Narratives of Nationhood: Culturally Attuned Pedagogies for Filipino Literature in a Multilingual Educational Landscape

Alma Manera; Mary Ann Dalaten; Corazon Matammu; Myra Catungal; Mark Jhon Prestoza; Grace Ligutan-Siplac

doi:10.63931/ijchr.v7iSI2.158

Authors

Alma Manera Cagayan State University https://orcid.org/0000-0003-0698-2845
Mary Ann Dalaten Pangasinan State University https://orcid.org/0009-0007-4668-6916
Corazon Matammu Cagayan State University https://orcid.org/0009-0006-8154-0421
Myra Catungal Pangasinan State University https://orcid.org/0009-0000-5278-6912
Mark Jhon Prestoza Isabela State University https://orcid.org/0000-0002-4344-4504
Grace Ligutan-Siplac Cagayan State University https://orcid.org/0009-0004-4734-7009

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.158

Keywords:

Multilingual Education, Translanguaging, Culturally Responsive Pedagogy, Filipino Literature, Inclusive Teaching, SUC Educators, Differentiated Instruction, Teacher Experiences

Abstract

The present study examines the pedagogical work of Filipino language and literature teachers and the multilingual classes in some of the State Universities and Colleges (SUCs) selected in Northern Luzon, Philippines. The research was done through an explanatory sequential mixed method design. A structured questionnaire survey was administered to 42 educators in Cagayan State University, Pangasinan State University and Isabela State University, and supplemented with qualitative interviews and focus group discussions of focus respondents. Findings revealed that translanguaging (mean = 4.64), culturally responsive teaching (mean = 4.41), and differentiated instruction (mean = 4.07) were the most employed strategies, reflecting a deviation towards student-centered and culturally responsive strategies from teacher-centered strategies. These results corresponded with qualitative results, which indicated the way educators employed local languages and culture to facilitate understanding and engagement. Systemic barriers did exist, though, such as a lack of multilingual resources (mean = 4.48), a lack of formal education (mean = 4.35), and non-adaptable institutional policies. However, the program was notable for the flexibility and innovation of teachers who exploited available local materials such as texts, pictures and student-led activities. The article concludes with a call for systemic measures that enhance multilingual pedagogy, for example, intensive teacher education, flexible policy, and culture-based resource production.

Author Biographies

Alma Manera, Cagayan State University

A professor from Cagayan State University.

Mary Ann Dalaten, Pangasinan State University

An Instructor III of Filipino Department, College of Teacher Education, Pangasinan State University, San Carlos City Campus

Corazon Matammu, Cagayan State University

A professor from Cagayan State University

Myra Catungal, Pangasinan State University

An Associate Professor IV of Filipino Department, College of Teacher Education, Pangasinan State University, San Carlos City Campus

Mark Jhon Prestoza, Isabela State University

A professor from Isabela State University

Grace Ligutan-Siplac, Cagayan State University

A professor from Cagayan State University

References

[1] Adams, J. M. (2021). The role of literature in higher education. Journal of Higher Education, 45(2), 123-145.

[2] Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806 DOI: https://doi.org/10.1080/2159676X.2019.1628806

[3] Chen, D. (2017). Teaching multicultural literature in Taiwan: A study of the impact of multicultural literature on college students’ cultural understanding. English Language Teaching, 10(12), 136-148.

[4] Chin, E. L. (2020). Multicultural literature. In A. A. Abdi (Ed.), Encyclopedia of educational philosophy and theory (pp. 1-5). Springer.

[5] Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications, United States.

[6] Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters. DOI: https://doi.org/10.21832/9781853596773

[7] De Jesus-Reyes, J. (2024). A Critical Pedagogy Analysis of Literature Teachers’ Perspectives on The Integration of Multicultural Literature in Higher Education. Traduction Et Langues, 23(1), 62-87. DOI: https://doi.org/10.52919/translang.v23i1.970

[8] Delos Santos, J. M., & Bernal, M. A. M. (2020). Local literary texts as tools in teaching Filipino literature in the multilingual classroom. Journal of Literature and Cultural Studies, 9(2), 45–59.

