Transformative exposure trip for Good Samaratin Colleges

The Institute of Education recently welcomed students from Good Samaritan Colleges, a Far Eastern University academic partner institution, for a dynamic exposure trip that offered more than just a glimpse into campus life. At the heart of the visit was a seminar-workshop on translanguaging, a pedagogical approach that recognizes and maximizes the fluid use of multiple languages in learning environments. 

“Discourse analysis in today’s classroom assists students go beyond understanding language to questioning how it works and what it does. As they engage in this process, students come to realize that everyday language – whether on social media, in conversations, or in the news reports is not neutral but is influenced by purpose, perspective, and power dynamics,” said Cheryl Matala, who facilitated an interactive online classroom observation in Stylistics and Discourse Analysis.

“By analyzing various texts, students learn to ask critical questions like who is speaking, what message is being promoted, and what might be hidden. This habit strengthens their ability to think critically and avoid being easily influenced. Additionally, discourse analysis enhances students’ awareness of their own language use,” said Matala. “They become more mindful of how their words, tone, and choices can affect others, whether by including or excluding people, and how these aspects reflect certain attitudes. Overall, it transforms students from passive users of language into critical and responsible communicators, equipping them to better understand and navigate everyday interactions.” 

Led by faculty member Samantha Mae Fabellon, the translanguaging session underscored the growing importance of inclusive and adaptive language practices in education. Rather than treating language differences as barriers, translanguaging positions them as assets, empowering learners to think, express, and engage more authentically. For the visiting students, the workshop became a space not only for acquiring new knowledge, but also for rethinking how language shapes identity, participation, and understanding in the classroom.

Through this, the participants witnessed how theoretical concepts are translated into actual teaching practice, bridging the gap between academic frameworks and real-world application. The session offered valuable insight into how future educators can cultivate critical thinking while remaining responsive to diverse linguistic backgrounds.