abel morales cadias

"Ket agkanta tayo ah" I remembered saying to a group of ACT ladies when we were all in Ayuthaya to participate in our very first monthly meeting in the province. I glanced at each person in the room. It was 6 in the evening. And there she was...

She was silent and oftentimes smiling. All ladies were gorgeous but she had all the charm. And I approached her.

"Ayna, ading ko. Nagpintas ka mettenen. Taga ano ka idiay ayan tayo?" I asked.

'Taga Atok manong." she said. And the story went on. We got acquainted.

The cocktail party continued until midnight. We were all singing and dancing. I remember she did sing once but she preferred dancing with the rest of the ladies.

We had our sports and fun activities on the next day. All new members were finally introduced in the afternoon. She was one of them. Then we played the gongs for the last time. We exchanged numbers and email addresses. Then that was it. Cheryl Depnag...one of our new members. That was September 2009.

And that was the first and last time we talked, sang and danced.

In November 11, I received a call. And it struck me. An ACT member was taken to the hospital. She's in critical condition. She was hit by a car and suffered head injuries. "What happened to the driverr?" I started inquiring. It was a a hit-and-run accident. I immediately posted the news in the ACT site. I started looking at her profile. And yes, I remember. It was Cheryl.

I traveled from Bangkok at 6 AM on November 12. I arrived in the hospital at 8:30 AM. I saw the sad faces of her colleagues. Inside the ICU, I was ushered to bed number 7. And there she was. She was silent and her charming smile left her. She looked calm. And then finally I approached her. I couldn't help it but my tears started flowing down my cheeks. So sad, I saw her again but that time we could no longer make conversations. But I know she was listening. I started to tell her stories. I joked on how frustrated I was not able to see her in our two monthly meetings in Rayong and in Bangkok. That was almost two months ago. And so I started telling my plans...rest for now and tomorrow we will all go together in Bangkok to have fun.

"How does that sound?" I poignantly whispered. And there was no answer. I could only hear the beeping sound of the machines connected to her. Three days had past. Still, she was resting.

I traveled back in Bangkok. It was Sunday. I thought of going to work on Monday. The plan was to skip my classes on Tuesday to visit her and her father.

At 4 o'clock in the morning, I received a call. But then I knew that I won't be having another chance to see her. Odd as might it seemed but I suddenly woke up at 3:10 in the morning. With no reason, I just woke up. I took a deep breath and went back to sleep. And then I heard the news. And so it was confirmed. I got up and started calling everybody. Cheryl was gone.

And yes...I was with Cheryl!

(This article is featured to motivate and inspire the ACT members and officers, and fellow Igorots/Cordillerans in Thailand to continue participating in our monthly activities).

We always hear the words “support, sacrifice and commitment” every time we meet to talk about a specific activity which we all hope to accomplish. These are not merely words to reflect on. They are values we hope to see in action! And these values are what we see among the ACT members and officers….making our small association the biggest most active Filipino group in Thailand!

Many are curious on how ACT manages to organize and implement its activities. The process is common. The result is almost always 100% success. The key ingredient on the success of ACT’s activities is encrypted on the association’s acronym: A – C – T.

A – Active support. Majority of the officers and members continues to uphold their own way of showing their participation to the group. Attendance is the key for active support. However, some officers and members are unavailable due to work and other urgent activities. The good thing about the group is that we all respect each other’s time. There is no place of coercion in ACT but only unpaid cooperation and voluntary participation. Notably, the ACT provincial groups are important networks that bring our fellow Igorots/Cordillerans together during monthly activities. Despite of distance, time and financial constraint, the ACT as a group remains active and strong.

C – Continued sacrifice. This is the highest level of active support and participation. Worthy of recognition are those who never failed to support and participate every ACT activity. They knew what ‘sacrifice’ really meant. Time, money and energy are oftentimes sacrificed for the success of any ACT program. But to what cause of every sacrifice spent? The answer is camaraderie. ACT for the past seven months was and will never be political and personal. The group gets its strength from the equal opportunity for social, spiritual and professional growth; and this communal strength is the price of every difficulty conquered by every ACT officer and member.

T – Total commitment. Our commitment as an officer or as a member to ACT is essential. The commitment we have in ourselves is pure. It is not marred by misunderstanding, personal ill feelings, pride, jealousy and competition. Total commitment sees the good side of things in the face of failure, dissatisfaction and frustration. And this commitment is lived by sharing what we can give no matter how trivial it is. Those who have total commitment to ACT’s cause will always be “us” not just “you” or “me.” How inspiring to see that the ACT officers and members are one of “us”… the Igorots/ Cordillerans who comprise the ASSOCIATION OF CORDILLERANS IN THAILAND!

Well, I thought…

when I trust then I should also be trusted…

when I respect then I should also be respected back…

when I expect then I should be expecting what I thought will happen…

when I share then I should also be shared of something…

when I lead then others should follow…

but I was wrong.

Life is so mysterious. You will never know what will really happen next not until when you get there. You have no choice but to accept the opposite of what you desire and then learn from your mistakes. After all both positive and negative experiences help you better understand not other people but your inner self.

‘Trust’ is probably the easiest word you could utter to others but later found to be the most difficult to bear in your heart and mind. It comes with many responsibilities and expectations. I have learned not to utter this word anymore and to become even more cautious when I am told to trust someone. Because when you trusted but you were not trusted back then pain and frustration are the consequences.

‘Respect’ is what all look and hope for. But one needs to earn it and then maintains it. Earning it is a lot easier than maintaining it. I have learned that I need to fight for it if I wish to maintain it. Because when you respect someone but you were not shown with the same courtesy then fight for it. One needs to get emotionally hurt to reflect. A piece of advice: make sure that you were undoubtedly wronged!

‘Expecting’ is a natural desire. Eventually, what you wish to happen might turn out the least you expect or worst it might not happen at all. I expect a lot. And honestly, it’s difficult not to expect when you are hoping that your expectation could solve an immediate problem. I have learned not to expect too much and when my expectations failed me then I need to accept the consequences and find other ways to help me going. By the way, to expect means to be patient.

‘Sharing’ shows generosity. But share what you can only give. Oftentimes we share a lot that we end up asking others to share something for us in return. This is what I find hard coping with. I am learning to leave something for myself…enough that there is no reason to burden others to share something for me.

‘Leading’ comes with many faces. We lead so that others will follow. But this is not always the case. Leading means doing what the followers ought to be doing. I have learned that many leaders failed to do what the followers are good at: accomplishing what they’ve been told to do even carrying out the simplest task.

I think I am right this time…well, at least I thought.

Color and Qualifications Issues

The ESL teaching industry is still marred with discrimination issues even until now when the world is supposed to be free from inequality compared in the early 19th century when skin color determined the type of job and labor compensation. While schools are supposedly the advocator of equality in all areas of humanity, surprisingly, many schools evoke the cause of the employment problem and then pretend that they have fully justified their system without thinking the aftereffects of their decisions.

In some parts of the globe especially in Asia where the ESL teaching industry is a very profitable venture, ESL teachers are categorized not according to their qualifications but according to their nationalities, in fact to some skin color determines who gets the first class seat and who stands at the back. To some schools, they justify that only English native speakers can best teach the language. Others argue their way out by claiming that it is the parents or the community who demand for their “types”, after all, they pay large amount of sum to see their children taught by a native speaker. The most frustrating part is the reality that many schools and language centers exist for the money. It is a business thing. They are controlled by the demand that could give them an edge in gaining more profit. And we can’t blame them, can we?

Absolute equality is an idealism. Even in highly developed countries where people are known to be highly cultured, sophisticated and educated, there remain traces of all forms of inequality. This is the harsh reality. Nevertheless, it can be avoided.

A closer look to schools’ reasons on their choice of skin color over qualifications is interesting. The fact remains that skin color does not guarantee effective teaching. No native speakers and non-native speakers teaching ESL/EFL are above with each other in terms of teaching performance and competence. Both complement each other. English native speakers do own the language. The fact that the language is their mother tongue gives them the edge to control their language naturally. Thus, they do have the upper hand in sensing what is grammatical according to their standards. Oftentimes, non-native speakers handily refer to them if there are confusions on diction and pronunciation. The ESL/EFL teaching industry highly needs them.

On the other hand, the fact remains that native speakers and non-native speakers do not teach their “standard” English. For instance in Thailand, an American or British teacher can not avoid the fact that he is teaching English as a SECOND or FOREIGN language and not exactly the standard native English he got used to when he was in his country. Non-native speakers teaching ESL/EFL have this strength. The fact is they have the advantage of teaching the target language because they are rich with learning and actual experiences in using English as a second or foreign language when they were in their respective countries. Therefore, when they teach ESL/EFL they can flexibly control the level and amount of learning they give to their learners. The ESL/EFL teaching industry also highly needs them. So what then becomes the “standard” English given that there are many nationalities with different English abilities and skills teach ESL/EFL in Thailand?

There is none. But there can only be one obvious result: the standard of Thai English. Language has the ability to change. It can be used according to what is acceptable in a society to promote and preserve its culture though it is said or written in another language. The English language is known for this flexibility. To linguists, it is called the Indigenization of English. Thus, when one travels to India he needs to learn how to use Indian English. In order to understand them better, it is important to set aside your “standard” English and follow what is the standard to them. In Thailand, this natural language phenomenon is gradually increasing. A native speaker who stayed in Thailand for many years understands the wisdom of combining English with ‘Thai-ness.” Every time he uses Thai English, communication and getting things done are a lot easier. But of course this is the practical side of the reality that despite the high number of native speakers or non-native speakers teaching ESL/EFL, Thai people would end up using the English language that fit them well. This also proves that different situation in a different setting also requires different level and standard of English to be used.

