Language Diversity and Language Identity as Predictors of English Language

Learning of BSED English Students

A Research Title:

Presented to the Faculty of the Teacher Education Department

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Secondary Education

Major in English

Fernandez, Jad Ashly

Trinidad, Novie Mae

October, 2023
Language and Social Status

Khan, et.al, (2021),examines how language and status relate to the process of

establishing identity. According to Bourdieu's theory of the symbolic power of

language, the importance of speech is influenced by the speaker's place within the

larger social context. A social group's identity formation and negotiation are shaped

by social class, sex, gender, race, ethnicity, and other social positions, all of which are

involved in power negotiations within the social structure.

Moreover, Der Nederlanden et.al (2023), investigated individual's language

identity can be significantly shaped by their social rank in language. The way a person

perceives and identifies with a specific language or language is referred to as their

language identity. Social status can affect a person's language use and attitudes toward

other languages. It can be ascertained by criteria including education, occupation,

income, and cultural background.

Sodah (2019), studied the connection between linguistic identity and

socioeconomic standing. It illustrates how a person's social standing affects their

choice of prestigious language varieties within their family domain in Lembar and

how they identify with their language. The study discovered that people's preference

for a prestigious linguistic variation is influenced by their desire to belong to the

upper class.

On the other hand, Sun et.al,(2023), discovered that mother tongue languages

(Tamil, Mandarin, and Malay) in Singapore have a lower social status than English,

which has led to English's increasing dominance in more homes. Because English is

used so often, bilingual kids from higher-SES homes have superior English input

environments, which improves their learning outcomes in both languages.

to literacy and language resources, which may hinder the development of their

language skills. Furthermore, the study discovered that families with higher

socioeconomic status were more inclined to allocate funds and time towards

traditional materials and activities, but were hesitant to utilize digital media resources.

Indeed, this studies explore the connection between language, social status,

and identity. Bourdieu's theory is applied to show how factors like social class,

gender, and ethnicity influence the significance of speech. Studies examine how an

individual's language identity is shaped by their social rank, and socioeconomic

standing affects language choices. In Singapore, English dominance over mother

tongue languages is noted, impacting language development. Higher socioeconomic

status correlates with better language resources, while lower-status households may

face challenges. The texts collectively emphasize the complex interplay of language,

identity, and socioeconomic factors.

L1 Use/Exposure in the society

Language exposure in society serves as a symbol of status and identity in

addition to being a tool for communication. People may alter their language use to

blend in or stand out from specific social groups or geographical areas, for instance, if

their dialect or accent is linked to these groups. Additionally, characteristics like age,

gender, and ethnicity can have an impact on language use ( Rymes,2022).

The language outcomes of bilingual children, particularly those in Montreal

aged 4-31 months from middle-class SES and European ancestry, are influenced by

their exposure to different languages. In this study, the language use of individual

mothers was found to be a more significant predictor of language exposure than the
language methods employed by the family. Gendered differences were observed, with

mothers' roles having at least twice the impact on language exposure compared to

fathers' roles in caregiving. Sander-Montant (2023).

Moreover, Mooney, A., & Evans, B. (2018), examined the interplay among

language, cognition, and depiction, the chapter delves into the question of whether

language actively molds and sustains our perspectives on the world. Within its study,

there is an exploration of how language serves as a tool for constructing and fortifying

social identities, encompassing linguistic affiliations. This study delves into the

repercussions of this phenomenon on language exposure and usage within a given

society. Moreover, it scrutinizes the role of language in perpetuating power dynamics

and upholding societal hierarchies.

To sum up, Language exposure in society is not just a means of

communication; it's also a symbol of status and identity. People adjust their language

use based on factors like dialect, accent, age, gender, and ethnicity. A study in

Montreal finds that mothers' language use significantly influences language exposure

for bilingual children, surpassing the impact of family language techniques, likely due

to gendered caregiving roles (Sander-Montant, 2023). Additionally, Mooney and

Evans (2018) explore how language shapes social identities and perpetuates power

dynamics, emphasizing its role in influencing perspectives through language exposure

and usage in society.

