1 CHAPTER I INTRODUCTION Background of the Study English, as we know it, descends from the language spoken by the north Germanic

tribes who settled in England from the 5th century A.D. onwards. They had no writing (except runes, used as charms) until they learned the Latin alphabet from Roman missionaries. The earliest written works in Old English (as their language is now known to scholars) were probably composed orally at first, and may have been passed on from speaker to speaker before being written. Old English literature is mostly chronicle and poetry - lyric, descriptive but chiefly narrative or epic. By the time literacy becomes widespread, Old English is effectively a foreign and dead language. And its forms do not significantly affect subsequent developments in English literature. (With the scholarly exception of the 19th century poet, Gerard Manley Hopkins, who finds in Old English verse the model for his metrical system of "sprung rhythm".) From 1066 onwards, the language is known to scholars as Middle English. Ideas and themes from French and Celtic literature appear in English writing at about this time, but the first great name in English literature is that of Geoffrey Chaucer (1343-1400). Chaucer introduces the iambic pentameter line, the rhyming couplet and other rhymes used in Italian poetry (a language in which rhyming is arguably much easier than in English, thanks to the frequency of terminal vowels). Some of Chaucer's work is prose and some is lyric poetry, but his greatest work is mostly narrative poetry. Other notable mediaeval works are the anonymous Pearl and Gawain and the Green Knight (probably by the same author) and William Langlands' Piers Plowman. A lot of international students come to Philippines to learn English. Learning English is important because it is the most common language in the world holding the title of being the Universal Language. Almost 60% people in the world use English regularly. Learning English is very important because it improves one’s chance of getting a good job, helps one communicate in foreign countries, and broadens one’s social networking. First, learning English improves the chance of getting a good job. Companies which deal with international clients and suppliers rely on English-speaking employees to interpret for them with the day-to-day operations. The requirements for the position consists the ability to speak English. Therefore, learning English improves one’s chance of getting this position. speak English. A lot of countries are using English as their main sub-language, and there are multiple simple English phrases spread.

2 Objectives of the Study The general objective of this study is to know the evaluation of English IV Curriculum of Jesus the Risen Savior School: A basis for Curriculum Engineering. And it’s specific objectives are to determine the advantages and disadvantages of using reference books and materials, to evaluate the teaching skills of the english teacher, to evaluate the system of the curriculum and to identify if the students can cooperate during the lessons. Scope and Limitations The scope of this study is to determine how the means of evaluationg English literature can benefit to the students of Jesus the Risen Savior School by the English books and materials the school provides and the quality of the English teacher who can provide various informations to the students. My limitations are my respondents who answered my servey. It wasn’t hard to find all of them because my respondents were my classmates as well, a total of 24 respondents including me. Definition of Key Terms Evaluation is a diagnosis or diagnostic study of a physical or mental condition. Curriculum is the aggregate of courses study given in a schools, Universities, and learning stations. Curriculum Engineering is the means of improving the curriculum of the given course by finding more ways to enhance the curriculum for better benefits of the learning students.
Variables, Indicators and Categories

*This part of the questionnaire indicates questions about the books and materials regarding the subject matter Books and Materials 1. Our book helps us to develop our communication skills. 2. I started to like our book in English because it is applicable to us. 3. Our book helps us to be more proficient in English Language. 4. Our book contains varied activities that helps apply our English skills. 5. I prefer to use our book as a reference.

*This part of the questionnaire indicates questions about the teacher Teacher


6. Our teacher can explain the lessons efficiently. 7. Our teacher is well-versed in English. 8. Our teacher only speaks in English when inside the classroom. 9. Our teacher gives us opportunities to express ourselves in English. 10. Our teacher gives us opportunities to express ourselves in English. *This part of the questionnaire indicates questions about the Curriculum of the subject matter Curriculum 11. The lessons are applicable for our year level. 12. We can finish writing essays at the given amount of time. 13. We can answer the seatworks and homeworks easily. 14. We are not irritated when answering the examination papers. 15. We can apply what we learn outside the school. *This part of the questionnaire indicates questions about the students Students 16. We participate actively during English class 17. We pass all exams easily. 18. We make our assignment regularly. 19. We make our projects on time. 20. We can cope with all the requirements in the subject.

Importance of the Study The significance of the study is to know if there’s a need to improve the English IV curriculum. It gives great opportunities of getting a job in the future. It helps one to communicate with other people in foreign countries. People who can understand and is aware of the proper usage of speaking English well can travel to many countries by themselves.

CHAPTER II Review of Related Literature Whatever our view of development, we cannot conceive of it without reference to education which constitutes its backbone. Likewise, talking about different ways in which the teaching and learning of English can contribute to the development of the country is tantamount to talking about ways in which ELT can help advance and improve the quality of education. But before trying to find the relationship between foreign language education

4 and development, one needs to answer some questions what is development? What is the relationship between English language teaching and learning on the one hand, and development in its various manifestations on the other hand? How can foreign language education contribute to the improvement of education and hence to the development of the country and its people? The answer to these questions will necessarily be based on the conception of development, and especially the role of education.


A variety of views are currently held about development, rang-mg from a materialistic definition, highlighting the various manifestations of development, be they economic, technological, financial etc., to a humanistic definition focusing on

human development. Another related notions modernization. Recently, because of the prevailing liberal ideas underlying the current monetarist orientation, development is equated with efficient management of time, resources, including human resources. The often-cited examples of success in these areas are those of Japan and the so-called dragons of South East Asia.

The debate about development both in developed and underdeveloped countries, while still heated, has given birth to a variety of attitudes among those concerned either directly or indirectly. Broadly speaking, there are those who totally reject the model of development illustrated by the West and those who accept it. In between, we find a continuum of positions, accepting some aspects of development and rejecting others: the difference being that of degree and priorities.

In general, the concept of development can be equated with "evaluation" which implies process and any process implies continuous change in mentalities and behavior, in the

a further implication is that there is a constant quest for the better. . change in the way of life. Others maintain that it is practically impossible to achieve any development without some form of inspiration from what is available outside. of doing things. rather than the one initiated from outside. On the other hand. development is seen as a natural process. in sum. Within this.5 way of thinking. In both cases. some people argue that true development is the one which comes from "inside». a necessary means to improve the quality of living and not simply for the purpose of imitating or replicating models embodied in developed countries.

