Download Syllabus - University of San Francisco

C O U R S E S Y L L A B U S
Course Title: Filipino for Foreign Students: Introduction to
Philippine Culture through Immersion
Course Number: Filipino 11.2
Department/ School: Filipino Department, School of Humanities
Institution: Ateneo de Manila University
Instructor: Carlota B. Francisco
Semester/School Year: Fall 2013
A. Course Description
The course is meant to assist foreign students in their community immersion in the
Philippines. It hopes to facilitate a holistic appreciation of their cultural experience -their
everyday life in the country, with special attention to their host communities (the
different marginalized sectors from Metro Manila and Batangas).
As an introductory-level course, Filipino 11.2 provides the second language learner with
the basic foundations essential in building communication competency in Filipino
through culture learning. The development of the four macro-skills of communication –
listening, speaking, reading and writing – in the target language will be integrated with
specific cultural contexts to gain awareness and understanding about the Filipinos'
everyday life, as well as confidence in interacting with the Filipino society. The course
work includes activities and drills which support the following components: vocabulary
enrichment, familiarization with the basic expressions, construction of response
patterns and simple sentences for oral and written communication, and appreciation for
Filipino culture.
B. Course Objectives
At the end of the course, the students should be able to demonstrate competency in the
following language skills and communication situations:
SPEAKING:
• Express self clearly, effectively, and confidently through utterances of basic
expressions, patterned responses, and simple sentences in Filipino in specific
situations such as: introducing self and others, exchanging greetings, asking basic
information, answering simple questions, telling time, and buying or requesting
for something.
Filipino 12.2 [C.B. Francisco] Page 1

This can be measured through classroom discussions, dialogues, short skits/role
play, interviews and conversing with the locals, as well as in the presentations
of the interviews and sharing of experiences.
LISTENING:
• Understand and respond to sentence-length utterances given in specific contexts
such as sharing information about self, reacting to spoken expressions which
reveal emotions, and following simple instructions.
• Recognize the meaning of a spoken Filipino word/expression as guided by an
applied stress and intonation.
Within classroom setting, these can be measured through discussions and
recitations, dialogues/short skits/role play, and other oral exercises which
involve listening to music, watching video clips, and films, etc.
Within community settings, these can be measured through conversing with the
locals and doing interviews on field trips which the students need to
report/present/share during classroom discussions.
READING:
• Recognize a number of vocabulary items and signs which appear in materials in
Filipino such as local songs, menus, public signs, tabloids, etc.
• Understand simple written instructions and deliver appropriate responses.
• Develop skills in comprehending short written texts in Filipino like simple
dialogues and sample communication situations in specific cultural contexts.
These can be measured through seat works, quizzes, projects and class
presentations.
WRITING:
• Respond to basic writing needs such as filling out forms about personal
information, expressing short messages on different occasions celebrated in
Filipino context, making a list of ingredients for a particular Filipino dish, etc.
This can be measured through seat works, quizzes, exam, and projects.
CULTURE:
• Identify objects and practices which are associated to Filipino identity and
traditions (e.g. naming the national symbols of the Philippines, being familiar
with some local celebrations or holidays, etc.).
Filipino 12.2 [C.B. Francisco] Page 2