Many Thai parents do not see the real score behind their children’s success in using English. It is a simple psychological guise that when a parent sees a white-skinned teacher teaching his child then he thinks that his money is worth spending. This thinking can only be corrected when the result came in. Parents become more frustrated when they see their children having a very slow progress even when a native speaker have already taught them. The obvious reason of the frustration is that effective teaching is not determined by skin color alone, and it does not matter if the teacher is white, black or brown. What determines a teacher’s effectiveness is a collective trait of professionalism, academic preparations, experiences and skills. The community is responding well to this reason. The fact holds that both native speakers and non-native speakers share the employment opportunities offered by the host country. What then is the biggest threat to quality education?

It is the commercialization of the ESL/EFL teaching industry that has always been proven as the culprit of the many sad stories shared by all foreign teachers in Thailand. Though there are a few stories shared by the native speakers, it is always the Filipinos that get unlucky in this system followed by other Asian nationalities like the Indians next the Africans. Combining the number of all native speakers teaching in Thailand, the number of Filipino teachers almost gets at par in the ratio. Due to the high number of Filipino applicants, they usually end up telling sad stories.

The “No Filipinos, only native speakers from America, Britain, Canada, South Africa”; “Native speakers – 30,000 Baht and Filipinos – 15,000 Baht” or “Please if you are a Filipino, do not apply” add insult to the injury. These appalling ads are constantly seen in online job searches especially in Thailand. Such outright dismissal of applications can be caused by many factors. One factor is certain that the employer’s inbox is bombarded with emails from non-native English speaker applicants. However, it is not an excuse of having a lack of employment ethics. Meanwhile, it implies that there is a constant huge demand of native speakers. Why is there a lack of native speakers?

There are many native speakers scattered in the host country. The problems are either they are not into teaching, the teaching compensation does not attract them, teaching qualifications became stricter or many of them cannot stay long in the teaching profession. Those who are highly qualified and trained find themselves teaching in International schools, universities and well-to-do public and private schools. For recognition purposes, there are also those who commit themselves in helping the schools without attractive compensation packages, and there are experienced teachers but lack the necessary qualifications who compromised with their employers. There are, unfortunately, those who became one-day teachers because they are entertained. Oftentimes, teachers without the heart to teach leave the school after a few months. And some finds the nearest door exit because school employers cannot fulfill what was agreed upon.

There came the need for alternatives: the non-native speakers. Not only big schools but also the private teacher placement agencies exploit most of them despite of their good academic qualifications. Compensation and treatment has become branded based on nationality and oftentimes color. And so it is not a surprise that teaching job ads are commercialized like products when it reads “native speaker – 30,000 Baht and Filipino – 15,000 Baht.” But when a native speaker with dark skin tone applies, an automatic 25,000 Baht is offered. And when an Asian teacher with impressive English native-like accent applies, still, 15,000 Baht is offered non-negotiable. Moreover, how foreign teachers based on color are treated is very evident in schools. A Thai speaker of the “Thai Culture Training” described it as a norm given the hierarchical structure of the host country. It means that it is perfectly acceptable to pamper the white-skinned native speakers and leave the rest of the foreign teachers work double time. Such attitude towards any foreign teachers causes insecurity and so there are those frustrated teachers who look for other schools with high-level of impartiality.

The teacher placement agencies are causing more disaster than aid to the growing problems of foreign teaching in Thailand. They do not see their endeavors as community work; they take advantage of the situation and manipulate the foreign teaching industry for business reasons. They offer that they have the finest foreign teachers but many stay delusional. One private teacher placement agency exploits the system. As soon as they got the contracts signed from their clients, they don’t care who they’re picking so long as somebody needs to be in front of the class until the contract expires. Sad stories of poor pay, overloaded work, teachers without work permits and many more nest in their grounds.

These stories are not new in the teaching industry. But the effect is causing harm to those qualified, dedicated and honest foreign teachers regardless of their color and nationality. They became casualties of a senseless highly commercialized teaching industry. What solutions are worth considering?

The solution comes from the resolute effort of the government, the teaching industry and the teacher.

The government has moved one-step forward when it implemented the foreign teaching regulating laws. It is now time for the concerned agencies to scrutinize the teacher deployment projects initiated by the government itself and the schools that want to escape their responsibilities for their foreign teachers. Most importantly, monitor the deployment of unqualified and bogus teachers by those private teacher placement agencies.

To resolve the issue of lack of qualified teachers, proper and reasonable compensation packages should be designed. A highly qualified, trained and dedicated teacher should be well compensated emphasizing the eradication of color and nationality as basis. Such policy when strongly campaigned and implemented can solve the problem of a weak foreign teaching institution. The ‘give and take’ principle should be observed. The host government wants licensed teachers but it has failed to provide reasonable compensation and security. It is like wanting to buy a high quality product without any cash at all. An additional provision to the foreign teaching laws should focus on providing options to foreign nationalities who wish to teach in Thailand. Those who are academically qualified, professionally trained and experienced should hold professional licenses. While those skilled foreign teachers who lack the academic qualifications but display outstanding years of teaching experience and trainings should hold certificates warranting them with a considerable number of teaching loads, extra-curricular or non-credited subjects, and a reasonable compensation package. Added to this is the needed strong bilateral labor agreement among the concerned countries to protect the interests of both parties.

The goal is to stamp out those nuisance, non-performing and unprofessional teachers. Therefore, the foreign teaching industry should follow the highest ethical labor standards. Schools should be closely monitored, teachers should be closely accounted for, business sector should adhere to the demands by helping find the cream of the crop, and the media should regularly feature schools and teachers that provide better understanding of what language education is all about to the community. A systematic concrete steps should be drafted to attain those goals.

Teachers who are also the key to this desirable change should partake in the process. Foreign teachers should start organizing themselves to protect their interest and to voice out their concerns. It appears that many foreign teachers have a long list of do’s and don’ts ready for submission to the concerned government agencies. There are also notably a few groups of foreign teachers who are aiming for professional growth through networking. They, too, deserve recognition for their effort and precious time to help in uplifting the expertise and teaching skills of foreign teachers.

Above all, every decision that a foreign teacher makes before and after accepting the job is critical. Accepting and rejecting a job offer is a personal decision. Many Asian teachers accept job offers that are below average in terms of compensation and other benefits. This decision has changed how employers perceived Asian teachers’ worth. Perhaps by constantly reminding Asian applicants to accept job offers that are only worthy of their expertise and skills would help change the on-going negative impression that they are getting from their English native speaking counterparts. There is also an increasing need to properly screen and train a considerable number of Asian teachers who are qualified to teach but lacks the ability to control the interference of their first language when using the English language. Equally important are the native speakers of English who accepted job offers then all of a sudden escaped the difficulties that they have encountered by leaving the students behind without someone to replace them. There are also some English native speaking “teachers” who accept what was offered to them just to help them get by on a one-month long vacation and to help defray their drinking spree bills. All of these are just some of the harsh realities that significantly affect the quality of foreign teaching in Thailand. Strict hiring policies and strong ethics can help solve the problem of unwanted foreign “teachers.”

(continued)

Foreign Teaching Regulating Laws

The Teachers and Educational Personnel Act of 2003 identifies the qualifications and requirements needed to secure a teaching license by a foreign teacher before working in a school. All foreign teachers except those who are employed in the university or language schools or centers are exempted from this law. The provisions found in the law are definitely aimed at protecting the teaching profession in Thailand. The law is indeed significant and timely. But three particular requirements stated in the provisions of the law are found to be weak: two are now “abused” by some business institutes, and one needs total revision: the Thai Culture Training Course, the Graduate Diploma in Teaching and the Professional Knowledge Test.

The “Thai culture, Thai Language and Professional Ethics” for foreign teachers or popularly known as “Thai Culture Training” in short was made as an requirement along with the “Professional Knowledge Test” under the provision found in the law called “Notification of the Teachers Council of Thailand Board on Rules and Procedures for Testing and Evaluation of Knowledge of Foreigners in Applying for License to Practice the Teaching Profession B.E. 2549 (2006)” three years after the establishment of the Act.

In 2007, a few authorized private and public agencies started conducting the Thai Culture training course. However, it was on March 2008 when the Thai Culture Training was fully enforced by the Teachers’ Council of Thailand. The Teachers’ Council of Thailand under the Ministry of Education was established in 2003 as the professional body for both Thai and foreign educators and it has the authority in providing licenses to eligible teachers. Two problems arose during the conduct of Thai Culture training: its implementation and cost.

The implementation stage came as a problem when it appeared that not all schools under the jurisdiction of the Teachers’ Council of Thailand are fully aware and understand the law itself. Many foreign teachers had mixed emotions toward the training and the licensing requirement in general. Some attempted to understand it while others remained unmoved. It was on the late months of 2009 when schools including foreign teachers saw the need of the requirement. Moreover, what made the training unrealistic to many foreign teachers who have been teaching in Thailand for years is its practical relevance on them. There are specific topics that they find nothing new since they claimed that they have fully immersed to Thailand’s general culture. However, to those new foreign teachers who have been teaching for a year or less find the training quite useful. In any case, the general feeling of the foreign teachers is to take it for the sake of securing a license. More seriously, there was a huge uproar of the foreign teaching industry on the training cost. Since its early implementation in 2008, the training cost was ranging from 5,000 to 12,000 Baht. During the late months of 2008, the cost fell to 2,500-4,000 Baht. These days, the training fee ranges from 2,000 to 3,000 Baht. A very interesting question is, “Who determines the training fee?”

