DLSU Department of English & Applied Linguistics - DEAL

11/08/2026

Your Lasallian journey can begin with support.

Applications for the St. La Salle Financial Assistance Grant for AY 2027–2028 DCAT Applicants are now open!

Designed for academically competent students with demonstrated financial need, this grant offers 20% to 100% coverage of tuition and fees, with eligible Tier 1 grantees receiving a monthly stipend.

Application Periods:
Batch 1 – Regular DCAT Applicants: August 10–October 8, 2026
Batch 2 – Special DCAT Applicants: February 1–April 8, 2027

Applicants are evaluated based on financial need, DCAT results, high school standing, family income, and accepted degree program. Submission of an application does not guarantee the award of the grant.

Learn more: https://www.dlsu.edu.ph/scholarship/st-la-salle-financial-assistance-grant/.

Apply through Archers Hub.
https://applyarchershub.dlsu.edu.ph/ApplicationLandingPage/index/DLSU

11/08/2026

📢📢ONLINE FINAL THESIS DEFENSE📢📢
The 𝗗𝗲𝗽𝗮𝗿𝘁𝗺𝗲𝗻𝘁 𝗼𝗳 𝗘𝗻𝗴𝗹𝗶𝘀𝗵 𝗮𝗻𝗱 𝗔𝗽𝗽𝗹𝗶𝗲𝗱 𝗟𝗶𝗻𝗴𝘂𝗶𝘀𝘁𝗶𝗰𝘀 warmly invites you to the Online Final Thesis Defense of Mr. GIOVANNI C. DURAN, a candidate for Master of Arts in English Language Education

📌Thesis Title:
The Story of the Story: A Cross-linguistic Macrostructural Analysis of Narrative Production and Comprehension in Tagalog-English Bilingual Children

📅Date: August 17, 2026
🕑Time: 2:00-4:00 pm (public)
🔗Register:
https://forms.gle/3p3iBuPwUax1Gc3DA
(ZOOM details will be sent to registrants.)

👩‍🏫Adviser:
AIREEN B. ARNUCO, PhD, De La Salle University

🎓Panel of Examiners:
MA. JOAHNA ESTACIO, PhD (Chair), De La Salle University
ROCHELLE IRENE LUCAS, PhD (Member), De La Salle University
PHILIP ADRIANNE RENTILLO, PhD (Member), De La Salle University

Abstract
Research on bilingual narrative competence remains limited outside Western, Educated, Industrialized, Rich, and Democratic (WEIRD) contexts, despite narrative macrostructure being a critical indicator of children’s cognitive-linguistic development and a predictor of literacy and academic achievement. Furthermore, standardized narrative assessment tools are predominantly developed and normed on monolingual populations, limiting their sensitivity to bilingual developmental profiles. Addressing this gap, the present study investigated narrative production (NP) and narrative comprehension (NC) among 30 typically developing Tagalog-English bilingual children aged 7 to 8 years, using the Multilingual Assessment Instrument for Narratives (MAIN). Employing a counterbalanced, within-subjects design, participants completed parallel NP and NC tasks within a seven-day interval. Narrative production was examined descriptively and inferentially across Story Structure organization, episodic Story Complexity, and Internal State Term (IST) representation. Narrative comprehension was evaluated both globally and at the level of individual macrostructural elements. Associations between NP and NC were further analyzed using correlational and mixed-effects modeling. Inferential analyses revealed a consistent English advantage across both domains, with cross-linguistic asymmetries more pronounced in comprehension than in production. Despite this asymmetry, substantial cross-linguistic convergence was observed across all macrostructural dimensions. Story structure analyses indicated that Attempts and ISTs as initiating events (IST-IE) dominated narratives in both languages, while Goals and Setting elements occurred least frequently. Story complexity profiles were likewise broadly comparable, with narratives tending to cluster in No Sequence and No Goal Statement categories, whereas fully integrated Complete Episodes remained relatively infrequent. Internal State Term (IST) analyses revealed parallel distributions characterized by a predominance of emotion and perceptual terms alongside a relative scarcity of consciousness-related terms. Cross-linguistic differences emerged primarily in the explicit encoding of mental verbs, indicating that the verbalization of cognitively complex internal states may be sensitive to language-specific expressive resources. Across all measures, children more consistently encoded actions, consequences, event sequences, and perceptually grounded information than motivations, intentions, and higher-order mental states, suggesting that event representation may be more robustly externalized than intentional representation at this stage of development. Correlational analyses revealed moderate within-language associations between NP and NC, indicating partial alignment between expressive story construction and receptive narrative processing. Cross-linguistically, comprehension demonstrated greater stability than production did. Crucially, item-level mixed-effects modeling indicated that explicit production of macrostructural elements did not reliably predict their comprehension. Children frequently understood macrostructural components, particularly IST-IE, even when these were not overtly encoded in their narratives, providing evidence that NP and NC do not operate in a one-to-one correspondence at the level of story grammar elements and suggesting that these processes are related but not fully isomorphic manifestations of underlying narrative competence. These findings are consistent with the psycholinguistic assumption underlying MAIN that narrative competence is grounded in a shared macrostructural framework, while also demonstrating that language-specific resources and receptive-expressive processing differences modulate its expression. Ultimately, this study contributes evidence from an understudied Philippine bilingual population and underscores the value of multidimensional narrative assessment, while pointing to the need for longitudinal work, microstructural analyses, and expanded MAIN adaptations across Philippine languages.

