`An Garamiton na `Ortograpiya san Minasbaté. Minasbaté Working Orthography

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`AN GARAMITON NA `ORTOGRAPIYA SAN MINASBATÉ ᜋᜒᜈᜐ᜔ᜊᜆᜒ MICHAEL WILSON I. ROSERO University of the Philippines

SHERWIN E. BALBUENA Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture & Technology

Sa pagburuligan san Minasbaté Language Society, Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture & Technology, Department of Education – Masbate Province, Department of Education – Masbate City kag Local Government of Masbate Province

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MINASBATÉ WORKING ORTHOGRAPHY ᜋᜒᜈᜐ᜔ᜊᜆᜒ MICHAEL WILSON I. ROSERO University of the Philippines

SHERWIN E. BALBUENA Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture & Technology

Through the efforts of Minasbaté Language Society, Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture & Technology, Department of Education – Masbate Province, Department of Education – Masbate City and Local Government of Masbate Province

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`An `Ortograpiya san Minasbaté © Rosero, M.W. I., & Balbuena, S. E. Reserbado `an tanan na karapatan Petsa san publikasyon, Hulyo 2016 Hapin kag disenyo san libro: Sherwin E. Balbuena Mga klase san letra na ginamit: Palatino Linotype sa teksto `An Baybayin script na ginamit sa hapin hali` kan Nordenx kag supurtado san Segoe UI na letra Ginpublikar sa Mandaon, Masbate sa Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology (DEBESMSCAT) ii

`AN GARAMITON NA`ORTOGRAPIYA SAN MINASBATÉ

Gintiripon ninda Michael Wilson I. Rosero Sherwin E. Balbuena Sa pagburuligan san Minasbaté Language Society

Ginpagka`uruyunan sa First Minasbaté Orthography Congress sa Bituon Beach Resort, Mobo, Masbate san Hulyo 15-16, 2016, ka`upod `an mga miyembro kag sekretaryo/a san konseho san manla`in-la`in na mga munisipyo kag Syudad sa Masbate, mga maestro kag maestra san mga eskwelahan sa `elementarya san probinsya kag Syudad ka`upod `an mga MTBMLE coordinators, mga paratukdo sa kolehiyo, mga estudyante, representante san mga sekta san relihiyon kag pribado na sektor.

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PANGUNA `Usad na problema san mga nagapatuman san mother tongue-based multilingual education (MTB-MLE) sa mga `eskwelahan sa `aton probinsya `amo `an kawar`an san mga magagamit na mga barasahon sa pagtukdo san Minasbaté. Papan`o makatukdo `an mga ma`estro kag ma`estra san Minasbaté kun wara` san mga sarigan na materyales pareho san libro, devices, kag curriculum guide? Papan’o man makahimo san mga barasahon kun `an mga nagasurat wara man masarigan na mga layi o panurundon sa pagsurat san mga surmaton na Minasbaté? Bisan `igwa na san mga barasahon na nakasurat na sa Minasbaté, `igwa pa gihapon san mga pagkaka`iba-iba o `iya-`iya na pagtu`od sa kun nano `an tama na pag`ispeling o pagsurat sa lenggwahe. Kaya `angay la` na magka`igwa kita san `usad na sasarigan para ma`udong na `ini na mga kalisod. `Ini na `ortograpiya san Minasbaté ginhimo para sa edukasyunal kag `opisyal na katuyu`an kag bilang pagbulig sa mga tawuhan sa mga `eskwelahan na masulbar `an `inda mga problema manungod sa pagpatuman san MTBMLE. `Ini `usad na draft na kinahanglan matesting `agod ma`arman kun `igwa pa dapat san barag`uhon hasta na ma`ayos para sa pinal na desisyon sa `istandardisasyon san `ortograpiya na susundon san lukop na komunidad na nagasurmaton san Minasbaté. Ginala`om san mga `awtor sani na libro na makabulig `ini sa pagtukdo kag pag`aram, matesting kag mabag`o base sa suhestyon san komunidad, kag padayon na ma`ipakilala sa kadamu`an na `igwa na kita san pagasarigan na layi o panurundon manungod sa pagsurat san `aton mga surmaton. Damu`-damo` na salamat. `Orgulyo san Masbatenyo!

M.W. I. Rosero S.E. Balbuena

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MGA SULOD/TABLE OF CONTENTS

Panguna/Preface

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`An Garamiton na `Ortograpiya san Minasbaté/ Minasbaté Working Orthography A. Kinadak`an na `Ortograpiya san Minasbaté/ Native Minasbaté Working Orthography . . . . . B. Pinahalawig na `Ortograpiya san Minasbaté/ Extended Minasbaté Working Orthography. . . .

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Mga Reperesenya/References .

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Kadugangan/Annexes.

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DepEd Order 74, s. 2009

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RA 10533

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Introduksyon/Introduction

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Manipesto sa Primero na Pagtiripon manungod sa Ortograpiya san Minasbaté/ First Minasbaté Orthoraphy Congress Manifesto. . . . .

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Manipesto san Girona manungod sa Panglingwistiko na Karapatan/ Girona Manifesto on Linguistic Rights. . . . .

