[NAME] - Muhlenberg College · Filipino Immigrant Attitudes Towards Tagalog and Maintaining Tagalog...
Transcript of [NAME] - Muhlenberg College · Filipino Immigrant Attitudes Towards Tagalog and Maintaining Tagalog...
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[NAME]
IRB Application
Project Title
Filipino Immigrant Attitudes Towards Tagalog and Maintaining Tagalog in the United
States
Project Start & End Date
January 2014 to May 2014
Contact Information for Principal Investigator & names of all members of the
research team
[STUDENT NAME}
[STUDENT EMAIL ADDRESS]
Thesis Advisor:
[FACULTY NAME]
[FACULTY EMAIL ADDRESS]
Description of Research
The 2004 census indicated that 29.3% of Filipinos spoke only English at home
compared to 6.9% of Vietnamese, 4.4% of Hmong, 7.2% of Laotians and 19.2% of Thai,
respectively (Reeves and Bennet 2004: 11). Filipinos represent the highest percentage of
all Southeast Asian immigrant groups who use only English at home. This proposed
study seeks to investigate the relatively high rates of English-only use at home among
Filipinos in the United States by examining Tagalog-speaking Filipino immigrants’
attitudes towards Tagalog and towards maintaining Tagalog. My research questions are
as follows: What are Tagalog-speaking Filipino immigrants attitudes towards Tagalog?
What are their attitudes towards maintaining Tagalog? How do their attitudes towards
Tagalog inform their attitudes towards maintaining Tagalog?
Attitudes refer to “enduring [evaluations] – positive or negative – of people,
objects and ideas” (Aronson et al. 1994). According to social psychological literature,
attitudes have three components: cognitive, behavioral and affective. The cognitive
component refers to the “classification of objects according to the rewards and
punishments they can provide” (Aronson et al. 1994). The affective component “concerns
feelings towards the object of attitude” (Becker 2013). Lastly, the behavioral component
deals with “behavioral tendencies related to the object of attitude” (Becker 2013). These
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components of attitude come together to form an individual’s attitude towards an object.
In general, studies find that most non-Filipino immigrant parents in the United
States have positive attitudes towards their heritage language and heritage language
maintenance. I argue that these attitudes are informed by the perceived “rewards”
(Aronson et al. 1994) of their heritage language and their feelings towards their heritage
language (Becker 2013). In other words, these attitudes are the cognitive and affective
components of attitude at work. Indeed, the feeling and/or belief that their heritage
language is economically, intellectually and culturally valuable have been central to
immigrant parents’ positive attitudes towards their heritage language and heritage
language maintenance (Becker 2010; Nesteruk 2013; Park and Sarkar 2007).
Taken together, the affective and cognitive components inform the behavioral
component. Immigrant parents in these studies made active efforts to maintain their
heritage languages with their children. This suggests that immigrant parents have positive
behavioral tendencies towards maintaining language, which are informed by the
perceived rewards that heritage language provides.
I argue that these existing studies on heritage language and heritage language
maintenance do not fit the Filipino model of heritage language and heritage language
maintenance given the history of language policy and use in the Philippines. In 1986,
Filipino, or Pilipino became the national language of the Philippines (Hidalgo 1998).
Filipino, however, is really Tagalog. Hidalgo (1998) points out that despite the original
intention to create a national language from “existing Philippine and other languages,”
the Philippine government instead picked out an already existing Filipino language,
Tagalog, out of eight major dialects (CIA World Fact Book 2013). But according to the
Philippine Constitution, “the official languages of the Philippines are Filipino and, until
otherwise provided by law, English” (Philippine Constitution 1987). Indeed, English had
been “the sole medium of instruction” until 1974 when the Philippine Department of
Education implemented a bilingual education policy. This policy was defined as the
“separate use of Pilipino [now Filipino] and English as media of instruction in definite
subject areas, provided that Arabic shall be used in areas where it is necessary” (Hidalgo
1998). Today, English is the language business, politics, and official government
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publications in the Philippines and remains a language of instruction at all school levels
(Friginal 2007).