• Know the different values of the Filipinos which are connected to their language
and manners in communicating (e.g. words and gestures which show respect).
• Appreciate the Filipino culture through various activities outside the classroom.
These can be measured through class discussions, in role plays, especially
during sharing of experiences, reporting of interviews, the exam and project.
C. Course Outline and Timeframe
Week Topic
Orientation
(2 nd wk. of
Aug.)
1
(3 rd wk. of
Aug.)
Course Introduction
The course outline
The course requirements
The Grading system
Assignment:
1. Take a jeepney ride and observe the facade and interior of a
jeepney.
• Take note of any detail that catches your attention. Observe as
well the interactions among the passengers, and between
passengers and the driver.
2. Read: Hornedo, F. H. “The Visitor and the Native in the Jeepney
and the Tricycle.” Pagmamahal and Pagmumura. 1997: 109-114.
“Sakay Na!”
Session 1: A Brief Jeepney Ride through Filipino Culture and
Personhood
A Crash Course on Riding a Jeepney
A glimpse at Filipino Culture, Personhood and Values, Pop Art and
Concept of Space.
Session 2: Language Exercises on:
Jeepney Scenes…
Simple Introductions…
Song: “Limang Dipang Tao” by Ryan Cayabyab
Assignment: Pagpapakilala
Prepare a short introduction of yourself keeping in mind the
Filipino 12.2 [C.B. Francisco] Page 3

2
(4 th wk of
Aug.)
3
(1 st wk. of
Sept.)
usual content of a typical self introduction in any social context
within your cultural setting.
Reading:
Hornedo, F. H. “The Visitor and the Native in the Jeepney and
the Tricycle.” Pagmamahal and Pagmumura. 1997: 109-114.
Ako Si… --What’s in the Filipino Name
Session 1: The Art and Cultural Context of Pagpapakilala
Introducing Self and Getting to Know Others
Basic Greetings, Responses and Gestures
Exercises/drills
Session 2: A Brief History on the Filipino Language
Speaking the Filipino Language: Filipino Alphabet and Phonemes
Song: “ABaKaDa” by Florante
Cultural Experience: Savoring Halu-halo: A Taste of Filipino Language
and Culture
Readings:
Barrios, J. “Pagpapakilala.” Tagalog for Beginners. 2011:1-14.
_______. “Pagbati.” Tagalog for Beginners. 2011:14-25.
_______. “Why Filipino and Not Pilipino: A Brief History of
Making a Language a National Language. Tagalog for
Beginners. 2011:357-358.
The Filipino Personhood – of Kapwa and the Self
Session 1: Ang Pagkataong Pilipino
An Introduction to the Filipino Pronouns (Panghalip) with
special attention to “kita”.
Workshop…
Session 2: Bridging Indifference from the Ibang Tao to Di-Ibang Tao
Establishing Relationship with Filipinos
Language Strategy: Using Po and Opo, Ate/Manang,
Kuya/Manong, etc.
Exercises/drills…
Filipino 12.2 [C.B. Francisco] Page 4

4
(2 nd wk of
Sept.)
Readings:
De Guia, K. “Ang Pagkataong Filipino: A Theory of Filipino
Personhood.” Kapwa: The Self in the Other. 2005: 17-44
Enriquez, V. G. “Shared Inner Self.” From Colonial to Liberation
Psychology: The Philippine Experience. 2008: 52-56.
Pe-pau, R. and E. Protacio-Marcelino. “Sikolohiyang Filipino (Filipino
Psycchology): A Legacy Of Virgilio G. Enriquez.” Asian Journal of
Social Psychology. 3(2000): 49-71
Tao po! : Visiting a Friend’s House
Session 1:From Bahay Kubo to Bahay na Bato –A Tour Within
Filipino Homes
Songs: Bahay Kubo (folksong)/Sa Aking Kubo and Bahay by Gary
Granada
Session 2: The Filipino Hospitality: Accepting and Refusing Politely
an Invitation to Eat
Language Strategy: Using the Prefix “Paki”, “Maki/Makiki”, Naki
and Nakiki
Exercises/drills…
Readings:
Barrios, J. “Ang bahay kubo and the bahay na bato”. Tagalog for
Beginners. 2011:90
_______. “Pagbisita sa Bahay ng Kaibigan”. Tagalog for
Beginners. 2011: 42-51.
______. “Ang Aming Bahay ”. Tagalog for Beginners. 2011:84-
92 .
Gardner, R. From Bahay Kubo to Bahay na Bato. Philippine
Journeys. http://www.aenet.org/photos/bahay.htm
Noche, M. History of Philippine Architecture. NCCA.
http://www.ncca.gov.ph/about-culture-and-arts/articles-on-c-na/article.php?igm=1&i=110
Assignment:
Make a family tree of your host family or a family in your praxis
site.
Mano po: An Introduction to the Filipino Family
Session 1: The Filipino Mag-anak, Kamag-anak, and Ritual Kinship.
Relationship Words and the Prefix “Ka”
Filipino 12.2 [C.B. Francisco] Page 5

