Floral Englishes: Lived Relationships With Englishes in Multilingual Masbate
Date of Award
12-1-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy in English Language and Literature
First Advisor
Maria Luz Elena N. Canilao, PhD
Abstract
This study examines how English language teachers' lived relationships with Englishes in Masbate, a multilingual province, are manifested in their experiences. Specifically, it attempts to distinguish the experiences of Masbateño teachers as English language learners and teachers, their responses to these experiences and their reasons for responding that way, and the impact of these English learning and teaching experiences in shaping their English language teaching views and practices. The term ‘Floral Englishes’ refers to how interesting and flowery the lived experiences of these English language teachers are that the plurality of English languages used here has resulted. This qualitative study that used hermeneutic phenomenology included three English language teachers. Data collection methods included interviews, a narrative inquiry, and classroom observations.
The findings reveal that learning influences at home and in school, learning and teaching strategies, and teachers’ attitudes toward learners impact the multilingual participants' English learning and teaching experiences.
The results indicate that the participants' reactions to their experiences with English were shaped by their attitudes toward the process of learning English.Their desire to fulfill goals as learners in English motivated them to respond in ways that focused on the importance of learners' attitudes. This refers to the participants' behavioral and expressive reactions, such as verbal and non-verbal responses, influenced by their personal beliefs, motivations, and emotions regarding the act of learning the English language.
As teachers, the participants' reactions to their teaching experiences were concentrated on their attitudes toward English, acknowledging the hardship that comes with teaching English, which made them sympathetic in executing the teaching tasks and supervising their learners. As a result, teachers' attitudes regarding English as developed by their cognitive processes when teaching the language were highlighted.
Furthermore, the study indicates that learners' reactions included both positive and negative responses in the area of affect. These reactions were prompted by the learners' emotions/feelings, which stimulated the use and non-use of English. As teachers, the data demonstrate that their affective responses to their teaching experiences were largely positive, and the causes for these responses were likewise positive.
Finally, the findings reveal that the participants' learning and teaching experiences helped shape the teachers' teaching views and practices, demonstrating their achievement of student-centered goals. Following the emergence of the results, it was clear that motivations, strategies, attitudes, goals, cognition, affect, and performativity play a vital role in English learning and teaching experiences in a multilingual setting such as Masbate. Furthermore, incorporating performativity and emotion into multilingual participants' English learning and teaching may result in 'floral Englishes' describing the experiences of coming into contact with the many different varieties of English that have emerged in multilingual venues.
Recommended Citation
Carmen, Arlene B., (2023). Floral Englishes: Lived Relationships With Englishes in Multilingual Masbate. Archīum.ATENEO.
https://archium.ateneo.edu/theses-dissertations/860