Due to this history, I present the following hypotheses:
1. Tagalog-speaking Filipino immigrants in the U.S. do not associate Tagalog with the
same economic, intellectual and cultural rewards with which other immigrants associate
their heritage languages. Therefore, based on both affective and cognitive components of
attitude, Tagalog-speaking Filipino immigrants will have negative attitudes towards
Tagalog.
2. Fueled by negative affective and cognitive components of attitude, Tagalog-speaking
Filipino immigrants in the U.S. will have negative behavioral tendencies towards
maintaining Tagalog. In other words, they will not want to maintain Tagalog because
they do not find it beneficial to maintain.
I also present these additional hypotheses:
3. Based on the affective component of attitude, which speaks to emotions felt about the
object of attitude, Tagalog-speaking Filipino immigrants will feel positively towards
Tagalog, because they will associate it with positive memories in the homeland.
4. As a result of these positive attitudes, Tagalog-speaking Filipino immigrants will have
positive behavioral tendencies towards Tagalog and will want to maintain it.
5. Tagalog-speaking Filipino immigrants could have positive attitudes towards Tagalog
but may feel indifferent towards maintaining the language.
6. Tagalog-speaking Filipino immigrants could have positive attitudes towards Tagalog
but have negative behavioral tendencies towards maintenance because of other barriers to
language maintenance. External factors such as U.S. nativists’ emphasis on assimilation
through monolingualism, the absence of educational structures supporting bilingualism,
and sociocultural context could also potentially affect participants’ behavioral tendencies
towards maintaining Tagalog (Portes and Schauffler 1994:2 642; Portes and Rumbaut
2001).
7. Tagalog-speaking Filipino immigrants could have attitudes towards Tagalog and
maintaining Tagalog that lie outside of the positive/negative binary. Such attitudes, for
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instance, might include feelings of curiosity towards Tagalog or feelings of uncertainty
about maintaining Tagalog.
Data will be collected through personal interviews with Tagalog-speaking
Filipino immigrants who immigrated after age 18 (See Appendix A). Interview questions
will aim to identify Tagalog-speaking Filipino immigrants’ attitudes towards Tagalog and
towards maintaining Tagalog. Field notes will not be utilized in this study. A qualitative
data software program, ATLAS, will be used to identify patterns surrounding Tagalog-
speaking Filipino immigrant parents’ attitudes towards Tagalog and towards maintaining
Tagalog.
Description of Research Design (including data sources, number of participants, if
applicable, desired outcomes)
I have contacted a former member of the Pilipino-American Association of New
England Inc. PAMAS was founded in the late 1970’s and initially served to form
connections between Filipino-Americans living in the Greater Boston Area. The
organization is currently inactive, but my contact still maintains connections with many
Filipino community members in the Greater Boston Area. I have also established contact
with a Filipina parent who has friends within the Filipino community in Massachusetts.
Some of her friends have children who attend Iskwelang Pilipino (Filipino School): a
non-profit organization that aims to foster Filipino ethnic awareness among Filipino-
American youth in the Greater Boston Area. Iskwelang Pilipino offers classes in Filipino
music, art, language, and folk dance to Filipino youth ages three to 17. In addition to
these two primary contacts, my mother, who is a Filipina immigrant, will assist me in
identifying participants. These contacts have agreed to assist me with identifying
participants for this study by providing me with lists of two to three potential subjects
(See Appendix C). These three primary contacts will not be included as subjects in my
study.
Although my second contact has friends whose children attend Iskwelang
Pilipino, she may not include these parents in the list of names she provides me.
It is also important to note that although my initial contacts all reside in Massachusetts,
they have connections with other Filipino immigrants throughout the United States.
