LINGO IN FEU FACULTY-STUDENT CLASSROOM COMMUNICATION MORA, MARIA ELOISA C. PEPITO, ALMAE M. QUIAMBAO, JEFF G. SABATER, DANICAR I. DEPARTMENT OF COMMUNICATION Far Easter University Nicanor Reyes St., Sampaloc, Manila March 2013 ii APPROVAL SHEET KERI BA? GETS MO?: ACCOMMODATING GAY LINGO IN FEU FACULTY-STUDENT CLASSROOM COMMUNICATION by ALMAE M. PEPITO MA. ELOISA C. MORA JEFF G. QUIAMBAO DANICAR I. SABATER has been accepted, in partial fulfillment of the requirements, for the degree of BACHELOR OF ARTS IN MASS COMMUNICATION by LOURDES IGNACIO Adviser GENEROSO PAMITTAN Defense Panelist LOURDES D. IGNACIO Research Faculty and approved for the Far Eastern University Department of Communication by JOEVEN R. CASTRO Program Head Date iii MA. ELOISA C. MORA Permanent Address: #007 Yakal Street Phase 4-A Sto.Nino Meycauayan City, Bulacan 3020 Contact Number: 0917-856-7225 E-mail Address: eloisamora_16@yahoo.com EDUCATION Bachelor of Arts in Mass Communication Far Eastern University Manila Related Coursework: Advertising, Drama and Theater Arts, Journalism, Radio, Television and Film Production, Photography, Broadcasting, Investigative Journalism, Communication Research COMPETENCIES Communication 1. Fluent in English and Filipino language 2. Good communication skills Leadership 1. Vice President, Teatro Dulahay, 2009-2012 2. Executive Producer, FEU Film production, Ugong, Sinepiyu 2012 3. Executive Producer, FEU Television production, My Other Side, 2013 Technical 1. Basic Skills in MS Office, Adobe Photoshop, and Adobe Premiere 2. Production Process (Pre-production, Production, Post Production) WORK EXPERIENCE Intern, ALTA Productions, Makati City (April-May 2012) AFFILIATIONS Attended Advertising workshop with McCann group experts, 2010 Attended Script Writing seminar with Ricky Lee, 2012 FEU Theater Productions (Theaters Next Top), 3 rd year Mass Communication, Asst. Director and Actor, 2012 PERSONAL PROFILE Nickname: Mimi Height: 54 Age: 21 Birthday: November 16, 1991Gender: Female Interests and Hobbies: Church activities, Reading books, Internet surfing iv ALMAE M. PEPITO Permanent Address: Brgy. Sacaon Garcia-Hernandez, Bohol, 6307 Contact Number: 0919-622-4535/0935-205-4595 E-mail Address: almaepepito_19@yahoo.com EDUCATION Bachelor of Arts in Mass Communication Far Eastern University Manila Related Coursework: Advertising, Drama and Theater Arts, Journalism, Radio, Television and Film Production, Photography, Broadcasting, Investigative Journalism, Communication Research COMPETENCIES Communication 1. Proficient in both English and Filipino language 2. Good communication and interpersonal skills Leadership 1. Stage Manager, FEU Theater productions (Theaters Next Top) 2011 2. Assistant Director, FEU Film production, Dayo, Sinepiyu 2012 3. Floor Director, FEU Television production, My Other Side, 2013 Technical 1. Basic skills in Adobe Photoshop and Soundbooth 2. Ms Office WORK EXPERIENCE Intern, ALTA Productions, Makati City (April-May 2012) AFFILIATIONS Attended Advertising Workshop with McCann Group Experts, 2010 Attended Script Writing seminar with Ricky Lee, 2012 Host/Emcee, Fundation Day in Public Relations 100, Far Eastern University, 2012 Attended the 2 nd National Communication Research Conference, UP Diliman, 2013 PERSONAL PROFILE Height: 411 Age: 23 Birthday: June 19, 1990 Gender: Female Interests and Hobbies: Internet surfing, Writing v JEFF G. QUIAMBAO Permanent Address: 1133 Kagitingan Street Tondo Manila 1012 Contact Number: 0906-950-1300 / 0907-352-3455 E-mail Address: white_lies003@yahoo.com EDUCATION Bachelor of Arts in Mass Communication Far Eastern University Manila Related Coursework: Advertising, Drama and Theater Arts, Journalism, Radio, Television and Film Production, Photography, Broadcasting, Investigative Journalism, Communication Research COMPETENCIES Communication 1. Fluent in English and Filipino language 2. Good communication skills Leadership 1. Public Relation, FEU Theater Production, TeroristangLabandera, 2012 2. Public Relat, FEU Film production, KumpasngPaa, Sinepiyu 2012 3. Production Designer, FEU Television production, My Other Side, 2013 Technical 4. Basic Skills in MS Office, Adobe Photoshop, and Adobe Premiere 5. Production Process (Pre-production, Production, Post Production) WORK EXPERIENCE Intern, ALTA Productions, Makati City (April-May 2012) AFFILIATIONS Attended Advertising worksop with McCann group experts, 2010 Attended Script Writing seminar with Ricky Lee, 2012 PERSONAL PROFILE Nickname: Jheff Height: 56 Age: 27 Birthday: April 18, 1985 Gender: Male Interests and Hobbies: Playing Volleyball, Surfing the net, Dancing, Singing vi DANICAR I. SABATER Permanent Address: 42D Kakawate St., Bgy. Balinggasa Balintawak, Quezon City 1115 Contact Number: 0917-372-2410/0915-403-0157 E-mail Address: neecasabater@yahoo.com EDUCATION Bachelor of Arts in Mass Communication Far Eastern University Manila Related Coursework: Advertising, Drama and Theater Arts, Journalism, Radio, Television and Film Production, Photography, Broadcasting, Investigative Journalism, Communication Research COMPETENCIES Communication 1. Fluent in English and Filipino language 2. Good communication skills Leadership 1. Choreographer/Actor FEU Theater Productions (Theaters Next Top) 2. Production Manager, Biolens Film Production (2012) 3. Marketing and Promotions/Cameraman On Four Entertainment (2013) Technical 1. Basic Skills in MS Office, Adobe Photoshop, Adobe Premiere 2. Production Process (Pre-production, Production, Post Production) AFFILIATIONS Best Female Freestyler, Female Category at SkechersStreetdance Battle 2009 FEU Dance Company Member (2009-2010) Attended Script Writing Seminar with Ricky Lee (2012) Attended Seminar Workshop with FOCAP (2012) Attended Boy Abunda Writing Seminar Workshop PERSONAL PROFILE Nickname: Nica Height: 5 Age: 20 Birthday: December 24, 1992 Gender: Female Interests and Hobbies: Reading books, Dancing, Surfing the internet, Travelling vii ACKNOWLEDGEMENT First of all we would like to thank our LORD Jesus Christ for seeing us through from the beginning until the end of our thesis. Without Him, we would not have been able to carry out this very challenging endeavor. Secondly, we would like to thank our Thesis Adviser and Research Faculty, Prof. Lourdes D. Ignacio, for her kindness, patience, encouragement and continual help and professional advice. We would also like to convey our thank you for the professional support and guidance of the Program Head of the Department of Communication, Prof. Joeven R. Castro and our Thesis Defense Panelist, Prof. Generoso Pamittan, Jr., the Institute of Arts and Sciences Associate Dean including our key informants, namely: Prof. Liana Barro of the Communication Department, Prof. Rogelio Guce of the English Department, Prof. Johnny Rocha of the Psychology Department, Dr. Gina Sy- Luna of the Filipino Department, and Prof. Greg Dulay of the Social Science Department. Our sincerest thanks also to the IAS students and faculty who have participated in our research undertaking. Lastly, we would like to thank our families namely Mora Family, Pepito Family, Quiambao Family and Sabater Family as well as to our loved ones, for serving as our inspirations while doing this study. We are also extending our heartfelt gratitude to our blockmates the MC 0944. The Researchers viii ABSTRACT Mora, M.E., Pepito, A., Quiambao, J., Sabater, D. (2013) Keri ba? Gets Mo?: Accommodating Gay Lingo between FEU Faculty-Student Classroom Communications. Unpublished undergraduate thesis, Department of Communication, Far Eastern University, Manila. The prevailing use of gay lingo appears to be catching in the society nowadays. The increasing number of individuals patronizing this language is a mere testimony that gay lingo is already eminent. People use s gay lingo due to its lively quality that adds entertainment and fun to the usual conversations. Different codes and terms are continuously arising out of gay lingo thus, making this language grow as well as its users. This language is being adapted in different settings such as in school, workplaces and even in ones home. However, there is no precise instance when gay lingo was initially being used but the obvious culprit of this language is the gay themselves. This study looked into the gay lingo accommodation phenomenon in FEU classroom communications between teachers and students and the potential contributions of this language in terms of strengthening the teaching and learning processes inside the classroom. It also delved into the coping mechanisms of the aforementioned subjects while adapting to the gay lingo culture. Using Howard Giles Communication Accommodation Theory and Gerry Philipsens Speech Codes Theory, the researchers were able to examine the interplay of the variables of accommodation and speech codes and culture, respectively in this study. Results revealed that gay lingo was being accommodated by teachers and students to primarily create common understanding inside the classroom. However, certain constraints like the extent of gay lingos utilization, due to its informality may diminish the academic value of the subject being taught. Thus, it is only either Filipino or English language that is still admissible in the field of formal education. ix TABLE OF CONTENTS Pages Title Page i Approval Sheet ii Curriculum Vitae of Pepito, Almae M. iii Mora, Ma. Eloisa C iv Quiambao, Jeff G. v Sabater, Danicar I. vi Acknowledgement vii Abstract viii INTRODUCTION Background of the Study 1 Statement of the Problem 3 Objectives 3 Significance of the Study 4 Scope and Limitations 5 REVIEW ON RELATED LITERATURE Embarrassing to the Virgin Ears 7 Intriguing to the Thinking Mind 8 Challenging to the Creative Tongue 9 Liberating to the Struggling Soul 10 Synthesis 11 STUDY FRAMEWORK x Communication Accommodation Theory 14 Speech Codes Theory 18 Conceptual Framework 20 Integrated Conceptual Framework 22 Operational Framework 24 Definition of Terms 26 STUDY DESIGN Methods and Sampling 29 Units of analysis 30 Instruments 30 Data analysis 30 Research Design 31 RESULTS AND DISCUSSION Results of Survey 32 Results of focus interviewwith selected IAS faculty 48 CONCLUSIONS AND RECOMMENDATION Conclusion 72 Metaphor 75 Recommendation 76 References 78 Appendices 81 LIST OF FIGURES Researchers Model of Communication Accommodation Theory 14 Researchers Model of Speech Codes Theory 18 xi Researchers Conceptual Framework 20 Researchers Model of Integrated Conceptual Framework 22 Researchers Model of Operational Framework 24 1 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Chapter 1 INTRODUCTION The researchers of this study are themselves speakers of gay lingo. They had in fact observed in the process of using gay lingo, certain phenomena the sound of language, the secretive quality of the fun and entertainment value of language among others. Gay lingo is a vernacular language derived from local dialects and foreign languages. It is primarily rooted in the gay society with an intention to create a common understanding and to resist the dominant culture of their area and create a space of their own. Gay lingo has become prevalent these days that it has already invaded most community. (http://www.ampedasia.com/forums/showthread.php?tid=10957) The (POC) Philippine Online Chronicles, published on April 30, 2010 an article entitled Gayspeak: Not for gays only, which talked about the obsolescence of old phrases and the dynamism of the traditional language including the assimilation by the young people of gay words into their daily conversations thus resulting in culture change. Nonetheless, in the context of this study, it can be said that the exposure of the students to gay lingo and the faculty members at Far Eastern University have made them both adaptive to this mode of communication based on observable instances. (http://www.thepoc.net/thepoc- features/buhay-pinoy/buhay-pinoy-features/6340)ould) The use of gay lingo was first used to avoid having other people understand what you are talking about, especially when it comes to sexual 2 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater matters. This is also a means of defying the cultural norms and creating an identity of their own. Gayspeak develops really fast, with obsolete words and phrases being rephrased and replaced especially when non-gays learn what it means. Saying Anong happening? (What are your plans for tonight?) is actually reminiscent of the 1980s gay style of speech. This language defines the Philippine gay culture, and it would probably stay that way for quite some time. (http://www.ampedasia.com/forums/showthread.php?tid=10957) Adaptation of FEU Faculty and Students to the Gay Lingo Gay lingo has indeed become very widespread among the people. We can hear it being spoken and used in different media. Noticeably at FEU, some teachers are now using this language as part of their teaching strategy inside the classroom. The students, on the other hand, are somehow the main actors in this phenomenon because they are usually more exposed to the gay society and are pressured to adapt to the changing milieu of the classroom dynamics. Dr. Aleli Sevilla, a Sociologist and Anthropologist and a Chair of Miriam College Discipline Committee, once said that gay lingo has established innovative deviance among individuals by way of using codes deep enough to be understood by average speakers thus, losing most expert speakers of the Filipino language. (http://www.oppapers.com/essays/Gay-Lingo-As-A-Form- Of/409426) Rationale This phenomenon is worthy to be pursued because the use of gay lingo has apparently created a new culture of classroom communication. We need to discover the cause and effect of it upon the members of the FEU community 3 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater particularly its faculty and to the students and how they subsequently adapt to this emergent culture. We also need to determine if the use of gay lingo helps teachers enhance their teaching strategies and improve the learning processes inside the classroom. It is therefore imperative for us to determine the gains they obtain in using gay lingo. Statement of the Problem 1. How does the use of gay lingo by FEU faculty and students as a medium of communication help in strengthening the teaching and learning processes inside the classroom? 2. What are the coping mechanisms of teachers and students while adapting to the gay lingo culture? Objectives This research study seeks to answer the following: 1. To identify how gay lingo contributes to create common understanding between FEU faculty and students in a classroom setting; 2. To discover how the FEU faculty and students overcome confusion with regards to the codes and/or phrases that gay lingo promotes; 3. To determine how the gay lingo creates a new culture of communication inside the classroom; 4. To assess how the use of gay lingo becomes a means of identifying the level of awareness of faculty and students in its use in classroom communication 4 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Significance of the Study The researchers aspire that the results of this study will be beneficial to the following groups and individuals: The administration and key officers of Far Eastern University. For them to support future endeavors along the lines of language and its impact on educational advancement; The students. For them to learn from this study the implications of using a language upon their listeners; The faculty. Who adjust to the evolving gay lingo inside the classroom -- that they will explore its possible contributions in enriching the of such language; The researchers. Who will investigate how gay lingo is being accommodated by the faculty of Far Eastern University in order to adapt to their students; and The future researchers. For them to take the cue from this study and continue in furthering their efforts in the improving faculty-student communications. Scope and Limitations Considering the density of number of students in the University, this study concentrated on ninety (90 ) students only representing different courses/disciplines of the Institute of Arts and Sciences such as Mass Communication, English, Sociology, Psychology, and Filipino including fifteen (10) faculty from these same fields of endeavors. We want to be able to get different perspectives of Arts and Sciences students and teachers pertaining to the use of gay lingo in classroom situations. Due to time limitations, the researchers had decided to limit the sample to one 5 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater hundred (100) respondents of which ninety (90) were students and ten (10) were faculty members representing the different areas of the study in the arts and sciences. The issue of homosexuality might potentially surface from the responses of this sample but will not be pursued since such will be a digression from the focus of the study. This study focuses on the classroom relationship of the students and faculty with regards to accommodation and adaptation of gay lingo in the academic setting. 6 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Chapter 2 REVIEW OF RELATED LITERATURE The past years have witnessed a minor bang of gay lingo in the society dealing with the ways in which gay men and lesbian have used this language. This chapter presented the related literatures and studies reviewed from local and foreign books, magazines and theses with researchers knowledge of the problem at hand. There were few notable researches conducted about gay language in the Philippines and most of them, if not all, either tried to explicitly identify reasons why gay subculture used gay language, or explain how gay expressions were coined, merged and combined together to make it distinctly and uniquely gay in nature. Gay lingo became very widespread. It is not only used by the queer but also by men and women, lesbians, old and young. We hear radio commentators, for instance, with a macho-sounding voice speaking a bit of gayspeak to add color and style to their way of commenting, usually in a funny way or satirical tone. (http://rp1.abs-cbnnews.com/views-and-analysis/05/05/08/philippine-gay- lingo-danton-remoto) On the other hand, print media, tabloids and student publications and even in social media, like Twitter and Facebook mix gayspeak with Filipino/English because of its appeal to the listeners and readers. Even mobile phones nowadays provide a medium for gayspeak text messages, thus reaching a wider audience. And also television, being the most influential among all forms of media, contributes to the proliferation of gayspeak among televiewers. The expressions charing, churva, kembot, chukchakchenes, charot, etchos, and among others are no longer exclusive to gays but have become 7 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater casual expressions. For example, we had a TV show here in the Philippines series titled Takeshi Castle in which the gays used this TV series title to mean uwinasabahay (go home). When used in a sentence, a gay person might say, Takeshi Castle naaketch which means uuwinaako or I am going home. Embarrassing to the Virgin Ears Gay lingo became prevalent throughout the Philippines; it is initially used by the homosexuals as a tool to communicate with each other. Presently, it becomes functional as a secret language which intends to make discreet conversations within the homosexual community. Currently it is seen as a language which creates a world designed for gays to hide sensitivity among other people who might hear certain codes within the exchange of communication. Reinerio A. Alba stated in his online article entitled The Filipino Gayspeak (Filipino Gay Lingo), June 05, 2006 that Gayspeak is wonderful lingo, argot, or jargon, which Filipino gays in general seamlessly switch into when they are gathered together or most immediately when they are around other people in order perhaps to cloak their intimate conversations, the better to protect the virgin ears of those around them. (http://www.ncca.gov.ph) Furthermore, Ronald Baytan indicated in his paper, Language, Sex and Insults: enumerated some reasons for the gay communitys use of such language. Baytan (2006) professed that most people recognize that gay people use gay speak as a type of code to enable them to hide things from others and to speak freely when around straight people. To substantiate this claim, Baytan gave the example of a casual conversation between two gay men about another straight man. The word baklafor example has been used