A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom

Teaching Critical Vocabulary to Filipino Heritage Language Learners

“…A translanguaging perspective is consistent with CLP's view of students as social agents, who are capable of attaining and mobilizing their social agency (see [37]). In Mendoza and Parba [38] and Parba and Crookes [25], for instance, a translanguaging language policy in my classes allows students to leverage their full linguistic repertoires, encouraging student participation and engagement in critical discourse without worrying about getting penalized for not speaking only in Filipino. This is contrary to my personal experience of growing up and studying in the Philippines as a Cebuano speaker in the 90s and early 2000s, in which the use of mother tongue in Philippine classrooms was punished because the old (and now defunct) Bilingual Education Policy only promoted English and Tagalog in education [39,40].…”

“…The answer to the first question was 'yes'. After all, I knew that my students are bilinguals who aspire to use their language resources for various reasons (see [25,38]). The second question involved planning and various processes that the whole class had to go through in order to be able to use the code, in the form of a book chapter Filipino-Americans: Model Minority or Dog Eaters [53], while at the same time build vocabulary and phrases to help them articulate their understanding in Filipino.…”

“…The same could be argued in the area of heritage language education, which has picked up on critical pedagogy only recently and where studies in this context have come mostly from US-based Spanish language scholars only (e.g., [18][19][20][21]). Thus, critically oriented studies in this area are much needed, because as several scholars [22][23][24][25] found, many HL teachers insist on framing their curriculum and classroom practices from a nationalist and unitary perspective to make learners embrace their heritage identity even though students often challenge this. Moreover, HL students often experience linguistic insecurity because of the idealization and privileging of native speakers in many HL learning environments.…”

The Development of the Teacher Attitudes to Discrimination in Language Education Scale: A Measurement Tool of Critical Consciousness for Language Teachers

“…Despite the size of the literature on critical pedagogy and the now considerable number of studies of language teachers pursuing this approach (e.g., [5][6][7][8]), the research on its central concept of conscientização is scarce and has not been subject to basic ideas of measurement as a way of understanding it. While conscientização has been the subject of conceptual discussion and inquiry for decades (the earliest dating back to [9]), it was only recently that a few researchers designed a handful of quantitative instruments for its measurement [10][11][12][13].…”