Langkit : Journal of Social Sciences and Humanities

Voice and Applicatives in Duri

2025-11-06T12:01:55+08:00

This paper studies the voice in Duri based on topicality. Duri is an Austronesian language spoken in the northern parts of the South Sulawesi province in Indonesia. There are about 150,000 speakers of Duri. Its closest neighbors are Toraja, Enrekang, and Maiwa languages. In my analysis, Duri has four voices: active, inverse, passive, and antipassive. In analysing voice, it is important to define what is an argument and what is an oblique NP. Voice marker for active voice is zero marking. Voice marker for inverse and antipassive voices is the N- prefix. The difference between them is that in inverse voice, the person marking enclitic on the verb refers to the P argument while in antipassive voice the enclitic refers to the Actor (S). There are also constituent order differences. With full NPs, the constituent order in inverse voice clauses is A V P and in antipassive clauses, it is V obliqueUndergoer S. Voice marker for passive is di- prefix. The applicatives -an and -i are not analysed as voice markers, since they do not change topicality.

Lived Religion, Lived Translanguaging: Identity formation Research in Japan through A Critical Phenomenological Approach

2025-12-15T19:11:44+08:00

Since the late twentieth century, identity research in applied linguistics has emphasized fluid and plural identities, often focusing on multilingual and minoritized individuals. Intersectionality has further supported this work by examining how language is implicated in socially and politically constructed categories such as nationality, race, gender, religion, and class. However, contemporary transnational conditions—including intensified ideological and religious tensions and the disruptions foregrounded during the COVID-19 pandemic—raise questions about how people experience continuity and ethical orientation amid fluid identities and shifting social positions. Drawing on longitudinal, rapport-based qualitative research in Japan, this paper introduces a phenomenology-informed conceptualization of identity as a “constituting self” and advances a critical phenomenological methodology. The study examines the lived experiences of two Catholic women, one Japanese and one Filipino, within a shared analytical frame. Rather than treating categories, labels, and binaries as fixed explanatory units, the analysis approaches them as shifting reference points through which participants interpret their lives across church and everyday contexts. The analysis traces disheartening and healing trajectories through which participants articulate what matters to them. These trajectories are interpreted as “lived religion,” understood as a moral and affective orientation embedded in everyday practice, through phenomenologically narrated “lived translanguaging,” encompassing sensual, emotional, linguistic, and non-linguistic meaning-making. Although small-scale, the study shows how a critical phenomenological approach can illuminate identity formation as an ongoing ethical becoming within transforming relational constellations. It also outlines directions for future identity research that attends to more-than-human relationality and the material conditions through which lived experience is sustained.

The Role of Translanguaging on Linguistic Conflicts in the Facebook Landscape

2025-10-18T12:27:08+08:00

Translanguaging has emerged alongside the rise of social media platforms, especially on Facebook, where a diverse user base with varying identities and language choices coexists. In this digital landscape, translanguaging has notably bridged linguistic barriers, enabling communication across different languages while also creating gaps leading to linguistic conflicts which affect negotiation of peace and assertion of identity. Using content analysis, the researchers selected posts of Facebook celebrities having at least one thousand followers who have engaging post about english usage while employing translanguaging which poses linguistic conflicts. This data were selected by inputting words or phrase tags relevant to the context. Findings showed that the common themes which are treated as conflict triggers are; linguistic resistance and satirical simplification; deconstructing linguistic capital, challenging language-based stereotypes and; acknowledgment and moral framing. These conflicts were found to be both mitigating and escalating linguistic conflicts in the Facebook landscape. In this manner, translanguaging is not inherently inclusive or divisive, but rather reflects the underlying power dynamics and social attitudes within multilingual digital communities. Also, Facebook users equally perceive translanguaging—as inclusive/bridge-building, or divisive/alienating in terms of how they negotiate linguistic boundaries and assert identity across online disputes depending on the context. These findings suggest future researchers to further the study using sociopragmatic lenses in order to discover the digital peacebuilding potential of social media platforms where translanguaging is used.

Navigating Identity: Unpacking the Lived Experiences of Filipino Homosexual Men in Muslim Communities

2025-11-06T07:08:42+08:00

Homosexuals around the world continue to face discrimination. This historical stigma is rooted and propagated by the cultural and religious values held by communities. Over the years, however, accepting individuals for who they are become increasingly recognized as essential. This study aims to address the existing gaps and to inform the development of culturally informed support services and promote greater understanding and acceptance among Muslim communities by emphasizing the unique context of Lanao del Sur, southern Philippines. These research questions guided the study: (1) How do Filipino homosexual men in a Muslim community experience the intersectionality of their sexual identity and religious environment? and (2) How do they negotiate and make sense of dual pressure of religious conformity and personal authenticity? Using qualitative design, the study involved seven Muslim men in the Philippines, aged 21 to 35, who identify as homosexual. This age range was selected to capture individuals likely to have developed a stable sense of identity and to have encountered a range of experiences related to their sexual orientation. Participants were recruited through purposive and snowball sampling. Findings reveal how these individuals navigate the delicate balance between their sexual identity and the religious and cultural expectations that shape their social environment. They emphasize the pervasive impact of stigma and social isolation, while also highlighting the resilience fostered through coping strategies and social support networks.

When Schooling Does Not Translate to Learning: Localizing the World Bank’s Learning Poverty Framework for SDG 4

2026-01-20T22:58:31+08:00

Despite improved school participation in the Philippines, many children and youth remained unable to acquire foundational reading skills, reflecting a persistent schooling without learning problem and underscoring the need for community-level evidence on learning poverty beyond national averages, particularly in rural and marginalized contexts. Addressing this gap, the study estimated learning poverty in a selected community in Lanao del Norte by integrating schooling deprivation and learning deprivation using the World Bank Learning Poverty Framework. A quantitative descriptive correlational design was employed involving 119 school-age learners aged 4 to 24 years, spanning preschool to senior high school and including enrolled, unenrolled, and over-aged learners reflecting age grade mismatch. Schooling deprivation data were generated through household survey-based enrollment mapping and triangulated with local school and Alternative Learning System records, while learning deprivation data were obtained through the administration of the DIBELS 8th Edition, a standardized assessment of early reading and foundational skills, with learners classified according to benchmark performance and risk status. Schooling deprivation was computed as the proportion of out-of-school learners, learning deprivation as the proportion of enrolled learners below minimum reading benchmarks, and learning poverty using the World Bank formula: LP = SD + (1 − SD) × LD. Findings revealed severe learning deprivation among enrolled learners and an extremely high learning poverty rate, indicating that schooling participation did not translate into meaningful reading outcomes. The results highlighted the urgency of strengthening early reading instruction and demonstrated the value of community-based learning poverty measurement for guiding responsive education interventions aligned with Sustainable Development Goal 4.