Under the law, the Thai Culture Training certificate costs 500 Baht only. Many private businesses and public agencies seek recognition from the Teachers’ Council of Thailand to organize and conduct the said training. They were granted of authorization. And so, it has become a business opportunity. Training fee costs are determined by the number of participants, venue and food costs, and among others. In 2008, only a few understood how the training works, and a particular Filipino teachers group broke the silence. Knowing the importance of coming together to ask for an affordable fee, they organized the first biggest Thai Culture training, which was attended by more than 200 teachers at a cost half of the original 5,000 Baht just for the training fee alone. It was still expensive given the number of attendees but it opened up for negotiation. Since then, these private and public agencies settle for an average of 2,000 – 3,000 Baht training fee. Another way of conducting the said training and getting the certificates without paying too much fee is getting an authorization from the Teachers’ Council of Thailand, and this is possible to big schools or group of schools that employ big number of foreign teachers. In my opinion, the business venture could have been avoided if only the Teachers’ Council of Thailand did not allow the training as a means of source of income of those private and public agencies. The training could have been more acceptable and fruitful when the Teachers’ Council of Thailand strictly identified their pilot centers or schools in all regions or districts in Thailand to conduct a standard yet very affordable training fee.

Consequently, the law also states that foreign teachers without any education degree or teaching diplomas from universities or colleges should take the Professional Knowledge Test administered by the Teachers’ Council of Thailand in all pilot centers simultaneously conducted usually twice a year. The Professional Knowledge Test is composed of four sections. Each section costs 1,000.00 Baht. The catch is when a foreign teacher failed a section of the test, he is allowed to retake it until he passes it. Except for section 1, all other three sections are found to be extremely difficult. Thus, many test takers failed to pass them. The Professional Knowledge Test was poorly conceptualized and designed. Many test takers observed that the test was poorly constructed, too long, very exhausting, specific and technical, and situational based on the host’s “ways of dealing things.” Another problem which causes frustration and disappointment is the non-existence of review materials and references before taking the test. Oftentimes, a test taker needs to retake the test twice or three times to come up with his own review materials hoping that he could pass it next time. Therefore, many academically unqualified foreign teachers refused to take the test. The Professional Knowledge Test needs to be carefully reviewed and revised to free the test takers from skepticism and save the Teachers’ Council of Thailand from getting negative academic and professional criticism.

Another option that the academically unqualified foreign teachers can take is to enroll themselves in the Graduate Diploma in Teaching offered by a very few universities and colleges in Bangkok. In fact, only one or two institutes in Bangkok are offering the said program to foreign nationalities. This Graduate Diploma in Teaching course is an implication of the law. No exact provision found in the Act supports this option. However, universities or colleges in Thailand that wish to open the said program need to have it accredited by the Teachers’ Council of Thailand. While some universities and colleges thought that it could generate possible profit, the market was not responding. This happened because of lack of proper consultation and analysis. The market is a working force with tight-budgeted income. For instance, to a foreign teacher in Bangkok who works five to six days a week from 8 AM to 5 PM with a monthly salary of 30,000.00 Baht, he clearly doesn’t have enough time to attend classes everyday after class; and he obviously needs to work double time if he wish to enroll in a 120,000 – 240,000.00 Baht short course. How physically and financially exhausting it would be for those foreign teachers working in far-flung areas! Unless, of course, if the school supports the foreign teacher with his studies. However, this is not always the case. What other option does the poor foreign teacher have?

Luckily, the Teachers’ Council of Thailand is lenient until 2010. It has allowed school employers to request a permit to teach for their foreign teachers in a span of two years. It can be extended for another year or so but this remains to be seen. There are other “legal” ways to work in schools without being bothered by those strict requirements. In addition, the situation brought more business opportunities to many private teacher agencies and language schools which can undermine the good intention of the Teachers’ Council of Thailand in protecting the integrity of the teaching profession. Many public and private schools turn to teacher agencies in hiring foreign teaching staff. These schools are saved from processing all the paperwork needed, and at the same time in handling teacher-related issues. Language schools and centers are exempted from the licensing procedures. But conflicts arose when those employed by the teacher agencies teaching in public and private schools are not supported by the schools and even the teacher agencies themselves. Many foreign teachers are working illegally in the country and so they do quick border runs twice a month. Some teachers have student VISAS and they are here working instead of studying. With the increasing demand of foreign teachers, other teacher agencies need to consider unqualified applicants to fill the number which is in reality at the expense of the school, the teacher, and the quality of instruction. Even some schools do not practice what the Teachers’ Council of Thailand and even the Ministry of Labor preach. There are renegade schools that continue to hire unqualified teachers. In fact, some unqualified teachers continue to teach despite of the effort of the host government to regulate the foreign teaching profession. What will happen in 2010?

To those eligible teachers who can secure a license easily, they do not see the licensing requirements a big problem except of course for waiting for a period of one year before they get hold of their licenses. This is the kind of teachers that the Teachers’ Council of Thailand is betting for. To those unqualified teachers, they can only hope for the extension of their permits to teach, non-strict immigration rules on quick border run exits, or the “legal ways” that teacher agencies offer. Unless they could pass all four sections of the Professional Knowledge Test or earn a Graduate Diploma in Teaching in Thailand or abroad, then this part of their teaching career will never be a problem. It is also possible that in 2010, there will be a very high demand of qualified teachers to replace all unqualified teachers. Particularly, the demand for qualified native English speakers will definitely remain high.

(http://www.ajarnforum.net/vb/the-classroom/42759-evolution-comes-to-textbooks.html)

As Classrooms Go Digital, Textbooks Are History
Heidi Schumann for The New York Times
In California, high school interns try out digital "flexbooks" created by the CK-12 Foundation.

Published: August 8, 2009
At Empire High School in Vail, Ariz., students use computers provided by the school to get their lessons, do their homework and hear podcasts of their teachers’ science lectures.

Down the road, at Cienega High School, students who own laptops can register for “digital sections” of several English, history and science classes. And throughout the district, a Beyond Textbooks initiative encourages teachers to create — and share — lessons that incorporate their own PowerPoint presentations, along with videos and research materials they find by sifting through reliable Internet sites.

Textbooks have not gone the way of the scroll yet, but many educators say that it will not be long before they are replaced by digital versions — or supplanted altogether by lessons assembled from the wealth of free courseware, educational games, videos and projects on the Web.

“Kids are wired differently these days,” said Sheryl R. Abshire, chief technology officer for the Calcasieu Parish school system in Lake Charles, La. “They’re digitally nimble. They multitask, transpose and extrapolate. And they think of knowledge as infinite.

“They don’t engage with textbooks that are finite, linear and rote,” Dr. Abshire continued. “Teachers need digital resources to find those documents, those blogs, those wikis that get them beyond the plain vanilla curriculum in the textbooks.”

In California, Gov. Arnold Schwarzenegger this summer announced an initiative that would replace some high school science and math texts with free, “open source” digital versions.

With California in dire straits, the governor hopes free textbooks could save hundreds of millions of dollars a year.

And given that students already get so much information from the Internet, iPods and Twitter feeds, he said, digital texts could save them from lugging around “antiquated, heavy, expensive textbooks.”

The initiative, the first such statewide effort, has attracted widespread attention, since California, together with Texas, dominates the nation’s textbook market.

Many superintendents are enthusiastic.

“In five years, I think the majority of students will be using digital textbooks,” said William M. Habermehl, superintendent of the 500,000-student Orange County schools. “They can be better than traditional textbooks.”

Schools that do not make the switch, Mr. Habermehl said, could lose their constituency.

“We’re still in a brick-and-mortar, 30-students-to-1-teacher paradigm,” Mr. Habermehl said, “but we need to get out of that framework to having 200 or 300 kids taking courses online, at night, 24/7, whenever they want.”

“I don’t believe that charters and vouchers are the threat to schools in Orange County,” he said. “What’s a threat is the digital world — that someone’s going to put together brilliant $200 courses in French, in geometry by the best teachers in the world.”

But the digital future is not quite on the horizon in most classrooms. For one thing, there is still a large digital divide. Not every student has access to a computer, a Kindle electronic reader device or a smartphone, and few districts are wealthy enough to provide them. So digital textbooks could widen the gap between rich and poor.

“A large portion of our kids don’t have computers at home, and it would be way too costly to print out the digital textbooks,” said Tim Ward, assistant superintendent for instruction in California’s 24,000-student Chaffey Joint Union High School District, where almost half the students are from low-income families.

Many educators expect that digital textbooks and online courses will start small, perhaps for those who want to study a subject they cannot fit into their school schedule or for those who need a few more credits to graduate.

Although California education authorities are reviewing 20 open-source high school math and science texts to make sure they meet California’s exacting academic standards in time for use this fall — and will announce this week which ones meet state standards — quick adoption is unlikely.

“I want our teachers to have the best materials available, and with digital textbooks, we could see the best lessons taught by the most dynamic teachers,” said John A. Roach, superintendent of the Carlsbad, Calif., schools. “But they’re not going to replace paper texts right away.”

Whenever it comes, the online onslaught — and the competition from open-source materials — poses a real threat to traditional textbook publishers.

Pearson, the nation’s largest one, submitted four texts in California, all of them already available online, as free supplements to their texts.

“We believe that the world is going digital, but the jury’s still out on how this will evolve,” said Wendy Spiegel, a Pearson spokeswoman. “We’re agnostic, so we’ll provide digital, we’ll provide print, and we’ll see what our customers want.”

Most of the digital texts submitted for review in California came from a nonprofit group, CK-12 Foundation, that develops free “flexbooks” that can be customized to meet state standards, and added to by teachers. Its physics flexbook, a Web-based, open-content compilation, was introduced in Virginia in March.

“The good part of our flexbooks is that they can be anything you want,” said Neeru Khosla, a founder of the group. “You can use them online, you can download them onto a disk, you can print them, you can customize them, you can embed video. When people get over the mind-set issue, they’ll see that there’s no reason to pay $100 a pop for a textbook, when you can have the content you want free.”

The move to open-source materials is well under way in higher education — and may be accelerated by President Obama’s proposal to invest in creating free online courses as part of his push to improve community colleges.

Around the world, hundreds of universities, including M.I.T. and King Fahd University of Petroleum and Minerals in Saudi Arabia, now use and share open-source courses. Connexions, a Rice University nonprofit organization devoted to open-source learning, submitted an algebra text to California.

But given the economy, many educators and technology experts agree that the K-12 digital revolution may be further off.

