- Genre:language arts & disciplines
- Sub-genre:Linguistics / General
- Language:English
- Pages:728
- Paperback ISBN:9789719452751
Book details
Overview
This volume marks a milestone in Philippine scholarship, uniting academic linguistics with practical advocacy for mother tongue-based multilingual education (MTB-MLE). These twin domains perfectly capture the life work of Dr. Ricardo M. Duran Nolasco, whose distinguished career blends rigorous linguistic inquiry with a deep commitment to educational justice and linguistic human rights. The structure of this book embodies this dual focus: Part 1 contains foundational linguistic studies of several Philippine languages, while Part 2 showcases practical applications, showing how linguistic research can inform public policy and support grassroots movements for language rights and educational reform. All chapters are written by Dr. Nolasco's friends, colleagues, and students, and are offered as a tribute to a pillar of Philippine linguistics and education who, despite his transformative impact, often reminded others that he did not wish to be seen as a big brother or hero. The contributors to this volume honor that spirit, continuing the work Dr. Nolasco helped advance by offering this book as a catalyst for future scholarship and advocacy for minoritized language communities. After all, languages are not born minor; they become minoritized only when power determines who may speak, be heard, or be taught. Dr. Nolasco's life work reminds us that to revive a language is not merely to preserve words, but also to uphold the inherent dignity, wisdom, and humanity of those who speak them.
Description
Philippine Languages and Education Reform: Papers in honor of Ricardo Ma. Duran Nolasco is a comprehensive, two‑part scholarly volume celebrating the intellectual legacy of Dr. Ricardo Ma. Duran Nolasco—renowned linguist, educator, and leading advocate for Mother Tongue–Based Multilingual Education (MTB‑MLE) in the Philippines. Edited by Mercedes E. Arzadon, Antonio D. Igcalinos, and Thomas E. Payne, the book brings together 27 chapters, all written by professional linguists, educators, researchers, and policy practitioners whose work intersects with Philippine languages and multilingual education. The contributors represent a distinguished roster of scholars, many of whom have conducted extensive fieldwork or played key roles in national education reform.
The volume is organized into two major sections, each reflecting a core dimension of Dr. Nolasco’s scholarly contributions:
Section I: Community‑based Linguistic Descriptions of Individual Philippine Languages. This section contains 18 chapters devoted to detailed, data‑driven descriptions of minoritized and understudied Philippine languages. Topics include phonology, morphosyntax, verbal morphology, case marking, serial verb constructions, historical linguistics, and grammatical change. The languages examined span the archipelago—including Kabulowan, Bisaja, Tagalog, Tboli, Tëduray, Itneg Inlaud, Kapampangan, Bantayanon, Umiray Dumaget, Porohanon, Waray, Masbatenyo, Kagayanen, Sama‑Bajaw, Buhidic Mangyan, and others.
These chapters embody Dr. Nolasco’s commitment to communication-based linguistics, rigorous fieldwork, and analyses grounded in the conceptual categories of the speech communities themselves. They demonstrate the extraordinary diversity of Philippine languages and reflect a careful effort to document languages that are endangered or previously underdescribed.
Section II: Studies of Multilingual Education (MLE) Policy and Practice in the Philippines, comprises 9 chapters devoted to MTB‑MLE, language policy, literacy, orthography development, and the sociopolitical dynamics of educational reform. These contributions explore:
- the historical and political foundations of MTB‑MLE
- the implementation experiences of teachers and schools
- community advocacy for equitable and inclusive education
- the relationship between literacy, multimodal learning, and mother‑tongue instruction
- how MTB‑MLE contributes to national identity formation
This volume will be of particular interest to linguists, educators, policymakers, and literacy specialists concerned with MTB‑MLE, language rights, and pedagogical innovation. The volume underscores the belief—central to Dr. Nolasco’s life work—that linguistic diversity is a cultural treasure and that mother‑tongue education is essential for equity, cognitive development, and national identity.