to denote an undesirable sexual identity that is neither male nor female, the so-called third sex. This negative 8 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater usage of bakla for instance, is so loud that it denotes disgust and blemishes a familys reputation. Intriguing to the Thinking Mind The presence of gays accompanied by their language created a big influence among straight individuals within communities they dwell with. The invention of terms through the use of sophisticated formula indulges other individuals in applying gay lingo to the society. The occurrence of gay lingo has shaped a new culture among other individuals who subsequently admitted gay lingo in their lives. M. Josephine, E. Delmonte and M. Aipolito (2003), stressed out in their study entitled Gays Got em All, Gays Reign, examined the effects of SHE language on FEU mass communication students. Said study claimed that gays are perceived differently in society because of their different fashion statements, gestures, languages and communication patterns. Since they are one of the domineering groups in the society nowadays, they are considered as the main variable of such study mainly their language. Garcia (1996) specified that the Philippine gay culture is the intriguing system of signification of making meaning out of the world, by Filipino gays who are definitely not very free in carrying out such a significant task. For culture may be and almost always is response to domination, although to say that it necessarily becomes subversive and sub-rosa would not be very accurate either. Especially not in dominant heterosexist and macho culture, is not necessarily driven underground to complete subalternity because of it, but may in fact be as main stream as anything and anybody else. (Philippine Gay Culture: The Last Thirty Years, 1996) 9 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Challenging to the Creative Tongue From the minute gay lingo was born, it unceasingly formulated terms apparently piling up to which it keeps on intruding ones communication process. Most of the terms are commonly coined from the root words itself with its persisting growth and development wherein people would highly catch them up or forever be lost in the domain of gay lingo. Baytan (2006) averred that the gay lingo is a product of the coinage and collocation of words through their phonological resonance and resemblance. For instance, the word bakla may have its denotative meaning as binabae (a clipped word forbinata [young lad + babae (woman]) while other new words associated with baklaare words that are part of the mainstream language and gays may also also play words until they become neutralized and socially accepted such as BadingGarci, pa-min (paminta), pa-girl and a lot more. Gay lingo has now created a buzz in every corner in the society, even in school. Dickie Soriano (1979) stated that the spread of some campus lingo was the doing of the gays themselves. Soriano further said that the gays are one of the main vehicles for the spread of such expressions like kadiri to the death and hes so baduy. Soriano (1979) also added that the gays stylized pronunciation of some campus jargons impresses the non-gays to mouth the words the gays use. Their newly acquired terms give them(the non-gays) an air of concealing and feeling of acceptance in social circles because they knowthe latest expression. 10 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Liberating to the Struggling Soul It was also indicated in the Philippine Daily Inquirer (2003), this firm of jargon, which started in the 1970s and 1980s as a coping mechanism, also reflects the incessant struggle for freedom of homosexual in the country and may actually be considered a tool of empowerment and recognition. Moreover, BJ Flores, a Philippine Daily Inquirer writer in the Manila Times (January 08, 2002) wrote that Its always fun to talk about something with your friends in terms that you do not make sense to people too rude enough to listen, especially when your checking out a cute guy while having coffee. Gay talk has gone a long way with people in showbusiness adopting the vocabulary In an online article entitled Speaking in Queer Tongue: Globalization and Gay Language by Tom Boellstorff, he stated that Although there have been a number of recent studies about various aspects of LGBT life in Israel, little attention has been paid to the role of language in LGBT life. Addressing language is important because language, in contemporary Israel, is more than a medium of communication. For Israeli Jews, the Hebrew language is a key element of the Promised Land that the nation state of Israel represents. This article investigated the tensions and adaptations that occur when processes of globalization bring one system of gay or lesbian language into contact with another construction of gay culture are now circulating widely beyond the boundaries of another nation due to influences as internet communication, global dissemination of entertainment and other media. (http://books.google.com.ph) Gay lingo opened a door for freedomamong gays. It became a tool for them to prove that they exist as they were victims of condemnation. Murphy Red (1996) succinctly wrote in his article Gayspeak in the Nineties ,as cited by 11 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Suguitan in A Semantic Look at Feminine Sex and Gender terms in Philippine Gay Lingo, that The centuries-old bigotry against homosexualsexiled [them] away fromthe mainstream. On the margins gays saw, though only through rose-tinted glasses, a semblance of freedomin terms of self-expression. Even in their language, the gays observed no rules at all. Thus blossomed a language that some gay activist seven (is really the word?) found to be an effective code in front of the enemies. The newly invented language, the gay lingo may seemto shape a culture which substitutes the traditional languages. Montgomery August, 2008 in his bookIntroduction to Language and Societyas cited in Suguitans paper, that anti- languages are extreme versions of social dialects which tend to arise among subcultures and groups that occupy a marginal or precarious position in society(96). Given this definition, gay lingo was also considered an anti- language. Or at least it used to be. With the gained acceptance and popularity today, gay lingo is no longer an anti- language at all, but an expression of the societys fight against a homophobic culture. Synthesis Most people use gay lingo to enable them to hide things from others who are straight people and to cover their intimate conversations. Thus, with the use of codes associated with meanings among homosexuals, it paved a way to create a new community, perhaps a space of their own. Indeed, homosexuals do not limit themselves with regards to their usage of gay lingo as their self-expression and as part of their freedom because they find it as a form of self-defiance. To the gays, the use of gay speak was also regarded as a form of self-empowerment and a springboard for public recognition. Nonetheless, the gay lingo was also 12 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater perceived as a personal shield against enemies because of the concealing nature of the use of codes. Evidently, the gay lingo is being accommodated by many Filipinos. The review on related literatures and studies in this research, reveal that there has been no definite study pertaining to the use of gay lingo inside the classroom by teachers and students as part of their communication culture. Nonetheless, such substitution and eventual accommodation must be pursued in order to shed light on this gay lingo phenomenon. In view of the foregoing, the researchers can infer that gay lingo can hide personal word or thought to the people if the users of the language do not want to share their conversations to other people. Gay lingo creates a new community to the users and patronizers because they are the persons who are constructing the language, and they are the people who are spreading out those words. Since everyone has a freedom of speech every person can create words which can be eventually become part of a culture. This only proves the dynamism inherent in a language. 13 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Chapter 3 Study Framework Communication is a process by which we assign and convey meaning in an attempt to create shared understanding. It can also affect every individuals beliefs and attitudes in a certain culture that accommodates a particular language that possesses certain codes that one culture can only understand. Thus these researchers believe that such conflict between the mainstream language (Filipino or English) and gay lingo is handled by accommodation of the latter in the classroom communication between faculty and students. The researchers therefore in this chapter sought to explain the relations of such observations to the phenomenon being investigated in this study. The theories being referred in this study are the Communication Accommodation Theory and Speech Codes Theory. Theoretical Framework Communication Accommodation Theory was developed by Howard Giles, a professor of linguistics and psychology at the University of California, Santa Barbara (UCSB). Howard Giles was trying to find the reason for the shifts he observed in the speech of most people as they spoke to different people and subsequently detailed the consequences of this behaviour. The Communication Accommodation Theory deals with the underlying thought processes and emotions that are involved in the use of convergence and divergence during conversations. 14 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Gilestheory is generally considered to be sound because few researchers have been able to successfully challenge it. However, critics of the theory pointed out that conversation often seem to be too complex to be broken down into components as simple as convergence and divergence. They also claimed that people can use both techniques in the same encounter, a scenario that has not attention from. (http://theories.com/index.php?/Communication- Accomodation.html) Figure 1: Researchers Model of Communication Accommodation Theory The researchers Model of Communication Accommodation Theory (also known as the Speech Accommodation Theory) presents in Fig. 1 the tendency of people to modify the way they talk in order to match the way the listeners speak. Consequently, when both speakers and listeners make an effort to make a shift in their communication styles, accommodation takes place which is represented by the intersecting arrows between the speaker and the listener. Communication ACCOMMODATION Listeners Talk Speakers Talk 15 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Accommodation theorists postulate that if the person using convergence has more power that the listener, the speaker can come across as patronizing. The oval shape in the above diagram which contains the word accommodation represents the confinement of the language within a context. It should be noted that it is not encompassing (which is demonstrated by the size of the oval) since not everyone speaks the language, hence, the non-users of that language are only accommodating of the language use. The prevailing use of gay lingo in FEU classroom between teachers and students exemplifies the assertions conveyed by the Communication Accommodation theory, where teachers as having more power over students use accommodation (which is explicitly presented as Speakers Talk and Listeners Talk in Figure 1), therefore the teacher appears as patronizing of the gay lingo. Gerry Philipsen studied culturally distinctive codes of communicative conduct, and is the originator of the influential Speech Codes Theory (sometimes referred to as the Ethnography of Communication). Speech Codes Theory on the other hand, is a general theory that would capture the relationship between communication and culture. It seeks to answer questions about the existence of speech codes, their substance, the way they can be discovered, and their force upon people within the culture. The following statements are what Gerry Philipsen cited to correlate components in the Speech Codes Theory. 1. The distinctiveness of speech codes (In any given culture, there is a speech code.) In every community, evolves certain speech codes that may or not be understood by outsiders. 16 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater 2. The multiplicity of speech codes (Multiple speech codes exist in any given speech community.) Multiple codes are significant as it may vary or affect the totality of the Speech Codes used in a certain community. 3. The substance of speech codes (A speech code has a distinctive psychology, sociology and rhetoric.) Psychology. Every speech code used by an individual reflects his or her personality. Sociology. Speech codes as stated by Philipsen visibly transpires a connection between an individual and to the other members within a given community culture. Rhetoric. No matter what the culture is, speech codes has the power to unearth facts and leaves traces that serves as gateway in identifying a society and the members within. 4. The meaning of speech codes (The speech community assesses the meanings of speech.) Examine the way people communicate to each other and the means of providing responses to their usual conversations, whether small talks or chitchat. 5. The site of speech codes (The terms, premises, and rules of a speech code are inextricably woven into the speech itself). Analyzing the speech of native speakers is the key to be able to understand an individuals own speech code as well as the others. 17 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater 6. The discursive force of speech codes (Speech Codes impact life.) Obtaining shared speech codes, participants can guide meta- communication (the talk about talk) (http://smileworking.blogspot.com/2010/09/speech-code-theory- ethnografy-of.html) 18 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Figure 2: Researchers Model of Speech Codes Theory It can be gleaned from the above diagram (Fig. 2 ) that a given environment possesses a certain speech code that can be understood and shared in that environment represented by the circular broken lines that signify the milieu in which such speech code takes place. The speech code used in a certain place by a certain group of people is dependent on their culture and beliefs. The way people interact with each other or with other people is dependent on the environment they have grown up with. The power of language which instituted SPEECH CODES Culture/Belief Tradition Rhetoric Sociology Psychology COMMUNICATION 19 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater speech codes is a broad term used to describe some of the functions language can have. It can provide a way to influence peoples behavior and attitudes because people usually use forms of persuasion and argumentation in order to carry out their attempts at influencing people because of their religion, tradition and beliefs, and such affect the society, and creating understanding in language that starts to become the communication pattern. Such interplay of the elements of the Speech Code Theory is demonstrated in Fig. 2. The circular broken lines represent that the speech codes within a certain environment that is shared by members and may or may not be familiar to the outsiders. The thick arrow that point to the Speech codes means it is the primary focus of this theory, therefore has the strongest correlation among the elements in Fig. 2 . The thin arrows proj ecting from Speech codes denote the substances of Speech Codes -- (Tradition, Rhetoric, Psychology, and Sociology) that all lead to the bottom line thus showing the significance of speech codes in creating the end result --- communication. In the context of this research study, the gay lingo constitutes the speech codes of a particular environment. In this case, it is the classroom which serves as the environment in which the culture of gay lingo communications between teachers and students usually takes place. Such speech code is only understood within the said culture, that is, within and amongst the IAS students-teachers circle. Effective communication can be best achieved when one understands the speech code that participants in communication use and thus helps in better communication of their beliefs and traditions, among others. 20 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Conceptual Framework The researchers believe that gay lingo has penetrated the classroom environment because of the phenomenon known as accommodation. Figure 3 below demonstrates such supposition. Figure 3: Researchers Conceptual Framework Student Faculty Gay Lingo Accommodation Communication Adaptation 21 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater In this framework the key players of this study are faculty and students in which they use gay lingo in the classroom setting as a form of accommodation that takes place as part of their communication process which consequently leads to gay lingo adaptation. Such relationship is graphically represented in the figure above (Fig. 3) through arrows to show the interplay of variables in this study. The vertical direction of the arrows denote the flow of the variables which means that one variable leads to another. 22 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Figure 4: Researchers Model of Integrated Conceptual Framework In this framework (Fig. 4) the gay lingo as a form of communication between the faculty and the student is generally used in the present classroom setting. The circular broken lines which encircle the entire variables signify the space of the environment in which speech codes or the gay lingo as a form of substitution is spoken. Thick arrows that point to the Listener and the Speaker to SUBSTITUTIONS (Gay Lingo) COMMUNICATION SPEECH CODES Listener Speaker 23 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater gay lingo imply mutual accommodation of gay lingo. Such accommodation is governed by a speech code which is enclosed in a broken circle at the center of the listener and the speaker. The downward arrows emanating from the listener and speaker emphasize the consequence of accommodation which is communication. Accommodation is possible when understanding and acceptance between and among the faculty and students is resorted to instead of defiance or resistance thus the word convergence suitably makes possible exchange of communication in the classroom setting between faculty & students. Such is the speech code in the classroom environment or scenario which allows for shared understanding thus achieving communication. People tend to learn through observing others behaviours, attitudes, and effect of those behaviours. From observing others, one forms an idea of how new behaviours are performed or new ideas, and on later occasions this coded information serves as a guide for action and belief as stated in Speech Codes Theory. 24 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Figure 5: Researchers Model of Operational Framework The researchers model on the diagram above shows the operational framework pertaining to the accommodation by the FEU IAS faculty and students of the gay lingo in creating a common understanding in a classroom setting. Both parties, IAS students and IAS teachers are conforming to the use of gay lingo (Keri Ba? Gets Mo?) which is represented by the circle at the middle and intersecting arrows to show the exchange of communication. In the process ACCOMMODATION Keri ba? Gets mo? UNDERSTANDING IAS Student IAS Faculty 25 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater of sharing knowledge and ideas through a coded communication (gay lingo), understanding between them becomes the end result as represented by the arrows pointing to such outcome. 