Investigating the Integration of Language Variation in English Language Teaching in Philippine Junior High Schools

Date of Award

5-2022

Document Type

Thesis

Degree Name

Master of Arts major in English Language and Literature Teaching (Option I-Thesis)

First Advisor

Maria Isabel P. Martin, PhD

Abstract

Language variation is a term used in contemporary sociolinguistics to refer to small variations that occur in language and are determined by external, social factors. Language variation and change is an important research paradigm today, and Brown (2006) argued that language variation is rarely introduced as a central component of language teaching. This was the motivation for this study. Teachers need clear directions to make efficient use of the linguistic varieties available in their classrooms (Yiakoumetti & Mina, 2013). Palmer and Deveraux (2019) have recently claimed that language variations exist everywhere, including in the classroom. In effect, language teachers must integrate language variation concepts into teaching (Wolfram, 1999) because they contribute to learning (Barratt). On the basis of these assumptions, this study investigated teaching beliefs and practices involving language variation and their integration into the ELT in Philippine Junior High School classrooms. Specifically, it addressed these questions: (1) how do JHS teachers perceive language variation, (2) how do JHS teachers perceive language variation integration in the ELT; and (3) to what extent do JHS teachers apply language variation concepts in teaching English in the Province of Bulacan, Philippines. This descriptive study used simple random sampling with the participation of 210 English teachers. The work of Palmer and Devereaux (2019) on the language variation concepts and issues to negotiate in teaching language variation was used in the study to explore and examine the integration of language variation in the English language teaching of the participants in the current K-12 curriculum of the Philippine Junior High Schools. The results have shown positive perception, acknowledgement, and acceptance of language variation in ELT, as well as active and passive integration, amongst JHS teachers.

KEYWORDS: English teaching, Language variation, Multilingualism, language change, Junior High School

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