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A PRELIMINARY GRAMMAR DESCRIPTION OF THE ZAMBOANGA CHAVACANO LANGUAGE

Arben Anthony Q. Saavedra Tisha Camille R. Claro

MSU-Iligan Institute of Technology Iligan City, Philippines

March 2011

A PRELIMINARY GRAMMAR DESCRIPTION OF THE ZAMBOANGA CHAVACANO LANGUAGE

An Undergraduate Thesis Presented to the Faculty of the Department of English College of Arts and Social Sciences MSU-IIT, Iligan City

As Partial Fulfillment of the Course English 199-Thesis Writing

Arben Anthony Q. Saavedra Tisha Camille R. Claro

March 2011

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ACKNOWLEDGMENT

The researchers would like to express their profound gratitude and sincere appreciation to the following people who made this endeavor a success: Ms. Honeylet E. Dumoran, for the patience in comprehensively editing the drafts, and for the enlightenment which contributed to the expansion and development of this research endeavor, most especially during the formative and final stages of this study; Dr. Luvizminda dela Cruz, Dr. Mary Ann Sandoval, and Mr. Rabindranath Polito, our panelists, for their time and consideration despite short notices, which nevertheless have not hindered them from giving suggestions and corrections for further improvement of the paper; The informants and cross-checkers, not only for patiently translating the sentences, but also for allowing us to conduct interviews and also for sparing time in explaining grammatical structures and expressions; The ABEO fourth year students, for their never-ending support and assistance during the research process and the oral defense; Kuya March Nuel Chiongson, for the financial support and material resources; Our families, for their understanding, support and inspiration, which enabled us to do our very best all throughout this research study; Most importantly, the Almighty God, for everything He bestowed upon us. Thank You.

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ABSTRACT

This study describes the grammar of the Zamboanga Chavacano language, an ethnic language spoken by people in Zamboanga City, Basilan, and some people in the Zamboanga Peninsula, Sulu Archipelago. More particularly, this paper describes in detail the consonant and vowel sounds, stress, intonation pattern, syntactic patterns and morphophonemic processes in the Zamboanga Chavacano language. The data were gathered through written and oral communication among native speakers of Zamboanga Chavacano language. The written texts were gathered through letters, which were collected by the researcher to trace, describe and analyze the morphophonemic processes, such as assimilation, deletion, alternation and metathesis. There were forty short sentences in Filipino which the native speakers of Zamboanga Chavacano were made to translate. Conversations with the native speakers were done in order to identify the phonemic sounds present in the language. Certain accent patterns as well as changes in the meaning of words depending on stress were also noted. The sentences were randomly selected from a linguistic material called Test Sentences for Philippine Languages and were extensively used to analyze syntax as well as morphology. Inflectional morphemes were also written down with a huge majority being of Spanish origin. Morphological processes include deletion, alternation and metathesis. The Zamboanga Chavacano writing norm also proved a little inconsistent in the treatment of Zamboanga Chavacano sounds; thus, this paper used a unified a consistent orthography by assigning different sounds to distinct letters.

TABLE OF CONTENTS

TITLE PAGE APPROVAL SHEET ACKNOWLEDGEMENT ABSTRACT Chapter I THE PROBLEM AND ITS SETTING

i ii iii iv

Introduction Statement of the Problem Scope and Limitation of the Study Significance of the Study Theoretical Framework Conceptual Framework Definition of Terms Chapter II REVIEW OF RELATED LITERATURE

1 4 6 6 7 7 8

Grammatical/Morphological Structures Chavacano Orthography Cebuano Grammar Chavacano Grammar Chapter III RESEARCH METHODOLOGY

12 13 14 14

Informants

16

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Locale of the Study Research Design Instrument Used Data Gathering Analysis of Data Chapter IV PRESENTATION AND ANALYSIS OF DATA Phonology Phonemes Stress Phonological Processes Morphology Word formation processes Word classes Syntax Zamboanga Chavacano sentence Non-verbal sentences Verbal sentences Overview of the Zamboanga Chavacano verb

17 17 17 19 19

21 21 35 36 42 43 46 65 65 66 72 72

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Tense and Aspect Voice Modality Negation Copula Discourse Particles Chapter V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary Conclusion Recommendation

73 79 83 84 88 91

96 96 97

BIBLIOGRAPHY APPENDICES CURRICULUM VITAE

99 101 113

Chapter I The Problem and Its Setting 1.1 Introduction Philippine Creole Spanish, more familiarly known as Chavacano, is a creole language spoken in the Philippines. It is divided into six geographically estranged dialects: Caviteo, Ternateo, Cotabateo, Davaoeo, Ermitense, and Zamboangueo, but Zamboangueo is the only one far from the verge of extinction (Lipski, 1987). Ermitense had become extinct sometime after the end of World War II. Zamboanga Chavacano is predominantly spoken within the City of Zamboanga, where it is the native language, and in the nearby island of Basilan, where it is the lingua franca (Frake, 1971). It is also used as a second language in Jolo and the Sulu Archipelago as well as by communities in the Zamboanga provinces. Significant Chavacano speaking populations can also be found overseas as part of the Filipino diaspora. In Malaysia, Zamboanga Chavacano has officially been listed as a regional language predominantly spoken by migrant Filipinos in Sempornah in Sabah. A creole language, such as the Philippine Creole language, is a language that is formed by the mixing of two other languages to form one stable language. The vocabulary of the creole language consists of cognates from the parent languages, though there are often clear phonetic and semantic shifts. On the other hand, the grammar often has original features but may differ substantially from those of the parent languages. One hypothesis about creoles is that the superstrate or lexifier language of a creole contributes to its vocabulary, while its grammar comes directly from its substrate (Crowley, 1997). This

hypothesis is applicable to Chavacano since most of its vocabulary is of Spanish origin while its syntax is basically Austronesian in structure. Chavacano is the only Spanish creole language in Asia and is one of the worlds oldest surviving creole languages, having spanned nearly four hundred years. A look at the lexicon and grammar of Chavacano shows that Zamboangueo words are predominantly derived from Spanish. Numbers, words, days of the week, months, and body parts are obviously Spanish derived. Some properties of its grammar, on the other hand, show obvious traces of Austronesian influence, particularly those of Tagalog and Cebuano (Steinkrger, 2006).

Spanish dictionaries define the word chavacano as something coarse, unpolished, and awkward. In reference to a language, Spanish dictionaries define it as a language characterized by a drastic simplification of its lexicon and syntax, a melange of languages in contact, an interlingual corruption of standard languages. In a study by Frake, Chavacano is classified into two groups, the Manila Bay Creole (Cavite, Ternate, and Ermita) and the Southern Mindanao Creole (Zamboanga, Davao, Cotabato) (Riego de Dios, 1989). The theories explaining how each dialect of Chavacano was formed vary from one place to another along with the history and culture of each Chavacano variant. Note the differences in spelling conventions as well as the differences in vocabulary. Furthermore, Zamboanga Chavacano possesses a diglossic system wherein the high form (used for formal and literary purposes) and the low form (used for informal purposes) (Structures and Varieties of Modern Spanish Chabacano 1) which is absent in other dialects. To further illustrate the differences, below is the text of the Pater Noster (Our Father) in the Chavacano dialects:

Zamboangueo (common) De atn Tata que tall na cielo, bendito el de Ustd nombre. Mand ven con el de Ustd Reno; Hace el de Ustd voluntad aqu na tierra, igual como all na cielo. Dle conamn el pan para cada da. Perdon el de amn maga pecados, como ta perdona tambin kam con aquellos quien ya pec conamn. Y no dej que hay ca kam na tentacin

Zamboangueo (formal) Nuestro Tata Quien talli na cielo, bendito el de Usted nombre. Manda ven con el de Usted reno; Hace el de Usted voluntad aqui na tierra, igual como alli na cielo. Dale con nosotros el pan para cada dia. Perdona el de nuestro mana pecados, como nosotros ta perdona con aquellos quien ya peca con nosotros. Y no deja que nosotros hay ca na tentacion

sino libr conamn de mal.

sino libra con nosotros de mal.

Caviteo Chabacano Niso Tata Qui ta na cielo, quida santificao Tu nombre. Manda vini con niso Tu reino; Sigui el qui quiere Tu aqui na tierra, igual como na cielo! Dali con niso ahora, niso comida para todo el dia. Perdona el mga culpa di niso, si que laya ta perdona niso con aquel mga qui tiene culpa con niso. No dija qui cai niso na tentacion, pero salva con niso na malo.

Ternateo Chabacano Padri di mijotru ta all na cielo, quid alaba Bo nombre. Llev cun mijotru Bo trono; Vin con mijotru Bo reino; Sigu cosa qui Bo mand aqu na tiehra, parejo all na cielo! Dali con mijotro esti da, el cumida di mijotro para cada da. Perdon qul mg culpa ya hac mijotro con Bo, como ta perdon mijotro quel mga culpa ya hac el mga otro genti cun mijotro. No dij qui ca mijotru na tintacin, sin hac libr con mijotro na malo.

In the recent years, native speakers of Chavacano have become alarmed of the Philippinization of Chavacano. Urban Migration and Language shift has been blamed for such changes. In places like Cavite, Cotabato, and Zamboanga, local governments, foreign individuals as well as private individuals have been promoting the preservation of the language with yet undetermined results. 1.2 Statement of the Problem It has been a common laymans misconception that Chavacano is a corrupted or ungrammatical form of Spanish. This study therefore intends to describe and analyze

Chavacano phonology, morphology and syntax. The main objective of this study is to present a descriptive analysis of Chavacano morphosyntax and phonology, particularly on specific grammatical categories and phonological processes by collecting data through test sentences and interviews with native speakers. Specifically, this research seeks to answer the following questions: 1. What are the phonemes and the phonological processes found in the Zamboanga Chavacano language? 2. What are the morphological processes that may be found in the Zamboanga Chavacano language? 3. How are the following realized in the Zamboanga Chavacano language? a. Case b. Copula verb c. Definiteness d. Degrees of Comparison e. Grammatical Person, Number and Gender f. Negation g. Tense and Aspect h. Voice 4. How are the following types of sentences expressed in Chavacano? a. Verbal sentences b. Non-verbal sentences b.1. Equational sentences

b.2.Existential sentences b.3.Locational sentences b.4.Descriptive sentences b.5. Interrogative sentences b.6. Possessive sentences

1.3

Scope and Limitation of the Study This study presents an analysis of Zamboanga Chavacano morphosyntax and

phonology. The sociolinguistic and historical differences in utterance and vocabulary are beyond the scope of this study. The study focuses only on the modern colloquial language and not on the written or literary form. Although there are many varieties of the Chavacano language throughout the Philippines, the Zamboanga dialect was chosen because it is the dialect with the most number of native speakers. The study is limited to the inquiry of the native speakers of the language who were made to translate sets of sentences in Filipino and Cebuano into Chavacano.

1.4

Significance of the Study This study will be of significant contribution to the study of Philippine languages

especially the Chavacano language. It will serve as a supplementary material for a better understanding of the Chavacano syntax and phonology. The study will hopefully serve as an aid in teaching Chavacano to the younger generations in order to preserve and/or maintain the heritage as well as culture of the Chavacanos and to counteract the ongoing threat of language extinction and moribundialism. It will also be a key for a better

understanding of Chavacano culture and for the enlightening of the lay mans mentality of Chavacano being a plain, grammar-less and corrupted Spanish. This will be a very good contribution to the growing body of ressearch which will aid future studies specializing on Philippine languages. This study shall significantly benefit those who are of interest in the Chavacano language as well as those campainging for its instruction in schools for language preservation.

1.5

Theoretical Framework This study deals mainly on grammar and phonological analysis of the Zamboanga

Chavacano language. A prior study on the said topic has been made by Semorlan. In Semorlans study, the phonology of Zamboanga Chavacano is introduced first with brief descriptions and few examples. The phonological elements discussed in the paper included the phonemes, consonant clusters, and dipthongs. After this, Semorlan proceeds in giving a birds eyeview of the Zamboanga Chavacano morphology by introducing the word classes and giving examples from a Pilipino teachers grammatical point of view. Explanations and examples come for each and every item discussed. No discussion on word formation and derivation is present. In syntax, there is a brief description of the simple tenses and word order.

1.6 Conceptual Framework

The research is descriptive qualitative in nature. It describes and presents an analysis of morphosyntax and phonology of the Zamboanga Chavacano language. Morphosyntactic analysis is divided into two areas: morphology and syntax. Morphology

deals with the word classes, derivational morphemes as well as morphological processes. Syntax includes the sentences which has two types: verbal and non-verbal. It shall also include a discussion on specifically selected grammatical categories and on discourse particles. Discusses under phonology are the phonemic inventory of the language, its stress patterns, and its phonological patterns.

1.7 Definition of Terms Copula. A copula is a morpheme, usually a verb but sometimes a particle or pronoun that couples to noun phrases. (Payne, 2006) In Chavacano, different copulas link predicates or complements. Chavacano has three types of copula verbs: Locative, Existential, and Descriptive Taqu si Carlos Carlos

COP-LOC NOM Carlos is here.

Ya tiene un accidente de auto ayer. PT COP DET accidente GEN car yesterday. There was a car accident yesterday.

Descriptive copulas in Chavacano are more often than not omitted in colloquial speech: Padre di mo el prestamista.

