Browsing Faculty of Information and Communication Studies by Subject "Research Subject Categories::HUMANITIES and RELIGION::Languages and linguistics"
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ItemCommunicative Construction of Teacher Identity: A Phenomenological Study of Being A Non-Native English-Speaking Teacher in the United States( 2021-07-01) Dionson, Rommel D.Addressing the need of non-native English-speaking teachers (NNESTs) to construct an identity as legitimate professionals in the English language teaching arena, this study focuses on the importance of dialogues in creating a more empowering conceptualization of self. Teacher identity construction has been studied under the various traditions of communication theory; however, this study explored identity construction by situating this to Phenomenological Tradition wherein the concept of “otherness” or discourse between self and others is applied. This is a qualitative study that used the methodologies of autoethnography and narrative inquiry. In this study, the researcher used dialogic reflection as a NNEST teaching native English-speaking students in the United States. The autoethnographic data were collected and analyzed to answer the research questions: (1) What is my view of English language teaching as a non-native English-speaking teacher teaching native English-speaking students? And (2) How does my view of English language teaching, through my discourse and interactions with my native English-speaking students, parents, and colleagues, shape my professional identity as an English teacher? Dialogues were used to generate rich, detailed views of language teaching. Data analysis from narrative dialogues illuminated five global themes: language teaching (1) requires extra effort; (2) needs accountability; (3) entails engagement and practicality; (4) based on teachers’ personal qualities; (5) requires knowledge, skills, and professionalism. These views shape the researcher’s identity as a (1) supporter; (2) facilitator; and (3) motivator. The findings of the study suggest that dialogues are a strong motivational factor for the construction of teacher identity and that they can be used to explore personal experiences and be connected to wider cultural and social understandings of identity formation.
ItemSocial Inclusion and the Use of Inset Sign Language During the 2019 Philippine State of the Nation Address( 2020-05) Espineda, Melvin N.Guided by Radcliffe-Brown’s (1881-1995) Structural Functionalism Theory, this phenomenological study explored how inset sign language was used for social inclusion during the delivery of the 2019 Philippine State of the Nation Address (SONA) on GMA Network, Inc. Through in-depth interviews with eight participants, (four deaf and four sign language interpreters (S-L-Is); their lived experience was analyzed. Four major themes emerged: exposure and familiarization to the deaf community culture which is the Filipino Sign Language (F-S-L); adjustment of the TV inset size for deaf visual signs recognition and understanding; validation of TV insets interpreting with a deaf consultant; accessibility to communication through clear policy and guidelines of TV inset interpreting. The study concludes that while sign language interpreters used F-S-L, social inclusion could only be invoked by adjusting the size of the TV inset, as for the inset sign language system, the visuals signs of the S-L-Is which includes the hand gestures and facial expressions matters. S-L-Is also needs to be exposed and familiar with the deaf community culture to increase their knowledge on the signs that considers the schooled and non-schooled deaf. As policy and guidelines, TV networks should consider adjusting the size of the TV inset, involve the deaf as a consultant to validate the signing and assuring the access to communication of the deaf to make them socially included. Structurally, inset sign language implementation must have a model to follow to make it functional.