The educational landscape, notably the whole-person movement, continues to evolve, with experts and policymakers from various fronts espousing the integration of information and communication technology in pedagogy, the development of life and work skills, and the nurture of the mind and spirit via project-based instruction. A prior examination of the Media and Information Literacy (MIL) for senior high school in the Philippines, however, showed a tendency to teach knowledge transfer and a lack of emphasis on interpersonal and intrapersonal skills development. This research attempted to measure the manifestations of the development of cognitive, interpersonal, and intrapersonal potentials of respondents using a reinvented and project-based 21CC paradigm in teaching MIL, as well as determine any correlation between respondents' demonstration of these potentials in the implementation of the output-based curriculum with their class performance. A 42-item Likert Scale online self-assessment questionnaire was administered to 138 out of the 150 Grade 11 students from five sections between May 19 and 22, 2019, with items pertaining to assessment, group presentations, publication, visual design, audio production, interview, media fasting, and responsible media use. Analysis of quantitative data was done using inferential statistics. Results showed furtherance of cognitive skills development and strong acquisition in the metacognitive skillsets. Furthermore, the Pearson r test revealed strongly significant correlations for cognitive (r(100) = .307, p < .002), interpersonal (r(100) = .288, p < .003), and intrapersonal competencies (r(100) = .313, p < .001), indicating that the newly designed MIL curriculum can enhance cognitive, interpersonal, and intrapersonal skills.

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Efforts have been made to characterize the Philippine brand of linguistic politeness but literature on the subject (including language power) remains scarce. In response, this paper (re)examines key concepts and contentions in politeness theory and attempts to draw pertinent conclusions in the way politeness in language is demonstrated in Filipino context. Discourse on politeness, spanning from its infancy (from Gricean maxims and Lakoff’s politeness rules with references to Goffman’s face) to its blossoming years courtesy of Brown and Levinson is revisited as well as the ensuing arguments on the subject. Some implications particularly the universalness claims regarding politeness, as it is juxtaposed with Filipino politeness, are then drawn. A significant observation is that local experiences and practices contradict the universalness claim of western type of politeness. Uncovered are novel vistas on Filipino politeness as reflected in day-to-day and workplace situations. Finally, ingrained in the Filipino is a self-centered, multifaceted brand of politeness that is both face-saving and designed toward achieving material or non-material gain such as work security.

This case study investigated Halliday’s models of child’s use of language involving an English-Filipino bilingual boy and how he was influenced by certain demographic factors and parents’ communicative acts. Data was from nine videos that captured the child’s naturally occurring interactions involving his parents and family friends between the ages 2.6 and 4.10 within a span of almost three years. The multimethod approach was used in analyzing data, namely, qualitative frequency analysis and online interview for triangulation purposes. Five of the seven functions of language in children were demonstrated and appeared to have been influenced by ethnicity, age, gender, and parents’ communicative acts and attitude but not by bilingualism as earlier predicted. More importantly, four nascent models were exhibited, suggesting that there could be more than seven language functions in children as previously posited by Halliday. The esteem function, rescue function, corrective function, and asserting function, reflective of models of child’s use of language in Filipino and Asian contexts, were discovered and such typologies are proposed in this study. Findings have implications on bilingualism, language teaching, and language development theories.