Isabel Pefianco Martin – författare

This Element offers a critical review of forensic linguistic studies in the Philippines. The studies within, collected over a period of eight to nine years, reveal relevant themes from texts in courtroom proceedings, legal writings, and police investigations. The studies also delve into issues of language choice and language policy. The Element begins with a description of language policy in the Philippines, focusing specifically on language in the legal domain. The main body of the Element is the critical review of Philippine forensic linguistics studies. This critical review takes a sociolinguistic stance, in that issues of language and law are discussed from the lens of social meanings and social practice. From this critical review of forensic linguistics studies, the authors hope to chart future directions for forensic linguistic studies and research in the Philippines.

This Element offers a critical review of forensic linguistic studies in the Philippines. The studies within, collected over a period of eight to nine years, reveal relevant themes from texts in courtroom proceedings, legal writings, and police investigations. The studies also delve into issues of language choice and language policy. The Element begins with a description of language policy in the Philippines, focusing specifically on language in the legal domain. The main body of the Element is the critical review of Philippine forensic linguistics studies. This critical review takes a sociolinguistic stance, in that issues of language and law are discussed from the lens of social meanings and social practice. From this critical review of forensic linguistics studies, the authors hope to chart future directions for forensic linguistic studies and research in the Philippines.

This Element offers a critical review of forensic linguistic studies in the Philippines. The studies within, collected over a period of eight to nine years, reveal relevant themes from texts in courtroom proceedings, legal writings, and police investigations. The studies also delve into issues of language choice and language policy. The Element begins with a description of language policy in the Philippines, focusing specifically on language in the legal domain. The main body of the Element is the critical review of Philippine forensic linguistics studies. This critical review takes a sociolinguistic stance, in that issues of language and law are discussed from the lens of social meanings and social practice. From this critical review of forensic linguistics studies, the authors hope to chart future directions for forensic linguistic studies and research in the Philippines.

This handbook serves as a comprehensive resource on English language education in the Philippines, addressing a wide range of issues including ideologies, multilingualism, identities, policies, methodologies, assessment, teacher education, and curriculum.Chapters cover a range of educational contexts—from Luzon to Mindanao islands, from basic to higher education, and from formal to non-formal schooling. This book upholds the think and do otherwise perspective by problematizing contemporary paradigms and practices that operate from naturalized ideas inherited from the American colonizers. This includes repairing pedagogies that redress injustices experienced by historically marginalized groups and hoping for possibilities and approaches to teaching and learning English that are just, equitable, and inclusive. The six sections in the Handbook bring up conditions for thinking and doing otherwise, pointing to ways in which genuine changes can start to happen. Scholars from diverse backgrounds come together in this handbook to take collective ownership of English language education in the Philippines. This ownership does not mean ignoring and disposing of the country’s colonial past but reclaiming English language education as an ongoing project instead. This handbook likewise demonstrates that such a project makes it possible for wider audiences to see that Global South scholars from and in the Philippines also have much to teach the rest of the world about thinking and doing otherwise and, by extension, problematizing, repairing, and hoping.Given its scope and breadth, the handbook is an invaluable reference for students, pre-service and in-service teachers, teacher educators, researchers, and policymakers interested in English language, language education, TESOL, sociolinguistics, and applied linguistics.

This handbook serves as a comprehensive resource on English language education in the Philippines, addressing a wide range of issues including ideologies, multilingualism, identities, policies, methodologies, assessment, teacher education, and curriculum.Chapters cover a range of educational contexts-from Luzon to Mindanao islands, from basic to higher education, and from formal to non-formal schooling. This book upholds the think and do otherwise perspective by problematizing contemporary paradigms and practices that operate from naturalized ideas inherited from the American colonizers. This includes repairing pedagogies that redress injustices experienced by historically marginalized groups and hoping for possibilities and approaches to teaching and learning English that are just, equitable, and inclusive. The six sections in the Handbook bring up conditions for thinking and doing otherwise, pointing to ways in which genuine changes can start to happen. Scholars from diverse backgrounds come together in this handbook to take collective ownership of English language education in the Philippines. This ownership does not mean ignoring and disposing of the country's colonial past but reclaiming English language education as an ongoing project instead. This handbook likewise demonstrates that such a project makes it possible for wider audiences to see that Global South scholars from and in the Philippines also have much to teach the rest of the world about thinking and doing otherwise and, by extension, problematizing, repairing, and hoping.Given its scope and breadth, the handbook is an invaluable reference for students, pre-service and in-service teachers, teacher educators, researchers, and policymakers interested in English language, language education, TESOL, sociolinguistics, and applied linguistics.

This handbook serves as a comprehensive resource on English language education in the Philippines, addressing a wide range of issues including ideologies, multilingualism, identities, policies, methodologies, assessment, teacher education, and curriculum.Chapters cover a range of educational contexts-from Luzon to Mindanao islands, from basic to higher education, and from formal to non-formal schooling. This book upholds the think and do otherwise perspective by problematizing contemporary paradigms and practices that operate from naturalized ideas inherited from the American colonizers. This includes repairing pedagogies that redress injustices experienced by historically marginalized groups and hoping for possibilities and approaches to teaching and learning English that are just, equitable, and inclusive. The six sections in the Handbook bring up conditions for thinking and doing otherwise, pointing to ways in which genuine changes can start to happen. Scholars from diverse backgrounds come together in this handbook to take collective ownership of English language education in the Philippines. This ownership does not mean ignoring and disposing of the country's colonial past but reclaiming English language education as an ongoing project instead. This handbook likewise demonstrates that such a project makes it possible for wider audiences to see that Global South scholars from and in the Philippines also have much to teach the rest of the world about thinking and doing otherwise and, by extension, problematizing, repairing, and hoping.Given its scope and breadth, the handbook is an invaluable reference for students, pre-service and in-service teachers, teacher educators, researchers, and policymakers interested in English language, language education, TESOL, sociolinguistics, and applied linguistics.

This book brings together chapters that describe, investigate, and analyze the place of English in education in multilingual Philippines. Unlike most studies on languages in education, which take a neutral, de-contextualized stance, this volume take a pluricentric view of the English language by positioning it in relation to its varieties, as well as to other languages in the country. Because of the changing realities of English in the Philippines, traditional assumptions about the language as monolithic and unchanging, as well as about how it should be taught and learned, need to be revisited and re-conceptualized.

This book brings together chapters that describe, investigate, and analyze the place of English in education in multilingual Philippines. Unlike most studies on languages in education, which take a neutral, de-contextualized stance, this volume take a pluricentric view of the English language by positioning it in relation to its varieties, as well as to other languages in the country. Because of the changing realities of English in the Philippines, traditional assumptions about the language as monolithic and unchanging, as well as about how it should be taught and learned, need to be revisited and re-conceptualized.