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Challenges monolingual and nationalist language frameworks, advocating instead for translingual and diasporic perspectives
This edited volume examines Filipino language education across diaspora contexts, exploring how migration and sociopolitical conditions shape language use, identity, teaching and maintenance. Addressing a major gap in heritage language education and applied linguistics, it foregrounds the underrepresented work of Filipino language educators and highlights grassroots, community-driven work. It challenges native speakerism and monolingual ideologies to promote more inclusive, dynamic and translingual approaches to Filipino as a diasporic and evolving language, not confined to homeland or Tagalog-centric norms. Through sections on theoretical framing, identity and classroom pedagogy, the book highlights innovative teaching practices, community engagement and the evolving, lived realities of Filipino language across global contexts. It underscores the vitality of Filipino language in the diaspora and will be of interest to language educators, researchers and activists in Filipino language education, sociolinguistics and Philippine studies.
Jayson Parba is Assistant Professor in the Department of Indo-Pacific Languages & Literatures at the University of Hawaiʻi at Mānoa, USA. His research interests include critical language pedagogy, heritage language education, Philippine sociolinguistics, unequal Englishes and language ideologies.
Foreword. Loy Lising
Preface. Sustaining and Advancing Filipino through the Voices of Filipino Language Educators: Jayson Parba
Section I: Filipino Language Curriculum, Complexity, and Purpose
Chapter 1. Jayson Parba: Conceptualizing Filipino as a Lingua Franca: Rethinking Language, Identity, and Pedagogy
Chapter 2. Jayson Parba, Lady Aileen Orsal, Irene Gonzaga: Navigating the Ambivalences and Contradictions of Teaching Filipino through Kwentuhan as Praxis
Chapter 3. Jayson Parba: Exploring Race-/ism through Critical Dialogue: Towards an Anti-Racist Filipino Language Pedagogy
Section II: Language, Identity, and Practices Beyond the Homeland
Chapter 4. Precious Arao: The Influence of Identity in Two HLL Students’ Writing in a Filipino Language Course
Chapter 5. Candice Faye Kristen Llesses, Maico Demi Aperocho: Understanding Language Teacher Identity through Emotions: Narratives of Four Filipino Fulbright FLTAs
Chapter 6. Florinda Amparo A. Palma Gil: Motivations and Challenges of Filipino Language Learners and Users in Japan
Chapter 7. Kimi Yamoto: Teachers’ Perspectives, Practices, and Challenges in Filipino Heritage and Mother Tongue Education in Osaka, Japan
Chapter 8. Kenichiro Kurusu, Ronel Laranjo: Filipino Language Education and Research in Japan
Section III: Curricular Innovations, Collaboration, & Co-creation
Chapter 9. Karen Llagas: Critical Pedagogy Practices: Reflections from Incorporating Proverbs and Film in the Intermediate Filipino Classroom in UC Berkeley
Chapter 10. Frieda Joy Angelica Olay Ruiz, Donald Kurimura, Kimi Yamoto: Writing an Ilokano Textbook for Japanese Learners: Reflections on the Collaborative and Participatory Writing Process
Chapter 11. Rhodalyne Crail, Violet Thorp, Ken Calang: Reimagining Study Abroad: Student Co-creation and Language & Cultural Retention through Integrated Approach Design
Afterword. Anna Mendoza: From Filipino as a Heritage Language to Filipino as a Lingua Franca: An Afterword