"Wala pa akong lunch, pero later, I’ll eat sa mall." (I haven’t had lunch yet, but later, I’ll eat at the mall.)

5. Influence of Filipino Grammar

• Some sentence structures and word choices are influenced by Filipino grammar patterns.

• Examples:

"He is studying here for five years now."

(This is a direct translation of the Filipino structure, but in Standard English, it should be: "He has been studying here for five years now.")

"I will go home already."

(Influenced by the Filipino phrase "Uuwi na ako." In Standard English, it should be: "I will go home now.")

English in Filipino Society

1. Social & Educational Divide

• English is seen as a marker of intelligence and privilege.

• Fluency in English is often associated with higher education, professional success, and social status.

• Many job opportunities in corporate industries require strong English skills, making it an advantage for employment.

• Filipinos who speak fluent English (especially with a neutral or Americanized accent) are often perceived as more educated or upper-class.

• Meanwhile, those who struggle with English may face stereotypes of being less competent, even if they are highly intelligent.

2. English as the Primary Language of Education

• The Philippine education system uses English as the main language of instruction in science, mathematics, business, and higher education.

• Most textbooks, research materials, and lectures in universities and colleges are in English.

3. Mother Tongue-Based Multilingual Education (MTB-MLE)

• To address language barriers in early education, the Philippines adopted Mother Tongue-Based Multilingual Education (MTB-MLE) in 2009.

• Purpose of MTB-MLE:

- Allows students to learn in their first language (L1) before transitioning to English and Filipino.

- Aims to improve comprehension and cognitive development by using languages that students naturally understand.

- Helps preserve local languages by ensuring that they are used in classrooms.

• Implementation Challenges:

- Some schools lack resources (books, teacher training) for teaching in multiple languages.

- Parental resistance – Some parents prefer their children to learn in English early, believing it guarantees better career prospects.

4. The Role of English in Business, Media, and Law

• Many corporations, multinational companies, and BPO (call center) industries require English fluency.

• The Philippines is one of the world’s largest BPO hubs because of its English-speaking workforce.

• English is commonly used in news broadcasts, advertisements, and entertainment.

• Many Filipino TV shows, movies, and songs mix English with Filipino dialogues.

• English is the official language of law and government in the Philippines.

• Most laws, court rulings, and government documents are written in English.

KEY TAKEAWAYS:

• Philippine English is a valid and evolving variety of English, influenced by local languages, culture, and history.

• It has unique characteristics, including distinct pronunciation, vocabulary, and grammar patterns.

• English plays a crucial role in Filipino society, particularly in education, business, media, and government.

• Despite its advantages, the preference for English creates a social divide, making multilingual education policies essential to ensure equity and inclusion.

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Multilingualism is a global reality, with most of the world’s population speaking two or more languages. It has a significant impact on education, communication, culture, and national policies.

Definition:

• Multilingualism is the ability to speak, understand, and use multiple languages fluently. It can exist at both individual and societal levels:

• Individual Multilingualism – A person who speaks more than one language (e.g., a Filipino who speaks Tagalog, English, and Bisaya).

• Societal Multilingualism – A country or community where multiple languages are used (e.g., Switzerland, where German, French, Italian, and Romansh are official languages).

• Natural Multilingualism – A child grows up in an environment where multiple languages are spoken at home.

• Acquired Multilingualism – A person learns additional languages later in life through education or migration.

Global Trends in Multilingualism

•The majority of the world’s population is multilingual, especially in Africa, Asia, and Europe.

• Monolingualism is rare, mostly found in countries like the U.S. or the U.K., where one dominant language is spoken.

• Many countries have official multilingual policies to accommodate their diverse linguistic populations.

Key Multilingualism Concepts

1. Bilingualism – The ability to speak two languages fluently (e.g., English and Spanish in the U.S.).

2. Multilingualism – The ability to speak three or more languages (e.g., a Swiss citizen who speaks French, German, and Italian).

3. Plurilingualism – The ability to switch between multiple languages based on context (e.g., a Filipino student who speaks English in school, Tagalog at home, and Cebuano with friends).

4. Code-Switching – The practice of mixing two or more languages in conversation (e.g., Taglish: "Wait lang, I’ll go outside na.").

