This document discusses the perspectives of Philippine English (PE) teachers regarding the English variety they teach. It finds that while many teachers believe PE is important because students are Filipino, the realities show PE has its own features and is used mainly by the educated. It also shows that while American English is seen as the ideal standard, the nature of English is changing as seen in localized vocabularies found in Philippine publications and dictionaries. Overall, the document questions whether teacher beliefs match the realities of the English varieties used in the Philippines.
Top tips for supporting eal students 5 surbitonhigh
At Surbiton High School, 131 students speak English as an additional language, with 20 receiving support from an EAL specialist teacher. The document discusses three main ways to better support EAL students: 1) understand students' previous school experiences and challenge stereotypes, 2) encourage greater participation in class and with classmates through targets, peer marking, and role plays, and 3) differentiate instruction through additional images, explanations, terminology definitions, and answer frameworks in subjects like history and physics.
2013 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It identifies some of the most common issues EAL students face, such as taking 5-7 years to develop academic English proficiency. It recommends nurturing language development, coaching students on how to learn, and building stable social groups. Effective EAL support strategies are beneficial for all students in foreign language classes.
The document discusses the importance of English education in Korea and the major changes that have occurred over the last 20 years, including introducing English to elementary schools in 1997 and expanding English class hours. It also outlines arguments for and against early English education, as well as steps the Korean government has taken to improve English education, such as introducing English ability tests and providing more support for teachers.
1) The document discusses whether English should be considered a second language in India. It provides background on scholar Kapil Kapoor and outlines his perspectives.
2) Kapil Kapoor argues that English should be viewed as a second language in India due to historical, social, political, and educational factors. Politically, elite classes used English, associating it with power and knowledge.
3) Three key concepts in considering English a second language are modernization, mythology around language, and language policy promoting national integration over regional languages. Education committees also recognized English was introduced later than primary languages.
this topic discuss many sides of the English language and difficulties that face foreign students in learning the language by the means of technologies tools.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Supporting the eal students in the mfl classroomIsabelle Jones
The document discusses supporting English as an additional language (EAL) students in the modern foreign language (MFL) classroom. It identifies the most common EAL issues MFL teachers face and suggests practical strategies to support EAL learners. These include getting to know your EAL students, using visual and audio support when introducing new language, and employing scaffolding techniques like modeling, questioning, and providing examples when teaching. The top priorities for teachers are to get to know their EAL students and how they are supported at the school, and to consider grouping and communication strategies in their lessons.
Top tips for supporting eal students 5 surbitonhigh
At Surbiton High School, 131 students speak English as an additional language, with 20 receiving support from an EAL specialist teacher. The document discusses three main ways to better support EAL students: 1) understand students' previous school experiences and challenge stereotypes, 2) encourage greater participation in class and with classmates through targets, peer marking, and role plays, and 3) differentiate instruction through additional images, explanations, terminology definitions, and answer frameworks in subjects like history and physics.
2013 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It identifies some of the most common issues EAL students face, such as taking 5-7 years to develop academic English proficiency. It recommends nurturing language development, coaching students on how to learn, and building stable social groups. Effective EAL support strategies are beneficial for all students in foreign language classes.
The document discusses the importance of English education in Korea and the major changes that have occurred over the last 20 years, including introducing English to elementary schools in 1997 and expanding English class hours. It also outlines arguments for and against early English education, as well as steps the Korean government has taken to improve English education, such as introducing English ability tests and providing more support for teachers.
1) The document discusses whether English should be considered a second language in India. It provides background on scholar Kapil Kapoor and outlines his perspectives.
2) Kapil Kapoor argues that English should be viewed as a second language in India due to historical, social, political, and educational factors. Politically, elite classes used English, associating it with power and knowledge.
3) Three key concepts in considering English a second language are modernization, mythology around language, and language policy promoting national integration over regional languages. Education committees also recognized English was introduced later than primary languages.
this topic discuss many sides of the English language and difficulties that face foreign students in learning the language by the means of technologies tools.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Supporting the eal students in the mfl classroomIsabelle Jones
The document discusses supporting English as an additional language (EAL) students in the modern foreign language (MFL) classroom. It identifies the most common EAL issues MFL teachers face and suggests practical strategies to support EAL learners. These include getting to know your EAL students, using visual and audio support when introducing new language, and employing scaffolding techniques like modeling, questioning, and providing examples when teaching. The top priorities for teachers are to get to know their EAL students and how they are supported at the school, and to consider grouping and communication strategies in their lessons.
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
Presentation about "Native Vs Non-Native Accent" delivered by the students of MA in Linguistics at Manouba University: Salah Mhamdi, Rabeb Bouzazi and Sihem Chalouati on Tuesday, February 6, 2018.
This document provides an overview of teaching English as a foreign language (TEFL) as a career option. It discusses what TEFL involves, required qualifications and training, examples of teaching positions in different countries and sectors, qualities needed, and resources for finding jobs and learning opportunities. The CELTA is highlighted as one of the main TEFL certification courses that takes 4 weeks to complete and costs around £1000. Useful websites are also listed for exploring TEFL openings worldwide.
