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All Journal TRANS-KATA: Journal of Language, Literature, Culture, and Education SocioEdu: Sociological Education Educalingua Journal
Leonardo Tejano
Mariano Marcos State University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Language Socialization, Ideological Stance-Taking, and Aspirational Narratives Among Multilingual Filipino Children Leonardo Tejano
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 6 No. 2 (2026): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v6i2.240

Abstract

This study investigates the language socialization processes, ideological stance-taking, and agentive self-positioning of multilingual Filipino children through an analysis of 100 aspirational narratives. Grounded in language socialization theory, positioning theory, and the framework of language ideologies, the research employs a mixed methods design to examine how children aged eight to nine discursively construct their future social roles. Quantitative frequency analysis of thematic categories is integrated with qualitative discourse analysis of verbatim excerpts. Findings reveal that children encode collectivist ideologies using specific linguistic features, including Ilokano discourse markers, inclusive pronouns, deontic modality, and benefactive constructions. The narratives demonstrate that socialization is a bidirectional process influenced by diverse agents, primarily parents, extended family, peers, teachers, and mass media, who mediate the children's understanding of socioeconomic and environmental vulnerabilities. Furthermore, the children position themselves not merely as future professionals, but as active social agents dedicated to agrarian solidarity, digital equity, disaster preparedness, and nationalist-patriotic advocacy. The study highlights the capacity of young multilingual learners to navigate the inequalities of multilingualism and articulate transformative civic aspirations, offering significant implications for mother tongue-based multilingual education and curriculum development in postcolonial contexts worldwide.
Rethinking Mother Tongue Instruction After RA 12027: An Ilokano-Based Translanguaging Approach for Multilingual K–3 Learners Leonardo Tejano
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3660

Abstract

Republic Act No. 12027, enacted on October 10, 2024, discontinued the mandatory implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in Philippine public schools, relegating regional languages to the status of ‘auxiliary media’ beginning School Year 2025–2026. Yet this legislative shift does not alter the multilingual realities of Ilokano-speaking children in the Ilocos Region. Grounded in translanguaging theory and utilizing a descriptive survey design with thematic analysis, this study examined the language backgrounds, translanguaging practices, and functional languaging roles of K–3 learners across selected schools in Ilocos Norte, involving 136 surveyed learners, 73 individual interviews, 43 teachers, and 18 parents across eight focus group discussions. Five characteristics of learner translanguaging and four distinct roles of Ilokano were identified: (1) fluidity of language use, (2) Ilokano dominance in informal interaction, (3) metalinguistic awareness, (4) translanguaging for cognitive scaffolding, and (5) identity-bound language loyalty. Four distinct roles of Ilokano were likewise established: Ilokano as (1) main language of expression, (2) consolidator of linguistic features, (3) metalinguistic comparator, and (4) organizer of ideas, with particular pedagogical significance residing in its role as a cognitive scaffold that bridges L1-based meaning-making with formal L2 academic output. Drawing on these empirical findings, the study proposes the Ilokano-Based Translanguaging Approach (IBTA)—a theoretically grounded, multi-stranded pedagogical framework that mobilizes learners’ full multilingual repertoire while positioning Ilokano as both instructional anchor and object of language revitalization. The IBTA is structured around teacher preparation, instructional materials development, and teaching strategy, offering a statutory-compliant, evidence-based model for embedding Ilokano-based multilingual pedagogy within the MATATAG Curriculum under the post-RA 12027 policy environment.
Contextualizing GMRC and Values Education for Ilokano Schools Through Nakem: Toward a Localized Moral Education Framework Leonardo Tejano
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3188

Abstract

Despite the Philippine Department of Education's mandate for curriculum contextualization, the MATATAG GMRC and Values Education curriculum has largely been implemented without systematic philosophical engagement with the indigenous moral frameworks of regional learners. In Ilokano schools specifically, this gap produces a documented pattern of moral alienation: learners who can recite state-mandated values in formal assessments yet remain epistemologically estranged from those same values in lived community contexts, exhibiting what researchers describe as behavioral compliance without moral internalization. This study critically examines the MATATAG GMRC and Values Education curriculum through the indigenous Ilokano concept of Nakem, a holistic philosophical construct integrating cognitive discernment, ethical volition, emotional depth, and relational responsibility. Employing qualitative document analysis with a hermeneutic-philosophical approach, this inquiry subjects two textual corpora to systematic cross-examination: the official GMRC and Values Education Curriculum Guides for Grades 1, 4, and 7, and a body of scholarly literature on Ilokano moral philosophy encompassing Nakem, bain, basol, and taripato. Through thematic analysis guided by Gadamer's hermeneutic dialogue and the TRIP model, the study identifies key convergences and divergences between state-mandated competencies and indigenous moral epistemology. The findings demonstrate that while the curriculum provides a structural scaffold for ethical development, its decontextualized application systematically alienates Ilokano learners from their indigenous moral compass, observable in the disjuncture between the curriculum's individualist behavioral indicators and the relational, communally embedded logic of Nakem. In response, this study proposes a localized moral education framework organized across ontological, axiological, and praxeological dimensions, operationalized through the IEA classroom model (Inquisitive Nakem, Experiential Taripato, Aesthetic Panagnakem). The framework offers concrete guidance for curriculum designers, teacher educators, and practitioners seeking to ground moral instruction in the culturally sustaining epistemology of the Ilokano learner.
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