Auditing: Etymology of "Criticism"

Que Pasa Readers,

On the 2nd week of Literature class, Prof. C lectured on the etymology of "criticism" while inserting bits and pieces of Philippine Oral history ( during and post WW2: Martial Law, Political Jokes and the power of laughter, current international issues/diplomacy, and the raging Class Wars ).  After class, I was made more aware of a positive aspect of criticism.

In modern times (a little after the Greeks up to Now), the word "criticism" automatically has a negative connotation.  It's so negative that in order to make it positive ( like in writing workshops ), we add the adjective "constructive."  We don't indulge in nit-picking and cruel judgment, we make suggestions that can improve the other ( whatever that may be ) in constructive criticism ( comments that will add on/build on ).

The negativity continues outside Academe.  Some associate critics critiqueing ( whatever that may be ) a frivolous activity (whiners); hence when these same individuals discover that these critics often have English majors, they disregard this field of study as trivial.  These assumptions ( making an ass out of U and me ) further fossilized the polarized view of criticism as either scholastic and impartial, or negative and objective.

Studying the word "criticism" and its origin from the Greek "krisis," we learn about its roots in democracy and its relation to "crisis."  According to Prof. C and his research, a citizen, in Ancient Democratic Greece, was also a Senate member.  During one of their sessions, they'd "sift" and "identify" a problem, "judge" it using subjective criteria, and "rectify" the issue ( disregarding kairos to address efficiently the pressing problem ).  For me the "rectifying" and "resotrative act" is fresh.

In a crisis, there's a sense of urgency, of turmoil, of chaos, etc.  One of a critic's jobs is to "foment a crisis" ( like mischievious trickster figures of Native tribes ) or stirring the pot to acknowledge a problem ( often ignored because its not within one's comfort zone ).  Going against the status quo ( that causes unhappiness or undesirable state ) to change/transform/onset [begin process of becoming] to experience the "other."  In the back of my mind, this change etc. may have been the lurking "so-what?" Nonetheless, this new information gives me a clearer argument for the naysayers, and an awareness of criticism in a positive context of problem solving.

Random? MA Thesis and Philippine English

Namaste Readers,

After reading T. Ruanni F. Tupas' essay, "Wronging English," I learned a different side to Philippine English, which reminded me a lot about my MAs thesis that dealt with empowerment of marginalized people through word play and manipulation.  Tupas' argument states that improper use of English ( wronging English ) is not only funny, but subversive.

Tupas argues that uncritical use of English ( English as sacred and untouchable ) leads to "linguistic imperialism" where one blindly believes "that English is inherently good, that it brings about good lives to everyone, that everyone benefits from it."

In reality, "English is not a neutral language," but rather, a  language used by 1st World colonizers.  On the other extreme side of this spectrum, getting rid of English totally would only cause isolationism.  Tupas proposes that learning English shouldn't be about training "English-speaking bodies for export abroad," but rather to "access the world's knowledge stored in English and to develop intercultural competence through the language."

Tupas concludes that by changing "the language, literally, by wronging... [its] pronunciation, words, sentences, meanings, etc.... we will be able to register through language our protest against the continued ( cultural, political, etc. ) dominance of America in our daily lives."  If this act won't save us, then maybe it can "lead us to asking questions about unequal lives, and how to change these lives for the good of all."

ESL Practicum: shades of green

What's Up Readers,

Observation is good, but interaction is even better.  Learning is direct, and misunderstandings can be awkward and funny.  There was an odd number of students, so I had a chance to partner up with Student E ( since he forgot my MAs degree or age, he remained candid perceiving me as another 1st year student ). 

Our task was to make a list of associations with the subject English, and also list the rules we follow for composing.  Afterwards, we would discuss the items on our lists.  Student E's rules for his writing process included spelling and grammar check, organization, clarity, content, and style that checked for "subliminal messages" and apt usage of figures of speech.  Mines was similar; however the order was reversed focusing on higher levels of concerns first ( such as content before grammar et. al. ).

