Reconceptualizing English Education in a Multilingual Society

224 Pages·2018·3.201 MB·English Language Education 13

by  Isabel Pefianco Martin

English Language Education
Isabel Pefi anco Martin Editor
Reconceptualizing
English Education
in a Multilingual
Society
English in the Philippines
English Language Education
Volume 13
Series Editors
Chris Davison, The University of New South Wales, Australia
Xuesong Gao, The University of New South Wales, Australia
Editorial Advisory Board
Stephen Andrews, University of Hong Kong, China
Anne Burns, University of New South Wales, Australia
Yuko Goto Butler, University of Pennsylvania, USA
Suresh Canagarajah, Pennsylvania State University, USA
Jim Cummins, OISE, University of Toronto, Canada
Christine C. M. Goh, National Institute of Education, Nanyang Technology
University, Singapore
Margaret Hawkins, University of Wisconsin, USA
Ouyang Huhua, Guangdong University of Foreign Studies, Guangzhou, China
Andy Kirkpatrick, Griffith University, Australia
Michael K. Legutke, Justus Liebig University Giessen, Germany
Constant Leung, King’s College London, University of London, UK
Bonny Norton, University of British Columbia, Canada
Elana Shohamy, Tel Aviv University, Israel
Qiufang Wen, Beijing Foreign Studies University, Beijing, China
Lawrence Jun Zhang, University of Auckland, New Zealand
More information about this series at http://www.springer.com/series/11558
Isabel Pefianco Martin
Editor
Reconceptualizing English
Education in a Multilingual
Society
English in the Philippines
Editor
Isabel Pefianco Martin
Department of English
Ateneo de Manila University
Quezon City, Philippines
ISSN 2213-6967 ISSN 2213-6975 (electronic)
English Language Education
ISBN 978-981-10-7526-1 ISBN 978-981-10-7528-5 (eBook)
https://doi.org/10.1007/978-981-10-7528-5
Library of Congress Control Number: 2018931387
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Para kay Onnie
Acknowledgments
I am indebted to many people who were instrumental in conceptualizing this vol-
ume. They are the English language and linguistics scholars and educators who
have touched my life in the last two decades. Many of them are not simply col-
leagues in the field; they have also become lifelong friends. As they are too many to
thank here, I wish to acknowledge the following that have been most influential in
the completion of this project:
Colleagues and friends at the Loyola Schools of the Ateneo de Manila University,
especially the English Department, for maintaining the pleasantly comfortable and
friendly workplace I’ve always enjoyed being in
The authors of the chapters in this book, who are all hyper-busy academics, for
their genuine desire to inspire others in the field, as well as for the hard work and
patience they put in producing each chapter
Faculty and staff of the International Programs Office of Bunkyo Gakuin
University (Tokyo, Japan), especially Professor Nobuyuki Honna, for making pos-
sible the four months of quiet isolation that allowed me to think more clearly and
write more creatively
My research assistant, Dan Henry, for his diligence and endurance in doing the
tedious, almost mind-numbing work of “cleaning up” each chapter
Lay Peng Ang and Lawrence Liu of Springer, for the gentle reminders they regu-
larly send
My “low-maintenance” family—Onnie, Enzo, Ino, Vito, and Mum—for their
unending love and support.
vii
Contents
Part I Introduction
1 R econceptualizing English Education in Multilingual Philippines .... 3
Isabel Pefianco Martin
Part II English: Policy, Ideology, and Identity
2 E nglish in Multilingual Settings: Features,
Roles and Implications ........................................................................... 15
Andy Kirkpatrick
3 T he Supremacy of English in Philippine Language
Education Policy ...................................................................................... 29
Frances Paola G. Doplon
4 C ritiquing Mother Tongue-Based Language- in- Education
Policies: A Focus on the Philippines ...................................................... 47
Priscilla Angela T. Cruz and Ahmar Mahboob
5 A nguish as Mother Tongue: English in a Multilingual Context ......... 67
Michelle G. Paterno
6 T eacher Ideology in English Language Education ............................... 85
Ruanni Tupas
Part III Teaching English, Teaching in English
7 A n Endocentric Approach to English Grammar Teaching ................. 101
Alejandro S. Bernardo
8 U sing Filipino in the English Classroom: Teaching
with Resistance and Relevance .............................................................. 119
Devi Benedicte I. Paez
ix
x Contents
9 E nglish in the Teaching of Mathematics: Policies, Realities,
and Opportunities ................................................................................... 137
Maria Luz Elena N. Canilao
10 The Technicist Framework and the Teaching of Speech
Communication in the Philippines ........................................................ 163
Gene Segarra Navera
11 Migrant Workers, Language Learning, and Spaces of 
Globalization: The Case of Filipino Maritime Professionals .............. 177
Paolo Niño Valdez and Neslie Carol Tan
12 The Social Dimension of English Language Testing
in the Philippines ..................................................................................... 191
Isabel Pefianco Martin
Part IV Synthesis
13 English in Education in the Philippines: From Research
to Policy .................................................................................................... 213
Mario Saraceni
Part I
Introduction