Father GEN my DET money-lender My father is a moneylender.

Creole language. A creole language, or simply a creole, is a stable language that has originated from a pidgin language that has been nativized (that is, acquired by children). The vocabulary of a creole language consists of cognates from the parent languages, though there are often clear phonetic and semantic shifts. On the other hand, the grammar often has original features but may differ substantially from those of the parent languages (Steinkrger, 2006). Endangered language. An endangered language is a language that is at risk of falling out of use (Kindell, 2010).

Evidentiality. Evidentiality is a conceptual category that express the source of the information contained in an utterance (Payne, 2006).

Grammatical categories. Grammatical catergories, throughout this paper is used to identify constructions involving voice, tense, aspect, etc. which are expressed by inflectional morphemes in other Philippine languages. Grammatical case. Grammatical case refers to morphosyntactic marking (case markers) of nouns or noun phrases that expresses something about the relationship of the noun or noun phrase to its syntactic context (Payne, 2006). Grammatical Person. Grammatical person, in linguistics, is a paradigm or conceptual category in the participant reference system of a language. It includes first person (speaker), second person (audience), third person (other participants not involved in the communicative act) (Payne, 2006).

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Identifiability. Identifiability or Definiteness is a pragmatic feature of participants in the message world, as presented by a speaker. Participants are identifiable if the speaker assumes that the hearer can uniquely identify the referrer (Payne, 2006). Language extinction. Language extinction is a process that affects speech

communities where the level of linguistic competence that speakers possess of a given language variety is decreased, eventually resulting in no native and/or fluent speakers of the variety (Ethnologue, 2006). Language shift. Language shift, sometimes referred to as language

transfer or language replacement or assimilation, is the progressive process whereby a speech community of a language shifts to speaking another language. The rate of assimilation is the percentage of individuals with a given mother tongue who speak another language more often in the home (Schiffman, 1998). Linguistic modality. Grammatical mood (also mode) is a set of conceptual categories that express various speaker attitudes or perspective on an event (Payne, 2006). An example sentence would be: Man ven le si MOD jendeh ya ele ocupado.

3-S NOM NEG already 3-S busy

She would come if she is not busy anymore.

Moribund language. A moribund language is a language whose native speakers consist mainly of older generations and very few, if at all existent, younger generations (Kindell, 2010).

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Substrate. A substratum or substrate (plural: substrata or substrates) is a language that influences an intrusive language that supplants it. The term is also used of substrate interference, i.e. the influence the substratum language exerts on the supplanting language (Holm, 2000). Superstrate. A superstratum or superstrate is the counterpart to a substratum.

When one language succeeds another, the former is termed the superstratum and the latter the substratum (Holm, 2000). Voice. Voice is constructions that adjust the relationship between semantic roles and grammatical relations or sometimes referred to as voices (Payne, 2006).

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Chapter II Review of Related Literature This chapter focuses on the selected lexical items and morpho-syntactic analysis on the Zamboanga-Chavacano language as compared to the Sebuano language (Steinkruger, 2006). Zamboanga-Chavacano is one of the different varieties of the Spanish Creole in the Philippines. Philippine Creole Spanish, also known as Chabacano, is spoken vestigially in the Manila Bay enclaves of Cavite and Ternate, but the major speech community is found in Zamboanga City. Zamboangueo Chabacano is the native language of the majority of the population of Zamboanga del Sur province. (Lipski, 1987)

Grammatical/Morphological Structures In comparison with Cavite and Ternate, Zamboanga words taken from Spanish are almost uniformly representative of more standard, relatively modern items.

Phonologically, very few Zamboanga items show the neutralization of syllable-final /l/ and /r/ that is so common in Caviteo and Ternateo (cf. Zamboangueo puerco; Caviteo puelco pig). Reduction/elision of syllable-final /s/ does occur in Zamboanga, as in the Manila Bay Philippine Creole Spanish dialects, but at a rate which is low enough to suggest initial contact with varieties of Spanish in which the process had only begun (Lipski, 1987). Zamboanga contains a few rustic/archaic Spanish lexical items, but they are words which are still found in nonstandard or rural Spanish even at the present time, and are not usable in dating the formation of Zamboanga. However, the majority of the Zamboanga

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lexicon is neutral with respect to the chronology of input Spanish dialects, since most of the major indicators of marginal/archaic status within Spanish involve verbal morphology, which is totally absent in Philippine Creole Spanish. The more modern-sounding nature of Zamboanga could conceivably be attributed to the heavy presence of native Spanish speakers in the late 19th century (v. infra), but even in remote areas of the province where there was never more than a sprinkling of Spaniards, the speech differs from urban Zamboanga more in terms of intonation, and in the retention of Spanish-based words, as opposed to the heavy Visayan incursions in Zamboanga City.

Chavacano Orthography Practitioners of written Chavacano cannot agree among themselves on what alphabet to use. Similarly, pronunciations differ as they greatly depend upon the ethnical intonations of the vowels a,e,i,o,u and the use of the Pilipino alphabet b,k,s,p,ny for the original Spanish v,c,z,f, in certain words (Camins, 1999). The simple rule is that local words, that is words of Philippine origin, and their variants are to be spelled as in Pilipino and words of Spanish origin and their variants are to be spelled according to their original spellings. However, this writing norm is not always followed since some words have divorced from their original Spanish pronunciations, example the word escoger to choose is written more frequently as iscuj or iscug instead of escog since it is closer to the actual modern pronunciation than the original Spanish.

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Cebuano Grammar Howard McKaughans Cebuano Grammar Notes presented a detailed yet complex explanation of the Cebuano phonology, word classes, derivational and inflectional morphemes classified according to various categories. McKaughan listed all existing phonemes as well as phonological processes found in the Cebuano language with corresponding examples and their glosses. In morphology, he presented the word classes with examples as well as the derivational morphemes under such classes. As for the inflectional morphemes, McKaughan merely listed them, organizing them into lists without giving further examples or explanations. McKaughans work is naturally a preliminary presentation of the Cebuano language. Also, he did not specify which type or dialect of Cebuano he was working on.

Chavacano Grammar Semorlan (1983), in her paper entitled Gramatika ng Wikang Chavacano, presented a brief yet concise grammatical description of Zamboanga Chavacano. Semorlan first presented the distinct phonemes of the language, of which she included the archaic voiceless dental fricative //, voiceless alveolo-palatal affricate //, and the diagraph /h/. She did not discuss on the phonological processes found in Zamboang Chavacano. In morphology, Semorlan only discussed word classes, focus, as well as the tenses and the aspects. In syntax, Semorlan presented the main elements of the Zamboanga Chavacano senteces. All discussion throughout Semorlans work contained brief yet concise descriptions and examples within the limited scope of her study.

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Zamboangueo Creole Spanish by John Lipski and Salvatore Santoro (1986) sought to compare the structure of Zamboanga Chavacano creole with the common syntactic patterns found in other creole languages. They did not study phonology and morphology since they only focused on investigating whether creole grammatical elements such as the negative concord, negation, and many others are found in the Zamboanga Chavacano language. Lipski and Santoro listed several grammatical phenomenas found in Zamboanga Chavacano including those of vestigial Spanish origin which may no longer be in use in the modern day. Explanations were very brief and not all grammatical phenomenas had clear explanations as to their occurrences and how they are constructed. They merely presented the grammatical structures without really discussing them thoroughly.

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Chapter III Research Methodology This chapter presents the description of the informants, the locale of the study, research design, the instruments used, the gathering of data, and its analysis.

INFORMANTS The informants of this study were native Zamboanga Chavacano speakers aged 56 and 16 years old from the city of Zamboanga City. The informants came from the Metropolitan Zamboanga City and from the countryside or urban area of Vitali. The two informants were chosen due to their accessibility on the part of the researchers and the fact that they are native speakers of the language. The first informant, Francisco Pablo Arcillas, aged 54, resides in Limaong in the suburb area adjacent to the Zamboanga Sibugay provincial border. He is a businessman. The second informant, Laoreen Saavedra Roxas, 16, resides in the metropolitan area of Zamboanga City. The geographical factor was considered in this research since according to several studies, the speech of the Chavacanos living in the metropolitan area and the other areas differ. This difference is attributed to the fact that the speech of those living outside the metropolitan area tend to contain vestigial Spanish grammatical elements no longer existent in metropolitan speech. Several minor informants were also made to give their feedback on this research and to act as crosscheckers to the gathered data.

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LOCALE OF THE STUDY The setting for this study was in Zamboanga City at the residences of the native speakers. Zamboanga city is located at the tip of the Zamboanga peninsula with a population of nearly two million people and one of the top ten largest cities in the Philippines in terms of land area. Chavacano people It is the traditional homeland of the Zamboanga

RESEARCH DESIGN

The research is descriptive qualitative in nature since it aims to present specific grammatical notions in the Zamboanga Chavacano language. Furthermore, it seeks to explore and understand the structure of words and sentences as well the phonological processes in Chavacano.

INSTRUMENT USED This study made use of test sentences for the syntax analysis of the Zamboanga Chavacano language. Camins and Riego de Dios published dictionary was utilized for identifying affixation and the actual morphological data gathered. Actual interviews were done also to determine the phonological processes present in the Zamboanga Chavacano language. The test sentences used were composed of 40 randomly selected Tagalog sentences from different categories taken from the Test Sentences for Tagalog and Ilukano, where the informants were to translate each sentence in to Chavacano. The sentences found in Test

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Sentences for Tagalog and Ilukano were originally taken from a monograph entitled Batanic Languages: Lists of Sentences for Grammatical Features by Tsuchida Shigeru, et al. published by the Unoiversity of Tokyo, March 1989. These interviews and test sentences will serve as the main sources for the studys analysis of the grammatical categories, morphosyntax and phonological processes of the Zamboanga Chavacano language. Bernardino Silva Camins dictionary, published in 1999, is a trilingual SpanishEnglish-Chavacano dictionary consisting of several thousand entries of the most common words used in the Chavacano language. It also includes a brief grammar summary of Chavacano as well as songs, poems, and the Chavacano refranes. An approximate pronunciation is given for each article but the consistency of the notation used to indicate pronunciation is uncertain. The entries are arranged alphabetically but some typographic errors are evident and the spellings are rather inconsistent. Camins dictionary is currently used by the Zamboanga City Government as an official souvenir given to all dignitaries and honored guests of the City of Zamboanga. Maria Isabelita Riego de Dios dictionary (1976), part of her dissertation on Philippine Creole Spanish to the Ateneo de Manila University, is perhaps the largest known dictionary of the Chavacano language. It has an estimated number of 7,000 entries of the Cotabato Chavacano language with their respective equivalents in the Cavite, Ternate, and Zamboanga dialects. Pronunciation for each dialect is given using an older version of the IPA. Prior to the dictionary, there are brief historical accounts on the historical development of the Chavacano dialects. There is also a phonological and

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derivational affixation section of the Cotabato dialect. It should be noted that Riego de Dios work is purely on Cotabato Chavacano.

DATA GATHERING In obtaining the data needed for the study, the researchers wrote a letter requesting permission from the two informants for an interview and for the distribution of the test sentences where they were to translate Tagalog sentences in to Chavacano. The informants were randomly selected from the metropolitan areas and the suburbs. Upon the approval of the request from the informants, the researchers started the interview and handed on the test sentences. The informants were given enough time to answer the test sentences composing 40 Tagalog sentences. The researchers then collected the translated Chavacano sentences after each informant had finished answering all of them. After the collection of the gathered data the researchers started analyzing the data gathered. During the conversation and interview session, the informants were made to discuss some simple topics relating to their daily lives such as the Chavacano language, daily activities, family members, and academic life. This is done to facilitate the conversation on the part of the informant and to reduce possible lexicon related problems or codeswitching to English if the conversation topics are of complex nature.

ANALYSIS OF DATA The translated sentences were then analyzed and also served as instruments for cross checking. The phonological data, obtained from actual interviews and conversation,

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are presented in diagrams and tables with several examples illustrating the occurrences of phonemes and the phonological processes. Morphological data were obtained from a set of words taken from Riego de Dios and Camins dictionary where words are arranged according to their roots. This arrangement facilitated in the listing down of derivational morphemes and their meanings. They are presented in tabular form. All examples given are expressed in the common-masculine gender but feminine patterns are also indicated. Data on syntax were obtained from the test sentences and they are presented with their glosses and English translations. Explanations were made as detailed as possible in the simplest form of language.

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Chapter IV Presentation and Analysis of Data This chapter shall present the results of test questions given to native speaking Chavacanos as informants to gather information on Chavacano grammar. Below are the data on the aspects of phonology, morphology, syntax, as well as their explanations and examples. The presentation shall begin with phonology, followed by morphology and syntax.

I. Phonology This section shall discuss Zamboanga Chavacano phonology. First, we presented an overview of the phonology of Zamboanga Chavacano and later discuss each pertinent item on its phonology. I.A. Phonemes The section on phonemes shall include the discussion of the vowel sounds, consonant sounds, diphthongs, allophonic sounds, consonant clusters, and the diagraphs. Vowels. Zamboanga Chavacano has five vowels /a, e, i, o, u/. However, the vowel sounds /e, o/ tend to become /i, u/ via vowel assimilation and stress.