26 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Definition of Terms The following terms were defined in order to have a better understanding of the study and a common reference on their meanings: ACCOMMODATION. It is the act of accommodating or becoming suitable or adapting to this widespread use of gay lingo. BAKLA.Denotes an undesirable sexual identity that is neither male nor female, the so-called Third Sex. BELIEFS. It is a conviction that something is true in terms of a religious teachings, that something exist, as in fairies or something is right or belief in a cause. COMMUNICATION. Process of interaction between the listener and the speaker wherein a certain matter is being shaped and impart for common understanding. COMMUNICATION ACCOMMODATION THEORY. Theory developed by Howard Giles (1971) which deals with the underlying thought processes and emotions that are involved in the use of convergence and divergence during conversations. CONVERGENCE. Factors in relation to moving things in the same direction towards the same specified part in a space. CULTURE. Refers to the training and development of a mind that characterize a society. DIVERGENCE. The acquisition of dissimilar characters by related organisms in unlike environments. 27 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater ENVIRONMENT. Refers to the surroundings which affect the growth and development of a living creatures. In this study the environment refers to the school, the faculty and the students. FACULTY. Represents the members of a department or the teaching staff of a university, in this study, it particularly to the Far Eastern University. GAY LINGO . A vernacular language derived from local and foreign languages which primarily rooted from the gay society in which it has become prevalent these days that has already invade most communities. HETEROSEXISM. The state of being attracted sexually to the opposite sex or pertaining to different sexes. It is the opposite of homosexual. HOMOPHOBIA. Fear of homosexuals. HOMOSEXUAL. It is characterized involving sexual attraction felt by a person for another person of the same sex. PHENOMENON. It is a fact, or circumstance observed or observable that is extraordinary. Like the study of gay lingo in school premises. PREVALENCE. It is the condition of being prevalent, or it is widespread or current particularly about the widespread use of gay lingo in school setting. PSYCHOLOGY. Refers to the mental and behavioral characteristics of a person or group. RHETORIC. It is the art of science of communication in words. Refers to certain language held by many to be proper to elevated written style but not normally used in everyday speech. SOCIOLOGY. Refers to the origin, the history and structure of human society and institutions. 28 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater SPEECH CODE THEORY. Refer to the relationship of environment with regard to culture and beliefs that in any given culture or beings, it possess certain speech code that one can understand. STUDENTS. Represents enrolled members of the university taking up various baccalaureate course from the 1st year level to 4th year level of the university. TRADITION. A cultural continuity transmitted in the form of social attitudes, beliefs, principles and conventions of behavior deriving from past experiences and helping to shape the future. 29 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Chapter 4 STUDY DESIGN This chapter tackled the discussion of the methods, sampling, instruments and the research design used to provide empirical approach to this study. METHODS AND SAMPLING The researchers conducted a survey of students representing communication-intensive disciplines from the Institute of Arts and Sciences, namely Mass Communication, English, Sociology, Psychology, and Filipino with seventeen (17) students participating from each of these courses. Fifteen (15) faculties representing the same fields of endeavors were also respondents to the said survey. The survey focused on the five (5) key aspects of the study - (1) Gay Lingo as a Means of Identifying the Level of Awareness of Faculty and Students in Its Use in Classroom Communication, (2) Gay Lingo as Part of the Teaching and Learning Processes Inside the Classroom, (3) Gay Lingo as a New Communication Culture in the Classroom, (4) Gay Lingo as a Bridge of Common Understanding Inside the Classroom, and (5) Gay Lingo as a Wall of Confusion Inside the Classroom. Questionnaires were limited only to information pertaining to these subj ect matters. Personal questions beyond gay lingo or any matter about homosexuality were not included to avoid confusion related to the parameters of the study. 30 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Focus interviews of five (5) teachers representing Mass Communication, English, Sociology, Psychology, and Filipino were undertaken in order to help corroborate the findings or outcomes from the survey. UNITS OF ANALYSIS Students and faculty members of Far Eastern University were the key players in this study. The research was based on the phenomenon that gay lingo is being accommodated by FEU faculty and students inside the classroom. INSTRUMENTS Survey questionnaire was designed by the researchers with the professional guidance and corrective inputs from their research adviser. Likewise, an interview guide was also formulated and accompanied by an interview protocol as a form of an informed consent which was signed by the interviewees. DATA ANALYSIS This study required the mixed methods of quantitative and qualitative research design. The results of the survey questionnaires were tabulated and tallied accordingly to obtain frequency distribution. The researchers coded the data and content of the focus interviews using literal code, analyzed code, and sub code. 31 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Keri Ba? Gets Mo? : Accommodating Gay Lingo in FEU Faculty-Student Classroom Communications SAMPLE Faculty and Students at Far Eastern University Data Gathering Methods: 1. Interview of selected key informants 2. Survey of the key respondents of the study After gathering all the needed data: Present tabulated form of data of survey results. Interweave interpretation of quantitative data. Transcribe the interviews. Do data and content coding of transcribed interview transcripts . Data Analysis: Quantitative and Qualitative Research Method: Through Descriptive Statistics and Data Coding of the Outputs from the Units of Analysis Research Design Process Key respondents of the study Focus Interview Step 1. Formulate questions that align with research obj ectives . Step2. Conduct actual interviews among selected participants during their most convenient time. Step 3. Obj ectivity during focus interview is to be maintained for fair responses and consideration of participants participation. Step 4. Transcribe, bracket into logical meaningful units interview transcripts and analyze them during data and content coding. Survey Step 1. Identify selected participants to be given survey form accordingly based on their various courses. Step2. Identify selected participants among faculty members accordingly based on various departments to where they belong. Step 3. Tabulate, & classify gathered data accordingly (based on their course and departments) Step 4. Analyze tabulated data gathered and transform into tabular form for interpretation and presentation. 32 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Chapter 5 RESULTS AND DISCUSSIONS This chapter presents and discusses the results of the survey of Psychology, Mass Communication, English, Filipino, and Sociology students and faculty members of Far Eastern University who are using or not using the gay lingo. RESULTS OF SURVEY PART I. Gay Lingo as a Means of Identifying the Level of Awareness of Faculty and Students in its use in Classroom Communication Table 1.1 Question Frequency Percentage N=100 (%) Are you aware that gay lingo is now prevalent in the school campuses as well as in the classrooms? YES 92 92% NO 8 8% Table 1.1 showed that ninety two percent (92%) of the respondents are aware of the prevalence of the use of gay lingo in school premises as well as in the classrooms, while the 8%of the respondents showed non-awareness of the gay lingo. 33 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Table 1.2 Question Frequency Percentage N=100 (%) Would you consider gay lingo as an alternative medium of instruction in the classrooms? YES 17 17% NO 83 83% Table 1.2 revealed that eighty three percent (83%) of the respondents did not agree that the gay lingo is an alternative medium of instruction in classroom premises because they thought that it is not the formal way communication while seventeen percent (17%) agreed that it can be used as an alternative medium of instruction. Table 1.3 Question Frequency Percentage N=100 (%) Do you think using gay lingo in classroom communications can possibly have an adverse/negative effect in both teachers and student communication skills? No, Why? Because it inhibits learning 27 27% Because it promotes language awareness 5 5% 34 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Yes, Why? Because it is improper to use 22 22% It is a threat to the mainstream 26 26% like Filipino and English It creates confusion among the students 20 20% Table 1.3 indicated that twenty seven percent (27%) of the respondents thought that there is a negative effect in using gay lingo in classroom communication because it inhibits learning for students and five percent (5%) said that it promotes language awareness. Twenty two percent (22%) of the respondents believed that is improperly used, 26% said that it is a threat to English and Filipino language, while the other twenty percent (20%) insisted that the use of gay lingo will create confusion among users of the language. PART II.Gay Lingo as Part of the Teaching and Learning Processes inside the Classroom Table 2.1 Question Frequency Percentage N=100 (%) To what extent do you think gay lingo is used in teaching and learning classroom? Always 2 2% Usually 5 5% Sometimes 49 49% Rarely 31 31% Never 13 13% Table 2.1 signified that forty nine percent (49%) of the respondents felt the use of gay lingo can sometimes be used as part of the teaching and learning 35 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater process inside the classroom while thirty one percent (31%) of the respondents expressed that it can rarely be used in the system of the teaching and learning process. Table 2.2 Question Frequency Percentage N=100 (%) Does the use of gay lingo create a lively(entertaining) atmosphere in the classroom? Yes 79 79% No 21 21% Table 2.2 showed that majority on seventy nine percent (79%) of the respondents thought that gay lingo creates a lively and entertaining atmosphere in the classroom while the other twenty one percent 21% of the respondents did not support that gay lingo creates a lively atmosphere in the classroom. Table 2.3 Question Frequency Percentage N=100 (%) Does the use of gay lingo encourage active participation between teacher and students? Yes 63 63% No 37 37% 36 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Table 2.3 illustrated sixty three percent (63%) of the respondents claimed that use of gay lingo can encourage active participation between teachers and students while the other thirty seven percent (37%) of the respondents believed that it does not encourage active participation. Table 2.4 Question Frequency Percentage N=100 (%) In your opinion, is the use of gay lingo acceptable in the classroom? Yes, Why? 43 43% Because gay lingo is acceptable in school premises 1 1% Because it is only used with 7 7% moderation Because it ignites student to participate in the classroom actively 10 10% Because it is used for entertainment 25 25% No, Why? 40 40% Because it is informal to use in classroom communication 20 20% We should stick to the formal 20 20% way of communication Table 2.4 presented that forty three percent (43%) of the respondents believed that using gay lingo in the classroom premises is acceptable mainly because it is entertaining and encourages active participation of the students while fifty seven percent (57%) of the respondents attested a negative reaction 37 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater primarily because it is inappropriate to use and not in adherence to the formal way of communication. PART III. Gay Lingo as a New Communication Culture in the Classroom Table 3.1 Question Frequency Percentage N=100 (%) Does the gay lingo create a new culture of communication in the classroom? Yes 81 81% No 19 19% Table 3.1 illustrated that eighty one percent (81%) of the respondents believed that the use of gay lingo can create a new communication culture in the classroom while nineteen percent (19%) of respondents did not agree to such assertion. Table 3.2 Question Frequency Percentage N=100 (%) Does the non-use of gay lingo in the classroom make one an outsider? Yes 24 24% No 76 76% Table 3.2 illustrated that seventy percent (70%) of the respondents believed that one cannot be considered an outsider in the classroom when he/she 38 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater does not use the gay lingo in the classroom while 24% respondents did not feel likewise. Table 3.3 Question Frequency Percentage N=100 (%) In what way, does the use of gay lingo affect the professional relationship between the students and teachers inside the classroom? It tends to encourage a buddy-buddy 38 38% (dabarkads) approach between teacher and students. It tends to promote favoritism. 5 5% It tends to develop closeness between teacher and students. 21 21% It tends to lead to miscommunication 31 31% between teacher and students. Others 5 5% Table 3.3 demonstrated that thirty eight percent (38%) of the respondents felt that the use of gay lingo encourages a buddy-buddy approach between the teachers and the students while thirty one percent (31%) claimed that such to lead to miscommunication between the teachers and students. Table 3.4 Question Frequency Percentage N=100 (%) What do you think is the most 39 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater popular notion/belief about the use of gay lingo in the classroom? Gay lingo is only for entertainment purposes. 43 43% Gay lingo is a matter of going with the flow. 13 13% Gay lingo is only a substitute language. 9 9% Gay lingo is only a trend. 34 34% Others 1 1% Table 3.4 showed that forty three percent (43%) of the respondents thought that gay lingo is basically for entertainment purposes only while thirty four percent (34%) believed that gay lingo is only a trend. PART IV. Gay Lingo as a Bridge of Common Understanding inside Classroom Table 4.1 Question Frequency Percentage N=100 Do you think the use of gay lingo help connects teachers with the students and vice versa? Almost Always Often 18 18% Sometimes 45 45% Seldom 24 24% Never 13 13% Table 4.1 explained that forty five percent (45%) of the respondents said that sometimes gay lingo help connects teachers with the students. On the other 40 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater hand, twenty four percent (24%) thought that gay lingo seldom serves as a bridge of common understanding. Table 4.2 Question Frequency Percentage N=100 (%) Does the use of gay lingo facilitate understanding of learning concepts? Yes, Why? 61 61% Because it is entertaining 11 11% It creates bonding for teacher 10 10% and students Because it builds common understanding 40 40% No, Why? 39 39% Because not everyone speaks and understands gay lingo 5 5% Because it creates confusion to 15 15% everyone Because it creates miscommunication 19 19% Table 4.2 sixty one percent (61%) of the respondents believed that gay lingo can build common understanding between the teachers and students in facilitating understanding of the learning concepts in classroom setting, while 39% of the respondents did not think the same because the use of gay lingo will only lead to miscommunication because some of the respondents believed that gay lingo should be used for personal purposes only and not everyone could understand the language. 41 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Table 4.3 Question Frequency Percentage N=100 (%) Does the use of gay lingo facilitate understanding of classroom communications? Almost Always 4 4% Often 10 10% Sometimes 42 42% Seldom 21 21% Never 23 23% Table 4.3 revealed that forty two percent (42%) of the respondents felt that sometimes the use of gay lingo can facilitate understanding of classroom communication and twenty three percent (23%) felt that it will never facilitate understanding in classroom communication. Table 4.4 Question Frequency Percentage N=100 (%) In your opinion, does the use of gay lingo help enhance teacher-student relationship inside the classroom? Yes, Why? 55 55% 42 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Because it lightens the discussion 20 20% Because of relaxing atmosphere in the 5 5% classroom Because it builds camaraderie 30 30% between teachers and students. No, Why? 33 33% Because it creates confusion 13 13% Because it creates misunderstanding 8 8% Because it is just a substitute language, should use the mainstream language 4 4% Because only few could understand 20 20% Table 4.4 described that fifty five percent (55%) of the respondents agreed that the use of gay lingo can build camaraderie between teachers and students whereas forty percent (40%) from the respondents said that only few people can understand the gay language. PART V. Gay Lingo as a Wall of Confusion Inside the Classroom Table 5.1 Question Frequency Percentage N=100 (%) Do you think the accommodation of gay lingo in faculty-students classroom communications tends to create a wall of confusion? Yes, Why? 45 45% Because not all of us speaks 20 20% and understand gay lingo 43 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Because it creates confusion 25 25% No, Why? 55 55% Because it is an innovative way form of communicating 45 45% Because the use of gay lingo 10 10% is acceptable in the society Table 5.1 outlined that forty five percent (45%) of the respondents felt that use of gay lingo can create a wall of confusion inside the classroom because not everybody speaks and understands the gay lingo while the other fifty five percent (55%) thought that it will not create confusion because it is an innovative way of communication. Table 5.2 Question Frequency Percentage N=100 (%) Do you think the alteration of dictionary/denotative meanings of some words (for example: aura echos, etc.) Shaped by gay lingo tends to create confusion between teacher and students? Yes 70 70% No 30 30% Table 5.2 demonstrated that seventy percent (70%) of the respondents surmised that alteration of denotative meanings as shaped by gay lingo can create confusion between teachers and students while the other thirty percent (30%) did not think so. 44 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Table 5.3 Question Frequency Percentage N=100 (%) Do you think the unfamiliarity with gay lingo tends to limit ones interaction in the classroom? Almost Always 19 19% Often 12 12% Sometimes 44 44% Seldom 8 8% Never 17 17% Table 5.3 explained that forty four percent (44%) of the respondents believed that unfamiliarity with the language sometimes limit ones interaction in the classroom while nineteen percent (19%) conveyed that it almost always limits ones interaction. Table 5.4 Question Frequency Percentage N=100 (%) What do you think might be the negative consequence of this so- called wall of confusion arising from the use of gay lingo in the classroom communications between teacher and students? It might cause ambiguities in understanding certain learning concepts. 33 33% It might cause low level of 45 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater interest to participate and interact. 4 4% It might cause a teacher to distant himself/herself from the students and vice versa. 5 5% It might cause the deterioration of the English language in classroom communication. 