[9] Department of Education. (2012). Guidelines on the Implementation of the Mother Tongue-Based Multilingual Education. DepEd Order No. 16, s. 2012.

[10] Froehle, B. (2024). The Decolonizing Quest in Light of History: The Philippine Reality. International Journal on Culture, History, and Religion, 3(1), 16–28. https://doi.org/10.63931/ijchr.v3i1.36 DOI: https://doi.org/10.63931/ijchr.v3i1.36

[11] Galang-Pereña, F. (2024). Language: The Soul of Culture and Heart of Identity. International Journal on Culture, History, and Religion, 2(1), 21–26. https://doi.org/10.63931/ijchr.v2i1.48 DOI: https://doi.org/10.63931/ijchr.v2i1.48

[12] García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137385765_4

[13] Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.

[14] Labra, O., Castro, C., Wright, R., & Chamblas, I. (2020). Thematic analysis in social work: A case study. IntechOpen eBooks. https://doi.org/10.5772/intechopen.89464 DOI: https://doi.org/10.5772/intechopen.89464

[15] Layugan, M. (2024). Indigenous Religious Beliefs, Rituals, and Practices as Expressions of Culture. International Journal on Culture, History, and Religion, 2(1), 8–20. https://doi.org/10.63931/ijchr.v2i1.47 DOI: https://doi.org/10.63931/ijchr.v2i1.47

[16] Martin, I. P. (2018). Language ideologies and multilingual realities in Philippine higher education. Current Issues in Language Planning, 19(2), 172–187. https://doi.org/10.1080/14664208.2017.1331490

[17] Ng, R., & Stewart, S. (2019). Developing empathy through literature: How multicultural children’s books impact readers. Language and Literacy, 21(3), 74-93.

[18] Parker, R., Smith, K., Johnson, M., & Brown, A. (2019). Integrating multicultural literature in higher education: A systematic review of the impact on students’ cultural understanding and empathy. Journal of Diversity in Higher Education, 12(3), 201- 219.

[19] Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.

[20] Reyes, W. S., & Labayen, J. V. (2021). Digital divide and online learning in Philippine rural schools: A challenge for language instruction. Asia Pacific Journal of Multidisciplinary Research, 9(1), 23–30.

[21] Stallworth, B., Gibbons, L., & Fauber, L. (2006). It’s not on the list: An exploration of teachers’ perspectives on using multicultural literature. Journal of Adolescent & Adult Literacy, 49(6), 478-489. https://doi.org/10.2307/40017605 DOI: https://doi.org/10.1598/JAAL.49.6.3

[22] Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

[23] Tupas, R. (2015). Inequalities of multilingualism: Challenges to mother tongue-based multilingual education. Language and Education, 29(2), 112–124. https://doi.org/10.1080/09500782.2014.977295 DOI: https://doi.org/10.1080/09500782.2014.977295

[24] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

[25] Gadaza, A., Manera, A., Caban, R., Alih, C., Tulawie, A., & Picpican, H. (2025). Cultural Identity and Historical Consciousness: A Study of Philippine History Instruction in Tertiary Education. International Journal on Culture, History, and Religion, 7(SI2), 19–35. https://doi.org/10.63931/ijchr.v7iSI2.135 DOI: https://doi.org/10.63931/ijchr.v7iSI2.135

[26] Butac, S., Manera, A., Gonzales, E., Paller, R., Eustaquio, M. T., & Tandoc, J. J. (2025). Forging Global Citizens: A Comparative Study of Intercultural Pedagogical Practices of Higher Educational Institutions in the Philippines. International Journal on Culture, History, and Religion, 7(SI2), 62–79. https://doi.org/10.63931/ijchr.v7iSI2.171 DOI: https://doi.org/10.63931/ijchr.v7iSI2.171

[27] Gadaza, A., Manera, A., Santos, S., Alih, C., & Caban, R. (2025). Reviving the Past, Teaching the Future: The Role of Philippine Cultural Heritage in Curriculum Development of Teacher Education Programs Focus. International Journal on Culture, History, and Religion, 7(SI2), 80–97. https://doi.org/10.63931/ijchr.v7iSI2.169 DOI: https://doi.org/10.63931/ijchr.v7iSI2.169