You plan to move to the Philippines? Wollen Sie auf den Philippinen leben?

There are REALLY TONS of websites telling us how, why, maybe why not and when you'll be able to move to the Philippines. I only love to tell and explain some things "between the lines". Enjoy reading, be informed, have fun and be entertained too!

Ja, es gibt tonnenweise Webseiten, die Ihnen sagen wie, warum, vielleicht warum nicht und wann Sie am besten auf die Philippinen auswandern könnten. Ich möchte Ihnen in Zukunft "zwischen den Zeilen" einige zusätzlichen Dinge berichten und erzählen. Viel Spass beim Lesen und Gute Unterhaltung!


Visitors of germanexpatinthephilippines/Besucher dieser Webseite.Ich liebe meine Flaggensammlung!

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Showing posts with label Learning languages. Show all posts
Showing posts with label Learning languages. Show all posts

Wednesday, October 15, 2025

Learning languages, telling stories

 


Inez Ponce-De Leon

Last week, I was the keynote speaker for the first day of the 2025 Speech Communication Conference held at the University of the Philippines Los Baños (UPLB).

In those few hours, I saw the kind of work that my fellow researchers were carrying out. We all spoke the same language: examining the world through the lenses of communication as a phenomenon, critiquing practice, moving past the usual “effects” questions, and asking instead about our lives as Filipinos.

Language is not merely that which carries meaning for a particular group. It can also refer to the parlance that allows people of the same profession to discuss the same issues and use a vocabulary familiar to them.

When I was a beginner communication practitioner, I thought that our language was simply that of convincing people to do as we wanted them to.

As I immersed myself in the research, however, I found that communication draws heavily from philosophy, and that it is more than dressing up information. As I became a science and risk communication scholar, I also found that my field was about listening to how people make sense of the world, what reality is like for them, and how they experience the intricate, maddening, beautiful combination of knowledge, experience, emotion, and risk (and more).

This has led me to advocate for gathering and listening to stories rather than imposing assumptions. I’ve written about this constantly in this column. Last week, I spoke about it during my keynote.

In the interactions that followed, I saw how researchers across the country already have stories to tell us all.

Kate de Jesus, an assistant professor at UPLB, has traveled to different places in the country, where she brought play and drama strategies to help communities understand complex information. She also has her own framework called Wari-Yari, which joins the two distinct modes of imagination in the Filipino language: kunwari, or the building of ideas in one’s mind; and kunyari, the building of actual structures to reflect the elements of one’s imagination.

Julienne Baldo-Cubelo, an associate professor at UP Diliman, is doing research on conversations, most recently on mothers and daughters discussing social media use, where she found that talk about the body was central to the ideas shared. Her work has explored conversations among different publics, all of them revealing experiences that speak of the Filipino at an uncertain time.

In these two studies, I could see what I wanted to bring forth: a closer look at how we, as a people, articulate our identity; and a deeper examination of how we, as a people, tell the stories of our lives.

It was also in these studies that I saw the richness of our culture, a richness that we often miss out on when we readily label people as too uneducated to react, too poor to have a say, and too simple to understand what we believe are concepts only the sophisticated have access to.

In those brief conversations, I found that there was no corner of the country untouched by perception and intelligence—we simply needed the right medium through which they could emerge.

And the imagination that people had, from the youth who played with ideas, to the old who did not realize that they were already teaching themselves complex concepts from hitherto inaccessible handbooks!

It is in these times of discovery that I am so proud of how we have so much to say, and in depth, and with our own tools; but it is also in these moments that I can see how much more painful it is to sacrifice our dignity at the altar of indifference.

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Through the lenses of research and in the language of scholarship, I saw that every peso lost to corruption is a betrayal of a country that is deeply good, that can speak insightfully when called upon, that has its own way of seeing reality that must be shared rather than hidden beneath survey responses, agglomerated numbers, or mind-numbing so-called “entertainment.”

I saw so many lives whose stories could be told—but that could be cut short if we are to continue on this road of allowing the powerful to go unchecked in their corruption, if we allow the murderous and foul-mouthed to run free after having orchestrated the butchering of those whose lives and choices had been stolen from them.

For after all, in his rush to go after the drug addicts, was he not also attacking the poor, those who had been forced into poverty by the very government that had tasked itself to “discipline” them?