56 56% Others 2 2% Table 5.4 revealed that 56% of the respondents believed that the use of gay lingo might cause the deterioration of the English Language in classroom communications while 33% of the respondents thought that the use of the language might cause ambiguities in understanding certain learning concepts. DISCUSSION The level of awareness of use of gay lingo in school campuses revealed a 92% response from the respondents which is supported by one of the related literatures which highlights on the statement of Soriano (1979) : attributes to the gay the spread of some campus lingo. Further he said that the gays are one of the main vehicles for the spread of such expressions like kadiri to death and hes so baduy. Eighty three (83%) percent of the respondents believed that gay lingo cannot be considered as an alternative medium of instruction in the classroom whose relevance could be linked to the assertions of Hybels and Weaver II (2002) that language will help you express what you really want to say in a clear and straightforward way that when a message is misunderstood or has no effect on the listener, it may be that the speakers language is as at fault. He added that 46 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater no matter how skillful you may think your language is, if it is not understood, communication is a failure. Twenty Seven (27%) percent of the respondents thought that the lingo will promote language awareness and that is a threat to English and Filipino language as revealed by the twenty six (26%) percent response from the respondents. Almost half of the respondents or forty- nine(49%) percent of the respondents believed that gay lingo can be used in the teaching and learning processes in the classroom although more than seventy five (75%) percent of the respondents thought otherwise based on the context that it can only be utilized for entertaining and lively atmosphere inside the classrooms. Others believed that it may encourage active participation between the teachers and students which was represented by sixty three (63%) percent of the population. Acceptability of the gay lingo inside the classroom on the other hand, showed a twenty five (25%) percent response which can be due to its entertaining factor, but gained a fifty seven (57%) negative reactions primarily because of the reasons that it is improper to use and not in adherence to the formal way of communication as discussed in Montgomerys (2008) introduction to language and society which was cited in Suguitans (2005) paper Semantic Look at Feminine Sex and Gender terms in Philippine Gay Lingo , that anti- language are extreme versions of social dialects which tends to arise among subculture and groups that occupy a marginal or precarious position in the society given such, gay lingo was considered as an anti-language. But with the gained acceptance and popularity today, gay lingo is no longer an anti-language but an expression of the societys fight against a homophobic culture. 47 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Gay lingo can create a new culture of communication in the classroom as revealed by eighty one (81%) of the respondents thus coinciding with Garcia (1999) which states that Philippine gay culture is the intriguing system of signification of making meaning out of the word by Filipino gays who are definitely not free in carrying our such a significant task and added that for culture may be and almost always is response to domination, although to say that it necessarily becomes subversive and sub-rosa would not be accurate at all. The use of gay lingo encourages a buddy-buddy relationship between students and teachers as shown by thirty eight (38%) percent of the respondents but the thirty one(31%) percent of the population as surveyed believed that it tends to lead to miscommunication between the teacher and the student. The most popular notion about gay lingo is that the language is for entertainment purposes only as revealed by a forth three (43% ) percent response while the other thirty four (34%) percent thought that is only a trend. Forty five (45%) of the respondents regarded gay lingo as a bridge that can help connect teachers and students . While the sixty one (61%) percent of the respondents believed that it can facilitate understanding of learning concepts. While thirty nine (39%) percent of the respondents thought that it will only build up miscommunication between the teacher and student as cited in M. Josefina E. Delmonte and M. Aipolito (2003) Study on Gays got em All ---- gay individuals are perceived differently in the society because of their differect fashions, gestures, language and other communication patterns, thus, it sometimes facilitate understanding of classroom communication can build camaraderie between teacher and students giving a fifty five (55%) percent positive response from the respondents. 48 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Gay lingo can create a wall of confusion inside the classroom primarily because not everybody speaks and understands the language as gathered from the forty five (45%) percent while the other fifty five (55%) percent thinks that It will not create a wall of confusion because the use of the language is an innovative way of communication. Such findings can be connected to a supposition of Baytan (2006), -- the Filipino gay community began coining words that can be associated with the original word, either by its literal meaning or denotation or by using other shades of meaning or connotation anent to the question of creating confusion between teacher and student the alteration of dictionary or denotative meanings which gathered a seventy percent (70%) a positive response from the population. Unfamiliarity with the language sometimes limits ones interaction in the classroom while nineteen percent (19%) felt that it almost always limits ones interaction. On the other hand, regarding the negative consequence on the so called Wall of confusion, fifty six (56%) percent of the respondents believed that it might cause deterioration of the English Language in classroom communication and the thirty three (33%) of the population thought that it might also cause ambiguities in understanding certain learning concepts. RESULTS OF FOCUS INTERVIEW WITH SELECTED IAS FACULTY Awareness of the Use of Gay Lingo in the FEU Campus and Classrooms The five (5) key respondents Professors Gina Luna, Liana Barro, Greg Dulay, Johnny Rocha, and Rogelio Guce - claimed that they are all aware that gay lingo is already being used and spoken at the FEU premises. 49 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Dr. Gina Sy-Luna, a Filipino teacher and a doctoral degree holder in educational management, said: Yes, I am aware. Prof Barro, a Communication specialist added: Yes, as the faculty of Mass Communication, we have to go with the what the trend is as far as language is concerned and if gay lingo is the trend, even if we dont speak it, we have to know it. Prof. Dulay, a Social Science practitioner also said: In this school yes, but in the classroom aim not aware because probably my students, even I have a gay students ah they never used yet in my class, in the school probably I heard some but not in my classroom as far as Im concern. Prof. Guce, an English expert quoted: Yes Im aware. In fact, most of my students are into utilization of..ah, the gay lingo. Prof. Rocha, a Psychology practitioner also stated: Well, in a way, Yes. Ahh. I observed that ah, it is used but not hundred percent of the classes are a accustomed to this or section or not all the teachers are using it as a standard form of communication so, in the classroom. Inevitable Growth of Gay Lingo Practice Prof. Rocha averred that the prevalence of gay lingo is triggered by gay themselves so that he thinks that the more their population grow, the higher the tendency for gay lingo to be propagated. 50 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Well, ahh. Gay lingo is in a way ah, growing in a department where the percentage of a gay faculty a little bit higher than other departments, so the more you have gay faculty the likelihood of having gay lingo in the classroom would be prevalent. Prof. Dulaycontinued : The question what can I say about the growth of this gay ah well thats okay as long as its used in the classroom when people can understand theres no problem but in the classroom is another scenario then I think gay lingo must, must be limited on the day to day conversation when people get used to it and can understand to each other well I cannot forbid them to used it as long as they can understand to each other. In other words, Prof. Dulay thinks that we cannot avoid the growth of gay lingo but the users especially the students and the faculty members must limit their practice of gay lingo depending on the situation inside the classroom. Understanding is one of the keys in continuing the practice as stressed by Prof. Dulay. Prof. Guce believes that gay lingo will inevitably grow because it has already withstood the test of time as evidenced by the growing number of teachers and students using it. Inevitable..ah.. perhaps, because.. ah.. there is a growing number of.. ah.. group or a, ah.. students who are using the gay lingo. But..ahh.. I think, ah..gay lingo is here to say because ahh.. the test of time, a particular language like gay lingo has already surpass, is one of the things or the facts that will make a gay lingo a prevailing way of communication. 51 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Prof. Barro stated: While it makes a language richer, because gay lingo will probably evolve into another sub language, ahh while its good for the growth of the language, its bad simply because its an informal language. Dr. Luna discussed: Umm.Bilangisanggurosa communication, ah walanamangmasamakasianoito eh, alamnatinnaangwika ay, anongtawagdito, angwika ay, ahm..malawak, lumalago di ba? So sabinga, spontaneous yan. It goes with the, with the, generation, so sakinwalanamangmasama as long as ginagamitng tama. So saloobng classroom, dapathindisiya allowed kasiang gay lingo ay, anosiya, ahh.. Hindi namansiyamababangantasngwika but its informal language. So sa akin, its a no no, namagsalitakang gay lingo inside the classroom. Pero outside, keri lang. Prof. Barro and Dr. Luna have the same perception about the inevitable growth of gay lingo for to them it has its advantage and disadvantage. Moreover, they claimed that while it is good that it is evolving, but still gay lingo is not appropriate to be used frequently because of its informality Conforming to and Accommodation of Gay Lingo by the Faculty The specialist in Communication Prof. Liana M. Barro discussed that the gay lingo can be used by different people as long as each patron of that language can understand the person with whom their communicating but it still cannot be replaced by the universal language. Thus, Prof. Barro said: 52 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater If there are points that will have to be dri ..driven at using gay lingo by all means we have to use it because the dictum.. the dictum of communication is to be understood at whatever means possible. Ahhm, inside the classroom sure use it functionally but then again theres no substitute for formal language which is either English or Filipino. Prof. Guce added: Well, that is not amazing and that is not surprising because, ahh. like what I said, gay lingo is a prevailing way of communication. Umm, those professors perhaps are comfortable into ahh, using the gay lingo or that is their a..speakinggay lingo, or using gay lingo is their way so that they can adapt to ahh, what is, ah.. being prevalent among the young people in their classroom. Therefore, for him, the gay lingo is not an unexpected way of communication because many people have already adapted the language and people already know the widespread use of the gay lingo in the society Prof. Rocha stated: As long as they were able to ah, deliver the goods and ah, discuss the matter to the students to me, I understand or the manner of talking is not a problem as long as you communicate ah, to the students the message that you would like to convey, its okay. Prof. Dulay argued: Well if it is line with their subject why not because gay language this is one of the, I dont know if this one of the topic they will tackle then if that is the strategy of the teacher its okay as long as they are not using all throughout the semester, Ah gay language just to attract attention it is 53 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater very helpful for the method of the teacher to get the attention of the student and to participate that will be okay as long as they are not used all throughout the semester Dr. Luna discussed: Amm.Walanaman, kasianonilayan eh, it is theyre ano eh, parang.. Umm..Iyon yung gusto nila kaya, so okay langnaman kung, kung ang teacher ay okay langsakanya yungpaggamitng gay lingo inside the classroom, that is her prerogative. So, do I need to elaborate? So, kung gusto ng teacher as long as naiintindihan..Kasisakinhindisiya, formal language kaya sa akin hindisiyadapatgamitinsaloobkasi kaya ngatayo nag- aaral, kasi di bamayroontayongtinatawagnaano, na academic language. So kapagsinabing academic, we should use proper language. At ang gay lingo ay hindinaman, hindikosinabinghindisiya proper perohindisiya proper dun sa venue atsaka dun sapanahonkasi nag-aaraltayo. Profs. Dulay, Rocha, and Luna have the same insights about the conformity to and adaptation of gay lingo by some faculty members. They can consider the use of gay lingo in their teaching strategy and way of communicating to the students only occasionally because some students do not comprehend such language. Gay Lingo as an Alternative Medium of Instruction Prof. Greg Dulay agreed that gay lingo can be an alternative medium of instruction inside the classroom setting because some professors are using this 54 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater language as part of their teaching tactics. Other than that according to him, gay lingo cannot be used in the entire classroom discussions. Well I can say yes because if we are talking about medium of instruction, different principles, and strategy in teaching ah like for example I, myself Im using also different words or some words specially in my philosophy subject to specify ideas thats okay if the teacher might if that gay language like what Im said as long as this is no longer medium of instruction that is only a part or a portion or a tool for him to deliver his discussion very well that would be okay as long as not intentionally used all throughout the semester, it might give another perspective coming to the students about the teacher and to avoid misjudgment, know in the sense that I am very to be consistent to avoid discrimination specially to the student that not using that kind of language. Prof. Barro affirmed: No. Because gay lingo as I said is a sub language spoken by people who can understand it. Not everyone in the Communication Department, students, faculty, staff understood and actually speak gay lingo. In fact, in the classroom I still see, hear some students who really do not use gay lingo. Prof. Guce said: My answer to that is no because ahh, gay lingo is not a professional..is not a language of the professionals. It may be utilize by a particular or specific member of the society but bringing it into the parlance of the classroom as a formal medium of..medium of instruction may not be that effective on the part of the teacher especially if you are a communication teacher. Gay lingo is ahh, going to assist in one way but not be the end-all 55 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater of everything like a medium of communication or instruction will do inside a classroom. Prof. Rocha declared: No. Ah because universally of course, ah.. There are some standards that we have to follow okay. Ah, though it is an emerging trend but personally I dont subscribe to that. So, we have to set standards in proper way of communication, proper way of delivering your ideas, in a manner that it will not fall into such ah, ah. I would say preferred style or language ah, ah.. Discussions must be of universally accepted rules and principles. Standard yun e. The three (3) key respondents namely Prof. Barro, Prof. Guce, and Prof. Rocha declared that gay lingo cannot be an alternative medium of instruction inside the classroom since this is only a sub-culture language and not a professional language that everyone can understand. They also averred that we have a universal language that we can use in our learning process because the universal language follows the rules and principles of professional communication. Dr. Luna answered that the gay lingos accommodation in classroom discussions depends on the teacher. She also mentioned that it is actually being accommodated by gay professors but some professors also use this language for the sake of infusing an element of entertainment in their discussion. Some teachers are using gay lingo? Maybe those, ah, ah.. Gay teachers..Pero yung straight, I mean kung lalakisiya at nag-gegay lingo siya Eh, siguroano ungparang, ano.. To, paranglangmagpasayadoonsaklase ,perohindi not all.. Not all the time so I think hindi. Meron bang gumagamitng gay lingo samga teachers? 56 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Influence of Gay lingo in the Teaching and Learning Process inside the Classroom Prof. Greg Dulay said that gay lingo is a matter of language game which means only those who know the game can participate in it. Thus, he said : How can they affect? Well for me because I will talk in line with my specialization philosophy, this is all a matter of language game, I would like to quote name LudrickWidgespine because according to this philosopher is all about language game example you, you are using one language or I m using other I could not understand you, you could not be a player in my game and if you cannot understand me, you could not be a player on my game. Dr. Luna continued: Sa akinano, kung learning process its ano, positive angepekto nun kasisa communication it is the thought that counts it doesnt matter kung anong language angginagamit as long as you understand each other. Pero ah yung negative naman non, sa akin ha bilangguro eh yunnga formal communication is ano, yungdapatmeronsiyangano, meronsiyang ah pagitandiba? We have to know which particular situation we use, ah informal and formal language. So sa akin, akoako straight akodoonsa point konadapatkapagnasa formal education, formal setting dapat formal anggamitngwika. So kung informal, like for example may mgaklase naming informal yung dating yon hindikamasasabing professional kung gumagamitkarinng gay lingo saloobngklase eh ang goal namannatinbilang teacher is ano, ah maturuansilapanosatao when you become professional. So kungikaw ay professional nataokahitikaw ay gay 57 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater peromarunongkanggumamitngwika di ba? So, ah ayondapat I think appropriate lagi yung timing nungpaggamitng gay lingo. Dr. Luna believes that gay lingo has both positive and negative influence ----positive in a way that different language can be used as long as people can understand the language you are using and negative because of its informality thus we need to use the formal language because the objective of the teachers is to educate the student through the formal way of communication. Prof. Barro explained that gay lingo can be used in giving an example in the discussion, however the use of formal language like Filipino and English which is approved by the academe is better to use in the discussion to avoid misunderstanding between professor and students . Thus, she said: Teaching ..probably in examples as far as giving examples are concerned, you may use gay lingo but in.. really making students understand the concepts, it's either you do it in English or you do it in Filipino, okay? Ahh because those two are formal languages recognized by the academe. To introduce gay lingo in the classroom and make it appear like its formal, students might have the mistaken notion that it is acceptable by everyone. For example if we teach disc jockeying in gay lingo, it will be terrible more solely if we teach gay lingo using gay lingo we teach news writing, nobody will really obligate population which is by the way not hundred percent of the total 94 million Filipinos only about, only about few percent in metro manila would know the gay lingo and few percent in the metros, davao and cebu would speak it. You go to the uphills of Davao, the uphills of Mindanao, they do not know what gay lingo is. So its a sub language and sub culture so its cannot be spoken mainly as like a mainstream language to that of English and Filipino. 