Authors

Alexiz Jane L. Blancaver*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines

Dr. Erlyn C. Beup
Filamer Christian University, Inc., Roxas City, Capiz, Philippines
Email: erlynbeup@gmail.com

Abstract

This mixed-sequential explanatory research aimed to determine the levels of critical language awareness, language ideologies, and language sensitivity of college students in state universities and colleges (SUCs) in the province of Iloilo, and to examine the differences and relationships among these variables as basis for an Enriched Language Competence Program. Specifically, it sought to assess the level of each variable, determine the differences in language sensitivity when grouped according to critical language awareness and language ideologies, and identify the relationships among the three variables. The respondents of the study were college students enrolled in selected SUCs in Iloilo. Data were gathered using a validated survey questionnaire and were analyzed using appropriate descriptive and inferential statistical tools. The level of significance was set at 0.05. Results revealed that the level of critical language awareness of students is high. The level of language ideologies is also high. The level of language sensitivity is very high. Significant differences are found in the level of language sensitivity when students are grouped according to their levels of critical language awareness and language ideologies. Significant relationships are also found among critical language awareness, language ideologies, and language sensitivity; however, the relationships are weak. Based on the findings, a Language Competency Program is proposed.

Keywords: Critical language awareness, language ideologies, language sensitivity, language competence, language beliefs, purposive communication.

*Corresponding author / Email: lexxellopez@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021239

Recommended citation:
Blancaver, A. J. L., & Beup, E. C. (2026). Critical language awareness, language ideologies, and language sensitivity of college students: Basis for language competency program. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5705-5713. http://doi.org/10.69651/PIJHSS05021239

Read the full text

References

Austin, J. L. (1962). How to do things with words. Oxford University Press.

Barron, A. (2021). Pragmatic development in second language acquisition. Routledge.

Borg, S. (2011). Language teacher research engagement. Continuum.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

Chun, C. W. (2015). Power and meaning-making in critical language awareness. Journal of Language, Identity & Education, 14(2), 114–129.

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107.

Ennis, R. H. (2018). Critical thinking across the curriculum. Inquiry: Critical Thinking Across the Disciplines.

Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.

Fairclough, N. (1992). Critical language awareness. Longman.

Garrett, P. (2010). Attitudes to language. Cambridge University Press.

Godley, A. J., & Minnici, A. (2008). Critical language awareness and classroom practice. English Teaching: Practice and Critique, 7(2), 74–94.

Irvine, J. T., et al. (2006). Language awareness and communicative sensitivity in professional contexts. Journal of Sociolinguistics, 10(4), 512–530.

Janks, H. (2010). Literacy and power. Routledge.

Kroskrity, P. V. (2016). Language ideologies: Practices and theory. Oxford University Press.

Kubota, R., & Lin, A. (2009). Race, culture, and identities in second language education. TESOL Quarterly, 43(2), 233–245.

Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy. Language Arts, 79(5), 382–392.

Liddicoat, A. J., & Taylor-Leech, K. (2015). Multilingual education and language ideologies. Current Issues in Language Planning, 16(1–2), 1–14.

Lippi-Green, R. (2012). English with an accent (2nd ed.). Routledge.

Masny, D. (1997). Language awareness and learning. Language Awareness, 6(1), 1–12.

Pavlenko, A. (2013). The bilingual mind and what it tells us. Cambridge University Press.

Razfar, A., & Rumenapp, J. C. (2012). Critical language awareness in education. Linguistics and Education, 23(4), 431–445.

Searle, J. R. (1969). Speech acts. Cambridge University Press.

Siegel, J. (2006). Language ideologies and language planning. Current Issues in Language Planning, 7(3), 254–273.

Svalberg, A. M.-L. (2007). Language awareness and language learning. Language Teaching, 40(4), 287–308.

Taguchi, N. (2019). Pragmatic competence in L2 learning. Routledge.

Van Dijk, T. A. (2011). Discourse and power. Palgrave Macmillan.

Wang, X., & Xu, Y. (2024). Language ideologies and multilingual education. International Journal of Multilingualism.