Development means change in attitudes and mentalities in addition to the acquisition of the necessary knowledge and skills which can guarantee continuous change and therefore stimulate development.6 All in all. On the other hand. satellite dishes etc. to achieve development requires some form of education or training. not only their immediate needs within their present environment.dusty. taking into account. 2. LEARNING ENGLISH AND EDUCATIONAL DEVELOPMENT If the role of education aims first and foremost to prepare young generations for the future. i. limited to consumption. as it is generally acknowledged now.). multi media. The most natural means of having access to information is certainly language. with the purpose of laying the foundations for creation and production. and the easy access to information made possible thanks to the fast-growing information technology and the available sophisticated means (e. but especially their future needs in a much wider environment. the training will be limited in time and scope. But if development means human development. a number of facts have to be considered objectively: . the process is very long and may require generations before the fruits of that process become palpable.e. In this respect. including the production of commodities necessary for a betterquality life. it must necessarily attempt to equip them with ways and means of confronting the future on firm grounds and with a certain confidence.g. Given the current state of affairs. power in the future will not only be limited to the possession of a powerful economy or a war in. If development is conceived of as a simple accumulation and use of technological products. Any attempt to shield oneself from the ever-increasing influence of international mass communication will only be partially successful. but will be in the hands of those who control information in all fields. Hence. education for development is a long-term process. it is no longer possible for any community or country to remain insular to the influence of international mass communication.

Since most of the information circulating worldwide is transmitted via English. scientific information being transmitted through the medium of English. In most cases.7 English on the international scene : in politics. Hence the necessity to train the learners to use their knowledge of the . No wonder that the aims and objectives for teaching English in many countries highlight the role of English as a means of opening a window. the language is no longer an exclusive property of its native speakers. - to enable the learners to communicate with other users of English. not only on the English speaking world. English as means of international communication news media. In a sense. either in speech or writing. they share a number of aims and objectives. Though educational systems differ in their approach to foreign language education. trade. knowledge of English has become a necessity. This is why the rationale for teaching English is be-coming more and more self-evident. The official guidelines for ELT in Moroccan secondary schools (1994: 3) state the following: - to help the learners achieve the necessary language proficiency to meet the requirements of the Baccalaureate paper. Hence. but on the rest of the world in general. English is used as a lingua franca without the involvement of native speakers of English. English language education has become an integral part of any educational enterprise. etc. diplomacy. The international character of the English language has made it a must in the curricula of almost all educational systems worldwide. publishing.

writing and combinations of these skills. i. to meet the needs of the job market. the characteristic . because of the way they are phrased. 1978): to extend the learner's horizon of communication beyond that of his or her own linguistic community. while others point to the future uses of English. the guidelines as well as the daily practice shows that the implementation of long-term aims is wanting if not lacking. In addition. to help them develop an awareness of cultural differences and hence of their own cultural identity. these aims generally lack the educational dimension necessary in the teaching / learning of any subject. a model of educational aims for English language education is suggested and phrased in the following terms (adapted from Trim.8 language system in the skill areas of listening. a look at the syllabus. to familiarize the learners with the language system of English. Hence. However. to enable him or her to realize the validity of other ways of organizing. in the course of post secondary education or training to use reference materials in English. to enable him or her to search for. reading. and therefore to enhance their awareness of the specificity of their own language.e. discover and understand information relevant to his or her needs and interests through the medium of a foreign language. and of other ways of managing personal interactions. to promote understanding of other cultures. To this end. categorizing and expressing experience. some aims are short-term ones. As can be seen. to enable the learners. In fact. A third category is geared to-wards developing both language and cultural awareness. utilitarian concerns may obscure the full potential benefits which can be incorporated in English language teaching. to raise his or her general level of language awareness. a re-consideration of these aims is a much wider perspective. focusing on the linguistic aspects and skills required for exams. speaking.

skills and attitudes learned in the IL setting other subject areas of the curriculum).9 properties of his or her own language in relation to those of another language and of the uses to which language is put in everyday life. These aims and objectives can be integrated in the curriculum for foreign language education which should aim to foster the following components (adapted from UIlmann 1982. such that he or she a-engages purposefully and appropriately in those contexts. and the ability to apply knowledge. c-develops his or her understanding of the complexities of personal interaction in social contexts.Affect (positive attitudes towards the TL and LL). the ability to apply IL strategies in new settings. d.reflects on the processes of language and of social interaction. selfdirected study of language to a higher level or for specific purposes. to enable him or her imaginatively to extend the repertory of roles he or she can construct and play within contexts in which the foreign language can be used. b. b. . Stern 1983): a. to enable him or her to develop the study skills necessary to the effective.Proficiency (understanding of and ability to communicate in the foreign language).Knowledge (specific experience with and knowledge of TL) c.Transfer (general knowledge about language and language learning.

10 .

Recently. though this orientation may motivate learner and help them achieve a certain proficiency. This is all the more crucial as it has a lot of bearings on the so much desired perspective of development. though current practices may be pedagogically viable in the first stages of learning. the above aims can constitute a much wider framework for English language teaching and leaning which highlights the educational dimension of the foreign language. Hence a reconsideration of the type of English that is practiced in our classroom (both at the secondary and university levels) is necessary. The following suggestions may be considered as a starting point for the development of a curriculum within the framework presented above which might answer some of the demands and requirements of development. but extended to the much needed cognitive skills and the desired study habits. especially from the perspective of future employment. including reference to habits and customs along with some excerpts (simplified or original) from the Anglo-Saxon works of literature. However. human issues). the curriculum for TEFL in this country or else-where is characterized by the choice of texts and themes which depict a number of features of the Anglo-Saxon culture and civilization. general science. they are not productive and beneficial in later stages. The areas of .11 As can be seen. not necessarily linked to the Anglo-Saxon culture or civilization. TYPES OF ENGLISH FOR DEVELOPMENT: Traditionally. Another area of English language teaching which certainly needs reconsideration is the type of English. 3. In addition. it is still short of meeting some of the future needs of students within the perspective of development. a notable change was noted in the Moroccan textbook which includes texts about the local culture and civilization and texts which are of an international nature or of a general interest (history. Both teacher and student should work towards an educational approach the scope of which is not limited to the linguistic aspect of language teaching and leaning.

