thesis about language in the philippines

Language, Education and Nation-building pp 165–180 Cite as

A ‘New’ Politics of Language in the Philippines: Bilingual Education and the New Challenge of the Mother Tongues

• Ruanni Tupas &
• Beatriz P. Lorente  

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Part of the book series: Palgrave Studies in Minority Languages and Communities ((PSMLC))

The Bilingual Education Program of the Philippines (BEP), where English is the medium of instruction in Science and Mathematics and Pilipino or Filipino, the national language, in all other subjects, has been recognized as one of the earliest comprehensive bilingual education experiments in the world. The BEP was institutionalized in 1974 and since then, it has been the broad framework of the educational system in the country. Prior to 1974, English had been practically the sole medium of instruction in the Philippines since 1901 when the public education system was put in place by the Americans.

• Language Policy
• Mother Tongue
• National Language
• Bilingual Education
• Language Planning

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Tupas, R., Lorente, B.P. (2014). A ‘New’ Politics of Language in the Philippines: Bilingual Education and the New Challenge of the Mother Tongues. In: Sercombe, P., Tupas, R. (eds) Language, Education and Nation-building. Palgrave Studies in Minority Languages and Communities. Palgrave Macmillan, London. https://doi.org/10.1057/9781137455536_9

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English language teaching in the Philippines (2014)

Research in world Englishes (WE) and English as a Lingua Franca (ELF) have long been promoting what Pakir describes as ‘common working axioms’ (2009: 228) which uphold the pluricentricity of English: the existence of varieties, the acceptance of language change and adaptation, and the highlighting of discourse strategies. These principles have had profound effects on our understanding of the English language and, consequently, on the teaching of the language. In this paper, I argue that, for all the benefits offered by varieties of English, it might not be appropriate to teach varieties explicitly as a model to non- native learners of the language. I make this argument with the Philippine education context in mind, and propose a framework for Philippine ELT that recognizes both the identity and communication functions of the language.

Related Papers

Reconceptualizing English Education in a Multilingual Society: English in the Philippines

Isabel Pefianco Martin

International Journal for TESOL Studies

Dan Henry Gonzales

In English language teaching (ELT) circles, the English used in the Philippines is traditionally labelled as ESL. However, that label, including the attitudes and practices that it brings, does not accurately capture the complex language situation in the country. In this article, we argue that English education in the Philippines does not account for the multilingual and linguistically diverse context of use in the country. We argue that monolingual perspectives and approaches in ELT continue to dominate the field. Issues of language variation, the existence of varieties of English, and the reality of translanguaging practices are not addressed. From curriculum design, assessment policies and practices, to classroom teaching, ELT in the Philippines persists in taking a one-size-fits-all approach that only privileges so-called 'native speaker' norms. English in the Philippines is best characterized as Englishes. Although an educated Philippine variety of English exists (Bautista, 2008), it cannot be concluded that this is the variety of widespread use across the archipelago. The language situation of the Philippines is complex, thereby eluding labels and categories that only betray a nativespeakerism perspective and a monolingual bias. We argue that Englishes in the Philippines are more appropriately approached as ENL, ESL, and EFL. The implications of these categorizations on ELT in the country are discussed in this paper.

International Journal of English Language Studies

MARY NERISSA CASTRO

English is the medium of instruction in the Philippines. Although Filipinos are focused on acquiring American English, they are undoubtedly exposed to other types. However, little research has investigated this distinctiveness within the Philippine context. Hence, this case study explored the perceptions of Filipino students toward the varieties of English. Five students in the College of Arts and Sciences (CAS) department who took the Bachelor of Arts in the English Language course were chosen as participants. A semi-structured interview allowed the researchers to understand the topic necessary for relevant and meaningful data. To provide better analysis, the authors utilized thematic synthesis. Five (5) themes emerged, namely: (1) English varieties’ perceptions and importance; (2) integration of English varieties in the curriculum; (3) English varieties in the teaching-learning process; (4) the edge of knowing and applying English varieties; and (5) challenges and realizations. Th...

