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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
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Downloads: 4
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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
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