but the overall orientation rather refers to the use of simplified texts (beginning and intermediate stages) in any of those areas. magazines.1. in addition to practicing some high order cognitive skills.12 English which could constitute the backbone of this curriculum are: 3. The rationale here is to reinforce and enrich via English the learners' knowledge (especially science students). physics. focus will be on less specialized Lexis and more on vocabulary which is made available to the public at large through scientific or pseudoscientific magazines. there is no need to go into much specialized concepts and terminology of each subject. 3. but in fact it should not be looked at from the perspective of narrow specialization. and the media in gener4. ENGLISH FOR SCIENCE AND TECHNOLOGY This orientation is usually met with resentment on the part of teachers with a liberal arts training. focus here will be on the type of discourse and Lexis found in newspapers. content or themes can be categorized as follows: . papers. For purposes of illustration. In fact. as it one is teaching maths. In other words. including notions and concepts acquired in Arabic or French. CURRENT AFFAIRS I EVENTS Ideally. radio and television giving international news in English.2. including highly frequent vocabulary and concepts which are found in what is called general science. chemistry or biology. Exposure to this type of English will be an opportunity for learners to have some first hand experience with the features and characteristics of scientific discourse in English.

ECONOMIC ISSUES: - business news: WTO. etc.3. ethnic.2. epidemics. 3. the type of content suggested here requires that teachers themselves be familiar with it. Most of the materials need not be . The rationale for widening the database of the curriculum is to equip the learners with the necessary concepts and materials to help them understand the environment around them and the world at large. other themes drawn from the Anglo-Saxon (or other) socio-cultural background could be added provided that they are carefully selected and treated.13 3. OTHER CURRENT INTERNATIONAL ISSUES: - poverty.2.1. IMF. From a linguistic perspective. 3. EU. development. the teaching of this type of subject matter will be carried out in conjunction with the skills.2. droughts. In addition to these areas or themes. ALESCO.g. e. it will widen their area of use. investment. WB. Again. NAFFA. Obviously.2. international organizations: UNESCO. etc. INTERNATIONAL EVENTS I INTERNATIONAL RELATIONS: - political / economic regimes. COMECON. AUO. socialist. natural disasters: earthquakes. international conflicts: political. human rights / women's rights health education / news literacy issues. financial news: stock exchange.: liberal vs. economic.

etc. synopses.1. sequencing ideas. evaluation. This will obviously be carried out in conjunction with the skills. SPEAKING AND WRITING: Learning other ways and means of organizing information.14 taught for productive purposes. . etc. the canvas for English language education presented here is incomplete and can be extended to other fields and themes. but what is important is its implementation through skills and the various activities associated with them. practicing high order (cognitive) skills which are sometimes lacking in the teaching of the mother tongue or the second language: analysis. making summaries. presenting arguments. At more advanced stages. sequencing. argumentation. learning English as a means of enhancing research in ah fields: . READING: Enhancing good reading habits. 4. 4. developing critical thinking through assessment. THE LEARNING AND IMPROVEMENT 0F SKILLS THROUGH ENGLISH: Undoubtedly. but simply as passive knowledge. 4.2. . inferencing. etc .

etc. In addition. but sometimes with Japanese or other capital) is triggering here and there fears of a new form of imperialism through economy. there has been some violent rejection of what some thinkers label linguistic imperialism. exposure to a foreign language which is the vehicle of what is now becoming an international culture brings the danger of acculturation. Concerning the latter and in relation to language. but will lead to adapting and creating new research instruments and techniques. but it acculturation occurs. taking into account local conditions and variables. One of the possible ways of avoiding. social sciences.15 through exposure to research reports and research studies in various fields (science and technology.e. rejecting one's own culture and belief system. This will not be limited to replicating other research.) published in English. finance and culture. it is generally a consequence of ignorance (lack of knowledge). desired objective attitudes towards English should be enhanced. but especially to be exposed to a variety of research techniques and instruments which help the researcher to design and implement local research. This is all the more crucial as it will have far-reaching implications for the local people. i. and despite the presence of certain external signs giving credit to those criticisms and fears. the fact remains that one need not fall into either extremes of a blind adoption or a complete rejection. . CONCLUSION: The association of English with a new form of a world order dominated by he United States and the multi-national companies (most of which are of an American origin. However. culture and civilization. just like the fears which have been voiced concerning the danger of acculturation through the learning of English. not only the opportunity to get new information and data. one will have. misjudgment and hasty value judgements. Undoubtedly. or at least reducing the risk is to consider the type of English that the learners are exposed to and the socio-cultural values underlying it. 5.

then education will be the vehicle. A reconsideration of aims and objectives for ELT will not be fruitful if it is not translated into appropriate content. choice of appropriate content will not be productive if it is not accompanied by a reconsideration of the skills and activities for their actual implementation. and hence will contribute to the development of the future Moroccan citizen. rather than using the term evaluatively. . including translations from Sanskrit. Although anthologies of "world literature" have often used the term to market a largely European canon. World Literature (History) Johann Wolfgang von Goethe introduced the concept of Weltliteratur in 1827 to describe the growing availability of texts from other nations. any change must come from within.16 Obviously. the past three decades have given rise to a much more expansive conception of literary interest and value. world art and world music. World literature is conceptually similar to world cinema. Arguably. publication and circulation. Thus. define world literature as a category of literary production. In turn. this is closer to the original sense of the term in Goethe and Marx. If development means starting with human development. for instance. will have a lot of offer for the improvement of the quality of education. starting with the change in attitudes towards what comes from outside. English language education. I. Karl Marx and Friedrich Engels used the term in their Communist Manifesto (1848) to describe the "cosmopolitan character" of bourgeois literary production. if properly designed along some of the above-mentioned suggestions and properly monitored along the perspective adopted here. Islamic and Serbian epic poetry. Recent books such as David Damrosch's What Is World Literature?.