“There’s a lot of stalled purchasing and decision making right now,” said Mark Schneiderman, director of federal education policy at the Software & Information Industry Association. “But it’s going to happen.”

For all the attention to the California initiative, digital textbooks are only the start of the revolution in educational technology.

“We should be bracing ourselves for way more interactive, way more engaging videos, activities and games,” said Marina Leight of the Center for Digital Education, which promotes digital education through surveys, publications and meetings.

Vail’s Beyond Textbooks effort has moved in that direction. In an Empire High School history class on elections, for example, students created their own political parties, campaign Web sites and videos.

“Students learn the same concepts, but in a different way,” said Matt Donaldson, Empire’s principal.

“We’ve mapped out our state standards,” Mr. Donaldson said, “and our teachers have identified whatever resources they feel best covers them, whether it’s a project they created themselves or an interesting site on the Internet. What they don’t do, generally, is take chapters from textbooks.”

Asked to describe the nature of ESL teaching in Thailand in one word, many would probably say: “business.” How is this so?

This observation may not be necessarily true to all schools and universities in Thailand but as far as the author is concerned, there are three possible factors affecting the general nature of ESL teaching in Thailand. And these factors are unconsciously hindering the holistic goal of providing quality language teaching and learning instruction at the basic level of education and even in higher education.

The Reign of Commercialized Textbooks

ESL textbooks are selling like hotcakes in Thailand. And during this time of economic crisis, the parents are getting the burden of tightening their belts while the publishers are enjoying the profits cashing in; and worst, school administrators are also taking the opportunity to gain extra income from selling the textbooks. There are certain issues that have been brought out on the misguided use of textbooks in the ESL industry. First, ESL textbooks are used as the curriculum itself in many schools and universities. Second, ESL teachers and learners are enslaved by the textbooks. Third, as an effect, language learning assessment has almost always an achievement test.

ESL textbooks are designed by some renowned linguists and language education specialists. In their quest for a guided learning instruction for all learners of different cultural backgrounds, they have most probably covered all the general principles of second language teaching considering that the textbook has been designed according to the learner’s English proficiency level. The content and language structure found in the textbook as claimed by the publishers meet the ‘standards’ of English-native speaking countries; thus, preparing the learners to engage communication to these English native speaking counterparts or at least in a general sense that these learners shall soon use an ‘acceptable’ communication skills when using the target language in the international arena. But these presuppositions are not the threats in the “improving” English communication skills of many Thai students and workers. The threat comes when school administrators approve the duplication of the content of each textbook as the schools’ curriculum. There is an obvious problem of curriculum design: the grading and selection of micro language skills are based on textbooks instead of actual students’ language needs and their actual language proficiency.

Using textbooks as the only acceptable “standard” learning material eliminates the problem of the “standard” of doing things: WHAT TO TEACH, HOW TO TEACH IT and the SCOPE and COVERAGE of the TEST. While ESL textbooks are helpful, it is not right to make them as main benchmark of ESL teaching in Thailand. Imagine how difficult for both teachers and students to cope with the number of lessons found in every unit of the textbook that need to be covered for the sake of passing an achievement test which encompasses almost 50% of the grading system. Now, that doesn’t seem right. Instead of focusing to students’ performance: providing them more opportunities to use the target language actively so that they could improve their communication skills, the curriculum says otherwise: students’ competence or knowledge of the language is what is being assessed. A student who has improved his speaking skills, for instance, might fail in his class just because he failed in an English test designed to test students’ memory skills. So, what’s the solution of the problem?

Suggesting the administrators to abandon the use of textbook has a very slim of approval. If this is so, then the solution lies on the hands of the ESL teacher. The ESL teacher should stay focus on his task: to see that all, if not, majority of the students improve their language skills. And improving the students’ language skills does not rely on a well-written and designed textbook. There is always something lacking in these textbooks though they appear that they were perfectly designed for the language learners…and that’s appropriateness and flexibility.

The ESL teacher’s creativity is also at stake. Creating language materials suitable to the students’ needs and proficiency is best handled by the ESL teacher himself. However, there may be some issues on choosing the right teacher for the job in Thailand but the fact remains: dedicated ESL teachers are needed more than well-designed textbooks.

(to be continued)

Rumor: The Filipino teaching and entertainment communities in Thailand are getting the flak from the economic crisis situation in Thailand.

AMC: That’s what they thought and they were partly right. First, generally the Filipino teaching community has the advantage in terms of its numbers of teachers. Getting a job in Thailand is getting more difficult because of the amazingly huge number of Filipino job seekers in Thailand and not what others believed that Thailand’s uncertain economy has caused it. There are many job vacancies out there, it’s just that they are easily get filled with teachers who accept below meager salaries controlled by private teacher agencies that handle government projects in deploying teachers in selected areas in Bangkok and other cities and provinces. Schools that are stressed in processing their foreign teachers’ work permits and licenses opt to contact private teacher agencies in providing them with teachers. And this is now the trend in the foreign teaching industry in Thailand. Also, there are schools that are strictly following the licensing laws and so if you are a non-education degree holder, chances are you might not get the job or you might find yourself lined up with the others at the doors of language schools and “teacher” agencies. Plus notice how the number of schools increases in requiring its foreign teachers to pay the entire VISA and work permit fees, and worst some stop issuing the needed papers to process teachers’ work permits.

Meanwhile, the story in the entertainment industry is quite the opposite. It was honestly affected by the political and economic reservations in our host country. Cropping up sad stories of cutting budgets, non-renewal of contracts and other work-related insecurities are true. And Thai entertainers are perfecting their singing and English language skills to get a few jobs in major Bangkok hotels. And again, young Filipino entertainers are flying in the land of smiles to try their luck…I guess the oldies need to start looking for other means of living because the young ones are starting to replace them.

Rumor: The newly organized “Filipino Expats’ Community Services” group emerges from two “mother” Filipino organizations in Thailand: UFT and AFT.

AMC: It’s true. And forming groups among the growing number of Filipinos in Thailand is inevitable; in fact, encouraged by the Philippine Embassy in Bangkok. The Filipino Expats’ Community Services has a different way of helping the community and I think that’s avoiding too much politics in its realms. Honestly, just like the rest of the organizations, as long as each organization is doing the right thing to make their members happy and satisfied, then there is no reason to make this matter an issue. Though UFT and AFT might feel “incomplete” due to the deflection of some of their strong officers, I guess it is something that needs to be resolved within their respective organization. UFT and AFT, meanwhile, remain strong and active in hosting festivities and events that give every Filipino in Thailand a chance to feel that they are not that away from home. Plus, a group of Filipino teachers in the south of Thailand formed its organization just recently…and this is definitely good news to our teachers out there. Kudos to the Philippine Embassy – Bangkok in supporting all Filipino organizations’ activities!

On a personal note, special thanks to Ate Loli and Consul Randy for the support to the Association of Cordillerans in Thailand during the Cordillera Day held in May, 2009.

And so the giant is awakened! It’s been a year since SP members and avid readers have been waiting for change. And SP family headed by its stalwart webmaster Master J and his strongest staunch ally Madam H brings not only A change but CHANGES to the leading Filipino online community in Thailand and in Sub-Mekong region: SIAM PINOY.

Siam Pinoy’s trendy-look layout is very welcoming to all walks of life. The rejuvenating theme captivates your eagerness to join the community’s sensible discussions, worthwhile activities, and wholesome fun and laughter.

Siam Pinoy’s home page has evolved to a magazine-like media package: news, feature articles, entertainment, business…you name it…SP has it! And that’s just the front page!

Siam Pinoy’s foruming experience brings more excitement and avenue in expressing your thoughts as it surprisingly reveals more posting gimmicks and free posting prizes and giveaways.

Blogs?? Friends?? Photos?? Videos?? Link your personal blogs and Facebook account, and upload your photos and videos to Siam Pinoy’s community network. A one-stop internet surfing, indeed!

Check the all new…all true Siam Pinoy portal! Get invigorated!!

Visit: http://www.siampinoy.com/portal/component/community/register.html?referrer=AUPRS-4A52DCF2B7467

Some people exaggerate their real life stories to get attention and then they cry for sympathy. It’s perfectly acceptable when all you have to do is to simply sit down and pretend that you’re listening to ‘extravagant statements.’ But the worst part is when unknowingly you get the main role of a very hyperbolic plot narrated by a menopausal self-employed loner taking all the sweet pleasures of assassinating your character plus sipping all the disbeliefs of her listeners as if these were drops of champagne. Secrets told…hardships and pleasures revealed…and gossips started to circulate. Now, this is undoubtedly a case of backstabbing and fabricating lies.

So I was told…

Then later, you end up singing karaoke with the culprit again…for good times sake. And the value is: stir the conscience with guilt until it creeps slowly to the soul. The bright side is: soon you'll get all the bottles of champagne!

…………………………………………………………………….

Enough is enough. That’s it, you gave them a chance to reconcile your professional differences but still unable to reward you with what you deserve all because they’re very greedy that every cent of what did they not work hard for goes to their bloated pocket. And I guess this is the reason why the world is enjoyed by the corrupt and disowned by the oppressed.

So I was corrupted…

Then suddenly you are about to get hold of a good project. Bring it to the other pack of carnivores. Others call it “a beginning of good luck.” I call it “sweet revenge.” Then wait until the war begins. And the value is: show them that physical beauty with an ugly soul is as worthless as a beautiful dove that can not soar high. The bright side is: at least you can put a dime in your piggy bank!

……………………………………………………………………..

I feel depressed. I am not inspired. I feel inadequate. I’ve been waiting for the right time for me to shine. It seems my time is running out.

Not another drama…

I guess I have to keep waiting for that right time! Depression increasing! Inspiration searching! Inadequacies roaming! And the value is: when will I ever learn?? The bright side is: well, at least I am not alone.

