Schedule

Nov. 28, 2024 | 1:00 PM–2:30 PM

Room

Rm 1, North Ballroom

Chair and Moderator

Pia Arboleda
University of Hawaiʻi at Mānoa 

Panel Abstract

This panel explores innovative approaches and initiatives in teaching Philippine languages across diverse settings in Osaka, Tokyo, Michigan and Hawaii.The papers will highlight various aspects crucial to effective language instruction, ranging from understanding diverse learning styles to addressing the needs of learners with varying cultural backgrounds. For University of Michigan and University of Hawaii at Manoa, students are heritage language learners, 1.5 generation students or students with advanced proficiency. For Osaka and Tokyo, Filipino is taught mainly as a foreign language in the classrooms, but the studentry becomes more diverse in the Open University and in primary and secondary schools.

The panel aims to offer insights into tailored educational strategies that promote inclusivity and engagement in language learning. Specifically, Irene Gonzaga of University of Michigan will discuss “Understanding Diverse Learning Styles and Strategies for Inclusive Classrooms.” Florinda Palma Gil of Tokyo University of Foreign Studies will present the profiles and characteristics of Filipino language learners, providing insight into their motivations. Focusing on the learners’ motivations and needs will define the teaching strategies within the classroom and beyond. Kimi Yamoto of Osaka University provides her reflections on this in her presentation on “Needs of Filipino Heritage and Mother Language Education in Japan,” underscoring the importance of history and culture in the language classroom. Lastly, Frieda Joy Angelica Olay Ruiz will discuss the implementation and outcomes of Ilokano language classes at Osaka University. The panel will be moderated by Pia Arboleda of University of Hawaii at Manoa who will provide additional insights during the open forum.

By sharing experiences and best practices, the panel contributes to the ongoing discourse on language education and cultural preservation in international contexts.

E1.1

Understanding Diverse Learning Styles and Strategies for Inclusive Classrooms

Irene Gonzaga

University of Michigan

The goal of a language teacher is to create a meaningful and inclusive learning environment by employing innovative teaching strategies that take diverse learning styles into main consideration. The discussion aims to equip educators with practical approaches to foster an inclusive and dynamic learning environment tailored to diverse learning styles, thereby enhancing student engagement and cultural understanding. Such strategies that will be discussed are: (1) setting goals and objectives; (2) organizing classroom activities by following a weekly themes and topics; (3) creating situation prompts for students to experience real-world scenarios; (4) transforming the classroom to create engaging cultural scenarios such as marketplace; (5) inviting proficient speaker or meeting the Filipino community; (6) integrating Filipino culture in class; (7) organizing language table which is an informal activity and conversational event where students meet peers from other classes and the community; (8) informal sharing and expressing of thoughts and opinions on Filipino culture, tradition and beliefs; (9) engaging in culture-specific activities such as parol-making, cooking and games. Teaching is a never-ending exploration of strategies to create an inclusive learning environment in the class.

E1.2

Implementation and Outcomes of Ilokano Language Classes at Osaka University, Japan

Frieda Joy Angelica Olay Ruiz

Osaka University

This paper is a report on the Ilokano language elective class in Osaka University and focuses on evaluation of class activities and challenges faced. In 2022, Ilokano began to be offered as a language elective mainly to undergraduate Filipino majors and graduate students under the Graduate School of Humanities. As the students enrolled are multiple language learners of Filipino, English, and other foreign languages, the objective of this paper is to narrate the strategies used to initiate active learning and induce interest in learning Ilokano among the students. Evaluation of this is based on semester ender surveys and interviews with students who enrolled in the class and experiences of the course instructor.

Dynamism, personal and shared experiences, and independence are idealized. However, challenges appeared that necessitated minor changes and adjustments in the conduct of the class. These were in a) assigning a required textbook, b) adjusting the syllabus to the learning pace of the learners, and c) in encouraging student participation. Disadvantages of simultaneous learning of two foreign languages have been observed. The students in this Ilokano class often mix Ilokano and Filipino words. However, the students seem to show confidence in constructing sentences using various patterns that have not yet been discussed in class. 

In addition, examination of dialogue construction and final video presentation showed that the students who had prior experience learning Filipino were creative in making dialogues and created original plots and sentences. This is attributed to their awareness of the similarities in linguistic features of Ilokano and Filipino.

 

E1.3

Exploring the Motivations and Needs of Filipino Language Learners in Japan: A Mixed-Methods Analysis

Florinda Palma Gil

Tokyo University of Foreign Studies

This study investigates the profiles and characteristics of Filipino language learners at a Japanese university offering Filipino language courses to both university students and non-students through an open university program. Spanning from the autumn semester of 2021 to the spring semester of 2024, the research explores students’ motivations, needs, goals, and their evaluation of class tasks and strategies. The data was collected through questionnaires administered before and after each semester.

The findings reveal diverse motivations among university students, including entrance exam requirements, previous interactions with Filipino English language teachers, and experiences with Filipinos in their neighborhoods or schools. Many students aspire to communicate effectively with Filipinos and possibly work in the Philippines, emphasizing the importance of daily conversational skills. Conversely, open university students are primarily driven by professional needs, such as working with Filipino colleagues or conducting research related to migration and Philippine studies. These students demonstrate higher motivation levels and a strong desire for practical language use.

The study highlights significant differences between the two groups: university students enjoy interactive class activities but often feel uneasy presenting in front of large groups, while open university students prioritize the ability to express themselves fluently. The mixed-methods approach, combining quantitative and qualitative analyses, provides a nuanced understanding of the distinct motivations, needs, and goals of these learners. This research underscores the necessity for tailored language instruction strategies to cater to the specific requirements of different learner groups. By addressing these needs, language courses can enhance learning outcomes and better support students’ academic and professional aspirations.

E1.4

Needs of Filipino Heritage and Mother Language Education in Japan

Kimi Yamoto

Osaka University

Filipino heritage and mother language education in Japan is not as common as in other countries even though many Filipinos and people of Filipino descent reside there. Filipino language education outside the home is not usually at the initiative of Filipino individuals, Filipino communities nor Philippine government institutions. Only a few children receive benefits of learning Filipino in public primary and secondary education.

The objective of this paper is to clarify the needs of Filipino heritage and mother language education in Japan from a perspective of the persons who are supporting children with Filipino roots/routes and to discuss the desirable contents and mediums which are appropriate for the children in Japan. The methodology of the paper is semi-structured interviews. The interviewees are seven language instructors in public primary and secondary schools in Osaka and Hyogo, four school teachers in charge of heritage and mother language classes in some places in Japan and four staff members of organizations for migrants in Nagoya.

The interviewees consider that the aspect of the culture is desirable to be emphasized compared to the language. The desirable topics are some good sides of the Philippines regarding foods, music, events, places, customs etc. and it is better to deal with these topics by means of not only paper materials but also audiovisual aids, IT devices and activities inside and outside the classroom. The children and their parents do not feel a strong need for Filipino or other Philippine languages and they prioritize the study of Japanese language and subjects. Studying in Filipino classes is regarded as the measures to feel a sense of self-confidence and identity, to make family ties strong and to have peer relationships.

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