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Therefore, my sample will most likely not only comprise Filipino immigrants from
Massachusetts. Additionally, the Filipino population in Massachusetts is 10,557 as of
2005 (Chu 2007). These individuals are also spread out all over the state. So although I
will be drawing from a “small” community, this does not necessarily mean that my
sample will comprise of individuals all living within the same communities. In order to
further ensure that my sample will not heavily comprise of parents whose children attend
Iskwelang Pilipino, participants coming from this population will be limited to 30% of
the sample.
My goal is to develop a subject pool of 10-15 Tagalog-speaking Filipino
immigrants, who immigrated to the U.S. after age 18. This pool will be developed in the
following ways. First, I will ask each of my three contacts to each provide me with an
initial list of two to three potential participants. Second, I will contact all potential
subjects on these lists and ask them if they will be willing to participate in the study (See
Appendix C). I will then set up interview times for each person willing to participate.
Then, I will recruit, i.e. contact and read them the recruitment script (See
Appendix C), additional participants, using a snowball sampling method, by asking
individuals on these initial lists if they would each identify the names of two or three
individuals who might participate in the study, regardless of their choice to participate or
not to participate. Finally, I will continue asking new potential participants and/or
participants for the names and contact information of other individuals who might be
interested in the study until I reach saturation. My planned total number of subjects of 10-
15.
Once I have interviewed 10-15 subjects, I will begin the process of data analysis.
Each video recording will be transcribed onto a Word document within 24 hours after
each interview. I will code these interviews using line-by-line analysis: I will examine
sentences for words and/or phrases that might indicate negative, positive, uncertain or
other types of attitudes about Tagalog and maintaining Tagalog. Using in vivo coding, I
will label these words or phrases. From these labels, I will begin categorizing attitudes
and will begin developing codes for the different types of attitudes that emerge. In order
to see how attitudes interact with each other, I will place attitudes under their
corresponding components: affect, cognition and behavioral tendencies. These three
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components will also fall under two separate headings of language and language
maintenance.
In order to protect participants’ confidentiality, only I will have access to the
identities, contact information and all other identifying information of participants (See
Appendices B, C, and D). All data and contact information will be stored in two USB
drives, which will be password protected and stored in a lockbox. Printed transcriptions
and all other printed material will also be stored in this lockbox. Only I will have access
to the key, and the lockbox will be stored in my private bedroom. I will also ask that
contacts cooperate with me in keeping the identities and contact information of the
individuals on their lists confidential (See Appendix D).
Interviews will be conducted over Skype and recorded using software, Call
Recorder, which stores video recordings of Skype calls. I will request that each
participant determine a comfortable and private location for the interview, and I will ask
each potential participant if they are comfortable with being video recorded (See
Appendix C). If they are uncomfortable with being video recorded, I will thank them for
their time and they will not be included in study. Interviews will last approximately an
hour to two hours, and follow-up interviews will be utilized if we are unable to cover all
interview questions. Follow-up interviews should last 30 minutes to an hour.
Description of participant recruitment (including criteria for inclusion and
exclusion, compensation, if any)
Tagalog-speaking Filipino immigrants who immigrated after the age of 18 will be
eligible to participate in the study. I will screen participants for eligibility by asking them
if they meet these criteria. This is included in my recruitment script for participants
(Appendix C), which I will use upon initial contact with potential participants. I will also
ask contacts to provide me with the contact information of only Tagalog-speaking
Filipino immigrants who immigrated after the age of 18 (Appendix D).
Participants will be identified through lists of potential subjects provided by each
contact via email, phone, or in person. I will ask contacts for these lists by reading them a
script containing instructions (See Appendix D). I will request that they provide me with
a list of two to three potential subjects who fit the criteria for inclusion in this study (See
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Appendix D). Upon receiving these lists, I will call potential participants, introduce
myself, provide them with a short description of the study and ask them if they would
like to participate in the study (See Appendix C). This process of initial contact with
potential participants is outlined in a participant recruitment script (See Appendix C).
