Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-22T15:21:53.040Z Has data issue: false hasContentIssue false

5 - English Teacher Education in Postcolonial Philippines

Published online by Cambridge University Press:  17 October 2020

By
Maria Luz C. Vilches
Edited by
Amy Bik May Tsui
Amy Bik May Tsui
Affiliation:
The University of Hong Kong
Get access

Summary

This chapter discusses global challenges in English language teaching and teacher education and the local responses in the Philippines. It outlines the issues posed by globalization from two perspectives: (1) globalization as an "economic imperative" and (2) "critical resistance" against globalization as marginalizing local economic initiatives. It discusses the government’s responses to these issues, motivated by the need for the Philippines to be globally competitive, especially as part of a community of nations in the ASEAN. This chapter also discusses critical issues arising from the local responses to the challenges of globalization, which impact on English language teaching and teacher education in the Philippines: the competing proposals for the medium of instruction, the mixed attitudes toward English, the changing standards of English, and the expanding role of the English language teacher. Finally, it outlines important insights have been gained from these discussions that may inform policy making and professional practice.

Keywords

PhilippinesglobalizationEnglish language teachingEnglish teacher educationEnglish language proficiencymother tongueWorld EnglishesPhilippine English
Type
Chapter
Information
English Language Teaching and Teacher Education in East Asia
Global Challenges and Local Responses
 , pp. 93 - 112
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abad, G. (1997). Standards in Philippine English: The writers’ forum. In Bautista, M. L (Ed.), English Is an Asian Language, 163–167. North Ryde: The Macquarie Library Pty.Google Scholar
Adarlo, G., & Jackson, L. (2017). For whom is K-12 education: A critical look into twenty-first century educational policy and curriculum in the Philippines. In Choo, S, Sawch, D, Villanueva, A, & Vinz, R (Eds.), Educating for the 21st Century: Perspectives, Policies and Practices from Around the World, 207–223. Singapore: Springer.CrossRefGoogle Scholar
Aquino, L. F. Y. (2012). English language as auntie: of “good intentions” and a pedagogy of possibilities: ELT in the Philippines and its effects on children’s literacy development. In Rapatahana, V & Bunce, P (Eds.), English Language As Hydra: Its Impacts on Non-English Language Cultures, 158–174. Bristol: Multilingual Matters.Google Scholar
Bautista, M. L. (2008). Investigating the grammatical features of Philippine English. In Bautista, M. L. & Bolton, K (Eds.), Philippine English: Linguistic and Literary Perspectives, 201–218. Hong Kong: Hong Kong University Press.Google Scholar
Bautista, M. L. S. & Bolton, K. (Eds.). (2008). Philippine English: Linguistic and Literary Perspectives. Hong Kong: Hong Kong University Press.Google Scholar
Bautista, M. L. S. & Bolton, K. (2010). Anvil-Macquarie English dictionary of Philippine English (rev. ed.). Pasig: Anvil Publishing.Google Scholar
Bernardo, A. (2008). English in Philippine education: Solution or problem? In Bautista, M. L. & Bolton, K (Eds.), Philippine English: Linguistic and Literary Perspectives, 29–48. Hong Kong: Hongkong University Press.Google Scholar
Bersales, L. G. S. (2017). Total number of OFWs estimated at 2.2 Million (Results from the 2016 survey on overseas Filipinos). Philippine Statistics Authority. https://psa.gov.ph/content/total-number-ofws-estimated-22-million-results-2016-survey-overseas-filipinosGoogle Scholar
Bolton, K. & Butler, S. (2008). Lexicography and the description of Philippine English vocabulary. In Bautista, M. L. & Bolton, K (Eds.), Philippine English: Linguistic and Literary Perspectives, 175–200. Hong Kong: Hong Kong University Press.Google Scholar
Burton, L. A. (2013). Mother tongue-based multilingual education in the Philippines: Studying top-down policy implementation from the bottom-up. Unpublished doctoral dissertation, University of Minnesota.Google Scholar
Canilao, M. E. (2015). Examining the place of English in the teaching of mathematics in an urban public elementary school in the Philippines. Unpublished doctoral dissertation, Ateneo de Manila University.Google Scholar
CHED (Commission on Higher Education). (2012). Policy-standard to enhance quality assurance (QA) in Philippine higher education through an outcomes-based and typology-based QA. CHED Memorandum Order No. 46. Republic of the Philippines.Google Scholar
CHED (Commission on Higher Education) (2013). General education curriculum: Holistic understandings, intellectual and civic competencies. CHED Memorandum Order No. 20. Republic of the Philippines.Google Scholar
Chia-Lan, P. (2003). “They have more money but I speak better English”: Transnational encounters between Filipina domestics and Taiwanese employers. Identities, 10(2), 133–161. https://doi.org/10.1080/10702890304325TS: LinkGoogle Scholar