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INTRODUKSYON `An kada lenggwahe `igwa san sadiri na sistema san tunog na `igwa san mga minasunod: a) tunugan (vowels) kag katunog (consonants); b) mga `aspeto san tunog (hal., katigsing (pitch), kakusog (loudness), kahalawig (length)); c) `istruktura san pantig; kag d) mga limitasyon sa kumbinasyon san mga tunog. `Ina na sistema san tunog kinahanglan ma`ipakita pama`agi san pagsurat, na ginatawag na `ortograpiya, `agod `an mga parabasa kag parasurmaton san lenggwahe ma`ipasabot `an mga mensahe pa`agi sa nakasurat na mga simbolo. Sa pagpatuman san mother tongue-based multilingual education (MTB-MLE), `igwa sin panginahanglan san mga materyales sa pagtukdo o libro na nakasurat sa kinadak`an na lenggwahe. `Usad sa mga rekisitos sani `an ginagamit na `ortograpiya na `igwa san mga nakasurat na simbolo na nagapakita san mga `importante na mga tunog sa lenggwahe kag san mga panurundon o layi sa pagsurat sani na mga simbolo (Nolasco, 2012). `An working orthography o garamiton na `ortograpiya `usad na kungkreto na proseso san tanan na pama`agi sa pagsurat na `aktwal na ginagamit kag napagka`uruyunan san mga nagasurmaton san lenggwahe para sa `opisyal kag `edukasyunal na katuyu`an sa `usad na partikular na momento. Ka`upod sani `an grupo san mga simbolo o mga grapema, mga kurit, mga bantas, kag san grupo san mga panurundon o layi sa paggamit sani na mga simbolo. Kinahanglan na `ini na `ortograpiya matestingan, mabag`o kag matesting `utro sa ginatawag na “crucible of practice” bag`o `an `istandardisasyon kag pinal na desisyon san komunidad. Dapat dumdumon na `an garamiton na `ortograpiya dili` pa `amo `an `istandardisado na bersyon san lenggwahe. `An Minasbaté (kilala man sa tawag na Masbatenyo o Masbateño), pareho san `iba na lenggwahe sa Pilipinas, nagagamit san `alpabetiko na sistema san pagsurat na kun sa di`in `amo `an mga letra `an pinakadyutay na yunit na may katumbas na tunog sa lenggwahe. `Ini na garamiton na `ortograpiya nahimo` san Primero na Pagtiripon manungod sa Ortograpiya san Minasbaté sadto’n Hulyo 15-16, 2016 didto sa Isabelita Hall, Bituon Beach Resort, Mobo, Masbate.

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INTRODUCTION Every language has its own sound system, which consists of: a) set of segmental sounds (vowels and consonants); b) non-segmental features (e.g. pitch, loudness, length); c) syllable structure; and d) sound distribution constraints. Such sound system needs to be represented by a writing system, also referred to as orthography, in order to allow readers or speakers of the language to reconstruct linguistic messages on the basis of written signs. With the implementation of the mother tongue-based multilingual education (MTB-MLE), there is a need for local languages to develop their own educational materials. A vital prerequisite for this is a working orthography which consists of written symbols that represent the important sound features of the language and the rules for using these symbols (Nolasco, 2012). A working orthography is defined as the embodiment of all spelling conventions actually used and decided on by the language user for official and academic purposes at a particular point in time. It includes a set of graphic symbols (or graphemes), as well as diacritics, punctuation marks, etc., and b) a set of rules and conventions for using these symbols. Such orthography needs to be tested, revised and retested in the “crucible of practice” before the standardization and final decision can be made by the language community. It should be noted that a working orthography is not the standardized version of the language. Minasbaté (also known as Masbatenyo/Masbateño), just like other Philippine languages, employs an alphabetical writing system in which the basic units are letters which corresponds to the phonemes of the language. This working orthography was developed during the 1st Minasbaté Orthography Congress held on July 15-16, 2016 at the Isabelita Hall, Bituon Beach Resort.