I will recruit additional participants by asking the individuals on the initial lists
provided by contacts if they would be willing to share the names of two to three
individuals who they think might be interested in participating. I will ask this regardless
of their choice to participate or not to participate. I will continue asking new potential
participants and/or participants for the names and contact information of other individuals
who might be interested in the study until I recruit enough participants overall.
Subjects will not be compensated for their participation, and their participation in
this study will be strictly voluntary.
Descriptions of the social or theoretical significance & benefits of research
According to Fishman (1989), “language is the recorder of paternity, the
expresser of patrimony and the carrier of phenomenology” (1989: 32). In other words,
language is the marker of ethnicity, the enactment of ethnicity, and the container of
ethnicity-based meanings
The place of language as the sacred symbol of ethnicity cannot easily be
dismissed. Fishman’s theory implies that if individuals identify strongly with their ethnic
group then they must value and utilize their language. Are the relatively high rates of
English-use at home among Filipino Americans therefore due to a rejection of Filipino
ethnic identity in favor of something else?
However, the 2000 census found that 79.1% of Filipino-Americans still speak
Tagalog at home (Choy 2007: 557). If we assume that the relatively high rate of English-
only use at home among Filipino-Americans is not due to a rejection of ethnic identity,
we are left with a few other possibilities. One plausible explanation is that even Tagalog-
speaking Filipinos in the United States do not consider Tagalog their heritage language.
As aforementioned, one could argue that Tagalog’s relatively recent introduction as a
national language and the strong presence of English beginning in the 20th
century (not to
mention centuries of Spanish colonialism and the presence of other Filipino dialects) has
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had an effect on what Filipinos consider to be their “quintessential symbol” of ethnicity
(Fishman 1989: 32). If this is true, Filipino immigrants might not feel strongly that
Tagalog is representative of their ethnic identity. Heritage language for Filipinos might
therefore be a combination of English and Tagalog.
A current review of literature shows that Tagalog and Filipino heritage language
maintenance are understudied. I hypothesize that the conclusions from previous studies
conducted on heritage language maintenance might not fit the Filipino model given
Tagalog’s history in the Philippines. Additionally, Tagalog emerged only recently as the
national language in the Philippines. I hypothesize that Filipino immigrants might not
feel positively towards maintaining Tagalog, because they may not consider Tagalog to
be their heritage language. Results from this study will inform current models of heritage
language and attitudes towards heritage language maintenance and may indicate the need
to redevelop such models.
Description of the risks & benefits, if any, to research participants
The topics that this study will address family dynamics but also issues
surrounding participants’ identity via language use. Participants might find it beneficial to
discuss a subject that might be rarely talked about with friends and family, because it will
give them the opportunity to think more deeply about issues surrounding their language
use and identity. If participants find that they wish to learn more about issues surrounding
Filipino identity in the United States, I will provide them with a list of Filipino cultural
associations (See Appendix E).
At the same time, participants might also find it somewhat difficult to address the
topics covered during their interviews. Anecdotal evidence suggests that the topic of
language use, particularly that of Tagalog, and maintenance is not widely discussed
among Filipinos in the United States. This might be because the subject is embarrassing
or uncomfortable. Participants could feel uncomfortable at my attempt to address such
topics that the community does not seem to want to address. This study could also
compel participants to re-think their identity and their relationship to their cultural
heritage, which might also be uncomfortable.
Additionally, since my contacts are coming from relatively small Filipino
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communities in Massachusetts, there is a chance that participants might know each other.
Due to the nature of this recruitment, loss of confidentiality is a risk. A loss of
confidentiality could result in disagreements between participants and their communities.
As mentioned above, the Filipino community in the United States seems to be silent
about heritage language use and maintenance. This topic could potentially have the effect
of polarizing community members. In other words, friends, acquaintances, relatives and
even immediate family members might take issue with participants’ feelings, thoughts
and opinions surrounding Tagalog and maintaining Tagalog. If a loss of confidentiality
should occur, participants might be judged poorly by their own peers. This information is
included in the oral script for informed consent (Appendix B) and the recruitment script
for participants (Appendix C).