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Phoneme /a/

Initial aguanoso swampy alimatok leech alquiler rental

Medial alajero jeweler alab to praise

Final habl to speak qued to become quem to burn

alcanz to overtake almareo vertigo encabez to lead detrs behind

alamadrina safe haven /e/ educ to educate

quebr to break dulce balde alcalde sweet bucket mayor

ejemplo example elimin to eliminate empez to begin

deverasan truth llev to carry, bring

devolv to return sth

/i/

iglesia imut ingreso

church to be frugal receipts

imit

to imitate

abr to open sufrto suffer hu to elope, to escape, to run away

sufrimiento suffering juyin timid, bashful

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inquilino tenant /o/ oyente listener orejas ears orgullo pride ofrec to offer /u/ uva grape uclat to uproot

idayvuelta roundtrip ocasin opportunity manok chicken ojos olor upus eyes scent cigarette butt

escup to spit mentiroso liar mojo moss mucho much grueso thick gusu snout

tubugan wallowing pool

uliji last place usik waste

tucap tujud

to patch knee

Consonants. The Zamboanga Chavacano officially has 17 distinctly sounded consonants /m/, /p/, /b/, /n/, /t/, /d/, /s/, /k/, /g/, /h/, /l/, //, //, //, //, //, //, // and two semi-vowels /j/ and /w/ . Semorlan (1983) cites that there are 19 Chavacano consonants which included the voiceless-alveolopalatal affricate //, as in chongo monkey and the diagraph sound /h/ represented by rr as in perro dog which we have listed under the diagraph category. Furthermore, Semorlan (1983) included the Standard Spanish pronunciation of the letters z and c (followed by e and i), //. The voiceless dental fricative // in modern Zamboanga Chavacano is virtually replaced by /s/ (// when followed by e and i). // survives only as an affected Hispanized pronunciation and is used mainly in reading literature or old writings. The articulatory positions of these consonants are shown below.

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The sounds /f/, /v/, and /z/ are variant phonemes which are not traditionally used in Zamboanga Chavacano. According to Riego de Dios (1976), these phonemes are usually retained in proper names and in certain word borrowings. Camins (1999) cites that the articulation of the sounds /f, v, z/ depend entirely on the speakers ethnical intonations. R.O. Ing, in his study Sources and Variants of Chabacano Consonants (1976), cites the existing variants of Zamboanga Chavacano. These variants are either classified as archaic, affected (or overacting), rare, lazy, and the common pronunciation. However, the difference between the variant pronunciations is not very distinct and is partly influenced by etymological (i.e. Standard Spanish/English vs. Chavacanized pronunciations) or ethnical pronunciation (i.e. /b/, /k/, /s/, /p/ for /v/, /c/, /z/, /f/). These consonantal variations shall be further discussed in the allophone section. The phonemes /p, t, k, / are voiceless aspirated stops unlike in English. Their voiced counterparts are /b, d, g, / respectively. These sounds occur mostly

25

in the initial and medial positions in Zamboanga Chavacano words. The sound // is articulated in limited situations particularly when unstressed /di/ become [] before a, u, e, and o. Phoneme /p/ puluguin pens pilleras postizo talti Initial ill-manered person zapatos to think vsperas sumpit esposa vomit zapatero victima Medial shoes night before a festivity blowgun wife to vomit shoemaker victim

/t/

/k/

//

rougish tricks artificial gentle rainshower tecasin cheater tibjon person affected with tuberculosis toko large headed lizard calzoncillos undershorts quebr to break kinilao raw fish dish com to eat chamba fortunate chance tiene to have chismes gossips chocolate chocolate bajo ventajoso low someone who takes advantage

viento wind vaca cow porque because taqu to be here tacon heel of a shoe sospech to suspect provecho benefit mucho much borrachn habitual drunkard acab balibad to finish excuses to avoid participating in an activity annoyed immature fruit skirt food, cuisine employee husband game to pay to play ruler, menstruation to hate

/b/

/d/

/g/

//

bichung a pet pig buguy idler dan old (things) desanimo discouraged dolor sorrow duro hard, firm, stubborn gallina hen guerra war guia guide gusano worm diez ten dejalo Dont worry!

aburrido bubut falda comida empleado marido juego pag jog regla odia

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Phoneme /-p/

Final sorcap mother sorcop father sakop to be included itlog egg manok chicken bilog pieces sagsag to stab sijag transparency sugsug to force in jatud to send off jitad to expand pilit to stick humilidad humility abilidad ability enfermedad illness

/-g/~/-k/

/-d/~/-t/

/-d/

The phonemes /m, n, , / are voiced nasal continuants. Phoneme /m/ mat ment mor mucho naranjita nublo Initial to kill to mention to die much orange clouded idiotic easily and gracefully sir(familiar) madame (familiar) cama quema quisame racimo tron ven tronco Medial bed conflagration ceiling a cluster, a bunch to thunder to come trunk of a tree Final ------------------------------------ladrn thief kumpayn hay field nipaln nipa grove trun young rascal -------------------

/n/

ninety-nine nena-nena // or ora

ventana window maana Espaa tomorrow Spain

//

gusu ga-ga

compaa company ---------pual dagger ---------snout saga branch of a tree npoquiting a very little bit open-mouthed ugul-ugul to grumble nratiting imbecile look a very short

27

gut-gut beating pain to wish for someones death

tag

to look upward by pushing back ones head

time usang to chew

gas

The phoneme /l/ Phoneme /l/ Initial ladronicia theft redobl labut concerned to ralador have sth to do with lagong uninvited guests recel lansa smell of fish or decay regla Medial to redouble grater to distrust, to daunt ruler, menstruation real cual sal igual Final real which salt equal

The phoneme // Phoneme // Initial rachada period of great luck regaadas scoldings risadas guffaw rodillas knees quiere Medial to want Final rumor rumor pecador sinner comidor dining area matador butcher

recupera to recover suerte chance soltero bachelor

The phonemes /j/ and /w/ are semi-vowels because of their similarity with the vowels /i/ and /u/. Phoneme /j/ yerno yugo Initial son-in-law yoke Medial tayada bet, wager sulaybaguio name of a varietyof banana Final kumpay hay talisay a large tree

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yunque anvil

saya ancient ankle-length sigay small skirt seashell rukay to call chickens to feed agua water rabio angry aguo watery

yawat

unexpected rayo bonus

thunderbolt

/w/

waras

to havoc

enaguas inner skirt

The phoneme /s/ is a voiceless spirant. Phoneme /s/ Initial cebolln onion cenizas ashes Medial parsitas orchids lastima pity, compassion sabacan lap guiso stewed sauted sapa creek gruesor thickness polvos dust, powder pols policeman Final cochinadas dirty regaosscolding

The phoneme /h/ is a glottal aspirant. This phoneme occurs mostly on the initial and medial. Whenever it occurs in the final position, it is usually not written except in some words of Philippine origin. The final /h/ is epenthetic in most words (especially those of Spanish origin) since they never occur in the parent language.

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Phoneme /h/

Initial jendh no, not abajo

Medial below gajah

Final maybe, perhaps

junto together jorguesa toy jardn garden

desventaja disadvantage gajah cajon maybe, perhaps wooden box

jendhno, not frente vaso forehead drinking glass

The phoneme // is a full glottal stop characterized by the momentary stopping of the air passage at the glottis. By convention, glottal stops in the Zamboanga Chavacano language are not marked. Sometimes the /-h/ is used. For purposes of standardization, this paper shall use the circumflex sign above vowels , , , , borrowed from the Abakada Orthography of the Filipino Language to indicate the glottal stops found in the medial and final positions. Initial glottal sounds are not indicated since they are epenthetic. Phoneme // Initial aretes earrings Medial dan old Final malat soggy

espiritu spirit

talti gentle rainshower

jendh no, not

Dipthongs. A dipthong is defined as any vowel followed be either /j/ or /w/ in the same syllable. The following are the dipthongs found in the Zamboanga Chavacano language with corresponding examples: /aje/ tra to bring ca to fall down

30

/ai/ /ao/ /eja/ /ei/ /ejo/ /ia/ /ie/ /io/ /iu/ /uo/ /ua/ /ue/ /ui/ /oji/

kumpy rabio tara rei video odi ciento cancion viuda instituo guard puede cuid oi

hay angry task king video to hate hundred song widow institute to guard to be possible to care to hear

suby aguo pajare

ant watery to hunt

viento traicion triunfo

air betrayal triumph

buaya viruelas

crocodile smallpox

Allomorphs. Allomorphs are systematic variants of a morpheme (Payne, 2007). Zamboanga Chavacano attests the following allomorphs. Phoneme /b/~/-p/ /-g/~/-k/ Final Bob Bob (personal name) itlog egg

manok chicken bilog pieces

sagsag to stab

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sijag transparency sugsug to force in /-d/~/-t/ jatud jitad pilit /f/~/p/ to send off to expand to stick

fuerza force [fwesa]~[pwesa] fuerte strong [fwete]~[pwete]

/v/~/b/

varadero shipyard [varadeo]~[baradeo] valiente brave [vaente]~]baente]

/z/~/s/

Zamboanga Zamboanga [zambwaga]~[sambwaga] zakate grass, hay [zakate]~[sakate]

Consonant Clusters.

Consonant clusters may occur in the initial and )

medial forms only. They are summarized below. A check mark (

indicated the presence of a cluster while a dash mark (-) indicates the absence of a cluster combination. Below is a revised and expanded table of consonant clusters from the earlier work by Semorlan (1983).

32

/r/

/l/

/w/

/y/

/r/

/l/

/w/

/y/

/r/ -

/l/

/w/

/y/

/b/ /g/ /m/

/k/ /n/ /s/

/d/ /p/ /t/

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The following are the consonant clusters with their examples: Cluster /br/ broma quebr /bl/ blanco blando /bw/ buenas buaya /by/ bien vientre Example 1 joke to break white soft luck crocodile good abdomen cabrn sombra habla poblacin bueno vuelta viento viejo ancient /kr/ croquis cruzada /kl/ clima clavo /kw/ cuarto cual /ky/ /dr/ quiere drogas piedra /dw/ /dy/ duele diez odi plan, design crossing point climate nail room which to want, to be fond of quieto still cheating stone pain ten to hate drogasin madre dueo Dios cheater mother owner God crtica crudo mezcla claro Pascuas criticism fuel oil mixture clear Christmas Example 2 cuckold, he goat shade, shadow to speak town good return air old(person),

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/gr/

grifo grandor

faucet size, magnitude glory to guard movable furniture death fear member nine snow irrigation dam surprise plastic to contemplate force strong leg guarantor traitor to have land luck hundred patience

suegra grosor

mother-in-law thickness

/gl/ /gw/ /mw/

gloria guard muebles muerte

muecas muelas mientras miedotin nuestro nieto preven

grimace molar tooth meanwhile a frightful person our grandchild to prevent

/my/

miedo miembro

/nw/ /ny/ /pr/

nueve nieve presa sorpresa

/pl/

plastic contempl

pluma

feather

/pw/

fuerza fuerte

despues fuerza piedra fiesta travesuras tiange tiempo suegra cielo distancia

after force rock festivity mischiefs market time mother-in-law sky, heaven distance

/py/

pierna fiador

/tr/ /ty/

traidor tiene tierra

/sw/ /sy/

suerte ciento paciencia

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Diagraphs. Diagraphs in the Zamboanga Chavacano language include //, /h/, and /g/. The diagraphs /h/ and /g/ occur only in the medial position. Diagraph // chongo borrachn Example 1 monkey habitual drunkard dog to get dizzy Zamboanga mango sangre mangas blood sleeve Example 2 chocolate provecho chocolate benefit run

/h/

perro almarri

corr

/g/

Zamboanga manga

The next section will discuss stress and the phonological processes found in the Zamboanga Chavacano language. I.B. Stress. Stress is phonemic in the Zamboanga Chavacano language. Below are the three basic stress patterns in Chavacano. In words ending in vowels and /s/, stress most often falls on the penultimate syllable. i.e. cochinadas [koindas] [almarjo] vertigo In words ending in all other consonants, the stress more often falls on the last syllable. i.e. kumpayan [kumpajn] hay field; jatod [hatt] to send someone off In Type I Zamboanga Chavacano verbs the accent falls on the last syllable vowel. i.e habl to speak com to eat sufr to suffer dirty ; almareo

36

Stress in Zamboanga Chavacano can also be irregular, thus, an accent mark is placed in this situation.

I.C. Phonological Processes The following are the regular sound changes found in the Zamboanga Chavacano language. These changes do not affect the meaning of the words. 1. Contractions. Contractions with the /-y/ Ida y vuelta > idayvuelta [idaibwuelta] round trip

Muerto y hambre > Cada y cualan >

muertoyhambre [mwertojambre] starving cadaycualan [kadaikwalan] to each his

own work 2. Assimilation. a. Nasalization. Nasalization is a pattern wherein a nasal consonant takes on the place of articulation of the sound that follows (Payne, 2006).

triunfa triumph [tijumpa] manpa to pretend [mampa]

enfermedad illness [empermedad] encog to contract [ikuj]

In the given examples above, the nasal consonants change into /m/ when followed by /p/. This is a very common example of nasal assimilation found in other Philippine languages.