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`AN GARAMITON NA `ORTOGRAPIYA SAN MINASBATÉ A. Kinadak`an na `Ortograpiya san Minasbaté 1. `An mga minasunod na mga simbolo `amo `an ginagamit sa kinadak`an na `ortograpiya san Minasbaté: Aa, Bb, Dd, Gg, Hh, Ii, Kk, Ll, Mm, Nn, NGng, Pp, Rr, Ss, Tt, Uu, Ww, Yy, ` (para sa glottal stop o siklo`) 2. `An Minasbaté `igwa san tuló na mga tunugan (T) - Aa, Ii, Uu - kag 16 na katunog (K) – Bb, Dd, Gg, Hh, Kk, Ll, Mm, Nn, NGng, Pp, Rr, Ss, Tt, Ww, Yy, ` (para sa glottal stop o siklo`). (Dumdumon: `An mga simbolo na Ee kag Oo `amo `an mga kabalyu`an san Ii kag Uu, saná` na pasurunod na ginapaliwanag sa Seksyon B, Bilang 3-4). 3. `An glottal stop `o siklo``usad na kaka`iba na katunog sa Minasbaté kag kaparte san `alpabeto sani. `An kurit na palugsad (`) `amo `an gagamiton sa pagsurat para ma`ipakita `an glottal stop `o siklo`.  Makikit`an `an glottal stop `o siklo` sa tungá` san K kag T, hal., pus`on, bag`o  Makikit`an man `ini sa `urhi san surmaton, hal., túro`, páko`  `An glottal stop o siklo` makikit`an man sa tungá` san duwa na T, hal., ti`íl, di`ín, gu`ól  `An glottal stop `o siklo` `amo man `an primero na tunog san nakasurat na pantig na nagatuna sa tunugan. `Ini `ipagapakita kun `an surmaton nagatuna sa tunugan, hal., `adláw, `akó, `ámo 4. `An su`unan san pantig (syllable pattern) sa mga surmaton na Minasbaté `amo `an KT kag KTK, hal., ba.lay = KT.KTK. • `An tanan na K pwede makit`an sa `unahan san surmaton (onset) o sa `urhi (koda). Halimbawa: paha` “thirsty”, dakóp “to catch” • `An tanan na T ginagamit para makahimo` san `ubod san pantig (syllable nucleus). Halimbawa: ba.lay, `a.ko 5. Sa pagsurat san du`on o accent, `an kurit na pasagka (´) sa ta`as san T `an ginagamit, hal., buháy, “alive”, dakó` “big”, ribók “noise”. • `An dinu`unan na pantig na dili` sa `urhi `amo `an ginasampot san madugay o halawig. Halimbawa, sa kaso san búhay ‘life’ vs buháy ‘alive’, `an pantig na bú sa búhay ‘life’ sa Ingles mas halawig kumpara sa pantig na bu sa buháy ‘alive’. •

Posible na `igwa san duwa o mas damo` pa na du`on sa `usad na surmaton, hal., hámabáw, `ámamáknit

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Ginasurat `an du`on gamit `an kurit na pasagka (´) kun `ini `adto sa `urhi na pantig san surmaton, hal., hubág, sulód. Dili na `isusurat `an du`on kun `ini wara` sa `urhi na pantig san surmaton, hal., gab`i ‘night’, kiray ‘eyebrow’.

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MINASBATÉ WORKING ORTHOGRAPHY A. Native Minasbaté Orthography 1. The following symbols are used in the native Minasbaté orthography: Aa, Bb, Dd, Gg, Hh, Ii, Kk, Ll, Mm, Nn, NGng, Pp, Rr, Ss, Tt, Uu, Ww, Yy, ` (for glottal stop) 2. Minasbaté has three phonemic vowels (V): Aa, Ii, Uu and 16 consonants (C): Bb, Dd, Gg, Hh, Kk, Ll, Mm, Nn, NGng, Pp, Rr, Ss, Tt, Ww, Yy, ` (for glottal stop). (Note: The symbols Ee and Oo are alternants of Ii and Uu respectively and are explained in Section B, Number 3-4) 3. The glottal stop is a distinct consonant sound in Minasbaté and part of its alphabet. The grave accent ( ` ) will be used to represent the glottal stop. • The glottal stop may occur between a C and V, e.g pus`on, bag`o • It may also occur in the final position of the word, e.g. túro`, pakó` • The glottal may also occur between two V, e.g ti`il, di`in, gu`ol, • The glottal stop is also the obligatory onset of the written syllable that begins with a vowel. It will be symbolized when the word begins with a vowel, e.g `adlaw, `ako, `amó` 4. The syllable pattern of Minasbaté words is CV and CVC, e.g. ba.láy = CV.CVC. • All Cs can occur in the beginning of a word (onset) or ending (coda). Examples: pahá` ‘thirsty,’ dakóp ‘to catch’ •

All Vs are used to form a syllable nucleus Examples:ba.láy, `a.kó

5. In writing stress or accent, the acute accent ( ‘ ) above the V is used, e.g. buháy, ‘alive’, dakó`, ‘big’, ribók ‘noise’. • A stressed non-final syllable is usually lengthened. For example, in the case of búhay ‘life’ vs buháy ‘alive’, the syllable bú in ‘life‘ is longer than the syllable bu in ‘alive’. •

It is possible to have more than one stress in a word, e.g hámabáw, `ámamáknit.

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The stress is symbolized by the acute accent ( ‘ ) if it falls on the last syllable, e.g. hubág, sulód. The stress may not be symbolized if it falls on the penultimate syllable, e.g. gab`i ‘night’, kiray ‘eyebrow’.

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Para sa mga paratu`on sa Grade 1-3, `angay na `ipakita` sa `inda `an marka san du`on sa tanan na parte san surmaton`agod mabuligan sinda sa pag`aram san lenggwahe.