5
(3 rd wk. of
Sept.)
6
(4th wk. of
Sept./
Calatagan
immersion
wk.)
Workshop on the assignment
Session 2: Anak –The Filipino Child
Pagtuturo at Disiplina: Disciplining the Filipino Way (Pananakot,
Kapangyarihan and Pagmamahal)
Tips on dealing with children in your praxis community (e.g.
teaching the children to count, know the parts of the body, simple
arithmetic and tell the time and date)
Song:
Anak by Freddie Aguilar
Paa, Tuhod, Balikat, Ulo (Children’s song)
Lubi-lubi by Yoyoy Villame
Home work/Assignment: Watch the movie, Anak and answer the
guide questions
Readings:
Barrios, J. “Ang Aking Pamilya”. Tagalog for Beginners. 2011: 73-
83.
Medina, B. T.G. “Issues Relating to Filipino Marriage and Family.
Social Science Information. 23: 1-2(1995): 36-43.
Torres, A. "Rethinking the Filipino Family: Tracking Changes
Across the Years.” Social Science Information. 23:1-2(1995): 54-
66.
Ang Nayon at Mga Taga-nayon
Session 1: Ang Nayon at mga Taga-nayon: Prelude to Entering A
Fishing (Calatagan Community Immersion)
The prefix “Taga” and the suffix “an”
Introduction to Calatagan Batangas
Video clips:
Calatagan Hymn.
http://www.youtube.com/watch?v=YP4aMQDO5hk
International Collective In Support of the Fisherworkers (ICSF):
The Fisher Folks of Calatagan.
http://www.youtube.com/watch?v=qzobFjtEEXE
Seaweeds Farming in Calatagan.
http://www.youtube.com/watch?v=aQt8iu5-oA
Filipino 12.2 [C.B. Francisco] Page 6

7
(1st wk. of
Oct.)
8
(2 nd wk. of
Oct./ before
the fall break)
Session 2: Understanding the Dynamics of Bayanihan and Damayan
From civility (pakikilahok) to Being One (Pakikiisa) with the
community.
o Culture notes on Attending Birthdays, Weddings and Wakes.
o Helping with household chores.
o Eating, sleeping, taking baths, etc.
Song: “Bayanihan sa Bayan ni Juan” by Mike Hanapol
Reading:
Barrios, J. Plazaz, the taga-bukid and the taga-bayan. Tagalog for
Beginners. 2011: 98-99.
Assignment:
Prepare a community profile based on the experience you had in
Calatagan. The assignment should demonstrate your observation of
the neighborhood and participation, as well as reflection on the
community’s everyday life.
Revisiting the Calatagan Experience within the Sikolohiyang
Filipino (Kapwa) Framework
Session 1: Pagbabahagi at Pagpoproseso ng Karanasan
Presentation of the assignment on Calatagan (Sharing).
Session 2: The taga-bayan and taga-nayon (bukid/bundok)
Dichotomy
A glimpse of the culture divide.
Exercises/drills…
Orientation on the next meeting’s activity (“A taste of street life”)
Tayo Na’t Maglakbay
Session 1: Tara na’t Mag-ikot!: A Taste of Street Life
Pag-iikot at paggagala – A direct encounter with Filipino Street
Characters, Food and Culture.
Session 2: Maglibot Tayo!
Paglalakbay: From Luzon to Mindanao
Tips on travelling
Cultural Experience: A taste of Street food
*Submission of the Project Proposal*
Filipino 12.2 [C.B. Francisco] Page 7