A female comedian was banned from visiting, and airing her shows and movies in the city of Baguio. It all began when she uttered a snide remark about the Igorots. She claimed that the “racial slur” was a blunder during her public apology on TV. But many Igorots were not satisfied of her explanation and apology. Her name is Candy Pangilinan.

The Igorots lived in the Philippines’ Cordillera region. It comprises the six provinces of Abra, Apayao, Benguet, Ifugao, Kalinga, and Mountain Province, plus the lone city of Baguio. Among the people in the Cordilleras, not all Kalinga and Ifugao accept the designation of Igorot due to its perceived negative stigma which is incorrectly connected to backwardness and inferiority.

Candy Pangilinan is guilty of ethnic discrimination. There is no doubt about that. It will take time, patience and understanding for her to regain her reputation back among the Igorot communities in the Philippines and around the globe. The “persona non grata” branded to her which led to her banning may look like an overreaction of local politicians to other Filipinos including some Igorots but it was the right thing to do. And this is no longer about Candy Pangilinan…this is all about the Filipinos’ mentality and attitude towards the minorities and even towards the “inferior” countries due to constant stereotyping of color, language and traditions.

Candy Pangilinan’s gloomy fate was used to campaign against any form of racial discrimination. It is a strong gesture of sending a message to all Filipinos and the world that there is a need to check on our values and attitudes. In all honesty, Candy Pangilinan is not guilty alone. We are all guilty because we do tend to “discriminate” others even in our intention of just injecting humor into our conversation.

This case is a reality check…a call for self reflection.

I. Host
Association of Cordillerans in Thailand (ACT) in coordination with Philippine Embassy – Bangkok, Thailand

II. Date and Venue
May 10, 2009 / Philippine Embassy – Bangkok, Thailand

III. Guests
1. Consul General Edgar Badajos, Philippine Embassy - Bangkok
2. Vice-Consul Andy Arquiza, Philippine Embassy - Bangkok
3. Joan Carling, Secretary General – Asia Indigenous Peoples Pact
4. Josephil Saraspe, President – Federation of Boholanos in Thailand
5. Ian Cordero, Junior Faculty – St. Robert’s Training & Management Center
6. Marie Fe Elhabashy – Former Baguio athlete

IV. Partners, Sponsors and Donors

Partners:
1. Cordillera People’s Alliance
2. Asia Indigenous Peoples Pact
3. Federation of Boholanos in Thailand
4. Siam Pinoy
5. Artist Society
6. Filipino Expat Community Services

Sponsors:
1. Siam Pinoy
2. Filipino Expat Community Services
3. San Miguel Corporation
4. Coca Cola Company
5. St. Robert’s Training and Management Center
6. Philippine Sari Sari Store
7. Mabuhay Restaurant
8. Four Seasons International House
9. Global Experts: Muang Thai Life Insurance

Donors:
1. Bernice A. See, Programme Officer, Forum-Asia
2. Lorna B. Coral, Vice-President, ACT

V. Accomplishments

1. More than 150 members and guests attended the whole-day activity
2. Membership renewal commenced
3. ACT ID distributed
4. Members and guests registered in OFW Absentee Voting
5. Exhibited Cordilleran photos
6. Conference program successful
7. Siam Pinoy Sing-galing karaoke contest successful
8. Cordilleran dance presented
9. ACT singers presented local and country songs
10. No ACT fund (2008-2009) was used in this event.
11. Accumulated funds from remaining sponsorship, donations and sales.
12. Able to establish partnership with NGO’s.
13. Able to strengthen collaboration with other Filipino organizations based in Thailand.

VI. Highlights

1. Consul General Edgar Badajos expressed the importance of not losing our Filipino identity, specifically, our Cordilleran identity despite of the effects of globalization. He recognized the efforts of the Association of Cordillerans in Thailand (ACT) in promoting native/ethnic culture in Thailand.

2. Mr. Josephil Saraspe zeroed in the importance of commitment of every member rather than the number of members in an organization. He reiterated that even a small group can make a difference anytime and anywhere. Promoting one’s culture is indeed necessary to strengthen not only the group but the country as a whole.

3. Mr. Ian Cordero enumerated the importance of availing the benefits of transnational education as global citizens. As global citizens, he said that transnational education is one of the keys for professional development with a low cost plan. He provided answers to seven questions related to transnational education.

4. Ms. Joan Carling, our keynote speaker, gave a short account on the history of the celebration of Cordillera Day. She reminded the audience the importance of fighting for our rights as indigenous people in the Philippines, helping to campaign against exploitation of Cordilleran natural resources and promoting awareness and practice of our rich culture to our children who lived in other countries. She acknowledged the ACT officers and members in holding this important event.

5. Ms. Marie Fe Elhabashy gave an inspirational message to Cordillerans by sharing her experiences which inspired her to pursue her dreams through hard work, perseverance, prayer and a bit of luck. She implored that every Cordilleran should do the same. She also said that it takes two to understand a new culture and to accept a different way of life.

Whole day activity:
Garage Sale
Mini-Exhibit
Fun Games
Membership renewal and registration
Overseas’ voters registration

Morning Session (10 - 12:00 AM)
Morning Activities
10:00 – 10:15 AM
Opening Program
Invocation Mr. James Ignacio
National Anthem Mr. Satty Padtoc (conducting)
Welcome Remarks Mr. Abel Cadias

10:15 – 10:40 AM
Introduction of Guest Speaker Miss Kim Tauli
Guest Speaker: Hon. Edgar Badajos
(First Consul, Phil. Embassy – Bangkok, Thailand)
Awarding of Certificate of Appreciation

10:40 – 11:20 AM
Introduction of Resource Speaker
Presentation 1: “The Role of Filpino Ethnic Groups in Thailand and Its Impact to Philippine Solidarity”
Speaker: Mr. Josephil Saraspe
(President, Fed. Of Boholanos in Thailand)
Awarding of Certificate of Appreciation

11: 20 – 12:00 AM
Introduction of Resource Speaker
Presentation 2: “Transnational Education for Global Citizens”
Speaker: Mr. Ian Cordero
(Academic Consultant, St. Robert’s Training and Management Center)
Awarding of Certificate of Appreciation

Afternoon/ Evening Session (1:00 – 7:00 PM)
1:00 – 2:00 PM
Introduction of Keynote Speaker
Keynote Address: “Cordilleran’s Solidarity amidst the Global Economic Crisis”
Speaker: Joan Carling
Secretary General, Asia Indigenous Peoples Pact (AIPP)
Awarding of Certificate of Appreciation

2:00-3:00 PM
Introduction of Guest Speaker
Inspirational Message
Speaker: Ms. Maria Fe Elhabashy
Former multi-awarded Baguio Athlete

Cultural and Musical Show (3:30 – 9:00 PM)
Part 1: Cordilleran songs and dances
Baguio – Benguet c/o Terio and Marissa
Mt. Province / Abra c/o Nesia and Alex
Kalinga / Apayao c/o Delia and Vivian
Ifugao c/o Janet Dupacnay
Part 2: SP Sing-galing Karaoke Contest
Part 3: ACT Plug: Acoustic c/o Rayong Group
Featuring Filipino male and female singers based in Thailand
Closing Program
Announcements and Recognition
Closing Remarks Ms. Lorna Coral

ANNOUNCEMENT AND RECOGNITION

We would like to thank the following individuals, groups and establishments for their invaluable participation and support:

Philippine Embassy
ACT members and guests
Asia Indigenous Peoples Pact (AIPP)
Federation of Boholanos in Thailand
Siam Pinoy
Artist Society
Filipino Expat Community Services
San Miguel Corporation
Coca Cola Company
St. Robert’s Training and Management Center
Philippine Sari Sari Store
Mabuhay Restaurant
Four Seasons International House
Cordillera People’s Alliance (CPA)
Global Experts

And to those others who in one way have contributed to the success of the event! Thank you very much!

Activities for the month of May and June:

May – ACT membership registration

June – ACT Cordillera Cultural Show

June 14-21 = 60th Anniversary of the Philippines and Thailand’s diplomatic relations

(Information lifted from http://hrd.apecwiki.org/index.php/Transnational_education
and CHED MEMORANDUM ORDER (CMO) / No. 06 / Series of 2003)

Transnational education includes all types and modes of delivery of higher education study programs, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based. Such programs may belong to the education system of a State different from the State in which it operates, or may operate independently of any national education system. APEC and the Education Network (EDNET) have been interested in governance and systemic reform in education, and thus transnational education has become an important component within systemic reform. This growing interest in transnational education resulted in the Capacity Building Seminar on Transnational Education Services in 2008 which was held in Manila, Philippines.

The growing role of e-learning and global recruitment and migration of talent means that the delivery and transfer across borders is not constrained by geographic proximity requiring regional cooperation (e.g., European Union) but is leading to a truly global enterprise that requires expanded cooperation among Economies . In a similar vein, UNESCO and the European Union have developed a Revised Code of Good Practice in the Provision of Transnational Education that the United States recognizes as best practice in this area.

Policy Issues

• Quality Assurance and Consumer Protection ---Nations throughout the world have established systems to ensure the quality of higher education and provide confidence in higher education credentials. This is critical in the mutual recognition of credentials and credit transfer across nations and in the recognition and regulation of universities from other countries providing education throughout the world. It is also important in consumer protection. In 2006 a report on Quality Assurance Systems in Asia-Pacific Economic Cooperation (APEC) Economies based on a survey of 16 economies was conducted by the Australian Universities Quality Agency and funded by the Department of Education, Science and Training.

• Transparency and Consumer Information---Global corporations and citizens increasingly have a wider array of higher education services to choose from. Many of these services will be offered by higher education institutions and private for-profit companies with no well-known track record in achieving results from consumers. Nations need to coordinate how they present information on performance and likely return on investment in major programs such as business, engineering, etc.

• Mobility (i.e., interoperability) and Credit Transfer---Global citizens will increasingly gain higher education credits and credentials from multiple institutions in multiple Economies. There must be some coordination to insure transfers of credits within and across Economy borders.