This document provides an overview of English language teaching. It defines TESL (Teaching English as a Second Language) as focusing on learners who will use English daily in addition to their native language, such as immigrants. TESL teaching develops basic survival skills. TEFL (Teaching English as a Foreign Language) occurs in students' home country and is academically-based, developing a range of skills. While the distinction between TESL and TEFL is becoming less important, TESL generally ignores literature and focuses on functional skills, while TEFL students have less exposure to English outside class. The document then discusses English language teaching in Algeria.
The document discusses English as a Foreign Language (EFL). It defines EFL as the teaching and learning of English in countries where it is not an official language. Bangladesh is given as an example, as English is taught but is not the official medium. The key difference between EFL and English as a Second Language (ESL) is outlined, with ESL referring to learning English in countries where it is already the main language. Practical examples of learning situations for EFL and ESL are provided.
This document discusses the challenges of teaching English in Indian classrooms. It outlines that English is a global, job-seeking, and educational language in India. However, teachers face barriers like mixed-ability classes, crowded classrooms, and outdated teaching methods. Students also struggle with a lack of teaching aids, anxiety, and influence from their mother tongue. The document suggests better strategies for teaching English, such as providing interactive activities, building rapport with students, and ensuring teachers have strong competency. The goal is to help students master English and save its teaching from further deterioration in India.
What is the role played by the Native Language in SLAHitesh Galthariya
The native language plays an important role in second language acquisition (SLA). SLA is the process by which people learn a second language and draws from various disciplines like psychology, education, and cognitive psychology. SLA occurs in stages, starting with a pre-production stage where learners receive vocabulary but do not speak. Later stages include production of short phrases, emergence of speech using simple structures, and intermediate fluency with more complex sentences and vocabulary. Ultimately, fluency comparable to native speakers can be achieved after 5-10 years of learning. Theories of SLA posit that second language acquisition mirrors first language acquisition and is influenced by the native language.
This document provides guidance for supporting children learning English as an additional language. It discusses that bilingualism is an asset and that a child's first language continues to play an important role in their identity and learning. It also notes that it can take 5 or more years for an EAL learner to acquire proficiency in English comparable to their monolingual peers. The document provides several strategies and considerations for supporting EAL learners such as using visual aids, allowing extra processing time, incorporating the child's first language, and having high expectations while allowing more time for learning.
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
Evaluating Attitudes towards Non-Native Speaker AccentsJonathan Nausner
In the discussion of English as Lingua Franca the question how a "good" or "bad" accent can influence the perception of the speaker as competent or incompetent is missing.
Kuo (2006:218) argues that English "is the language of which they [NNS, ed.] have to demonstrate a degree of mastery so as to win a place in education and employment in their own contexts and abroad".
So learning English is in most settings not just a matter of being intelligible and successful in communication, but also to demonstrate competence. This paper will discuss how accents influence the perception of NNS as competent.
Given the argument for an ELF syllabus to aid international communication between NNS especially in business settings, this is a relevant issue.
What is the role played by the Native Language in SLA?Kinjal Patel
This document discusses the role of a learner's native language in second language acquisition (SLA). It notes that SLA can be learned more easily with the help of one's native language, especially if done in a scientific way. The document then provides background on SLA, describing it as the process of learning a second language. It also lists several important theoretical approaches that are used to study SLA, such as Chomsky's universal grammar and skill acquisition theory. Finally, it discusses how learners' native language can influence their production and pronunciation in the second language, often resulting in errors as proficiency develops over time.
ESL teachers help non-native English speakers develop their English language skills including speaking, writing, reading, and comprehension. ESL teaching jobs are available around the world and responsibilities can vary depending on factors like location, organization, and student level. While educational requirements differ, many positions require a bachelor's degree and TEFL/TESOL certification. The global market for English learning is growing rapidly creating more opportunities for ESL teachers internationally.
This document provides advice for supporting English as an Additional Language (EAL) students in mainstream classrooms. It notes that EAL learning occurs across subjects, not just English lessons. Teachers should aim to teach students the language needed to access lessons to prevent them from feeling lost. Suggestions include giving EAL students tasks to contribute and build confidence, allowing work in their native language, incorporating pictures and speaking exercises, and pairing students with peers who speak their language. The goal is for EAL students to progress in learning English and not fall behind academically due to language barriers.
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
This document provides strategies for supporting English language learners in various classroom contexts. It begins by recommending seating ELL students next to sympathetic peers who speak their first language and providing visual supports. It also emphasizes speaking clearly, using students' names, and incorporating group work and first language use. Subsequent sections provide reading, writing, speaking and listening, and summarizing strategies. Key recommendations include activating prior knowledge, using visuals and hands-on activities, explicitly teaching genres and vocabulary, incorporating partner and small group work, and focusing on meaning over accuracy.
The document discusses several key concepts related to teaching English Language Learners (ELLs), including:
1. It describes the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), noting that BICS develops quicker but CALP takes longer and is needed for academic success.
2. It outlines the typical stages of second language acquisition, from pre-production to advanced fluency, and examples of teacher prompts at each stage.
3. It discusses the benefits of various ELL instructional programs and notes that two-way bilingual education leads to the highest average performance for ELL students.
