I am happy to extend my warmest felicitations to the participants of the 2nd International Conference on Filipino as a Global Language to be held in San Diego on 15—18

January 2010 to discuss the promotion of Filipino as a vehicle for the promotion and preservation of Philippine

identity, heritage and culture.

Allow me to commend the Council for Teaching Filipino Language and Culture (CTFLC) for organizing this wonderful occasion. The CTFLC has exemplarily pioneered and relentlessly campaigned for the teaching of the Filipino language in

schools, colleges and universities in California and in the United States.

I hope that through the 2nd International Conference on Filipino as a Global Language, and through the cooperation of its delegates and champions from around the world, we will be able to spread the teaching of Filipino language in all

countries with significant concentration of overseas Filipinos and turn it into a truly global language for a global people. Mabuhay po kayo and more power to

CTFLC!

CONSULATE GENERAL OF THE PHILIPPINES KONSULADO PANLAHAT NG PILIPINAS

LOS ANGELES

MESSAGE

16 January 2010

Language Acquisition Resource Center

San Diego State University

Message

We at the Language Acquisition Resource Center (LARC) at San Diego State University have been fortunate to become involved with members of the Filipino speaking community, both in San Diego and internationally, over the past several years. In San Diego, for ex-ample, we are aware that our Filipino colleagues have been tireless supporters of continuing language and culture initiatives that span generations of speakers and that include inviting others in develop-

ing an understanding the richness of their past, present and future cultural and linguistic his-tories. We have joined in their efforts by supporting legislation to ensure that Filipino will continue to be taught in California schools and by creating assessments and specialized courses to promote the teaching and learning of Filipino. Our Outreach Director, Norman Léonard, has been instrumental in connecting LARC to researchers and teachers in the Filipino community. In an increasingly pluri-linguistic, pluri-cultural global world, we all benefit from an in-depth knowledge of one another‘s 1anguage and culture. Because of our local Filipino community‘s willingness to share their lives with us, we, in turn, understand and advocate for obtaining and using federally-funded programs to preserve and strengthen Filipino lan-guage programs. We see that the mission extends beyond our local communities, and this conference attests to the fact that others worldwide are feeling the need to express their support to Filipino as a Global Language, the overarching theme of this conference. This is the second meeting of the international conference whose focus is to insure that Filipino is seen throughout the world as a truly global language. We applaud the efforts of teachers and researchers, community members and spokespersons, not only in San Diego, but worldwide, in strengthening and supporting this vision, and we look forward to collaborating with others on the third, fourth, fifth (etc.) meetings of this important global language community.

Thank you for your attending the conference and supporting the global Filipino language mission. sgd: Mary Ann Lyman-Hager, Ph.. D. Director, LARC and Critical Languages San Diego State University

One Beach Street San Francisco, CA 94133-1221

Message

MABUHAY! On behalf of the faculty, staff, and students of the Shirley M. Hufstedler School of Education at Alliant International University, I bring greetings and congratula-tions to the Council for Teaching Filipino Language and Culture, fellow co-sponsors, and supporters of the Second Annual Conference on Filipino As A Global Language. Decem-ber 2, 2006, was a momentous occasion for Alliant and our Hufstedler School of Educa-tion. It was then that I witnessed Dr. Estela Matriano and distinguished Filipino educa-tors present to the California Commission on Teacher Credentialing the justification for the secondary education Single Subject Filipino Language Credential. With its approval, the twenty year wait for the California Filipino Language teaching credential was finally over. At Alliant’s Hufstedler School of Education, we are proud to be the only university in the United States to offer the Single Subject Credential in Filipino Language, and, thus, proud co-sponsors of this important conference. Alliant International University is a globally engaged institution, a professional practice university, one dedicated to prepar-ing students for professional careers of service that improve the lives of people throughout the world. At the Hufstedler School of Education, we prepare educational leaders for a global soci-ety. By offering the credential program in Filipino Language, we acknowledge the signifi-cant role that The Philippines and those of Filipino heritage have in the world. There-fore, the theme of this conference, Transformation through Empowerment in the Fili-pino Language and Culture, is a worthy goal that must be achieved. To be empowered is to see ourselves as leaders, to understand the importance of the work that all of us do—how better than through language and culture. Congratulations, again, to the Council for Teaching Filipino Language and Culture on initiating the planning of this out-standing event. I wish you great success!

sgd: Dr. Karen Schuster Webb Associate Provost for Engagement Alliant International University

Mensahe

Binabati ko ang mga organisador ng ika-2 Pandaigdigang Kumperensiya ng Fili-pino Bilang Wikang Global! Maraming kinakaharap na hamon ang pagbubuo ng ganitong kumperensiya. Mula sa pagtukoy ng mga taong tatanggap ng hamon sa pagganap ng tungkulin tungo sa paghahanap ng pera at pagkilala sa mga taong magpapanayam, hanggang sa paggawa ng programa, promosyon at pag-istima sa mga bisita. Hindi biru-biro ang pagtanggap sa hamong ito. Wari, ito rin ang nangyayari sa Filipino kahit sa sinapupunan nito sa Pilipinas. Mangilan-ngilan ang tumutungkol sa paglulunsad ng mga umpisa o kahit sa pangangasiwa ng mga kumperensiya bagaman napakarami ng nais dumalo. Ito ang dahilan kung bakit nais kong purihin ang lahat ng mga taong tumungkol sa paglulunsad ng kumperensiyang ito.

Higit kailanman, lalong dapat pag-ibayuhin ngayon ang laban para sa wikang pambansa dahil napipinto na itong mamatay sa hindi malinaw na artikulasyong na-mamagitan sa “Mother Tongue-Based Policy” (s. 2009) ng Kagawaran ng Edukasyon at sa pagtuturo ng Filipino sa elementarya. Maaari rin itong mawala kung tuluyan nang tang-gapin ng bansa ang federalismo na nais isulong ng kasalukuyang Pangulo at ng kanyang mga kapanalig. Hindi naman masama ang dalawang hakbang na ito, per se. Subalit kung hindi nga lilinawin ang mga ugnayan, maaaring mamatay ang Filipino sa akademya balang-araw.

Samakatwid, ang kumperensiyang ito ay pagdaragdag ng langis sa namamatay

nang sulo ng Filipino. Patunay ito na ipinakikipaglaban pa natin ang ating mga trabaho at kakikilanlan sa bahaging ito ng mundo. At kayo na nagtataguyod nito, kayo ang mga bagong bayani ng wika.

Sa inyong lahat, salamat at mabuhay!

Lagda: Ruth Elynia Mabanglo Propesor at Koordineytor Programang Filipino at Literatura ng Pilipinas University of Hawai’i

Program

Day 1 Friday January 15

8:00 AM – 6:00 PM Registration 9:00 AM – 11:00 AM School/Classroom Visitations 11:00AM – 11:30 AM School Visit Debriefing

11:35 AM Lunch on your own

4:00 PM – 5:00 PM Scholars and Volunteers Orientation

6:00 PM – 8:00 PM Welcome Night Reception

Day 2 Saturday January 16

8:00 AM – 5:00 PM Registration

8:30 AM – 10:00 AM Opening Ceremony & General Session 1 National Anthems : Star-Spangled Banner and Lupang Hinirang Invocation: Salvador Idos, Chairperson, Youth Group Welcome: Rosalina Idos, President, CTFLC Greetings

Mary Ann Lyman-Hager, Director, Language Acquisition Resource Center, San Diego State University, SD, CA

Estela C. Matriano, Professor, Shirley M. Hufstedler School of Education, Alliant International University, SD, CA Ruth Mabanglo, Professor, Filipino and Philippine Literature, University of Hawaii at Manoa, Manoa, Hawaii Introduction of Keynot e Speaker

The Hon. Mary Jo A. Bernardo-Aragon Philippine Consul General, Los Angeles, California

Keynote Speaker The Honorable Edgardo J. Angara, Philippine Senate and Past President of the University of the Philippines System

Open Forum

10:05 AM – 10:20 AM Coffee Break Exhibit

10:30 AM – 11:20 AM Concurrent Sessions 1

11:30 AM – 12:20 PM Concurrent Sessions 2

1:20 PM – 2:30 PM General Session 4 Introduction of Speaker

Wulfilda P. Galvante, CTFLC Board Member Speaker

Oscar Peñaranda, M.A. Author and Teacher of Creative Writ-ing,

English Composition, and Filipino Language Teacher, San Francisco, California

Open Forum

2:35 – 2:45 PM Coffee Break

2:50 PM – 3:40 PM Concurrent Sessions 7

5:30 PM Exhibit Closes

4:30 PM – 7:00 PM Free Time For Sunday Mass, Church Worship /Service, or City Tours, please inquire at the Front Desk, or at the Hospitality Table. 7:00 PM – 11:00 PM International Gala Dinner Introduction of Guest Speaker

Rosalina V. Idos, CTFLC President Guest Speaker

Karen Schuster-Webb Associate Provost for Engagement and Founding University Dean Shirley M. Hufstedler School of Education, Alliant International University, San Francisco, California

Awards Presentation Entertainment: PASACAT Day 4 Monday January 18

8:30: AM – 9:20 AM Concurrent Sessions 8

9:30 AM- 10:20 AM Concurrent Sessions 9

10:30 AM- 10:45 AM Coffee Break

10:50 AM –11:50 PM Closing Ceremony Evaluation Presentation of Certificates of Appreciation to Conference Organ-izer & Sponsors by the Office of Rep. Bob Filner, US Congress

GLOBAL COUNCIL FOR THE ADVANCEMENT OF FILIPINO LANGUAGE *

Mission and Vision

The Council‘s mission is to become a global alliance of individuals (Filipinos, Filipino Americans and other nationals) and organizations that elect to support Filipino as the national language of the Philippines as man-dated in its 1987 Constitution. The Council‘s work focuses on Filipino lan-guage as vital to the economic, social, political and cultural welfare of the citi-zens and nationals of the Philippines. The Council seeks to improve the teaching and learning of Filipino and make it available in the Philippines, United States and countries where Philippine nationals reside and to make them generally available. The Council will be the global voice for organiza-tions and individuals who represent the teaching and learning of Filipino in all levels (collegiate, secondary and elementary) and organizations or institu-tions seeking to promote its use in various areas or disciplines. The Council promotes the use of Filipino in technology (especially computers and the internet) and other tools for cross-cultural understanding, communication and language education. The Council constitutes an international mechanism devoted to strengthening Filipino language professions (including teaching, research and materials development) by enabling individual members and organizations to work toward the promotion, propagation, maintenance and preservation of Filipino language. The Council principally directs its efforts toward building an interna-tional architecture for Filipino language and in making the field's resources easily accessible to individual learners, language programs, professional and community organizations in the United States, Philippines and elsewhere in the world.