Language Policy and Multilingual Education

• Multilingualism plays an essential role in education systems worldwide, affecting how languages are taught and used in schools.

1. Language Policy and Government Regulations

• Language policy refers to laws and regulations that determine which languages are used in education, government, and media.

Governments may adopt:

• Monolingual policies – Promoting one official language (e.g., France, which primarily supports French).

• Bilingual policies – Using two official languages (e.g., Canada with English and French).

• Multilingual policies – Recognizing multiple languages in national and regional governance (e.g., India, which has 22 officially recognized languages).

2. Multilingual Education Systems

• Schools in multilingual countries must decide which languages to use for instruction.

Types of multilingual education models:

a. Mother Tongue-Based Multilingual Education (MTB-MLE) – Teaches students in their first language (L1) before introducing second languages (L2, L3).

b. Immersion Programs – Students are fully immersed in a second language (e.g., Filipino students studying entirely in English).

c. Transitional Bilingual Education – Starts with mother tongue instruction, then transitions to a dominant language (e.g., Filipino students learning in Cebuano in early grades, then shifting to English).

d. Two-Way Bilingual Education – Students learn in two languages simultaneously, maintaining both (e.g., students in Canada studying in both English and French).

3. Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines

• The Philippines adopted MTB-MLE in 2009 to support students learning in their local languages before transitioning to English and Filipino.

Challenges in Multilingual Classrooms

• Multilingual classrooms present unique challenges for students, teachers, and policymakers.

1. Government Policy vs. Practice

• Many countries support multilingual education on paper, but real implementation is weak.

• Lack of funding for multilingual programs and inconsistent language policies across regions.

• Political resistance against recognizing minority languages.

2. Learning Difficulties in Multiple Languages

• Some students struggle with learning multiple languages simultaneously, leading to poor comprehension and slower academic progress.

• If a student isn't fluent in the language of instruction, they may struggle in subjects like science and math.

3. Teacher Training Gaps

•Many teachers lack training in multilingual education.

• Some teachers only speak the national language, making it difficult to instruct in students’ first languages.

4. Negative Attitudes Toward Local Languages

• Some parents discourage their children from speaking their mother tongue, believing English is the key to success.

• Minority languages are sometimes seen as "less useful" in modern education.

Solutions and Recommendations for Multilingual Education

• To address these challenges, schools and governments must implement effective policies.

1. Strengthening Language Policies

• Governments should ensure multilingual policies are properly implemented in schools.

• Allocate budget for teacher training and resources.

• tandardize curriculum guidelines for multilingual instruction.

• Support community-based language programs to preserve local languages.

2. Training Teachers for Multilingual Classrooms

Teachers should receive specialized training on:

• How to teach in multiple languages effectively.

• Using bilingual teaching strategies to help students transition between languages.

• Encouraging code-switching as a learning tool.

3. Providing Multilingual Learning Materials

• Schools should develop books, e-learning content, and exams in multiple languages.

• Using technology (language learning apps, audiobooks) can make multilingual education more accessible.

4. Promoting a Positive Attitude Toward Multilingualism

• Public awareness campaigns should emphasize that being multilingual is an advantage, not a disadvantage.

• Parents should be encouraged to speak their native languages at home while also supporting their child's learning of additional languages.

5. Developing Flexible Assessment Methods

• Standardized tests should accommodate multilingual students by allowing:

• Exams in both mother tongue and second language.

• Oral assessments in students' first language when needed.

Multilingualism in Southeast Asia

Philippines:

• 183 languages spoken, but education mainly focuses on Filipino and English.

• MTB-MLE policy (2009) was introduced to support mother tongue education.

Other Southeast Asian Countries:

• Malaysia and Indonesia have bilingual education policies.

• Singapore promotes trilingualism (English, Mandarin, and Malay/Tamil).

• Thailand and Vietnam emphasize English learning, but also preserve native languages.

Key Takeaways:

• Multilingualism is the norm worldwide, benefiting education, careers, and cultural preservation.

• Governments must support multilingual education policies by providing resources, training, and learning materials.

• Schools and parents should encourage students to embrace multiple languages, as multilingual skills offer better career opportunities and cognitive benefits.