=============================================================================================

CHED MEMORANDUM ORDER (CMO)
No. 06
Series of 2003

SUBJECT: POLICIES AND GUIDELINES ON TRANSNATIONAL
EDUCATION

In accordance with the mandate of Republic Act (RA) No. 7722, otherwise known as “Higher Education Act. of 1994,” pursuant to the pertinent provisions of the 1987 Constitution, the Education Act of 1982, the Manual Regulations for Private Schools and by virtue of CHED Resolution No.048 dated February 17, 2003 and other relevant policies and guidelines on the establishment of schools in die country, this set of POLICIES AND GUIDELINES ON TRANSNATIONAL EDUCATION is hereby adopted and promulgated by the Commission for the guidance of all Higher Education Institutions (HEIs), thus:

ARTICLE I
STATEMENT OF GENERAL PRINCIPLES AND POLICIES

1. The Commission on Higher Education recognizes that globalization, changing foreign
policies, and liberalization of trade in goods and services worldwide have created a climate for borderless teaching and learning as well as expanded the opportunities for transnational education which includes but is not limited to the establishment of universities and colleges abroad, higher education franchising, and distance education.

2. This phenomenon, together with the rapid developments in information and communications technology, promotes access to foreign qualifications, degrees, certificates and diplomas. It also encourages universities, colleges and training institutions to offer credits and degrees in a borderless environment

3. The Commission on Higher Education is mandated to preserve and protect the rights of all Filipino citizens to quality and affordable education, to improve the quality and international comparability of higher education programs and institutions, and to facilitate the development of a human resource base responsive to the demands of the times.

4. The Commission hereby establishes the POLICIES AND GUIDELINES ON TRANSNATIONAL EDUCATION. The policies and guidelines herein set forth shall define the scope, procedures, the extent of regulation as well as the mechanics of recognizing foreign educational higher education providers and their courses of study/curricular programs offered in the country.

ARTICLE II
DEFINITION OF TERMS

For the purposes of these Policies and Guidelines:

1. Curricular Guidelines shall refer to a set of guidelines issued by CHED prescribing the minimum requirements for undergraduate, graduate and post-graduate degree/s or course/s.

2. Courses of Study refers to subjects that. constitute an academic program.

3. Academic Program shall refer to a set of courses of study the completion of which leads to a degree.

4. Foreign Higher Education Provider (FHEP) refers to foreign-owned and duly recognized higher education institution following or abiding a prescribed system of education duly registered in a country other than the Philippines.

5. Franchiser/Resident Agent/Broker Representative shall refer to a SEC registered and accredited entity authorized to procure, install, maintain, market or deliver educational programs or materials from a FHEP.

6. Local Learning/Tutorial/Information Center refers to the site/s within the host country, in this case, the Philippines, to be used in marketing or delivery of foreign licensed educational programs or materials.

7. Transnational Education refers to the real or virtual movement of teachers, students, courses of study, and academic programs from one country to another.

8. Distance Education shall mean a mode of educational delivery whereby teacher and learner are separated in space and time and instruction is delivered through specially designed materials and methods and is supported by organizational and administrative structures and arrangements. Distance education may utilize various types and combinations of print-and non-print-based learning methods. Face-to-face tutorials or virtual discussion groups may support learning.

9. Accreditation refers to the recognition given by national, regional or international accrediting agencies to educational programs or institutions based on acceptable levels of quality and performance.

10. Presence of Business shall include advertisement, opening of offices whether tutorial centers or branches, appointing representatives or who in any calendar year for a period of 180 days or more, participating in the management, supervision and control of educational programs and other related acts.

ARTICLE III
OBJECTIVES

1. Define and describe existing and emerging models of transnational education.

2. Provide the guidelines on the establishment and operation of foreign higher educational providers in the Philippines.

3. Provide the policy environment for the effective integration of quality higher education programs in the country so as to promote models of innovation in teaching and learning strategies and school administration.

4. Promote the development and utilization of modern and innovative modes of transmitting knowledge using various technologies and media.

ARTICLE IV
CATEGORIES OF TRANSNATIONAL EDUCATION

The Commission on Higher Education has the prerogative to determine and specify the modes of transnational education program, which may be subject to appropriate policies, guidelines and regulations. The categories of transnational education are as follows:

1) DISTANCE EDUCATION. This type of education program may be offered solely by an FHEP or in partnership with a local agency or higher education institution as follows:

A. The academic programs offered directly by FHEP with no local representative/partner (e.g. via the Internet)

The academic programs are completely offered by the FHEP without employing a local partner. Credits and degrees are granted solely by the FHEP.

B. The academic programs are offered by FHEP with a local representative/partner.

Under this category, local learning centers may be established to provide student services such as student information, registration and related services. Local individuals may also be hired as tutors. Credits and degrees are granted solely by the FHEP.

C. Distance education programs offered jointly by FHEP and Philippine HEI.

Under this scheme, the FHEP enters into a consortium or partnership with Philippine public or private HEI. Instruction may be supplemented by tutorials conducted in local learning centers. The FHEP and the Philippine HEIs grant the credits and degrees jointly.

D. Franchised distance educational program/courses.

Under this scheme, a local HEI uses educational programs/courses owned by a FHEP under license agreement from the FHEP and in accordance with the established standards and policies of the FHEP. The local HEI grants the degree/certificates.

2) FOREIGN EDUCATIONAL PROGRAMS OFFERED IN THE CONVENTIONAL MODE.

Conventional programs are classroom-based and require physical attendance by students.

A. Conventional programs offered by FHEP thru a local branch or satellite campus.

Under this scheme, the FHEP establishes a branch or satellite campus in the host country in accordance with pertinent laws, rules and regulations, policies, standards and guidelines of such host country. Academic degrees are awarded by the FHEP.

B. Conventional programs offered by FHEP thru a local representative/partner/ broker/franchiser.

Under this category, the FHEP offers academic programs through a franchise arrangement with a local partner or higher education institution for the conduct of its academic programs. Degrees are granted by the FHEP.

C. Franchised foreign educational programs/courses

Under this scheme, Foreign Educational Program/Courses offered by the local HEI conducts the courses and programs under license from the FHEP in accordance with the established standards and policies of the FHEP. The local HEI grants the degree/certificates.

ARTICLE V
SCOPE AND COVERAGE

As a general rule, this set of policies and guidelines shall cover all FHEPs and their local representatives/partners/franchisers, training institutions, Philippine public and private HEIs, other entities operating transnational education programs described in Article IV including other similar modes which maybe determined or specified by the Commission on Higher Education in the future.

ARTICLE VI
GENERAL IMPLEMENTING GUIDELINES

General Rule. Only FHEPs recognized by their respective governments as quality higher education providers and accredited by a recognized accrediting body in the country of origin or its equivalent maybe given government authority where it is required to offer undergraduate, graduate and post-graduate degrees.

No FHEP shall be allowed to establish its branch without approval of the CHED and appropriate registration required in the Philippines.

All undergraduate, graduate and post-graduate academic programs of an FHEP offered in the Philippines shall be operated or conducted in accordance with existing Philippine laws, rules and regulations and shall be subject to regulation and supervision by the Commission on Higher Education.

ARTICLE VII
SPECIFIC IMPLEMENTING GUIDELINES AND PROCEDURES

1. FOREIGN EDUCATIONAL PROGRAMS OFFERED BY DISTANCE EDUCATION

A. For academic programs offered directly by an FHEP with no local representative/partner (e.g. via the Internet).

The FHEP conducting or offering distance education programs or courses of study as described in Article IV, Section 1A, shall be monitored by the Commission in order to give information to the public on their program offerings and accreditation status in their country of origin.

B. For academic programs offered by an FHEP with a local representative/partner (e.g. via the internet).

The local partner of an FHEP in the delivery of distance education programs as described in Article IV, Section 1B shall be required to seek appropriate SEC registration upon recommendation of the CHED Central Office.

The Commission on Higher Education shall monitor these providers and their local partners in order to give information to the public on their program offerings and accreditation status.

C. Distance education programs offered jointly by an FHEP and a Philippine HEI and or by a Phil HEI under a franchise agreement.

Distance education providers under categories described in Article IV, Sections 1C and 1D are required to comply with CMO No. 35 series of 2000 entitled “Updated Policies and Guidelines on Open and Distance Learning”.

2. FOREIGN EDUCATIONAL PROGRAMS OFFERED IN THE CONVENTIONAL MODE. This refers to educational programs offered by foreign providers that are conducted in the conventional face-¬to-face, classroom-based mode.

A. Conventional programs offered by FHEP thru a local branch or satellite campus

Under this category, the FHEP shall be required to seek appropriate government authority to offer higher education programs considering the following:

1) Compliance with constitutional requirements on the ownership of business operations

2) Compliance with policies, standards and guidelines of CHED as also applied to Philippine HEIs

B. Conventional programs offered by FHEP thru a local representative/partner/ broker/franchiser.

The local representative/partner/broker/franchiser shall be required to:

1) Seek appropriate SEC registration upon recommendation of the CHED Central Office.
2) Seek CHED authority on the academic program to be offered following appropriate policies, standards and guidelines.

C. Franchised foreign educational programs/courses

Philippine HEIs may use educational programs, courses, or instructional materials developed and owned by an FHEP as long as they have the required permit or license from the FHEP and provided they comply with the policies, standards and guidelines of CHED for curricular offerings.

ARTICLE VIII
APPLICATION PROCEDURES AND GUIDELINES

For transnational programs described in this CMO, the issuance of permit to operate academic program or certificate of recognition shall be governed by the following general procedures:

1. The FHEP or its representative, as the case may be, shall file with the Office of Programs and Standards its application for permit to operate or recognition of the program, along with the submission of all requirements;

2. The Office of Programs and Standards shall evaluate the documents and conduct. inspection as appropriate. If compliance is incomplete, no favorable action is taken by OPS. If there is full compliance based on the inspection report, the OPS recommends favorably to the Commission En Banc.