Language Knowledge

The educational curriculum in the Philippines mandates the delivery of

foundational education in a language comprehensible to the students. Specifically,

from kindergarten through the first three grades of elementary school, instruction,
teaching materials, and assessments are conducted in the student's mother tongue or

regional language. This approach is believed to enhance concept mastery and

establish a solid foundation for acquiring additional languages. The program aims to

ensure that by the end of Grade 1, students are literate in their native language, by the

end of Grade 2 in Filipino, and by the end of Grade 3 in English ( Esteron, J. J. 2020).

In addition,IPEd teachers face challenges in enhancing language literacy due

to a lack of specialization in teaching fundamental language components. Their

preference for local dialects over English suggests a reliance on translation strategies

for teaching indigenous learners. Indigenous students in the Philippines also

encounter difficulties in language learning due to insufficient instructional support

and the influence of their cultural practices and dialects, affecting their recall and

focus on language acquisition. (Saysi, J., & Batuctoc, L. V. 2023).

As shown above, The Philippines' education curriculum focuses on

foundational education in the native language until Grade 3, aiming for literacy in

Filipino by Grade 2 and English by Grade 3. Despite the country's multilingualism,

English is crucial in the national system. However, Indigenous Peoples Education

(IPEd) teachers face challenges teaching English to indigenous learners. A specific

classroom scenario illustrates potential tensions in how English is received,

particularly among individuals with diverse linguistic backgrounds and ideologies.

Script/Alphabet

Camba (2021), studied the significance of written language in Baybayin when

translated to English, it's crucial to recognize that Baybayin serves as a script for

various Philippine languages like Tagalog, Kapampangan, and Bikol, among others.
Translating Baybayin to English entails interpreting these characters and sounds and

expressing them in English words and phrases.

However, it's essential to acknowledge that Baybayin is an intricate script with its

distinct features and subtleties, making accurate translation reliant on a profound

understanding of both the script and the language it represents.

Parmisana and Grageda (2021) investigate the crucial role of language identity

and alphabet proficiency in early reading literacy. The study emphasizes the

importance of a child's mastery of foundational literacy elements, such as alphabet

knowledge, and the application of these skills within a sociocultural comfortable

environment. The research includes a letter identification assessment on Higaunon

women, revealing challenges in recognizing and reading specific letters in both upper

and lower case.

The choice of script or alphabet significantly influences a language's identity.

Various scripts, like Cyrillic for Russian and Arabic for Islamic languages, are closely

associated with specific linguistic and cultural contexts. The use of the Latin alphabet

is closely linked to many European languages, and such a choice can have political

and cultural implications, as demonstrated by the adoption of the Latin alphabet for

the Turkish language in the 1920s, reflecting a broader modernization initiative. (

Pagels 2021).

All in all, this study discusses the importance of translating Baybayin to

English, emphasizing the script's role in various Philippine languages and the need for

a deep understanding of both the script and language. It also explores the link between

language identity, alphabet proficiency, and early reading success, highlighting

challenges faced by Higaunon women. The study underscores the necessity of tailored
literacy programs considering sociocultural contexts. Additionally, it briefly touches

on the broader implications of script selection in defining language identity, citing

examples like Cyrillic, Arabic, and Latin, including the political and cultural impact,

such as the adoption of the Latin alphabet in 1920s Turkey for modernization.

Referances

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Identity and Socio-Psychological Well-Being of Filipinos (Doctoral dissertation,

Harvard University).

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(2023). Socio-economic status and other potential risk factors for language

development in the first year of life. Journal of Child Language, 1-21.

Esteron, J. J. (2020). Language attitudes and identity construction of trilingual

learners in a rural school in the Philippines. LLT Journal: A Journal on

Language and Language Teaching, 23(1), 89-103.

Khan, I. U., Rahman, G., & Hamid, A. (2021). Poststructuralist perspectives on

language and identity: implications for english language teaching research in

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Mooney, A., & Evans, B. (2018). Language, society and power: An introduction.

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