In the next few weeks, there will be rallies—there should be more of them, as we rattle our cages and speak up. Every shout we make must tell our story, of how we can no longer endure the humiliation of having our taxes decimated in favor of someone else’s comfort.

Every step in those marches must also be our language, where we tell the story of those who do not have the chance or who fear speaking up. If we can loosen their chains, perhaps they will find the power to finally open their eyes and demand justice for us all.

—————-

iponcedeleon@ateneo.edu

Thursday, October 9, 2025

Learning languages, growing grit

 

Inez Ponce-De Leon

In last week’s column (see “Learning languages, seeing realities,” (10/01/25), I wrote about the 2025 Speak Dating event, where I got to both brush up on my languages and make new friends.

While awaiting our turn at the Ukrainian booth, I met a young professional who wants to learn languages because she is so interested in European politics. She could talk about European policies, Ursula von der Leyen and her work before she took leadership of the European Union, and the Russia-Ukraine war, which she connected to our conflicts with China in the West Philippine Sea from both economic and ideological standpoints.

I found myself having to dig through my memories, because my goodness, she could talk! I had met only very few people like her, and most of them are already faculty members in political science or international relations.

Her friends often criticized her as being too quiet, she said, almost exasperatedly; but she also said that she would rather remain silent than speak up and feign interest for a topic that she didn’t understand or like.

She wasn’t someone educated in what we often label as our top educational institutions, nor was she employed by a diplomatic office. She had a desk job, had come from a city university, and was simply eager to learn.

My fellow faculty members would call this grit. It’s what professors dream of when we interact with students, what thesis advisers love when they watch their advisees grow from student-hood to scholarship, what non-academic circles prize when they seek out new hires.

Some might lambast the idea of grit: that it glorifies long hours of work at the expense of one’s health, both physical and mental; that it encourages the growth of bad systems because it reduces people to their output; that it makes people workhorses rather than valued members of society.

The problem with this kind of thinking is that it equates grit with effort. There is no critical examination as to whether that effort is truly fruitful and efficient, or simply effort performed for the sake of showing that one is doing something.

We see this in our students when they negotiate their grades with us, and say that we didn’t see their “effort.” Their output, however, shows that the process they went through wasn’t right: they did work at the last minute, didn’t move systematically from one idea to the next, were too focused on grades.

We have to keep reminding them that the A does not stand for “average.” Rather, an A is given to those who can rival even our graduate students, who take risks and work beyond their comfort zones, who are unafraid of uncertainty, who can show that they have a broader understanding of the connections among disparate concepts.

Grit is not working hard per se. It’s showing that one is willing to put in the long hours of thinking and sorting out ideas, but is also willing to be criticized when those ideas fall flat. It is the ability to appreciate that not everyone will be gentle, or will speak your language, or will know how to cushion the blows of criticism. It is effort joined with humility. It is a willingness and flexibility to learn and unlearn.

Last week, my fellow professors and I echoed these sentiments as we went through strategy planning. We could only do so much planning, but if our students aren’t willing to make mistakes and to bounce back from them with renewed vigor, then our plans would amount to nothing.

As we discussed our ideal student, I couldn’t help going back to the young woman I met and conversed with at the language fair. I remember how she told me that she liked reading news and commentaries because there was just so much to know about the world, so much to discover in the mess of content.

A few days after the event, she found me on Facebook, and we’ve been chatting ever since.  

She wants to take a graduate degree in international studies, with a focus on European politics, but she doesn’t know where to start. I’ve been coaching her on how to make connections between her current work and the field in which she wants to do research.

She has been eager to get back to school, even with her undergraduate degree and current job being in separate fields. She wants to teach after she graduates, but she is more interested in learning about a field she has always wanted to study—even if it means having to approach a whole other world with very few tools to go on.

I still have students who like to learn and are less fixated on their grades. But in these last few years, I’ve had more and more students despairing when they don’t get the grade they want, disengaging from difficult material when their first forays challenge their skills, or celebrating only their high grades but forgetting their lessons when they move to the next semester.

Perhaps we can add a few more concepts to grit: a hunger to learn in the long term, a willingness to get dirty and messed up in an uncertain world. The kind of spirit that breeds leaders who are not afraid to condemn corruption. The kind of courage that makes citizens.

—————-

iponcedeleon@ateneo.edu