6. `An `ortograpiya san Minasbaté `amo `an gagamiton sa pagtukdo pagbasa, pagsurat, pagpamati`, kag pagsabot sa kinadak`an na mga surmaton.  Sa kaso san mga huram na surmaton, `an pinahalawig na `ortograpiya, ka`upod `an mga tunugan na Ee kag Oo kag `an mga katunog na Cc, Ff, Jj, Ññ, Qq, Vv, Xx, Zz, `amo `an gagamiton.  `Ini na mga letra `amo `an gagamiton sa pagsurat san mga pangaran san tawo (hal., Juan dela Cruz), lugar (hal., Jose Zurbito Elementary School), kag mga siyentipiko o teknikal na mga termino (hal., quadratic equation, sodium hydroxide, Cocos nucifera). B. Pinahalawig na `Ortograpiya `An pagsakot san mga huram na surmaton sa kinadak`an na bokabularyo san Minasbaté `amo `an nagbag`o sa `istruktura san `aton lenggwahe. Kinahanglan na maghimo` kita san pinahalawig na `ortograpiya `agod ma`isakot `ini na mga surmaton. 1. `An pinahalawig na `ortograpiya `igwa san mga minasunod na letra: Aa “ey”, Bb “bi”, Cc “si”, Dd “di”, Ee “I”, Ff “ef”, Gg “ji”, Hh “eych”, Ii “ay”, Jj “jey”, Kk “key”, Ll “el”, Mm “em”, Nn “en”, Ññ “enye”, NGng “en ji”, Oo “o”, Pp “pi”, Qq “kyu”, Rr “ar”, Ss “es”, Tt “ti”, Uu “yu”, Vv “vi”, Ww “dobol yu”, Xx “eks”, Yy “way”, Zz “zi”, ` (para sa glottal stop `o siklo`) 2. Tanan na surmaton sa Minasbaté (kinadak`an o huram) magagamit san tunugan na mga letra a, e, i, o, kag u. `An “i" kag “e” dili magka`iba kag pwede magbalyu`an kun gagamiton sa kinadak`an na surmaton, `amo man `an “o” kag “u”. `An layi sa pagbalyu`an sani na mga tunog ginapaliwanag sa `ubos. `An “i" kag “e” magka`iba kun `ini gingamit sa huram na mga surmaton (hal., misa vs. mesa). 3. `An paggamit san sa likod-tunugan (back vowels) “u” kag “o”: • Kun `an surmaton `igwa sin `usad la` na likod-tunugan na `adto sa `urhi, “o” `an ginagamit. Halimbawa: pitó, lisód, li`og, didto, `amo, `itom, nano, ka`aralo Pwera san: kun •

Kun `an surmaton `igwa san tuló o mas damó` na likod-tunugan, “u” `an gagamiton sa panduha o pantulo hali` sa `urhi na pantig kag “o” an ginagamit sa `urhi na pantig. Halimbawa: kudkód, bukbok, gu`ól, pumulúyo`, burubarúto, `uru`adlaw, `alu`alo, tudlo`, katuninungan

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In the early grades, it is suggested to mark the stress in all the necessary places to assist the learners/users in learning the language.

6. The Minasbaté orthography will be used in teaching the learners read, write, listen and comprehend the native words. • In the case of borrowed terms, the extended orthography, including the vowels Ee and Oo and consonants Cc, Ff, Jj, Ññ, Qq, Vv, Xx, Zz, will be used. • These letters will be used in writing names of persons (e.g. Juan Dela Cruz), places (e.g. Jose Zurbito Elementary School), and scientific/technical terms (e.g. quadratic equation). B. Extended Orthography The inclusion of borrowed terms in native Minasbaté vocabulary has resulted in the change in the structure of our language. There is a need to develop an extended orthography to accommodate these words. 1. The extended orthography will consist of the following: Aa “ey”, Bb “bi”, Cc “si”, Dd “di”, Ee “I”, Ff “ef”, Gg “ji”, Hh “eych”, Ii “ay”, Jj “jey”, Kk “key”, Ll “el”, Mm “em”, Nn “en”, Ññ “enye”, NGng “en ji”, Oo “o”, Pp “pi”, Qq “kyu”, Rr “ar”, Ss “es”, Tt “ti”, Uu “yu”, Vv “vi”, Ww “dobol yu”, Xx “eks”, Yy “way”, Zz “zi”, ` (for glottal stop) 2. All Minasbaté words (native and borrowed) use a, i, e, o and u. The “i” and “e” are indistinct and alternate in written native words and so are/do “o” and “u.” The alternation rules are explained below. The “i” and “e” are distinct in borrowed words (e.g. misa vs. mesa). 3. The use of the back vowels “u” and “o”: •

If the word has only one back vowel sound that occurs in the ultimate position, o is used. Examples: pitó, lisód, li`og, didto, `amó, itóm, nano, ka`aralo Exceptions: kun

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If the word has more than two back vowels, u is used in the second or third to the last syllable and o is used in the final syllable Examples: kudkód, bukbók, gu`ól, pumuluyo`, burubaruto, `uru`adlaw, alu`alo, tudló`, katuninungan

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Dili` babalyu`an `an “o” sa pagsurat san huram na mga surmaton. Halimbawa: `ospital, `obra, `oro, `orgulyo

4. `An paggamit san sa `atubang-tunugan (front vowels) “i" kag “e”: • Tanan na surmaton sa Minasbaté na may tunog “i" isusurat man na i. Halimbawa: kilmi`, di`in, didi, silhig, `ikog, tindog, `ini, sin •

`An letra na e sa huram na mga surmaton dili` babalyu`an kun `isusurat. Halimbawa: `eroplano, `ahente, karne, `onse, dose, nwebe, kwento