Write a film. Even for people who don't have to write in English. Start your own English language blog. If there is less text on the page due to all the speech marks etc. Even listening to music while doing something else can help a little for things like getting used to the natural rhythm and tone of English speech. and if you have some special understanding of the book. 5. Opening up books before you buy one and flicking through them to find one with lots of direct dialogue in it has several advantages. Read a book with lots of dialogue. Even if you are not listening carefully. and of thinking about how to stop making grammar mistakes 2. . Another motivating and easy way to make yourself write in English is to write a review for a site such as Amazon or Internet Movie Database. although the more time and attention you give to a song the more you will learn from listening to it again in the future. music or film due to your first language or knowing the artist personally. 10 Ways to Improve and Master the Usage of English 1. it will help you get a feel for natural English rhythm and intonation. hotel or book review. music. that would be very interesting for the English speakers who read and write reviews on the site. this can make it easier to read and easier to write translations on. 3. writing can be a great way of properly learning the kind of vocabulary you need to describe your own life and interests. Many non-native speakers write reviews on sites like this. Have English radio on in the background while you are doing your housework. Listen to English music.17 II. 4.

having one memorable example of an English grammatical form in your head can make it much easier to learn other examples of the same grammar as you hear them. e. Be realistic about your reading level. It is also something you can practice over and over without being as boring as grammatical drills. 8. Most researchers agree that people learn most when reading something they understand almost all of. the fact that using it slows reading down can stop some people reading in English at all. Although you may never hear or get the chance to say exactly that line. that is about the right level.g. Record your own voice.18 6. Although using a dictionary has been shown to help with both short term and long term learning of vocabulary. For people who don't have much or any correction of pronunciation from a teacher. recording yourself and listening back makes it easier to hear whether you are really making the English sounds that you are trying to or not. Reading a whole book quickly through just for pleasure from time to time will help you remember how fun reading in another language can be 9. As you are doing your chores. If there are one or two words per page that you have never seen before. Learn a famous speech or poem in English by heart. Say or think what you are doing in English as you do your daily tasks. try creating sentences (in your mind) describing what you are doing. ‘I am unscrewing the ketchup bottle cap'. Read the whole thing with no help. This gets you used to thinking in English without translating. 10. (Optional) 7. .

Connect overarching ideas (whole).. word analysis. or themes. . Guided Interaction . . . & methods to monitor their reading comprehension. prompts. 2. Explicit Instruction .Introduce new concepts via essential academic vocabulary. & their uses for subject-specific tasks& prerequisite language skills. then examine components or processes (part). 3.Teach & model ways for students to describe their thinking processes verbally& in writing. pre-reading & pre-writing skills. 4. .Structure multiple opportunities for peer-to-peer interactions as they learn content & develop their use of academic language in speaking/listening.Introduce new concepts through familiar resources.e. Six Key STRATEGIES for Teachers of English Learners 1.Support students to distinguish word meanings. 5. Vocabulary & Language Development . Meaning-Based Context & Universal Themes . culminating with students’ own applications or synthesis of ideas (new whole). visuals.Teach students processes for metacognition: i.Allow for primary language interactions to clarify concepts. reading & writing.Teach essential grade-level concepts & build students’ background knowledge as needed.19 III. . Metacognition & Authentic Assessment .

. PREAMBULE It would be commonplace to reiterate the discourse on the alarming educational situation in the Kingdom. Modeling.Sustain motivation to learn challenging concepts by linking ideas to resources or contexts that reflect student interests & sociocultural or linguistic backgrounds. LANGUAGE EDUCATION AND DEVELOPMENT: THE CASE OF ENGLISH WARNING TO THE LISTENER/READER I have a word of warning to those who expect me to state the purpose of my talk in the opening sentences.Use advanced organizers to support metacognition. inspectors. just like it would be unethical to take advantage of this academic forum to nurture demotivating and defeating attitudes towards our profession. I would like. Graphic Organizers. . to draw a distinction from the start between the teaching profession and the educational situation and say that the incrimination of teachers.20 . & overall comprehension.Provide graphic organizers & meaningful visuals to support students’ recognition of essential information. & Visuals . I will not abide by the so called conventions and that I leave the structure of my talk untold as I believe the genre we have been practicing in MATE meetings has not been codified yet. therefore. materials producers or the school administration for the current situation is a too easy evasion of the problems which affect the educational system. 6.

Likewise. In like manner.21 I would also like to suggest a simple explanation to the seemingly consensual belief that what is currently happening to the educational system in Morocco is the deed of teachers. with the administration. a "chaouch" refuse entry to a Dean who was very probably on a business visit and asked him to go and line up in the ram in front of a closed pigeon hole and wait until permission was granted from within. the examination schedules and finally. which means that they are at the bottom of the economic pyramid (ii) they are not part of the educational decision making apparatus. the syllabi. The explanation I suggest is that because (i) teachers are at the bottom the administrative pyramid. because of all these factors. Everyone of us. knows exactly what the situation is and does not need to be told that a student with practically no knowledge of the English language may score as high as 14 or 15 at the Baccalaureate. and if anybody doesn’t' t. Never has an administration in Morocco mistreated its employees like the Ministry of Education has for the last few years. there are the Iraqis for the Western World. everybody knows exactly the kind of relationships which exist between the teacher and the administration. at the main gate of the Ministry of Education. and (iii) the exercise of their profession in the current conditions pedagogic activities to drains their energy and confines their demeaning relationships with the curricula. I invite him or her to try to enter the building of the Ministry from the main gate. The lot of teachers and what happens to teachers inside their . here present. I have witnessed. and there are teachers for the Moroccan political nomenclature. everybody knows that the difference between a grade he/she assigns to a student in class and that which the student makes at the Baccalaureate may be as high as 10 points or more. the textbooks. There have been the Jews for the Nazis. teachers have lost their social image and they have become the minority which any political system needs to incriminate for all its failures.

The analysis of these three assumptions reveals a complex network of ideas. and further. I would like first to look at the chain of the . When the teacher protested that she did not spend over twenty years of her life in schools and universities to baby sit teenagers. other languages. understood equally by everyone. arguments. and is legitimate. concepts. Assumption 2: There is a need for development. the talk of language education and development can start. After these specifications which I had to make in the most direct and explicit manner. Assumption 3: There are some aspects of development which require the intervention of English. but to baby sit them and to keep them away from the streets. to socialize or to train. policies. Just last week. there is (may be or must be) some relationship between English and development in Morocco. she was advised to quit her job.22 administration is hard to believe. The theme of the conference as well as the title of this presentation make some assumptions which would be interesting to investigate. Something else of prime importance that I want to say here is that unlike many people may think the objectives of the Moroccan school are apparently not always necessarily to educate. will not be sufficient in achieving some developmental objectives. that is. investments and interests. national and foreign. I received in my office a teacher to whom it was told in public by a high ranking administrator that the objective was not to teach students anything. Assumption 1: There is a relationship between language and development in general. and that the concept "development" is agreed upon. which she did.