alejandro bernardo

This paper primarily points out Philippine English (PhE) manifestations and structures in curricular elements and evaluates whether pedagogical practices in the English as Second Language (ESL) classrooms in the Philippines are adherent to the World Englishes (WE) paradigm. It aims at 'finding' PhE in three critical areas of English language instruction: (1) in the current state-prescribed English Language Teaching and Learning (ELTL) curriculum, (2) in teacher-student classroom interactions, and (3) in the tests administered by teachers to learners. Put in another way, the objective is to examine if PhE has made inroads into the ESL instructional backbone and pedagogical practices and if, to a certain extent, it has been mentioned or spoken about in ESL classrooms and promoted as a (or the or one of the) pedagogical model(s) in teaching English courses. This paper argues that for PhE to fully and to successfully reach endonormative stabilization, its presence should be evident in what teachers teach (content), in classroom conversations (actual classroom use), and in the assessment tools teachers employ (test construction). In the end, a pedagogical strategy for making the teaching of English in the Philippine ESL classrooms PhE-and WE-inspired is forwarded.

Vusi Thabang

In this paper, I argue that the Three Circles Model of Kachru, a profoundly influential and instructive model for approaching the varieties of Englishes across the world, might be re-examined in the context of the Philippines, in order to better capture the sociolinguistic realities of Outer Circle speakers of English. Using the Philippines as an example, I hope to demonstrate that within the Outer Circle that is the Philippines, there are circles of English as well. While some educated Filipino scholars have rejected the dominance of American English in the Philippines, others remain ambivalent about the place of Philippine English in such domains such as English language teaching. And for a majority of the Filipinos, to whom English of whatever variety remains elusive and inaccessible, English is irrelevant. Thus, the situation for the Philippines is that there is an Inner Circle, an Outer Circle, and an Expanding circle of English. By presenting the Philippine experience of English through this framework of ‘circles within circles,’ I hope to offer a more nuanced position on the acceptability of Philippine English among Filipino users of the language.

Safary Wa-Mbaleka

In the Philippines, English is an official language. It is used as a medium of instruction. Yet, most Filipinos learn English as an additional language because they have various mother tongues. The diverse linguistic backgrounds of Filipinos create a challenge for both English teachers and learners of English as an additional language. As all linguists continue to think of innovative ways to teach English to speakers of Filipino languages, the Philippine context presents some particular factors that must be taken into consideration today. This study explored the strengths, weaknesses, opportunities, and threats (SWOT) to the teaching of English as an additional language in the Philippines. Results show that English teaching and learning in the Philippines has been successful in general but has areas for improvement. Results are based on data collected from eight individual written interviews conducted with English educators, linguistic leaders and experts of Teaching English to speakers of Other Languages in the Philippines. The study also presents some practical recommendations for English language education policies in the multi-lingual societies of the Philippines.

In the past two years since DepEd Order 74 (series 2009) was implemented, teacher training sessions have been conducted that focussed on the development of teaching strategies and the preparation of instructional materials for teaching in multilingual settings. One area of utmost concern among basic education teachers, and often a source of anxiety to both teachers and parents, is how to approach the teaching of English using the first language (L1). This presentation hopes to address these concerns by proposing a World Englishes (WE) approach to English language teaching (ELT) in the Philippines.

Psychology and Education: A Multidisciplinary Journal

Psychology and Education , Dyanna Mariae A. Dangilan

The English language proves its dynamicity with the creation of different varieties brought about by the contact of the language with different indigenous languages and dialects. One variety of this is Philippine English which is described as becoming gradually accepted as a local norm or model in the Philippines. Using descriptive design, this study determined both the awareness and attitude of English teachers from public secondary schools of Nueva Vizcaya towards the use of Philippine English. The findings revealed that English teachers had a high level of awareness of Philippine English and a positive attitude towards it. They, however, did not see incorporating the variety in the English language curricula as an issue in the same way that they did not regard it as a standard variety to be taught in schools. Further, younger teachers had a higher awareness compared to those who are 30 years old and above. Likewise, female teachers were more aware of the variety than the male teachers. Integrating Philippine English in language lessons can help promote the English variety. In the same way, the conduct of in-service trainings and learning program, specifically a Learning Action Cell, can help strengthen the awareness level of all English public secondary school teachers. Hence, this study proposes a series of Learning Action Cells named Philippine English: Promoting and Learning its Use in Schools (PhE: PLUS).