–EnglishBilinguals

All faculty, students, researchers, and interested guests are welcome to attend and show their support.

10/08/2026

📢📢ONLINE FINAL DISSERTATION DEFENSE📢📢
The 𝗗𝗲𝗽𝗮𝗿𝘁𝗺𝗲𝗻𝘁 𝗼𝗳 𝗘𝗻𝗴𝗹𝗶𝘀𝗵 𝗮𝗻𝗱 𝗔𝗽𝗽𝗹𝗶𝗲𝗱 𝗟𝗶𝗻𝗴𝘂𝗶𝘀𝘁𝗶𝗰𝘀 warmly invites you to the Online Final Dissertation Defense of Ms. DYLYN A. JUNIO, a candidate for Doctor of Philosophy in Applied Linguistics

📌Dissertation Title:
Formation Processes, Awareness, Intelligibility and Attitude on Internet Philippine English Among Educators and Students

📅Date: August 12, 2026
⏱️Time: 2:00 pm (public)
🔗Register:
https://forms.gle/HceNtTT63DgnBKJE6
(ZOOM details will be sent to registrants.)

🧑‍🏫Adviser:
LEAH GUSTILO, PhD, De La Salle University

🎓Panel of Examiners:
AIREEN ARNUCO, PhD (Chair), De La Salle University
STERLING PLATA, PhD (Member), De La Salle University
NIMFA DIMACULANGAN, PhD (External Member), Laguna State
Polytechnic University
CHENEE DINO, PhD (External Member), Far Eastern University
KRISTINE DE LEON, PhD (External Member), Sohar University, Oman

Abstract
Internet Philippine English (IPE) has developed alongside the rapid growth of digital communication, giving rise to new lexical forms shaped by multilingual practices and online interaction. This study explored the word-formation processes underlying IPE lexical items and examined how ESL teachers and students perceive them in terms of awareness, intelligibility, and acceptability. Specifically, the study identified the creative lexical items used in IPE, analyzed the processes involved in their formation, investigated the relationships among awareness, intelligibility, and acceptability, and determined which factors predict the acceptability of IPE lexical items.
A mixed-methods corpus-based approach was employed in the study. Lexical data were collected from student responses and publicly accessible online platforms, including Facebook, X/Twitter, Instagram, TikTok, YouTube, blogs, online gaming communities, and online selling reviews. The resulting corpus yielded 411 IPE lexical items, which were analyzed according to their word-formation processes. To examine perceptions of these lexical items, survey questionnaires were administered to 100 ESL teachers and 100 college students.

