Author Information
Ernesto II Carandang, De La Salle University, PhilippinesChristopher Bryan Concha, De La Salle University, Philippines
Abstract
This paper presents the Manunggul Jar Project (MJP) as a service-learning model, that can be adapted globally to support migrant communities in preserving their linguistic and cultural heritage. Developed by De La Salle University in the Philippines and implemented in the Filipino-Italian community of Venice, the MJP offers a replicable framework for heritage and language education rooted in community engagement, intergenerational collaboration, and values-based pedagogy. This project integrates language instruction with cultural appreciation, identity-building, and digital innovation. The project has served as a model of sustainable diaspora education for over three years, blending modular lessons with art-based activities, children’s literature appreciation, peer mentoring, and parental involvement. In response to the COVID-19 pandemic, the project expanded into online modalities, revealing opportunities and to build transnational virtual classrooms and interactive learning environments. Based on these experiences, this paper outlines a flexible formula for multilingual and multicultural education adaptable to various contexts and learning platforms. The framework aligns with the UN’s goals for inclusive education and cultural sustainability, and can inform and share innovative pedagogical practices for educators, researchers, and community leaders working with diasporic communities worldwide. By highlighting the MJP as both an educational and cultural intervention, this study invites international dialogue on how heritage language learning can foster belonging, continuity, and empowerment in migrant populations. It aims to contribute to the development of globally adaptable models that preserve linguistic identity while cultivating intercultural competence.
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