The document discusses evidence-based practices for developing English Learners' vocabulary. It covers best practices from research, including that explicit vocabulary instruction is important and errors should be corrected. The presentation includes strategies like keeping word lists, using vocabulary cards for activities, word puzzles and games, and drills for review. It emphasizes developing different aspects of word knowledge and multiple exposures to words. Sample vocabulary activities are provided and resources highlighted.
Crowned by Harper Collins as "Britain's most multilingual student" for speaking 11 languages by age 21, polyglot Alex Rawlings walks you through 10 stages of learning a language. He provides tips and tricks for vocabulary acquisition and full immersion on this journey through the ups and downs of language learning! Got a question for Alex? Connect with us on Facebook or Twitter using #JustAskAlex. Alex will be answering your questions at the Transparent Language blog on the last Monday of each month!
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
Presentation about "Native Vs Non-Native Accent" delivered by the students of MA in Linguistics at Manouba University: Salah Mhamdi, Rabeb Bouzazi and Sihem Chalouati on Tuesday, February 6, 2018.
This document provides an overview of teaching English as a foreign language (TEFL) as a career option. It discusses what TEFL involves, required qualifications and training, examples of teaching positions in different countries and sectors, qualities needed, and resources for finding jobs and learning opportunities. The CELTA is highlighted as one of the main TEFL certification courses that takes 4 weeks to complete and costs around £1000. Useful websites are also listed for exploring TEFL openings worldwide.
This document provides an overview of English language teaching. It defines TESL (Teaching English as a Second Language) as focusing on learners who will use English daily in addition to their native language, such as immigrants. TESL teaching develops basic survival skills. TEFL (Teaching English as a Foreign Language) occurs in students' home country and is academically-based, developing a range of skills. While the distinction between TESL and TEFL is becoming less important, TESL generally ignores literature and focuses on functional skills, while TEFL students have less exposure to English outside class. The document then discusses English language teaching in Algeria.
The document discusses English as a Foreign Language (EFL). It defines EFL as the teaching and learning of English in countries where it is not an official language. Bangladesh is given as an example, as English is taught but is not the official medium. The key difference between EFL and English as a Second Language (ESL) is outlined, with ESL referring to learning English in countries where it is already the main language. Practical examples of learning situations for EFL and ESL are provided.
This document discusses the challenges of teaching English in Indian classrooms. It outlines that English is a global, job-seeking, and educational language in India. However, teachers face barriers like mixed-ability classes, crowded classrooms, and outdated teaching methods. Students also struggle with a lack of teaching aids, anxiety, and influence from their mother tongue. The document suggests better strategies for teaching English, such as providing interactive activities, building rapport with students, and ensuring teachers have strong competency. The goal is to help students master English and save its teaching from further deterioration in India.
What is the role played by the Native Language in SLAHitesh Galthariya
The native language plays an important role in second language acquisition (SLA). SLA is the process by which people learn a second language and draws from various disciplines like psychology, education, and cognitive psychology. SLA occurs in stages, starting with a pre-production stage where learners receive vocabulary but do not speak. Later stages include production of short phrases, emergence of speech using simple structures, and intermediate fluency with more complex sentences and vocabulary. Ultimately, fluency comparable to native speakers can be achieved after 5-10 years of learning. Theories of SLA posit that second language acquisition mirrors first language acquisition and is influenced by the native language.
This document provides guidance for supporting children learning English as an additional language. It discusses that bilingualism is an asset and that a child's first language continues to play an important role in their identity and learning. It also notes that it can take 5 or more years for an EAL learner to acquire proficiency in English comparable to their monolingual peers. The document provides several strategies and considerations for supporting EAL learners such as using visual aids, allowing extra processing time, incorporating the child's first language, and having high expectations while allowing more time for learning.
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
Evaluating Attitudes towards Non-Native Speaker AccentsJonathan Nausner
In the discussion of English as Lingua Franca the question how a "good" or "bad" accent can influence the perception of the speaker as competent or incompetent is missing.
Kuo (2006:218) argues that English "is the language of which they [NNS, ed.] have to demonstrate a degree of mastery so as to win a place in education and employment in their own contexts and abroad".
So learning English is in most settings not just a matter of being intelligible and successful in communication, but also to demonstrate competence. This paper will discuss how accents influence the perception of NNS as competent.
Given the argument for an ELF syllabus to aid international communication between NNS especially in business settings, this is a relevant issue.
What is the role played by the Native Language in SLA?Kinjal Patel
This document discusses the role of a learner's native language in second language acquisition (SLA). It notes that SLA can be learned more easily with the help of one's native language, especially if done in a scientific way. The document then provides background on SLA, describing it as the process of learning a second language. It also lists several important theoretical approaches that are used to study SLA, such as Chomsky's universal grammar and skill acquisition theory. Finally, it discusses how learners' native language can influence their production and pronunciation in the second language, often resulting in errors as proficiency develops over time.
