Empowering the Filipino Language Classroom
EMPOWERING THE FILIPINO LANGUAGE CLASSROOM: TOWARDS CRITICAL PEDAGOGY AND CURRICULUM A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SECOND LANGUAGE STUDIES August 2018 By Jayson Parba Committee: Graham V. Crookes, Chairperson Pia Arboleda Christina Higgins John Mayer Patricia Halagao Keywords: critical language pedagogy, curriculum negotiation, dialogic pedagogy, Filipino, heritage language, translanguaging ACKNOWLEDGEMENTS I have met so many amazing people while pursuing doctoral studies at the University of Hawaiʻi at Mānoa. These people have made studying and life abroad less daunting and scary. Indeed, they have made my stay in Honolulu memorable, meaningful, and, yes, fun, too! To them, my sincerest gratitude and appreciation. First, I would like to thank Graham, my advisor and strong ally, for believing in me and my work. There were moments when I felt that the strong weight of teaching and research was too much to handle, but his words of wisdom and motivation kept me going. Graham, I think you’re the best graduate mentor one could ask for, and I sincerely thank you for being so generous with your expertise, time, care, and encouragement. I also thank my committee members Pia Arboleda, Patricia Halagao, Christina Higgins, and John Mayer for their insights, suggestions, and expertise that greatly helped me think and rethink about my work. I thank Pia for being the most supportive, generous, and kind teaching assistant supervisor, coordinator, ate, and friend; John Mayer for being one of the individuals who supported me from the very beginning and for believing in my teaching skills and research potentials; Christina for being an excellent sociolinguistics professor and for inspiring me to also pursue sociolinguistics research in my own work; and Patricia for sharing with me her passion for equity and multicultural education.
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