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Dissertations / Theses on the topic 'Philippines Languages'

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Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.

Aguas, y. Quijano Juan Vidal. "The Philippines in the Twentieth Century: Social Change in Recent Decades." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625429.

Osborne, Dana. "Negotiating the Hierarchy of Languages in Ilocandia: The Social and Cognitive Implications of Massive Multilingualism in the Philippines." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556859.

Lesho, Marivic. "The sociophonetics and phonology of the Cavite Chabacano vowel system." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388249508.

Soffronow, Maria. "Multilingual Classrooms : A study of four Filipino teachers' experiences." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-27319.

Stead, Matthew A. "Paul's use of "maturity" language in Philippians 3." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

Rifareal, Rebekah. "Paradox of Identity: The Role of National Language and Literature in the Philippines." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5442.

Kimoto, Yukinori. "A Grammar of Arta: A Philippine Negrito Langage." Kyoto University, 2017. http://hdl.handle.net/2433/226793.

Johnston, Patricia Gwen. "Maranao vocabulary of moral failure and rectification." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

Kitada, Yuko [Verfasser], Nikolaus [Gutachter] Himmelmann, and Alexander [Gutachter] Adelaar. "The prefix *si- in Western Indonesian, Sulawesi, and Philippine languages / Yuko Kitada ; Gutachter: Nikolaus Himmelmann, Alexander Adelaar." Köln : Universitäts- und Stadtbibliothek Köln, 2019. http://d-nb.info/1239811578/34.

Vilches, María Luz C. "Process-oriented teacher training and the process trainer : a case study approach to the Philippines ELT (PELT) project." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274245.

Tofighian, Nadi. "The role of Jose Nepomuceno in the Philippine society : What language did his silent films speak?" Thesis, Stockholm University, Department of Cinema Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-899.

This paper examines the role of the pioneer Filipino filmmaker Jose Nepomuceno and his films in the Philippine quest for independence and in the process of nation-building. As all of Nepomuceno's films are lost, most of the information was gathered from old newspaper articles on microfilm in different archives in Manila. Many of these articles were hitherto undiscovered. Nepomuceno made silent films at a time when the influence of the new coloniser, United States, was growing, and the Spanish language was what unified the intellectual opposition. Previous research on Nepomuceno has focused on the Hispanic influences on his filmmaking, as well as his connections to the stage drama. This paper argues that Nepomuceno created a national consciousness by making films showing native lives and environments, adapting important Filipino novels and plays to the screen and covering important political topics and thereby creating public opinion. Many reviews in the newspapers connected his films to nation-building and independence, as the creation of a national consciousness is a cornerstone in the process of building a nation and defining "Filipino". Furthermore, the films of Nepomuceno helped spreading the Tagalog culture and language to other parts of the Philippines, hence making Tagalog the foundation of the national Filipino language.

Sedlacek, Jill Lynn. "Purpose driven infinitives can the accusative articular infinitives in Philippians 2:13 have the syntax of purpose? /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1230.

Escondo, Kristina A. "Anti-Colonial Archipelagos: Expressions of Agency and Modernity in the Caribbean and the Philippines, 1880-1910." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405510408.

Tomlin, Steve, and n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.

Absuelo, Ruby. "Employability of Philippine college and university graduates in the United States." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/868.

Facun-Granadozo, Ruth, Abidah Abutaeb, Bolatito Alaofin, and Lydia Kwaitoo. "Perspective- Taking: the Joys, Challenges, and Hopes of Early Childhood Education in Four Countries (Ghana, Nigeria, the Philippines, and Kingdom of Saudi Arabia)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4324.

Sibayan, Anna Marie. "Prompted and Unprompted Self-Repairs of Filipino Students of Spanish as a Foreign Language." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454821.