*This is a draft Mission and Vision of GLOCAFIL. Be sure to attend the

Business Meeting in Newport II on Saturday, January 16 from 5:00—6:00 PM.

Profiles of the Guest Speakers Senator Edgardo J. Angara

Sen. Edgardo J. Angara is the Philippine‘s longest serving senator in the post-EDSA Senate. He began his political career when he was elected as one of the youngest delegates to the 1971 Constitutional Convention after which he founded ACCRA that has become one of the country‘s top law firms. Because of his internationalist views and pragmatism, he was chosen founding president of the ASEAN Law Association in 1981, an organization that seeks to harmonize laws in the ASEAN and promote a common focus on key issues and policies .

From 1981-1987, he served as President of the University of the Philippines where he gained the respect of students and faculty for his professionalism and determination to make the state university attain its status as the premiere educational institution in the country. His many accomplishments as University President established for him the reputation of being a resolute re-former and a firm leader. The same reputation enabled him to be the Senate President (1993-1995) where he pushed for the passage of laws on arts and culture, agriculture, education, good govern-ance, health and social welfare and many more that made a difference in the lives of millions of Filipinos.

Other prestigious positions that he has held are: Chairman of the Congressional Commis-sion on Education; Chairman of the Philippine National Bank (1998-1999); Secretary of Agricul-ture (1999-2001); Executive Secretary (2001); Director of Global Organization of Parliamentarians Against Corruption (2002), later its Charter President (2005); chairman of the Senate Committees on Agriculture and Food, Banks, Financial Institutions and Currencies, and Science and Technol-ogy during this 14th Congress. His records show an anthology of more feats and achievements that elevates him to being one of our most respected political leaders and an icon for public service.

Dr. Carolina Danao has a Ph.D. in Language Teaching from the University of the Philippines, and a Master of Education in Filipino Language and Literature from the then Philippine Normal College. She is currently Vice President for Academic Affairs & Chair of the Academic Council of Global City Innovative College in Taguig City, Philippines. She is also the President and CEO of Global Educational Resources Develop-ment Center, Inc. (GERDCI); President of the Educational Resource

Development Center; Strategic Business Partner of Profiles Asia-Pacific, Inc.; author and Project Coordinator of Kalinangan (Series 1-7) and People, Places, and Events in the Philippines (books 1-6) of Phoenix Publishing House; Consultant of Arbasto Foundation, Inc./AFI Development Center in Bohol City, Philippines; and Professor at the Graduate School of Philippine Normal University.

Dr. Danao has been actively involved in various professional organizations, among which are: the Teachers Organization of the Philippines, present President since 2005; Association of Lo-cal Colleges and Universities Commission on Accreditation (ALCUCOA), past president; and World Council for Curriculum and Instruction, past president. She has presented papers and pub-lished articles and textbooks both locally and internationally. Being an educational leader in the Philippines, she has conducted numerous lectures and seminars in all levels of education.

Carolina P. Danao, Ph.D.

Dr. Roland B. Tolentino is a product of various prestigious institutions of learning. He finished his Ph.D. in Film, Literature and Culture, Critical Studies Division, School of Cinema-Television at the University of Southern California on a Fulbright Grant. He was a participant at the 17th Summer Ses-sion of the School of Criticism and Theory at Dartmouth College and had taken some Ph.D. units in American Culture Studies at Bowling Green State

University. He earned his M.A. in Philippine Studies, major in Philippine Literature from De La Salle University where he also finished AB in Economics and BSC in Accounting. He is a multi-awarded scholar, having been granted various fellowships and awards from different institutions and organizations in the Philippines, Japan, UC Berkeley, UCLA, and Singapore. Dr. Tolentino is currently the Dean of the UP College of Mass Communication, and Professor 5 at the University of the Philippines Film Institute. His wide range of work experience in education and in mass media has brought him to his present status. He is a prolific writer in both English and Filipino, having written and published scholarly books, books of fiction and critical es-says in the Philippines and internationally. He has also presented conference papers and discussions in both English and Filipino worldwide, such as India, Japan, Hanoi, the UC system and various universities in America, Singapore, Thailand, and the Philippines.

Oscar Peñaranda was born in Barugo, Leyte. His family moved to Manila when he was five and attended elementary school at the Philippine Normal School. The Peñarandas then migrated to Canada when he was 12 years old and relocated later to the San Francisco Bay Area which has been home ever since. He went to college at San Francisco State University and graduated

with a B.A. in Literature and an M.A. in Creative Writing. An educator since 1969, he was one of the founders of the Pilipino American Studies at San Francisco State University, the first in the nation. He taught in the Creative Writing, English, and Pilipino American Studies Depart-ments at S. F. State University from 1969 to1980. Now retired from teaching Tagalog and Fili-pino Studies classes at Logan High School in Union City and at De Anza Community College in Cupertino, he still gives presentations on Filipino and Filipino American history, culture, and literature. One of his expertise is incorporating and integrating Filipino and Filipino American Heritage materials in the existing school curricula.

A writer from about age 14, his works are short stories, poems, plays, scripts, essays, and novels-in-progress. He was first published in 1974. He has written and published two books, entitled: Seasons by the Bay and Full Deck that voice his passions and life stories. His talks, workshops, and books are mingled with anecdotes of his experiences that are relished by listen-ers and readers because of the humor woven into them.

Mr. Peñaranda is also the founding president (1989-1992) of the San Francisco chapter of the Filipino American National Historical Society (FANHS) . Currently he president of the East Bay chapter. He also served as president of the Filipino American Educators Association of California (FAEAC).

Roland B. Tolentino, Ph.D.

Oscar Peñaranda, M.A.

Advocacy/Policy Teaching Strategies/

Instructional Materials International Education

Saturday

Jan. 16

Session 1

10:30

l

11:20 AM

Global Filipino in

Multilingual Education

- Dr. Fe Aldave Yap

Laguna

Converging Texts: Teach-

ing Culture through Trans-

lation & Film Subtitling

- Prof. Pia Arboleda

- Mr. Randy Cortez

- Mr. Jovanie dela Cruz

- Ms. Mary Rose dela Cruz

- Ms. Roderica Tuyay

Carlsbad

The Filipino Language

Program of the

Commission on Filipinos

Overseas

- Prof. Minda Cabilao

Valencia

Coronado Session 2

11:30

l

12:20 AM

A Journey: Becoming a

Global Filipino Language

Teacher and Advocate

- Dr. Juanita Santos

Nacu

Cardiff

Teaching What is Native:

Filipino Culture in the L2

Classrooms and Beyond

- Dr. Elynia Ruth Mabanglo

- Mr. Lester John Hael

- Dr. Teresita Fortunato

Newport II

Filipino Language Education in

Japan: The Case of Tokyo

University of Foreign Studies

- Mrs. Leith Casel-Schutz

Carlsbad

Session 3

3:00

l

3:50 PM

Beyond AB 420: Advo-

cating for Filipino Lan-

guag and Culture Classes

- Ms. Eleonor Castillo

- Mr. Anthony Pascua

Newport II

Ang Sining ng Saling-awit:

Kasaysayan, Proseso at

Pagpapahalaga

- Prof. Michael M. Coroza

Coronado

Restructuring Filipino

Language Program: Malaysian

Perspective

- Prof. Rodney Jubilado

Carlsbad

Session 4

4:00

l

4:50 PM

Role of University-Based

Language Organizations

in Philippine Language

Policy Decisions and

Implementation

-Dr. Pamela C.

Constantino

Coronado

The Communication-Based

Instruction in the

Teaching of Filipino

- Mr. Salvador Idos

- Mrs. Rosalina Idos

Cardiff

The Filipino American

Activist as Heritage

Language Learner: Notes on

Language and Diaspora

Nationalism

- Dr. Joi Barrios Leblanc

Laguna

Schedule of Presentations

Teacher Preparation Arts and Culture Youth & Community

Saturday

Jan. 16

Session 1

10:30

l

11:20 AM

On Becoming Filipino

Language Teachers

in San Diego

- Mrs. Marilin Escalante

- Mr. Romando Reyes

Del Mar

Kagandahan ng Wikang

Filipino: Pagsusuri sa

Iba’t Ibang Larangan

- Fr. Anselm M.

Manalastas, O.S.B.

Cardiff

The Bayanihan Spirit at

the Heart of Becoming

Filipino

- Mr. Tony Olaes

Newport II Session 2

11:30

l

12:20 AM

Filipino Language Single

Subject Credentialing

Program at Alliant

International University

- Dr. Estela Matriano

- Dr. Barbara Stein-

Stover

- Ms. Jaime Bartells

- Ms. Carole Caparras

Laguna

Filipino Language and

Culture in Political

Advertisements

- Prof. Evangeline Alvarez-

Encabo

Coronado

A Journey: Becoming a

Global Filipino Language

Teacher and Advocate

- Dr. Juanita Santos

Nacu

Cardiff

Session 3

3:00

l

3:50 PM

Beyond AB 420:

Advocating for Filipino

Language and Culture

Classes

- Ms. Eleonor Castillo

- Mr. Anthony Pascua

Newport II

Hopes and Fears:

Language Revitalization in

San Diego’s Filipino

Community

- Ms. Ivy Dulay

Cardiff

Bridging the Generation

Gap through Language and

Culture Immersion:

a Panel Presentation

- Mr. Art Nisperos

- Ms. Julia Poyrazoglu

- Mr. Christian Nisperos

Laguna

Session 4

4:00

l

4:50 PM

Online CSET-Filipino

Review Materials: A

CTFLC Project Report

- Dr. Atilio Alicio

- Mrs. Dolores Balane

Del Mar

The Use of Slang Words

in Tabloids

- Ms. Rosana E. de Leon

- Prof. Evangeline Alvarez-

Encabo

Carlsbad

Youth Activity 1

- USD Filipino Ugnayan

Student Organization

(FUSO)

Newport II

Schedule of Presentations

Sunday

Jan. 17 Advocacy/Policy Teaching Strategies/

Instructional Materials

International Education

Session

5

8:30

l

9:20 AM

A Look at Global Filipino

Orthography: Towards

Modernization and

Standardization

- Dr. Fe Aldave Yap

Newport II

Mga Estratehiya sa Pagtu-

turo ng Tula: Pagbabahagi

ng Karanasan ng University

of Asia and the Pacific

- Prof. Moreal N. Camba

Coronado

Mula sa Hispanismo Tungo

sa Filipinismo

- Prof. Wennielyn F. Fajilan

Cardiff

Session

6

10:00

l

10:50 AM

The Filipino Language

Program: California’s

Model for the Less

Commonly Taught

Languages

- Dr. Cristeta Dumaran

- Mrs. Rosalina Idos

- Ms. Mary Rose Peralta

Newport II

Teaching Literature and

Culture Using Filipino

Graphic Novel

-Prof. Emilou Lindsay

Mata-Mendoza

- Prof. Irene Villarin-

Gonzaga

Carlsbad

Filipino Heritage Language

Café: Classroom Without

Borders

- Prof. Imelda Gasmen

- Dr. Nenita Pambid

Domingo

Laguna Session

7

2:50

l

3:40 PM

The Filipino Language

Program: Its Linkages

with the Community

- Mr. Luisito Melchor, Jr.