3. If approved by the Commission En Banc, the permit to operate or certificate of recognition shall be issued.

ARTICLE IX
PERIOD OF VALIDITY OF REGISTRATION
OF TRANSNATIONAL EDUCATION PROGRAMS

The permit/recognition granted to FHEP and other concerned entities covered under Article IV hereof shall continue to be valid unless expressly revoked for valid reasons by the Commission on Higher Education pursuant to the pertinent provisions hereof.

ARTICLE X
BENEFIT OF REGISTRATION

The issuance of permit/recognition to a for a particular academic program/course of study has the following benefits:

1. It entities the education provider to give the students who have completed all requirements of the program, the course certificate or diploma recognized by the Commission on Higher Education.

2. It entitles the graduate professional or employment recognition in the county.

ARTICLE XI
REVOCATION/WITHDRAWAL OF REGISTRATION

The phase out or closure of any educational program operated by FHEP may be ordered by the Commission for valid cause pursuant to existing laws, rules, policies and regulation and after due process. The school shall be duly notified in writing by the CHED.

ARTICLE XII
ADVERTISEMENT

Any advertisement or announcement referring to the program or courses of study being offered shall be done only after the FHEP shall have obtained the required permit from the Commission on Higher Education. It is unlawful for any school to advertise or cause the publication of any advertisement or announcement before a permit to operate is granted.

ARTICLE XIII
SANCTIONS

The operation of any school or educational program or course of study, the operation of a foreign based school branch or extension, the operation of any entity presenting itself as a school when it is not legally established as such, or the issuance of any certificate, degree or other title by a school without prior permit or authorization issued by the Commission, are hereby declared to be punishable acts subject to civil and criminal penalties and administrative sanctions as provided by law.
ARTICLE XIV
TRANSITORY PROVISIONS

An FHEP operating degree programs in various categories in the country shall comply with the provisions of this CMO within a year from the approval of this policy. However, new FHEPS and local partners shall comply with the provisions of this CMO upon application.

ARTICLE XV
APPROVAL AND EFFECTIVITY

This set of policies and guidelines is hereby approved and shall take effect EFFECTIVE FIRST SEMESTER 2003-2004, Pang City, Philippines ___________ 2003.

SO ORDERED,

Pasig City, Philippines _________April 9, 2003_______.

(SGD.) ESTER A. GARCIA
Chairman

There are two options for a non-education degree holder who is currently “teaching” in Thailand to secure a teacher’s license: either to take the Professional Knowledge Test administered by the Teachers’ Council of Thailand or to enroll in the Graduate Diploma in Teaching offered by universities in Thailand and abroad.

The Professional Knowledge Test administered by the Teachers’ Council of Thailand is getting a very tepid response from the foreign teaching community. It is marred with many issues like the level of difficulty, the reliability and validity of the test itself, the poor construction of questions with confusing and long choices of answers, and the added arbitrary culture-related questions to test’s coverage. Starting from the first until the third round of testing held in the past year, results showed that only one or two test takers were able to pass all four major sections of the test. The first section on language and technology, and information technology is passable. However, the second section on curriculum and material development; the third section on educational research; and the fourth section on teaching psychology are proven to be extremely difficult. Many test takers are frustrated not necessarily with the results but with the test construction and design. Rumor has it that the Professional Knowledge Test is being currently revised. Unfortunately, it seems that the rumor has to stay a rumor. The fourth round of testing is scheduled this summer 2009. Those who intend to take the test must visit www.ksp.or.th for details.

Another option is to enroll in the Graduate Diploma in Teaching offered by universities in and outside Thailand. The problem with the Graduate Diploma in Teaching offered by some universities in Thailand is the cost and availability. The program costs 60,000.00 Baht to 150,000.00 depending on which university that offers such program. Then the program requires full attendance which is impractical and unrealistic to foreign teachers working in the provinces. Even those who are teaching in Bangkok find the schedule hectic and stressful. True, it is a matter of time management but considering the financial burden a foreign teacher outside Bangkok needs to bear just to attend regular classes; it would cost a lot of his savings and effort.

The good news is a foreign teacher can enroll in an online or modular course offered by universities abroad, provided that such course is legal and accepted by the academe where the university is located. The Teachers’ Council of Thailand can not dictate where, when and how can a foreign teacher pursue his academic endeavor. In other words, the Teachers’ Council of Thailand is interested to what document, in this case the Diploma and the Official Transcript of Records, is presented by the foreign teacher in applying for a teacher’s license. It is a fact that many foreign teachers are currently teaching all over Thailand without any education degree but with a considerable number of years of teaching. This is a very important factor that needs to be considered in setting up online or modular courses specifically the Graduate Diploma in Teaching program.

Filipino teachers with non-education degrees who are teaching in Thailand are given this privilege by Philippine law through Sultan Kudarat Polytechnic State College. Sultan Kudarat Polytechnic State College, as a government-subsidy, responded to this particular need of Filipino teachers in Thailand. Other foreign nationalities are also welcome to take part in this online or modular program. Financially, the cost of the Graduate Diploma in Teaching – modular program fits to the average income of a Filipino teacher in Thailand. It can also be availed in a staggered mode of payment. Academically, modules and video-recorded lectures are carefully planned and prepared to meet the theoretical competencies of the said course. The student corresponds through email with the professor in charge to discuss complicated theories and/or to seek more information on certain topics. The disadvantage of a modular course is that it is loaded with many assignments and paper presentations. But such is the nature of a modular coursework program. Pedagogically, students who are teaching will learn from their own experiences and thus their actual teaching needs to be evaluated. Sample recorded teaching is needed to evaluate the student’s performance. I believe that Sultan Kudarat Polythecnic State College is in a better position to model out this modular program in Thailand. For details on curriculum, admission and schedule, please visit http://skpsc-bkk.page.tl/

Linguistic Realization of Norm-Shifts

Richards (1980) defined norm switching as something that describes the selection of a variable rather than a categorical feature from the speech code of the individual for particular types of speech event.

The variable features for instance in Manila, a speaker may code-switch between Tagalog and English through -out the entire length of a speech event, or in Singapore where speakers of English frequently switch effortlessly from a variety of English which is close to standard British English, to a variety of English which is quite different from standard British English. Thus, this norm switching is a major and distinctive characteristic of many indigenized varieties of English.

Richards (1980) included both the linguistic and the functional dimensions of language nativization that have lead to the development of language varieties. He elucidated the functional distinctions between rhetorical and communicative norms. A rhetorical norm is a variety of languages used for speech events that have the functional status of public, formal, high, and a communicative norm a speech repertoire used for speech events which have the contrasting functional status of private, informal, and low.

Considerably, his study on the linguistic realization of norm-shifts is far more interesting and related to the study of indigenization. Some of the processes that have been observed in Singapore English, Filipino English, Fijian English and Indian English are confined to the use of grammatical features that mark the shift from rhetorical to communicative norm (grammatical shift), the variable employment of morphemes from local languages attached to English sentences to mark a communicative norm (morpheme shift), and finally the replacement of a known English word by a word from a local language when the speech event calls for a communicative norm(lexical shift).

Code Switching vs. Borrowing

A part of his study dealt on the role of code switching and lexical borrowing. Crystal (1992) defined code switching as the use by a speaker of more than one language, dialect, or variety during conversation. Which form is used will depend on such factors as the nature of the audience, the subject matter, and the situation in which the conversation takes place. On the other hand, borrowing means the introduction of a word (or some other linguistic feature) from one language or dialect into another. Vocabulary borrowings are usually called loan words.

Holmes (1992) illustrated code switching and borrowing as evident in multilingual and bilingual communities. She explained that people sometimes switch code within a domain or social situation. Such situations include the following functions: (1) show status relations between people or the formality of their interaction (e.g. arrival of a new person); (2) code switch related to a particular participant or addressee (e.g. presence of a new participant); (3) signal of group membership and shared ethnicity with an addressee; (3) affective functions like disapproval (e.g. angry); interlocutors need not to understand the words but simply to get its affective message.

Code switching by its nature use brief phrases and words. Thus, it can be an interjection, a tag, or sentence filler in the other language that serves as ethnic identity marker. These switches are very well motivated in relation to the symbolic or social meanings of the two codes.

Holmes distinguished this kind of switching from borrowing. People borrow words from another language to express a concept or describe an object for which there is no obvious word available in the language they are using. Borrowing often differs from code switches in form, too. Borrowed words are usually adapted to the speaker’s first language; that is, they are pronounced and used grammatically as if they were part of their language.

Though there are still some unsolved linguistic constraints in using rapid code switching, other sociolinguists argue for greater attention to social and contextual factors. The points at which people switch codes are likely to vary according to many different factors such as which codes are involved, the functions of the particular switch, and the level of proficiency in each code of the people switching.

Richards (1980) gave a different view by distinguishing diglossic code switching from code switching as a linguistic device employed in nativized varieties of English. In diglossic code switching “code alternation is largely of the situational type”. Distinct varieties are employed in certain settings (such as home, school, work) associated with separate bounded kinds of activities (public speaking, formal negotiations, special ceremonies, verbal games) or spoken with different categories of speakers (friends, family members, strangers, social inferiors, government officials).

Moreover, he defined lexical borrowing, which refers to as the terms from local languages which have entered the speech code but which do not carry particular communicative or affective value and for which no English equivalent exists. However, it should be noted that the choice of a word from a local language rather than the English word appears to soften the effect of the speech event, making it more colloquial and informal.

Literary Devices

Literary devices are equated with linguistic devices in terms of functions. Literary devices are commonly used to make the story more artistic and that these devices help the author bring about a more dramatic scene in presenting the story. Alolor (1995) in his study on the journey motif in contemporary Filipino novels in English found that Filipino novelists deploy literary elements and devices to help manifest and modulate the journey motifs in their works. Not only do novelists use literary devices but short story writers as well. Fiction writers’ primary objective is to achieve a sense of reality and the reality of a work of fiction is its illusion of reality (Wellek and Warren, 1966). Thus, they utilize literary devices in the creation of this reality.

