We(World Englishes)

and
ELT(English Language teaching)
in the Philippines
Group 2 Members
Raida Ahmad
Genalyn Penolbo
Mary Jane Lumilis
Michelle Palma
 World Englishes
➢ English as a Lingua Franca (ELF)-Pakir (2009: 228) uphold the
pluricentricity of English

➢ WE research is interested in the ‘indigenized’ nature of English,

while ELF research focuses primarily on the ‘contact’ nature of the
language (Pakir 2009: 230)

➢ Kirkpatrick (2010: 177) argues that ‘rather than focusing on a

specific variety of English, the ASEAN school curriculum
needs to make a radical move to teach English as it is used
in social contexts within the region.
 ELT in the Philippines

➢ English came to the Philippine classrooms through

American soldiers who first taught in Corregidor in 1898.

➢ Filipino students will learn the English language only by

memorizing dialogues.

➢ Choice of English as MOI, did not contribute to an

increase in learning outcomes. (Monroe Report of 1925)
 ELt in the Philippines

❖ Filipino students were reported

to have performed badly in
international tests of math and
science (Martin 2010: 248–249)

❖ mother-tongue based
multilingual education (MTB-
MLE)
 Conclusions on WORLD ENGLISHES
❖ with a surge in the popularity of Philippine English
research, the variety began to be promoted as the target of
ELT(Martin 2014)

❖ all the benefits offered by the existence of a Philippine

variety of English, it may not be realistic and appropriate to
use this variety as the norm for ELT in the Philippines.

❖ multilingual model and lingua franca approach(Kirkpartrick

2010)

❖ English-only attitude and practice still persist in Philippine

ELT, despite the move to institutionalize MTB-MLE in basic
education.
“Thank you for listening”