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`An letra na i `amo gagamiton sa pagsurat san atubang-tunugan (“i”) na gindugang sa `orihinal na porma san huram na surmaton. Halimbawa: `istorya para sa storia, `isponsor para sa sponsor, `ismagol para sa smuggle

5. `An panugpon (hyphen) (-) gagamiton sa minasunod na halimbawa: • Pagdoble san bilog (full) na surmaton, hal., tawu-tawo ‘toy’, balay-balay ‘little house’, kalan-kalan ‘improvised stove’ (dili` paglimutan `an du`on) • Kambal na surmaton (compound words), hal., tagum-mata ‘conjunctivitis’, supa`-tulon ‘very easy’, `atras-abante ‘indecisive’ • Panugpon sa mga huram na surmaton na tunay na ngaran, hal., pa-LBC, pa-Manila • Pagsabi san `oras, hal., `alas-dose, `ala-una, `alas-dyes • Mga surmaton hali sa Kinastila na nagagamit san sugpon na de- na `an gusto sabihon “pa`agi” o “ginhimo pama`agi san”, hal., de-kolor, de-kalidad 6. `An panugpon pwede man tangkason sa mga minasunod na halimbawa: • Pagdoble sa dili` bilog na surmaton, hal., burubaruto, dili` kay *buru-baruto; burubugsay, dili` kay *buru-bugsay • Pagsugpon sa mga kinadak`an na gamót san surmaton (root word), hal., ginaka`on, dili` kay *gina-ka`on; ginsusog, dili` kay *gin-susog • Pagsugpon san mga huram na berbo kag pangngaran (noun), hal., magtext, dili` kay *mag-text; pamerkado, dili` kay *pa-merkado • Mga parasugpon (linkers), duha ka bilog, dili kay *duha ka-bilog 7. Sa pagsurat san mga huram na surmaton, `an mga kapareho na tunog sa kinadak`an na Minasbaté `amo `an gagamiton sa pagsurat san mga huram na tunog. `An mga minasunod na simbolo `amo `an gagamiton para `isurat `an mga huram na tunog:

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O in borrowed words is retained in writing. Example: ospital, obra, oro

4. The use of front vowels “i" and “e”: • All Minasbaté words with an “i" sound will be written as i. Examples: kilmi`, di`ín, didí, silhig, `ikog, tindog, `iní, sin •

e in borrowed words will be retained in writing. Examples: eroplano, ahente, karné, `onse, dose, nwebe, kwento,

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i will be used to represent the front vowel (“i") that is added in the original form of borrowed words: Examples: `istorya for storia, `isponsor for sponsor, `ismagol for smuggle

5. The hyphen will be used in the following instances:  Reduplication of full word, e.g. tawu-tawo ‘toy’, balay-balay ‘little house’, kalankalan ‘improvised stove’ (don’t forget the stresses)  Compound words, e.g tagúm-matá ‘conjunctivitis’, supa`-tulon ‘very easy’, atrasabante ‘indecisive’  Affixation of borrowed words that are proper names, e.g. pa-LBC, pa-Manila  Time expressions, e.g. `alas-dose, `ala-una, `alas-diyes  Expressions derived from Spanish that use de- affix which denotes ‘through’ or ‘made through the process’, e.g de-kolór, de-kalidád, 6. The hyphen may be discarded in the following instances:  Partial reduplication of the word, e.g. burubaruto, not *buru-baruto; burubugsay, not *buru-bugsay  Affixation of native root words, e.g. ginaka`on, not *gina-kaun; ginsusog, not *ginsusog  Affixation of borrowed verbs and nouns, e.g. magtext, not *mag-text; pamerkado, not *pamerkado  Linkers, duha ka bilog, not duha ka-bilog. 7. In writing borrowed words, the equivalent sounds in the native Minasbaté will be used to represent the borrowed sounds. The following symbols are used to represent the borrowed sounds:

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Huram na letra c kun ginsundan san o, u, o a c kun ginsundan san i o e ch f j ll ñ q v x z

Minasbaté na letra k s ts p h y o ly ny k b ks s

Halimbawa kwarto para sa cuarto sentimo para sa centimo tsokolate para sa chocolate pyesta para sa fiesta Hulyo para sa Julio lyabe para sa llave Hunyo para sa Juño kwestyon para sa question lyabe para sa llave taksi para sa taxi sigsag para sa zigzag

8. `Igwa sin mga pun`ok sa katunog (consonant clusters) sa kinadak`an kag huram na mga surmaton sa Minasbaté. • Sa pagsurat san off-glides `o `an mga pasurunod san u kag w, i kag y, ginatangkas `an mga tunugan kag `an w kag y `an gagamiton, hal., pwede dili` kay puwede, sya dili` kay siya, kwento dili` kay kuwento. Pun`ok san katunog pl pr pw py tr tw ty kl kr kw bl br bw by dr dw dy gl gr gw my sw sy hw

Halimbawa plato prito pwerta pyano trapo twerka tyan klaro krus kwento blangko braso bweno Byernes drama dwende dyis glorya grasya gwapo myintras swerte sya Hwebes