Tagaro, Andersson Anna. "Jag uppfinner en plats i dikten där vi kan vara tillsammans : En litterär studie i förlusten av ett modersmål." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162383.

Ruffolo, Roberta. "Topics in the morpho-syntax of Ibaloy, Northern Philippines." Phd thesis, 2004. http://hdl.handle.net/1885/12678.

Swete, Kelly Mary Clare. "Prehistoric social interaction and the evidence of pottery in the Northern Phillippines." Phd thesis, 2008. http://hdl.handle.net/1885/150432.

Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines / by Iluminado C. Nical." Thesis, 2000. http://hdl.handle.net/2440/19575.

Liao, Hsiu-chuan. "Transitivity and ergativity in Formosan and Philippine languages." Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=765924091&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1234396969&clientId=23440.

Tsai, Hui-Ming, and 蔡惠名. "A study of Philippine Hokkien language." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5y8un8.

Spitz, Walter Louis. "Lost causes: Morphological causative constructions in two Philippine languages." Thesis, 1997. http://hdl.handle.net/1911/19215.

Kelly, Piers. "The word made flesh : an ethnographic history of Eskayan, a utopian language and script in the southern Philippines." Phd thesis, 2013. http://hdl.handle.net/1885/156174.

Afable, Patricia O. "Language, culture, and society in a Kallahan community, Northern Luzon, Philippines." 1989. http://catalog.hathitrust.org/api/volumes/oclc/51308508.html.

"Language in Filipino America." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8958.

Wen, Kang-Ti, and 温康迪. "From Tagalog to Filipino: The shift of Language Ideology in Philippine Nationalism." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8sd57t.

Woods, Damon Lawrence. "Tomás Pinpin and Librong pagaaralan nang manga Tagalog nang uicang Castila Tagalog literacy and survival in early Spanish Philippines /." 1995. http://books.google.com/books?id=lJVdAAAAMAAJ.

Yi-Hsuan, Huang, and 黃一軒. "Teaching Chinese as a Second Language under the Influence of the Ethnic Chinese Identity in Philippines." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/73120409753932045304.

Gallego, Kristina. "The stratigraphy of a community: 150 years of language contact and change in Babuyan Claro, Philippines." Phd thesis, 2022. http://hdl.handle.net/1885/275585.

Zeng, Wei-Yang, and 曾煒揚. "A TEACHER’S PROFESSIONAL DEVELOPMENT IN TEACHING CHINESE AS A FOREIGN LANGUAGE IN A SECONDARY SCHOOL IN PHILIPPINES." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/89172843671682718374.

Gaerlan, Barbara. "The politics and pedagogy of language use at the University of the Philippines the history of English as the medium of instruction and the challenge mounted by Filipino /." 1998. http://catalog.hathitrust.org/api/volumes/oclc/41074016.html.

Pohl, Marilyn Ayuban. "An investigation of the implementation on Grade 4 English integrated curriculum in selected schools in South Africa and Philippines : comparative study." Thesis, 2005. http://hdl.handle.net/10413/1575.

Wang, Cong-An, and 王從安. "Action Research of Using Image Strategies on Teaching of Chinese Characters as a Second Language－a case study of Philippines children." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/6e5j27.

Umali, Mariane S. A. Medina. "The dialogical processes of vernacular mediation: new media and the Karay-a ethnic group of the Philippines." Thesis, 2013. http://hdl.handle.net/2440/82145.

Paulson, Stone Rebecca J. "A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE." 2012. https://scholarworks.umass.edu/open_access_dissertations/592.

Martin, Aida Ramiscal. "Teaching writing as a tool for learning with adult ESL students : a case study." Thesis, 1990. http://hdl.handle.net/10125/9560.

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No Alternative for Rafah Invasion, Netanyahu Says, as Rift With U.S. Grows

A day after agreeing to President Biden’s request to send officials to Washington to discuss Rafah, the Israeli leader said there was no other option but to send forces into the crowded city.