- Mr. Salvador Idos

- Mrs. Rosalina Idos

Laguna

Salinlahi: A Web-Based

Interactive Language

Environment for Filipino

Heritage Learners

- Mr. Ralph Vincent J.

Regalado

Coronado

The Acquisition of Existential

and Possessive Sentences in

Filipino by Malaysian Students

- Dr. Maria Khristina S.

Manueli

Carlsbad

Monday

Jan. 18

Session

8

8:30

l

9:20 AM

Promoting Filipino

Language Teaching in the

Bay Area, Northern

California

- Dr. Leo Paz, et. al.

- Dr. Edith Borbon

Laguna

Isang Malikhaing Pagtuturo

ng Wika sa Kasanayang

Pangkomunikatibo: Mga Tun-

guhin at Estratehiya

- Dr. Leticia Cantal-

Pagkalinawan

Newport II

Isang Malikhaing Pagtuturo ng

Wika sa Kasanayang Pangko-

munikatibo: Mga Tunguhin at

Estratehiya

- Dr. Leticia Cantal-

Pagkalinawan

Newport II Session

9

9:30

l

10:20 AM

Filipino, Pilipino, Tagalog:

Status of Filipino Classes

in the US

- Mr. Ed Lim

Del Mar

Teaching Reading and

Writing to Beginning

Learners of Filipino

- Mrs. Farah Mendoza

- Ms. Dulce Bautista

Carlsbad

Smart Parenting Around

the Globe

- Prof. Ma. Wevenia

Ricohermoso

Coronado

Schedule of Presentations

Schedule of Presentations Sunday

Jan. 17 Teacher Preparation Arts and Culture Youth & Community

Session

5

8:30

l

9:20 AM

Applying the 2009 Califor-

nia World Language Stan-

dards in the Classroom

- Mr. Victor Eclar Romero

Carlsbad

The Other Filipinos:

Teaching Philippine

Culture in Malaysia

Prof. Rodney Jubilado

Dr. Maria Khristina S.

Manueli

Del Mar

The Impact of Teaching

Filipino in San Diego:

A Panel Discussion

- Ms. Jacqui Magat

- Mr. Salvador Idos

Laguna Session

6

10:00

l

10:50

AM

Poster Presentations:

(1) Kontribusyon ng Wi-

kang Dayuhan sa Pagpa-

paunlad at Paggamit ng

Wikang Filipino

- Dr. Jimmuel Naval

(2) Filipino Language,

Culture, and Folk Life

Program

- Dr. Christopher Gabriel

Coronado

Poster Presentations:

(1) Kontribusyon ng Wi-

kang Dayuhan sa Pagpa

paunlad at Paggamit ng

Wikang Filipino

- Dr. Jimmuel Naval

(2) Filipino Language,

Culture, and Folk Life

Program

- Dr. Christopher Gabriel

Coronado

The Bayanihan Experience:

Student-run Access and

Retention Program for Fil

Am Youth by Fil Am Youth

in San Diego County

- Mr. Joseph Ramirez

Cardiff

Session

7

2:50

l

3:40 PM

Salinlahi: A Web-Based

Interactive Language

Environment for Filipino

Heritage Learners

- Mr. Ralph Vincent J.

Regalado

Coronado

The Philippines through

the Traditional Dance

Experience

-Ms. Anna Maria Cabato &

PASACAT Dancers

Newport II

The Philippines through

the Traditional Dance Ex-

perience

-Ms. Anna Maria Cabato &

PASACAT Dancers

Newport II Monday

Jan. 18

Session

8

8:30

l

9:20 AM

Filipinizing English Songs

- Prof. Cherubim F. Valerio

- Prof. Evangeline Alvarez-

Encabo

Coronado

Filipinizing English Songs

- Prof. Cherubim F. Valerio

- Prof. Evangeline Alvarez-

Encabo

Coronado

It’s in Our Hands—

Tayo ay Magpabilang!

- Mrs. Rita Andrews

- Mrs. Aurora Cudal

- Mr. Fred Gallardo

Carlsbad Session

9

9:30

l

10:20

AM

Reproductive (in)Justice in

the Philippines

- Ms. Heidi Tuason

Cardiff

Descent to the Sariling Mundo: Untangling the

Complexities of the

Language of MentalHealth

and Illness in Filipino

- Prof. Jesus Federico

Hernandez

Laguna

WE ARE THE CHANGE!!!

Heroes and Heroines

Dr. Juanita Santos

Nacu, Facilitator

Newport II

Session Planning Guide Use this to help plan your time at the Conference.

Presentation/Workshop Title Room Saturday, January 16 AM Sessions CS1 10:30 – 11:20 __________________________________ ____________ CS2 11:30 – 12:20 __________________________________ ____________ PM Sessions CS3 3:00 – 3:50 ___________________________________ ____________ CS4 4:00 – 4:50 ___________________________________ ____________ 5:00 – 6:00 Attend the GLOCAFIL Business Meeting Newport II Sunday, January 17 AM Sessions CS5 8:30 – 9:20 ____________________________________ ____________ CS6 10:00 – 10:50 ____________________________________ ____________ PM Session CS7 2:55 – 3:45 ____________________________________ ____________ Monday, January 18 AM Sessions CS8 8:30 – 9:20 ____________________________________ ____________ CS9 9:30 – 10:20 ____________________________________ ____________

Floor Plan of Hilton Hotel

Abstracts Purita B. Andrews Level: All 2010 Census Partnership Specialist Keyword: Advocacy & Community Aurora S. Cudal Mon. Jan. 18 CS 8 8:30 – 9:20 AM President, Filipino Complete Count Committee Room: Carlsbad Fred Gallardo Executive Vice President, COPAO

It’s in Our Hands – Tayo ay Magpabilang! In 2010, the U.S. Census will define who we are as a nation. Taken every 10 years, the census affects political representation and directs the allocation of billions of dollars in government fund-ing. As 2010 Census partners, education can engage many residents who are otherwise difficult to reach because of geography or language barriers or college students who have historically been hard to count. As an education partner, teachers and students can help convey to the community the impor-tance of participating in this historic event and ensure no one is left uncounted. - 0 - Pia Arboleda Panel Presentation Assistant Professor Level: Higher Education University of Hawaii at Manoa Keyword: Teaching Strategies / Culture Co-Presenters: Randy Cortez Instructional Materials Jovanie dela Cruz Sat. Jan.16 CS 1 10:30-11:20 AM Mary Rose dela Cruz Room: Laguna Roderica Tuyay

Converging Texts: Teaching Culture through Translation and Film Subtitling Literary texts and films are excellent tools for teaching culture. However, for heritage learners, texts in Filipino and films without subtitles are incomprehensible; thus the need for translation and subtitling. For this panel, Dr. Pia Arboleda will present how culture is taught through Fil 435: Transla-tion Theory and Practice. This class is geared towards equipping students with translation theory so they may produce a translation or film subtitling project. The class puts great emphasis on culture in order for these projects to become effective. The students' outputs for this class are then used as ma-terial for teaching Philippine Film, History and Language. Overview of the importance of translation and its relation to culture, classroom methods and outcomes--Dr. Pia Arboleda Student outputs with a discussion of translation theory, problems and results. Ang pagsasubtitle ng Minsa'y Isang Gamugamo--Roderica Tuyay Ang pagsassubtitle ng Noli Me Tangere Unang Kabanata--Randy Cortez Ang pagsasubtitle ng Videoke King--Mary Rose dela Cruz "Sining ng Digmaan"--Jovanie dela Cruz - 0 - Dolores O. Balane Level: Higher Education Teacher, Eastlake High School Keyword: Teacher Preparation/Dev Atilio Alicio, Ph.D. Sat. Jan.16 CS 4 4:00-4:50 PM Lecturer, UCSD and SDSU Room: Del Mar

Online CSET-Filipino Review Materials: A CTFLC Project Report This paper will report on the review classes conducted for the CSET-takers, with the first CSET-Filipino administered in Nov. 2006 and the succeeding review classes organized by CTFLC in collaboration with the Language Acquisition Resource Center of San Diego State University (LARC-SDSU). Requirements for credentialing related to CSET-Filipino will likewise be discussed. The initially-developed online materials found in the CTFLC Website: www.ctflc.org, will be presented for the par-ticipants‘ information.

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Maria Josephine Barrios-Leblanc, Ph.D. Level: Grades 6 - 12, Higher Education UC Berkeley Keyword: Literature Sat. Jan. 16 CS 4 4:00 – 4:50 PM Room: Laguna

The Filipino American Activist as Heritage Language Learner: Notes on Language and Diaspora Nationalism

The paper focuses on specific Filipino heritage learners who view the study of the language as an act of decolonization. Some students believe that the United States and the Philippines continue to have a neo-colonial relationship; others that they have a role to play in the resolution of problems such as poverty, corruption, or militarization. These reasons then lead these Filipino Americans to join groups and activities which eventually contribute to language learning: volunteer work in Filipino American community centers; medical missions to rural communities in the Philippines, immersion in urban poor or workers' communities in Manila; or campaign work on issues such as human rights. The paper addresses the following questions: How are the learning processes of activists dif-ferent from that of other heritage learners? What words are in their vocabulary as signified by their written and recorded texts? How is the learning process affected by their immersion in underprivileged communities in the Philippines? Through interviews, process observation, and a study of their dia-logue interactions and written texts, the research aims to find out how heritage language is affected by the students' activism. - 0 -

Dulce Bautista Level: Middle & High School Teacher, Granger Junior High School Keyword: Teaching Strategy Farah Divah Mendoza Mon. Jan.18 CS 9 9:30-10:20 AM Teacher, Sweetwater High School Room: Carlsbad

Reading and Writing for Beginners According to Harvey & Goudvis, students should ―read text aloud multiple times to help chil-dren gain meaning and rereading enhances understanding and leads to shared insights‖. Presentors will demonstrate how to implement reading and writing strategies and create a sample of Daily Oral Fluency and 4-Square vocabulary. The reading presentation will focus on Text Lifting and Vocabu-lary Development to improve student reading fluency and comprehension. In the workshop, par-ticipants will create their own Daily Oral Fluency lifted from an authentic text in the target lan-guage. The writing presentation will show structured essay-writing using a five paragraph format within a time limit. Participants will practice techniques to effectively teach their students narrative and reflective writing as part of regular routine to improve speed and achieve mastery. Some evaluation techniques will also be introduced.

