The Colonial Legacy: English Language Teaching Practices in the Philippines
Keywords:
English Language Teaching, Philippines, colonial legacy, medium of instruction, multilingual educationAbstract
This study explores the historical trajectory and contemporary practices of English Language Teaching (ELT) in the Philippines, tracing its evolution from the colonial era to the present day. Drawing on a diverse range of scholarly literature, including works by Kirkpatrick, Martin, and Monroe, the study examines the impact of American colonization on the introduction of English as the medium of instruction (MOI) in Philippine schools. It discusses the shortcomings of traditional ELT methods, such as the imposition of native-speaker norms and mechanical teaching approaches, as highlighted by historical reports like the Monroe Survey of 1925. Furthermore, the study delves into contemporary debates surrounding ELT in the Philippines, including calls for a multilingual model of instruction and the recognition of English as a lingua franca. It discusses the need to embrace linguistic diversity and non-standard linguistic features within ELT pedagogy, as advocated by scholars like Kirkpatrick. Ultimately, the study emphasizes the importance of contextualizing language teaching within sociocultural and educational frameworks, advocating for a learner-centered approach that prioritizes communicative competence and linguistic flexibility. By incorporating insights from historical analyses and contemporary research, educators in the Philippines can create inclusive and effective ELT environments that empower students to navigate the complexities of global communication with confidence and competence.
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