KeriBaThesisFinalCompilation Pepito SGroupFINAL

i
KERI BA? GETS MO?: ACCOMMODATING GAY

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

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KERI BA? GETS MO?: ACCOMMODATING GAY

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