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Despite the increasing cases of foodborne disease outbreaks involving high school students in the Philippines, the country's basic education lacks a dedicated space for food safety education (FSED). This study problematizes such an issue where education and health intersect. Stemming from benchmarking efforts conducted in the United States of America (USA), FSED learning competencies, specifically intended for Filipino junior high school (JHS) students, were formulated using Glatthorn's Standards-Based Curriculum Development Model. A researcher-developed instrument with Cronbach Alpha of.96 and an interview protocol were employed to collect data from 40 foreign and 100 local participants. These data were analyzed using content analysis, descriptive statistics, and Fleiss' kappa statistics. It was found that USA middle and high schools demonstrated outstanding curricular and pedagogical practices in FSED concerning learning objectives, number of teaching hours, content description and focus, instructional activities, assessment methods, educational resources, and required certifications and trainings. These variables were considered in formulating contextualized learning competencies in food safety for JHS students. Results of the statistical analysis yielded weighted mean, standard deviation, and Fleiss' kappa of 1.00 ± 1.19 (κ = 0.97), 1.00 ± 1.23 (κ = 0.96), 1.00 ± 1.62 (κ = 0.94), and 1.33 ± 1.38 (κ = 0.96) in personal health and hygiene, hazards in food, cleaning and sanitation, and good manufacturing practices, respectively. With overall rating of 1.08 ± 1.04 (κ = 0.96 at p <.05), topics embedded in the learning competencies are considered to be highly beneficial. It is recommended that these contextualized and localized learning competencies are incorporated into the country's present K to 12 Curriculum to educate the Filipino youth about food safety. • The Philippine basic education curriculum does not prioritize food safety education. • USA food safety curriculum employs practices that could be adapted to Philippines. • Formulation of food safety learning competencies is beneficial to Filipino students. • Integrating food safety learning competencies in Philippine curricula is imperative. • Glatthorn's model is effective in formulating contextualized learning competencies. [ABSTRACT FROM AUTHOR]

This study investigates the identity formation of pre-service English language teachers in a multilingual setting, through examining their narratives and interviews under the lens of Wenger's (1998) alignment as a mode of belonging in a community of practice (CoP). It was found that the alignment manifested by the participants lacks negotiability and shared ownership of meaning, which inhibits them from moving towards full participation in the CoP. What eventually results in this form of alignment is a language teacher identity rife with notions and practices anchored on monolingualism, native-speaker norms, and subtractive multilingualism. • Participants' narratives reveal monolingual and native-speaker-based practices in their college and cooperating schools. • Participants are found to align with the English language practices espoused by their instructors. • Little to no collaboration between participants and teacher training instructors happen in the English classrooms. • Language teacher identity of the multilingual participants is largely informed by monolingualism and native-speaker norms. • Pre-service English teachers must have opportunities to legitimize their participation within the community of practice. [ABSTRACT FROM AUTHOR]