scholarly journals Translanguaging in Multilingual English Language Teaching in the Philippines: A Systematic Literature Review

2021 ◽  
Vol 4 (1) ◽  
pp. 52-57
Author(s):  
Tranie Balderrama Gatil
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
The Philippines ◽  
English Language Teaching ◽  
Target Language ◽  
English Only ◽  
Multilingual Education

The debate on language preference in English language teaching in a multilingual setting has stirred the traditional monolingual “English Only Policy” in the Philippines. As a result, the Mother Tongue-Based Multilingual Education (MTB-MLE) was institutionalized in 2009. The question still lies as to the multilingual teaching practices employed in the Philippine schools. This study was conducted in order to review the translanguaging strategies of teachers in teaching English in the Philippines. It utilized the qualitative approach using systematic literature review. 14 papers were initially examined using 4 inclusion and exclusion criteria. 7 papers have qualified and selected as samples. The findings of the literature review showed that: 1.) Both natural and official translanguaging are employed in ELT and 2.) Translanguaging bridges the linguistic gap of learner’s L1, L2 and the target language, which in common in a linguistically diverse country such the Philippines. Future researches may look at building a theoretical framework of translanguaging as a language teaching pedagogy in mainstream education. 

scholarly journals Reality Bites: A Systematic Literature Review of K to 12 English Language Teaching in the Philippines

2020 ◽  
Vol 3 (12) ◽  
pp. 80-86
Author(s):  
Paolo Menozo
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
The Philippines ◽  
English Language Teaching ◽  
Learning Needs ◽  
The Status ◽  
K To 12

Language teaching in the Philippines has been rapidly evolving since the K to 12 Curriculum was passed into law in 2013. However, the question lies on whether this evolution has made significant impacts over the years among Filipino language learners. This study was conducted in order to examine the status of English language teaching in the Philippines. It utilized the qualitative approach using systematic literature review (SLR). 21 papers were placed under careful scrutiny using 4 inclusion and exclusion criteria. As a result, 10 papers have qualified and were selected as samples. The findings of this literature review reveal that the K to 12 English language teaching in the Philippines apparently 1.) fails to satisfy both the students’ and teachers’ ESL teaching and learning needs and that 2.) the curriculum lacks the sense of direction in content and practice. However, further studies are suggested to validate these results.

scholarly journals REVISITING STAKEHOLDERS’ ATTITUDE TOWARDS MTB-MLE AND ELT

2020 ◽  
pp. 81-91
Author(s):  
Nimfa G. Dimaculangan ◽  
Marie Ann Gonzales
Keyword(s):  
English Language ◽  
Positive Impact ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Program ◽  
Global Competitiveness ◽  
Multilingual Education ◽  
Grade 3 ◽  
Global Language

A number of studies on the Filipinos’ attitude towards the Philippine official languages and on code-switching have been done; nonetheless, very few studies on attitude towards the Mother Tongue Based Multilingual Education (MTB-MLE) language program after its implementation in 2013 have been conducted. This paper presents selected stakeholder participants’ attitude towards the language program in relation to English language teaching (ELT) and learning after about seven years of its implementation, and now that it may be suspended through House Bill No. 6125 or the Act Suspending the Implementation of the Use of Mother Tongue as the Medium of Instruction for Kindergarten to Grade 3 as suggested by a prestigious national linguistic organization[13]. The writer’s self-designed attitude questions which were patterned after the language attitude questions [21] were used to gather data through interview. Analysis revealed that four out of six participants had a positive attitude towards MTB-MLE; two were undecided about their perception and attitude; however, three among the six did not fully understand the program. The participants supported ELT and acknowledged the role of English as the global language; nonetheless, they were uncertain as to whether or not MTB-MLE would have a positive impact on ELT and on global competitiveness. KEYWORDS: Attitude, Bilingualism, English proficiency, English Language Teaching (ELT), Language of Instruction (LOI), Mother Tongue Based-Multilingual Education MTB-MLE), Multilingualism.

scholarly journals Principled Eclecticism in the Classroom: Exploring the use of Alternative Methodologies in ELT

2021 ◽  
pp. 212-228
Author(s):  
Thomas Brett
Keyword(s):  
Second Language Acquisition ◽  
Learning Environment ◽  
English Language ◽  
Common Ground ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Dynamic Learning ◽  
Eclectic Approach