Anna Maria Cabato Level: All Founder and Director, PASACAT Keyword: Culture/Arts San Diego Sun. Jan.17 CS 7 2:50-3:40 PM Room: Newport II

The Philippines through the Traditional Dance Experience The Philippine dance experience has been the central point for Philippine Cultural Nights and Celebrations at universities, colleges and schools throughout the United States. One of the longest standing Philippine dance companies in the United States, PASACAT will share their Philippine dance experience through Dance workshops shared with schools in the San Diego County School Districts and the Santa Barbara Office of Education through the Children‘s Creative Project. Utilizing cos-tumes, props and instruments from PASACAT's 39-year collection, the workshop will give a glimpse of the diverse and unique cultures of the Philippines - from the Cordillera of Luzon, the Muslim and Tiboli cultures of Mindanao, the influence of Spain and the Philippine countryside. Demonstrations of dance steps and musical instruments will also be provided by members of PASACAT. - 0 - Moreal N. Camba Level: Higher Education College Instructor Keyword: Literature University of Asia and the Pacific Sun. Jan.17 CS 5 8:30-9:20 AM Room: Coronado

Mga Estratehiya sa Pagtuturo ng Tula: Pagbabahagi ng Karanasan ng University of Asia and the Pacific

Ibinabahagi ng panayam ang iba't ibang mga gawain at estratehiyang ginagamit ng mga guro ng Panitikang Filipino sa University of Asia and the Pacific (UA&P) na naging epektibo sa pagpukaw ng interes ng kanilang mga mag-aaral upang magbasa at magpahalaga ng mga tulang Filipino. Ibabahagi rin ang iba't ibang gawain ng mga estudyante matapos makatalakay ng mga tradi-syunal at modernong tula sa klase. Ilan dito ay ang (1) paglikha ng mga sariling tula,(2) pagsasagawa ng mga pagbasa (poetry reading), ang (3) pagsusuri/pag-aaral sa buhay at isang akda ng napiling makata at ang pagkakaroon ng (4) panayam kasama ang ilang mga buhay na makata.Bahagi rin ng panayam ang paggamit sa teknolohiya bilang intrumento ng pagkatuto ng estudyante. - 0 - Eleonor Grace Castillo Level: All President Keyword: Advocacy / Policy Filipino American Educators Association of California Sat. Jan. 16 CS 3 3:00-3:50 PM Anthony Pascua Room: Newport II Vice-President Filipino American Educators Association of San Diego County

Beyond AB 420: Advocating for Filipino Language and Culture Classes The Filipino American Educators Association of California and the Filipino American Educa-tors Association of San Diego are continuing to lead the Filipino Language Movement as advocates for Filipino Language classes in the US and globally. Learn about their advocacy efforts beyond their leadership in the historic passage of AB 420.

Pamela Cruz Constantino Level: Higher Education Professor / University Registrar Keyword: Advocacy / Policy Department of Filipino and Philippine Literature Sat. Jan.16 CS 4 4:00-4:50 PM College of Arts and Letters Room: Coronado University of the Philippines Diliman, Quezon City

Role of University-Based Organizations in Philippine Language Policy Decisions This paper describes how the advocacy works of university-based language organizations have helped insure the status of Filipino, the national language of the Philippines, in the political, social, cul-tural, and educational sphere in the neocolonial and globalizing Philippine society. Advocacy works as manifested in active participation of University-based organizations in pol-icy decisions and implementation toward the adoption, development, and propagation of the national language have been brought about by the lackluster attitude and lack of political will of the Philippine government. Members of these organizations serve as lobbyists, organizers, curricular designers, lan-guage planners, trainers, consultants, researchers, publishers, rallyists, demonstrators. These insure the place of the national language, albeit temporarily, in Philippine social, political, cultural and educational life. It is necessary to continue these advocacy works in order to ensure the sovereign role of the na-tional language in its own territory. - 0 - Michael M. Coroza Level: Grades 6 - 12, Higher Education Assistant Professor Keyword: Literature Ateneo de Manila University Sat. Jan. 16 CS 3 3:00 – 3:50 PM Room: Coronado

Ang Sining ng Saling-awit: Kasaysayan, Proseso, at Pagpapahalaga Sa presentasyong ito, 1) babalangkasin ang kasaysayan ng pagsasaling-awit sa Filipinas bilang isang sining na kaugnay ng pagtula, 2) ilalarawan ang proseso ng pagsasaling-awit gamit ang ilang popular na teksto bilang halimbawa, at 3) bibigyang-diin kung bakit ang saling-awit ay isang kasangkapan sa pagpapaunlad at pagpapalaganap ng Filipino. Ivy Dulay Level: All Filipino Language Advocate Keyword: Advocacy UCSD Alumna Sat. Jan. 16 CS 3 3:00-3:50 PM Room: Cardiff

Hopes & Fears: Language Revitalization in San Diego’s Filipino Community This research focuses on the significance of learning and preserving Filipino as a global lan-guage despite the socio-political factors affecting its status. Given the individual, family, and commu-nity benefits from the revitalization of this language, the importance of ensuring the vitality of Filipino is evident. Adapted from my chapter in the book Multilingual San Diego: Portraits of Language Loss and Revi-talization, and fieldwork performed in the Philippines, this research focuses on the significance of learn-ing and advocating Filipino as a global language. Despite the sociopolitical and historical factors affect-ing the status of Filipino, a genuine interest can be found in second generation children in the United States who are enrolling in Filipino language classes in a few high schools, colleges, and universities. In

order to ensure the vitality of Filipino as a global language, the community both here and abroad must create and preserve opportunities to accommodate to this growing interest of potential lan-guage learners. - 0 - Cristeta Dumaran, Ed.D. Level: Administration CTFLC Board Member Keyword: Advocacy Rosalina V. Idos Sun. Jan. 17 CS 6 10:00-10:50 AM CTFLC President and Room: Newport II SAILN World Language Teacher Trainor Mary Rose Peralta Principal, Granger Junior High School

The Filipino Language Program: California’s Model for the Less Commonly Taught Languages

A Presentation on the Topics: Program Development, Administration and Coordination

The Filipino language program in San Diego has grown to a total number of 73 classes offered in the middle schools, high schools, community colleges, and universities with more than 20 teachers teaching these classes. It has grown from a before-school class and an after-school class to full inclusion in the regular school schedule. This session will share the story of its growth until it was able to provide California with a Filipino language exam which fulfills the state‘s requirement for teachers to demonstrate subject matter knowledge as one part of the teacher credentialing process. Eventually this test became the model for the less commonly taught languages. On November 3, 2007, for the first time, six new language examinations were offered by the CCTC. There are still many challenges ahead that the Filipino community of educators and their sympathizers has to overcome.

- 0 - Evangeline Alvarez – Encabo Level: Higher Education, Research Filipino Department Keyword: Culture/Arts De La Salle University, Manila Sat. Jan.16 CS 2 11:30 AM - 12:20 PM Room: Coronado

Filipino Language and Culture in Political Advertisements The author will analyze the language used in the political advertisement of four presidential candidates to see how the Philippines and/or Filipinos were represented; what identities were set up for those involved in the text and what relationships were set up between those involved. This paper intends to equip teachers of Filipino as a Heritage Language with strategies for exploring media texts in classroom pedagogy by firstly placing a premium on their nature as "text authentic". Since authentic materials border on the notion of exploring registers which are not writ-ten up for classroom purposes, reference to language use could evidently manifest the potent rela-tionship between culture and language use of the distinctly unique Filipino. It then examines the merits innate in political advertisements while putting at the fore Fairclough‘s (1995) representa-tions, identities, and relations in the analysis of the language of media text.

Rosana E. de Leon Level: Higher Education Graduate Student, DLSU Keyword: Culture/Arts Evangeline Alvarez – Encabo Sat. Jan.16 CS 4 4:00–4:50 PM Filipino Department Room: Carlsbad De La Salle University, Manila

The Use of Slang Words in Tabloids This paper will discuss the wittiness of Filipinos in inventing words through the use of slang in Philippine tabloids. The paper will analyze further the slang words in order to understand Filipino language and culture. This topic takes a serious look at popular culture, which, due to a basically elitist and West-ern orientation, was deemed unworthy as objects of analysis in the universities‘ (Intro. Reyes). The Filipinos‘ love affair and penchant for (coming up with) shortened colorful language, otherwise known as slang, is a cultural phenomenon. No one, not even among its Asian neighbors, can com-pete with the Filipino in churning out a melange of verbal insanity. It is a ‗colorful manifestation of how millions of Filipinos, mostly the poor and the dispossessed, perceive and cope with the world around them. The richness, simplicity, sheer exuberance, not to mention brevity of wit, are qualities that defy their categorization, according to Western system of thought. And if ‗brevity is the soul of wit,‘ then the tabloid is its vehicle, where the relationship between the words, the culture and the wit of the people wraps up the topic. - 0 - Marilin Escalante Level: Higher Education Teacher, MarVista High School Keyword: Teacher Ed & Preparation Romando Reyes Sat. Jan. 16 CS 1 10:30:11:20 AM Teacher, Southwest High School Room: Del Mar

