PERCEIVED LINGUISTIC DISCRIMINATION, LONELINESS AND SOCIAL ISOLATION OF NATIVE BISAYA BCP STUDENTS: A BASIS FOR AWARENESS CAMPAIGN

Abstract

This study explores the experiences of native Bisaya students at Bestlink College who face language-based discrimination. Many of these students feel isolated and excluded in environments where Tagalog and English dominate communication. Using Goffman’s Stigma Theory, the research examines how such language bias affects their feelings of loneliness, social isolation, and sense of belonging. The study seeks to understand the connections among these issues and to recommend strategies for schools to create a more inclusive and supportive atmosphere for Bisaya-speaking students. This study used a quantitative research approach and purposive sampling to select 43 native Bisaya students from Bestlink College of the Philippines. Data collection involved three questionnaires: a custom Linguistic Discrimination Scale, the UCLA Loneliness Scale, and the Lubben Social Network Scale. These tools assessed the students’ experiences of language discrimination, feelings of loneliness, and social isolation. The data were analyzed through statistical techniques, such as Pearson’s correlation, to explore the relationships between these factors. Although students reported moderate levels of perceived linguistic discrimination, they generally exhibited moderate to high levels of social engagement, maintaining sufficient social networks. The statistical analysis, however, revealed only weak correlations between linguistic discrimination and loneliness (r = 0.09), as well as between linguistic discrimination and social isolation (r = 0.33). This indicates that experiences of linguistic discrimination and social isolation are context-dependent rather than constant across all situations. The study revealed that native Bisaya students at Bestlink College of the Philippines encounter linguistic discrimination manifested through accent bias, code-switching, language shaming, and academic judgments. Despite these challenges, there was no significant statistical link between such discrimination and the students’ experiences of loneliness or social isolation. Most participants reported moderate to high social participation, with feelings of loneliness being infrequent. This suggests that while linguistic discrimination exists, it does not markedly affect their emotional or social health. The study emphasizes the need for further investigation into contextual factors and advocates for an awareness campaign to reduce linguistic bias and enhance social inclusion for native Bisaya students.