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Borrowed letters c when followed by o, u, or a c when followed by i or e ch f j ll ñ q v x z

Minasbaté letters k s ts p h y or ly ny k b ks S

Examples kwarto for cuarto sentimo for centimo tsokolate for chocolate pyesta for fiesta Hulyo for Julio lyabe for llave Hunyo for Juño kwestyon vs question lyabe for llave taksi for taxi sigsag for zigzag

8. Consonant clusters exist in both native and borrowed words in Minasbaté.  In representing the off-glides or the sequence of u and w, and i and y, the vowels are dropped and the w and y are used, e.g. pwede instead of puwede, sya instead of siya, kwento instead of kuwento. Consonant Clusters Examples pl plato pr prito pw pwerta py piano tr trapo tw twerka ty tyán kl klaro kr krus kw kwento bl blangko br braso bw bweno by Byernes dr drama dw dwende dy dyis gl glorya gr grasya gw gwapo my myintras sw swerte sy sya hw hwebes 9. `An simbolo na apostrophe (’) `amo `an gagamiton sa mga surmaton na ginpahalip`ot . `An mga partikulo na san kag sin minsan ginapahalip`ot kun kasunod san surmaton na 10

nagatapos sa glottal stop o tunugan. `An wara sin du`on na tunugan pwede man na tangkason kun matulin `an pagsampot. Halimbawa: damó` sin kwarta > damo’n kwarta wara` sin tawo > wara’n tawo darahán > dar’hán nano man > na’man `idto `an > `idto’n sadto san > sadto’n `ina` `an > ina’n

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9. The apostrophe symbol ( ‘ ) is used in contracted words. The particles san and sin are often contracted to the immediately preceding word if it ends in either a glottal or vowel sound. The unstressed vowel can also be deleted in fast speech. Examples: damó` sin kwarta > damo’n kwarta wara` sin tawo > wara’n tawo darahán > dar’hán nano man > na’man `idto `an > `idto’n sadto san > sadto’n `ina` `an > `ina’n

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MGA REPERENSYA/REFERENCES Department of Education. 2009. Institutionalizing Mother Tongue-based Multilingual Education (MLE). Department Order 74, series of 2009. Hernandez, Butch. 2012. Spell well, read well. Philippine Daily Inquirer. Retrieved: http://opinion.inquirer.net/36250/spell-well-read-well-write-well Himmelmann, Nikolaus. 2006. Essentials of Language Documentation. New York: Mouton de Gruyter. Rosero, Michael Wilson. 2016. A Grammatical Sketch of Masbatenyo. University of the Philippines-Diliman. (Unpublished undergraduate thesis). Republic of the Philippines. Congress. Senate. (2013). RA 10533. An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes. Philippines.

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KADUGANGAN/ANNEXES July 14, 2009 DO 74, s. 2009 Institutionalizing Mother Tongue-Based Multilingual Education (MLE) To:

Undersecretaries Assistant Secretaries Bureau Directors Directors of Services, Centers and Heads of Units Regional Directors Schools Division/City Superintendents Heads, Public and Private Elementary and Secondary Schools

1.

The lessons and findings of various local initiatives and international studies in basic education have validated the superiority of the use of the learner’s mother tongue or first language in improving learning outcomes and promoting Education for All (EFA).

2.

Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE, is the effective use of more than two languages for literacy and instruction. Henceforth, it shall be institutionalized as a fundamental educational policy and program in this Department in the whole stretch of formal education including pre-school and in the Alternative Learning System (ALS).

3.

The preponderance of local and international research consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations affirms the benefits and relevance of MLE. Notable empirical studies like the Lingua Franca Project and Lubuagan First Language Component show that: a.

First, learners learn to read more quickly when in their first language (LI);

b.

Second, pupils who have learned to read and write in their first language learn to speak, read, and write in a second language (L2) and third language (L3) more quickly than those who are taught in a second or third language first; and

c.

Third, in terms of cognitive development and its effects in other academic areas, pupils taught to read and write in their first language acquire such competencies more quickly.

4.

Relatedly, the study of the Department of Education Region IV-B (MIMAROPA) entitled “Double Exposure in Mathematics: a Glimpse of Mother Tongue First” has provided the local validation of the fundamental observation that top performing countries in the Trends in International Mathematics and Science Study (TIMSS) are those that teach and test students in science and math in their own languages.

5.

All Regional Directors and Superintendents are hereby enjoined to promote and encourage local participation in the following essential, support systems of the MLE within the framework of SchoolBased Management (SBM) with the support of the local government units: a.

Formulation of region-specific schemes to recognize and institutionalize the initiatives of schools and localities through appropriate incentives or policy support in bringing about and developing MLE towards financial and instructional self-reliance and excellence;

b.

Provisions of orientation and training opportunities along with exposure to successful models of MLE that have been developed. The gradual integration of MLE in all subject areas and at all

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grade levels (beginning in preschool and continuing by adding a grade level per year) in the school improvement plans (SIPs) and district ALS program is likewise enjoined effective immediately; c.

