The document discusses key questions about teaching English from a World Englishes perspective, including whose language English is, which varieties should be taught, and which standards to use. It presents Kachru's Three Circle Model of English and notes the expanding circle includes countries like China, Egypt and the Philippines. The document also shares findings from a Philippines study that found students' top motivations for learning English were its usefulness for future application and improving socioeconomic status.

1. Teaching English in the Philippines from a World Englishes paradigm Eden Regala Flores, Ph.D. Department of English and Applied Linguistics De La Salle University, Manila 20 May 2011, UST

2. Seven central questions related to the teaching of English

3. Whose language? (the issue of English ownership)

4. Kachru’s (1985) Three Circle Model Expanding Circle China, Egypt, Indonesia, South Korea, Saudi Arabia, etc Outer Circle Phils., Sing., Mal, Kenya, India, Ghana, etc Inner Circle UK, US, Can, Aus, NZ

5. 2. Which speakers? (the privileging of native English norms)

6. 3. Which language? (struggles inherent in selecting appropriate varieties of English for the classroom)

7. 4. Which standard? (British, American, or Philippine English)

8. 5. Which approaches? (CA, CBA, etc. approach)

9. 6. Which texts? (use learner needs and local contexts to inform pedagogical practices)

10. 7. Who is the learner? (the voice of the learners themselves)

11. Bernardo (2007) on Filipino students’ motivation to learn (710 respondents): 33.80% specific types of knowledge will be useful for future application; 23.66% knowledge will improve their socio-economic status; 15.77% learning is a stepping stone to realize aspirations; and 9.01% learn for survival purposes

12. Thank you very much for listening.