ESL teachers help non-native English speakers develop their English language skills including speaking, writing, reading, and comprehension. ESL teaching jobs are available around the world and responsibilities can vary depending on factors like location, organization, and student level. While educational requirements differ, many positions require a bachelor's degree and TEFL/TESOL certification. The global market for English learning is growing rapidly creating more opportunities for ESL teachers internationally.
This document provides advice for supporting English as an Additional Language (EAL) students in mainstream classrooms. It notes that EAL learning occurs across subjects, not just English lessons. Teachers should aim to teach students the language needed to access lessons to prevent them from feeling lost. Suggestions include giving EAL students tasks to contribute and build confidence, allowing work in their native language, incorporating pictures and speaking exercises, and pairing students with peers who speak their language. The goal is for EAL students to progress in learning English and not fall behind academically due to language barriers.
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
This document provides strategies for supporting English language learners in various classroom contexts. It begins by recommending seating ELL students next to sympathetic peers who speak their first language and providing visual supports. It also emphasizes speaking clearly, using students' names, and incorporating group work and first language use. Subsequent sections provide reading, writing, speaking and listening, and summarizing strategies. Key recommendations include activating prior knowledge, using visuals and hands-on activities, explicitly teaching genres and vocabulary, incorporating partner and small group work, and focusing on meaning over accuracy.
The document discusses several key concepts related to teaching English Language Learners (ELLs), including:
1. It describes the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), noting that BICS develops quicker but CALP takes longer and is needed for academic success.
2. It outlines the typical stages of second language acquisition, from pre-production to advanced fluency, and examples of teacher prompts at each stage.
3. It discusses the benefits of various ELL instructional programs and notes that two-way bilingual education leads to the highest average performance for ELL students.
The document discusses evidence-based practices for developing English Learners' vocabulary. It covers best practices from research, including that explicit vocabulary instruction is important and errors should be corrected. The presentation includes strategies like keeping word lists, using vocabulary cards for activities, word puzzles and games, and drills for review. It emphasizes developing different aspects of word knowledge and multiple exposures to words. Sample vocabulary activities are provided and resources highlighted.
Crowned by Harper Collins as "Britain's most multilingual student" for speaking 11 languages by age 21, polyglot Alex Rawlings walks you through 10 stages of learning a language. He provides tips and tricks for vocabulary acquisition and full immersion on this journey through the ups and downs of language learning! Got a question for Alex? Connect with us on Facebook or Twitter using #JustAskAlex. Alex will be answering your questions at the Transparent Language blog on the last Monday of each month!
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
This document discusses two types of code-switching used in Asian pop music to create authenticity: phonological and lexical. It provides an example of each from different songs, explaining how phonemic ambiguity is used in one song to code-switch between English and Japanese words, while another song inserts Malay words into an otherwise English song to express emotions and situations. The document lists several references on the topics of language variation, authenticity, and code-switching in popular music genres.
ACCOMMODATION CHOICES FOR UST DEPARTMENT OF ENGLISH 1ST NATIONAL CONFERENCEustenglishdepartment
This document lists accommodation options for the UST Department of English' 1st National Conference in Manila, Philippines. It provides details on dormitories, including addresses and nightly rates ranging from 100 to 500 Philippine pesos per head. The Oxford Dormitory offers air-conditioned rooms for 350 pesos per head or non-airconditioned rooms for 250 pesos, with a 9 PM to 4 AM curfew and security.
A good logo design can increase sales, profits, and brand recognition by sparking customer interest through a stunning and eye-catching design that makes customers want to purchase a company's products over a competitor's. LogoDesignCity.Com can help companies create an effective logo to positively define their brand and give their company recognition through choosing from high quality pre-made designs or custom work.
The document lists several accommodation options for the UST Department of English' 1st National Conference in Manila, Philippines. The Fersal Inn offers twin sharing rooms for P1300. Several dormitories on Piy Margal, Dapitan, and Marsan Streets offer basic accommodation from P150-P500 per head per night. Oxford Dormitory on Geliños Street offers rooms from P250-P350 per night with amenities like air conditioning, electric supply, television, and 24-hour security. Check-in is at 2:00 PM and check-out at 12:00 PM at Oxford Dormitory.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
Standards of Practice For English Language TeachingDavid Deubelbeiss
This document discusses the issues around requiring native English skills for English teachers. It argues that the traditional focus on "native speakerism" is declining as English has many varieties and the teacher is no longer the primary source of language input. While native teachers have strengths like pronunciation and cultural knowledge, non-native teachers have experiential knowledge and understand students' first language. The document recommends that all teachers be properly accredited and meet language standards, and that the focus be on equitable, culturally-appropriate teaching practices rather than a teacher's native status.
CIP là trường dạy tiếng anh cho người nước ngoài ở Philippines. Uư điểm của trường là các tiết học 1:1 cùng với giáo viên bản ngữ đến từ Anh, Mĩ, Canada. Tại đây, các bạn sẽ được học tiếng anh trong môi trường đa quốc tịch với các học viên đến từ Nhật, Hàn, Đài Loan, Thái Lan...Trường có hệ thống kí túc xá, và phục vụ cơm ba bữa/ ngày để học viên có thể toàn tâm vào học tập.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
Teaching and learning foreign languages in different contexts ptteoi.soraya
The document compares learning foreign languages in Florida, USA and Logroño, Spain. It notes that foreign language education in Florida is not compulsory, with students required to take at least two years to enter college/university. In contrast, foreign language education in Logroño is compulsory from primary levels through college/university, with students required to take English and allowed to optionally take a second foreign language. The document also provides tips for learning English and reasons for studying foreign languages at the E.O.I. in Logroño, emphasizing learning through use of the target language and developing student responsibility over the learning process.