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b. Devoicing. Devoicing refers to sound changes, whereby a consonant changes its type of voicing from voiceless to voiced, or vice versa. Devoicing in the Zamboanga Chavacano language occurs in the final sounds /-b, -g, -d/ which tends to be articulated as /-p, -k, -t/. This occurrence is most of the time arbitrary although an evident pattern, when the immediate preceding consonant is voiced the final consonant tends to be voiced, is noticed. /-g/~/-k/ itlog bilog egg pieces

sagsag to stab sijag transparency sugsug to force in /-d/~/-t/ jatud jitad pilit /-b/~/-p/ to send off to expand to stick

Bob Bob (personal name)

c. Vowel Shifts. Zamboanga Chavacano exhibits vowel shifting that affects the vowel sounds /o, e/. The change is assimilative. escog to choose somet to submit jatd to send off [iskuj] [sumit] [hatt]

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itlg egg encog to contract mucho much mundojin bandit TBjon a person with tuberculosis gul trouble libod to walk around olvid to forget

[itlk] [ikuj] [mchu] [mundhin] [tibjun]

[gul] [lbot] [ulvid]

As illustrated in the examples above, we are able to come up with two generalizations: a. Whenever /e/ or /o/ is accented it shifts into /i/ and /u/ respectively gul [gul] mundojin [mundhin] escog [iskuj] b. Whenever /e/ or /o/ fall in an unaccented syllable, they also shift into /i/ and /u/ respectively escog [iskuj] somet [sumit] encog [ikuj] d. /-ue-/~/-o-/ Alternation Another Zamboanga Chavacano phonological change is the /-ue-/~/-o-/ phenomenon. In this situation, the medial diphthong /-ue-/ is reduced to being articulated as a single vowel sound /-o-/ especially in colloquial speech. This phenomenon is arbitrary.

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buenamente gruesor

well thickness

[bwenamente] ~ [bonamente] [gweso] ~ [goso]

e. Epenthesis. Epenthesis is a phonological or morphophonological in which a segment is inserted (Payne, 2006). In the Zamboanga Chavacano language, epenthesis is exhibited mainly during affixation: TBjon mundojin nipalan person with tuberculosis bandit nipa grove TB tuberculosis

mundo world nipa nipa

Here, an epenthetic sound /h/ is inserted between the root morpheme and the suffix. Another epenthetic process found in Zamboanga Chavacano is the insertion of the glottal stop. Glottal stops are normally inserted when a prefix is affixed into a root beginning with another vowel sound or when a word ending in a vowel is followed by another word beginning with a vowel sound. ta acept ya acept mamo pafuera patrs accepts accepted tamed, docile outward backward > [taaksepta] > [jaaksepta] > [maamo] > [paapwea] > [paatras]

In Zamboanga Chavacano, word beginning with vowels may not have a preceding glottal sound unlike in other Philippine languages. An example is the participatory verb acab. ya acab com sila. [jakba komsila]

40

ya acab par el maga bata.

[jakba prael maga bata]

There is also an epenthetic final /-h/ sound which occurs in most words ending in accented or glottalized vowels. f. Palatalization in /CjV/ and /CwV/ In the Zamboanga Chavacano language, the cluster /CjV/ affects the articulation of the initial consonants. This is most especially true for the combinations /tj/, /sj/, and /dj/ which turn into //, //, and // respectively. Furthermore, /CjV/ clusters alternate with /CijV/. /sy/ ciento cielo paciencia distancia /ty/ tiene tiange tierra /dy/ diez Dios odi hundred sky, heaven patience distance to have market land ten God to hate [jento] [jelo] [pajenja] [distanja] [jene] [jage] [eha] [es] [os] [o] [sijento] [sijelo] [pasijensija] [distansija] [tijene] [tijage] [tijeha] [dijes] [dijos] [odij]

Alteration. /CwV/ clusters are also altered to /Cuw/ /sw/ suerte suegra /gw/ guard luck mother-in-law to guard [suwete] [suwega] [guwad]

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/mw/

muebles muecas muelas muerte

movable furniture grimace molar tooth death nine our

[muwebles] [muwekas] [muwelas] [muwete] [nuwebe] [nuwesto]

/nw/

nueve nuestro

g. Deletion. Deletion is a very common morphophonemic rule often motivated by the need to simplify overly complex word structures that result when morphemes come together. In Zamboanga Chavacano, there is no pattern for deletion making the process arbitrary but it is evident in the following examples from the colloquial speech: Original form ustedyou rabiado angry aguado watery nipalan nipa grove cancelado cancelled evos you ele he Deleted form uste rabio aguo nipal cancelo vos le

Another example of deletion in Zamboanga Chavacano involves the verbalizing particle man which changes into n when occurs after a case markers. (i.e. ta man ulan It is raining becomes ta-n ulan.)

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This ends the phonology discussion. We have presented the phonemes and other pertinent phonological elements found in the Zamboanga Chavacano language with examples and explanations. The next section will discuss morphology and word formation. The section shall begin with the morphological processes to be followed by the word classes. Included in the word classes are the derivational affixes.

II. Morphology Morphology is the study word formation. In linguistics, morphology is the study of the shapes of words, or, more specifically, how words are constructed out of smaller meaningful pieces in order to express variations in meaning (Payne, 2006). The bases given herein are nouns, adjectives, verbs, and particles. To facilitate the analysis we have designated the following symbols: 1. A hyphen after an affix implies that the affix is a prefix: man2. A hyphen after an affix implies that the affix is a suffix: -jan 3. A hyphen between two affixes implies that double affixation (suffixationprefixation): ma-dad 4. V signifies that the root morpheme is a verb. 5. N signifies that the root morpheme is a noun. 6. Adj signifies that the root morpheme is an adjective. 7. Adjf signifies that the root morpheme is an adjective in its feminine form. 8. Nf signifies that the root morpheme is a noun in its feminine form.

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9. HON signifies honorific form 10. FAM signifies familiar form 11. COA signifies coarse form

II. A. Word Formation Processes Zamboanga Chavacano exhibits the following morphological processes: a. Affixation a.1. Prefixation a.2. Suffixation a.3. Double Affixation b. Stem Modification c. Autosegmental Variation d. Reduplication e. Compounding

Affixation. Affixation in Zamboanga Chavacano consists of three type: prefixation, suffixation and double affixation. Double affixation in Zamboanga Chavacano involves the prefixation of the already suffixed root morpheme. Affixation shall be thoroughly discussed on the sections on word classes.

Stem Modification. Stem modification refers to the change in shape of a morpheme without involving the addition of any affix (Payne, 2006). The main

44

purpose for modification is nominalization. This is evident in the following examples:

Root mor forz to die to force

Modified Stem muerto fuerza esfuerzo dead force effort accord

acord

to remember acuerdo

respond to respond

respuesta reply

Autosegmental Variation. Autosegmental Variation refers to the change in shape in a morpheme that does not involve consonants and vowels but rather consists of adjustments in features such as stress, tone, and nasalization (Payne, 2006). In the Zamboanga Chavacano language, this is exhibited by the stress shifts in some noun-verb minimal pairs as shown in the examples below: reserva corre reserves fast reserv corr to reserve to run

desgracia mishap condena condemnation amenaza threat

desgraci to meet mishap conden to condemn amenaz to threaten

The Zamboanga Chavacano Type I verb has its stress on the end vowel of the ultimate syllable. During the nominalization process, the stress moves to the penultimate syllable. Reduplication. Reduplication involves the repetition of the part or all of a root. It has two type: Partial, wherein only a part is repeated and Complete, where

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the entire root is repeated (Payne, 2006). In the Zamboanga Chavacano language, only complete reduplication is evident. Reduplication in Zamboanga Chavacano fulfills only two functions: intensification in meaning and pluralization. Intensification frequently leads to derivation while pluralization using reduplication is relatively rare. A hyphen is placed between two reduplicated morphemes. thing cosa-cosa things gente-gente people (uncommon) bat- bat children (uncommon) casa-casa houses (uncommon) quiere-quiere fond of llanta-llanta barefoot tilam-tilam to taste food while cooking santo-santo a person pretending to be a saint, hypocrite putg to explode putg- putg heartthrob

cosa

gente person bat child

casa house quiere to want llanta wheel without tire tilam to taste food while cooking santo saint

However, it should be noted that there are Zamboanga Chavacano words which are always reduplicated in form but are meaningless when not reduplicated. Examples include timih-timih and tilam-tilam both meaning to taste a little bit of food Compounding. Compounding involves the combination of roots to form new stems. The following are examples: camatijeras folding bed, cot cama bed + tijeras scissors

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Nochebuena Christmas eve piedecabra crowbar with nail puller baomara double broiler cooking medianoche midnight pasatiempo pastime tapafalta a person used as cover up for another sobrecargo supervisor of cargoes in a ship

noche night + buena good pie foot + de of+ cabra goat bao toilet + mara Mary media half + noche night pas to spend time + tiempo time tap to cover + falta lack

sobre upon + cargo cargo

Zamboanga Chavacano has a total of six morphological processes. The next section will discuss on word classes.

II.B. Word Classes II.B.2. Articles. Zamboanga Chavacano uses articles to indicate definiteness and indefiniteness. Definiteness in Zamboanga Chavacano is indicated by the article el the. The plural form is el maga. El pobre mujer ya perd su camino. DET poor woman PAT lost 3-POS way The poor woman lost her way.

Ya perd le su camino na el tierra extranjero.

47

PT lost 3-SIG 3-POS way LOC DEF land foreign He lost his way in the foreign land.

Proper names of persons are introduced by the definite article si and never with el. Si Carlos es un bueno estudiante. DEF Carlos COP DET good student. Carlos is a good student. When a noun phrase is unmarked in Chavacano, it connotes the idea of an entirety of a given noun thus indefiniteness. The definite article is omitted after the locative marker na. Jendeh yo ta com gulay. NEG 1-SGPROG eat vegetable

I dont eat vegetables. (anykind of vegetable)

Jendeh yo

ta

com carne . meat

NEG 1-SG PROG eat

I dont eat meat. (any kind of meat)

Indefiniteness in Zamboanga Chavacano is also expressed by un. It is not conjugated in number and gender. Ya viaj le na un pas na Europa.

PT travel 3-SING LOC IND country LOC Europe He traveled to a country in Europe.

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Ya perd le su camino na un tierra extranjero. PT lost 3-SIG 3-POS way LOC IND land foreign He lost his way on a foreign land.

Proper names of persons are indicated by un tal in the indefinite form.

Ta busc le con un tal Juancho. PROG search 3-S DAT INDEF Juancho He is looking for a certain Juancho. Canda is used to convery a sense of plural indefiniteness for proper names of persons. No hay anda canda si Carlos na pueblo ayer. NEG-PAST go INDEF NOM Carlos LOC town yesterday Carlos and his company did not go to town yesterday. II.B.1. Nouns Zamboanga Chavacano nouns are predominantly of Spanish origin with a sizeable number of native Philippine origin. These nouns are rarely saddled with intricacies of grammatical gender and number (Camins, 1999). maestro teacher pas country borrachn regular drunkard ciudad city

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Gender inflection is commonly used. Chavacano distinguishes three genders: masculine, feminine, and common. The masculine gender is most of the time used to refer to general classes. The common gender is usually associated with word of native Philippine origin. The feminine gender is only used if the referred noun is also feminine. Nouns of Spanish origin are femininized by adding a or by using a separate word. Words of Philippine origin do not have feminine forms. Common Masculine Feminine

bata manok

child chicken

nio gallo maestro puerco nieto grandson abuelo grandfather primo rooster

nia gallina maestra puerca nieta granddaughter abuela grandmother prima hen

maestro teacher babuy nieto pig grandchild

abuelo grandparent primo cousin

Zamboanga Chavacano has a relatively fewer affixes. Though it may seems that Chavacano uses many of Spanish and Philippine affixes in its vocabulary, majority of the words bearing such affixes are actually direct borrowings with their roots completely meaningless in Zamboanga Chavacano. The following are the nominalizing affixes with their corresponding feminine forms. Feminine forms are those ending in the a, -osa, -da, -cion. 1. Signifies relationship to the given noun

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a. N-ero, N-era signifies occupation cocina compaa hambug mensaje usura kitchen company to brag message usury cocinero compaero hambuguero mensajero usurero chef companion a show-off messenger usurer

b. N-ista signifies occupation or adherence to the given noun presta sabado oportunidad comunismo to borrow Saturday opportunity prestamista sabadista oportunista moneylender Adventist opportunist communist

Communism comunista

c. Nito, N-ita, andNillo, N-illa signifies dimunitive function cuchara tablespoon plato dish, saucer teaspoon small saucer little syringe

cucharita platillo jeringuilla

jeringa syringe

d. V-oso, V-osa, N-oso, N-osa ventaja advantage jealousy someone who takes advantage zealous bitter gourd mighty greedy,

ventajoso

celos

celoso person amargoso poderoso codicioso

amargo bitter poder to be capable condici to covet

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covetous

e. V-an, N-an indicates the place where the action occurs or the place where the noun is abundant kumpay hay nipa layas nipa hay field nipa grove aimless wailing grater skewer

kumpayan nipalan

to wander aimlessly layasan wanderer haya to wail hayan guidguid to grate guidguiran tujog to skew tujogan

f. V-dor, V-dora signifies occupation or trait to buy to collect to save to consent to hunt to eat buyer collector savior conniver hunter dining room

compr cobr salv consentir pajare com

comprador cobrador salvador consentidor pajador comedor

g. V(e)nte signifies the noun derived is a doer of the verb am ayud habl domin o to love to help to speak to dominate to listen amante ayudante hablante dominante oyente lover helper speaker personwho dominates listener

