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All Journal IJIET (International Journal of Indonesian Education and Teaching)
Rafael Ibe Santos
University of Asia and the Pacific, Philippines
Education

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PRAGMATIC COMPETENCE CONSTRUCT IN SECOND LANGUAGE ACQUISITION: CRITICAL THEORETICAL AND PEDAGOGICAL PERSPECTIVES IN LANGUAGE TEACHING Rafael Ibe Santos
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11467

Abstract

Drawing from literature on language and interlanguage pragmatics as well as education and business, this conceptual paper presents the current realities in second language learning and instruction and argues for the need to align collegiate second language acquisition curricula that emphasize linguistic and pragmatic competence. Such revision is consistent with the need to prepare college students to meet the critical demands of multi-context communication, which necessitates a deliberate teaching of pragmatic competence.  More than the typical cognitive and technical skills, both local and global job markets need wide-ranging sets of communication-related competences as these affect meaning-making and quality of relationships, particularly in the workplace. Acquisition or enhancement of these skills paves the way for career, business, and life success. Said competencies also highlight the value of social or sociocultural skills as well as internal attributes that are critical in fostering healthy relationships and fruitful interaction. Both sets of skills speak of a person’s appropriateness in terms of use of pragmalinguistic and sociopragmatic resources and norms in communication, in addition to the aptness of understanding of linguistic and non-linguistic codes. Ultimately, these skills all boil down to pragmatic competence, which is needed in a balanced second language teaching approach. 
INTEGRATION OF SELF-ESTEEM ENHANCEMENT PROGRAMS IN COLLEGE OUTREACH ACTIVITIES TO PERSONS WITH DISABILITIES: TOWARD A FRAMEWORK FOR INCLUSIVE PEDAGOGY Rosalyn Laylo Ward; Rafael Ibe Santos
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 2 (2026): July 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i2.14360

Abstract

This study explores the development of self-esteem among individuals with physical conditions through proposed self-esteem enhancement programs by faculty and students engaged in outreach activities at a local private college in Rizal province for persons with disabilities (PWDs), who are often excluded from mainstream education. Relying on autoethnography as a research method, this qualitative work provides timely observations and reflections drawn from recorded research notes on the subject of self-esteem as it relates to individuals with physical challenges and what can be done to address their needs outside the four walls of educational institutions. Major autoethnographic findings highlight some of the best possible practices necessary in the conduct of self-esteem enhancement tasks for PWDs and how they can be implemented in places such as Tahanang Walang Hagdanan (Home Without Stairs), a pioneering organization that empowers persons with disabilities by providing livelihood, skills training, and advocacy for accessibility and inclusion in the Philippines. Our autoethnographic records further point to the need to identify self-esteem enhancement strategies that can be integrated into the faculty-student community outreach endeavors designed for people with physical limitations. Observations and conclusions have implications for inclusive pedagogy and a framework for education that integrates those with disabilities in formal and non-formal education in line with the United Nations Sustainable Development Goals (SDGs) in Education, particularly SDGs 4.3 and 4.5. 
Co-Authors Rosalyn Laylo Ward