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By Cassandra Vinograd and Thomas Fuller

Prime Minister Benjamin Netanyahu of Israel on Tuesday brushed aside President Biden’s opposition to a planned ground invasion of the southern Gaza city of Rafah, saying that his government would press ahead despite pleas for restraint from the United States and key allies.

Mr. Netanyahu made the remarks to Israeli lawmakers a day after speaking by phone with Mr. Biden, who reiterated his stance against an offensive into Rafah, arguing that it could be disastrous for the people there and that Israel had other ways of achieving its objective of defeating Hamas.

At the president’s request, Mr. Netanyahu agreed to send a team of Israeli officials to Washington to hear U.S. concerns and to discuss Rafah, but a day later he insisted there was no alternative. Sending troops into the city is necessary, Mr. Netanyahu said on Tuesday, to eliminate Hamas battalions in the city.

“I made it as clear as possible to the president that we are determined to complete the elimination of these battalions in Rafah, and there is no way to do this without a ground incursion,” Mr. Netanyahu said.

The Israeli leader acknowledged the dispute with the Biden administration and said that Israel was engaged “in a dual campaign,” one military and one diplomatic.

“The diplomatic fight gives us the time and the resources to reach the full results of the war,” he said.

A spokesman for the U.S. State Department, Vedant Patel, said of Mr. Netanyahu’s comments, “we are just squarely in a different place and have a different viewpoint.” The administration believes there are “alternative approaches that would target the key elements of Hamas,” he said, and “would do so without a major ground operation in Rafah.”

Increasingly isolated abroad and unpopular at home, Mr. Netanyahu is trying to sustain American support while also holding together a fractious governing coalition with ultranationalist hard-liners who oppose any softening of Israel’s approach to Gaza. Despite his resolute language on Tuesday, whether he shows any flexibility may not be clear until U.S. and Israeli teams meet next week to discuss Rafah.

Israel’s military campaign has killed more than 31,000 people in the Gaza Strip, according to the territory’s health officials, and the prospect of a military incursion into Rafah, where more than a million civilians are sheltering, has raised alarms about more civilians being caught in the crossfire.

Fleeing from Israeli attacks has become a grim cycle for civilians in Gaza. Israeli evacuation orders have prompted more than a million people to move from one destination to another since October, each time packing belongings and seeking transport — vehicle, cart or on foot — to escape airstrikes and ground fighting between Israel and Hamas.

After following evacuation orders, civilians have often found themselves at new locations either engulfed in fighting, subject to airstrikes or without adequate food, water, shelter, sanitation and other essentials. Jake Sullivan, Mr. Biden’s national security adviser, said on Monday that Israel had not presented any plan for ensuring that people fleeing an offensive into Rafah would have anywhere safe to go.

“It would lead to more civilian deaths, worsen the already dire humanitarian crisis,” Mr. Sullivan told reporters , describing the argument the president made to Mr. Netanyahu.

A group of experts convened by the United Nations warned on Monday that food shortages were so severe that famine was “imminent” and that the enclave was on the verge of a “major acceleration of deaths and malnutrition.”

The United Nations human rights chief, Volker Türk, blamed Israel on Tuesday for what he said was the entirely preventable catastrophe of starvation unfolding in Gaza.

“The situation of hunger, starvation and famine is a result of Israel’s extensive restrictions on the entry and distribution of humanitarian aid and commercial goods, displacement of most of the population, as well as the destruction of crucial civilian infrastructure,” Mr. Türk said in a statement.

Israel has pushed back on criticism that it is restricting aid from entering Gaza, pointing to its support for several recent initiatives , including efforts to provide supplies by air and sea that aid groups say are far less efficient than road. Israel also accuses Hamas of diverting aid and of using Palestinian civilians as human shields.

Amid renewed calls by the United Nations for an immediate cease-fire in Gaza, diplomatic talks have continued this week in Doha, Qatar. David Barnea, the head of Israel’s foreign spy agency, Mossad, who serves as the country’s delegation head to the cease-fire negotiations, left the talks in Doha on Tuesday.