58 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Prof. Guce elaborated that if you practice the gay lingo all throughout your communication it may subsequently become a routine in your communication with people. For him it is better to employ the formal language such as English or Filipino so that everyone understands your language. Gay lingo is going to affect, in fact the effect can be ahh..very adverse into the capacity and ability of a particular student being honed and crafted into enriching a language like English. Because if you are going to immerse yourself as a student into a wide utilization or use of the gay lingo, chances are it will form part of your habit to express yourself and communicate and eventually will make you forget the standard.. ahh, English language that is your focus should be. Prof. Rocha expressed: Well, it yeah, it well yeah.. It will really affect, it depends on the ah, class of, or type of students that you have. If we have higher percentage of gay, something like that or accustomed to. It will fasten of course the transfer of knowledge. But ah, if the class is straight or by percentage ah, none of the members are inclined to such kind of a preferred umm, ah sexuality then the gay lingo may not be effective tool to communicate to convey the lesson or the message that the teacher would like to convey. In his opinion, gay lingo influences the society because the more gays that inhabit this society the higher the chance of accommodation of gay lingo . Gay lingo as a New Culture of Communication Our four (4) key respondents agreed that the gay lingo creates a new culture of communication because it produces different types of language and becomes a source of entertainment in the discussion. But 59 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Prof. Dulay disagreed about this matter. He said that gay lingo cannot create a new culture of communication in the conversation because for him the concept of culture is one that is practiced by everyone and that the gay lingo is only a substance of idiom. No, its not another culture for me because we already define culture should practice by the people and its a practice done by all the people its not a culture it could be expression developed in this generation but this is not a culture because culture should practice by all of us. Prof. Barro stated: Yes. Because ahhh especially among gays they have substitute for even words, simple words, simple actions, and have generic terms for words that are otherwise easily understandable. Prof. Guce continued: "Definitely yes. Gay lingo is creating a culture that is adaptive to what is these young generation today is ahh..so much into. And ahh, who knows that it will always be a, ahh..way of ahh, for the young people to communicate among their peers and ahh.. sometimes, even if gay lingo is ahh, being applied by these young people also in dealing with their professors but then, in a formal classroom setting, and in doing a formal classroom activity or writing, gay lingo has a.. a very stiff or little importance. Prof. Rocha added: Yup, in a way yes. Because as I said earlier, it is a trend because it is a reality that ah, almost by percentage on my estimate ah, more than 50% or 60% o, if not 55% of the emerging population of faculty are gay I understand by department we can really have the percentage the higher 60 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater percentage. I dont know, in the Masscomm department, I see something like more than 50% are gay so that is really a reality by statistics that ah, gay lingo will become the future lingo of the instruction or the methods of the instructions. Dr. Luna continued : Oo naman.Kasi ano eh, para siyang ano, para siyang disease para siyang virus nakakahawa siya kahit yung teacher kapag ka, ano kasi siya e, funny siyang pakingan very light yung form of communication ng gay lingo so kahit na formal at heavy yung discussion kapag may isang gumamit ng gay lingo bumabaw yung ano eh, nagiging light yung discussion ninyo. Downsides of Using Gay Lingo in Classroom Communications Prof. Johnny Rocha believes that gay lingo has become a known language, so for him, there are no downsides or advantages about the usage of gay lingo. He expressed that we should recognize the language and allow the person to use this kind of language in keeping with the new generation. Not necessarily, downside or advantage or disadvantage but I said its an emerging trend. We cant, but ah.. I would say accept or learn their language or style because we cannot change these people because that is their preferred sexuality so its either, we try to understand some ways or ah, the developed language must be ah, I would say carefully accepted. Ganunyun e, because you cannot help but ah, accept eh, this is the reality. 61 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater They are growing in numbers so definitely, in the classroom situations of course the likelihood of accepting the new culture will be at hand. Four (4) respondents expressed concern over the habit of using gay lingo as it might affect the students ability to use the formal language properly. Prof. Barro said: Its informal and somehow students would feel like a teacher using gay lingo is a teacher who can be cool, and can be treated informally, ahhh including the lesson and the learning. That would be the disadvantage. Dr. Luna believes: Yun ngahindisilanatutong formal na use of language kasikapagnakasanayanmo yon parangano, parangkapagnagkakaklaseka, pagsanaykasa formal setting ng education pormalkangkumilosperokungikaw ay, like take for example ah angmgamasscomm students because youre using the gay lingo kahitsinongkausapniyonagagamitniyo yung gay lingo. Eh panokungmataasnataona yungkausapmo, presidente. Prof. Guce stated: First, it is not formal. Ahh, Gay lingo is not ahh, universally acceptable language, just like the English language, if you bring the gay lingo of the Philippines into a country like the United States, perhaps, they may have their own form of gay lingo which is so much different from the gay lingo you are utilizing in the Philippines so the mere fact that the gay lingo is 62 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater not universally acceptable and not universally utilized is a sufficient ground for the gay lingo not to be, ahh.. so much entertained. Prof. Dulay expressed: Ah, again the major disadvantage is not understood by some student were not use same gay language ah it might create discrimination in the sense that might favor to the student who are can understand gay language like what Ive said if this is just a part of my methodology of the teacher and to motivate students we will encourage teachers to use gay language as long as students can motivate to participate and part of teaching methodology as long as you know your limitations. Upsides ofUsing Gay Lingo in Classroom Communications Prof. Liana M. Barro conveyed that the gay lingo made the language wealthier According to her in the 70s and 80s, Enggalog and Taglish were being practiced by some speakers already. She therefore wanted to say that gay lingo has a good advantage as long as you are using it carefully and if you always study your audience or the person with whom you are communicating before even attempting to use it. Advantages ..growth of language. Thats it. Ahh because just like the enggalog and the taglish, which evolve before as a no no among formal English and Filipino speakers in 70s and in the 80s, it has evolved to become another sub language, ahh used by collegialas, used by people of that age or ahh era as is gay lingo is one of the colloquials, its just a passing period. I dont think it will stay there forever. It makes the language rich, disadvantage is it makes the language informal also. 63 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Prof. Guce continued: Advantages of ahh..the gay lingo would be, umm.. young people are so much immersing themselves, boys, girls, gays.. ahh they are a just the same in utilization and putting in place of the gay lingo in their forms of communication. And that to me, is ahh, an active involvement of the center of the communication and the receivers of the communication or the message, and because the focus of the communication is the invitation of an active partipi.. participation both on the part of the sender as well as the receiver of the message, I think the medium of communication even if it is a gay lingo, provided that the main purpose of the communication is achieved has nothing so.. so bad anyway. If the very purpose of communication is achieved, understanding is present in their exchange of messages regardless of ahh, the form or medium of communication that is the gay lingo, perhaps..that is not so much of a question. He pointed out that everyone can use the gay lingo as long as everybody understands the language. He also added that there is nothing wrong in using the gay lingo as long as they achieve the purpose of communication ----- understanding. Inspiration is the main advantage of using gay lingo for Prof. Greg Dulay. For him, the genuine meaning of gay is happiness in which everyone needs to become happy to lessen their stress and sadness. I already answered, I gave immediately the advantage, well just to recap the advantage is to motivate student in sometimes define gay language as a way of communicating and delivering ideas in a very approachable 64 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater manner in you cannot (what do you call that one) hindi mo siya maiaalis sa pagkataong isang gay and what is gay, gay is a synonymous of the term gay happy kaya gay are always happy di ba? Kasi happy ang gay angtawagnila eh.Kung ginagamit mo ang gay language to motivate student that is an advantage. Dr. Luna stressed: Nagkakaintindihan kami, madali yong proseso na.nang pag-aaral kasi everybody is using the gay lingo ah parang ano lang yan e, di a ang policy natin is to speak English inside the classroom pero you see, not everybody is not using the English language kasi hindi sila nagkakaintindihan, so parang ganon din siya analogy lang na dahil ginagamit itong mga estudyante kelangan pagaralan ng teacher yung ano, so ang nakikita ko na advantage niyan ay mas mabilis yung prosesong, the process of learning is more ano, more faster, is faster. Yon She explained that if gay lingo is used inside the classroom, the teacher should study the language so that the discussions turns out to be comfortable and easier to understand. Prof. Rocha continued: Upsides, Advantage? The upside, ah, no advan, ah.. I think it will be a hindrance or what, because the purpose here is you, are going to, you would like to communicate and of course, and express your subject in a way easy for you. For him, there is no advantage in using the gay lingo ---- it only becomes a barrier for some who use it. 65 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater The Use of Gay Lingo by the Faculty in the Classroom Setting Dr. Gina Sy Luna said that she is using the gay lingo after the formal discussion because she believes that gay lingo helps the lessen the pressure during tough discussion. Parangano e, Its funny parang very light parang yung mood ngmgaestudyante after nungmga heavy discussion di ba? At nagsalitaang teacher ng gay lingo parang, its a relief for them nahaaysalamattaposnaang, taposnasi mam magdiscusspwedenakamingmagbiruan, pwedekonasiyangsagutinngmgaano, ngmgainformal namgasalitadiba? Prof. Dulay stated: As far as I remember I did not use gay language but honestly but if I did not use it directly but if I imitate my student way of communication for example some of my gay student if I imitate them to talk I fin id, you know, Im not use to it, for me its not part of my methodology but I respect to the people who use to it but for me is not part of my teaching methodology. In his experience, he never used the gay lingo in his teaching strategy but being a straight guy, he will not use that language in his instruction process but he claimed that he values the person who is using this language. Prof. Johnny Rocha, a psychology expert, never used the gay lingo in his lessons but he attempted to familiarize himself with the language because he experienced in his classroom that almost half of the class was using this language as part of their part of communication exchange. 66 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Ah, honestly I never had a chance of doing it or trying it. But I am accustomed to that because ah, there are semesters or there is a, an experienced that half of my students are inclined to choose that kind of sexuality so you will be accustomed to their language, okay. But ah, to me as a classroom teacher, I never had that chance or style of using the language okay, to discuss my lessons. Prof. Guce said: I do speak gay lingo sometimes in my classroom, even if the medium of communication is English, supposedly. But ahh, in my observation whenever the professor speaks in gay lingo at times, the attention of the students is being caught very actively and that there is ahh.. putting of relaxed atmosphere which is going to be so helpful in the teaching learning process. Prof. Barro continued: Yes I do. Ahh to some examples like ahhhcheneskeri those are the expressions, language commonly used by the students for example I was discussing personality sketch. Personality sketch is an activity in Journ 102 where I make my students ahh sketch the faculty, their faculty in Mass Communication by using words. And I make it like a guessing game, and I would start with Sinekitekna faculty, sinekiteknaprofangus, thats it. Profs. Guceand Barro are both using the gay lingo inside the classroom because they believe that the language stimulates an excellent ambiance and entertains the students 67 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater DISCUSSIONS Prevalence of Gay Lingo at the FEU Campus Language Awareness.The evident existence of gay lingo in the University premises as well as in classrooms has been confirmed by the respondents of this research. Along with this, it must be noted that the primary culprit of this language is the homosexuals themselves. Such finding is aligned with statement of Soriano (1979) -- that the spread of some campus lingo was the doing of the gays themselves. Soriano further said that the gays are one of the main vehicles for the spread of such expressions like kadiri to the death and hes so baduy. Inevitable Growth of Gay lingo Practice Growth of Gay Lingo. Respondents stressed out that the growth of gay lingo bears both constructive and destructive impact on the society. One respondent stated that the prevalent use of gay lingo could be attributed to the homosexual faculty members themselves consequently contributing to the widespread use of this lingo in school premises. Language goes with the generation, thus respondents have agreed on one point that gay lingo becomes a sub language, and it makes language richer. Conversely, despite the pervasiveness of gay lingo in classroom communications, respondents furthermore emphasized that the scale of its use must one way or another be limited since they find gay lingo as an informal language therefore it is strictly not advisable to be utilized for the most parts during classroom discussions. 68 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Conforming to and Accommodating of Gay Lingo by the Faculty Gay Lingo Accommodation. The widespread use of gay lingo triggers accommodation among the faculty members for the primary purpose of creating common understanding with their students inside the classroom. This discovery is relevant to the researchers Theoretical Framework developed by Howard Giles which is Language Accommodation Theory also known as the Speech Accommodation Theory wherein people have the tendency to modify the way they to talk in order to match the way the listeners speak. Consequently, when both speakers and listeners make an effort to make a shift in their communication styles, accommodation takes place. The researchers Conceptual Framework can be applied using the Communication Accommodation Theory wherein the key players of this study are faculty and students in which they use gay lingo in the classroom setting as a form of accommodation that takes place as part of their communication process which consequently leads to gay lingo adaptation. Respondents also professed that language actually does not matter as long as ideas are well delivered throughout the discussions and lectures. Moreover, respondents expressed their beliefs that along with the adaptation by teachers of gay lingo, there should be a fine line that draws the boundaries as to what extent should gay lingo be utilized. They have stated two (2) major reasons as to why teachers have conformed to gay lingo as part of their teaching strategy: 1. It boosts class participation among the students; and 2. It creates a lively atmosphere inside the classroom. 69 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Respondents also underscored that there is no problem with gay lingo adaptation as long as it is being used functionally. However, this adaptation does not mean its being used as a mainstream language due to its informal quality. Gay lingo as an Alternative Medium of Instruction Substitute Language. It has been disclosed that adapting gay lingo as a medium of instruction varies on the level of appropriateness in accordance with the subjects that a teacher handles and the course of the students. But the respondents firmly expressed their judgment that gay lingo should not be used extensively in classrooms due to its informality. Though it may enhance the teaching strategy and the learning processes among the students, it may affect the students perception of their teachers as far as standards of professionalism are concerned. Influence of Gay lingo in Teaching and Learning Process inside the Classrooms Medium of Classroom Communication. It is either Filipino or English language which is understood to be appropriate for formal teaching, thus avoiding misunderstandings and discrimination among the students especially the non-speakers of gay lingo. Respondents pointed out that gay lingo can never be a mainstream language since not everyone is accustomed to this language. Gay lingo as a New Culture of Communication Message Concealer. Gay lingo creates a new culture of communication. This language makes every conversation entertaining that is why it is applied 70 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater mostly by students even in classroom to establish good communication and relationship with their peers and even with their teachers. Such findings are related with BJ Flores article in Philippine Daily Inquirer in the Manila Times dated on January 08, 2002 which stated that Its always fun to talk about something with your friends in terms that you do not make sense to people too rude enough to listen, especially when your checking out a cute guy while having coffee. Gay talk has gone a long way with people in show business adopting the vocabulary In addition to that, gay lingo creates a new culture based on the observable fact that it is used by homosexuals and has been adopted by many individuals to hide private matters within their communication. Different codes have been invented for them not to be understood by other people. Supporting this observed phenomenon, Baytan (2006) averred that the gay lingo is a product of the coinage and collocation of words through their phonological resonance and resemblance. Baytan also professed that most people recognize that gay people use gayspeak as a type of code to enable them to hide things from others and to speak freely when around straight people. Baytans (2006) article jives with the testimony of Reinerio A. Alba entitled The Filipino Gayspeak (Filipino Gay Lingo), June 05, 2006 that stated: Gayspeak is wonderful lingo, argot, or jargon, which Filipino gays in general seamlessly switch into when they are gathered together or most immediately when they are around other people in order perhaps to cloak their intimate conversations, the better to protect the virgin ears of those around them. (http://www.ncca.gov.ph) 71 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Downsides of Gay Lingo Informality of Language. The birth of gay lingo created a huge impact on the society. Most people find it amusing and entertaining but the suitability of its use is highly significant. In fact, all respondents confirmed that its number one is its informality. Gay lingo cannot replace the academic language because English is still the prescribed medium of instruction. It is not a universal language to be accepted by everyone thus it might be detrimental to the practice of formal education. Upsides of Gay Lingo Growth of Language. Gay lingo makes a language richer for it will evolve into e another sub-language. Gay lingo is seen as an entertaining language that can also be useful in creating a lively atmosphere and facilitating understanding of the lessons. Utilization of Gay Lingo by the Faculty in the Classroom Setting Gay Lingo as a Teaching Strategy. It has been revealed by the respondents that some faculty members tend to adapt gay lingo to catch the attention of the students during classroom discussions. Gay lingo also establishes an active and relaxed atmosphere which is said to be helpful in the learning process among the students. Thus making this language a part of the teaching strategy by some faculty members. 