Teaching English to Speakers of Other Languages: The Case of the Philippines

Mbaleka, Safary Wa

doi:10.6007/ijarped/v3-i3/952

Cited by 5 publications

(3 citation statements)

References 13 publications

(7 reference statements)

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“…As such, the results of this study suggest that the methods used by the English language teachers were still traditional. Hence, to keep abreast with the new methods of teaching, teachers should have professional development as supported by Kosgei, Mise, Odera, and Ayugi (2013) and Wa-Mbaleka (2014) who remarked that teachers should be trained in the Teaching of English to Speakers of the Languages (TESOL) approaches with experts especially the pre-service teachers to improve the English language education. Accordingly, teachers' professional background and instructional practices in the classroom make a difference in students' academic achievement (Kimani, Kara, & Njagi, 2013) which means the strategies used in the classroom instruction should be effective.…”

Section: Discussionmentioning

confidence: 99%

Teaching Methods in English Language Instruction: Case of Selected English Language Teachers in General Santos City, Philippines

2020

JLLL

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The aim of the Philippine education is to highlight the learners' equal opportunity in learning and holistic development to the best level possible amid insufficient learning materials and facilities. Hence, the teachers' pedagogies, their best practices and strategies applied in the classroom are the key which leads to the questions on what are the most common teaching methods used by the teachers and how are they using these methods? The underpinning concept in this study is guided by the theory of constructivism. As such, in view of the research questions; the mixed method concurrent design was used to explore the experiences of the selected English language teachers in rendering an effective teaching strategy. The teaching methods in English language instruction were determined through a survey questionnaire. This is further reinforced by the qualitative data obtained through the semi-structured interview and classroom observations. Results showed that the lecture method and brainstorming were most often used as a method of teaching. The profile of the subjects showed that teachers are well experienced and qualified English language teachers in view of their educational background and professional development. Implications for teachers considering the results emphasized more innovative and contextualized teaching strategies in English instruction.

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Section: Discussionmentioning

confidence: 99%

Teaching Methods in English Language Instruction: Case of Selected English Language Teachers in General Santos City, Philippines

2020

JLLL

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“…It is claimed that English is a formal language and treated as a medium in teaching and learning process. However, the Philippines' students study English as a supplementary language because they have different mother tongue languages [19].…”

Section: English As Second Language (Esl)mentioning

confidence: 99%

A Comparative-Case Study of Junior High School English Curriculum between Indonesia and the Philippines

Rahmawati¹,

Ridwan²,

Calambro³

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

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This study aims to describe the similarities and differences between Indonesian and Filipino English curricula and other special characteristics of the two countries in the ninth grade of junior high school. The comparative case research was conducted in two schools, namely SMP Frater Don Bosco Tarakan and SMA Terpadu PSU which were selected purposively as samples. The data obtained from classroom observations, interviews, and related documents were analyzed qualitatively using concurrent analysis (data sorting, presentation, and conclusion drawing). The Indonesian and Philippine curricula have similarities in terms of aims, objectives, pedagogical standards, and evaluation standards, but differ in learning objects. Some of the specific characteristics of both curriculum practices are taking advantage of today's advanced technology, building responsibility among students, evaluating student attitudes authentically, and moving away from judging academic achievement based on exaggerated grades.

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“…Such an assumption gives some challenges, however, when a country has a significantly large linguistic diversity. Studies have reached this conclusion in Kenya, Nepal, and Philippines (Gacheche, 2010;Ghimire, 2012;Wa-Mbaleka, 2014b) among many others. MTBE is seen here as a tool to preserve indigenous languages and stop the growing number of endangered languages.…”

Section: Introductionmentioning

confidence: 97%