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h. N-(j)n/in/un, V--(j)n/in/un signifies personal characteristics or attributes mundo to love juya llor shame to cry mundojin bandit juyain timid, bashful llorn a person who keeps on crying ladrn thief TBjn a person with tuberculosis tecasin cheater drogasin cheater

TB tuberculosis tecas fraud drog cheating i. V-nza mat to kill ense to teach esper to hope veng to avenge

matanza murder enseanza instruction, teaching esperanza hope venganza revenge

j. V-miento port to behave mov to move sent to feel sufr to suffer portamiento behavior movimiento movement sentimiento emotions sufrimiento suffering

k. V-da, N-da, V-do, N-do signifies the noun has something to do with the verb corazon heart chipl come to eat sufr to suffer sent to feel corazonada great yearning chiplada movement comida cuisine sufrimiento suffering sentido sense

l. V-cion adora to adore visita to visit adoracion adoration visitacion to visit

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m. mag- is used only with kinship terms to signify relationship mag-hermano mag-amigo brothers friends

n. paka- signifies a state or a characteristic paka-alto height

paka-jambuguero boasstfulness paka-tecasin II.B.4. Pronominal System The section on pronominal system discusses about the complexity of the Zamboanga Chavacano personal pronouns. Included herein are the different forms of the pronouns depending on formality. Also, forms of pronouns in different grammatical cases are also shown. Demonstrative pronouns are given with explanations on how they are formed and when they are used. Discussion on the reflexive pronoun shall no longer be included since it is merely indicated by Personal Prooun + mismo or Possessive personal pronoun + cuerpo. II.B.4.a. Personal Pronouns Zamboanga Chavacano has a relatively simpler pronominal system compared to Spanish and other Philippine languages since pronouns in Chavacano do not change in form depending on the case. However, Chavacano has a set of pronouns used to indicate politeness and formality. treachery

54

Person

Nominative Singular Plural nosotros

Dative/Objective Singular conmigo Plural con nosotros

Genitive Singular mi Plural nuestro de nosotros

1st

yo

yo (Fam)

kam (excl.)

kanmon (excl.)

mo

damon

kit (incl..)

kanton

di mo

daton

2nd

usted tu/ etu

ustedes vosotros

con usted contigo

con ustedes con vosotros

di usted di tuyo

de ustedes vuestro de vosotros

vos/evos

kam

con vos con evos

kaninyo

de evos

dinyo

3rd

ele/le ela (Fem)

ellos

con ele

con ellos

di suyo

de ellos

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sil

con el

kanila

de el de ele

d ila

The table above shows the complexity of the Zamboanga Chavacano pronominal system. The pronouns are group according to person and number. For each grammatical person and number, there are at most three pronouns. The first one is the formal followed by the familiar and the common/coarse pronouns. Zamboanga Chavacano distinguishes exclusive from inclusive first person plural but rarely uses the feminine form of the third person. The genitive case is indicated by the particle de/di. There is no rule regarding the use of di but diis more common and de is usually reserved for formal contexts. Epenthetic glottalization occurs when de/di is used with pronouns beginning with vowels. The genitive form is indicated by the particle con. However, pronouns in the familiar and common forms have their own set of genitive forms without using con. II.4.B.b. Demonstrative Pronouns Nomina7tive Singular Este Plural este maga Dative/Objective Singular con este Plural con este maga Singular de este Genitive Plural de este maga aqu Locative

56

estos Ese ese maga esos Aquel aquel maga aquellos con aquel con ese

con estos con ese maga con esos con aquel maga con aquellos de aquel de ese

de estos de ese maga de esos de aquel maga de aquellos tall all

The formation of genitive and dative/objective forms of the pronouns is the same as in the personal pronoun forms. The plural form is indiacted by the use of maga (mana among older generations and maga among younger generations of Philippinized orientation) or by using its Standard Spanish plural form. Este is the equivalent for the English this. Eseand aquel both mean that but ese implies that the referred to is near the speaker and aquel implies that the referred to is far from both speaker and listener. The locative pronouns are aqu here, all there, all there. The difference between all and allis the same as is ese and aquel. Note that there is no epenthetic glottal stop among the possessives and that it is to be pronounced by vowel merging, for example de este /deste/, de aquellos /dekeos/. II. B.2. Adjectives Adjectives are a set of grammatically distinct word class that contains words that mostly describe property concepts (Payne, 2006). Zamboanga Chavacano adjectives are mostly of Spanish origin. They are either used in their original Spanish or variant forms. There is also a large number of coined and native

57

Philippine adjectives used in Chavacano. Similar to the Zamboanga Chavacano nouns, grammatical gender in not applied unless the referred necessitates its use. Below are examples of adjectives grouped according to certain categories: 1. Color blanco azul colorao 2. Conditions aburrido ansioso 3. Size grande diutay 4. Qualities cubalde valiente coward brave malo bad garboso humilde genteel big small largo long corto short pequeno alto little tall annoyed anxious appurao asarante in a hurry bothersome white blue red negro black verde green amarillo yellow rosa pink

bueno good

humble

Adjectives can also be formed by affixation and reduplication 1. ma- indicates the abundance of something. mapiedra maduro mahumilidad maling matentacion full of stones mature full of humility besotted full of temptation

58

2. V-o/do, V-ada gerund form of verbs taken as adjectives aguo guiso watery sauted confio dejo trusted left as is

3. Reduplication of N and V stems can indicated intensification or diminishment in meaning 4. maka- indicates adjectival causation miedo maka-miedo ugod maka-ugod fear frightening to oppress oneself frustrated

5. Typical Spanish loaned adjective include those suffixed with tibo, isko, and esa efectibo positibo effective positive blanquisko whitish

6. Adverbial deriviations formed by pa- and mente

paafuera outward panorte northward

succivamente succesively lentemente slowly

II.B.2.a. Comparison of Adjectives

1. Equality: igual de alto as tall as

igual de largo as long as igual de corto as short as

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2. Comparative Degree. In Zamboanga Chavacano, the comparative degree is expressed by {.ms.que/contra con.} Comparison in Chavacano is formed lexically and is more similar to its Spanish superstrate. The particle ms is place before an adjective to indicate the comparative degree. Alto si Juan. tall NOM Juan John is tall.

Ms alto si Juan more tall NOM Juan John is taller. The succeeding comment to the topic of the sentence then is followed by que or contra with the object phrase taking the con form: TOPIC el ms ADJ que/contra con OBJ Si Juan el ms alto que/contra con Pedro. NOM John DET more tall than DAT Peter. John is taller than Peter.

3. Comparative Degree. In Zamboanga Chavacano,the superlative is formed by adding de con todo or todo (less emphatic) in place of ms. Si Juan el de con todo alto de/entre tres bata.

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NOM John DET SUPERLATIVE tall between three children John is the tallest among the three children.

However, it should be noted that in Chavacano, certain comparative and superlative forms of Spanish adjectives are still in use.

II.B.3. Numerals 1. Cardinal numbers. Cardinal numbers are of Standard Spanish origin. Among younger generations, English cardinal numbers are also employed for higher numerical values. uno dos tres one two three trece thirteen

catorce fourteen quince fifteen veinte twenty treinta thirty cuarenta forty cincuenta fifty seicenta sixty setenta seventy ochenta eighty noventa ninety ciento hundred mil thousand

cuatro four cinco five seis siete ocho six seven eight

nueve nine diez once doce ten eleven twelve

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To form numbers above 15 (quince) the pattern diez + y + Number (or dieci + Number) is used as in diez y seis (dieciseis) sixteen, diez y ocho(dieciocho) eighteen To form multiples of hundred the suffixed form cientos is affixed to the number below ten (doscientos = 200, trescientos = 300, cuatrocientos = 400, etc.) except for five which is quinientos. 2. Ordinal Numbers. Zamboanga Chavacano has two ordinal number systems. The first one is Spanish and the other is Chavacano. Usually the Spanish forms are only used until the fifth ordinal number. Ordinal numbers higher than ten are expressed using the Chavacano system only.

Ordinal number first Second Third Fourth Fifth Sixth seventh Eighth Nineth Tenth

Spanish convention primero segundo tercero cuarto quinto sexto septo octavo nonavo decimo

Chavacano convention aca-uno aca-dos aca-tres aca-cuatro aca-cinco aca-seis aca-siete aca-ocho aca-nueve aca-diez

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3. Numerical Reduplication. Numerical reduplication in Zamboanga Chavacano signifies distributive-collective values

dos-dos two by two, two apiece tres-tres three by three, three apiece uno-uno one by one, one apiece cuatro-cuatro four by four, four apiece

4. vez (pl. veces) indicates the recurrence of an action as well as restrictive functions of numbers.

uno vez once

tres veces three times

dos veces twice cuatro veces four times

5. blog means piece. It is a quantifier used to refer to objects, especially round one, but never to persons. It is similar to Cebuano kabuok.

uno blog one dos blog two

tres blog three cuatro blog four

II.B.4 Case Markers Zamboanga Chavacano basically indicates four grammatical cases by use of specific case markers.

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1. Nominative case. Nominative case is indicated by the definite and indefinite articles (el, si, un tal, un). El bata bien canso gayot. NOM child very tired EMP The child is really very tired.

Si Santiago bien canso gayot. NOM James very tired EMP James was really very tired.

2. Dative case. The dative case is indicated by con. However, in some personal pronouns, there are forms specifically for the dative case which do not require the use of con (kanmon, kaninyo, kanila). Con is used only when the recipient is animate. A definite article is used when referring to impersonal recipients. Con can combine with el and un/un tal. Ya dale ya yo contigo el sen para pagcon el prestamista. PAT give 1-SIG DAT 2-SIG-fam DET money for pay DAT DET moneylender I had given you the money to pay the moneylender.

Ya dale ya yo con el perro el agua. PAT give 1-SIG DAT DET dog DET water

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I already gave water to the dog. The con structure is very similar to the superstrate Spanish structure a: Estoy llamando a Pedro. = Ta llam yo con Pedro. Estoy buscando a mi perro. = Ta busc yo con el perro di mio.

3. Genitive case. The genitive case is indicated by de or more commonly di. However, some formal personal pronouns have their specific genitive forms which do not require the use of de or di (nuestro, vuestro). The genitive can combine with el (definite article) but in such situations, only de is used.

El cuarto del inquilino bien cochinadas gayot. DET room POS-DET tenant very dirty extremely The tenants room is very dirty indeed.

4. Locative case. . The locative case is indicated by na Ta and el bata na iglesia. PROG go DET child LOC church The child is going to the church.

Ta vivi yo na Iligan. PROG live 1-S LOC Iligan I live in Iligan.

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5. Vocative case.Vocative case can be indicated by oy or juy Juy Carlos! Favor ya galeh habla deveresan! VOC Carlos please INT speak truth Hey Carlos will you please tell the truth!

6.

Ablative case. Ablative I indicated by de. Ablative case indicates the

origin or reason. It is similar to the English from.

Cansao yo de viaje de Iligan. Tired 1-S ABL trip ABL Iligan I am tired because of the trip from Iligan.

7. Instrumental case. Instrumental case is indicated by the pattern hace+Verb+agent+usando+DET+instrument Hace corta yo usando el bolo. INS cut 1-S INS DET bolo I cut it using bolo.

III. The Zamboanga Chavacano Sentence The Zamboanga Chavacano sentence is made up of two or more constituents. Primarily it is composed of the subject and the predicate. The subject can be introduced by

66

definite or indefinite particles or by pronouns. The predicate is usually an adjective, another noun or its substitute or a verb. The predicate generally narrates about the subject. Zamboanga Chavacano sentences usually are begun by subjects but in situations when the subject is to be emphasized, the order is reversed. Sentences can also be merely composed of predicates such as those in existential sentences.There are two type of sentences: Non-verbal, characterized by the absence of verbs and verbal which contains the verb. The following section shall discuss the verbal and non-verbal sentences of the Zamboanga Chavacano language following Howard Mackaughans Cebuano Grammar Notes. III.A. Non-verbal sentences a. Equational sentences. Equational sentences are those sentences in which both constituents are topic-like. (Mckaughan, 1971)

a.1. Non-specific. In the the non-specific equational sentences, the predicate noun or adjective comes before the subject usually introduced by the nominative marker si or the definite and indefinite articles as well as the nominative pronouns. The marked predicative phrase referred to herein refers to the phrases introduced by respective case markers. The unmarked predicative phrase refers to the nominative pronouns which are unmarked.

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Subject Noun Adjective

Predicate marked predicative phrase definitie/indefinite nouns unmarked predicative phrase pronouns

Maestra si Carla. Cansao yo. Pobre el mujer.

Carla is a teacher I am tired The lady is poor

Borrachon el tata di suyo. Your father is a regular drunkard

a.2 Specific. In specific equational sentences, the order is reversed. Predicate marked predicative phrase definitie/indefinite nouns unmarked predicative phrase pronouns Noun Adjective Subject

Si Carlos este. Amo el dalaga.

This is Carlos. That is the girl

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Este si Fabian Roxas.

This is Fabian Roxas

Reverse in the order changes the emphasis as evident in the examples above. In the sentence Si Carlos este., the emphasis is placed on Carlos, the subject of the sentence. In the other example, Este si Fabian Roxas, the emphasis is placed on este. b. Existential Sentences. The word tiene signifies existence in Zamboanga Chavacano sentences. It is negated by no hay.