72 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Such disclosure therefore can be aligned with the researchers operational framework pertaining to the accommodation by the FEU IAS faculty and students of the gay lingo in creating a common understanding in a classroom setting because both parties, IAS students and IAS teachers are conforming to the use of gay lingo in the exchange of their communication. 73 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Chapter 6 CONCLUSIONS AND RECOMMENDATIONS CONCLUSION This chapter presents the summary, conclusions and recommendations based on the previously presented, interpreted and analyzed data about the use of gay lingo between the faculty and the students inside the classroom. The study revealed that FEU teachers and students are aware of the widespread use of gay lingo in the school premises. This goes to showthat there is freedom in the use of an alternative language and that it is already accepted as a subculture language. In addition to this, gay lingo will inevitably grow which only proved that it is a dynamic language and will continue to evolve as it is being frequently used and spoken. Teachers and students conformed to the use of gay lingo and subsequently accommodate such due to the environment that stimulates its practice. This means that playing along was important in communication and in interpersonal relationships. However, it must be noted that this study revealed that gay lingo no matter how widespread it may be cannot replace the mainstream language Filipino and English in the academe. Therefore, this indicated that the educational system abides with the government mandate on language to be used for classroom instruction. In this case, Filipino and English are the ones allowed by the Department of Education. Such is enshrined in the 1973 Constitution in Section 3, Article XV and The Bilingual Education Policy of the Department of Education and Culture, which state that (1) This Constitution shall be officially promulgated in English and in Pilipino, and translated into 74 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater each dialect spoken by over fifty thousand people, and into Spanish and Arabic. In case of conflict, the English text shall prevail. Teachers and students proved to the fact that they seem to enjoy discussions occasionally sprinkled with gay lingo and that it enlivens interactions between teachers and students. This proves that gay lingo is an attention-grabber and an entertainment source during classroom discussions. It can also be posited that the teaching strategies can enhance class discussions and can be lightened thereby breaking the wall of tension between teachers and students. As Professor Guce, an English expert said, in my observation whenever the professor speaks in gay lingo at times, the attention of the students is being caught very actively and that there is ahh..putting of relaxed atmosphere which is going to be so helpful in the teaching learning process. The use of gay lingo has therefore engendered a new culture of communication inside the classroom as affirmed by the maj ority of the respondents. Such only indicates a richness of language and when language is rich, it means that it can be a trend. However, a divergent view on this surfaced which the researchers regard as a site of resistance. One key respondent firmly believes that for a language to be a culture, it must be spoken by everyone. And since gay lingo can only be arbitrarily spoken according to said respondent, it does not suffice the characteristics of the so-called new culture of communication. Such postulation expressed by Prof. Dulay, a Social Science expert, No, its not another culture for me because we already define culture should practice by the people and its a practice done by all the people its not a culture it could be expression developed in this generation but this is not a culture because culture should practice by all of us. 75 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater This revelation therefore contradicted the very phenomenon of this study which is accommodation. In other words, if gay lingo does not propagate itself as a new culture, therefore, there is no accommodation that took place in the beginning. Although the researchers believed that one divergent view does not overtake the majority opinions. If gay lingo is perceived by teachers and students as an informal language, this only showed that it cannot be superior to the mainstream language. It however, promoted discrimination and a feeling of alienation especially to its non-users. Therefore, when such is the case, gay lingo promoted divisiveness at certain times and makes one think that the users are asserting exclusivity of its use for the purpose of concealing the messages. Lastly, gay lingo despite its not being regarded as a mainstream language has its advantages foremost of which is its entertaining and rapport-building capabilities. This proved that in the world of communication what matters is accommodating one anothers language to create a bond of understanding. In view of the foregoing, the researchers realized that despite the positive and lively contributions of gay lingo in classroom communication, the use of gay lingo should be within certain bounds. Hence, the use of gay lingo might mistakenly inflict insult upon the listeners because of its highly exclusive meanings known only to its users and patronizers. 76 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater METAPHOR This study can be likened to an individual who is merely vacationing in a relative's house, thus the "idea of accommodation or playing along or pakikisama" can be applied because of the "rapport-building" demands of the vacationing situation. However, this accommodation or pakikisama is only temporary since in due time, you still have to return to your home. Accommodation therefore is just practiced during the vacationing period. However, the comfort and ease of being yourself or being at home with oneself has no substitute. The same goes for gay lingo adaptation. Its influence is there for as long as it is used for the sake of easing tensions and getting along with one another are concerned. However, such language although widespread cannot replace the mainstream language Filipino and/or English in which most of its users need not struggle with making sense of it as opposed to gay lingo. Researchers had discovered the maj or reasons why some faculty members have come to adapt this language: 1. Effective teaching strategy. It boosts classroom participation among the students. 2. It builds lively atmosphere. In providing lectures, teachers may use terms or codes from gay lingo to create a lively atmosphere which results to easier grasping of lessons. While students adapt gay lingo for the following purposes: 1. Entertainment. Coining of new terms or words seems very entertaining to students hence creating lively conversations. 77 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater 2. Privacy. The invention of some terms that have been imbued in the gay lingo is intended to hide some private matters during conversations with peers or classmates. In addition to these, there are standards that are being imposed by the University as part of its goal of providing formal education to students. It is either English or Filipino language that can be used in the classroom communications to conform with the academic prescriptions thus gay lingo cannot be regarded as a mainstream language. RECOMMENDATIONS Practical. The researchers recommend that the students should limit or they must be aware of their use of gay lingo inside the classroom during discussions and the faculty members must not totally adapt the use of gay lingo, instead, strengthen still the proper language to be used in the academe which is the English and Filipino. Research. The study or observation on gay lingo as a sub-language in the academe must be initiated to further prove if the gay lingo practice in the classroom setting really builds up the relationship of the faculty members and the students and to recognize if it is indeed entertaining and attention-grabber. Theoretical. Subculture Language Theory may be utilized in this research and could be associated with the theory made by Everett Rogers, the Diffusion of Innovations theory, this theory seeks to explain how, why, and at what rate new ideas and technology spread through cultures. Rogers explained that diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system. The origins of the 78 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater diffusion of innovations theory are varied with span multiple disciplines. Rogers (1962) espoused the theory that there are four main elements that influence the spread of a new idea: the innovation, communication channels, time, and a social system. This process relies heavily on human capital. The innovation must be widely adopted in order to self-sustain. Within the rate of adoption, there is a point at which an innovation reaches critical mass. (http://www.utwente.nl) 79 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater REFERENCES ONLINE SOURCES Reinerio A. Alba online article entitled The Filipino Gayspeak (Filipino Gay Lingo) (June 05, 2006) from http://www.ncca.gov.ph Ronald Baytan, Language, Sex and Insults (2006) from http://www.ncca.gov.ph/about-culture-and-arts/articles-on-c-n-a/article.php M. Josephine, E. Delmonte and M. Aipolito (2003) Gays Got em All, Gays Reign and J. Neil C. Garcia, (Philippine Gay Culture: The Last Thirty Years, 1996) from http://www.goodreads.com/book/show/1737822.Philippine_Gay_Culture Tom Boellstorff Speaking in Queer Tongue: Globalization and Gay Language (2004) from http://books.google.com.ph Murphy Red (1996) Gayspeak in the Nineties from http://www.scribd.com/doc/The-Expansion-and-Evolution-of-Gay-Language-in- the-Philippines Suguitan (2005) Semantic Look at Feminine Sex and Gender terms in Philippine Gay Lingo fromhttps://digitalcollections.anu.edu.au Montgomery (August 2008) Introduction to Language and Society from http://www.amazon.com/Introduction-Language-Society-Studies- Communication Amped Asia Forums Asian Entertainment Forums Deciphering the Filipino Gay Lingo (July 2007) from http://www.ampedasia.com/forums/showthread.php?tid=10957 http://unitedsea.blogspot.com/2007/07/deciphering-filipino-gay-lingo.html Gayspeak: Not for gays only (April 2010) from http://www.thepoc.net/thepoc-features/buhay-pinoy/buhay-pinoy- features/6340)ould 80 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Gay Lingo as a Form of Innovative Deviance (September 2010) from http://www.oppapers.com/essays/Gay-Lingo-As-A-Form-Of/409426 Speech Codes Theory (The Ethnography of Communication) from http://smileworking.blogspot.com/2010/09/speech-code-theory-ethnografy- of.html Kritika Kultura: A Refereed Electronic Journal of Literary/Cultural and Language Studies (August 2008), Ruptures and Departures: Language and Culture in Southeast Asia. Ed. Corazon D., Villareal, Liliy Rose R. Tope, and Patricia May B. Jurilla. Quezon City: Department of English and Comparative Literature, University of the Philippines, 2002. 260-284 from http://courses.nus.edu.sg/course/elcttr/KritikaKultura_TupasRamanathan.pdf Communication Accommodation written by Jessalyn Britton (December 24, 2008) Posted in Relationship Theories from http://theories.com/index.php?/Communication-Accomodation.html Speech Codes Theory - The Ethnography of Communication (September 20, 2010) fromhttp://smileworking.blogspot.com/2010/09/speech-code-theory- ethnografy-of.html PERIODICALS BJ Flores (January 08, 2002) Philippine Daily Inquirer writer in the Manila Times Philippine Daily Inquirer (2003) 81 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater APPENDICES 82 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater FOCUS I NTERVI EW Prof. Liana M. Barro Are you aware that gay lingo is now prevalently spoken in the school campuses as well as in the classrooms? Yes, is as the faculty of Mass Communication, we have to go with the what the trend is as far as language is concerned and if gay lingo is the trend, even if we dont speak it, we have to know it. What can you say about the inevitable growth of gay lingo practice inside the Far Eastern University campus and classroom communications? While it makes a language richer, because gay lingo will probably evolve into another sub language, ahh while its good for the growth of the language, its bad simply because its an informal language. It has come to the point that even some teachers have conformed to and accommodated the use of gay lingo, what can you say about this? If there are points that will have to be dri ..driven at using gay lingo by all means we have to use it because the dictim.. the dictum of communication is to be understood at whatever means possible. Ahhm, inside the classroom sure use it functionally but then again theres no substitute for formal language which is either English or Filipino. Do you think it is appropriate for a professor to use gay lingo as an alternative medium of instruction inside the classroom? Yes or No? Why? No. Because gay lingo as I said is a sub language spoken by people who can understand it. Not everyone in the Communication Department, students, faculty, staff understood and actually speak gay lingo. In fact, in the classroom I still see, hear some students who really do not use gay lingo. 83 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater As an expert in communication, how can the use of gay lingo affect the teaching and learning processes in classroom communications? Teaching ..probably in examples as far as giving examples are concerned, you may use gay lingo but in.. really making students understand the concepts, it's either you do it in English or you do it in Filipino, okay? Ahh because those two are formal languages recognized by the academe. To introduce gay lingo in the classroom and make it appear like its formal, students might have the mistaken notion that it is acceptable by everyone. For example if we teach disc jockeying in gay lingo, it will be terrible more solely if we teach gay lingo using gay lingo we teach news writing, nobody will really obligate population which is by the way not hundred percent of the total 94 million Filipinos only about, only about few percent in metro manila would know the gay lingo and few percent in the metros, davao and cebu would speak it. You go to the uphills of Davao, the uphills of Mindanao, they do not know what gay lingo is. So its a sub language and sub culture so its cannot be spoken mainly as like a mainstream language to that of English and Filipino. Does the gay lingo create a new culture of communication in the classroom? Yes or No? Why? Yes. Because ahhh especially among gays they have substitute for even words, simple words, simple actions, and have generic terms for words that are otherwise easily understandable. So if they dont want their classmates to understand them, they would go to a language that is not understand, understood by many which is the gay lingo. What do you think are the downsides or disadvantages of using gay lingo in classroom communications? Its informal and somehow students would feel like a teacher using gay lingo is a teacher who can be cool, and can be treated informally, ahhh including the lesson and the learning. That would be the disadvantage. 84 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater What do you think are the upsides or advantages of using gay lingo in classroom communications? Advantages ..growth of language. Thats it. Ahh because just like the enggalog and the taglish, which evolve before as a no no among formal English and Filipino speakers in 70s and in the 80s, it has evolved to become another sub language, ahh used by collegialas, used by people of that age or ahh era as is gay lingo is one of the colloquials, its just a passing period. I dont think it will stay there forever. It makes the language rich, disadvantage is it makes the language informal also. Maam, did you ever speak gay lingo in classroom communications? How was it then, Sir/Maam? Yes I do. Ahh to some examples like ahhhcheneskeri those are the expressions, language commonly used by the students for example I was discussing personality sketch. Personality sketch is an activity in Journ 102 where I make my students ahh sketch the faculty, their faculty in Mass Communication by using words. And I make it like a guessing game, and I would start with Sinek itek na faculty, sinek itek na profangus, thats it. 85 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater FOCUS I NTERVI EW Prof. Johnny Rocha Are you aware that gay lingo is now prevalently spoken in the school campuses as well as in the classrooms? Well, in a way, Yes. Ahh. I observed that ah, it is used but not hundred percent of the classes are a accustomed to this or section or not all the teachers are using it as a standard form of communication so, in the classroom. What can you say about the inevitable growth of gay lingo practice inside the Far Eastern University campus and classroom communications? Well, ahh. Gay lingo is in a way ah, growing in a department where the percentage of a gay faculty a little bit higher than other departments, so the more you have gay faculty the likelihood of having gay lingo in the classroom would be prevalent. It has come to the point that even some teachers have conformed to and accommodated the use of gay lingo, what can you say about this? As long as they were able to ah, deliver the goods and ah, discuss the matter to the students to me, I understand or the manner of talking is not a problem as long as you communicate ah, to the students the message that you would like to convey, its okay. Do you think it is appropriate for a professor to use gay lingo as an alternative medium of instruction inside the classroom? Yes or No? Why? Personally, no. Ah because universally of course, ah.. There are some standards that we have to follow okay. Ah, though it is an emerging trend but personally I dont subscribe to that. So, we have to set standards in proper way of communication, proper way of delivering your ideas, in a manner that it will not fall into such ah, ah. I would say preferred style or language ah, ah.. Discussions must be of universally accepted rules and principles. Standard yun e. 86 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater As an expert in Psychology, how can the use of gay lingo affect the teaching and learning processes in classroom communications? Well, it yeah, it well yeah.. It will really affect, it depends on the ah, class of, or type of students that you have. If we have higher percentage of gay, something like that or accustomed to. It will fasten of course the transfer of knowledge. But ah, if the class is straight or by percentage ah, none of the members are inclined to such kind of a preferred umm, ah sexuality then the gay lingo may not be effective tool to communicate to convey the lesson or the message that the teacher would like to convey. Does the gay lingo create a new culture of communication in the classroom? Yes or No? Why? Yup, in a way yes. Because as I said earlier, it is a trend because it is a reality that ah, almost by percentage on my estimate ah, more than 50% or 60% o, if not 55% of the emerging population of faculty are gay I understand by department we can really have the percentage the higher percentage. I dont know, in the Masscomm department, I see something like more than 50% are gay so that is really a reality by statistics that ah, gay lingo will become the future lingo of the instruction or the methods of the instructions by percentage they are more (laughs) in numbers of course. The creation of such, we call that subculture or a culture in itself is a reality okay? Reality yun e, so they have the numbers. So most likely the delights of creating such a culture will be eminent of course. Okay? In the days to come okay. Ah so, sa department lang namin nasa ano din e, 55% to 60% are gay. So definitely, this will really affect by percentage the language, of course the manner of classroom discussion will be of the gay kasi thats their number, I mean the number is becoming, I would say bigger and bigger. So time will come, that it will be ah, ah, dominated, ahm.. I would say, ah ah.. Instructions by people with with, with that preferred sexuality. So, they will be the rule someday, somehow. In the past maybe, some thirty years ago, they are exemption but now they are the rule, because they have the numbers. Okay. What do you think are the downsides or disadvantages of using gay lingo in classroom communications? 