The utilization of Maintenance and Other Operating Expenses (MOOE), school board funds, and other education improvement funds is hereby authorized for the planning and implementation of MLE programs in the following sequence of priority: (1) advocacy work and community mobilization; (2) development of a working orthography of the local language; (3) MLE orientation and teachers training; (4) developing, printing and distributing teachers’/facilitators’ guides; (5) reading materials and other instructional materials; (6) development of assessment tools; and (7) evaluation and monitoring of learning outcomes; and

d. An MLE technical working group at the regional and division levels shall be established to facilitate MLE planning, monitoring and evaluation. 6.

During the first three years of implementation, the enclosed “MLE Bridging Plan” may be used for reference for both teaching and curriculum development. For the ensuing years, adjustments may be made based on monitoring and evaluation results.

7.

For all learning programs of the Alternative Learning System (ALS), the learners’ first language shall be used as primary medium and thereafter, depending upon the previous level of functional literacy and pedagogical requirements of accreditation and equivalency, the Bureau of Alternative Learning System (BALS) shall determine the suitable second and third languages that will maximize the educational benefits and competencies of the ALS clients. Enclosed is the Fundamental Requirements for a Strong Mother Tongue-Based Multilingual Education (MLE).

8.

This Department with the help of MLE specialists shall incorporate an MLE certification process and retain the privilege of establishing MLE certification procedures in order to maintain quality MLE programs wherever they may be implemented.

9.

All orders, memoranda, issuances, rules and regulations or parts thereof inconsistent with the provisions of this Order are hereby rescinded, amended, or modified accordingly.

10. Immediate dissemination of and compliance with this Order is directed. Encl.: As stated Reference: None Allotment: 1—(D.O. 50-97) To be indicated in the Perpetual Index under the following subjects: CURRICULUM LANGUAGE POLICY RULES & REGULATIONS

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S. No. 3286 H. No. 6643 Republic of the Philippines Congress of the Philippines Metro Manila Fifteenth Congress Third Regular Session Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve. [REPUBLIC ACT NO. 10533] AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013″. SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-atlarge. Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self. For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall: (a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards; (b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and (c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource. SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning systems for out-of-school learners and those with special needs. SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of

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secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education. Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I. Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old. Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively. Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners. For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level. For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place. SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA). To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the parents-teachers associations and the chambers of commerce on matters affecting the concerned stakeholders. The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum: (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; (b) The curriculum shall be relevant, responsive and research-based; (c) The curriculum shall be culture-sensitive; (d) The curriculum shall be contextualized and global;

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(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available; (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and (h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units. SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative committee chaired by the DepED Secretary or his/her duly authorized representative and with members composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The consultative committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to the DepED the formulation of necessary refinements in the curriculum. SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs, as specified: (a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet the content and performance standards of the new K to 12 curriculum. The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training. (b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers. (c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic, administrative and community leaders. Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school year to ensure constant upgrading of teacher skills.

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SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994″, the DepED and private education institutions shall hire, as may be relevant to the particular subject: (a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education. Qualified LET applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required; (b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education:Provided, That these graduates possess the necessary certification issued by the TESDA: Provided, further,That they undergo appropriate in-service training to be administered by the DepED or higher education institutions (HEIs) at the expense of the DepED; (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty; (d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts. SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and Counselling Act of 2004″, career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepED. SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be extended to qualified students enrolled under the enhanced basic education. The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the programs under Republic Act No. 8545, and other financial arrangements formulated by the DepED and the Department of Budget and Management (DBM) based on the principles of public-private partnership. SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the operationalization of the enhanced basic education program, the initial funding of which shall be charged against the current appropriations of the DepED. Thereafter, the amount necessary for the

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continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act. SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for senior high school may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan. To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRR). SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program).— There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the implementation of this Act. The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The membership of the Committee for every House shall have at least two (2) opposition or minority members. SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed. The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts. SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per capita spending on education towards the immediate attainment of international benchmarks. SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act.

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SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same shall not affect the validity and effectivity of the other provisions hereof. SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of 1982″,Republic Act No. 9155 or the “Governance of Basic Education. Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly. SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official Gazetteor in two (2) newspapers of general circulation. Approved, (Sgd.) FELICIANO BELMONTE JR. Speaker of the House of Representatives

(Sgd.) JUAN PONCE ENRILE President of the Senate

This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally passed by the Senate and the House of Representatives on January 30, 2013. (Sgd.) MARILYN BARUA-YAP Secretary General House of Representatives

