Christopher Y. Wright

Chenee M. Dino

This paper problematizes how perspectives play a significant role in locating the point of convergence between the organization, LEAP, Inc., and DALIN Journal. While the authors/editors acknowledge, albeit reluctantly, that a nonmember’s perspective on what makes the journal a microcosm of the organization is limited, they likewise illustrate other essential elements that contribute to their epistemic stances. They further elaborate on how the journal becomes inextricably linked to the organization while discussing its integrative nature, the drivers of this Inaugural Issue, and its articles. An overarching methodology is discussed to streamline the process and identify what binds all the articles in this issue.

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Cite this article:

Wright, C. Y., & Dino, C. M. (2022). Perspectives: Not just an introduction to The Inaugural Issue. DALIN Journal, 1(1), 1–9. https://www.leapphil.org/_files/ugd/405de6_69d7ab63b5a7423d8b80d2de154a324d.pdf

Erly S. Parungao-Callueng

Erhwin A. Clarin

This article covers the discussion of literature teaching, including pedagogical challenges. The authors trace the ideology of the FREE Paradigm back to Isagani R. Cruz and situate it in the contemporary literature teaching landscape. The discussion transcends a basic conceptual description of what a literature class should be by proposing a critical paradigm for more progressive and humanistic literature teaching. It further guides the readers to clearly understand the implications that this critical paradigm contributes to literature education.

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Cite this article: 

Parungao-Callueng, E. S., & Clarin, E. A. (2022). FREE: A critical paradigm for literature teachers. DALIN Journal, 1(1), 10–15. https://www.leapphil.org/_files/ugd/405de6_32470e43cc984a8bbf66ae47e9071bb6.pdf

John Daryl B. Wyson

Ivy Corazon Panelo, PhD

The authors establish the significance of the essential question (EQ) and enduring understanding (EU) in unpacking a text’s multiple layers of meanings. Using both EQ and EU, they argue that literature teachers can provide their learners with opportunities to connect their experiences and knowledge base with the various layers of meanings embedded in a text. The learners, in turn, may anchor their interpretations of the text and relate these to real-life scenarios. The authors demonstrate this connection through Trese, a graphic novel serialized in print and by Netflix, one of the world’s most popular streaming sites. Language and literature teachers are enjoined to discuss other texts that appeal to learners and use a wide array of strategies that will allow them to interpret and appreciate texts in multiple ways.

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Cite this article: 

Wyson, J. D. B., & Panelo, I. C. B. (2022). Essential question and enduring understanding as a means of freeing Trese. DALIN Journal, 1(1), 16–19. https://www.leapphil.org/_files/ugd/405de6_1dd817e986f741f2ab8ce5ac40438266.pdf

Jennie V. Jocson, PhD

Christopher Y. Wright

Philip Ceasar C. Villaflor

Various fields have documented and concretized a growing interest in the nexus between research and teaching. There is, however, a paucity of literature explaining how this integration can happen in a literature class, instigating epistemological and pedagogical turns among literature teachers. With the shifts in literature education, the challenge of this integration has even doubled, yet it remains relatively uncharted territory. This paper is, therefore, informed by a two-fold intent—discuss three possible approaches to this integration and suggest measures ensuring quality research-integrated literature teaching.

Cite this article:
Jocson, J. V., Wright, C.Y., & Villaflor, P. C. C. (2022). Integrating research into literature teaching: An emancipatory practice. DALIN Journal, 1(1), 20–28. https://www.leapphil.org/_files/ugd/405de6_10277a4fdcf946fcb8320c85f6d2c7ac.pdf

Marvin Dominic B. Buena

The current situation necessitates shifts in how teachers teach their disciplines. The fast growth of information and communication technology (ICT) has significantly affected teaching and learning. Despite an increase in research examining various challenges of utilizing ICT in education, there is a scarcity of literature that guides teachers on how to reconcile their limitations. Therefore, this paper aims to cast light on this issue and provide literature teachers with a few valuable and suitable eLearning tools for their literature classes.

Cite this article:

Buena, M. D. B. (2022). eLearning for literature instruction. DALIN Journal, 1(1), 29–36. https://www.leapphil.org/_files/ugd/405de6_e3bfb1d386294868811a32c841e34455.pdf

Kornellie L. Raquitico

Ester Camille B. Barquilla

Educators promote assessment practices that help learners monitor their work, understand its quality, compare it to exemplars, and improve it. In many literature classes in the Philippines, however, short-term assessment practices dominate. This paper seeks to explain how to use sustainable assessment in literature classes. Through this article, the authors hope more teachers will adopt sustainable assessment practices to help learners see the practical purpose of assessment for lifelong learning and foster more profound and meaningful relationships with their teachers and classmates while benefiting from a pedagogy informed by learners’ needs and capabilities.

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Cite this article:

Raquitico, K. L., & Barquilla, E. C. B. (2022). Sustainable assessment in literature: Bridging the gap between expectations and reality. DALIN Journal, 1(1), 37–45. https://www.leapphil.org/_files/ugd/405de6_cfeb0a3042e34efb87244695f0a3aa02.pdf

Christine Marie Magpile

Cite this article:

Magpile, C. M. M. (2022). Gen Z: Beyond Zoom Identity. DALIN Journal, 1(1), 46. https://www.leapphil.org/_files/ugd/405de6_373900b88b474b9b8350625eec52ba87.pdf