The findings showed that IPE expands through both traditional and emerging word-formation processes. Borrowing was the most productive process, accounting for 53 lexical items, followed by semantic extension and adaptation with 45 occurrences. Among coinage processes, endocentric compounds (50) were the most common, followed by compounds containing Tagalog elements (25), blends (25), exocentric compounds (23), derivation (11), synthetic compounds (11), and total innovation (11). Other productive processes included alphabetic abbreviations (33), clipped forms (21), semantic shifts, and shifts in grammatical function. The study also identified several forms associated with digital communication, including Taglish verb formation, orthographic respelling, anagrammatic transposition, hashtag-based lexicalization, emoji-based lexicalization, hypocoristic extension, and algospeak. These patterns formed the basis of a proposed model of IPE word formation that integrates both established linguistic processes and innovations emerging from online communication.

The study concludes that IPE is an evolving variety of Philippine English shaped by digital communication, multilingualism, and the everyday linguistic practices of Filipino internet users. While established word-formation processes continue to contribute to its development, online environments have also given rise to innovative lexical forms that reflect contemporary modes of communication. The findings support the view that IPE represents a meaningful and developing component of Philippine English, demonstrating how language continually adapts to changing social, cultural, and technological contexts.

-formationProcesses -basedAnalysis

All faculty, students, researchers, and interested guests are welcome to attend and show their support.

05/08/2026

See you all tomorrow!

01/08/2026

Animo La Salle!

In a major milestone for Philippine higher education and research, De La Salle University has officially crossed the threshold of 10,000 Scopus-indexed publications, bolstering its position as a leading research-intensive institution in the Philippines.

DLSU's publication footprint covers a wide spectrum of fields, including engineering, computer science, environmental science, business, social sciences, and the humanities, manifesting the capability of a Philippine university to contribute to global knowledge generation.

In his message, Vice President for Research and Innovation Prof. Raymond Tan congratulates all DLSU researchers on this collective landmark achievement. “This figure is one-tenth of the cumulative historical research output of the entire Philippines and is the second highest among local institutions, demonstrating our commitment to creating knowledge assets to build a greener country and planet.”

Animo La Salle!

31/07/2026

𝗜𝗡𝗩𝗜𝗧𝗘𝗗 𝗦𝗣𝗘𝗔𝗞𝗘𝗥

Join us for a 𝗗𝗘𝗔𝗟𝒍𝒆𝒂𝒅𝒔 x 𝗝𝗘𝗔𝗟 special online lecture with 𝗗𝗿. 𝗝𝗼𝘀𝗲𝗽𝗵 𝗗𝗮𝘆𝗮𝗴 (Suntal Quaboos University) as he presents his paper titled 𝙀𝙣𝙝𝙖𝙣𝙘𝙞𝙣𝙜 𝙑𝙤𝙘𝙖𝙗𝙪𝙡𝙖𝙧𝙮 𝙇𝙚𝙖𝙧𝙣𝙞𝙣𝙜 𝙏𝙝𝙧𝙤𝙪𝙜𝙝 𝙒𝙖𝙮𝙜𝙧𝙤𝙪𝙣𝙙: 𝙏𝙝𝙚𝙤𝙧𝙮, 𝙋𝙧𝙖𝙘𝙩𝙞𝙘𝙚, 𝙖𝙣𝙙 𝙋𝙚𝙙𝙖𝙜𝙤𝙜𝙞𝙘𝙖𝙡 𝙄𝙢𝙥𝙡𝙞𝙘𝙖𝙩𝙞𝙤𝙣𝙨.

📅 Date: August 6, 2026 (Thursday)
🕑 5:30 PM-6:30 PM

To join, simply click: https://zoom.us/j/91994891515?pwd=R2MKhY5v5AhCgfBA0vtSCX8hMGyI1g.1
Meeting ID: 919 9489 1515
Passcode: dealleads