let me answer these ones. its etiology as well as by specifying what it is not. we need a definition which would specify both what it is. why is it needed? What policies should we have to promote development? Who is to design these policies? In whose interests will these policies promote this development? Would the promotion of this development affect some interests? In case it would. The following simple questions can be formulated: 1234567- What is development. but my purpose. . what its effects on the various aspects of the daily lives of the various members of the community are. what its manifestations are. first. unlike the false humility which academics traditionally adopt. Then. and what will not be considered as development. Question one: Definitions are generally done by providing information related to the constitution of the item defined. its function. what interests and whose interests would be affected? How will this development be evaluated? What are the criteria to be used? What are the critical limits of success and/ or failure? Each of these questions can generate scores of others. or the development we want to talk about.23 network which involves the concepts of development. Concerning development. is not to pose questions but to answer questions. policy and interest.

capital and political authority to influence its destiny and differentiate itself from other comminutes which have made other choices. As to the ability to enforce decisions regarding the present. it expresses the competence to propose interpretations of the community' s relationships with its various environments and to act upon them so as to secure more . on its environment and on its relationships with it through an appropriate system which excludes domination of some by others. The quest of this harmony often calls for qualitative transformations within the community itself and in its relationships with its environment. this results in dysfunction 0f the whole communality. future and past and (iii) exert influences on itself. partnerships or participation. it often happens that the interests of some individuals or those of a sector within the community are overlooked or disregarded. the future and the past of the community. I will define. Likewise. it may also happen that some individuals or sectors of the community are marginalized and squeezed out of the mainstream of the decision making authority and this results in anomalous relationships of domination which may take the form of representation. development as the maintained and sustainable ability of a community (i) to make choices related to the quality of life of its individual members. the ability to formulate alternatives and implement them translates a status of relative independence as well as economic and financial power to execute policies and programs the purpose of which represents the collective will of the community. those of its individual members and its environment. For my argument in this presentation. experience. In this process.24 Development may be defined as a dynamic process by which a community seeks to establish a harmony between its various needs. however. In fact. Likewise. the ability of a community to make choices assumes that it has cumulated knowledge. (ii) formulate alternatives and enforce decisions regarding its present.

The second relationship is the contribution of language education to the community at large. however. . as well as individual members) brings (or can theoretically bring) to education in general and more specifically to language education. be necessary to set each of these relationships in terms of five dimensions each of which is actually a synthesis of a category of conditions for development to occur according to the definition I have suggested above. economic. The first dimension is an exhaustive and comprehensive description and identification of the current situation. in other words. the ability to adjust its behavior towards the various components of the environment according to its own appreciation and evaluation of the present. the community and on specific sectors or branches of the various social. future and past interests which motivate these relationships. and English language education in particular. The third relationship is the influence of language education in general.25 harmonious relationships with them. commercial. It would. and to specific issues or aspects of the everyday life of individual members of the community. cultural and political activities of the community. on the educational system. The first of these relationships is the contribution which the language teaching community (as a group and as individual subgroups.

The third dimension is a precise and detailed quantitative and qualitative description of the target situation. mastery of certain technologies and increase of foreign investment will reveal that these indicators do not necessarily correlate with our definition of development. these relationships and dimensions. The fourth dimension is the resources to be used in the execution of the program. namely that a wide English speaking community will promote access to science. the examination of ELT and its possible relationships with development which several people like to mention. wishes.26 The second dimension is a survey and/or an inventory of risks. and that they will benefit the groups or The sixth dimension is that of a systematic evaluation program which will accompany the developmental project from the earlier stages of its elaboration for the specific purpose of monitoring the execution of the project and making sure that it does not result in negative effects in other areas of the community's endeavors and that it does not deviate from its initial course without the conscious and collective approbation of the community. Within the framework of this definition. fears and stakes at the introduction of each piece of change in the present situation. The fifth dimension is the implementation and intervention instruments which will secure that the resources. the efforts and the contribution of all the factors will in fact be used for the achievement of the set objectives individuals for whom they have been designed. In fact. their origin and the ability of the community to secure their availability at best cost and at least loss. .

at least the educational system. The role of the English language in the development of Morocco may lie somewhere else than in the increase of foreign investment or the promotion of some imported technologies. school teachers. Nigeria. Reference is made here to the concept of quality as it is used in Quality Management and evaluation theory. and as members of the . for example. It may well be in promoting dialogue and relationships between Morocco and other countries and/or communities for whom English is a foreign language.27 taken individually these indicators are of limited validity as mastery of the English language. does not secure access to information or knowledge and that increase of foreign investment does not necessarily reduce poverty. Kenya and other developing countries. As far as Morocco is concerned. as a result. for example and that it may even carry the risk of destabilizing endogenous economic and cultural equilibria. university professors. text book designers. One indicator for the viability of the developmental model is the quality of the decisions which have been involved. etc. associate members. like India. it would be possible to situate the Moroccan ELT profession vis-à-vis development. the viability of the decisions is not either. inspectors. Just think of MATE members. it is not a value statement. the quality of the decision making authority is not certain. Pakistan. Within the framework of this definition and these relationships. In such matters. to determine the extent to which that model is viable or not. relationships. as members of the Moroccan community at large. The question is to determine whether Morocco has opted for a developmental model and if it has. too. viability and/or quality of the decision is determined by the quality and/or viability of the decision making authority.

and the enhancement of democratic practices in the political domain as well as in economic spheres. should development mean the promotion of equal opportunity for all in education.28 educational community. access to dean drinking water. an instrument for achieving these highly needed economic qualities. English is often said to be taught for its instrumentality. In the manner. Likewise. technological development at least. it is positively not instrumentality which enhances . economic. It is however also often omitted from this discourse that the development meant here is that of technology producing and money lending countries.on each of these factors have to be documented and established. While instrumentality may be the exact concept to describe the function of English in developing countries. the implication being that it is the exclusive medium through which development. the role of English spreads in a nation and its impact-positive or negative. decent housing and wealth producing jobs on the one hand. interests. and the confirmation of human rights and freedom of speech. on the other hand. good and balanced nutrition. and finally as members of the English language teaching community and relate each sub-group to the others and to the rest of the educational community and to the community at large and relate them to the various decisions. it is rarely mentioned that should development also mean increase of productivity and competitively in the world market. will be achieved. for only a foolish and would expect anyone to give competitors instruments which will wean them from him. culture. health. projects and relationships with other parties within the educational. to us at least. activities. political and cultural environment and try to identify the exact impact of this community on the other communities and that of other communities on the educational community and more specifically on English language teachers. English may not be. programs.