87 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Not necessarily, downside or advantage or disadvantage but I said its an emerging trend. We cant, but ah.. I would say accept or learn their language or style because we cannot change these people because that is their preferred sexuality so its either, we try to understand some ways or ah, the developed language must be ah, I would say carefully accepted. Ganun yun e, because you cannot help but ah, accept eh, this is the reality. They are growing in numbers so definitely, in the classroom situations of course the likelihood of accepting the new culture will be at hand. What do you think are the upsides or advantages of using gay lingo in classroom communications? Upsides, Advantage? The upside, ah, no advan, ah.. I think it will be a hindrance or what, because the purpose here is you, are going to, you would like to communicate and of course, and express your subject in a way easy for you. I think there will be no hindrance, because once Youre a teacher, your only concern is to deliver your, your craft regardless of whatever style youre going to use, whether a vernacular lingo, or a gay lingo, the essence is you communicate and explain your lesson to the students regardless what lesson, or style you are going to use. Sir, did you ever speak gay lingo in classroom communications? How was it then, Sir? Yes I do. Ahh to some examples like ahhhcheneskeri those are the expressions, language commonly used by the students for example I was discussing personality sketch. Personality sketch is an activity in Journ 102 where I make my students ahh sketch the faculty, their faculty in Mass Communication by using words. And I make it like a guessing game, and I would start with Sinekitekna faculty, sinekiteknaprofangus, thats it. 88 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater FOCUS I NTERVI EW Prof. Rogelio Guce Are you aware that gay lingo is now prevalently spoken in the school campuses as well as in the classrooms? Yes, Im aware. In fact, most of my students are into utilization of. ah, the gay lingo. What can you say about the inevitable growth of gay lingo practice inside the Far Eastern University campus and classroom communications? Inevitable..ah.. perhaps, because.. ah.. there is a growing number of.. ah.. group or a, ah.. students who are using the gay lingo. But..ahh.. I think, ah..gay lingo is here to say because ahh.. the test of time, a particular language like gay lingo has already surpass, is one of the things or the facts that will make a gay lingo a prevailing way of communication. It has come to the point that even some teachers have conformed to and accommodated the use of gay lingo, what can you say about this? Well, that is not amazing and that is not surprising because, ahh. like what I said, gay lingo is a prevailing way of communication. Umm, those professors perhaps are comfortable into ahh, using the gay lingo or that is their a..speaking gay lingo, or using gay lingo is their way so that they can adapt to ahh, what is, ah.. being prevalent among the young people in their classroom. Do you think it is appropriate for a professor to use gay lingo as an alternative medium of instruction inside the classroom? Yes or No? Why? My answer to that is no because ahh, gay lingo is not a professional..is not a language of the professionals. It may be utilize by a particular or specific member of the society but bringing it into the parlance of the classroom as a formal medium of..medium of instruction may not be that effective on the part of the teacher especially if you are a communication teacher. Gay lingo is ahh, going 89 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater to assist in one way but not be the end-all of everything like a medium of communication or instruction will do inside a classroom. As an expert in English Communication, how can the use of gay lingo affect the teaching and learning processes in classroom communications? Like some other existing ways of communication, like jejemon and ahh.. aha! Those ahh, ways of communication. Gay lingo is going to affect, in fact the effect can be ahh..very adverse into the capacity and ability of a particular student being honed and crafted into enriching a language like English. Because if you are going to immerse yourself as a student into a wide utilization or use of the gay lingo, chances are it will form part of your habit to express yourself and communicate and eventually will make you forget the standard.. ahh, English language that is your focus should be. Does the gay lingo create a new culture of communication in the classroom? Yes or No? Why? Definitely yes. Gay lingo is creating a culture that is adaptive to what is these young generation today is ahh..so much into. And ahh, who knows that it will always be a, ahh..way of ahh, for the young people to communicate among their peers and ahh.. sometimes, even if gay lingo is ahh, being applied by these young people also in dealing with their professors but then, in a formal classroom setting, and in doing a formal classroom activity or writing, gay lingo has a.. ah very stiff or little importance. What do you think are the downsides or disadvantages of using gay lingo in classroom communications? First, it is not formal. Ahh, gay lingo is not ahh, universally acceptable language, just like the English language, if you bring the gay lingo of the Philippines into a country like the United States, perhaps, they may have their own form of gay lingo which is so much different from the gay lingo you are utilizing in the Philippines so the mere fact that the gay lingo is not universally acceptable and not universally utilized is a sufficient ground for the gay lingo not to be, ahh.. so much entertained. Or not so much to be given primary consideration. Gay lingo is going to be just a piece of the pie that will help you become satisfied but it will never be the totality of your focus in education. 90 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater What do you think are the upsides or advantages of using gay lingo in classroom communications? Advantages of ahh..the gay lingo would be, umm.. young people are so much immersing themselves, boys, girls, gays.. ahh they are a just the same in utilization and putting in place of the gay lingo in their forms of communication. And that to me, is ahh, an active involvement of the center of the communication and the receivers of the communication or the message, and because the focus of the communication is the invitation of an active partipi.. participation both on the part of the sender as well as the receiver of the message, I think the medium of communication even if it is a gay lingo, provided that the main purpose of the communication is achieved has nothing so.. so bad anyway. If the very purpose of communication is achieved, understanding is present in their exchange of messages regardless of ahh, the form or medium of communication that is the gay lingo, perhaps..that is not so much of a question. Sir, did you ever speak gay lingo in classroom communications? How was it then, Sir? I do speak gay lingo sometimes in my classroom, even if the medium of communication is English, supposedly. But ahh, in my observation whenever the professor speaks in gay lingo at times, the attention of the students is being caught very actively and that there is ahh.. Putting of relaxed atmosphere which is going to be so helpful in the teaching learning process. 91 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater FOCUS I NTERVI EW Prof. Gina Luna Are you aware that gay lingo is now prevalently spoken in the school campuses as well as in the classrooms? Yes. What can you say about the inevitable growth of gay lingo practice inside the Far Eastern University campus and classroom communications? Umm. Bilang isang guro sa communication, ah wala namang masama kasi ano ito eh, alam natin na ang wika ay, anong tawag dito, ang wika ay, ahm.. malawak, lumalago di ba? So sabi nga, spontaneous yan. It goes with the, with the, generation, so sakin wala naming masama as long as ginagamit ng tama. So sa loob ng classroom, dapat hindi siya allowed kasi ang gay lingo ay,ano siya, ahh.. Hindi naman siya mababang antas ng wika but its informal language. So sa akin, its a no no, na magsalita ka ng gay lingo inside the classroom. Pero outside, keri lang. It has come to the point that even some teachers have conformed to and accommodated the use of gay lingo, what can you say about this? Ahm. Wala naman, kasi ano nila yan eh, it is theyre ano eh, parang.. Umm.. Iyon yung gusto nila kaya, so okay lang naman kung, kung ang teacher ay okay lang sakanya yung paggamit ng gay lingo inside the classroom, that is her prerogative. So, do I need to elaborate? So, kung gusto ng teacher as long as naiintindihan.. Kasi sakin hindi siya, formal language kaya sa akin hindi siya dapat gamitin sa loob kasi kaya nga tayo nag-aaral, kasi di ba mayroon tayong tinatawag na ano, na academic language. So kapag sinabing academic, we should use proper language. At ang gay lingo ay hindi naman, hindi ko sinabing hindi siya proper pero hindi siya proper dun sa venue atsaka dun sa panahon kasi nag- aaral tayo. 92 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Do you think it is appropriate for a professor to use gay lingo as an alternative medium of instruction inside the classroom? Yes or No? Why? Some teachers are using gay lingo? Maybe those, ah, ah.. Gay teachers.. Pero yung straight, I mean kung lalaki siya at nag-gegay lingo siya.. Eh, siguro ano ung parang, ano.. To, parang lang magpasaya doon sa klase , pero hindi not all.. Not all the time so I think hindi. Meron bang gumagamit ng gay lingo sa mga teachers? Siguro, it goes with the ano rin., with the course kasi halimbawa Masscomm communication siguro ginagamit nila dahil ginagamit ng mga estudyante pero kung halimbawa ay ah kung ikaw ay nagtuturo ng ahm nursing student, nagtuturo ka ng ahh business dib a? Siguro hindi siya appropriate. As an expert in Filipino communication, how can the use of gay lingo affect the teaching and learning processes in classroom communications? Positive or negative? Sa akin ano, kung learning process its ano, positive ang epekto nun kasi sa communication it is the thought that counts it doesnt matter kung anong language ang ginagamit as long as you understand each other. Pero ah yung negative naman non, sa akin ha bilang guro eh yun nga formal communication is ano, yung dapat meron siyang ano, meron siyang ah pagitan dib a? We have to know which particular situation we use, ah informal and formal language. So sa akin, ako ako straight ako doon sa point ko na dapat kapag nasa formal education, formal setting dapat formal ang gamit ng wika. So kung informal, like for example may mga klase naming informal yung dating yon hindi ka masasabing professional kung gumagamit ka rin ng gay lingo sa loob ng klase eh ang goal naman natin bilang teacher is ano, ah maturuan sila pano sa tao when you become professional. So kung ikaw ay professional na tao kahit ikaw ay gay pero marunong kang gumamit ng wika di ba? So, ah ayon dapat I think appropriate lagi yung timing nung paggamit ng gay lingo. 93 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Does the gay lingo create a new culture of communication in the classroom? Yes or No? Why? Oo naman. Kasi ano eh, para siyang ano, para siyang disease para siyang virus nakakahawa siya kahit yung teacher kapag ka, ano kasi siya e, funny siyang pakingan very light yung form of communication ng gay lingo so kahit na formal at heavy yung discussion kapag may isang gumamit ng gay lingo bumabaw ung ano eh, nagiging light yung discussion ninyo so sa akin, ah trend naman siya its a trend sa akin naman walang problema kasi nga hindi naman siya, kasi ang pinakamababang antas ng wika ay balbal di ba? Itinuturing natin na ang, ako itinuturing ko na ang gay lingo ay isang balbal so at yun nga bilang teacher may dalawang klase ng wika, formal at informal kung ikaw ay nasa formal formal setting, ikaw ay gagamit ng formal na antas ng wika pero dahil trend siya at dahil ito ay isang porma na, ng pagintindi doon sa lesson ahh siguro dun sa proseso pero ang teacher in the end kelangan niya itong iproseso sa isang maayos na paraan. Kasi yun iyong language na, nang ano eh, mga estudyante. So we have to go with the flow bilang teacher hindi naman tayo pwedeng naka- kahon lang so kelangan naiintindihan natin yon although some of the gay lingos hindi naman naming naiintindihan kaya nga tinatanong din naming. So its a learning process din as a teacher na naiintindihan namin kung ano yung mga sinasabi ng mga estudyante. Kasi nga sabi mo nga ang gay lingo hindi lang naman bakla ang gumamit, kahit babae kahit lalake e yun nga, nakakahawa nga siya kahit teacher sabi mo nga gumamit ng gay lingo so, normal yon.. What do you think are the downsides or disadvantages of using gay lingo in classroom communications? Yun nga hindi sila natuto ng formal na use of language kasi kapag nakasanayan mo yon parang ano, parang kapag nagkakaklase ka, pag sanay ka sa formal setting ng education pormal kang kumilos pero kung ikaw ay, like take for example ah ang mga masscomm students because youre using the gay lingo kahit sinong kausap niyo nagagamit niyo yung gay lingo. Eh pano kung mataas na tao na yung kausap mo, presidente. Samantalang yung mga ano, nasa Medtech students, nursing students sanay silang gumamit ng mga technical language , technical na words so alam nila yon. Tayo kasi, dahil ang communication in general is communication ah marami tayong hindi alam na yun nga e, marami 94 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater kang hindi alam na teknikal pero marami kanga lam na gay lingo, e nasa school ka ang goal mo sa pag-aaral ay, ah para para ano, para ano, its a training ground sa school para mahasa, para ma-train ka as a formal and as a professional person. So kung, kung ang nagging basis mo, nagging background mo dun sa iyong pagaaral ay iyong informal na lengwahe madadala mo yon kasi training ground nga ito eh. What do you think are the upsides or advantages of using gay lingo in classroom communications? Nagkakaintindihan kami, madali yong proseso na. nang pag-aaral kasi everybody is using the gay lingo ah parang ano lang yan e, dib a ang policy natin is to speak English inside the classroom pero you see, not everybody is not using the English language kasi hindi sila nagkakaintindihan, so parang ganon din siya analogy lang na dahil ginagamit ito ng mga estudyante kelangan pagaralan ng teacher yung ano, so ang nakikita ko na advantage niyan ay mas mabilis yung proseso ng, the process of learning is more ano, more faster, is faster.Yun. Maam, did you ever speak gay lingo in classroom communications? How was it then, Maam? Hindi e. Ano lang kapag nagbibiro, like, oh ang ano, its ano, parang after ng formal discussion I use it parang ano Parang ano e, Its funny parang very light parang yung mood ng mga estudyante after nung mga heavy discussion di ba? At nagsalita ang teacher ng gay lingo parang, its a relief for them na haay salamat tapos na ang, tapos na si mam magdiscuss pwede na kaming magbiruan, pwede ko na siyang sagutin ng mga ano, ng mga informal na mga salita dib a? Pero pag sumasagot talaga, halimbawa ako, pag ka, during discussion, kung talagang discussion kami I encourage them to answer in straight language sabi ko nga walang problema sakin, if you want to speak in English, you speak straight English, if you want to speak Filipino speak straight Filipino if you want to speak gay lingo, then you have to speak it ano straight also. Kasi minsan, pulot pulot lang naman yung ginagamit ng mga estudyante na ano eh na gay lingo wala naming gumagamit ng straight. I dont know kung ano, Oo hinahaluan din nila ng ibang language. Pero informal na nga yung dating nun, pero ano , yun nga yun lang naman yung advantage nun naiintindihan agad siya 95 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater nung mga estudyante tapos ang mood ang setting ng formal, ang setting ng education nagiging light siya. It lighten the mood kasi parang, Ay salamat merong nagsasalita dito ng lengwaheng to, may mababaw na salita. You have to balance, yung, ang role ng teacher sakin, you have to balance kasi hindi mo naman pwedeng iwasan yan hindi lang naman gay lingo pati yung mga balbal na salita ginagamit ng mga estudyante di ba kapag sumasagot sila. So as a teacher ang role lang namin talaga is ano, to balance kasi hindi mo sila pwedeng pigilan na, kung anong yung magaang sakanila para i-express yung sarili nila so yun ung gagamitin nilang language. 96 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater FOCUS I NTERVI EW Prof. Greg Dulay Are you aware that gay lingo is now prevalently spoken in the school campuses as well as in the classrooms? In this school yes, but in the classroom aim not aware because probably my students, even I have a gay students ah they never used yet in my class, in the school probably I heard some but not in my classroom as far as Im concern. What can you say about the inevitable growth of gay lingo practice inside the Far Eastern University campus and classroom communications? What do you mean? My side? What do you mean by the question? The question what can I say about the growth of this gay ah well thats okay as long as its used in the classroom when people can understand theres no problem but in the classroom is another scenario then I think gay lingo must, must be limited on the day to day conversation when people get used to it and cab understand to each other well I cannot forbid them to used it as long as they can understand to each other. But in terms of classroom management personally am not allowing it in my class. Ah the main reason is that I respect people who used such kind of language but in the classroom, just to avoid discrimination that people may not, they are not using it, then we must used uniform way of communication in fact the school encourage us to speak English as a medium of instruction, speaking in English doesnt mean even though you are using gay language or whatever it will not still supplement the medium of instruction in the school, in the private conversation its okay I dont mind as long as people can understand to each other, but in the medium of instruction or communication specially in classroom scenario I dont agree, Im not agree on the use of gay language to avoid discrimination because theres some students who are not used to it, and theres some student feel sound irritating to be clear and equal we can used a fair and normal English language. 