Predicate tiene no hay

Complement Rest of the sentence

Tiene accidente de auto. Tiene pescao na mar. Tiene mucho pescao na monte.

There is a car accident. There are many fish in the sea. There are no fish on the mountain.

The sample sentences contained only predicates and no subject. In the Zamboanga Chavacano language, existential sentences may not take subjects. In instances when they take subjects, the subjects appear ahead of the predicate after the verb.

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Tiene yo sen. Yo el tiene sen. Tiene si Carlos perro. No hay perro si Carlos.

I have money I am the one who has money. Carlos has a dog Carlos doesnt have a dog.

When negating, however, the subject is placed at the end of utterance.

c. Locational sentences. Locational sentences are constructed using the words taqui, talli, and talla. These are collectively termed as locative copulas by Payne and Santoro.

Predicate taqui talli talla

subject marked predicative phrase definitie/indefinite nouns unmarked predicative phrase pronouns

Taqui el dalaga. Talla si Carlos. Taqui yo. Taqui un libro. Taqui el perro.

The maiden is here. Carlos is over there. I am here. Here is a book. The dog is here.

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Talli yo na di suyo lado. I am here beside you.

d. Descriptive sentences. Sentences which contain adjectives as the predicate are called descriptive sentences.

Predicate Noun Adjective

Subject marked predicative phrase definitie/indefinite nouns unmarked predicative phrase pronouns

Largo el camino. Malisod el exam. Guapa el dalaga. Grande el di suyo casa.

The road is long. The exam is difficult. The maiden is charming. Her house is big.

e. Interrogative sentences.

Predicate Question particle

Subject marked predicative phrase

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definitie/indefinite nouns unmarked predicative phrase pronouns

Quien este? Cosa exam? Cuando el exam? Onde el jornalero? Cuanto este pescao? Que manera come? Porque rabiao si Carlos?

Who is this? What exam? When is the exam? Where is the laborer? How much is this fish? How to eat? Why is Carlos mad?

f. Possessive sentences. Possessive sentences are indicated merely by the use of the possessive pronouns or the possessive marker de/di. There is no rule on when to use de/di but de is more or less likely used in colloquial speech and is found usually in formal and literary contexts.

Diila el lapis. Este el di aton. De Carlos el auto.

The pencil is theirs. This is ours. The car is Carlos.

De abogao este licencia. This license is the lawyers. Taqui el casa di suyo. His house is here.

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III.B. Verbal Sentences Verbal sentences are those which contain verbs which are expanded by the addition of complements to the verb (MacKaughan, 1971). This section shall be discussing selected grammatical categories involving the use of verbs.

Overview of the Chavacano Verb Chavacano verbs are classified into five types. The first type is of superstrate Spanish origin further divided into three subcategories: -ar, -ir, and er verbs. These infinitive verbs are, subjected to Chavacano phonological rules, derived from Spanish by dropping the r of the infinitive form of the Spanish verb and accenting them on the last syllable. This category includes Chavacano-coined verbs from Spanish nouns and adjectives. -ar Verbs ama to love anda to go llora to cry -ir Verbs servi to serve mori to die admiti to admit -er Verbs pone to put vende to sell corre to run

The next type of verb is the Spanish irregular verbs. These verbs are of Spanish origin but the only thing that makes them different from the three verbs above is that they are conjugated forms. quiere to want tiene to have puede to be possible, to be able

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The last type are those verbalized by adding the particle man. It can occur with Spanish or native Philippine nouns or adjectives. Man is colloquially abbreviated as n when paired with tense particles. Root historia talk taklas the act Verbalized man historia to chat of man taklas to climb

climbing kamang to crawl cuento tale man kamang to crawl man cuento to tell a story

Verbal derivations Zamboanga Chavacano has three verbal derivations: a. man As mentioned above, man is used to verbalize nouns or adjectives of Spanish and Philippine origin. b. man pa- give the sense ot to pretend man pa-ma-fuerza man pa-rico c. man-jan to pretend to be strong to pretend to be rich

connotes reciprocal action to borrow each others to help each other

man prestajan man ayudajan

III.B.1. TENSE AND ASPECT

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a.

Past Tense In Chavacano, the past tense is generally indicated by the particle ya (Spanish for already). Ya PTcan puede sila compr manga na Cebu.

3-PLbuymanggo LOC Cebu

'They could buy mangoes in Cebu.'

Ya us le escrib el lpiz di mo. PT use 3-SG write DET pencil 1-POS

'He used my pencil to write.'

Ya dale le conmigo arroz. PT give 3-SG 1-DAT 'He gave me rice.' rice

Ya mir le

el

aeropuerto.

PT see 3-SG DET airport 'She saw the airport. ' Since Chavacano lacks a copula verb, adjective and locative sentences do not take the particle ya to indicate the past tense. El casa daan y cochinadas.

DET house old

and dirty

'The house is/was old and dirty.'

El

camino resbaloso y

delicado

para maga viajero. PLU traveller.

DET road

slippery and dangerous for

'The road was slippery and dangerous for travellers. '

El

hija di suyo na

Zamboanga durante

el

vacacin.

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DET daughter 3-POS LOC Zamboanga during DET vacation 'Her daughter was in Zamboanga during the vacation. ' Locative sentences with taquto be here and tall to be there, despite having copulas do not take ya to convey the past. Tall yo na America cuando ya ven si Carlos.

to be there 1-SIG LOC America when PT come NOM Carlos 'I was in America when Carlos came. '

b.

Present Tense If the verb is not accompanied by any time marker in Chavacano, it usually

denotes a present or non-past action. Ta can be used to express the present action but it connotes more of a habitual or progressive action than a plain simple present one. And yo na go pueblo todo el da para ta compr maga comestibles. everday to PROG buy PLU food.

I LOC town

I go to town every day to buy groceries.

c.

Progressive Aspect Chavacano uses the particle ta (derived from the Spanish estar) to indicate the progressive aspect. Ta-n historia el PROG to chat DET bata child con el dalaga. maiden

DAT DET

'The child is chatting with the maiden. '

Ta

compra el

bata

candy para el

dalaga. DET maiden.

PROG to buy DET child candy for 'The child is buying candy for the maiden. '

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d.

Habitual Aspect Chavacano uses ta (the progressive marker) to indicate the habitual action along with the necessary time expressions. El DET maestro di mo todo el ao ta and na Manila. teacher-M 1-POS all DET year PROG go LOC Manila.

'My teacher goes to Manila every year. '

Cada vez and sil na Zamboanga, el familia ta visit La Fuerza. Everytime go they LOC Zamboanga, DET family PROG visit The Fort

Everytime they go to Zamboanga, the family visits The Fort.

e.

Completive Aspect Chavacano uses ya VERB ya to express the idea that the action is completed. Ya aprende ya ele chavacano por eso bien facl ya lang el espaol. PT study PT 3-SG chavacano very easy DET Spanish

He had learned Chavacano that is why Spanish is very easy (for him) . Ya sub ya sila na monte cuando ya principi man ulan.

PT go up PT 3-PL LOC mountain when PT start VERB rain They have climbed the mountain when it began to rain. Usually, the first ya is omitted if the context is understood. Le ya yo este libro por eso puede yo ayud contigo. read PT 1-SIG this book can 1-SIG help DAT 2

I have already read this book so I can help you.

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f.

Future Chavacano uses hay (archaic hey, el; di among Manila Bay Chavacano dialects)

to indicate future, conjuncture or hypothesis. However, the use of the progressive marker ta is more common. Ta tumb el bata. PROG stumble DET child The child will stumble.

El bata el ta dale com con el perro. DET child DET PROG give eat It is the child who will feed the dog. DAT DET dog

Modals, verb derivations formed by man-, and reciprocal action man-Verb-(j)an do not take any particle to mark the future Necesit sil bien manada sen para viaj na need they very much Europa.

money PURPOSIVE to travel LOC Europe

They will need a lot of money to travel to Europe.

Man pelejan

el

dos bata.

RECIP fight RECIP DET two kid Both kids will fight.

Man historia kita maana. VERB to talk 3-PL tomorrow We will talk tomorrow.

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g.

Imperfect Aspect Imperfect aspect in Chavacano is expressed by pa and the corresponding time

markers ta, ya, orhay. Ta come pa yo. PROG eat IMPERF 1-SIG I am still eating.

Ta

viv pa kam na Iligan cuando ya empez el

guerra. DET war

PROG live IMPERF we-excl. LOC Iligan when PT start We were still in Iligan when the war started.

h.

Change in state In Chavacano, the construction ta..ya is also used to express a change in state similar to the use of na in Tagalog and Cebuano. Ta aprend ya yo Chavacano. PR study already 1-SIG Chavacano I am already studying Chavacano. (before I wasnt)

Ta-n ulan ya. PR to rain already It is already raining. (before it wasnt)

Chavacano has a relatively easier tense-aspect system than its parent languages. Chavacano also prefers economy of words so that it is no longer necessary to use time markers or particles to indicate time and aspect if there are

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time expressions present or if it is obvious from context. Time markers cannot combine to form one meaningful and grammatically correct utterance.

III.B.2 VOICE Chavacano traditionally on had one voice, the causative. In the past, whenever necessary, the ancient Chavacanos expressed the passive voice using the Spanish language of which they were conversant (Camins, 1999). However, since modern Chavacanos no longer are conversant in Spanish, there have been new structures to express passivity although its use remain relatively limited and most speakers still prefer the causative over passive. a. Causative Causative construction is a grammatical construction that increases transitivity by adding a controlling participant to the scene embodied by a verb (Payne, 2006). Causative construction in Chavacano usually involves the use of the verbs mand, hac and dale. Chavacano therefore expresses causatives lexically as opposed to most Philippine languages which express it morphologically. Binasag break-PT-CAUSE ni Anthony ang baso. NOM Anthony DET glass

Anthony broke the glass.

Gibuak ni Anthony ang baso. PT-break NOM Anthony DET glass Anthony broke the glass.

Ya hac quebr si Antonio el vaso.

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PAT CAUSE breakNOM Antonio DET glass Anthony broke the glass. Hac, mand, and dale are the three most common causative verbs in Chavacano representing a wide range of causative meanings. Hac, meaning to make or to do, conveys the idea that someone is made to do something while mand conveys the meaning of being ordered to do something and is more emphatic.Dale means to give and conveys the sense of giving someone to do something. The causative pattern in Chavacano is thereby given as:

ta/ya/hay+ hac/mand/dale + VERB + (si/el)+ AGENT + con el/un + RECIPIENT +rest of the sentence

Hay dale com con FUT CAUSE eat

el

mo perro el

dalaga.

DAT DET 1-POS dog DET maiden

The maiden will feed my dog.

The Causative Construction in Chavacano begins with the verb phrase bearing the time markers ta/ya/hay followed by the causative verbs hac/mand/dale. It is then followed by the nominative case markers si/el which introduces the next element which is the agent. However, if the agent of the sentences is introduced by a pronoun, they are never used. Following the agent are the definite and indefinite markers with the dative marker con which introduces the recipient and is followed by the remaining parts of the sentence.

Ta hac llor el soltero con el dalaga. PR CAUSE cry DET bachelor DAT DET maiden The bachelor makes the maiden cry.

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Ya

hac

guapa

el

dalaga con el

di suyo cuerpo.

PAT CAUSE beautiful DET maiden DAT DET 3-POS 3-REFL The maiden beautified herself.

The position of the agent and the recipient can be interchanged. However, there is a noticeable change in emphasis:

Ta hac llor con el dalaga el soltero. PR CAUSE cry DAT DET maiden DET bachelor The bachelor makes the maiden cry.

The meaning of both sentences is essentially the same but the latter emphasizes more on the agent and the former emphasizes the recipient.

Mand can also imply to tell/get someone to do something, to want/require someone to do something, to urge, to order, to permit/allow

El maestra ta mand con el maga estudiante somet el maga proyecto antes el vacacin. DET teacher-FEM PR CAUSE DAT DET PL student submit DET PL projectbefore DET vacation

The teacher required the students to submit the projects before vacation.

Ta mand ba el nana con el bata despert temprano? PR CAUSE INT DET mother DAT DET child wake up early Did the mother urge the child to wake up early?

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El gobierno ya mand par todol ofensiva contra el maga rebelde. DET government PT CAUSE stop alloffensive against DET PL rebel The government ordered to halt all offensive measures against the rebels.

If there is an indirect object the pattern becomes: ta/ya/hay+ hac/mand/dale + VERB1 + (el/un) + AGENT + con el/un + RECIPIENT + VERB2 + (el/un) + DIRECT OBJECT

Ya mand yo con ele com pan. PT CAUSE 1-S DAT 3-S eat bread I asked him to eat bread.

Ya mand yo con ele cort el arbl usando el bolo. PT CAUSE 1-S DAT 3-S cut DET tree use-GER DET bolo I asked him to cut the tree using the bolo.

Causativity is also achieved by the use of other causative verbs such as ped to ask, fuerza mand to force, etc.

a. Passive The passive construction is a grammatical construction that upgrades a recipient to the subject position and either omits or denotes the agent to an oblique role (Payne, 2006). Traditionally Chavacano de Zamboanga did not have a passive structure. Whenever necessary, the Chavacanos of the olden days expressed themselves in the Spanish language of which they were conversant (Camins, 1999)

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or just by converting the passive structure into causative. As language evolved, Chavacano developed its own passive structure. The Chavacano of Zamboanga expresses the passive voice using arbitrary null subjects in combination with time markers. The pattern is hereby defined as: ta/hay/ya VERB con el/un RECIPIENT si/el AGENT

Ya quebr con el

vaso si

Antonio.