On Becoming Filipino Language Teachers in San Diego Being able to teach Filipino and share Philippine culture with the diverse communities in San Diego, California is a privilege and an opportunity available to everyone. This session will dis-cuss training opportunities and the credentialing process required to qualify for the highly reward-ing job of teaching Filipino in San Diego. World Languages is a college entrance requirement course in the California university sys-tem. Filipino joins Spanish, French, Italian, etc. as one of the world languages taught in San Diego high schools to prepare students for college. As such, this offers tremendous opportunities for in-dividuals trained in the teaching of the language and willing to share Philippine culture with young people of diverse ethnic backgrounds. Native Filipino speakers in the United States who are will-ing to undergo the state- mandated training and credentialing process may also become teachers of Filipino in San Diego. - 0 - Wennielyn Fajilan Level: Administration Faculty of Engineering Keyword: Advocacy University of Santo Tomas Sun. Jan.17 CS 5 8:30-9:20 AM Manila Room: Cardiff

Mula sa Hispanismo tungo sa Filipinismo: Ilang Batayan sa Pagtuturo ng Wika

at Kulturang Filipino sa mga Mananalitang Espanyol Kaakibat ng pagsusulong sa Filipino bilang wika ng mundo ang pagpapalawak ng ugnayan nito sa iba‘t ibang mga wika sa mundo. Kailangang mabigyang daan ang pagkatuto ng Filipino hindi la-mang para sa mga mananalitang Ingles kundi sa iba pang mga pangunahing wika sa mundo. Espan-yol ang ikalawang pinakamalawak na wika sa mundo. Ito ang kasalukuyang pangunahing wika ng 21 bansa sa Europa at Amerika Latina. Sa Estados Unidos, 25% ng populasyon ay may lahing His-paniko at mayorya sa kanila‘y may kamalayan sa wikang Espanyol. Gayundin, naimpluwensyahan ng Espanyol ang Filipino at ang mga wika sa Pilipinas bilang resulta ng karanasang kolonyal. Subalit, halos wala pang pananaliksik na nakatuon sa pagsusuri sa mga epektibong prinsipyo at paraan ng pagtuturo ng Filipino sa mga Espanyol. Kung kaya, hangarin ng papel na ito na maglatag ng mga mungkahi kung paano maituturo ang Filipino sa mga mananalitang Espanyol. - 0 - Christopher Gabriel Poster Presentation Director of the Language Learning Center Level: All De La Salle University at Dasmarinas Keyword: Curriculum Sun. Jan.17 CS 6 10:00-10:50 AM Room: Coronado

Filipino Language, Culture, and Folk Life Program With the advent of cultural pluralism which orients nations to be tolerant to multilingualism and multiculturalism, the Language Learning Center of De La Salle University at Dasmarinas aims to position itself in the region and in Asia as the center of excellence in language consultancy, train-ing, and development thereby strengthening the potentialities of cross-cultural interaction in to-day‘s age of globalization. The center‘s curricular programs are designed to address needs and in-quiries into Filipino language, culture, and folk life with a strong emphasis on the use of Filipino language in communities of Filipino/Asian diaspora. - 0 - Imelda Gasmen Level: Higher Ed / Administration Instructor, Filipino & Philippine Literature Program Keyword: Technology University of Hawaii at Manoa Sun. Jan.17 CS 6 10:00-10:50 AM Nenita Pambid Domingo, Ph.D. Room: Laguna Lecturer, University of California, Los Angeles Lilibeth Robotham Instructor,University of Hawaii at Manoa,

Filipino Heritage Language Café Classroom without Borders The Filipino Heritage Language Café is a collaborative project between the Intermediate students of the University of Hawai‘i at Manoa and UCLA.The presenters will share their experi-ence last Fall 2008 and the current iteration which includes students from the University of the Philippines.

The café uses the BRIX system and was developed by the National Foreign Languages Resource Center at the University of Hawai‘i at Manoa. It is an adaptation of the Cultura Project based at Massachusetts Institute of Technology (MIT) which is ―a new methodology for learning about an-other culture - a methodology which is not based upon being "taught" what American or French cultures are like or which does not reduce culture to a series of facts about the other country.‖ In the same vein, language in the café is not being taught but used by students to actually communi-cate and have real and authentic communication in the target language. - 0 - Jesus Federico C. Hernandez Level: All Assistant Professor Keyword: Research / Literacy Department of Linguistics Mon. Jan.18 CS 9 9:30-10:20 AM University of the Philippines Room: Laguna

Descent to the Sariling Mundo: Untangling the Complexities of the Language of Mental Health and Illness in Filipino

This paper addresses the complexities of the language of mental health and illness in Fili-pino. Linguistic features that are important in understanding how Filipinos view the world and the sariling mundo were identified in the discourse of mental health and illness. These features will prove important in the help seeking and help providing behaviors of the mentally ill by his significant others and caregivers. Also, the rich nuances of the lexicon of the Filipino experience in mental health and illness contributes to the larger discourse on global mental health and illness. It is also important that Filipinos who are living and working abroad, especially people who are working in the care giving sector, to be more aware of the cultural experiences of the Filipino and to be more sensitive to the histories of the mentally ill. - 0 - Rosalina Idos Level: All CTFLC President and Keyword: Teaching Strategies SAILN World Language Teacher Trainor Keyword: Teaching Strategies Salvador Idos Sat. Jan. 16 CS 4 4:00-4:50 PM CTFLC Adviser and Room: Cardiff Former Filipino Language Teacher, SDUSD

The Communication-Based Instruction in the Teaching of Filipino The success of the Filipino Language Program in San Diego can be traced among others to the training in the Communication- based Instruction (CBI) most of its teachers have undergone. This presentation will briefly explain the main features of CBI and how it relates to the to the WORLD LANGUAGE STANDARDS in the State of California. It will include strategies and techniques which the presenters have found to be effective in the teaching of Filipino in the public schools of the United States.

Rosalina Idos Panel Presentation CTFLC President and Level: All SAILN World Language Teacher Trainor Keyword: Advocacy / Langua Salvador Idos Sun. Jan. 17 CS 7 2:50-3:40 PM CTFLC Adviser and Room: Laguna Fellow, California Foreign Language Project Luisito Melchor, Jr. Student & Community Organizer

The Filipino Language Program: Its Linkages with the Community The Filipino Language Program is San Diego is an answer to a felt need of the Filipino community. This presentation aims to highlight the significant role of the community in helping shape the Filipino Language Program in San Diego attain its distinction as the model for the less commonly taught languages in the state of California. It will be presented by a Filipino community leader, and teachers who were among the pioneers in the teaching of Filipino in San Diego. - 0 - Rodney C. Jubilado Level: Higher Education Lecturer Keyword: Curriculum Faculty of Languages and Linguistics Sat. Jan.16 CS 3 3:00-3:50 PM University of Malaya, Kuala Lumpur Room: Carlsbad

Restructuring Filipino Language Program: Malaysian Perspective

This paper presents the development of the Filipino Language Program at University of Malaya. This aims to present the current development and curricular changes the language program undergoes particularly in relation to the Southeast East Asian Studies. It highlights the processes done and the formulation of program goals in compliance to the requirement of the Malaysian gov-ernment. The Government of Malaysia has tasked its Ministry of Higher Education to ensure that the state universities are of the highest quality and that they offer programs which are relevant to the development and progress of the nation. This translates to the restructuring of all programs offered by the universities in Malaysia. At University of Malaya, the Filipino languages program is under the Southeast Asian Studies Department of the Faculty of Arts and Social Sciences which offers the degree of Bachelor of Arts in Southeast Asian Studies. It leads to the standardization of programs offered in all the faculties of the university including the Filipino language program.

- 0 - Rodney C. Jubilado Level: Higher Education Lecturer Keyword: Arts & Culture Maria Khristina Manueli, Ph.D. Sun. Jan. 17 CS 5 8:30-9:20 AM Visiting Senior Lecturer Room: Del Mar University of Malaya, Kuala Lumpur

The Other Filipinos: Teaching Philippine Culture in Malaysia This paper presents the teaching of Muslim Filipino culture among Malaysian students

studying Filipino language and culture. The data used in this paper is from the researches con-ducted on Sama-Bajau in Mindanao. The students concerned are those in the Southeast Asian Studies program. Related to the Filipinos, the Austronesians of Malaysia are anthropologically and historically called Malays. The field of Austronesian studies has changed the basic tenets of Malayness lending a hand in redefining Filipino identity. Major Austronesian scholars such as Blust, Pawley, and Reid had made their arguments that these Austronesians of Malaysia and Indonesia were in fact migrants from the prehistoric Philippines. This argument reverses the errors of Beyer‘s teaching that Filipi-nos are Malays. Following this line of argument, this paper presents an update on the state of teaching Philippine culture among Malaysian students studying Filipino language and culture. This paper highlights the findings of various researches conducted on the Sama-Bajau groups in Sulu Archipelago. Where Hispanized Philippine culture dominates the cultural description of the Filipi-nos, this paper also presents the cultural diversity among Filipinos especially those of Islamic faith by bringing to the fore the dances and rituals of Sama-Bajau. - 0 - Edwin Lim Level: All Filipino Teacher Keyword: Research Bonita Vista High School Mon. Jan. 18 CS 9 9:30-10:20 AM Room: Del Mar

Filipino, Pilipino, Tagalog: Status of Filipino Classes in the U.S. Since 1975, Filipino has been taught in the U.S. in more than 20 public schools, and 22 uni-versities/colleges across 8 states. This session presents the history and data of Filipino classes, and the struggle to develop a CSET: Filipino Exam to certify "highly qualified" teachers in light of NCLB. With more than 90 million speakers, Filipino is one of the top 15 most spoken languages in the world. In San Diego County, Filipino has the fourth highest enrollment in world/foreign lan-guage classes. This presentation will present the history of Filipino classes in the U.S. from the be-ginnings in 1975, the population of Filipino Americans and Filipino speakers, the eight U.S. states where it is taught, the struggle to develop a CSET: Filipino Exam in order to certify "highly quali-fied" teachers in light of NCLB, the evolution of the name of the national language, and the status and challenges of Filipino classes today. - 0 - Ruth Elynia S. Mabanglo, Ph.D. Panel Presentation Coordinator and Professor Level: All Filipino and Philippine Literature Program Keyword: Culture / Assessment Department of Hawaiian and Indo-Pacific Languages Sat. Jan.16 CS 2 11:30-12:20 PM and Literatures Room: Newport II University of Hawai‘i at Manoa

TEACHING WHAT IS NATIVE: Filipino Culture in the L2 Classrooms and Beyond This panel will tackle the various ways on how culture is taught and experienced in various settings in and out of the Filipino language classrooms from various angles and perspectives.

