Pedagogic discourses in the Philippines: Building shared knowledge through multi/translanguaging exchanges in the classroom

Dr. Priscilla Angela T. Cruz

Ateneo de Manila University

This presentation is an exploration of how varied semantic repertoires are used to build literacy. As Schleicher (2021) defines, literacy is the “construction of knowledge”. However, teaching and learning are also about negotiating and building shared knowledge (Rose, 2014). For classrooms where students and teachers have access to various meaning-making repertoires (Martin, 2010), a question that can be asked is “how is literacy, as shared knowledge, constructed in multi/translingual classroom spaces?” This paper will first problematize the notion of ‘knowledge’ and the meanings of knowledge that are exchanged in classroom interactions. Next, it will consider studies of multilingual or translingual learning and what these findings have meant for studies on classroom discourse. Then, it will present an analysis of languaging in the pedagogic discourse (Bernstein, 1990) of basic education classrooms from the Philippines. Through the analysis, I will examine language shifts (Kartika-Ningsih and Rose, 2018) as acts of knowledge negotiation and construction in order to reveal how they function in the co-construction (Canagarajah, 2013) and accumulation (Rose, 2014) of knowledge. Finally, I examine what knowledge vis a vis what knower identities (Maton, 2014), particularly in relation to language, are realized in these classrooms. My overall aims for this research is to add to conversations on the value of translanguaging in building literacy, the need to explore the functions of translanguaging in knowledge construction, and finally, contribute to research on how translanguaging can be effectively deployed in the process of accumulating knowledge.