Philological Tenets behind Minasbate Poetry: Themes, Forms, and Cultural Significance
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| Veröffentlicht in: | The English Teacher vol. 54, no. 1 (Apr 2025), p. 28-44 |
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Malaysian English Language Teaching Association (MELTA)
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| 045 | 2 | |b d20250401 |b d20250430 | |
| 084 | |a 172128 |2 nlm | ||
| 100 | 1 | |a Rañola, June R |u Osmeña Colleges, Masbate City, Philippines | |
| 245 | 1 | |a Philological Tenets behind Minasbate Poetry: Themes, Forms, and Cultural Significance | |
| 260 | |b Malaysian English Language Teaching Association (MELTA) |c Apr 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This paper highlights the vibrant and diverse world of Minasbate literature, which has never been given enough attention to be explored by research enthusiasts and scholars alike. Through the use of qualitative research methods, this study aims to discover the intricacies of Minasbate poetry, with the goals of uncovering its recurring themes, linguistic elements and poetic devices present in Minasbate poetry. This also gears at understanding how these poems can help preserve and promote regional identity and cultural survival. At the heart of Minasbate poetry lies recurring patterns of emotions, culture and values. These themes woven along poetic tapestries offer a lens of understanding how shared human experience transcends geographical locations and cultural differences. Altogether, these elements showcase structures in creating poetic language that is evocative and deeply rooted in regional contexts, eventually leading to cultural preservation and survival. Overall, the findings of this study may offer rich insights to ELT teachers across the globe, thereby promoting cultural and linguistic diversity in their pedagogical practices. Further research on the interdependence of regional poetry is hereby advised to ensure a robust identity of Filipino culture and literature. | |
| 651 | 4 | |a Philippines | |
| 653 | |a Language | ||
| 653 | |a Qualitative research | ||
| 653 | |a Cultural differences | ||
| 653 | |a Poetry | ||
| 653 | |a Culture | ||
| 653 | |a Discourse analysis | ||
| 653 | |a Data processing | ||
| 653 | |a Data analysis | ||
| 653 | |a Research methodology | ||
| 653 | |a Dialects | ||
| 653 | |a Cultural identity | ||
| 653 | |a Literary devices | ||
| 653 | |a Focus groups | ||
| 653 | |a Research design | ||
| 653 | |a Linguistics | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Cultural heritage | ||
| 653 | |a Multiculturalism & pluralism | ||
| 653 | |a Regions | ||
| 653 | |a Emotions | ||
| 653 | |a Teachers | ||
| 653 | |a Philippino | ||
| 653 | |a Preservation | ||
| 653 | |a Identity | ||
| 653 | |a Southeast Asian cultural groups | ||
| 653 | |a Cultural maintenance | ||
| 653 | |a Interdependence | ||
| 653 | |a Enthusiasts | ||
| 653 | |a Diachronic Linguistics | ||
| 653 | |a Researchers | ||
| 653 | |a Cultural Background | ||
| 653 | |a Values | ||
| 653 | |a Criticism | ||
| 653 | |a Art Expression | ||
| 653 | |a Authors | ||
| 653 | |a Psychological Patterns | ||
| 653 | |a Language Role | ||
| 700 | 1 | |a Espinosa, Emilio B, Sr |u Memorial State College of Agriculture and Technology, Philippines | |
| 773 | 0 | |t The English Teacher |g vol. 54, no. 1 (Apr 2025), p. 28-44 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3244543776/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3244543776/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3244543776/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |