Philippine English : a case of language drift
Why this work is in the frame
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Bibliographic record
Abstract
The common perception that English in the Philippines has been deteriorating can be seen as a case of indigenization, resulting in a language variety which qualifies as a dialect even if the process that gave rise to it differs from the traditional account of dialectalization. It has particular linguistic features that arose out of a gradual drift in language learning away from the native language speaker, such that generations of Filipino learners of English have picked up the forms and rules of English from Filipino second-language learners trained by other Filipino secondlanguage learners. While international travel and information technology now allow Filipinos to have ample exposure to and easily learn the English of the US, UK, Canada and Australia, the English teaching tradition in the country has persisted in espousing the Pinoy variety. While American sounds and idioms have become the norm for call centers and FM radio, all other language-based institutions have resisted the so-called “foreign” sound, with some educators even considering the standardization of Philippine English (or Pinoy English, to use a colloquial term to emphasize its localization) for academic purposes. The features of Pinoy English can be seen from a scrutiny of the outputs of English teachers, media practitioners, and leaders of society in the Philippines. On the other hand, the features of international English can be abstracted from a study of international print and broadcast media. The dif ferences between the two result from interference by Philippine languages, and the systematized forms of Filipino language professionals, nearly all of whom learned their English from Filipino teachers who, in turn, learned from other Filipino teachers, with almost everyone using limited dictionaries and traditional grammar books as primary sources for language learning. Like genetic drift, in which random mutations eventually spread out in a species through genetic transmission, language drift refers to random changes in forms and rules that diffuse throughout a speech community through cultural transmission, and have become regular and systematic, especially if the diffusers are considered as English exemplars in the community, e.g.:
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it