PT break DAT DET glass NOM Antonio The glass was broken by Pedro.

Ya mat con el

criminal el

maga polis.

PT kill DAT DET criminal DET PLU police The criminal was killed by the police.

The pattern above can only be used if there is an agent. The agent is must never be omitted in such sentences. When the agent is not mentioned, the causative voice is the only construction used: However, despite having a passive structure, most Chavacano speakers prefer to express themselves only using the causative voice as evident in the questionnaire given to the informants and people interviewed.

III.B.3. MODALITY Modals in Chavacano include: a. would is expressed by the particle man Man ven le si jendeh ya ele ocupado.

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She would come if she is not busy anymore. b. should, must, has to, and ought to are expressed by the verbs necesit and deb. Necesit yo pag con el propietarioms temprano. MOD 1-sing pay DAT DET landlord more early I ought to pay the landlord as soon as possible.

c. might, may, and could are expressed by puede Ara, puede ya vos entr now-inf. MOD already 2-SIG-inf. enter You may enter now.

III.B.4. NEGATION a. Negation of Verbs In Chavacano, verbs that are marked with ya are negated using no hay (lit. There was none). The marker ya become redundant and thus is omitted.

No hay ele

us escrib el

lapiz

di mo.

NEG-Past 3-SG use write DET pencil 1-POS He didnt use my pencil to write.

No hay ele dale conmigo arroz. NEG-Past 3-SG give 1-DAT He didnt give me rice. rice

No hay ele mir el NEG-Past 3-SG see

aeropuerto. DET airport

She didnt see the airport.

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Notice that the subject/agent of the sentence is place between the verb and no hay. In the affirmative structure, agents/subject follow the verb: Ya mir le el aeropuerto.

PT see 3-SG DET airport She saw the airport.

Verbs that are marked with ta and hay are negated by jendeh. However, unlike ya, ta and hay must never be omitted.

Cada vez and sil na

Everytime go

Zamboanga, jendeh sila ta

visit La Fuerza.

they LOC Zamboanga, Neg-PR 3PL DET family PROG visit The Fort

Everytime they go to Zamboanga, they dont visit The Fort.

Jendeh ta compr el

bata

candy para el

dalaga. DET maiden.

Neg-PR PROG to buy DET child candy for The child is not buying candy for the maiden.

Ya habl le jendeh ele hay ven mientras tanto tiene guerra. PT speak 3SG NEG-FUT 3SIG FUT come while there is war She said she is not coming while there is war.

b.

Jendeh Jendeh is used to negative adjectives and also negates sentences that are normally rendered with copula verb which absent in Chavacano. El camino jendeh malandg. DET road NEG slippery The road is not slippery.

Jendeh abogo el tata di Juan.

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NEG lawyer DET father POS Juan Juans father is not a lawyer.

Jendeh ya estudiante si Pedro. NEG already student NOM Pedro Pedro is no longer a student.

Jendeh yo doctor. NEG 1-SIG doctor

I am not a doctor.

c.

No hay No hay does not only negate past action but also existential structures and the locative copulas taqu, tall, and tall Taqu si Mara. to be here NOM Mara Maria is/was here.

No hay si

Mara aqu.

NEG NOM Maria here Maria is/was not here.

In this situation we notice some etymological irregularity. The copulas taqu and tall are contracted forms of the Spanish est aqu ,est all and est all. When negating the two negative copulas, the inherent t- is removed and aqu, all, and all are placed at the end of the utterance although at times may already be omitted when clear from context. The Existence Copula tiene to have, mucho to have much

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Tiene yo sen

para

viajar na Europa.

to have 1-SIG money in order to travel LOC Europe I have money to travel to Europe.

No hay yo sen

para

viajar na Europa.

NEG 1-SIG money in order to travel LOC Europe I dont have money to travel to Europe.

d.

No Of Spanish origin, no is used to negative imperative sentences, verbs not marked with time markers as well as modals which do not have time markers.

No

vos

and na

casa

di

Abdul!

NEG-IMP 2-SG-inf go

LOC house POS Abdul

Dont go to Abduls house!

No quiere yo and na Basilan. NEG MOD-want 1-SIG go I dont want to go to Basilan. LOC Basilan

No sab si tiene ele sen para viaj. NEG know COND have 3-SG money in order to travel. I dont know if he has money to travel.

No puede kit entr na clase no hay salud con el maestra.

NEG MOD-can 1-PL-incl. enter LOC class without greet LOC-DET teacher-FEM

We cannot enter the class without greeting the teacher.

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e.

No mas No mas, sometimes just shortened to nom colloquially, is used to mean an imperative or suggestive negation on something that one is no longer required to do. It is similar to Tagalog huwag na and Cebuano ayaw na. It is usually accompanied by ya No mas ya vos and kay ta anochec ya. NEG already 2SG-inf. go because PROG to get dark already Dont go out anymore because its getting late.

f.

Double Negation Chavacano, being of Spanish superstrate possesses double negative construction of the negative concord. In double negation, indefinite subjects and verb phrases are to be negated with the subject. No hay nada aqu. There is nothing here.

No and ninguno na Basilan durante el encuentro. Nobody went to Basilan during the conflict.

III.B.5. COPULA a. Chavacano does not have a copula verb as in English to be. For predicative sentences, it is usually expressed as Topic-comment

El camino malandg. DET road slippery The road is slippery. (road=topic, slippery=comment)

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However, if the comment includes a noun or a noun phrase, the structure become comment-topic. The noun or noun phrase comes first and the rest to the sentence last. Abogo el tata di Juan.

lawyer DET father POS Juan Juans father is a lawyer. (lawyer=comment, Juans father=topic)

Estudiante si Pedro. student NOM Pedro Pedro is a student. (estudiante=comment, si Pedro=topic)

Doctor yo. doctor1-SIG I am a doctor. (doctor=comment, yo=topic) b. Locative copulas include taqu to be here, tall to be there over there (far from the speaker and the listener), tall to be there (near to the listener). The term locative copula is originally coined by Payne and

Santoro (1986). Taqu si Mara con Juan y Pedro. to be here NOM Maria with Juan and Pedro Maria is here with Juan and Pedro.

Tall na Zamboanga el entero familia. to be there LOC Zamboanga DET entire family The entire family is there in Zamboanga.

Tall ba vos na escuela ahora? Are you in school right now?

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c. Ser and Estar In Chavacano, the third person present conjugated form of the Spanish verbs ser and estar occasionally appear. In Chavacano, est means to stay. Both copulas are in common use in the written language as well as on formal speech. However, it occasionally is used even in informal speech by many speakers. There is no rule on which situation the use of ser and estar should be used. El camino es resbaloso. DET roadCOP slippery The road is slippery.

El

tata

di

Juan es abogo.

DET father POS Juan COPlawyer Juans father is a lawyer.

Si Pedro es estudiante. NOM Pedro COP student Pedro is a student.

Yo es

doctor.

1-SIG COP doctor I am a doctor.

nde est usted? where COP you Where are you? (cf. nde usted?)

Est aqu si Mara. COP here NOM Maria Maria is here. (cf. taqu si Mara.)

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Among older texts, Spanish conjugation is applied to both verbs. However, nowadays only es and esta as well as estaba are used. Estaba is used as the English was to convey a state in the past.

Estaba gayot el ulan duro duro. COP INT DET rain hard hard It was raining very hard.

IV.

Discourse Particles Zamboanga Chavacano has an abundant sent of particles used to convey various meanings. Most of these are of native Philippine origin. Some of the particles have already been discussed in the previous discussions of syntax. The following are the other important particles of the language.

a. Ba signal questions when interrogatives are not used. The sentence order remains the same with ba inserted between the verb and the agent. It is accompanied by a rise in intonation at the end of the sentence. Ba is also used in questions with interrogatives for emphasis or suggesting impatience on the speaker.

Tiene ba vos sen ahora?

Do you have money now?

Ta anda ba tu escuela todol dia? Do you go to school every day? Onde ba kamo? Where on earth are you?

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Cosa ba este?

What on earth is this?

b. Galeh

Galeh is used for emphasis.

Cosa galeh el nombre di suyo? What was his name again?

Onde galeh vos ta vivi? Where do you live again?

c. man Man, aside from its functions mentioned in previous discussions, indicates that the piece of information is not previously known to the speaker. No hay man ele anda na Zamboanga. He did not go to Zamboanga.

d. seguro Seguro signifies probability or uncertainty of fact. Grande seguro el casa di suyo. His house may be big.

e. Bien Bien is a less emphatic particle translated as very

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Bien lejos el casa di suyo. His house is very far

f. Dau Dau is used in quoting statements. No hay man daw ele sen. (He said) He doesnt have money

Dau can also be used to mean seems, or like Dau man ulan ya. It seems it is going to rain. g. Ganeh Ganeh is the equivalent of the English really and the Tagalog nga. It is used for emphatic purposes. It basically intensifies the meaning. Jendeh ganeh yo rabiao. Ansina ganeh. I am not angry, really Is that so?

h. Gajah Gajah is used with man to indicate said such and such

Ya habla man gajah le sen?

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PT say man gajah 3-S money for trip But he did said that he already gave you money, didnt he?

i. Gayot/gat Gayot, or less emphatically gat, is used as an intensifier as in English very Malisud gayot el viaje. The trip was really difficult.

j. Lang Lang is restrictive meaning only Tiene lang yo dos pesos ahora. I only have two pesos now

k. Amo Amo emphasizes the definiteness of the construction which it modifies, often translated as the one Este amo el tienda. Amo este si Pedro. This is the store This is Peter.

l. era Era means would like to, should have, or would have Quiere era yo compra candy. I would like to buy candy. m. acaba

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acaba or caba is a verb used to convey participatory action similar to Tagalog infix si-. Ya caba para el maga bata. Nagsitayo ang mga bata. The children stood up. n. baka signifies uncertainty Baka jendeh ele man vene. Maybe he wont come. o. oleh signifies a repeated action. A more formal form is otra vez Vota oleh tu conmingo por favor. Please vote for me again. p. si signifies a conditional statement Si tiene tu sen, puede tu man viaje. If you have money, you may go. q. tamen/tambien means also Estudiante yo tamen. I am also a student

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Chapter V Summary, Conclusions, and Recommendations This chapter presents the discussion on the summary, conclusion and recommendations of the study.

SUMMARY AND CONCLUSION This study aimed to describe and present a more detailed analysis of Zamboanga Chavacano morphology, phonology, and syntax.Quantitative methods were used in this research involving the use of test questions as well as interviews with native speakers. After an in-depth analysis of the data gathered from the said sources, we were able to draw the following conclusions: 1. Zamboanga Chavacano contains a large inventory of phonemes as well as phonological processes heavily influenced by Spanish and Philippine languages. Zamboanga Chavacano has 17 consonants (/m/, /p/, /b/, /n/, /t/, /d/, /s/, /k/, /g/, /h/, /l/, //, //, //, //, //, //, //, /j/ and /w/) and 5 vowels (/a/, /e/, /i/, /o/, /u/). Zamboanga Chavacano also has 6 variant consonants (/f/, /v/, /z/, //, //, //), 16 diphthong and 26 consonant clusters and 3 diagraphs. 2. Zamboanga Chavacano retains vestigial Spanish inflectional morphemes such as those for indicating grammatical gender and number. Zamboanga Chavacano grammar is basically native Philippine although it lacks the explicit inflectional marking system extremely abundant in Philippine languages. This makes

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Chavacano very different and much simpler than other Philippine languages in terms of grammar. In place of the inflectional affixes, Zamboanga Chavacano used particles to indicate their functions 3. Derivational morphemes in Zamboanga Chavacano are mostly of Spanish origin especially in the adjectival and nominal morphemes. These derivational morphemes are inflected with gender when they are used to refer to feminine people. 4. Word order in non-verbal sentences can be interchanged depending on the emphasis

RECOMMENDATIONS The researchers recommend that: 1. Further studies be made in detail about the Zamboanga Chavacano phonology in order to come up with a standardized orthography and to standardize the language. 2. Further studies on the extent of Spanish fossilized grammatical elements that survive in the Zamboanga Chavacano such as the copula, pluralization, passivity, etc. in order to assess the extent of their use in the language. 3. Distinction be made between formal, informal, familiar types of vocabulary and construction thereby asserting the uniqueness of the Zamboanga Chavacano language with its own system of honorifics.

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4. Zamboanga Chavacano be considered a separate language and not a mere dialect of the Filipino language as characterized by its grammatical properties and phonology as well as its origins. 5. Further studies be made on the standardization of Zamboanga Chavacano orthography to facilitate the instruction of the language in schools to avert language moribundialism.