CH 11_The World of English Language Teaching.pdfVATHVARY
This chapter provides an overview of English language and its variation. It also touches on an ESL and/or EFL context, which affects the roles of English language learning and teaching.
This training provides mainstream teachers with strategies to help English language learners succeed academically. It discusses who ELL students are, challenges they face, and factors that affect their learning. It introduces key concepts like BICS versus CALP and explains the stages of second language acquisition. The training covers lesson planning strategies like using academic language and SIOP, as well as co-teaching models. It also addresses assessing ELL students and modifying homework. The goal is to help teachers create an inclusive learning environment and build bridges instead of roadblocks for ELLs.
An ESL student's personality as either extroverted or introverted can impact their behavior and learning process in the classroom. Extroverted ESL students may find it easier to participate and practice speaking, while introverted students may struggle with oral participation and prefer individual work. Teachers need to understand students' personalities and adapt instructional strategies to engage both extroverted and introverted ESL students.
This document discusses the development and characteristics of Philippine English. It began as a new variety of English that developed when colonial ties weakened and interethnic contact increased. Philippine English is characterized by the transfer of features from local languages like Tagalog into areas like pronunciation and grammar. While American English influences things like call centers and radio, other institutions have resisted foreign sounds and some advocate for standardizing Philippine English for academic purposes. The document also discusses how new words and usages spread through society and the importance of teaching students the contrasts between Philippine English and American English standards.
Bilingual education programs use students' native language to help them learn English and subject content, with the goal of transitioning students to instruction fully in English within 3-4 years. Different bilingual models include transitional bilingual education, two-way immersion, and developmental/late-exit programs. Research shows strong development in the native language facilitates learning English and academic skills in both languages.
The document invites students to study English at the La Salle Language Center in Bacolod City, Philippines. It provides an overview of the unique programs and benefits offered, including 1-on-1 English classes taught by professional teachers, affordable tuition and cost of living, and opportunities to experience Philippine culture. Studying English in the Philippines allows students to immerse themselves in an English-speaking environment while gaining cross-cultural experiences through programs like the Buddy Program which pairs students with locals to learn about each other's cultures.
The document invites students to study English at the La Salle Language Center in Bacolod City, Philippines. It provides an overview of the Center's programs and benefits of studying in the Philippines, including affordable costs, 1-on-1 instruction with experienced teachers, and opportunities for cultural exchange. Studying at the Center allows students to improve their English skills while experiencing Philippine culture through the Center's buddy program and volunteer activities.
The document invites students to study English at the La Salle Language Center in Bacolod City, Philippines. It provides an overview of the Center's programs and benefits of studying in the Philippines, including affordable costs, 1-on-1 instruction with experienced teachers, and opportunities for cultural exchange. Studying at the Center allows students to improve their English skills while experiencing Philippine culture through the Center's buddy program and volunteer activities.
This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
Here are the key implications of Multiple Intelligences theory for EYL teaching:
- Design activities that appeal to different intelligences - linguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist.
- Use a variety of teaching methods like songs, chants, movement, role plays, games, art/craft to engage different intelligences.
- Assess students in different ways - oral tests, projects, portfolios rather than just written tests.
- Be aware that students may have different strengths. Provide options that play to their strengths.
- Help students identify their own strengths to build self-awareness and confidence as learners.
The document discusses mainstreaming English and language proficiency. It defines mainstreaming as the bridge to language proficiency, especially for listening skills. There are five stages of language proficiency from basic to advanced proficient levels. Mainstreaming is important because it acknowledges minority languages and allows students to learn in their native language before transitioning to English, helping ensure they do not fall behind in other subjects.
This document is an introduction to a capstone project submitted by Jan McFall for a Master's degree in Teaching English as a Second Language. It discusses McFall's experience teaching English to English language learners at the college level and her interest in helping students make the connection between their ESL classes and other content-area courses. The introduction provides background on the difference between basic interpersonal communication skills and cognitive academic language proficiency that students need. It also examines the approaches of intensive English programs at various colleges and McFall's goal to study a program that succeeds in preparing students for academic literacy in their college-level coursework.
This document provides a summary of Esther Young's academic and professional experience. She has a Master of Arts in Teaching from Rockford College and a Bachelor of Arts in African American Studies from Northwestern University. Her experience includes teaching positions in both English and Spanish in Illinois school districts from 2006 to the present. She has taught at the elementary, middle, and high school levels. Her roles have included teaching ESL, bilingual education, Spanish, and serving as an instructional coach. She also has experience teaching college courses as an adjunct professor.