Major English native countries have launched wars against countries which tried to have access to sciences and technologies. and commercial factors with higher competitively and productivity and while it provides the local and international T & D departments with communication and negotiation capabilities. it is as follows while there is a consensus that the Moroccan ELT community is a factor in the welfare of several sectors and that it empowers the various economic.velopmental objectives of the Kingdom. The instrumentality in question can be only that of maintaining developing countries under the technological and scientific domination of English speaking countries. be proud that the highest privilege in the Kingdom is awarded to our Association. partnership and representation. I refer to the high patronage of HM the King to our national conferences. that of leading political personalities as well as that of key economic figures express the decisive role of the work of this community in the achievement of the global de. and . applications and technologies are prohibited to developing nations. this community does not receive from the very recipients of its contribution anything in turn. We can.29 development as I have defined it nor is it instrumentality for access to "science" and "technology" for it is no secret any longer that not only can science be made available in any language but that vast fields of new discoveries. The finding is quite simple to formulate. however. This is a case of unequal development of a community whose members benefit unequally from the products of their collective effort. The case of the ELT community in Morocco is the more unjust that official discourse. This is a case of dysfunction and of domination cloaked in the deceiving gowns of participation.

governmental and non-governmental of our choices and to sensitize all partners and associates to the need to maintain dialogue and to achieve an understanding of each other based on cultural tolerance. which we need to use in the most optimal manner to share our experience with the educational community and express a collective and coherent vision of the alternative development we long for and to inform the various institutions in the Kingdom. .30 this expresses from the highest authority in the country that the job we do is of utmost importance to the welfare of the country. MATE. legislative and executive. We benefit from a comparative advantage in that we have developed a strong and credible organizational instrument. respect of difference and promotion of civil rights at the international level. It is our responsibility towards our community and towards our King whose high patronage should not only be thought of as a cause of pride but also an incentive for us to participate efficiently in the development of the country.

Scores are then summed up to give a total score between 2 and 3. data.31 CHAPTER III METHOD AND PROCEDURE Research Design The type of research design used in this research is the descriptive research design. The sample size of the respondents is the Senior Students of Jesus the Risen Savior School. Data Collection Technique In the collection of data to be used in this research. A carefully made questionnaire which undergone a number of revisions is used as the device in collecting data. the researcher gathered the results from the questionnaire for data processing. The Likert scale was also used as a tool for finding out how much the respondents agree or disagree to the given statements about the study. the survey technique will be used. The researcher gave his respondents a questionnaire and let them answer it. The survey is designed so that a point value associated with each of the four possible answers for the different test parts.Y 2010-2011. specifically the survey type. Then. Subjects and Respondents The subjects of this study is the twenty-four senior high school students of Jesus the Risen Savior School A. since the researcher used the questionnaire as a tool to gather information. Data Processing Technique Surveys were collected and manually scored by the researcher. Statistical Tools . and findings from her respondents.

The median was used to know the central score. one statistical tool was used: the measures of central tendency.32 In the processing of the survey scores. the mean. The score will divide the population by half according to value of the scores. median and mode is to be considered. This would help in determining if a survey-taker received a rating higher than average or not. The mode is used to know which was found to be chosen by most survey-takers. In the measures of central tendency. CHAPTER IV . The means was mainly used to determine the average rating/score of the survey-takers.

53 2. We can answer the seatworks and homeworks easily.33 STUDY RESULT Statistical Tables. 13. I prefer to use our book as a reference.09 2.96 . 17.43 3. The lessons are applicable for our year level. 2. 12. 4. Our book helps us to be more proficient in English language.75 2.96 3.50 2. Our teacher gives us opportunities to express ourselves in English.46 2. Our book contains varied activities that helps apply our English skills. Mean 3. 3.58 3.57 2. We pass all exams easily. 16. 18.55 2. I started to like our book in English because it is applicable to us.33 2. We make our projects on time. Our teacher gives us activities about the topic for the day. 14. Our teacher only speaks in english when inside the classroom. We can apply what we learn outside the school. 11. Our book helps us to develop our communication skills. Figures and Graphs Statements 1. 20. 5. 15. 6. 8. We are not irritated when answering the examination papers. 10. Our teacher can explain the lssons efficiently. We can cope with all the requirements in the subject. 9. 7. 19.29 2. We participate actively during English class.17 3.25 2.75 3.50 2. We can finish writing essays at the given amount of time. Our teacher is well-versed in English.07 2. We make our assignment regularly.30 2.26 3.

12. The lessons are applicable for our year level. Our teacher gives us activities about the topic for the day. Our teacher gives us opportunities to express ourselves in English. 19. 11. Our teacher can explain the lssons efficiently. 6. 15. 2. 10. 5.34 Statements 1. We make our assignment regularly. Median 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 Statements 1. Our book helps us to be more proficient in English language. Our teacher is well-versed in English. We make our projects on time. 4. 20. 17. We participate actively during English class. 9. Our teacher only speaks in english when inside the classroom. I prefer to use our book as a reference. 8. 16. 2. I started to like our book in English because it is applicable to us. Mode 3 3 . 3. 18. I started to like our book in English because it is applicable to us. We can finish writing essays at the given amount of time. Our book contains varied activities that helps apply our English skills. We can cope with all the requirements in the subject. 7. Our book helps us to develop our communication skills. We are not irritated when answering the examination papers. We can answer the seatworks and homeworks easily. 13. Our book helps us to develop our communication skills. We pass all exams easily. 14. We can apply what we learn outside the school.

