Abstract
Chapter 4, by Jayson Parba and Graham Crookes, makes the case that in studies of critical language pedagogy around the world, the language mostly under study is English conventionally understood as monolingual. Yet increasingly languages are used together and hybrid language is used as learner identities are multiple. This chapter describes a critically oriented US university-based intermediate Filipino as an L2 classroom, in which English played an important role. The class was located in the diverse multiethnic state Hawai‘i, where immigrant groups form a near-majority of the population. Student materials, audio recordings of classroom instruction, instructor lesson plans, journals, and field notes were collected and analyzed. The findings of this chapter indicate that the active negotiation of the classroom language policy shifted the classroom from a nominally monolingual one to one that better reflected students’ identities as heritage language learners or as learners for whom English was a crucial “flotation device.” This also led the instructor to select bilingual materials for the class, and legitimize use of hybrid language forms and heteroglossic language practices, both by students and the instructor. The liminal location of the class is also considered in this chapter.
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Notes
- 1.
We recognize that these two terms have very different associations and intellectual inheritances. In this instance, we are considering them together partly because in the actual institutional context of Filipino teaching we are going to discuss, the two categories of students are included in the same single classroom.
- 2.
This does not mean however that these two languages enjoy equal dominance in the Philippines as English continues to be more prestigious (Tupas, 2014).
- 3.
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Parba, J., Crookes, G. (2019). A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom. In: López-Gopar, M.E. (eds) International Perspectives on Critical Pedagogies in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95621-3_4
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