This document discusses the sociocultural, political, and institutional contexts that influence second language learning. It addresses how cultural factors, educational policies, and different learning environments like ESL, EFL, content-based instruction, and bilingual programs can impact learners. The status and role of English as an international language is also examined, along with issues around native and nonnative English speaking teachers in various contexts. Guidelines are provided for creating supportive learning conditions regardless of whether instruction occurs inside or outside an English-speaking country.
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
This document discusses two techniques used in Asian pop music to blend languages: 1) Phonological code-switching, exemplified by the song "I Miss You" mixing English and Japanese sounds in a way that changes the meaning. 2) Lexical code-switching, shown through the lyrics of the song "Kantoi" which incorporates words from Malay and English into the Malay lyrics to tell a story involving deception. The document provides these examples and references several other works analyzing the growing use of multiple languages in Asian pop music genres.
The document discusses characteristics of Filipino English language learners based on various studies. It finds that high-achieving learners use more learning strategies than low-achievers. Learners display emerging reading patterns like translating and rely on cultural strategies. While elementary students' writing lacks accuracy, learners show improved performance with computer-assisted materials. The document advocates teaching learners strategies to become autonomous and addressing individual differences.
This document discusses the concept of authenticity in sociolinguistic research and analysis. It begins by summarizing William Labov's view that sociolinguists should aim to observe language as it is used naturally, without the observer's influence. It then discusses how the concept of authenticity has been applied in various sociolinguistic approaches, such as relating authenticity to identity performance and language crossing. The document also examines tensions between notions of cultural and personal authenticity as they relate to musical performances. Overall, it provides an overview of how the idea of authenticity has been taken up in sociolinguistic studies and some of the issues surrounding its definition and application.
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.
This document discusses the beliefs and attitudes that Philippine English teachers have about the English language. It finds that while teachers believe Philippine English is important because students are Filipino, the realities are more complex. Philippine English is changing and a variety with its own features. It also finds that viewing American English as the only standard creates a dependency myth. The document advocates for a "variousness perspective" that recognizes the diversity and fluidity of English, and approaches errors as opportunities for learning. This perspective may offer teachers a more realistic way to teach English in the Philippines' changing linguistic landscape.
The document discusses research on developing language learning applications in the Philippines using computational linguistics and language data resources. It describes building corpora and lexical resources for several Philippine languages, as well as tools for analyzing and accessing the data. Applications for teaching include tools for reading comprehension, composition writing, and detecting code switching.
The document discusses issues and approaches regarding multilingual education from preschool through tertiary levels. It addresses using the learner's first language as the primary medium of instruction in early grades to prevent cognitive deficits. In secondary levels, the focus is on developing language skills while allowing code switching. At the tertiary level, content-based and English for Specific Purposes approaches are recommended to develop learner autonomy and content mastery. Discourse analysis techniques are also presented to help learners comprehend dense scientific texts.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
The document discusses issues and approaches regarding multilingual education from preschool through tertiary levels. It addresses using the learner's first language as the primary medium of instruction in early grades to prevent cognitive deficits. In secondary levels, the focus is on developing language skills while allowing code switching. At the tertiary level, content-based and English for Specific Purposes approaches are recommended to develop learner autonomy and content mastery. Discourse analysis techniques are also presented to help learners understand information-dense texts.
This document discusses two types of code-switching used in Asian pop music to create authenticity: phonological and lexical. It provides an example of each from different songs, explaining how phonemic ambiguity is used in one song to code-switch between English and Japanese phrases, and how another song inserts English words into the lyrics written in Malay to blend the languages. The document lists several references on the topics of language blending, code-switching, and authenticity in popular music and culture.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
This document discusses the concept of authenticity in sociolinguistic research and analysis. It begins by summarizing William Labov's view that sociolinguists should aim to observe language as it is used naturally, without the observer's influence. It then discusses how the concept of authenticity has been applied in various sociolinguistic approaches, such as relating authenticity to identity performance and language crossing. The document also examines tensions between notions of cultural and personal authenticity as they relate to musical performances. Overall, it provides an overview of how the idea of authenticity has been taken up in sociolinguistic studies and some of the issues surrounding its definition and application.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
The Commission on Higher Education (CHED) has issued a memo to all higher education institutions regarding the implementation of flexible learning modalities for the upcoming academic year. The memo directs schools to prepare blended and online learning options to ensure continuity of education in the event of future lockdowns or quarantines related to COVID-19. Institutions are asked to submit their flexible learning plans to CHED by August 15, 2020 for review and approval.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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1. The ‘Variousness’ Perspective:
Are teachers ready?
Isabel Pefianco Martin
Department of English
Ateneo de Manila University
mmartin@ateneo.edu
2. • English language proficiency and the
„teacher factor‟
• Beliefs and attitudes about the English
language
• The „variousness‟ perspective (Kachru
1995)
3. 92% of elementary school children are
enrolled in the public schools
(as of 2009-10)
private school enrolment
(1.1 million)
public school enrolment
(12.8 million)
4. 80% of secondary school children are
enrolled in the public schools
(as of 2009-10)
private school enrolment
(1.3 million)
public school enrolment
(5.4 million)
5. Proportion of public to private
elementary school teachers
(as of 2009-10)
13%
87%
6. Proportion of public to private
secondary school teachers
(as of 2009-10)
28%
72%
7. NAT Elementary School Results
School Year English MPS
2003-04 49.92
2004-05 59.15
2005-06 54.05
2006-07 60.78
2007-08 61.62
2008-09 61.81
2009-10 67.81
8. NAT Secondary School Results
School Year English (MPS)
2003-04 50.08
2004-05 51.30
2005-06 47.73
2006-07 51.78
2007-08 53.46
2008-09 52.90
2009-10 46.95
9. • deteriorating mastery of English
• the „teacher factor‟
• teacher competence?
