From local reading to global understanding: Pre-service teachers’ global and multicultural literacy competencies in literary analysis

Joy D. Talens; Margie A. Magnaye

doi:10.61251/ijoep.v3i2.414

Authors

Joy D. Talens Education Department, College of Education, Arts and Sciences, De La Salle Lipa, Lipa City, Batangas, Philippines
Margie A. Magnaye Language and Literature Area, College of Education, Arts and Sciences, De La Salle Lipa, Lipa City, Batangas, Philippines

DOI:

https://doi.org/10.61251/ijoep.v3i2.414

Keywords:

global lilterary competencies, multicultural literacy competencies, pre-seervice teachers, literary analysis

Abstract

As educational environments become more globally interconnected and culturally diverse, developing global and multicultural literacy has become increasingly important in preparing future teachers to respond effectively to contemporary educational demands. This study explored how pre-service teachers in a higher education institution in the Philippines demonstrate global and multicultural literacy competencies in literary analysis through their written narratives, as these competencies are essential 21st-century skills that teachers are expected to develop and demonstrate before engaging in future teaching practice. Guided by a qualitative research design grounded in narrative inquiry, the study involved eight pre-service teachers selected through purposive sampling from a teacher education program. Data were gathered through written reflective narratives and analyzed using thematic analysis. The findings revealed that participants demonstrate global literacy competency by connecting literary texts to global and social issues, considering multiple perspectives, and reflecting on cultural identities, including their own. They also show multicultural literacy competence through their ability to support interpretations with evidence, engage respectfully with diverse viewpoints, and remain aware of personal biases. Furthermore, their narratives point to the value of reflective writing and classroom dialogue in shaping more critical and culturally responsive approaches to literary analysis. The study suggests that global and multicultural literacy are closely interconnected and play a meaningful role on how pre-service teachers interpret and respond to texts. These findings highlight the importance of integrating reflective and context-based practices in teacher education to better prepare future educators for diverse and globalized learning environments.

Author Biographies

Joy D. Talens, Education Department, College of Education, Arts and Sciences, De La Salle Lipa, Lipa City, Batangas, Philippines

Dr. Joy Talens is a Full Professor II at De La Salle Lipa, educator, researcher, and teacher educator with expertise in science education, pedagogy, assessment, educational management, and instrument development. She earned her Doctor of Philosophy in Educational Management and Master of Arts in Science Education from the Philippine Normal University and graduated cum laude with a Bachelor of Secondary Education major in General Science from Sacred Heart College, Lucena City. She further enhanced her expertise through professional training at the University of Tsukuba, Japan, and the University of the Philippines Marine Science Institute.

Dr. Talens previously served as Director for Research and Development at Sacred Heart College and Program Chair of the Education Department at De La Salle Lipa. She is also the Editor-in-Chief of the De La Salle Lipa Scholarum Journal of Education. Her scholarly work has been published in peer-reviewed and Scopus-indexed journals, supported by research grants from CHED and Conservation International, and presented at local and international conferences.

Dr. Talens has authored books and instructional materials, served as a national trainer and resource speaker, and actively contributes to professional organizations. She currently serves as a Teacher Education Council (TEC) Fellow under the University of Santo Tomas' RITE2 Program, leading research on the development of a socio-culturally responsive social-emotional learning competency instrument for Filipino pre-service teachers.

Margie A. Magnaye, Language and Literature Area, College of Education, Arts and Sciences, De La Salle Lipa, Lipa City, Batangas, Philippines

Dr. Margie Magnaye is an Associate Professor in the Languages and Literature Area of De La Salle Lipa. She teaches courses in language, literature, communication, and multilingual education, including Philippine Literature, World Literature, Critical Studies of Literature, Language, Culture and Society, Purposive Communication, and Structure of English. She earned her Master’s Degree in Education major in English and completed her PhD in Education major in English (Cum Laude) through the De La Salle Lipa scholarship program. Dr. Magnaye’s research focuses on literary criticism, literary theories, discourse analysis, and innovative pedagogies for language and literature teaching. Her scholarly work examines both local and international literary texts while advancing evidence-based teaching practices that promote critical thinking and meaningful learning in English education. She has presented research papers at national and international conferences across Asia. Her research excellence has been recognized through several prestigious awards, including Best Presenter at the 2026 2nd Conference on Technology and Research for National Development and Sustainability, Best Paper at the 2024 National Conference on Business, Education, Social Science and Technology, and Best Presenter at the 2021 Network of Calabarzon Educational Institutions, Inc. (NOCEI) Research Forum. Her continuing research advocacy centers on strengthening English language and literature education through critical and innovative pedagogical approaches.

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