Alolor explained that:

Literary devices are tools that a [novelist] can use to
enhance and develop the artistry of his creation. These
devices become intrinsic to the work only in so far as
they contribute to the meaning and significance of the entire
work.

The purpose of the poets’ use of figurative language is not far from the short story writers’ point of view in using these literary devices. Coombs (1953) stated that in a good creative writer’s hands, the image fresh and vivid, is at its fullest used to intensify, to clarify, to enrich; a successful image helps to make people feel the writer’s grasp of his subject. Indeed, these literary devices clarify and illuminate the subject to which it is relevant.

Filipino Culture and Value Systems

Andres(1981) explained that culturally, the population of the Philippines reflects a great variety of external influences which have impinged upon and blended with the original Malay culture: Arabian, Chinese, Indo-Chinese, Hindu-Indonesian, Spanish – Catholic, and American Protestant. Thus cultural traits have been borrowed somehow, but combined in such a way that the result is distinctly “Filipino”. He divulged that the lineal village, the strong family unit, the kinship relationships extended through marriage and leadership, the authority vested in family heads and elders were all existent even before the Western contact.

Similarly, Graves (1974) disclosed that the Filipinos seek only the immediate satisfaction of their basic physiological needs. Though they live purely on the basis of physiological needs, they also aim for advancement to a higher social class or position for the improvement of one’s lot and one’s family, as well as for the enjoyment of accompanying rewards, influence, power, and prestige through education. This explains why Filipino parents work hard to send their children to exclusive schools.

Certainly, the Family and the kinship system is the most important and highly valued segment in Philippine society. The father is the head of the family but which he rules, the mother governs. For it is the mother that reigns in the home, she is the educator, the financial officer, the laundry woman, and the cook (Agoncillo and Alfonso, 1961). Primarily, rural women are housewives but share in the farm work and are especially active in planting, harvesting, and raising chickens and pigs. Also, if they are restricted in occupational opportunities, so is the husband, who is usually engaged in work relating to agriculture.

Accordingly, Ortigas and Regalado (1978) specified a number of rural cultural patterns in the Philippines. Family care begins with infancy and early childhood. The pregnancy of a woman and the coming of a child is regarded as a truly “ blessed event” to be celebrated with appropriate ceremony. Later, the Filipino parents exercise almost absolute powers over their children. Hence they expect their children to be forever grateful to them.

The Filipino family dwells in a relatively simple house, of nipa, bamboo, or wood, sometimes located along a main road and sometimes so isolated that only a footpath can reach them. Farming is still the predominant interest in the rural area. Almost all family members including the children are a labor force in farming. More and more the boys help their father in the tasks of the farm and the girls assist their mother in the household routine.
Although farming is one of the sources of income in the barrio, it is also one of the unending problems. Economic conflict is often one involving a landlord and a tenant or a farmer, which leads to factionalism. Segmentation of rural folks is also based upon residence, age, language use, religion, kinship, economic status, or any combination of these traits. On the other hand, there are also many Filipino values that may perceive as something worth keeping.

Reciprocity (utang na loob) indicates a debt which cannot be expressed in quantitative terms. This act is so natural that a person should develop a feeling of reciprocity toward those who have helped to his/her endeavors. Awa or compassion is another operational principle and norm of the Filipino. It is a sentiment of sympathy, mercy, or pity aroused when someone suffers misfortune or injustice.

The theoretical concept of the Philippine-Value-System of Graves(1974) as noted by Andres (1981) focused on the various levels of existence of the Filipino value system such as tribalistic, egocentric, saintly, materialistic, and personalistic. The tribalistic existence includes personalistic view of the universe, supernaturalistic world-view, nonscientifuc and nonrational beliefs, cyclic and psychological time-orientation, bahala na, suwerte, gaba, awa ng Diyos. The egocentric existence involves amor propio, hiya, kaulaw, ka-ikog, kataha, tayo-tayo system, Filipino subservience, ambivalence and noninterference. The Filipino values within the saintly existence are pagtitiis, solidarity, bayanihan, utang na loob and reliogisity. On the other hand, the materialistic existence comprises economic security, social mobility, palakasan, nepotism and relation, and Filipino concept of property. Finally, the social acceptance, pagsasarili, acceptance of the person, fear of rejection, sensitivity to personal affront, smooth interpersonal relations, pleasantness, desire to please and not to hurt, pakikisama, euphemism, use of go-between, Filipino hospitality, and love for affiliations embody the personalistic existence.

In addition, even the language of the Filipinos has truly affected their behavior, speech, attitudes, values and generally, their culture.

Language and Culture

In Philippine History, the ancient Filipinos had a culture that was Malayan in structure and form. They had written languages that traced their origin to the Austronesian parent-stock and used them not only as media of daily communication, but also as vehicles of their literary moods (Agoncillo, 1990). However, as time changes, the Filipino language and literature have also changed dramatically during the American period. A few English words were adopted into Tagalog like ining (inning), plorlider (floor leader), kendi (candy) and a lot more, had become part of the Filipino vocabulary. Later, English phrases and idioms have been translated into Tagalog which resulted to unconscious humor, such as kalangitang ipinagbawal (forbidden glory), sa pagitan ng mga talata (between the lines), magbukas ng apoy (to open fire), mapanganib na lumulipad (dangerous fly) and others. Agoncillo noted that the continued use of English makes it a potent force in the cultural life of the people. Thus, the English language has in one way or the other a part of the Filipino culture.

The integration of the English language to the Filipino culture resulted to recodification of orthography, phonology, lexicon, and grammar. For instance, the grammar of American Standard English has some features which simply do not occur in the grammar of Filipinos (Holmes 1992). Holmes explained that language varies according to its users, according to where it is used and to whom, as well as according to who is using it. The addressees and the context affect the choice of code or variety, whether language, dialect or style. In as much that there are clear indications that the Filipinos used English in a different way, the changes have also suited their way of using the Western language. As the English language was introduced to them, the Filipino writers were influenced by its complexity. Nevertheless, one can still infer the ethnicity or cultural background of the writer, or better yet the setting and the theme in which a particular culture is introduced, for the Filipino writers often use a language to signal their membership of particular groups.

The Filipino short story writers use short phrases, verbal fillers, or linguistic tags which signal ethnicity. Moreover, they incorporate linguistic signals of the speakers’ ethnic identity. This pave way to the idea that one’s culture can still be found in a strange language. This is so because languages are not purely linguistic entities, they also serve social and cultural functions.

Fishman, Ferguson, and Gupta (1968) clearly explained that Language is not only a powerful lever in social, cultural,
and national development but it is a constant ingredient of such
development and, in its realization as speech or writing, a powerful
indicator of interaction networks, social institutions, role-relationships,
domains of aggregative activity,dominant value clusters, and national
missions or symbols.

Even the sociologists have become sensitively aware of language as a clue to societal change and development and furthermore, aware of language as an area or object of societal change and development per se. Indeed, a language has its special feature that brings development among men of different cultures.

Moreover, language has the ability to capture massive transformations of social institutions, economic structures, lifestyles, traditions, and culture. Jose (1988) explained that praxis exists in different levels of any social formation which makes mankind advances understandably. The inexorable emergence of the new in mankind's efforts to conquer nature and himself, including the formation of a new society, has indeed been demonstrated many times over in history and in literature. Thus, short stories and any other literary works which contain folklore inevitably becomes part of praxis which operates on different levels of society and reflects its varied ranges of human activities.

Ponteras (1984) clearly elaborated the idea of folk medicine and folklore in relation to the written records that preserved the traditional beliefs and practices of the Filipinos. He defined folk medicine which is also known as traditional medicine as a 'lore of the people' which is passed from generation to generation by word of mouth and example. It is integrated in the belief system of the people, making it difficult to delineate fact from imagination, and magic from religion. Thus, one hears of critics, skeptics calling folk medicine as 'superstition' practiced among the ignorant, unlettered, and the mass of humanity of low socio-economic status. However, recent investigations have a 'second look' at folk medicine. There are a few works which even suggest the adoption of the indigenous medical system as an 'alternative' approach to health and illness of the mass of humanity, especially those in the developing and under-developed countries. Ponteras strongly believed that folk medicine as a form of folklore is a valid institution within the cultural contexts of the people and a rich field for scholars and laymen.

Recio(1981) elucidated that Philippine folk medicine includes divination, exorcism, massage, bone-setting, faith healing, herbal therapy and more. Also, therapeutic procedures encompass rituals, prayers, decoction and infusion of herbs, plasters, massage, among others. Therefore, she deliberated that there is a need for systematic correlation of objective of pathology, as determined by western clinical method with the diagnosis and explanations of the native. This can reconcile the folk and western orientation in medicine which results in holistic approach.

On the other hand, Mojares (1988) claimed that folklore is generated in a field of conflict, where competing moral claims are made by various social groups. It is mediated by the structures of being and knowing of times past, or times different from ours; by language and artistic conventions; by the teller of the tale and the particular contexts of the telling. In addition, Rosal (1988) stressed that the task of modernization and development in relation to Philippine folk beliefs must consider the temperament, the folkways, the values and the belief systems of those for whom the change for development is intended. Otherwise, the efforts to institute change for progress will only succeed in provoking the hostility and bitterness of the folks, thereby causing fissures in the social system that will be very difficult to bridge.

Finally, Santos (1988) explained that above all the issues and concern regarding the study of Philippine folk belief which includes the real concept of folk medicine, folklore, and its modernization and transformation, the empirical and philosophical standpoint structural transformations of folk literary works are about as logical as the evolution of linguistic conventions.

(Please email the author for a sample linguistic analysis on one of Manuel Arguilla's short stories.)

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