Jayson Parba, Ph.D.

Applied Linguistics (Journal Articles and Book Chapters)

Parba, J. (in preparation). Disinventing Filipino in the heritage language context: Remapping the boundaries of Filipino language and culture curriculum in the diaspora.

Parba, J. & Fernandez-Dalona, I. (under review). Investigating Teachers’ (Mis)Understanding of Translingualism: Hopes for a multi-/translingual Philippine ELT.

Parba, J. (forthcoming). Reimagining EMI through multi-/translingual access: A decolonial pedagogical perspective of Philippine ELT. In R. Giri, A. Padwad., & M. Kabir (Eds.). Equity, social justice and English medium instruction: Case studies from (South and Southeast) Asia. Springer.

Parba, J. & Morikawa, T. (forthcoming). Unequal Englishes in multimodal texts: Visibilizing opaque power relations through critical discourse analysis. In R. Tupas (Ed.). Investigating Unequal Englishes. Routledge.

Parba, J. (forthcoming). Foregrounding the ordinariness of translanguaging: Towards equitable multilingualism for all. In M. L. E. Canilao & R. De Los Reyes (Eds.) Translanguaging for empowerment and equity: Language practices in Philippine education and other public spaces. Springer.

Parba, J. (forthcoming). Translanguaging as transformative pedagogy: Vignettes from the Filipino language classrooms in Hawaiʻi. In A. Welp & R. Maciel (Eds.) Transformative practices in translanguaging classrooms. Graduate Program in Language Studies, Universidade Federal do Rio Grande do Sul, Brazil

Parba, J. & Fernandez-Dalona, I. (2022). Disrupting English hegemony and promoting critical language pedagogy in the Philippines. The European Journal of Applied Linguistics and TEFL. http://www.theeuropeanjournal.eu/download/EJALTEFL_02_2022.pdf

Morikawa, T, & Parba, J. (2022). (Il)Legitimating Filipino teachers’ English on webpages for Japanese learners of English. TESOL Quarterly. https://doi.org/10.1002/tesq.3182

Morikawa, T, & Parba, J. (2022). Diversification, desire, and hierarchization of unequal Englishes on online eikaiwa. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2080833

Parba, J. & Morikawa, T. (2022). “Fun place and hospitable people”: (Post)Colonial gaze towards the Philippines on webpages for Japanese learners of English. In B. Sharma & S. Gao. (Eds.) Intercultural communication in tourism: Critical perspectives, Routledge. https://doi.org/10.4324/9781003088028

Parba, J. (2021). Teaching critical vocabulary to Filipino heritage language learners. Special Issue on Critical Language Pedagogy (Edited by Graham Crookes) in Education Sciences, 11(6), 260. https://doi.org/10.3390/educsci11060260

Cannizzo, H.A.; Crookes, G.V.; Farias, P.F.; Häusler, A.H.; Leal, P.; Parba, J.; da Silva, L.; Siqueira, S.; West, G.B.; Ziegler, N. (2021). Final thoughts: Concluding the special issue. Education Sciences, 11, 764. https://doi.org/10.3390/educsci11120764

Parba, J. (w/ Cirocki, A., Kaday, K., & Caparaso, J.). (2019). Metacognitive reading strategies of Filipino ESL students: Use and instruction. Asian Journal of English Language Teaching, 28, 29-60.

Parba, J. & Crookes, G. (2019). A Filipino second language classroom: negotiating power realations and the role of English in a critical LOTE/world language classroom in Hawai’i. In M. Lopez-Gopar & W. Sughrua (Eds). International perspectives on critical pedagogies in ELT. Hampshire, UK: Palgrave Publishers Ltd.https://doi.org/10.1007/978-3-319-95621-3

Parba, J. (2018). Teachers’ shifting language ideologies and teaching practices in MTB-MLE Philippine classrooms. Linguistics and Education,4, 27-35. https://doi.org/10.1016/j.linged.2018.07.005

Mendoza, A. & Parba, J. (2018). Thwarted: Relinquishing educator beliefs to understand translanguaging from learners’ point of view. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2018.1441843

Haeusler, A., Leal, P., Parba, J., West, G., & Crookes, G (2018). “How did you become political?”: Narratives of young political researchers in applied linguistics. Critical Inquiry in Language Studies: Special issue on politics of L2 research education. https://doi.org/10.1080/15427587.2018.145330