Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/62785

Empowering the Filipino Language Classroom: Towards Critical Pedagogy and Curriculum.

File Size Format  
2018-08-phd-parba.pdf 4.42 MB Adobe PDF View/Open

Item Summary

Title:Empowering the Filipino Language Classroom: Towards Critical Pedagogy and Curriculum.
Authors:Parba, Jayson E.
Contributors:Second Language Studies (department)
Keywords:critical language pedagogy
curriculum negotiation
dialogic pedagogy
Filipino
heritage language
show 1 moretranslanguaging
show less
Date Issued:Aug 2018
Publisher:University of Hawaiʻi at Mānoa
Abstract:This dissertation is situated in critical applied linguistics, critical language pedagogy, and
heritage and second language (L2) education, within which Filipino language teaching in the
U.S. context has remained almost invisible. Drawing on the work of Freire and other critical
practitioners, this dissertation analyzes how critical language pedagogy (CLP) works in two
upper intermediate Filipino language courses at a University in Hawaiʻi. Most of the existing
literature of CLP reports ESL and EFL settings and examines specific aspects of critical
language teaching. The field of heritage language (HL) education, however, has drawn on CLP
only recently and work of this kind in the HL literature mostly comes from the Spanish language
education context only. The dissertation addresses this gap in the literature and directly responds
to appeals for tangible guidance and concrete examples coming from teachers of languages other
than English (LOTEs).
Using Critical Teacher Research (CTR), I analyze the process of curriculum negotiation
in my language classes where students took an active role in generating critical themes, making
assessment more democratic, and using thematic codes that are drawn from their lived
experiences. I also examine the Freirean notion of dialogue as a framework to foster critical
consciousness which allows students to identify, challenge, and reframe status quo discourses
and ideologies. Drawing on the notion of translanguaging, I analyze how a classroom language
policy, which is anchored on the heteroglossic view of languages and the dynamic language
practices of multilinguals, can make language learning more meaningful, empowering, and
participatory.
The findings reveal that creating spaces for curriculum negotiation and critical dialogue
provides students with opportunities to transform status quo discourses of schooling and HL education. It also allows for new ways of seeing oppressive ideologies and practices to emerge in
order to resist social inequalities. The findings further show that curriculum negotiation in
Filipino language classrooms where students have diverse linguistic starting points is possible
through adopting critical perspectives of multilingualism, language teaching, and teaching
philosophy. This study illustrates that politicizing one’s teaching praxis in HL and L2
classrooms necessitates a rethinking of language teaching and HL education.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018.
URI:http://hdl.handle.net/10125/62785
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Second Language Studies


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.