In order to minimize this risk, I will keep the identities, contact information and
all other identifying information of participants confidential (See Appendices B, C, and
D). All subjects will be assigned and referred to by a pseudonym, and I will keep all data,
contact information and pseudonyms in a lock box. Only I will have access to the key.
This lock box will also be stored in my private bedroom, which only I will have access
to.
In the event that I present this study to these communities, I will leave out any
identifying information including demographic information, place-specific and time
specific information from interview quotes that I will use to support my arguments. In
addition, I will urge contacts to keep the confidentiality of potential participants (See
Appendix D). I will withhold potential participants’ decisions to participate or not to
participate from contacts (See Appendix C). I will also conduct Skype interviews in the
privacy of my own bedroom.
Participants will also be informed that their participation is strictly voluntary and
that they may choose not to answer any questions they feel uncomfortable with. They
will also be informed that they may withdraw from the study at any point during the
interview (See Appendix B).
Description of what type of informed consent will be obtained and the process by
which it will be obtained (including consent form or oral script, if appropriate)
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I will obtain informed consent by providing my participants with a verbal
description of my research project that include its purpose and methodology at the time of
each interview. I will verbally inform participants that they do not have to answer any
question they feel uncomfortable with and are free to withdraw from the study at any
time. I will inform them that any information they choose to share with me will be kept
confidential. I will also inform participants that other participants in this study might be
recruited from their communities and that loss of confidentiality is a potential risk. I will
inform participants that their decision to participate or not to participate in the study will
also be kept confidential. These are all outlined in an oral script, which will be read at the
time of the interview (See Appendix B).
Description of how the confidentiality of research participants and data will be
protected
To protect participants’ confidentiality during interviews, I will ask them to
choose a comfortable and private location to Skype with me. I will conduct the interview
in the privacy of my own room (See Appendix C).
Interviews conducted over Skype will be recorded using Call Recorder, a software
program that records Skype conversations. Each video recording will be saved in a USB
drive and then transcribed within 24 hours after each interview. Each recording will be
deleted from this USB drive once the interview is transcribed. Transcriptions of these
interviews will then be stored in the same USB drive. All identifying information, such as
names and contact information will be omitted. This USB drive will be password
protected. My laptop is also password protected.
To further ensure confidentiality, participants will be randomly assigned
pseudonyms. As mentioned earlier, any identifying information, such as name, place of
residence, place of work, and occupation, will not be published in the study. Records of
participant contact information and pseudonyms will be stored in a second USB device.
This USB device will be stored in the aforementioned lock box when it is not in use and
will be stored in my private bedroom. Only I will have access to the key to the lock box,
and only I will have access to my bedroom. This second USB device will also be
password protected.
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Field notes will not be utilized in this study. Printed transcriptions will be stored
in the same aforementioned lock box. They will be destroyed once the study is
completed.
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Appendix A – Interview Questions
I. Personal History
A. Philippines
1. When did you immigrate to the United States?
2. How many years did you live in the Philippines?
3. Where did you live in the Philippines?
4. Did you attend school in the Philippines?
5. Were you taught English in the Philippines?
6. What language(s) did you speak at school?
7. What language(s) did you speak at home?
8. What language(s) did you speak with your friends?
B. United States
1. How many years have you been living in the United States?
2. What language(s) do you speak at home?
3. What language(s) do you speak with your friends?
4. What language(s) do you speak at work?
5. With whom do you speak Tagalog?
II. Attitudes Towards Tagalog and Tagalog maintenance
A. Affective and Behavioral Components
1. Let’s say you were at a Filipino gathering and only Tagalog was being spoken.
a. How would you feel about this? Would this make you feel comfortable or
uncomfortable? Would this make you feel happy or unhappy? Why?
b. How would behave in response to this? Would you choose to speak Tagalog to other
guests? Why or why not?