I asked him what he meant by "subliminal messages" and if it dealt with revolutions.  He told me that "subliminal messages" meant "green" comments.  Since he didn't address the revolution aspect, I continued inquiring with a revolutionary frame of mind.  The Green Revolution, as in "Go Green and Recycle"? "No," said he, "As in sexual." "Oh-"  Thank goodness we ran out of time.  How awkward would the conversation be?

"Green" might be a Philippine English term.  I started thinking about the connection ( if there was one ).  Green birds are sometimes referred to as callow or newbies or naive or beginners.  Understanding sexual innuendoes definitely requires background infomation beyond a beginner's knowledge.  Green is symbolic of Earth ( Earthy and sensual, Mother Nature and goddesses ).  Maybe sex is so taboo that to mention it will result in a nauseating feeling ( like throwing up a la morning sicknes style )? [ Green face ] 

I asked Director N, and she explained that "Green" stemmed from the saying "Off Color." ( maybe connected to the sickness theory ).  Off color because sometimes when one is embarrased, one blushes ( albeit turning reddish instead of greenish ).  Isn't green also associated with evil? ( the pre-Gregory Maguire's Wicked Witch was green ).  There's the saying "Green with envy." ( a not so good feeling/ill will towards another ).  Being callow to this term is humbling.

ESL Practicum: Philippine English

Hi Readers,

Starting to learn about Philippine English is enlightening.  ( it appears to be the most obvious, but since it's staring straight at me, I just glaze over it ).  The term makes me extra aware of my translating process.

Among the pros of inventing idioms unique to the country is its enriching value ( adding to the English Language or in a negative? sense bastardizing the language ).  In Philippine English et. al., the literal English translation makes more sense when it's placed in the context of the original Tagalog saying.  It only sounds odd or funny to Native Speakers following the English standards of their country.

When I was in 3rd grade, I used to say "Open the lights" or "Open the TV" because the Tagalog saying is "Buksan mo ang ilaw" or "Buksan mo ang TV."  But if you literally open the light or TV, you'll end up breaking them.  It takes a bit of time for the Native Speakers listening to such a request to put it together and understand the message.  The Native Speakers then correct my Philippine English: "Oh, you mean, TURN ON the lights/TV."

Sometimes it's scary when I don't recognize the difference between Philippine English and American English.  Being in the middle of these 2 cultures, I constantly translate.  In translation, my main priority is understanding first for communicative exchange.  Hearing the Tagalog and translating in English ( and vice versa ), I immediately look for the equivalents of idioms from each country.  At times, listening and vocalizing is easier than explaining through the written word.  In most cases, this ability is advantageous when working with ESL learners/writers.

Random? bummed no longer

Namaste Readers,

I was feeling a bit bummed out because I got pick-pocketed.  The thief stole my aunt's cellphone, and my brand new umbrella by Fibrella.  I have a land line so I can still contact family, but not having an umbrella-ella during the rainy monsoon season is not good.  I had no other choice but to go shopping (again).  And to avoid accumulating credit card charge fees, I would have to buy everything at once in one department store: SM ( branch located in North/EDSA ).

I bought a blue-violet Fibrella, a fast-drying rubber sandals for the rain, some pasolubong, and music cds.  I was also short on supplies of shirts so I looked around for sales.  Penshoppe and Bench ( my faves ) didn't have a lot on their sales rack.  Mint didn't have a section at all inside SM.  Molecules had only small and large sizes.  And just when I was about to give up, I found sales and my size in the brand Bum.

Browsing Bum's sales rack, I saw designs I liked in different sizes.  At first glance, I would be turned off by Bum's aesthetics.  Most of their graphics consisted of skulls, a common "emo" icon.  ( I may have had my emo-phase wearing dark colors and impersonating the typical tormented woe-is-I poet, but I think I was leaning towards the Romantics championing the bucolic, pastoral, and organic (Nature), while reacting against the claustrophia-inducing destructive mass-producing nature of industrialism ).

They also have other images and I mostly chose them.  Graphics aside, I loved the details, craftmanship, and textures of their shirts ( so organic and sometimes subtle ).  Their preferred scheme employs muted colors ( blacks, gray, maroon, etc. ) with a splash of brights ( pink, royal blue, mint green, etc ).  Sizes are not as standard.  There are varying degrees of large, medium, and small, depending especially on the company and the materials.  I might be a small at Penshoppe, but a medium at Bum.