• beliefs and attitudes about the
English language?
• the study: 185 public school teachers
throughout the country
11. Why Philippine English (PE)?
• All my pupils are Filipinos
• Because my pupils are Filipinos
• All pupils are Filipinos
• Because we are Filipinos
• As a Filipino, it is essential
• To introduce stories based on the Philippine
setting
PE as rooted in Filipino culture and identity
12. Why Philippine English?
• Whatever is in the Philippine Curriculum and based
on the Basic Education Curriculum, I just follow the
competencies to be taught
• Based on the textbook provided by the DepEd
• Objectives are specified in the RBEC
• I teach Philippine English provided it is found in the
scope and sequence of the subjects I handle
• The books are from Philippine authors
13. Why Philippine English?
• Because we're using books mostly by Filipino
authors
• We use textbooks by Filipino authors
• The textbooks and other references used are
Philippine made
• Philippine English is suited to our educational
setting
PE as prescribed by official policy and practice
14. Why Philippine English?
• Philippine English is free from slang and words
are pronounced more clearly
• My students can only understand Philippine
English
• They sound clear to Filipino students
• English (that is) most commonly used in the
Philippines
• It can be easily understood
15. Why Philippine English?
• The usual way Filipino students understand my
delivery of English
• It is commonly used as medium of instruction.
Students are used to it, and it could be easily
understood by the pupils. It is not slang.
• Philippine English is easy to understand and I
will start from where I am
• It‟s the first English learned
• It is easily understood by the pupils
16. Why Philippine English?
• I am used to Philippine English rather
than any other English
• Philippine English because that is easy
to teach to my pupils
PE as familiar and accessible
17. Why Philippine English?
• Because it is what the pupils can relate
to and understand (Taglish)
• English with matching Filipino or
Taglish and sometimes English,
Filipino and vernacular
• Teaching them with the vernacular
language
PE as Taglish (Tagalog-English)
18. Why Philippine English?
• I teach them Philippine English, but I try to
introduce to them American English, the
grammar and accent.
• I‟m correcting student pronunciation and
informing them about errors in Filipinism.
• As a Filipino teacher, of course my English is
Philippine English, but as an English teacher, I
am trying to use and introduce American and
British English to my students so that they will be
aware of English often used in our country.
19. Why Philippine English?
• I don't only teach Philippine English but
also American as well as British
English.
PE as inferior to inner circle (native
speaker) varieties
21. Why American English (AE)?
• They [Filipino students] have to learn first
the basics.
• Knowing American English can avoid
arguments and debates about the correct
spelling and pronunciation.
• The pronunciation of some words is
conventional.
• An approximately correct English—
understandable and acceptable
internationally
22. Why American English (AE)?
• Since it is the most accepted English.
• It‟s the ideal, the standard in terms of
language usage.
• So that pupils will become more
eloquent, smart in talking, and can
communicate the language not only in
speaking but in writing as well.
AE as the only acceptable standard
of correctness
23. Why American English?
• You could use American movies as
patterns for [teaching] speaking skills.
• It‟s widely used in communicative
learning.
• American English is applicable
nationwide.
• It is a global language.
• American English is the universal
language.
24. Why American English?
• American English is the standard
international language.
• American English is universally
accepted.
AE as widely used in various domains
25. Why American English?
• Because the expressions used are
familiar to us having being under the
American regime/way of education.
• Because the Americans were the first
to teach English to the Filipinos.
AE as part of Philippine history
26. Why American English?
• [It is] easier for us to speak and apply
[for a job abroad].
• It‟s clearer, more widely used and a lot
of Filipinos go to the USA to work.
• This is preferred by companies with
networks abroad.
• For wherever [my students] may go,
they will be able to survive.
27. Why American English?
• So we can cope up [in communicating]
with other countries.
• To make the children more globally
competitive.
AE as providing access to economic
opportunities
28. Why Philippine English (PE)?
• My pupils are all Filipinos
• We are Filipinos
• Because my pupils are Filipinos
• Because I'm dealing with Filipino pupils
PE as rooted in Filipino culture and
identity
29. Why Philippine English?
• Because textbooks use the Philippine
English language
• Textbooks use the Philippine English
language as a medium of instruction
• Textbooks and manuals use the
Philippine English language
PE as prescribed by official policy
and practice
30. Why Philippine English?
• It is because, Filipino pupils could easily
understand the way we use the English
language here in the Philippines.
• Students should learn English commonly used
in the Philippines
• Philippine English is their second language.
• Philippine English, because the words used
are American and some are British, but
sometimes our pronunciation and diction are
Filipino.