Israeli news media reported that other members of Israel’s negotiating team remained there, and a spokesman for Qatar’s foreign ministry, Majed al-Ansari, said on Tuesday that Qatar remained “cautiously optimistic” as “technical teams” continued to discuss details of a potential agreement.

Secretary of State Antony J. Blinken is also returning to the region this week, his sixth trip since the Hamas-led Oct. 7 attack on Israel. Speaking to reporters during a stop in the Philippines on Tuesday, Mr. Blinken said his discussions would include postwar plans for Gaza and the wider Middle East, including a potential agreement that would normalize relations between Saudi Arabia and Israel and lay the groundwork for the eventual creation of a Palestinian state.

He is planning stops in Saudi Arabia and Egypt. There was no mention of a visit to Israel.

The United States has expressed increasing concern over civilian deaths in Gaza, but Mr. Netanyahu insisted on Tuesday that he and Mr. Biden remained on the same page about the main objectives of the war.

“We have a debate with the Americans over the need to enter Rafah, not over the need to eliminate Hamas, but the need to enter Rafah,” he told the lawmakers.

He said that “out of respect for the president,” he had agreed to send a team to Washington so that the U.S. officials could “present us with their ideas, especially on the humanitarian side.”

The Biden administration has repeatedly warned Israel against sending ground troops into Rafah without a plan for getting the Palestinians there out of harm’s way, providing them with basic services and allowing increased delivery of aid, much of which enters through the Rafah border crossing with Egypt.

In northern Gaza, fighting continued Tuesday around the territory’s largest hospital, Al-Shifa. Israel’s military said its troops were “continuing precise operations” in the sprawling complex. It said it had killed dozens of militants, though its account of the fighting could not be independently verified.

The Gazan Health Ministry has condemned the raid as a “crime against health institutions,” and humanitarian organizations have expressed alarm over the situation at the complex. The hospital, along with the surrounding area, had been sheltering 30,000 patients, medical workers and displaced civilians.

Israel has said that the hospital complex doubled as a secret Hamas military command center, calling it one of many examples of civilian facilities that Hamas uses to shield its activities. Hospital administrators have denied the assertion.

The director general of the World Health Organization, Tedros Adhanom Ghebreyesus, said in a social media post on Monday that the Israeli raid was “endangering health workers, patients and civilians.”

“Hospitals should never be battlegrounds,” he said.

Reporting was contributed by Matthew Mpoke Bigg , Nick Cumming-Bruce , Aaron Boxerman and Gabby Sobelman .

Thomas Fuller , a Page One Correspondent for The Times, writes and rewrites stories for the front page. More about Thomas Fuller

Our Coverage of the Israel-Hamas War

News and Analysis

​The U.N. Security Council passed a resolution calling for an immediate cease-fire  in Gaza for the month of Ramadan, breaking a five-month impasse during which the United States vetoed several calls for ending the war.

​Witnesses have described scenes of fear and deprivation  at Gaza’s largest hospital, Al-Shifa, which has been under an Israeli siege. Israel said the operation is targeting Hamas leaders.

​In Gaza, officials are struggling to count the dead because many bodies are trapped beneath rubble. The buried make up a shadow death toll in the territory.

A Power Vacuum: Since the start of the war, Prime Minister Benjamin Netanyahu of Israel has done little to address the power vacuum that would appear after Israeli forces leave Gaza. The risks of inaction are already apparent in Gaza City .

Chuck Schumer’s Speech:  Speaking to the U.S. Senate, the majority leader and highest-ranking Jewish official in the United States branded Netanyahu a major impediment to peace. In an interview, he explained why he felt obligated  to call for new leadership in Israel.

A Tough Balancing Act: Israel has been noticeably out of step with Western nations when it comes to relations with Russia since the invasion of Ukraine. That approach reflects unique security needs that have gained new relevance  since the start of the war in Gaza.

A Struggle for Life’s Basics: Most of Gaza’s population fled to the southern territory of Rafah , hoping to escape the war. As they hunt for food and shelter, a potential Israeli invasion has added to their fears.