Exploring Culturally Responsive Teacher Language Patterns in Socratic Dialogues: A Phenomenological Study in the Philippine Context
DOI:
https://doi.org/10.5281/zenodo.21522118Keywords:
culturally responsive pedagogy, Socratic Dialogue, teacher language patterns, Interpretative Phenomenological Analysis, hiya, Guided Usapan ProtocolAbstract
This phenomenological study explored how Purposive Communication teachers at Kolehiyo ng Lungsod ng Dasmariñas enacted culturally responsive language during Socratic Dialogue and how students experienced these patterns amid hiya and high-power-distance classroom relations. Interpretative Phenomenological Analysis was used with six teachers and ten students selected purposively from the institution. Data were obtained through semi-structured individual interviews and one classroom observation session, with participant accounts interpreted through the Cognitive Apprenticeship Model, Speech Act Theory, and Sikolohiyang Pilipino. Teacher interviews showed that Socratic Dialogue was reconceptualized as guided conversation through relational modeling, warm-up sequencing, storytelling, wait-time, and strategic code-switching. Students described validation, non-shaming correction, code-switching, deliberate wait-time, and open-ended questioning as conditions that reduced hiya and enabled participation. In the single observed session, circular questioning and broadly accessible cultural anchors coincided with the highest observed engagement, while teacher speech progressed from invitational prompts to analytical challenge and metacognitive reflection. Synthesizing these findings produced the five-component Guided Usapan Protocol: Relatable Hook, Safety Signaling, Strategic Code-Switching, Circular Rotation, and Wait-Time Buffer with Peer Consultation. Culturally responsive teacher language functioned as a relational and cognitive-emotional scaffold within the KLD context. The findings are context-bound, and the proposed protocol was neither implemented nor evaluated; it requires expert validation, feasibility testing, and classroom piloting.
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