31. Why Philippine English?
• Pupils easily relate to it
• To speak in a conversational way, not
so slang
PE as familiar and accessible.
32. Beliefs do not match realities
Beliefs
• PE is the English spoken in the Philippines
• PE is more familiar, less formal, more
conversational and more accessible
• PE is prescribed by the DepEd
Realities
• PE is a variety with its own features
• PE is used widely, but by the educated class
• PE is not identified in any official document
33. American English as superior
• the only acceptable standard of
correctness
• provides access to jobs
Model Dependency Myth (Kachru, 1995)
• exocentric models of inner circle
varieties are standard models that must
be promoted
34. English changing
Bautista‟s (2000) grammatical features of PE:
1. Liquidity problems of rural banks on a massive scale
is [are] being experienced for the first time.
2. * [A] Majority of the public school teachers do not
want to serve as poll officials in the May elections.
3. This results to [in] a better quality of life.
4. But it was only in 1510 that a more authentic
epidemic has been [was] described.
35. English changing
Bolton and Butler‟s (2008) “localized
vocabularies of English usage” in Philippine
dailies:
…Politicians are found guilty of economic
plunder („large-scale embezzlement of
public funds‟) or challenged by the press in
ambush interviews („surprise interviews‟);
corrupt cops are accused of coddling
criminals („treating leniently‟), or mulcting
(„extorting money from‟) motorists. ..
36. English changing
Bolton and Butler‟s (2008) “localized
vocabularies of English usage” in
Philippine dailies:
…Hapless citizens borrow money from five-
six money lenders („borrowing at high rates
of interest,‟ i.e. borrowing five thousand
and returning six…). Meanwhile, motorists
stuck in traffic get high blood („enraged‟) in
frustration, and the affairs of various
topnotchers („high achievers‟) fill the gossip
columns.
37. English changing
From the Anvil-Macquarie Dictionary of PE for HS (2000):
• academician noun Philippine English a teacher in a
college, university, or institution of higher education.
NOTE This word is from the French acadèmicien.
• bedspacer noun Philippine English someone who stays
in a dormitory or shared room of a board house but
does not take meals there.
• dirty kitchen noun Philippine English a kitchen for
everyday use or use by maids, as opposed to a kitchen
used for show or by the owner of the house.
38. • Lack of awareness about the existence of a PE
variety
• Canagarajah (2006): “... multilingual users of the
language will be about 30 million more than the
„native‟ speakers by 2050.”
• “This changing demography of English has
profound implications for language norms. At its
most shocking, this gives the audacity for
multilingual speakers of English to challenge the
traditional language norms and standards of the
„native speaker‟ communities.”
39. Not WE WE
Developing mastery of a Striving for competence in
single “target language” a repertoire of codes and
discourses
Joining a speech Shuttling between
community communities in
contextually relevant ways
Canagarajah (2006)
40. Not WE WE
Focusing on Approaching “error” as the
correctness learner‟s active negotiation and
exploration of choices and
possibilities
Teaching Teaching communicative
grammatical rules in strategies (creative ways to
a normative and negotiate norms in diverse
abstract way contexts)
Canagarajah (2006)
41. Conclusion
• Certain beliefs about the English language may
hamper the successful teaching and learning of
the language.
• The surfacing of teachers‟ beliefs and attitudes
about English presents an opportunity to develop
a more realistic perspective for ELT in the
Philippines—the „variousness‟ perspective, which
may offer an alternative, real-life response to the
challenges of teaching a changing language.
42. References
1. Anvil-Macquarie Dictionary of Philippine English for High Schools. (2000) Pasig
City: Anvil Publishing Inc.
2. Bautista, Maria Lourdes. (2000) The grammatical features of educated
Philippine English. In Parangal Cang Brother Andrew: Festschrift for Andrew
Gonzalez on his sixtieth birthday. Manila: Linguistic Society of the Philippines,
pp. 146-158.
3. Bolton, Kingsley and Butler, Susan. (2004) Dictionaries and the stratification of
vocabulary: towards a new lexicography for Philippine English. World
Englishes, 23 (1), pp. 91-112.
4. Canagarajah, A. Suresh (2006) The Place of World Englishes in Composition:
Pluralization Continued. The CCC Online 57 (4), 588-619.
5. Kachru, Braj B. (1995) Teaching world Englishes without myths. In by S. K. Gill
et al. (eds.), INTELEC „94: International English Language Education
Conference, National and International Challenges and Responses. Bangi,
Malaysia: Pusat Bahasa Universiti Kebangsaan.
6. Kachru, Braj B. (1997) World Englishes and English-using communities. Annual
Review of Applied Linguistics 17. Cambridge: Cambridge University Press, pp.
66-87.
7. Kachru, Braj B. (2006) World Englishes and culture wars. In The handbook of
World Englishes. Edited by Braj B. Kachru, Yamuna Kachru, and Cecil L.
Nelson. UK: Blackwell Publishing, pp. 446-471.
43. The ‘Variousness’ Perspective:
Are teachers ready?
Isabel Pefianco Martin
Department of English
Ateneo de Manila University
mmartin@ateneo.edu