1. Lester John Hael of Katipunan Club will talk on ―The Katipunan Club: Experiencing Culture Beyond the Classroom‖ The talk will cover how the UH Filipino and Philippine Literature Program has developed structured co-curricular activities that allow students to experience Filipino culture inside and out-side the classroom. The activities include semestral picnics, song and drama festivals, watching Filipino films and organizing other forms of high culture events such as ―Balagtasan‖, ―literary fo-rums‖, festivals and brown bag lectures. The activities are planned by both faculty and students allowing not only exposure to the culture itself but opportunities for leadership training and sharing of responsibilities. 2. Dr. Teresita Fortunato, In-Country Director, Advanced Filipino Abroad Program (AFAP) (tesfort@hotmail.com) will talk on ―Culture in an Immersion Environment: the AFAP Experi-ence‖ The Advanced Filipino Abroad Program (AFAP) managed by the University of Hawai‘i Filipino and Philippine Literature Program has existed for the last 18 years. It has directly and indi-rectly taught Filipino culture through various techniques, such as ―homestay‖ where participants live with families for three weeks, allowing them to commute from home to De La Salle University (that housed the Program for the last 9 years) to experience native Filipino lives, food and values/practices. The paper will also discuss how the academic structure of the program is complemented and supplemented by other activities such as attending ―fiestas‖, watching films, interviewing folks, reading literature and listening to lectures of guest speakers. The AFAP participants are assessed in their knowledge of content and culture after 8 weeks through a series of evaluation developed by the management of the Program. 3. Dr. Ruth Elynia S. Mabanglo (mabanglo@yahoo.com) will discuss the ―Promoting and Teaching Filipino Culture Though Films‖ Film is a very powerful medium. Because a film focuses on narratives and images, it has a better potential in teaching culture than the usual classroom activities and lectures. Depending on the text or content, the film can teach the history of a country, the various beliefs and religious practices of a people, the geography and anthropology of a place and, of course, the interaction of human beings as they are pitted against nature, social problems and other individuals. The paper will give samples of Filipino films and what cultural values can be taught from them. It will high-light activities that will allow the discussion of culture in the classroom. - 0 - Jacquiline U. Magat Panel Presentation Teacher, Bell Junior High School Level: All Salvador Idos Keyword: Advocacy / Assessment CTFLC Adviser Sun. Jan. 17, CS 5 8:30-9:20 AM

The Impact of the Teaching of Filipino in San Diego Selected secondary students currently enrolled in Filipino together with students who have been through the program will share in a Panel Discussion the extent to which their study of Fili-pino language and culture has transformed their lives. It will include their reflections on their chal-lenges in being brought up by their Filipino parents in the American society and how their study of Filipino has helped bridge the cultural gap between them, their family, and the Filipino community in general.

Fr. Anselm M. Manalastas, O.S.B. Level: All Dean, College of Arts and Sciences Keyword: Arts & Culture San Beda College Sat. Jan. 16 CS 1 10:30-11:20 AM Room: Carlsbad

Kagandahan ng Wikang Filipino: Pagsusuri sa Iba’t Ibang Larangan The Filipino language is beautiful. This beauty is manifested in the many facets of life such as literature, folklore, customs, traditions, and even cuisine. These we have inherited from our forefa-thers and mothers. This paper will examine the beauty of the Filipino language in relation to these fac-ets of life. It will also present contemporary issues (like globalization, media, migration) that pose problems in the use and appreciation of the language. Finally, the paper will present some suggestions to answer said problems. The paper will include the following: 1. The Beauty of the Filipino Language and its Use in: Literature, Folklore, Customs,

Traditions, and Cuisine 2. The Filipino Language in Relation to Contemporary Issues

3. Conclusion and Recommendations - 0 - Maria Khristina S. Manueli, Ph.D. Level: Higher Education Visiting Senior Lecturer Keyword: Research Department of Southeast Asian Studies Sun. Jan.17 CS 7 2:50-3:40 PM Faculty of Arts & Social Sciences Room: Carlsbad University of Malaya Kuala Lumpur 50603 Malaysia

The Acquisition of Existential and Possessive Sentences in Filipino by Malaysian Students The acquisition of the existential and possessive sentences in Filipino sometimes poses prob-lems to students. In Filipino, may functions both as an existential and possessive morpheme, while mayroon only as existential. This paper will discuss the existential and possessive sentences in Filipino and how Malaysian students acquire these constructions. Filipino is offered as a language elective in some universities and institutions in Malaysia. The popularity of Filipino compared to other Southeast Asian languages as an elective is quite high: 9 out of 10 students choose Filipino as language elective. This maybe attributed to the similarity of Filipino to Malay. Despite this, the level of acquisition of Filipino by the Malaysian students is not very satis-factory. The paper will look into the syntax and semantics of may/mayoon and wala and present rules that can be easily learned and understood in order to help Malaysian students understand and learn to construct grammatical Filipino sentences.

- 0 - Estela C. Matriano, Ed.D. Level: University Professor of Cross Cultural Studies Keyword: Curriculum Executive Director of the World Council Sat. Jan. 16 CS 2 11:30 – 12: 20 PM for Curriculum and Instruction (WCCI) Room: Laguna HSOE, Alliant International University Barbara Stein-Stover, Ed.D. Director, Teacher Education, HSOE, Alliant International University

Jaime Bartells Credential Analyst, HSOE, Alliant International University Carole I. Caparros, M.Ed., Instructional Project Coordinator,HSOE, Alliant International University Filipino Language Single Subject Credentaling Program at Alliant International University The Filipino Language and Culture Teacher Credentialing Program is a groundbreaking new initiative that has been recently added to HSOE's Teacher CHOICE programs. It offers the single subject credentialing program in combination with a Master of Arts in Education degree for teachers of Filipino Language. The presenters will give an overview of the Single Subject Credential in Filipino Language, the importance of this program and how it is uniquely designed for each students enrolled in this program. The presenters will discuss a hands-on advising and career mentorship. - 0 - Emilou Lindsay Mata – Mendoza Level: Higher Education St. Scholastica‘s College Keyword: Literature Irene Villarin – Gonzaga Sun. Jan.17 CS 6 1 10:00-10:50 AM De La Salle University – Dasmariñas Room: Carlsbad

Teaching Literature and Culture through the Filipino Graphic Novel

The graphic novel is one of the most promising literary genres in contemporary popular culture. Its rise in popularity began in the US and Britain as part of the comics renaissance (a move-ment within the comics industry to transform the comic book into a more serious literary form), but the genre also started to gain popularity and readership in the Philippines in the early 1990s. A new wave of Filipino comics writers engendered an evolution of the traditional Filipino komiks into the Filipino graphic novel and gradually introduced the genre as a legitimate Filipino literary form – one that, although adapted in part from a Western art form, is deeply grounded in Filipino culture and identity. The graphic novel by Carlo Vergara entitled, Ang Kagila-gilalas na Pakikipagsapalaran ni Zsazsa Zaturnnah is one of the successful publications in the emerging Filipino graphic novel indus-try. It has acquired a cult following among readers of various ages, and has sparked interest in criti-cal studies in the genre, its themes, and cultural significance. - 0 - Juanita Santos Nacu, Ed.D. Level: All Project Designer/ Coordinator Keyword: Advocacy / Policy Filipino American Institute of Life in America (FAMILIA) Sat. Jan. 16 CS 2 11:30-12:20 PM Room: Cardiff

A Journey: Becoming a Global Filipino Language Teacher and Advocate There are Filipino language teachers who started with different careers before they became one for different reasons: job opportunity, community need, and advocacy. This presentation will focus on the ―Heart Side‖ of the story of these teachers: how their decisions transform a lot of lives not just locally but globally. ―Being Filipino is a God-given gift‖. Just like our family, we are born to one not of our choosing. Therefore, learning, understanding, and embracing this identity contribute to being fully human. This makes the role of the Filipino language teachers outside the Philippines critical in the

formation of Filipino Americans to discover and to develop their God-given potentials by knowing and accepting their roots. - 0 - Art Nisperos Level: All Julia Poyrazoglu Keyword: Culture / Literacy Christian Nisperos Sat. Jan. 16 CS 3 3:00-3:50 PM Community Members Room: Laguna

Bridging the Generational Gap through Language and Culture Immersion

Generation X Filipino Americans were essentially the first wave of individuals who grew up in the American culture. Their parents, labeled baby boomers, were discouraged to pass on their Filipino language and culture for fear that their children would not be accepted. Now that Genera-tion X has reached an age where many have young children, there is a need to get back in touch with their Filipino heritage and pass it to their children through language and culture immersion. This panel presentation will focus on the movement, challenges, and efforts that Generation X par-ents and their children are going through to get back in touch with their Filipino roots. The presenters will provide their life stories and experiences with respect to their pursuit of getting more in touch with their Filipino culture. They will share their struggles in searching for programs and eventually creating and volunteering in their own organized programs. They will also share the benefits and positive affect this has had on their respective families and friends. - 0 - Tony Olaes Level: All President and CEO Keyword: Advocacy / Culture ODM Enterprises Sat. Jan.16 CS 1 10:30-11:20 AM Room: Cardiff

The Bayanihan Spirit at the Heart of Becoming Filipino An autobiographical presentation demonstrating how the Bayanihan spirit transformed me into a Filipino in heart, attitude and values. It is a personal awakening to an unforgettable realiza-tion that “ako pala ay Filipino”, a deep-seated feeling which led to cherish Bayanihan, a Filipino trait of helping one another and together we accomplish the task on hand made easy because we care for each other. The Bayanihan spirit is felt within ourselves and expressed in meaningful actions. Bayanihan is a unique Filipino character trait which we should nurture as a precious cultural legacy which I want to share with the second generation Filipinos in the local and global communities. - 0 - Jimmuel C. Naval, Ph.D. Poster Presentation Professor and Chairman Keyword: Language for Specific Purposes Department of Filipino and Philippine Literature Sun. Jan.17 CS 6 10:00-10:50 AM College of Arts and Letters Room: Coronado University of the Philippines

Kontribusyon ng Wikang Dayuhan sa Pagpapa-unlad at Paggamit ng Wikang Filipino: Isang Pag-iimbentaryo ng mga salitang hiram tungo sa pagsasa-global ng Filipino

Layunin ng papel na itona mag-imbentaryo ng mga salitang hiram buhat sa iba't ibang wika tulad ng Espanyol, Tsino, Ingles, Mexico, Portuges, Sanskrit, Malay, German, Pranses, Italy-ano, Latin , Griyego,Haiti,Persyano Korean, Thai, Vietnamese, at Japanese mula noon hanggang ngayon na nakaimpluwensya sa wikang Filipino. Suriin ang konteks sa panghihiram at ipaliwanag ang maaaring relasyon nito sa paglaganap at paggamit ng wikang Filipino sa buong mundo.