Clausen, A. (2010). Economic globalization and regional disparities in the Philippines. Singapore Journal of Tropical Geography, 31(3), 299–316.Google Scholar
De Guzman, A., De la Rosa, P, & Arcangel, C. (2005). The impact of globalization on teacher education: The Philippine perspective. Educational Research for Policy and Practice 4 (2–3), 65–82.Google Scholar
Department of Education. (2015). K to 12 Curriculum Guide: English. www.deped.gov.ph/sites/default/files/page/2015/English%20CG%20Grade%201–10%20July%202015.pdfGoogle Scholar
Department of Education, Culture and Sports. (1987). The 1987 Policy on Bilingual Education. DECS Order No. 52. Republic of the Philippines.Google Scholar
Dumanig, F. P., David, M. K., & Symaco, L. P. (2017). Competing roles of the national language and English in Malaysia and the Philippines: Planning, policy and use. Journal of International and Comparative Education (JICE), 1(2), 104–115.Google Scholar
Gavilan, J. (2016). First facts: 1987 Philippine constitution. Rappler, 2 February. www.rappler.com/newsbreak/iq/121019-fast-facts-1987-philippine-constitutionGoogle Scholar
Gonzalez, A. (1980). Language and Nationalism: The Philippine Experience Thus Far. Quezon City: Ateneo de Manila University Press.Google Scholar
Graddol, D. (2006). English Next. London: The British Council.Google Scholar
Gu, M. & Benson, P. (2015). The formation of English teacher identities: A crosscultural investigation. Language Teaching Research, 19(2), 187–206.CrossRefGoogle Scholar
Hernandez, B. (2015). English proficiency as a competitive edge. Philippine Daily Inquirer, 11 July. http://opinion.inquirer.net/86602/english-proficiency-as-a-competitive-edgeGoogle Scholar
Kanno, Y. & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–252.Google Scholar
Kirkpatrick, A. (2009). English as an ASEAN lingua franca and the multilingual model of ELT. https://pdfs.semanticscholar.org/a855/1229d5984eea2b06095e3101257994dceabc.pdfGoogle Scholar
Lindio-McGovern, L. (2012). Globalization, Labor Export and Resistance: A Study of Filipino Migrant Domestic Workers in Global Cities. London: Routledge.Google Scholar
Mahboob, A. & Cruz, P. (2013). English and mother-tongue-based multilingual education: Language attitudes in the Philippines. Asian Journal of English Language Studies, 1, 2–19.Google Scholar
Mindo, D. (2008). English language teaching, curriculum innovations and implementation strategies: Philippine experience. In Choi, Y. H. & Spolsky, B (Eds.), ELT Curriculum Innovation and Implementation in Asia, 161–189. Seoul: Asia TEFL.Google Scholar
Okabe, M. (2013). Where does Philippine education go? The “K-12” Program and reform of Philippine basic education. IDE Discussion Paper No. 425. Institute of Developing Economies. www.ide.go.jp/library/English/Publish/Download/Dp/pdf/425.pdfGoogle Scholar
Seidlhofer, B. (2008). Of norms and mindsets. Australian Review of Applied Linguistics, 31(3), 33.1–33.7. https://doi.org/10.2104/aral0833Google Scholar
Sibayan, B. (1991). The intellectualization of Filipino. International Journal of the Sociology of Language, 91(88), 69–82.Google Scholar
Stromquist, N. M. & Monkman, K. (2014). Defining globalization and assessing its implications for knowledge and education revisited. In Stromquist, N. M. & Monkman, K (Eds.), Globalization and Education: Integration and Contestation across Cultures (2nd ed.), 1–20. Lanham, MD: Rowman and Littlefield Education.Google Scholar
Tayao, M. L. (2008). A lectal description of the phonological features of Philippine English. In Bautista, M. L. & Bolton, K (Eds.), Philippine English: Linguistic and Literary Perspectives, 157–174. Hong Kong: Hong Kong University Press.Google Scholar
Tupas, T. R. F. (2002). A century of errors: English language teaching and a political history of Philippine-American relations. In Villareal, C, Tope, L. R. R. & Jurialla, R. M. B. (Eds.), Ruptures and Departures: Language and Culture in Southeast Asia, 127–175. Quezon City: University of the Philippines.Google Scholar
Tupas, R. & Lorente, B. (2014). A “new” language in the Philippines: Bilingual education and the new challenge of the mother tongues. In Sercombe, P & Tupas, R (Eds.), Language, Education and Nation-building, 165–180. London: Palgrave Macmillan.Google Scholar
Vilches, M. L. C. (2005). Learning to learn: Perspectives from the Philippines English language teaching project. In Burns, A (Ed). Teaching English from a Global Perspective (Case Studies in TESOL Practice series), 113–127. Virginia: TESOL.Google Scholar
Vizconde, C. (2006). Attitudes of student teachers towards the use of English as language of instruction for science and mathematics in the Philippines. The Linguistics Journal, 1(3), 7–33.Google Scholar
Wang, J., Lin, E., Spalding, E., Odell, S., & Clecka, C. (2011) Understanding teacher education in an era of globalization. Journal of Teacher Education, 62(2), 115–120.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×