𝗔𝗕𝗦𝗧𝗥𝗔𝗖𝗧
As digital gamification continues to reshape contemporary language education, Wayground has emerged as a widely used platform for transforming vocabulary practice into engaging and interactive learning experiences. This lecture examines the role of Wayground in enhancing vocabulary learning among English language learners through the lens of Richard Ryan and Edward Deci’s Self-Determination Theory and Stephen Krashen’s Affective Filter Hypothesis. It analyzes how gamification features such as immediate feedback, leaderboards, rewards, and social interaction can foster learner autonomy, competence, and relatedness while reducing anxiety and promoting active participation in vocabulary learning.
Drawing on current research and classroom practice, the lecture demonstrates how Wayground can support vocabulary retention, recall, contextual understanding, and meaningful language use by creating motivating and learner-centered environments. Beyond highlighting its benefits, the lecture critically evaluates the platform’s pedagogical strengths and limitations, including concerns related to overreliance on extrinsic rewards, superficial engagement, and the sustainability of learning gains. It further synthesizes evidence-based strategies for integrating Wayground into vocabulary instruction and explores complementary approaches that promote deeper lexical development and long-term retention.
The lecture contends that Wayground is most effective when embedded within broader pedagogical frameworks rather than used as a standalone instructional tool. It concludes by identifying future directions for research and offering practical recommendations for educators seeking to leverage digital gamification to enhance motivation, lower affective barriers, and foster meaningful vocabulary acquisition.

30/07/2026

Happening now!

25/07/2026

See you all next Thursday!

23/07/2026

📣📣ONLINE FINAL THESIS DEFENSE 📣📣
The 𝗗𝗲𝗽𝗮𝗿𝘁𝗺𝗲𝗻𝘁 𝗼𝗳 𝗘𝗻𝗴𝗹𝗶𝘀𝗵 𝗮𝗻𝗱 𝗔𝗽𝗽𝗹𝗶𝗲𝗱 𝗟𝗶𝗻𝗴𝘂𝗶𝘀𝘁𝗶𝗰𝘀 warmly invites you to the Online Final Thesis Defense of Ms. CYLYN JAY RALLOS, a candidate for Master of Arts in English Language Education.

📌Thesis Title:
Exploring Gender Identity in the Documentary What is a Woman?: A Multimodal Critical Discourse Analysis

📆Date: July 29, 2026
🕜Time: 1:30-3:30 pm (public)
🔗Register:
https://forms.gle/2rU74Ru1oLjCBedS9
(ZOOM details will be sent to registrants.)

👩‍🏫Adviser:
JENNIFER TAN-DE RAMOS, PhD, De La Salle University

🎓Panel of Examiners:
ROSALLIA DOMINGO, PhD, (Chair) De La Salle University
EDEN FLORES, PhD (Member), De La Salle University
LEAH GUSTILO, PhD (Member), De La Salle University

Abstract
This study examined the construction of gender identity in the documentary What is a Woman? (2022) through the lens of Multimodal Critical Discourse Analysis (MCDA). It investigated how verbal and nonverbal modalities contribute to the construction of representations of gender identity, the advancement of ideological positions, and the broader societal implications of these multimodal representations. Guided by the framework of Machin and Mayr (2012) and supported by Ekman's Facial Action Coding System (FACS), the study employed a qualitative single-case study design. Nine selected interviews from the documentary served as the primary data. Data were transcribed using multimodal transcription conventions and analyzed through systematic coding in MAXQDA.

The findings revealed that participants consistently integrated verbal and nonverbal modalities to construct and reinforce contrasting representations of gender identity. The analysis examined two predetermined representations—Fluid/Performative Representation of Gender Identity and Essentialist/Binary Representation of Gender Identity—which corresponded to the ideological positions of gender fluidity and gender essentialism. Rather than functioning independently, language, prosody, gaze, gestures, facial expressions, and head movements interacted to strengthen persuasive discourse, establish speaker credibility, and legitimize competing ideological positions. These multimodal interactions also shaped broader societal understandings of gender identity by influencing how authority, authenticity, and legitimacy were communicated within the documentary. The study concludes that ideological meaning is constructed through the coordinated interplay of verbal and nonverbal modalities rather than solely through language.

The findings contribute to Multimodal Critical Discourse Analysis by demonstrating how multiple semiotic resources work together to construct ideological meaning in documentary discourse and provide insights for discourse studies, media analysis, and language education.






All faculty, students, researchers, and interested guests are welcome to attend and show their support.

15/07/2026

De La Salle University (DLSU) is a leading university in the Philippines, renowned for its academic excellence, groundbreaking research, and empowering community engagement.