Phenomenology of Language Sensitivity in the Classroom
Abigail Quimosing-Ocay
https://orcid.org/0000-0001-6624-7928
abquimosing@ksu.edu.ph
Kalinga State University, Philippines, 3800
DOI: https://doi.org/10.54476/ioer-imrj/979372
ABSTRACT
The study examined the phenomenon of language sensitivity in the classroom. Specifically, it identified the lived experiences of students as to their language interactions with peers and with their teachers and developed a language sensitivity model in the classroom. It made use of qualitative design, employing the phenomenological approach by Moustakas (1994) which in this study, essentially focused on the meanings of the experiences of the participants on language sensitivity in a classroom context. The findings of the study revealed that there are positive and negative lived experiences of the students as to interactions with peers and teachers in the classroom. Positive experiences are categorized into the theme of politeness, while negative experiences are categorized into themes: bullying, profane language, culture-biased language, and sexism. It was further revealed that language sensitivity cycles in the classroom in terms of language interactions with peers and with the teacher, and both teachers and students choose either positive or negative language interactions. Finally, the study concludes that the more negative language interactions occur in the classroom, the lesser the language sensitivity that arises; while the more positive interactions occur, the greater the language sensitivity that arises.
Keywords: Language interactions, Language sensitivity, Lived experiences, Phenomenology