97 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater It has come to the point that even some teachers have conformed to and accommodated the use of gay lingo, what can you say about this? Well if it is line with their subject why not because gay language this is one of the, I dont know if this one of the topic they will tackle then if that is the strategy of the teacher its okay as long as they are not using all throughout the semester, Ah gay language just to attract attention it is very helpful for the method of the teacher to get the attention of the student and to participate that will be okay as long as they are not used all throughout the semester because like what Ive said Ah I dont want this might encourage diversity between student or between the students and teachers himself kasi baka maging malaking problema yan the students might give comment against the teacher or the student might give comment to themselves or to each other specially in the usage of the language. Do you think it is appropriate for a professor to use gay lingo as an alternative medium of instruction inside the classroom? Yes or No? Why? It can be. Well I can say yes because if we are talking about medium of instruction, different principles, and strategy in teaching ah like for example I, myself Im using also different words or some words specially in my philosophy subject to specify ideas thats okay if the teacher might if that gay language like what Im said as long as this is no longer medium of instruction that is only a part or a portion or a tool for him to deliver his discussion very well that would be okay as long as not intentionally used all throughout the semester, it might give another perspective coming to the students about the teacher and to avoid misjudgment, know in the sense that I am very to be consistent to avoid discrimination specially the students that are not using this kind of language. As an expert in Social Science, how can the use of gay lingo affect the teaching and learning processes in classroom communications? How can they affect? Well for me because I will talk in line with my specialization philosophy, this is all a matter of language game, I would like to quote name Ludrick Widgespine because according to this philosopher is all about language game example you, you are using one language or I m using other I could not understand you, you could not be a player in my game and if you 98 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater cannot understand me, you could not be a player on my game. In line with the usage of gay language I will respect the people who are using gay language but person who are using this should also respect me not understanding gay language, for me there is nothing wrong in using gay language as long as it will not step other people or people specially are not using it. Is a matter of language game like I remember I mention to one of my subject that if you cannot understand your parents language because you are not a player on their game and if they cannot understand you they dont want to become a player in your game so student who are using gay language is on the person on how they can be a player on their game. To respect them but them also respect the people who are not using that king of language its a matter of language game just to respect each other. Does the gay lingo create a new culture of communication in the classroom? Yes or No? Why? No, its not another culture for me because we already define culture should practice by the people and its a practice done by all the people its not a culture it could be expression developed in this generation but this is not a culture because culture should practice by all of us. For me its not a culture its not an issue to the people to talk about it, its not a problem as far as Im concern I think people who made this gay language issues people dont want to become a player of the game on the person who is using it, its not an issue for as long as like what Ive said we should know our limitations in terms of classroom scenario avoid using such words to not to discriminate people who are not also using that language. What do you think are the downsides or disadvantages of using gay lingo in classroom communications? Ah, again the major disadvantage is not understood by some student were not use same gay language ah it might create discrimination in the sense that might favor to the student who are can understand gay language like what Ive said if this is just a part of my methodology of the teacher and to motivate students we will encourage teachers to use gay language as long as students can motivate to participate and part of teaching methodology as long as you know your limitations. 99 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater What do you think are the upsides or advantages of using gay lingo in classroom communications? I already answered, I gave immediately the advantage, well just to recap the advantage is to motivate student in sometimes define gay language as a way of communicating and delivering ideas in a very approachable manner in you cannot (what do you call that one) hindo mo siya maiaalis sa pagkatao ng isang gay and what is gay, gay is a synonymous of the term gay happy kaya gay are always happy di ba? Kasi happy ang gay ang tawag nila eh. Kung ginagamit mo ang gay language to motivate student that is an advantage. Sir, did you ever speak gay lingo in classroom communications? How was it then, Sir? As far as I remember I did not use gay language but honestly but if I did not use it directly but if I imitate my student way of communication for example some of my gay student if I imitate them to talk I fin id, you know, Im not use to it, for me its not part of my methodology but I respect to the people who use to it but for me is not part of my teaching methodology. 100 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Keri ba? Gets mo? : Accommodating Gay Lingo in FEU Faculty-Students Classroom Communications FOCUS INTERVIEWGUIDE QUESTIONS 1. Are you aware that gay lingo is now prevalently spoken in the school campuses as well as in the classrooms? 2. What can you say about the inevitable growth of gay lingo practice inside the Far Eastern University campus and classroom communications? 3. It has come to the point that even some teachers have conformed to and accommodated the use of gay lingo, what can you say about this? 4. Do you think it is appropriate for a professor to use gay lingo as an alternative medium of instruction inside the classroom? Yes or No? Why? 5. As an expert in _________________, how can the use of gay lingo affect the teaching and learning processes in classroom communications? 6. Does the gay lingo create a new culture of communication in the classroom? Yes or No? Why? 7. What do you think are the downsides or disadvantages of using gay lingo in classroom communications? 8. What do you think are the upsides or advantages of using gay lingo in classroom communications? 9. Sir/Maam, did you ever speak gay lingo in classroom communications? How was it then, Sir/Maam? 101 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater INTERVIEW GUIDE PROTOCOL We woul d like to thank you for including this interview in your busy schedule. We are Ma. Eloisa Mora and Danicar Sabater, 4 t h year Mass Communication students and we would like you to be one of our respondents in our research study entitled Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Students Classroom Communications. The interview would take about 30 minutes. Your responses wil l be tape recorded in order to ensure accurate documentation. We will try our best to make this interview casual. We hope you will not mind if we have to ask you to elaborate on a particular answer of yours in order to avoid misinterpretation. Maam, do you have any questions before we start the interview? Interviewee's Signature over Printed Name INTERVIEW INFORMATION Date of Interview: Time of Interview: Venue: Interviewers Names : DEMOGRAPHIC PROFILE OF INTERVIEWEE Position/Title: No. of Years Working in the University: Highest Degree Earned: Gender: Age: 102 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater DATA & CONTENT CODING INTERVIEW QUESTIONS ANALYZED CODE: SUBCODE THEME 1. Are you aware that gay lingo is now prevalently spoken in the school campuses as well as in the classrooms? Prof. Barro: Yes, is as the faculty of Mass Communication, we have to go with the what the trend is as far as language is concerned and if gay lingo is the trend, even if we dont speak it, we have to know it. Communication Concern: Keeping up with an new trend in language is a must for Mass Communication faculty Gay Lingo Awareness 2. What can you say about the inevitable growth of gay lingo practice inside the Far Eastern University campus and classroom communications? Prof. Barro: While it makes a language richer, because gay lingo will probably evolve into another sub language, ahh while its good for Dynamism ofGay lingo: A fact but not a policy to be followed in the academe Growth of Gay Lingo 103 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater the growth of the language, its bad simply because its an informal language. 3.It has come to the point that even some teachers have conformed to and accommodated the use of gay lingo, what can you say about this? Prof. Barro: If there are points that will have to be dri ..driven at using gay lingo by all means we have to use it because the dictim.. the dictum of communication is to be understood at whatever means possible. Ahhm, inside the classroom sure use it functionally but then again theres no substitute for formal language which is either English or Filipino. No substitute for the mainstream language : English and Filipino are still the superior languages in the classroom Gay Lingo Accommodation 4. Do you think it is appropriate for a professor to use gay lingo as an alternative medium of instruction inside the classroom? Yes or No? Why? 104 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Prof. Barro: No. Because gay lingo as I said is a sub language spoken by people who can understand it. Not everyone in the Communication Department, students, faculty, staff understood and actually speak gay lingo. In fact, in the classroom I still see, hear some students who really do not use gay lingo. Gay Lingo as a Sub language is not a common language: Understanding of concepts in the classroom cannot be compromised Substitute Language 5. As an expert in communication, how can the use of gay lingo affect the teaching and learning processes in classroom communications? Prof. Barro: Teaching ..probably in examples as far as giving examples are concerned, you may use gay lingo but in.. really making students understand the concepts, it's either you do it in English or you do it in Filipino, okay? Ahh because those two are formal languages recognized by the academe. To introduce gay lingo in the Confusion Arising Out of using Gay Lingo in the Classroom : Course Goals cannot be compromised Medium of Classroom Communication 105 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater classroom and make it appear like its formal, students might have the mistaken notion that it is acceptable by everyone. For example if we teach disc j ockeying in gay lingo, it will be terrible more solely if we teach gay lingo using gay lingo we teach news writing, nobody will really obligate population which is by the way not hundred percent of the total 94 million Filipinos only about, only about few percent in metro manila would know the gay lingo and few percent in the metros, davao and cebu would speak it. You go to the uphills of Davao, the uphills of Mindanao, they do not know what gay lingo is. So its a sub language and sub culture so its cannot be spoken mainly as like a mainstream language to that of English and Filipino. 6. Does the gay lingo create a new culture of communication in the classroom? Yes or No? 106 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Why? Prof. Barro: Yes. Because ahhh especially among gays they have substitute for even words, simple words, simple actions, and have generic terms for words that are otherwise easily understandable. So if they dont want their classmates to understand them, they would go to a language that is not understand, understood by many which is the gay lingo. Gay Lingo for Code Switching : Allows for exclusivity of communication A New Culture of Classroom Communication 7. What do you think are the downsides or disadvantages of using gay lingo in classroom communications? Prof. Barro: Its informal and somehow students would feel like a teacher using gay lingo is a teacher who can be cool, and can be treated informally, ahhh including the lesson and the learning. That would be the disadvantage. Informal language for classroom communication: Students treatment of their teachers depends on the teachers mode and level of communication Downsides of Using Gay Lingo in Classroom Communication 107 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater 8. What do you think are the upsides or advantages of using gay lingo in classroom communications? Prof. Barro: Advantages ..growth of language. Thats it. Ahh because just like the enggalog and the taglish, which evolve before as a no no among formal English and Filipino speakers in 70s and in the 80s, it has evolved to become another sub language, ahh used by collegialas, used by people of that age or ahh era as is gay lingo is one of the colloquials, its just a passing period. I dont think it will stay there forever. It makes the language rich, disadvantage is it makes the language informal also. Gay Lingo as an Innovative communication: Its perpetuity is uncertain Upsides of Using Gay Lingo in the Classroom Communications 9. Maam, did you ever speak gay lingo in classroom communications? How was it then, Maam? 108 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Prof. Barro: Yes I do. Ahhto some examples like ahhhcheneskeri those are the expressions, language commonly used by the students for example I was discussing personality sketch. Personality sketch is an activity in Journ 102 where I make my students ahh sketch the faculty, their faculty in Mass Communication by using words. And I make it like a guessing game, and I would start with Sinekitekna faculty, sinekiteknaprofangus, thats it. Flippancy of Classroom Communication due to Gay Lingo : Incidental to the subject at hand and could perhaps be used an interest-booster in classroom communication Gay Lingo as a Teaching Strategy 109 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater SURVEY INSTRUMENT Keri ba? Gets mo? : Accommodating Gay Lingo in FEU Faculty- Students Classroom Communications Dear Sir/Madam/ Fellow FEU Students: Greetings! We are 4 t h year Mass Communication students, who are presently conducting a research about the accommodation of gay lingo in the FEU-faculty and students classroom communication. May we request your participation in this study by answering the questions below? Please feel free to seek any clarification pertaining to certain questions in this instrument. Your honest responses will be appreciated as well. Rest assured that all your responses will be treated in strict confidentiality and will be used for academic research purposes only. Thank you very much for your usual time and support in this undertaking. God bless you! ******************************************************************************************** ******* Name (Optional)_____________________ Gender ________________ Age_______ Year/Level (for FEU students only)___________ 110 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Part I. Gay Lingo as a Means of Identifying the Level of Awareness of Faculty and Students in Its Use in Classroom Communication These are questions aimed at identifying the level of awareness of faculty and students in the use of gay lingo in classroom communications. 1. Are you aware that gay lingo is now prevalent in the school campuses as well as in the classrooms? Yes No 2. Would you consider gay lingo as an alternative medium of instruction in the classrooms? Yes Why?___________________________ ________________________________ ________________________________ ________________________________ _ No Why?___________________________ ________________________________ ________________________________ ________________________________ 3. Do you think using gay lingo in classroom communications can possibly have an adverse/ negative effect on both teachers and student communication skills? Yes No Part II. Gay Lingo as Part of the Teaching and Learning Processes inside the Classroom These are questions aimed at discovering the use of gay lingo as part of the teaching and learning processes inside the classroom. 1. To what extent do you think gay lingo is used in teaching and learning in the classroom? Always Usually Sometimes Rarely Never 2. Does the use of gay lingo create a lively (entertaining) atmosphere in the classroom? Yes No 3. Does the use of gay lingo encourage active participation between teacher and students? 111 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Yes No 4. In your opinion, is the use of gay lingo acceptable in the classroom? Yes Why?___________________________ ________________________________ ________________________________ ________________________________ ________________________________ ___________ No Why?___________________________ ________________________________ ________________________________ ________________________________ ________________________________ ____________ Part III. Gay Lingo as a New Communication Culture in the Classroom These are questions aimed at identifying particular notions (either long-held or emerging) pertaining to gay lingo as one of the precursors of a new communication culture in the classroom. 1. Does the gay lingo create a new culture of communication in the classroom? Yes No 2. Does the non-use of gay lingo in the classroom make one an outsider? Yes No 3. In what way, does the use of gay lingo affect the professional relationship between the students and teachers inside the classroom? (Please check your TOP 1 answer onl y.) It tends to encourages a buddy- buddy (dabarkads) approach between teacher and students. It tends to promote favoritism. It tends to develop closeness between teacher and students It tends to lead to miscommunication between teacher and students. Others (Please specify.) ________________________________ ___________ 112 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater 4. What do you think is the most popular notion/belief about the use of gay lingo in the classroom? (Please check only your TOP 1 answer) Gay lingo is only for entertainment purposes. Gay lingo is only a matter of going with the flow. Gay lingo is only a substitute language. Gay lingo is only a trend. Others (Please specify.) ________________________________ ___________ Part IV. Gay Lingo as a Bridge of Common Understanding inside the Classroom These are questions designed to investigate the bridging potentials of gay lingo in classroom communication. 1. Do you think the use of gay lingo help connects teachers with the students and vice versa? Almost Always Often Sometimes Seldom Never 2. Does the use of gay lingo facilitate understanding of learning concepts? Yes Why?___________________________ ________________________________ ________________________________ ________________________________ No Why?___________________________ ________________________________ ________________________________ ________________________________ 3. Does the use of gay lingo facilitate understanding of classroom communications? Almost always Often Sometimes Seldom Never 4. In your opinion, does the use of gay lingo help enhance teacher-student relationship inside the classroom? Yes 113 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater Why?___________________________ ________________________________ ________________________________ ________________________________ No Why?___________________________ ________________________________ ________________________________ ________________________________ Part V. Gay Lingo as a Wall of Confusion inside the Classroom These are questions aimed at determining the downsides or disadvantages of using gay lingo in classroom communications. 1. Do you think the accommodation of gay lingo in faculty-students classroom communications tends to create a wall of confusion? Yes Why?___________________________ ________________________________ ________________________________ ________________________________ ________________________________ ___________ No Why?___________________________ ________________________________ ________________________________ ________________________________ ________________________________ ___________ 2. Do you think the alteration of dictionary/denotative meanings of some words (for example: aura, jaundice, etc.) shaped by gay lingo tends to create confusion between teacher and students? Yes No 3. Do you think the unfamiliarity with gay lingo tends to limit ones interaction in the classroom? Almost always Often Sometimes Seldom Never 4. What do you think might be the negative consequence of this so- called wall of confusion arising from the use of gay lingo in the 114 FAR EASTERN UNIVERSITY Department of Communication SY 2012 2013 Keri ba? Gets mo?: Accommodating Gay Lingo in FEU Faculty-Student Classroom Communication Mora,Pepito,Quiambao,Sabater classroom communications between teacher and students? (Please check onl y your TOP 1 answer.) It might cause ambiguities in understanding certain learning concepts. It might cause low level of interest to participate and interact. It might cause a teacher to distance himself/herself from the students and vice versa. It might cause the deterioration of the English language in classroom communications. Others (Please specify.)________________________ ___________________ Please check if you have answered all questions. Thank you!