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Leticia Cantal – Pagkalinawan, Ph.D. Level: All Filipino Lecturer Keyword: Methods / Techniques Department of Asian Languages and Cultures Mon. Jan. 18 CS 8 8:30-9:20 AM University of Michigan Room: Newport II

Isang Malikhaing Pagtuturo ng Wika Tungo sa Paglinang ng Kasanayang Pangkomunikatibo: Mga Tunguhin at Estratehiya

Tatalakayin sa papel na ito ang iba't ibang konseptong may kaugnayan sa mabisang pagtu-turo at pagkatuto ng wika. Magbabahagi rin ng iba't ibang estratehiya at mga kawili-wiling gawain sa pagtuturo ng wikang Filipino. Ang sumusunod na mga layunin ay isinaalang-alang ko sa pagbuo ng aking papel: 1. Matalakay ang mga batayang konsepto sa pagtuturo at pagkatuto ng wika. 2. Maipaliwanag ang mga batayang konsepto sa komunikatibong pagtuturo ng wika. 3. Matukoy ang papel ng guro at mag-aaral sa klasrum pangwika. 4. Makapagbahagi ng ilang estratehiya sa mabisang pagtuturo ng wika. 5. Magamit ang mga tinalakay na estratehiya sa pagtuturo ng wikang Filipino.

- 0 - Leo Paz, Ph.D. Level : All Chair, Philippine Studies Department Keyword: Advocacy / Policy City College of San Francisco Mon. Jan.18 CS 8 8:30-9:20 AM Room: Laguna

Promoting Filipino Language Teaching in the Bay Area, Northern California* This paper deals with the history, strategies, institutions, educational organizations, commu-nity groups, and individuals behind the rapid increase of Filipino language classes in Northern Cali-fornia high schools and colleges. The presentation will include a SWOT analysis (strengths and weaknesses, opportunities and threats) and specific recommendations for propagating Filipino lan-guage teaching in the U.S. It will also include a discussion of teacher development and recruitment for educational and community institutions. * to be presented by Dr. Edith E. Borbon

Joseph Ramirez, et. al. Panel Presentation Administrative Assistant Level: All UCSD Cross-Cultural Studies Keyword: Advocacy Sun. Jan. 17 CS 5 8:30-9:20 AM Room: Cardiff

The Bayanihan Experience: Student-Run Access and Retention Program for FilAm Youth by FilAm Youth in San Diego County

With many difficulties such as cuts in academic funding in the high school and college level, many students in the San Diego area have been denied resources that allows them to pursue higher education and/or retain their status in colleges. For over 15yrs, colleges like SDSU and UCSD have been offering programs that outreaches to the community such as high school pro-grams and peer mentorship; as well as efforts to retain their student body through support pro-grams such as mentoring and counseling. SDSU's Andres Bonifacio Samahan Filipino and UCSD's Kaibigang Pilpino, Kamalayan Kollective, and KaBayanihan, has been in the forefront of access & retention programs in San Diego County. This workshop will present the historical and contempo-rary struggles of FilAm college students doing the work their colleges should be doing, by encour-aging high school students to go to college and encouraging their fellow college students to do well in college and pursue post-secondary. - 0 - Ralph Vincent Regalado Level: Pre-K to 5 / Administration Graduate Student Keyword: Instructional Materials DLSU- Manila Sun. Jan.17 CS 7 2:50-3:40 PM Room: Coronado Salinlahi: An Interactive Learning Environment for Filipino Language Heritage Learners

Salinlahi is an interactive learning environment that allows heritage learners, particularly be-ginner level children, to learn the basics of the Filipino Language. It is a web-based ILE that in-cludes lessons and activities on basic Filipino, each using images, animation, interactive compo-nents, audio, and template-based Natural Language Generation in constructing feedback. The Salinlahi web-based interactive learning environment covers 11 lessons on basic Fili-pino. It uses the conversational method to teach the Filipino language to beginner level children. The main focus of the ILE is on the vocabulary. Some of the known Filipino cultures are also dis-cussed in the ILE. At the end of each lesson, the learners will answer interactive exercises and the system will provide feedbacks. Those feedbacks do not only inform the learners that they are wrong, but also, those feedbacks explain why the learners‘ answers are wrong. The generated feed-backs also give additional information about the answer and suggest lessons for the learners to take.

Maria Wevenia C. Ricohermoso Level: All Professor, St. Louis University and DLSU-Manila Keyword: Culture / Arts Mon. Jan. 18 CS 9 9:30-10:20 AM Room: Coronado

Smart Parenting Around the Globe

As labor migration flourish, thousands of Filipino mothers were to brought-up their children with the aid of technologies. This is to cover for the traditional motherhood expected of them. On the other end, mobile phone companies, such as Globe and Smart seem to legitimize transnational motherhood. Filipinos are known for a kind of parenting that requires the presence of parents, especially mothers. These days of labor migration, thousands of children grow up apart from their mothers; as they are forced to work outside the country in order to give their children a decent life, send them to school, give them access to quality health care, or in some cases, just to provide the necessity to live. Being away from their children, while providing them with their material need, doesn‘t mean that they are free from other maternal obligations which require time and presence, as the society defines it. This is where technologies, particularly mobile phones help. With their capacity to make commu-nication accessible for the mothers and their children, they redefine the concept of time and pres-ence. Globe and Smart telecom companies seem to enhance such change with their ads.

- 0 - Victor Eclar Romero Level: Pre-K -12, Higher Education Author, "Learn Filipino" Book Series Keyword: Curriculum Magsimba Press Sun. Jan. 17 CS 5 9:00 – 9:50 AM Room: Carlsbad

Applying the 2009 California World Language Standards in the Classroom Session participants review the four stages in the 2009 California world language standards, then develop a language subset for a selected topic for each stage. The result is a large pool of sen-tences teachers can use for learning examples, exercises and test questions. - 0 - Heidi T. Tuason Master of Public Health Graduate Student Level: Higher Ed / Administration UC Berkeley School of Public Health Keyword: Research Likhaan Women's Health Center Intern Mon. Jan.18 CS 9 9:30-10:20 AM Pilipino Community Activist Room: Cardiff

Reproductive (in)Justice in the Pilipinas: Language as Rapport for Documentary Eleven Filipina women die each day in the Philippines due to childbirth-related complica-tions. This interactive presentation will highlight short documentary films created by a UC Berkeley Public Health graduate student who used the Filipino language as a method of unveiling unsafe abor-tion stories among urban poor women of Metro Manila. ONE a MINUTE. Despite its illegality, over HALF a MILLION abortions occur annually in the Philippines. ELEVEN each DAY. Most of these are unsafe, and over 4000 Filipina women die due to childbirth-related complications, including abortion.

The stories of this social injustice cannot be documented without a thorough understanding of both public health and the Pilipino culture and language. This is why this UC Berkeley Public Health graduate student community organizer and activist used her Filipino language skills when this past summer she was a Reproductive Health Research, Advocacy, and Policy intern at Likhaan Center for Women's Health, a women‘s health NGO in the Philippines. - 0 - Leith Casel-Schutz Level: Higher Education Foreign Instructor Keyword: International Education Tokyo University of Foreign Studies Sat. Jan.16 CS 2 11:30-12:20 PM Room: Carlsbad

Filipino Language Education: the Case of Tokyo University of Foreign Studies The Tokyo University of Foreign Studies is the sole university in Japan which offers Philip-pine Area Studies as a major course. This paper will trace the establishment of the program and the problems encountered while developing it. It will also show the present curriculum, the textbook be-ing used, student activities that strengthen their appreciation of Filipino language and Philippine cul-ture and concerns about the future of the program. - 0 - Minda Cabilao Valencia Level: All Deputy Executive Director Keyword: Advocacy Commission on Filipinos Overseas (CFO) Sat. Jan. 16 CS 1 10:30 – 11:20 AM Room: Coronado

The Filipino Language Program of the Commission on Filipinos Overseas

Towards promoting the use of Filipino language, the CFO has developed the LearnFili-pino.ph, an internet-based language program, and the annual literary contest in Filipino for students of Philippine schools overseas (PSOs). The CFO also supports the strengthening of Filipino language programs in PSOs. In three years, the LearnFilipino.ph has gathered 842 registrants but only 69 paying on-line students. The annual literary contest in Filipino for students of Philippine schools overseas on the other hand has gathered 136 entries in its first year. One month before its deadline, the 2nd annual literary contest has gathered 148 entries. In comparison, it appears that the literary contest is a more effective intervention in promot-ing an appreciation of Filipino as a language than the LearnFilipino.ph. It appears that direct incen-tives are an important aspect of promoting Filipino and these incentives are present in the contest.

Cherubim F. Valerio Level: Higher Education, Faculty, Tarlac State University Researchers and other Scholars Evangeline Alvarez – Encabo Keyword: Arts & Culture / Filipino Department Language for Specific Purposes De La Salle University, Manila Mon. Jan.18 CS 8 9:00 – 9:50 AM Room: Coronado

Filipinizing English Songs This paper will analyze the Filipino translation of popular English songs. This aims to show if the meaning of the original songs were retained or changed; if the song were carefully translated or if translated just to make fun and give entertainment. A lot of popular English songs were translated in Filipino and are being played on radio sta-tions everyday. The song interpretation of the vocal artists are almost similar to the original, however the meaning of most of translated songs is somehow different from its origin. Irregardless of the meaning, the songs are certified hit in the Philippines because Filipino culture and interests was con-sidered in the translation. This paper will can give an idea to teachers of Filipino as a second lan-guage to use Tagalized or Filipinized English song as a fun way of teaching Filipino language and cul-ture. This will also build interest to the audience to try translating songs to Filipino.

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Fe Aldave Yap, Ph.D. Level: All Director General Keyword: Advocacy & Policy Komisyon sa Wikang Filipino (KWF) Sat. Jan. 16 CS 1 10:30 – 11:20 AM Room: Newport II

Global Filipino in Multilingual Education This paper presents answers to the following questions on current issues on language And language-in-education:

§ What is Global Filipino today? § Who are the Global Filipinos speaking Global Filipino? § On the national language and language-in-education question, what is the answer in the Philippine setting? § How many Global Filipinos are using their national language as a vehicle of communication in the borderless world? § Where in the world Global Filipino is given recognition and importance as one of the global languages? § In the sociology of language, what is the social status of Global Filipino in the community of nations?

