Preservation of Chinese-Filipino Culture In Chinese Schools in the Philippines Focusing on Paco Citizen Academy Foundation, Manila
|Course||Chinese International Education|
|Keywords||Chinese-Filipino Culture Chinese-Filipino Education SLA Identity theory Sociocultural Theory|
This research is stimulated by the lingering mystery of why after12years of studying in a Chinese-Filipino school, the graduates still can’t converse fluently in Chinese. The study was set off by first confirming the change in the students’ cultural inclinations. Since the students of the Chinese schools have changed drastically, in composition and cultural orientation, there is an urgent need for curriculum reform. The study based its analysis on John Lantolf’s (1949) Sociocultural theory and Bonny Norton’s (2000) theory in the Identity theory in Second Language Acquisition.With this in mind and using Hans’ Factorial Interpretive Analysis, the study focused on the analysis of the change in the (1) cultural orientation of the students. And, Norton’s idea of the (2) investment in target language or incorporation of Chinese-Filipino culture in:the curriculum; teaching materials; and teaching methods, as a way to preserve the Chinese-Filipino cultural heritage and in a way motivate the students.The study has been successful in observing how Chinese-Filipino culture is incorporated in the three said areas in teaching the Chinese language in Paco Citizen Academy Foundation. And, it has found out that although PCAF’s mission is to produce graduates who take pride in the Chinese-Filipino cultural heritage, teaching about Chinese-Filipino culture is not mandatory. Nevertheless, through observations, a small-scale survey and interviews, with the two major players in the classroom:the teachers and the students, the study has discovered that the incorporation of these concepts is present in the lectures of the teachers, and extra-curricular activities.The main contribution of this research is to propose a possible direction for the reformation of Chinese-Filipino education. That is, by considering the needs of the present generation of Chinese-Filipinos and to keep in mind the importance of preserving the Chinese-Filipino cultural heritage.