Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal Corner of Education, Linguistics, and Literature
Syting, Christian Jay
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Rhetorical Persuasion in Sara Duterte’s Basic Education Curriculum Advocacy: A Sociopragmatic Analysis Abregana, Geterel John; Mabale, Almira Luz; Mendiola, Laica; Syting, Christian Jay
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 1 (2024): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i1.312

Abstract

This study aimed to describe the pragmatic features of Sara Duterte's advocacies regarding the Basic Education Curriculum in the Philippines. The research data, gathered from 2022 to 2023 during Duterte's tenure as Secretary of the Department of Education, included an interview and speeches totaling 5 hours and 16 minutes. Using dimensions of pragmatics, including presupposition (Stalnaker, 1973), implicature (Grice, 1975), felicity conditions (Searle, 1969), and politeness strategies (Brown & Levinson, 1987), the analysis revealed several key findings. The presuppositions identified included learner success and employability, inclusive education, a supportive learning environment, teacher support and development, education system improvement, and learner values and development. Implicatures conveyed messages of resiliency, heroic qualities, perseverance, and involvement beyond education. The illocutionary forces identified were assertives, directives, and commissives, each examined for adherence to the conditions necessary for their validity. Additionally, Duterte strategically employed politeness strategies such as positive politeness, negative politeness, bald-on-record, and off-record strategies. These findings offer a deeper understanding of how political figures strategically use language to shape public opinion and policy agendas, particularly in critical areas such as education. By comprehending the pragmatic underpinnings of political discourse, stakeholders can better discern the intentions and potential impacts of such advocacies, facilitating informed decision-making and societal progress.
Analyzing Teacher-Student Interaction in English-Medium Classrooms: Flanders’ and Initiation-Response-Feedback Model in-Focus Balaobao, Anjelyn; Calapaan, Angel Joyce; Cubero, Sheane Ann; Syting, Christian Jay
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 1 (2024): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i1.318

Abstract

This study analyzed teacher-student interaction in English-medium classrooms using Flanders’ Interaction Analysis and the Initiation-Response-Feedback (IRF) pattern frameworks. Eight teachers from the College of Teacher Education (CTE) at a private higher institutions participated in the study: three were observed during their teaching process for a total of six hours, and five were interviewed. Using the Flanders’ Model, the main categories involved were indirect teacher talk, direct teacher talk, student talk, and silence. On the other hand, using IRF, the results revealed that head acts involved initiating acts, which consisted of requestives, directives, elicitation, and informatives; responding acts, which composed of positive, negative, and temporization responses; and then follow-up acts, which comprised of endorsement, concession, and acknowledgement. The study underscores the significance of balancing direct and indirect talk to foster more dynamic and interactive classroom environments. Mapping out specific interaction patterns such as initiating insights for educators to refine their teaching strategies and enhance student engagement and learning outcomes.
Co-Authors Abregana, Geterel John Balaobao, Anjelyn Calapaan, Angel Joyce Cubero, Sheane Ann Mabale, Almira Luz Mendiola, Laica