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This dissertation is situated in critical applied linguistics, critical language pedagogy, and heritage and second language (L2) education, within which Filipino language teaching in the U.S. context has remained almost invisible. Drawing on the work of Freire and other critical practitioners, this dissertation analyzes how critical language pedagogy (CLP) works in two upper intermediate Filipino language courses at a University in Hawaiʻi. Most of the existing literature of CLP reports ESL and EFL settings and examines specific aspects of critical language teaching. The field of heritage language (HL) education, however, has drawn on CLP only recently and work of this kind in the HL literature mostly comes from the Spanish language education context only. The dissertation addresses this gap in the literature and directly responds to appeals for tangible guidance and concrete examples coming from teachers of languages other than English (LOTEs). Using Critical Teacher Research (CTR), I analyze the process of curriculum negotiation in my language classes where students took an active role in generating critical themes, making assessment more democratic, and using thematic codes that are drawn from their lived experiences. I also examine the Freirean notion of dialogue as a framework to foster critical consciousness which allows students to identify, challenge, and reframe status quo discourses and ideologies. Drawing on the notion of translanguaging, I analyze how a classroom language policy, which is anchored on the heteroglossic view of languages and the dynamic language practices of multilinguals, can make language learning more meaningful, empowering, and participatory. The findings reveal that creating spaces for curriculum negotiation and critical dialogue provides students with opportunities to transform status quo discourses of schooling and HL education. It also allows for new ways of seeing oppressive ideologies and practices to emerge in order to resist social inequalities. The findings further show that curriculum negotiation in Filipino language classrooms where students have diverse linguistic starting points is possible through adopting critical perspectives of multilingualism, language teaching, and teaching philosophy. This study illustrates that politicizing one’s teaching praxis in HL and L2 classrooms necessitates a rethinking of language teaching and HL education.
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