We can cope with all the requirements in the subject. The lessons are applicable for our year level. 17. We participate actively during English class. I organized my Questionnaire papers to make it easier for me to file them. . 15. We can apply what we learn outside the school. Our book helps us to be more proficient in English language. We can finish writing essays at the given amount of time. Sir John Pineda. 9. 3 3 3 3 3 3 3 3 4 3 3 3 4 3 3 3 3 3 Narrative Report On the morning of January 19. I had my Questionnaire approved by our Professor in Thesis Engineering. 4. 14. 16. Concordia by the afternoon.35 3. 10. 20. 6. We pass all exams easily. We can answer the seatworks and homeworks easily. We are not irritated when answering the examination papers. 8. Our teacher only speaks in english when inside the classroom. 7. 18. When I went home. Then had my questionnaire and Appendix letter approved by Ms Melba Joy R. Our teacher is well-versed in English. I prefer to use our book as a reference. So I put the students (my Respondents) to their perspective groups. 12. Our teacher can explain the lssons efficiently. We make our projects on time. 5. 13. Our book contains varied activities that helps apply our English skills. I quickly had my Questionnaire paper xeroxed into 24 copies by Sir Reno so I can have my survey on the next day. 19. Our teacher gives us opportunities to express ourselves in English. Our teacher gives us activities about the topic for the day. Right after the approvement. We make our assignment regularly. 11.

I was able to finish Group 5 star during our class dissmissal. I had to wait until lunch break to start up with the other groups. I quickly gathered the members of Group Beta inside our classroom. Since that Im done with the girls’ section. Conclusion & Recommendation Findings In the findings of the researcher. but unfortunately. It was a success. I had 1 hour to finish the Boys section.36 After I done the filing. I was able to finish Group Others and Group TLT boys during that period. with help from the answered questionnaires by the respondents. development of the teaching abilities of the teacher and the improvement of the . I organized my other research papers as well then went to bed so that I won’t be stressful when I conduct my survey tomorrow morning. Lasty. As the bell rang. So I started off with Group Alpha because they were the first group that caught my eye when I was looking for my respondents (Senior students). I asked for permission from Ms Precious. I chased them and fortunately. Day 20. Students take interests in the development of their books. they were all at the waiting shed. another success but unfortunately. the day I had my survey conducted. I had my survey conducted exactly at 10:20 in the morning. she agreed and I took the oppurtunity right away. the bell rang. I figured that the students who take interests in the development of the English literature are accurate. CHAPTER V Summary. Our next subject was ICT. I figured that I should start first with the girls because the girls in our year section is fewer than the boys. Again the bell rang when my last respondent of group TLT boys finished his servey. our ICT teacher to have my servey during her period. the bell rang just at the same time when my last respondent of group alpha finished her servey. my next target was the boys’ section.

Our teacher can explain the lessons efficiently. The books can help them to develop their communication skills. Our book helps us to develop our communication skills. They dislike their book because it is not applicable to them and their evaluation about their teacher is that their teacher can’t explain the lessons efficiently. (ave = 3.30) 3. (ave = 2. (ave = 2. I prefer to use our book as a reference. can be applied outside the school and we all know that the english language is still the Universal language. The lessons are applicable for our year level. Results show that the lessons provided by the teacher. The most agreed statements in the answered questionnaire are: 1. The most disagreed statment is that they prefer to use their book as a reference. The students believe that the book is not sufficient to have the full . We can apply what we learn outside the school. the students agreed to the statments that the lessons are applicable to their year level.07) 2. and the best part is that they can apply what they learned inside.55) 2.37 curriculum the teacher provides to the students. he must also learn about the disagreed statements. (ave = 2.29) The most disagreed statements in my questionnaire are: 1.33) 3. Conclusions and Recommendations I therefore conclude that from the evaluation. so we must prioritize it.43) If the reseacher learned about the agreed statements. (ave = 3. are applicable to their school level. I like our book in English because it is applicable to us. (ave = 3. their book helps them to develop their communication skills and they can apply what they learn outside the school.

(1993). References Demetriou. 34. Dunlosky. (2006). Thus. & Platsidou. Intelligence. M.> . 297-317. R. I recommend that the English Curriculum must be monitored well and improved for the benefits of the student’s learning ability.38 grasp of World Literature. Psychology Press: New York. Improved by finding more ways to make the subject more interesting and more beneficial for the students. A.. the lessons they use cannot be explained efficiently by the teacher. & Bjork. S.. Books and materials provided by the school must also be evaluated regularly to keep the subject progressive and stable knowing that there are no concerns from the students and the parents of the child. The architecture and dynamics of developing mind: Experiential structuralism as a frame for Demetriou. Self-awareness in g (with processing efficiency and reasoning). A. (Eds). The teacher doesn’t seem to have difficulty to the subject matter but must also be monitored and evaluated regularly and trained if necessary to explain the lessons more efficiently and professionally. A. & Kazi.. A. J. Handbook of Metamemory and Memory. Efklides.

Cambridge.com/Issue_95. Direction de l 'enseignement secondaire". Ramscar. Ramscar. NY: McGraw-Hill Higher Education. Ullmann. (2009) Cognition without control: When a little frontal lobe goes a long way. "Division desProgrammes. 274-279. (2004) "What happened to Behaviorism" American Psychological Society.ifrance. H. & Chrysikou.H.U. 255 . A topical Approach to Life-Span Development. Ramscar. 259-263.262.> matemorocco. M. & Gitcho. M. & Shimamura.. D. 36 /4. (1983) Fundamental Concepts in Language Teaching C.pdf Ministère de 1' éducation Nationale (Documents Pédagogiques pour l'anglais). (1979) "The aims of modern language study in schools" in Modern Language Examinations. J (2008). M. The Seventh Sense (p6) SCRE Publications Oxford Psychology Dictionary. P.. MA: MIT Press. Nisbet. Trends In Cognitive Science: 11(7). Current Directions in Psychological Science. . vol. (1982) "A Broadened Curriculum Framework for Second Languages" ELT Journal. J. (2007) Developmental change and the nature of learning in childhood. 927-960. Shucksmith (1984). A. Stern. R. J.metacognition Roediger. Rabat.39 Metcalfe. 8(5). Trim. N. (1994). New York. Thompson-Schill. S. Metacognition: knowing about knowing. & Yarlett. R. Santrock. M. London.P.. Cognitive Science: 31. (2007) Linguistic self-correction in the absence of feedback: A new approach to the logical problem of language acquisition. Department of Education.