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Bibliography

Theses and Dissertations Barrios, Aireen L.. Austronesian Elements in Philippine Creole Spanish. Ateneo de Zamboanga University, 2006. Holm, John., Chabacano versus related creoles: Socio-linguistic Affinities and differences. University of Coimbra, Portugal. 2001. Ing, R.O. (Wu Guoxian)., Sources and Variants of Chabacano Consonants. 1976 Lipski, John M., Modern Spanish once-removed in Philippine Creole Spanish: The case of Zamboangueo. University of Houston, Department of Hispanic and Classical Languages, 1987. Lipski., Null subjects in (Romance-derived) creoles: routes of evolution. University of New Mexico Lipski., New Thoughts on the Origin of Zamboangueo (Philippine Creole Spanish). University of New Mexico. 1993. Lipski, John M. and Santoro, Salvatore. Zamboangueo Creole Spanish.2000. Perez-Semorlan, Teresita. Gramatika ng Wikang Chavacano. 1983 Riego de Dios, Maria Isabelita., A Composite Dictionary of Philippine Creole Spanish (PCS). Ateneo de Manila University, 1989. Saavedra, Benjamin L., The Chabacano of Zamboanga. University of the Philippines, College of Arts and Letter, 1999. Steinkrger, Patrick O., The Puzzling Case of Chabacano: Creolization, Substrate, Mixing and Secondary Contact. ZAS (Centre for General Linguistics), Berlin. 2004.

Books Camins, Bernardino. Chabacano de Zamboanga Handbook and Chabacano-EnglishSpanish dictionary. Zamboanga City. 1999 Payne, Thomas E. Exploring Language Structure. Cambridge University Press. 2006

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Internet Chavacano Language. Wikipedia. Wikimedia Foundation, 14 Oct. 2010. Web. 16 Oct. 2010 Ermitao Creole. Wikipedia.Wikimedia Foundation, 16 June. 2010. Web. 16 Aug. 2010 Holm, John. An Introduction to Pidgins and Creoles.Cambridge University Press. Jan 2001. Web.12 Oct 2010. Kindell, Gloria. Ph.D., Endangered Language Groups. What is an Endangered Language?.Web.12 Oct 2010. Languages of the Philippines Wikipedia. Wikimedia Foundation, 16 Jul 2010. Web. 24 Aug. 2010 Schiffman, Harold. Language Shift. 31 Dec 1998. Web. 12 Oct 2010.

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APPENDIX I Test Sentences

Tagalog: Mangga raw ang kinain ng bata, hindi saging. Chavacano: Mangga daw el ya come el bata, hinde saging.

Tagalog: Ang binata ang bumili ng kendi sa bata para sa dalaga. Chavacano: El soltero el ya compra candy, konel bata para del dalaga.

Tagalog: Isinulat ng binata ang pangalan ng dalaga. Chavacano: Ya escribi el soltero el nombre del dalaga.

Tagalog: Kumain ng marami ang bata. Chavacano: Ya come mucho el bata.

Tagalog: Pumunta sa bahay ang dalaga. Chavacano: Ya anda na casa el dalaga.

Tagalog: ako ang nakipag-usap sa dalaga. Chavacano: Iyo el ya conversa konel dalaga.

Tagalog: Ako ang kinausap ng dalaga. Chavacano: Comigo yan storya el dalaga.

Tagalog: Nag-away ang asot pusa.

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Chavacano: Yan pelyahan el pero pati gato.

Tagalog: Abugado ang kapatid niya. Chavacano: Abugado el su hermano.

Tagalog: Nasa bahay ang mga dalaga. Chavacano: Talya na kasa el mga dalaga.

Tagalog: Gumagabi na. Chavacano: Tan de noche ya.

Tagalog: Natulog ang dalaga at umuwi ang binata. Chavacano: Ta dorme el dalaga ya volve el soltero.

Tagalog: Mabuti nga. Chavacano: Bueno se.

Tagalog: Naiiyak ako tuwing maalala kita. Chavacano: Ta llura yo si ta acorda contigo.

Tagalog: Kung ibibili niya ako ng singsing na may malaking diyamante. Chavacano: Si compra le anilio akel tiene grande diyamante comigo.

Tagalog: Pinaulan ng pari. Chavacano: Ya ace ulan el padre.

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Tagalog: Ang binata ang nagpaiyak sa bata. Chavacano: El soltero ya manda llura konel bata.

Tagalog: Ang dalaga ang nagpakain sa aso ko. Chavacano: El dalaga el ya dale come konel mio pero.

Tagalog: Ang binata ang nagpakita ng daga sa dalaga. Chavacano: El soltero ya dale mira raton konel dalaga.

Tagalog: Ang binata ang nagpaluto ng kanin sa bata para sa dalaga. Chavacano: El soltero ya manda kusi kanun konel bata.

Tagalog: Hindi tatawa ang binata. Chavacano: Hinde ta re el soltero.

Tagalog: Huwag kang tumawa. Chavacano: No tu re.

Tagalog: Hindi maaring dumaan dito. Chavacano: No puede pasa aki.

Tagalog: Kumain ka ng kanin! Chavacano: Come tu kanun!

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Tagalog: Ito ang kanin mo. Chavacano: Este el kanun tuyu.

Tagalog: kanin ninyo ito! Chavacano: Come ostedes este.

Tagalog: Bakit tumawa ang binata? Chavacano: Porke ya re el soltero?

Tagalog: Ano bat naririto ka na naman? Chavacano: Porke bat a ki ya tamen tu?

Tagalog: Ano sa iyo kung tumanda akong dalaga? Chavacano: Nuay tu kebersi queda yo dalaga bieha.

Tagalog: Ika-anong president ng Pilipinas si Rohas? Chavacano: Ika cuanto president del Pilipinas si Roxas?

Tagalog: Matutuloy kaya ang kasal ni Selya? Chavacano: Porsigi raha el kasamiento di Selya?

Tagalog: Umaraw sana sa linggo. Chavacano: Tiene era sol no domingo?

Tagalog: Ilan ang gusting uminom?

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Chavacano: Cuanto quiere tuma?

Tagalog: Kailan ka nagpagamot sa ospital? Chavacano: cuando tu manda cura na ospital?

Tagalog: Anong oras kang bumangon? Chavacano: Kosa hora tu ya desperta?

Tagalog: Kanino ang saging na ito? Chavacano: Di kien sagging este?

Tagalog: Saan dumapo ang ibon? Chavacano: Onde ya para el pajaro?

Tagalog: Paano lumangoy ang dalaga? Chavacano: que modo ta nada el dalaga?

Tagalog: Nagsisitayo na ang mga bata. Chavacano: paraw ya el mga bata.

Tagalog: Kanin mo ito! Chavacano: ya come ta con este!

Tagalog: Ibibili ng bata ang dalaga ng kendi. Chavacano: Ay compra el bata kendi para konel dalaga.

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Tagalog: Makikipag-usap ang bata sa dalaga. Chavacano: Man stroya el bata konel dalaga.

Tagalog: Mag-aaway ang dalawang bata. Chavacano: Man pelyahan el dos bata.

Tagalog: Nag-aaway ang dalawang bata. Chavacano: Tan pelyahan el dos bata.

Tagalog: Pakakanin ng bata ang aso ko. Chavacano: Dale come konel perro el bata.

Tagalog: Mabibili nila ang mangga ng diyes. Chavacano: puede sila compra el mangga kon diyes.

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APPENDIX II CHAVACANO ORTHOGRAPHY Overview ZamboangaChavacano is traditionally a spoken language. In the ancient days, speakers of Chavacano wrote using the Spanish language (Camins, 1999). This phenomenon is similar to that in medieval Europe where people spoke different language but wrote using the Latin language. They were also conversant with Spanish. Following the collapse of the Spanish rule in the Philippines, English replaced Spanish as the main foreign language spoken by the educated class. It is during the American Era which Chavacano began to appear in written form particularly in popular literature while formal literature were still written in Spanish and/or English. Zamboanga Chavacano does have an alphabet based on the Spanish but lacks a standardized system of spelling words. Below is the Zamboanga Chavacano alphabet with their traditional nomenclature: (according to Camins, 1999) Aa Bb Cc Chch Dd Ee a be ce che de e

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Ff Gg Hh Ii Jj Kk Ll Llll Mn Nn Oo Pp Qq Rr Rrrr Ss Tt Uu Vv Ww Xx Yy

efe ge hace i jota ka ele elle eme ene ee o p cu ere erre ese te u uve doble u equis ye

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Zz

zeda

The de facto spelling rule is to spell all words etymologically. However, this is not entirely followed since some Spanish words have altered pronunciations in ZamboangaChavacano thus creating an ambiguity in spelling. Furthermore, not all Chavacanos of the present day are cognizant of Spanish orthography. Nowadays, most speakers write using the spelling system used by other Philippine languages. Proposals The researchers, having studied the phonemic inventory and phonological features of the language, suggests the following additions and guidelines for Zamboanga Chavacano spelling: 1.) Spell all words traditionally by etymology. Spanish words be spelt according to Standard Spanish spellings while words of Philippine or English origin be spelt according to their standard spellings.

exam meeting candy TB

exam meeting candy

escog

to choose nipalan bat child

nipa grove

encog to shrink somet to submit to suggest

tuberculosis suger

2.) If the native Philippine word begins with the letter/sound Hh, write it using Jj as in jendh.

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3.) Epenthetic final h sound shall not be indicated in words of Spanish origin but should be indicated in word of native Philippine origin as in jendeh, gajah, ganeh. 4.) The letter Ff, Vv, Zz be maintained all words despite being pronounced differently.

Zamboanga fuerte zacate Fernando valiente

Zamboanga /zambwaga/ strong grass /pwete/ /sakate/ /fenando/ brave /baente/

5. ) Glottal sounds be only indicated when they occur medially, finally and epenthetically during affixation. They should not be indicated at the initial

position. Glottal sound be written using the circumflexed letters. mamo jendh galh tamed not ganh talti gentle rain shower backward

patrs

6.) Devoiced final sounds be spelt with the voiced letters jatud to send off jitad to stretch itlog sijag egg transparency

7.) The letter Hh is a soundless letter unless in English loanwords.

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8.) Use accent marks. Accent marks be only used in words whose stress pattern is irregular. Type I Zamboanga Chavacano verbs must always bear the accent mark at the end to distinguish them from their nominalized forms. am to love surf abr to suffer to open

ayud to help habl to speak

escog to choose

10.) Hyphen be used in reduplicated words dos-dos cosa-cosa two by two tilam-tilam things to taste a bit

11.) The sound /h/ be spelt as rr as in correfast 12.) The sounds // and /g/ be distinguished from each other in written form. Traditionally, // was spelt as g in older texts of Philippine languages while /g/ was spelt as ng. The use of g for // and ng for /g/ is highly suggested. In the final position, // be written as ng only. Zamboanga sangre unpoquiting unratiting gusu snout Zamboanga blood very little very little time /usu/ /sambwaga/ /sage/ /umpokiti/ /unatiti/

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13.) Interchanging of letters with the same phonetic values must be avoided and spelling should be kept according to etymology. 14.) Archaic Spanish spellings for words of native Philippine origin be avoided. x came x saltinbanqui x quita x camang o kame o saltimbangki o kita o kamang

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CURRICULUM VITAE Personal Data

Name Age Sex Civil Status Date of Birth Place of Birth Religion Home Address

: : : : : : : :

Arben Anthony Q. Saavedra 19 Male Single May 5, 1991 Iligan City Roman Catholicism 0008-B #2 Morning Sun Apartment Brgy. San Miguel, Iligan CIty

Citizenship Fathers Name Mothers Name

: : :

Filipino Ramon Pablo Saavedra Zenaida Quitos Saavedra

Educational Attainment

Elementary High School

: :

La Salle Academy (2003) Mindanao State University-Integrated Developmental School (2007)

College Course

: :

MSU Iligan Institute of Technology (2011) Bachelor of Arts Major in English

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EXTRA CURRICULAR ACTIVITIES: English Tutor at Echavez Elementary School, Barinaut, Iligan City (2010-2011) Elementary Tutor at RTC International Tutorial and Review Center (2010) English Tutor to Korean students (Dec 2008-Feb 2009) AB English Organization Member (2007-2011)

Attended the following: Content-Based Instruction Seminar November 14, 2009 Pre-Service Training for Tutors of Slow Learners in the Elementary Grade November 8, 2010 Current Trends and Issues in ELT February 28, 2011 Making a Difference: Sharing and Reflection on Social Responsibility and Service Work January 18, 2011

115

CURRICULUM VITAE

Personal Data

Name Age Sex Civil Status Date of Birth Place of Birth Religion Home Address Citizenship Fathers Name Mothers Name

: : : : : : : : : : :

Tisha Camille R. Claro 21 Female Single February 19, 1990 Iligan City Roman Catholic Purok Rosal A Villaverde, Iligan City Filipino Roquillo Laure Claro Remedios Remo Claro

Educational Attainment

Elementary High School

: :

Iligan City East Central School (2003) Mindanao State University-Integrated Developmental School (2007)

College Course

: :

MSU Iligan Institute of Technology (2011) Bachelor of Arts Major in English

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EXTRA CURRICULAR ACTIVITIES: English Tutor at Echavez Elementary School, Barinaut, Iligan City (2010-2011) Sangguniang Kabataan Elected Official (2007-2010) AB English Organization Member (2007-2011)

Attended the following: Content-Based Instruction Seminar November 14, 2009 Pre-Service Training for Tutors of Slow Learners in the Elementary Grade November 8, 2010 Current Trends and Issues in ELT February 28, 2011 Making a Difference: Sharing and Reflection on Social Responsibility and Service Work January 18, 2011