2. What if you were in a different gathering where majority of the guests were not
Filipino? There are a few other Filipinos and he/she approaches you and begins to
address you in Tagalog. You are in the presence of non-Tagalog speakers.
a. How would this make you feel and why?
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b. How would you behave in response to this individual and why?
3. If you have children or plan to have children in the future, how would you feel if they
did not speak Tagalog? Why?
a. Would you make efforts to keep Tagalog in their lives? Why or why not?
b. How would you feel if you had grandchildren and they did not speak Tagalog?
c. Would you make efforts to teach your grandchildren Tagalog?
B. Cognitive Component
- What are your opinions about Tagalog? Do you think it is a useful language?
- Do you enjoy speaking Tagalog? Why or why not?
- What are your opinions about speaking Tagalog in settings where there are mostly
Filipinos?
- What are your opinions about speaking Tagalog in settings where there are mostly
individuals who are not Filipino?
- Are there certain contexts where it is acceptable for Filipinos to speak Tagalog? Are
there certain contexts where it is not?
- What are your opinions about US-born Filipinos being able to speak Tagalog?
- What are your opinions about second or third generation Filipinos’ ability to speak
Tagalog?
- What are your opinions about Filipino immigrants’ Tagalog use? In other words, do you
think Filipino immigrants should continue to use Tagalog in the United States? Why or
why not?
- Do you consider Tagalog to be your heritage language?
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Appendix B – Oral Script for Informed Consent
Hello,
My name is [NAME]. As part of my honors program at Muhlenberg College, I am
conducting research on how Tagalog-speaking Filipino immigrants think and feel about
Tagalog.
This interview should last approximately an hour to two hours. Your participation
in this study is strictly voluntary. You can choose not to answer any question that makes
you feel uncomfortable, and you may also end the interview at any time. Lastly, your
decision to participate or not to participate in this study will be kept confidential from the
person who referred me to you.
During this interview, I will ask you questions about you and your attitudes
towards Tagalog. Other participants in this study may be recruited from your community.
Due to this nature of participant recruitment, loss of confidentiality is a potential risk. In
the worst-case scenario, this loss of confidentiality might result in disagreements between
you and the members of your community should you disagree on your feelings and
thoughts towards Tagalog and maintaining Tagalog. As a result, you may be judged
poorly by your community. In order to avoid this, any information you reveal during this
interview, including identifying information, such as names, and contact information will
be kept confidential. If I use direct quotes from our interview when I report the study, I
will also leave out any identifying information.
Is it alright if I record this interview using a program called Call Recorder? This
software video records Skype conversations. Only I will have access to this recording. It
will be transcribed onto a Word document within 24 hours after the interview and then
subsequently deleted once it is transcribed. Any identifying information will be omitted
from the transcription, and you will be assigned a pseudonym in order to further protect
your identity.
All data will be kept under lock and key, which only I will have access to.
Do you have any questions about this study? If you have any questions about this
project, please do not hesitate to contact me at [EMAIL ADDRESS] or my honors thesis
advisor Dr. [FULL NAME] at [FACULTY EMAIL ADDRESS].
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Appendix C – Recruitment Script for Participants
Hello,
My name is [FULL NAME]. I am a student at Muhlenberg College, a small
liberal arts school in Pennsylvania, and I’m a sociology and history double major. As part
of my honors program at Muhlenberg, I’m conducting research on how Tagalog-speaking
Filipino immigrants feel and think about Tagalog. I am also a Filipina and immigrated to
the United States when I was twelve years old.
If contact gives consent to be identified: (Contact Name) gave me your contact
information, because they thought you might be a good person to talk to regarding my
topic, and I was hoping that I could interview you.
If contact does not wish to be identified: Someone who knows you gave me your
contact information, because they thought you might be a good person to talk to
regarding my topic, and I was hoping that I could interview you.
