Dialogic Filipino Pedagogy and Linguistic Identity Formation Among Secondary Learners
DOI:
https://doi.org/10.5281/zenodo.21075755Keywords:
classroom discourse, cultural connection, dialogic pedagogy, Filipino language education, linguistic identity, secondary learnersAbstract
This study situated the Filipino classroom as a dialogic space where language learning, cultural meaning, and learner identity met. It investigated the relationship between dialogic Filipino pedagogy and linguistic identity formation among secondary learners at Dicamay National High School. Using a convergent explanatory classroom discourse design, the study gathered quantitative data through a validated and reliability-tested questionnaire and qualitative insights through classroom discourse observations and learner reflections. The instrument obtained an overall Cronbach’s alpha of 0.93, indicating excellent internal consistency. Descriptive results showed a high level of dialogic Filipino pedagogy and a high level of linguistic identity formation among learners. Canonical correlation analysis revealed a significant shared relationship between the dimensions of dialogic pedagogy and linguistic identity formation, while multiple regression analysis showed that cultural connection in discussion, student voice and participation, respectful exchange of ideas, and teacher questioning significantly predicted learners’ linguistic identity. Qualitative findings supported the statistical results by showing that learners valued Filipino more when lessons were connected to lived experience, culture, family, community, and social realities. However, learner-initiated questioning and explicit reflection on multilingual identity remained less developed, indicating the need for stronger student-led discourse. The study concluded that dialogic Filipino pedagogy strengthened learners’ confidence, cultural belonging, and expressive identity when classroom talk was meaningful, respectful, and culturally grounded. It recommended more intentional opportunities for learners to ask questions, lead discussions, and reflect on their multilingual experiences in Filipino learning.
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