Continues disagreement on our deteriorating English spurs teachers and school officials to take accountability of students’ English. Recommendation to make English an efficient medium of instruction and learning unfortunately extend beyond the reach of the teachers who directly attend “flattening” students’ English. We rely on teaching competency toward off English deterioration that emerge in many classrooms Crash training of teachers who utilize effective learning devices and teaching strategies offer relief if coordinated within the district.
Teaching English solely in teaching disregards the native tongue as a cultural facet of Filipinos. Nor can speaking English be ordered even by the usual “Speak English” poster in the school. English language is a universal language in the world. So we should also give importance the use of English language in our lives.
In our new curriculum today teaching mother tongue is more likely give importance by the department. Teaching the native language by different region might be effective in the thought of the experts, yet English is little disregard by the department. However, teaching English in the classroom is still included in the curriculum. What really matter is that our students need to learn English language for communicating using this is certainly indelible.
If the problem is deterioration in English taught in the school, the solution must target deviations from satisfactory English. We need to describe the quest for English proficiency to achieve speaking fluency, efficient reading, and organized writing, but aim for the holistic proficiency of interrelated English skills. The challenge to demonstrate respectable English applies to teachers, school administrators, and educators. We need to implement strategic plans to elevate English to a wide spread standard of proficiency for knowledge enrichment, educational interchange, and global connection.
Let us drop the impulse to embarrass suspected culprits of students’ poor in English. Let us drop the wishful thinking of teaching English for economic development and global competition. Let us drop far-reaching solutions to a learning lag in classrooms. Let us concentrate instead of retooling English as a teaching-learning instrument and monitor results systematically. Let us go for quality English in the midst of Filipino as national language and the dominance of the native tongue.
Go Filipinos, go! Go for quality English.
By: Edwin G. Agustin | Teacher III | Bagumbayan Elementary School | Pilar, Bataan