During this interview, I will ask you questions about you and your attitudes
towards Tagalog. This interview should last about an hour to two hours and will be
conducted over Skype. I will be recording the interview using Call Recorder, a software
program that video records Skype conversations. Only I will have access to this
recording. It will be transcribed onto a Word document within 24 hours of the interview
and then deleted once it is transcribed.
We can Skype at a time that is most convenient for you. Any information you
share with me, including your name and contact information, will be kept confidential,
and the person who referred me to you will not be informed of your decision to
participate or not to participate in this study.
I ask that you determine a comfortable and private location for the interview. Just
I will Skype with you in the privacy of my own room, and again, any information you
share with me will be kept confidential.
Other participants in this study may be recruited from your community. Due to
this nature of participant recruitment, loss of confidentiality is a potential risk. In the
worst case scenario, this loss of confidentiality might result in disagreements between
you and the members of your community should you disagree on your feelings and
thoughts towards Tagalog and maintaining Tagalog. As a result, you may be judged
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poorly by your community. In order to avoid this, any information you reveal during this
interview, including identifying information, such as names, and contact information will
be kept confidential. If I use direct quotes from our interview when I report the study, I
will also leave out any identifying information. You should also know that all data
pertaining to this study will be kept under lock and key, which only I will have access to.
Would you be willing to participate in my study? Are you over 18 years old? Do
you speak Tagalog? What language(s) do you speak at home? How old were you when
you immigrated to the US? Would you be comfortable with being video recorded?
Do you have any questions about this study? If you have any questions about this
project, please do not hesitate to contact me at [EMAIL ADDRESS] or my honors thesis
advisor Dr. [FULL NAME] at [EMAIL ADDRESS].
9:00 pm
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Appendix D – Instructions for Contacts
Hello,
As part of my honors program at Muhlenberg College, I am conducting research
on how Tagalog-speaking Filipino immigrants feel and think about Tagalog. Thank you
for agreeing to help me identify participants in this study.
Could you please provide me with a list of at least two to three people whom you
think would be likely to participate in this study, including their telephone numbers?
These individuals must be Tagalog-speaking Filipino immigrants, who immigrated after
they were 18. You can tell me the names and contact information of these people at this
time or you can choose to send me an email with a list of individuals.
If you send me a list via email, individuals’ names and contact information will be
transferred onto a sheet of paper and then kept under lock and key to which only I will
have access. This email will subsequently be deleted.
Since participants are recruited from the same communities, loss of
confidentiality is a potential risk. In order to protect participants’ confidentiality I will
keep the identities and contact information of participants confidential. In keeping with
this, I ask that you also keep the identities and contact information of these potential
participants confidential.
When I contact the individuals on your list, could I mention your name and say that
you referred me to them? If you are uncomfortable with this, I can keep your name
confidential from participants.
Do you have any questions about this study? If you have any questions about this
project, please do not hesitate to contact me at [EMAIL ADDRESS] or my honors thesis
advisor Dr. [FULL NAME] at [FACULTY EMAIL ADDRESS].
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Appendix E – Filipino Cultural Associations
National Federation of Filipino American Associations National Office
1322 18th St. NW, Washington DC 20036-1803
Website : http://www.naffaa.wordpress.com
Phone : 202-361-0296
Email : [email protected]
Regional Offices:
East – Merit Salud ([email protected])
Capital – Bert Dayao ([email protected])
Midwest (West) – Jelly Carandang ([email protected])
Midwest (East) Vilma Helms, PhD ([email protected])
South – Marilyn Doromal ([email protected])
Central – Giselle Rushford ([email protected])
Southwest – Gus Mercado ([email protected])
Pacific Northwest – Mariela Fletcher ([email protected])
Northern California – Lorna L. Dietz ([email protected])
San Diego – Aurora Cudal ([email protected])
Nevada – Jing Espiritu ([email protected])
Pacific Islands – Rouel Velasco ([email protected])
Barangay Filipino in New England
Phone : 857-919-1587
Email : [email protected]
BakitWhy (Transmedia content provider)
Website : http://www.bakitwhy.com
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