9
(4th wk.,
Oct./
After the fall
break)
10
(5 th wk. of
Oct.)
11
(1 st wk of
Nov.)
Mapping Structures and People in a typical Filipino Community
Activities:
Class visit with a nearby barangay (Krus na Ligas)
Conversing with the locals (Pakikipagkuwentuhan)
Assignment:
Make a community profile of the barangay you have visited taking
note of the structures you have seen and the people you interacted
with.
Undas at a Glance
Session 1: Undas [All Saints and Souls Day] at a Glance
Pangangaluluwa and Undas Observance: Honoring and
Remembering the Dead
Afterlife and the Indigenous Concept of Soul (Kaluluwa)
Session 2: Oras-oras, Araw-araw, Pana-panahon
Describing the Weather
On Telling Time: Filipino Expressions About Time
Telling the Date
Exercises/drills
Readings:
Abrera, M.B. L. The Soul Boat and the Boat Soul: An Inquiry into the
Indigenous Soul. University of the Philippines: Department of History.
http://www.researchsea.com/html/download.php/id/71/research/
Chua, M.C. B. The Manunggal Jar as a Vessel of Hisstory. Artes de Las
Pilipinas.
http://www.artesdelasfilipinas.com/archives/50/the-­‐manunggul-­‐jar-­‐as-­‐a-­‐ vessel-­‐
of-­‐history
Understanding the Filipino Spirituality within the KAPWA
Psychology (Part 1)
Session 2: Revisiting Superstitious Beliefs
Kasal
Pagbubuntis at Panganganak
Lamay at Libing
Exercises/drills/role play
Film: Dead na Si Lolo. Topacio, S.
Filipino 12.2 [C.B. Francisco] Page 8

12
(2 nd week of
Nov.)
13
(3 rd wk. of
Nov.)
14
(4 th wk. of
Nov.)
15
Assignment: Watch the film, Ded na Si Lolo and answer the guide
questions.
Understanding the Filipino Spirituality within the KAPWA
Psychology (Part 2)
Session 3: Re-evaluating the Culture of Sufferings
Kuwaresma
Pasyon
Penitensiya
Exercises/drills/role play
Film: Himala
Assignment: Watch the film, Himala and answer the guide questions.
Maligayang Pasko!
Session 1: Paskong Pilipino: ways of celebrating Christmas in
Philippines
Simbang Gabi
Monita, Monito
Karoling
Panunuluyan
Song: “Paskong Pinoy Medley”
Session 2: Kain Tayo! –Salu-salo: The Philippine Food Culture
Everyday Food and Foods for Special Occasions
Terms about food and cooking
Describing Tastes
Expressing satisfaction : Use of “Gusto” at “Ayaw”;
Reading:
Fernandez, D. G. “Culture Ingested: Notes on the
Indigenization of Philippine Food.” Gastronomica –The Journal of
Food and Culture. 3.3(2003): 58-71.
Project Presentation
Final Exam
Filipino 12.2 [C.B. Francisco] Page 9