For a century, English language teaching has, for the main part, discarded behaviorist-inspired methodologies such as the Audio-lingual method for constructivist approaches characterized by the Communicative Approach. Exploring the tension between behaviorist/constructivist dichotomies and searching for common ground between the two schools of thought can give rise to alternative approaches. A ‘Principled Eclectic Approach’ to language teaching is one way whereby a pluralism of methodologies is favored in the pursuit of more effective Second Language Acquisition. Using Brown’s Post-Method Principles (2002) and Mellow’s Two Dimensional Model and Centring Principle (2002) as a guide and point of reference, teachers can gauge their approach and effectiveness in a more dynamic learning environment. A two-part research study aimed to introduce a more Principled Eclectic Approach to academic English language instruction in higher education. Firstly, translation aimed to let students bring their mother tongue into the classroom. The rationale for this exercise being that the more meaningful the encounter with the target language, the better the acquisition. The second experiment looked to use music as a way to create a more relaxed learning environment during reading comprehension activities. The premise being that we acquire language better when we are relaxed. Feedback from the study revealed that the content was balanced, coherent, met the needs of the learner and the needs of the wider syllabus. Students were positive when taking part in the lessons as they believed that the methodologies tested helped them with their English acquisition. Subsequently, they wanted further exposure to these methodologies.

scholarly journals EDUCATION SYSTEM AND ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: IMPLICATIONS FOR INDONESIAN EFL LEARNING

2020 ◽  
Vol 9 (1) ◽  
pp. 78
Author(s):  
Dedi Turmudi ◽  
Bonjovi Hassan Hajan
Keyword(s):  
Education System ◽  
Foreign Students ◽  
English Language ◽  
Language Teaching ◽  
The Philippines ◽  
Lessons Learned ◽  
English Language Teaching ◽  
Target Language ◽  
English Literacy ◽  
Efl Learning

 The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English language is taught in schools from elementary to tertiary level. We then explored some prevailing challenges surrounding the ELT, and established links relating the benefits of learning English in this country to Indonesian EFL context. Drawing on qualitative approach, we realized our research objectives by carefully selecting sources and data through critical review of articles from journals, books, websites, and other reliable sources retrieved online. Ultimately, we conducted this inquiry to find out answers so that some lessons learned can be adopted to make ELT in Indonesia better and more resilient since Indonesia remains left behind in the spectrum of English literacy.    

scholarly journals Principled Eclecticism in the Classroom: Exploring the use of Alternative Methodologies in ELT

2021 ◽  
Author(s):  
Thomas Brett
Keyword(s):  
Second Language Acquisition ◽  
Learning Environment ◽  
English Language ◽  
Common Ground ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Dynamic Learning ◽  
Eclectic Approach

For a century, English language teaching has, for the main part, discarded behaviorist-inspired methodologies such as the Audio-lingual method for constructivist approaches characterized by the Communicative Approach. Exploring the tension between behaviorist/constructivist dichotomies and searching for common ground between the two schools of thought can give rise to alternative approaches. A ‘Principled Eclectic Approach’ to language teaching is one way whereby a pluralism of methodologies is favored in the pursuit of more effective Second Language Acquisition. Using Brown’s Post-Method Principles (2002) and Mellow’s Two Dimensional Model and Centring Principle (2002) as a guide and point of reference, teachers can gauge their approach and effectiveness in a more dynamic learning environment. A two-part research study aimed to introduce a more Principled Eclectic Approach to academic English language instruction in higher education. Firstly, translation aimed to let students bring their mother tongue into the classroom. The rationale for this exercise being that the more meaningful the encounter with the target language, the better the acquisition. The second experiment looked to use music as a way to create a more relaxed learning environment during reading comprehension activities. The premise being that we acquire language better when we are relaxed. Feedback from the study revealed that the content was balanced, coherent, met the needs of the learner and the needs of the wider syllabus. Students were positive when taking part in the lessons as they believed that the methodologies tested helped them with their English acquisition. Subsequently, they wanted further exposure to these methodologies.

scholarly journals REPOSITIONING CULTURE IN TEACHING TARGET LANGUAGE: LOCAL CULTURE OR TARGET CULTURE?

2021 ◽  
Vol 10 (2) ◽  
pp. 250
Author(s):  
Hieronimus Canggung Darong ◽  
Sebastianus Menggo
Keyword(s):  
Literature Review ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Local Culture ◽  
Future Research ◽  
Culture Integration ◽  
Target Culture

The role of culture in teaching target language is undeniable. This article belongs to a literature review. As such, it deals with the reviews of culture integration in English Language Teaching. The article provides the conflicting findings of teaching target language with local culture or target culture along with the reasonable reasons for each. The writers adopt the systematic way of doing literature review consisting of four steps namely designing the review, conducting the review, analyzing, and writing the review. Drawing from the review of the progress reports in the field, the writer recommends an intermediary for prospective English Language Teaching accommodating both local and target culture in question. Recommendations for future research studies are highlighted at the end.

scholarly journals A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

2019 ◽  
Vol 14 (1) ◽  
pp. 84-106
Author(s):  
Alicia Chabert
Keyword(s):  
Primary School ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Teaching ◽  
Ecological Understanding ◽  
Attitude And Motivation ◽  
Initial Results

Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.

Sign in / Sign up

Export Citation Format

Share Document