Fe Aldave Yap, Ph.D. Level: All Director General Keyword: Advocacy & Policy Komisyon sa Wikang Filipino (KWF) Sun. Jan. 17 CS 5 9:00 – 9:50 AM Room: Newport II

A Look at GLOBAL FILIPINO ORTHOGRAPHY: Towards Modernization & Standardization

ORTHOGRAPHY is the way words are spelled or should be spelled in writing. The etymology of orthography is briefly explained, showing the relationship between sounds and letters, or phonemes and graphemes in modern linguistics. It is in the process of modernization towards standardization. The Philippine national language is Filipino, now called GLOBAL FILIPINO as a language of Global Filipinos in this age of globalization. This paper is a response to the Department of Education (DepEd) clarion call – urgently appealing to lexicographers, dictionary writers, linguistic practitioners and language enthusiasts to do something on Filipino Orthography Reform. For background information, this paper gives the historical development of the Filipino writing system through the years – from the Alibata or Baybayin of early times to the ABAKADA and the Bagong Ortograpiyang Filipino of modern times. Towards a unified Filipino writing system and standardization, this paper proposes a Mod-ern Global Filipino Orthography with spelling rules and guidelines in response to the needs of the times.

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Youth Activity 1 Sat. Jan. 16 CS 44:00-4:50 PM Filipino Ugnayan Student Organization (FUSO) Room: Newport II University of San Diego

Amazing Combination of Highly Interactive Engaging and Fun Activities

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Youth Activity 2 Mon. Jan. 18 CS 9 9:30-10:20 AM Juanita Santos Nacu, Ed.D., Facilitator Room: Newport I

We Are The Change! Heroes and Heroines

Council for Teaching Filipino Language and Culture

Officers 2009 – 2010

Rosalina V. Idos Dolores O. Balane President Vice-President

Blancaflor N. Villanueva Julita V. Biares Carole I. Caparros Treasurer Recording Secretary Corresponding Secretary

Cristeta M. Dumaran Wulfilda P. Galvante Estela C. Matriano Salvador S. Idos Board of Director Board of Director Adviser Adviser

Members Myrna Ablana ● Dolores Aledia ● Atilio Alicio

Grace Almazar ● Miguelita Candelaria ●Rizalyn Cruz Salvacion De Vera ● Marilin Escalante ● Rosalinda Falaminiano

Virginia Ferrer ● Gloria Guilas ● Norman Leonard ● Ed Lim Jacquilin Magat ● Farah Mendoza ● Felizardo Moscoso

Juanita Santos Nacu ● Anthony Pascua ● Mary Rose Peralta Romando Reyes ● Mai Sciarratta ● Fred Zara

History of CTFLC

Filipino language teachers in San Diego began working together since the late ‘80s. They came together at first informally to share lessons and ideas on how best to teach their classes. While most of them were native speakers, a number were not language teachers and felt the need to learn more. So they organized their own summer institutes to provide the much needed train-ing and time to develop curriculum materials. Passion for their heritage and language, and the deep desire to share these with students more than made up for what these first group of teach-ers may have lacked in language teaching training and curriculum materials.

In 2001 a group of teachers of the Sweetwater Union High School District organized them-selves into the Filipino Language Teachers of Sweetwater (FLATS). Later, colleagues from the San Diego Unified School District joined FLATS. The group then decided to become a profes-sional organization and in 2005, FLATS became the Council for Teaching Filipino Language & Culture (CTFLC).

Meantime the No Child Left Behind Legislation (NCLB) loomed in the horizon threatening the demise of Filipino language classes in the San Diego County. The teachers could not meet NCLB requirements because there was no protocol to acquire them— no CSET (California Subject matter Examination for Teachers) Filipino, nor course offerings at any university .

CTFLC worked with political leaders, professional organizations and institutions, the Filipino community, the Foreign Language Council of San Diego (FLCSD), the California Language Teachers Association (CLTA), the Language Acquisition Resource Center (LARC) of San Diego State University (SDSU), and most notably the Filipino American Educators of San Diego County (FILAMEDA). Eventually, AB 420 was passed mandating the writing of a CSET in Filipino.

In October 2007, four selected members of CTFLC were invited by the California Commis-sion on Teacher Credentialing (CCTC) to write, grade, and standardize the CSET in Filipino Lan-guage. In December 2007, the CSET in Filipino Language was approved by CCTC in Sacra-mento. This test was then used by the CCTC as a model so that other less commonly taught lan-guages would be able to develop their tests. Thus official tests in Arabic, Armenian, Cantonese, Farsi, Hmong, and Khmer were developed using the Filipino test as the template.

CTFLC then worked with Alliant International University (AIU) to offer a credential pro-gram in Filipino; thus making AUI the only University in the United States offering this creden-tial program.

CTFLC members were the majority of the first examinees of CSET Filipino with a hundred percent passing rate; thus everyone became NCLB compliant. CTFLC members teach at all school levels— elementary, junior high, senior high, community college, and the university.

CTFLC has gone a long way since its inception. Professionalism, love, passion and dedica-tion to the students and to the community, coupled by the determination to succeed in every undertaking, and faithfulness to its educational mission have been the guiding principles of the organization.

CTFLC is registered in the State of California as a non-profit organization with a 501(c)(3) status.

Among CTFLC’s accomplishments are ...

Organized and co-hosted the Second International Conference on Filipino as a Global Language with the theme “Transformation through Empowerment in Filipino Language and Culture”

Campaigned and lobbied for AB 420 authorizing the California Single Subject Test (CSET-Filipino)

Four CTFLC members were selected to write the CSET- Filipino which was first administered in November 2007.

Collaborated with Alliant International University to have HSOE‘s Single Subject (Filipino Language) credential program approved by the California Commission for Teacher Credentialing (CCTC) in 2007

Conducts twice-yearly review for prospective examinees of the CSET- Filipino

Participates in the annual Filipino community‘s Festival of Festivals to celebrate Philippine Independence Day in June, and the annual Filipino Heritage Fair every

October

Conducts monthly meetings that include sharing of best teaching practices and lessons

Mentors beginning Filipino language teachers to be highly effective and successful in the profession

Over 90% of members are Fellows of or trained with the San Diego International Language Network (SAILN) of the California Foreign Language Program of

Stanford University, and engage in continuing education through participation in professional conferences, seminars, and workshops.

Current President, Rosalina V. Idos was awarded ―Outstanding Teacher for 2007‖ for the State of California by the California Language Teachers Association.

Founding President, Dr. Christie M. Dumaran was awarded ―Outstanding Teacher for 2008‖ by the Foreign Language Council of San Diego.

One member helped students produce a video, in collaboration with the San Diego Registrar of Voters, Morse High School, and the Media Arts Center San Diego‘s Teen Production Project, to encourage Filipino Americans to register and vote.

Collaborates with SDSU, Language Acquisition Resource Center (LARC), HSOE, Alliant International University, and local organizations such as the Filipino American Development Initiatives (FADI), Council of Philippine- American Organizations of San Diego (COPAO), and the Kalusugan Community Services on various Filipino language projects

Entered into a partnership with the local 2010 Census to raise awareness of the Filipino American community on the importance and need to be counted

2ND INTERNATIONAL CONFERENCE ON FILIPINO AS A GLOBAL LANGUAGE

Conference Committees

Overall Chairperson: Rosalina V. Idos

Registration Program Chair: Dolores O. Balane Chair: Wulfilda P. Galvante

Myrna Ablana ● Rizalyn Cruz Atilio V. Alicio ● Juanita Santos-Nacu Miguelita Candelaria Mary Rose L. Peralta

Sponsorship and Publicity Panel Review Board Chair: Carole I. Caparros Cristeta M. Dumaran

Cristeta Dumaran ● Estela C. Matriano Atilio V. Alicio

Hospitality and Accommodations Exhibits and Bazaar Chair: Blancaflor Villaneuva Chair:Julita V. Biares Co-Chair: Virginia Ferrer Rizalyn Cruz ● Salvacion Devera

Fred Zara Marilin Escalante ● Gloria Guilas

Community Participation & Involvement Youth Participation Chair: Felizardo C. Moscoso Chair: Salvador S. Idos Co-Chair: Aurora Soriano-Cudal Co-Chair: Juanita Nacu

Nedy Lao

Technology Entertainment Chair: Grace Almazar Chair: Jacquilin U. Magat Co-Chair: Norman Leonard Co-Chair: Virginia Ferrer

Romando Reyes ● Farah Mendoza Awards Ceremony Chair: Atilio V. Alicio Salvador S. Idos ● Mary Rose L. Peralta

List of Exhibitors

Filipino American Educators Association Tahanan Books (FILAMEDA) www.filameda.org Sonya Maasz, (858)663-7802 Severino Reyes, (619)253-2945 sonyamaasz@yahoo.com Email: sevreyes.filamed@yahoo.com FAMILIA (Filipino American Institute of Life in America) Filipino Heritage Arts Juanita S. Nacu, (858)383-1807 Christina/Samuel Flores (858)538-6381 Email: drjsnacu@att.net Philippine National Bank Remittance Center RCBC Remit Center www.pnbrci.com, FAX:(619)472-5790 national_ca@rcbcremit.com Stephen Garcia, (619)472-5270 FAX: (619)477-2401 Email: national city@pnbrci.com Jose M. Marcial, (619)477-2400 Gawad Kalinga Operation Samahan Census 2010 Kalusugan FilAm Wellnes Center

Filipino and Philippine Literature Program, UH HSOE, Alliant Int’l. University

Acknowledgment CTFLC expresses deep appreciation to the following institutions, organizations,

friends and families for the all out support they extended to make this historic conference become a successful fulfillment.

Language Acquisition Resource Center, San Diego State University HSOE, Alliant International University

Filipino and Philippine Literature Program, University of Hawaii Filipino American Development Initiatives, Inc.

Gawad Kalinga and Mr. Tony Olaes

Mr. Tony Pizarro ● Ms. Flordeliza Norris ● Mr. Al Villamora The Filipino Press ● Asian Journal ● FilAm Nation

All Exhibitors ● Volunteers Families and Friends for the uplifting greetings and advertisements in the souvenir program

Without our distinguished

Guest Speakers, Researchers, Professors, Teachers, and Panelists there would be no conference.

Mabuhay at taos-pusong salamat po sa inyong lahat!

Our sincere apologies for any inadvertent omissions, errors, or misspellings.