Archives

Kalinangan Refereed Journal

Volume no. 28 | 2020/12
Issue no. 2


Title
NAVIGATING A CLASSROOM LINGUISTICALLY: A CRITICAL MULTI-VOICED NARRATIVE INQUIRY INTO AN INTERNATIONAL STUDENT’S JOURNEY IN A PRIVATE UNIVERSITY IN THE PHILIPPINES
Author
Joan Valenzuela
Views: 701 Cited: 0
Downloads: 6
Click here to download
Abstract
This narrative inquiry looked into how an international student (IS) navigated a university classroom as a social and cultural space steeped in unique local linguistic practices. Situated within a broader linguistic context in the Philippines, the study drew mainly from Norton Peirce’s (1995) model of investment, recast by Darvin and Norton (2015) in their recent research to address how Bourdieu’s (1986, 1991) theory of cultural capital might be reimagined in postmodern globalized learning settings. Drawn from multiple ethnographic data gathering methods, selected stories in this narrative case study were told through multiple voices, employing a more textured methodological approach to narrative inquiry that seems sparsely used in existing literature in the field. To achieve a more nuanced storytelling, the researcher employed two main ethnographic data gathering methods mainly the semi-structured interview protocols to elicit stories. When these voices intermingled, their narratives formed intricate patterns, a linguistic tapestry once unraveled revealed how mobility within a discursive space was inextricably bound up with IS’s and other classroom participants’ identities and subject positions. A closer analysis of narrative data further revealed how the IS’s desire to welcome and invest in locally valorized dominant languages – Tagalog and Taglish -- freed herself from the chain of exclusion in the discourse community and gradually earned her the much-coveted symbolic membership badge, affording her the opportunities to participate in collective meaning-making practices in class. To conclude, the study foregrounds the importance of linguistic support provided by classroom participants, highlighting the implications of the instructor’s accountability for a more inclusive pedagogy.
Keywords
discourse community, discursive space, linguistics, multi-voiced narrative inquiry, Philippines
References
Abad, L. S. (2010). An analysis of teachers’ and students’ perceptions of code-switching in teaching Science and Mathematics in a Philippine Private High School. The Journal of Asia TEFL. (7) 1, 239-264.

Abad, L. S. (2005). Code-switching in the classroom: A class of two languages. LEAPS: Miriam College Faculty Research Journal, 25 (1).

Adler, P. A., & Adler, P. (1994). Observational Techniques. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research. Sage Publications, Inc

Barkhuizen, G. Benson, P. Chik, A. (2015). Narrative Inquiry In Language Teaching And Learning Research. New York: Routledge.

Bautista, M. L. S. (2000). Defining Standard Philippine English: Its Status and Grammatical Features. Manila, the Philippines: De La Salle University Press, Inc.

Bautista, M. L. S. (2001). Attitudes of English language faculty in three leading Philippine universities towards Philippine English. Asian Englishes 4(1).4–32.

Bogdan, R. C. and Biklen, S. K. (2003). Qualitative Research of Education: An Introduction to Theories and Methods (4th ed.). Boston: Allyn and Bacon.

Borlongan, A. M. (2009). Tagalog-English code-switching in English language classes: Frequency and forms. TESOL Journal, 1, 28-42.

Borlongan, A. M., Lim, J. and Roxasa, R. E. (2012). University students’ attitudes towards English-Tagalog code-switching in classroom instruction. TESOL Journal, 7, 70-76.

Borlongan, A. M. (2012). Reflecting on the use of code-switching in Philippine education today, TESOL Journal, 7,78-80.

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.

Bourdieu, P. (1991). Language and symbolic power. Cambridge: Harvard University Press.

Catabay, M. Q. (2016). Students’ perception on the use of code-switching in English as second language class. Journal of Advanced Research in Management and Social Sciences. 5(4), 272-286.

Castillejo, F. Calizo, M. & Maggudayao, R. (2018). Code-switching and students’ performance in English. International Journal of English and Education. 7(4).

Commission on Higher Education. ( 2016). Policy framework and strategies of Philippine higher education. [PDF]. Retrieved from https://bit.ly/3ctevcH.

Darvin, R. & Norton, B. (2015). Identity and a model of investment in Applied Linguistics. Annual Review of Applied Linguistics, 35 (2015), pp. 36–56.

Givero Jr., R. (2018). Statistics of foreign students in the Philippines. Retrieved from http://bit.ly/3r6WjcQ.

Haydon, L. (2003). Meeting the Needs of International Students at Dominican University of California. San Rafael, CA: (Master's Thesis), Dominican University of California, 1-69.

Hsu, P. Y. (2003). An Assessment of Counseling Needs of International Students At University of Wisconsin-Stout. (Masters of Science thesis), WI University of Wisconsin.

Juntarciego, G. K, Maderazo R. G., L., Malipero L. T., & Masalunga, S. (2014). The academic experiences of undergraduate international Thomasian students. International Journal of Thesis Projects and Dissertations. 2(1), 68-85.

Llamson, T. (1969). Standard Filipino English. Language Research Series. Ateneo University Press.

Lee, J., & Rice, c. (2007). Welcome to America? International students’ perception of discrimination. Higher Education, 53, 381-409.

McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. [PDF]. Retrieved from https://bit.ly/39C9Cfo.

Martin, I. P. (2006a). Language in Philippine classrooms: Enfeebling or enabling? Asian Englishes. 9(2), 48-66.

Martin, I. P. (2006b). Code-switching practices in tertiary-level courses. PSSC Social Science Information, 34, 123-140.

Martin, I. P. (2014). Philippine English revisited. World Englishes, 33 (1), 50–59.

McClure, J. W. (2005). Preparing a laboratory-based thesis: Chinese international research students’ experiences of supervision. Teaching in Higher Education 10(1): 3-16.

Marino, J. L., Montalbo, M. D., & Bugtong, M. A. (2017). The socio-culture adaptation among international students at selected schools of Batangas Province, Philippines. International Journal of Education, Psychology and Counselling, 2(5), 83-98.

Migration Data Portal (2 June 2020). http://bit.ly/3d3x47m.

Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29 (1), 9-31.

Pavlenko, A. (2002). Narrative study: Whose story is it, anyway? TESOL Quarterly, 36, 213-18.

San Dieo, M. (2017). Sociocultural Adjustment of Foreign Students in the Philippines. International Journal of Multi-disciplinary Research. 1(1)10.22662/IJEMR.2017.1.1.049

Shields, R. (2015). Walking into an ESL classroom: A narrative inquiry through the eyes of Latino American immigrants in Southern California. (Unpublished doctoral dissertation). Drexel University, PA, USA

Valerio, M. T. B. (2015). Filipino-English code switching attitudes and practices and their relationship to English academic performance among freshman students of Quirino State University. International Journal of English Language Teaching. 2(1), 76-98.

Wa-Mbleka, S. & Joseph, N. (2013), International students' isolation in the Philippines: Causes, effects and coping strategies. https://www.researchgate.net/publication.

Yeh, C. J., & Inose, M. (2003). International students' reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counseling. Psychology Quarterly, 16(1), 15-28.