The need for Filipinos to retain its status quo as one of the best Asian country that speaks and use the English language well continue to call for stronger curriculum in teaching English among educators. The urgency improve English for Global competition paved the way for stepping up the production of computer-assisted lessons; intensified teacher training; fast-tracked printing, and delivery of communicative texts and manuals for a good price; initiated seminar-workshops at various levels; opened doors to get a human resource to tackle English improvement needs of Filipino students; and gratified the conceptualization of committees in improving teaching English (CITE).
The question remains on which factor or stage should promote English for global competition is addressed? Is there a possibility on which Filipinos can attain an internationally acceptable Filipino English that functions as an Asian version of American English since it lingers as our historical heritage?
In addition to these vital questions, many teachers ask where and how to start. Who sets and evaluates the quality of English language attainment of students from primary, secondary, tertiary, and graduate level? Is “deteriorating English” among Filipino students incurable?
Expectations continue to rise as the need for improvement of English among students remains a much sought discussion among educators and experts. Some suggests additional instructional materials will help dedicated leadership and collaboration among English teachers, observable improvement of English among students, and teacher confidence in really making English happen.
While there are some academicians who question the Filipino English as sub standard and whether its quality is acceptable in the international scene, the drive among educators remain strong when it comes to making students learn the English language.
Where to start? Train English teachers to be consistent in utilizing teaching-learning approaches which will effectively facilitate effective usage of English. Continuously search and learn teaching strategies that can flourish teachers to excel, acquire, and use targeted skills in English.
It is critical to create a pleasant and naturally communicative atmosphere for learning English. While teachers do their best to improve their skills, students must also respond at the end of the teaching process by aiming and working towards operating the English language due to the reason that they want to be proficient in it.
Therefore, improving English must come naturally from students themselves and not because of needing to pass the subject or other reasons. With the facilitation of teachers who also strive to stream line their own English, students may be pressed by instructional materials developers who should always consistently target the needed skills of students as synergized by each school. In here, the school administrator who guides on the English language program supports in paving the roads toward improvement of English.
References;
Delacruz, E., Arnold, A., Kuo, A., & Parson, M. (2009).Globalism, art, and education. Reston, VA: National Art Education Association.
Eisner, E.W. (2002). The state of the arts and the improvement of education. Art Education Journal, 1(1), 2-6.
Gardner, H. (1993). Creating minds. New York: basic Books.
By: Ms. Mary Ann B. Calma | Teacher III | BEPZ Elementary School | Mariveles, Bataan