I gathered 2 items to begin with and tried them on.  Finding out that they fit me like a glove, I was further encouraged to keep browsing the sales rack, and magically a shirt to my liking kept appearing.  Next thing I know, I had 5 shirts in my shopping cart ( Bummed to the MAX ).  I had to leave before I do some damage on credit card spending so I checked out and paid leaving SM with not only necessary items ( such as the Fibrella ), but a new favorite brand, Bum.

ESL Practicum: context for ESL

Hello Readers,

"You are not dumb," says Director N as she begins the class and establishes a context: English as a skill.  Like other skills such as swimming or driving, English skills can be effectively honed through constant practice in different situations ( fostered by the class ).  Seeing English with this lens makes learning it more concrete, physical, and manageable for ESL learners ( not so abstract ).

With this encouragement and empowerment, Director N lectures on the Reading Process ( plenty of teacher-talk to set up framework is often necessary in the beginning ).  Her lecture was a good review on the act of reading involving decoding the meaning and interpreting codes using background knowledge ( after all, we're not tabula rasa/empty slates to be filled as in Paulo Freire's Banking Concept ).  Other strategies were discussed such as predicting ( using title and author ), skimming ( for general understanding ), scanning ( for a specific answer ), and more.

Most of the activities mentioned above are completed "before" reading the meat of the text, hence "pre" reading.  For a better understanding of this term and for vocabulary development, the class made a list of words beginning with the prefix "pre": pre-history ( before written history ), prenups ( before marriage agreement ), preface ( before the actual story ), etc.  And a class clown added "pretty" ( before the "tty" ).

After the vocabulary boost, a mini lesson in World Geography ensued locating English speaking countries ( first Native Speakers and second ESL Speakers ).  Segue waying into linguistics, idioms, and puns, Director N introduced/reviewed Philippine English and other English variety ( such as Indian English, Nigerian English, Singaporean English, et. al. ).  A minor talk about word connotations and polite usage of different words ended the class.

The context established throughout the class period using philosophy (Freire's), reading strategies, word breakdown, geography, linguistics, pop culture, and anthropology, made for a more interesting and well-connected background to approach English ( maybe far more efficient than the isolated methods of learning parts of speech first? ).

Manila Internship: excitement (w3)

Kamusta Readers,

The 3rd week is full of excitement because the different components are starting to gel together.  Theory being supported by practice and vice-versa.  And the Spirit of entrepreneurship was in the air.

My practicum in ESL teaching began with a discussion with Director N.  She explained the purpose of the Validation Exams ( to place students in the right "track" according to their level of English proficiency ).  I was exposed to First Year Students' writing; albeit their ESL background, these students faced similar issues as the American Freshmen students I taught.  I also co-created a quiz from the Icebreaker activity, which utilized listening and speaking skills.

On Friday the emphasis was on Reading.  Director N lectured about the reading process ( using different disciplines, such as history, geography, linguistics, sociology, and pop culture ) to create a more meaningful and wholistic context.  The last 30 minutes of class was dedicated to D.E.A.R. ( Drop Everything And Read ) to promote extensive reading through pleasure reading ( reading strictly Literature and Novels no textbooks or other types of readings for different classes ).  As the class TA, I picked up the class handout packet 1 from the English Department.

Outside the practicum, I worked on the Library Project.  I noticed that other subjects included under the Literature section ( "800" in the Dewey Decimal System ) are drama, speaking, and writing.  Professor C also allowed me to audit his class; he encouraged me to participate fully instead of lurking silently on the periphery.  I applied to 4 Review Centers as an English tutor, and I submitted my revised UbD article.

I started networking with other graduate students.  I chitchatted with an English PhD student, who commutes 8-10 hours once a week to attend his class and work; his mentors are encouraging him to explore the Language aspect of English instead of the Literature side.  I had an interesting conversation with an Electrical Engineer MA student, and I will start helping an English MA student to tweak his paper for the UbD issue.  His current interest deals with Language Policy in Secondary schools.