D. References:
Abrera, M.B. L. The Soul Boat and the Boat Soul: An Inquiry into the Indigenous Soul.
University of the Philippines: Department of History.
http://www.researchsea.com/html/download.php/id/71/research/
Alejo, A. E. Tao Po! Tuloy! Quezon City: Office of Research and Publication. 1990
Barrios, J. Tagalog for Beginners: An Introduction to Filipino, the National Language
of the Philippines. Tokyo, Vermont, Singapore: Tuttle Publishing, 2011.
Bellen, M. T.G. The Filipino Family. Quezon City: University of the Philippine Press.
2001.
___________. “Issues Relating to Filipino Marriage and Family”. Social Science
Information. 23:1-2(1995): 36-43.
Carlos, V. P. I'd Like to Speak Filipino I. Rev. ed. Manila: Victoria P. Carlos Publishing,
2009.
Castle, C. S. and L. Mcgonnel. Teach Yourself Tagalog. London: Hodder Education,
2003.
Chua, M.C. B. The Manunggal Jar as a Vessel of Hisstory. Artes de Las Pilipinas.
http://www.artesdelasfilipinas.com/archives/50/the-manunggul-jar-as-a-
vessel- of-history
De Guia, K. Indigenous Filipino Values: A Foundation for a Culture of Non-Violence. 8
Aug. 2012
_________. Kapwa: The Self in the Other. Pasig: Anvil Publishing Inc., 2005.
Enriquez, V. G. From Colonial to Liberation Psychology: The Philippine Experience.
Quezon City: University of the Philippines Press, 2008.
______________. “ Pilipino’y Maaaring Kilanlin sa Pamamagitan ng Kanyng
Pagkain.” Likha. Ed. Benilda S. Santos. Quezon City: Office of Research and
Publications. 2002: 117-127.
Gardner, R. From Bahay Kubo to Bahay na Bato. Philippine Journeys.
http://www.aenet.org/photos/bahay.htm
Go, S. “The Filipino Family: Contemporary Issues and Research Prospects.” Social
Science Information. 23:1-2(1995): 13-16.
Filipino 12.2 [C.B. Francisco] Page 10

Hornedo, F. H. Pagmamahal and Pagmumura. Quezon City: Office of Research and
Publications, 1997. Pp. 109-114.
Noche, M. History of Philippine Architecture. NCCA. http://www.ncca.gov.ph/about-
culture-and-arts/articles-on-c-n-a/article.php?igm=1&i=110
Ramos, T. V. Conversational Tagalog. Manila: Merriam & Webster Bookstore, Inc.,
under arrangement with University of Hawaii Press, Honolulu, Hawaii, U.S.A,
1985.
Santos, V. C. at L.E. Santos. New Vicassan's English-Pilipino Dictionary. Pasig City:
Anvil Publishing Inc., 1995.
Tan, A. “Four Meanings of Fatherhood”. Social Science Information. 23:1-2(1995):
44:53.
E. Course Requirements and Grading System
Activities Value
Written and oral exercises, quizzes, recitation,
and workshops (role play/presentations)
20%
Assignments and Assignment Presentations 20%
Project and Project Presentation 30%
Final Examination 30%
Total 100%
Grading System
A 92-100
B+ 87-91
B 84-86
C+ 79-83
C 75-78
D 70-74
F 69 and below
F. Classroom Policies:
1. Classes will start on time. Any student who will show up 15 minutes later than the
supposed start of class will be considered late.
Filipino 12.2 [C.B. Francisco] Page 11

2. If the number of cuts goes beyond the limit (3 cuts), the student gets a
WITHDRAWN status. Students are responsible for any missed lessons, activities,
or tests.
3. All requirements must be submitted on time.
4. Students should aid in maintaining a conducive place for learning. Gadgets
(laptops, electronic tablets, etc.) are not allowed to be used during class hours
except for presentation purposes. The same policy applies for the use of cell
phones, especially when taking tests.
5. Active participation is expected in class since the nature of the course requires it.
6. Apart from the above policies, academic dishonesty in all forms will not be
tolerated and will be dealt with in accordance to the Ateneo de Manila Loyola
Schools’ Code of Academic Integrity. Read the Loyola School’s Student Guide to
the Code of Academic Integrity for a detailed discussion.
CARLOTA B. FRANCISCO
Kagawaran ng Filipino, 3 rd Flr. Dela Costa Bldng.
Tel. no. (+632) 4266001 loc. 5320/5321
Email add: harp_carlotaf@yahoo.co.uk
cfrancisco@ateneo.edu
Consultation: By Appointment
Filipino 12.2 [C.B. Francisco] Page 12