705-22. http://www. Origins of Human Communication.org/files/archive/publications/SixKeyStrategies.org/wiki/World_literature Appendix A Jesus the Risen Savior School Lasallian Schools Supervision Office Accredited Level II A. M. (2007). (2008). Child Development. A new look at infant pointing.wikipedia.au/Ten-ways-to-improve-yourEnglish_sttc69. Tomasello.> unifying cognitive developmental theories.. Monographs of the Society for Research in Child Development. 2010 – 2011 January 19.sg/proceedings/4.. (2003) Constructing a Language: A Usage-Based Theory of Language Acquisition. Serial Number 234.nie. MIT Press..pdf. M. 14 Apr. Wright. 2009. M. U.com.griffe. Tomasello. & Lizskowski.edu. Harvard University Press. Frederick.all4ed. APERA Conference 2008.24.comparecourses. www.. M.com/projects/worldlit/ en. 78. 2011 Dear Ms Melba: .apera08.Y.40 Tomasello.html www.pdf www. 58. Carpenter.

_______________________________ JAMES PATRICK EARL B. JENSEN IV. MELBA JOY R. CONCORDIA Principal APPENDIX B QUESTIONNAIRE THE EVALUATION OF THE EFFECTIVENESS OF STATISTICS PROGRAM IN JESUS THE RISEN SAVIOR SCHOOL QY 2010-2011 Directions: Rate how strongly you agree or disagree with each of the following statements by checking the appropriate box. My research topic is: “AN EVALUATION OF ENGLISH IV CURRICULUM OF JESUS THE RISEN SAVIOR SCHOOL: A BASIS FOR CURRICULUM ENGINEERING.” The survey will only take about 10 minutes.Glory Noted by: __________________ SIR JOHN P. Thank you for your kind consideration. 4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree . Sincerely yours. PINEDA Research Teacher Approved by: ____________________________ MS.41 Please allow me to conduct a survey regarding my research topic to some parents and personnel of JRSS.

9. The teacher is qualified in teaching Statistics. II.42 I. CURRICULUM 11. We can cope with all the requirements in the subject. 13. 7. 20. The teacher gives us opportunities to answer at the board. We are not irritated when answering the examination papers. We pass all exams (MT. PT) easily. 4 3 2 1 _____________________ Signature of Respondent . 2. The books are easy to understand. STUDENTS 16. 15. 8. The teacher gives us activities about the topic/lessons. The helps us to be more proficient in Statistics. IV. 14. We make our projects on time. We participate actively during Statistics class. The teacher can explain the lessons well. The teacher is approachable if we have any questions. 18. 4. BOOKS AND MATERIALS 1. 19. LT. III. 12. TEACHER 6. 3. I prefer to use our book as a reference. I started to like our book in Statisitics because it is applicable to us. We make our assignments regularly. 10. The lessons are applicable for our year level. We can apply what we learn outside the campus. 5. The book contains many activities that helps us apply our mathemathical skills. The lessons are arrange according to its difficulty. 17. We can answer the seatworks and homeworks easily.

43 APPENDIX D SCHOOL HISTORY JESUS THE RISEN SAVIOR SCHOOL was a dream inspired by the Lord. Pablo S. . He made the dream a reality in 1995. Despite the scarcity of resources to start a school. God provided the school site through the lot donated by the founder’s father Mr.

Andrew Gonzales. Esmeraldo P. Lush greenery. The school rose in a one-hectare land located at 4 Sampaguita Ave. Ilmedo and Raquel M. It is situated at the center of three heavinly populated villages. San Pedro. In July 1995. Its clientele mainly come from San Pedro and Binan. . the second institution they had established after Amazing Grace School in 1989.44 Ylmedo. FSC. Dr. The fund used to construct the building came from 10. abundant trees and cool environment away rom the commercial establishments and noise characterize the school venue. Their ministry in the care of schools and led them to put up this Lasallian school. Laguna. the owners signed the Memorandum of Agreement (MOA) for Lasallian supervision with De La Salle University represented by then President. namely Sampaguita.5 million loan from China Bank. Laguna. Such formally signaled the start of the partnership between Jesus the Risen Savior School (JRSS) and the Lassalian Schools Supervision Office (LASSO). Calendola and GSIS. Ilmedo. Sampaguita Village. The quests for providing quality education and imparting the Lasallian values to its students have been the guiding principle for the institution. Bro. JRSS owes its existence to the faith and zeal of husband and wife team. and Muntinlupa City.

Under the leadership of its school head. Her SWOT analysis and internal assessments became the base-line data in the formulation of her development programs that school year. On May 16. the school focused its energies on improving the facilities. promoting academic excellence and developing a holistic program as well as outreach activities for the underprivileged. Ms. the first LASSO supervision. Ms. Raquel Ilmedo. then LASSO superintendent. She was replaced by Mr. appointed Sr. During his tenure he worked with two school heads: Ms. PERSONAL DATA . Christopher Polanco on January 6. 2002. Maxima Acelajado. Bro Jun Erguiza. Teresita Octavio as the third supervision of the school. A significant milestone was when JRSS successfully passed the first formal Lasallian Schools for Supervision Office (LASSO) Accreditation in Febuary 2001. setting up of organizational systems. Rommel Sanchez took over as supervision from June 1998 to May 2002. Natividad Dureza and Ms. Acelajado’s term. oversaw the school’s operation from 1996 to 1998. 2003. Adoracion Angeles from De La Salle Santiago Zobel served as School Head during Dr. APPENDIX E RESEARCHER’S BIO-DATA I.45 Dr. Mr. Raquel Ilmedo.

46 NAME PERMANENT ADDRESS Muntinlupa City CONTACT AGE DATE OF BIRTH PLACE OF BIRTH SEX CITIZENSHIP HEIGHT WEIGHT CIVIL STATUS LANGUAGE SPOKEN II. Swimming. Alabang. Laguna : Male : Canadian : 5”1” : 58 Kg : Single : Filipino. EDUCATIONAL ATTAINMENT High School : Jesus the Risen Savior School No. Jensen : B34 L4 Soldier’s Hills.. Philippines 2001-2007 III.. : (02) 842-47-05 : 16 : Feb 7. Basketball) Playing Instruments (Lead. SKILLS • • • • : James Patrick Earl B. Violin) Essay Writing Drawing Signature . Laguna 2007-2011 Elementary : Muntinlupa School for Child Development 6 Hyatt Street. 4. Piano. English • English Literature Playing Sports (Tennis. Sampaguita Ave. Muntinlupa City. Pleasant Village. 1995 : San Pedro. Bass. San Pedro. Sampaguita Vill.