(Sgd.) EDWIN B. BELEN Acting Senate Secretary

Approved: MAY 15 2013 (Sgd.) BENIGNO S. AQUINO III President of the Philippines

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FIRST MINASBATÉ ORTHOGRAPHY CONGRESS MANIFESTO

Kami na mga Masbatenyo na presente yana` sa First Minasbaté Orthography Congress nagka`urusad na susupurtahan `an `obheto sani na pagtiripon kag padayon na gagamiton kag patatalubuon `an `aton lenggwahe pa`agi san napagka`uruyunan didi na ortograpiya san Minasbaté, `an kopya ka`upod sani na manipesto. `Ini na pagka`urusad ginapasarig san `amon mga pirma sani na manipesto yana` na Hulyo 16, 2016 sa Bituon Beach Resort, Mobo, Masbate. (Pirmado) SHERWIN E. BALBUENA (DEBESMSCAT) BERNARD M. BARRUGA (DEBESMSCAT) MICHAEL WILSON I. ROSERO (PNU) MARISSA M. ABADA (Aroroy) DEOLITO A. MIRAFLORES (LGU-Mandaon) ROLINDA V. SINAGPULO (San Pascual) SHERYL MARIE S. ARAOJO (San Fernando) NENA B. DELAVIN (San Jacinto) MURIEL O. TUZON (Batuan) REGINA A. MORANO (Monreal) MA. FLOR M. BETITA (Mandaon) JOEL G. ESTEVEZ (LGU-Baleno) JENNIFER A. TENORIO (San Pascual) MINDA L. JAZUL (DEBESMSCAT) MARIA TRIA D. GERONA (Claveria) JULLEN S. TRINIDAD (Placer) GRITCHEN N. PANES (Cataingan) CHRISTOPHER B. RIVERA (Balud) LIZETTE B. AREVALO (Balud) APRIL C. BULALAQUE (Dimasalang) TERESITA L. MIRAFLORES (DEBESMSCAT) MICHAEL O, OGAYA (DEBESMSCAT) MARIVIC C. LLARENA (DEBESMSCAT) EMY LALAINE D. ESCARLAN (Aroroy) PAUL JOWEN R. BLANCAVER (Milagros) LUWEN R. MUSICO (Milagros) CHERYLL V. BERMUDO (DepEd-Masbate Prov.) JUNA C. VELARDE (Private-Mandaon) MARY GRACE A. AZARES (Monreal) GRACE F. CABILES (San Fernando) LYNIL M. SAVANDO (DEBESMSCAT) LEOPOLDO B. RUGA, JR. II (DEBESMSCAT) ELVIS ANTHONY D. CASTILLO (DEBESMSCAT) ARNEL R. LETADA (DEBESMSCAT) VENGE A. ENADISO (DEBESMSCAT) MARK ANTHONY A. OLIVA (DEBESMSCAT) JUNNA MARIE H. LEONES (DEBESMSCAT) AIRIS M. MANALOTO (SP-Masbate)

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JIZA V. CORTES (LGU-Masbate City) DANNY A. FUNELAS (LGU-Masbate City) JULIET A. TAMAYO (LGU-Palanas) JOSELITO E. CORTES (LGU-Baleno) GEMMA R. DELAVIN (Palanas) URANUS E. CANTORIA (DEBESMSCAT) ENY B. FERRIOL (DEBESMSCAT) VILMA M. VILLANUEVA (DEBESMSCAT) MA. CHRISTINA ROCHELLE D. ZARAGOZA (DEBESMSCAT) NORIE-AR M. SOLA (DEBESMSCAT) ANGELO JOSEPH S. SAMSON (DEBESMSCAT) ROCEL A. TURCO (DEBESMSCAT) SHEILA H. FLAVIANO (DEBESMSCAT) IRINE A. DILLO (DEBESMSCAT) DAHLIA R. CRISTOBAL (DEBESMSCAT) HENCHE G. CANELAS (DepEd-Masbate Prov) MARY DORIS D. MAGNAWA (Milagros) BELINDA G. ARCENAL (Milagros) JOEY D. AVILA (LGU-Milagros) FATIMA B. REFAMONTE (DepEd-Masbate City) MARIVIC O. CANTRE (DepEd-Masbate City) CHERYL G. MAYOR (DepEd-Masbate City) ROSITA C. NUNEZ (DepEd-Masbate Prov) HAYDEE D. ESPLANA (LGU-Mobo) GLADYS D. MOTITA (DepEd-Masbate Prov) AMANCIO L. CANTORIA, JR. (DEBESMSCAT) GLENN C. ALMODAL (DepEd-Masbate City) ROLICELA T. ENDRINA (DepEd-Masbate City) ELVIRA T. CABUG (DepEd-Masbate City)

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GIRONA MANIFESTO ON LINGUISTICS RIGHTS 1.

Linguistic diversity is a world heritage that must be valued and protected.

2.

Respect for all languages and cultures is fundamental to the process of constructing and maintaining dialogue and peace in the world.

3.

All individuals learn to speak in the heart of a community that gives them life, language, culture and identity.

4.

Different languages and different ways of speaking are not only means of communication; they are also the milieu in which humans grow and cultures are built.

5.

Every linguistic community has the right for its language to be used as an official language in its territory.

6.

School instruction must contribute to the prestige of the language spoken by the linguistic community of the territory.

7.

It is desirable for citizens to have a general knowledge of various languages, because it favours empathy and intellectual openness, and contributes to a deeper knowledge of one’s own tongue.

8.

The translation of texts, especially the great works of various cultures, represents a very important element in the necessary process of greater understanding and respect among human beings.

9.

The media is a privileged loudspeaker for making linguistic diversity work and for competently and rigorously increasing its prestige.

10. The right to use and protect one’s own language must be recognized by the United Nations as one of the fundamental human rights.

Reference: www.pen-international.org/who-we-are/translation-linguistic-rights/ gironamanifesto/girona-manifesto-on-linguistic-rights/

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