English Language Education in the Philippines: Policy Landscape and Future Directions

Osias Kit Kilag; Francisca Uy; Yancy Dogomeo; Rey  Dela Cruz, Jr.; Princess Joy Matis; Rose Anne Gier; Estrella Doroy

Authors

Osias Kit T. Kilag ECT Excellencia Global Academy Foundation, Inc., Buanoy, Balamban, Cebu, Philippines Author https://orcid.org/0000-0003-0845-3373
Francisca T. Uy ECT Excellencia Global Academy Foundation, Inc., Buanoy, Balamban, Cebu, Philippines Author https://orcid.org/0000-0002-2180-5874
Yancy B. Dogomeo PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0000-5000-8105
Rey Dela Cruz, Jr. PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0007-4667-5600
Princess Joy A. Matis PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0001-0694-6679
Rose Anne Gier PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0006-1712-1089
Estrella G. Doroy PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0001-3929-8612

Keywords:

English Language Education, Philippines, Policies, Bilingual Education, Teacher Training

Abstract

This study examines English Language Education (ELE) in the Philippines, focusing on policies, challenges, and prospects. Through a systematic review of literature, it identifies key issues shaping ELE. Policy fragmentation has hindered effective implementation, with initiatives like the Bilingual Education Policy facing criticism and disparities. Teacher capacity and training pose significant challenges due to shortages of qualified English teachers and inadequate training programs. Language competency decline persists, attributed to literature-focused curricula and resource shortages. Despite challenges, prospects for multilingual education and global competence are recognized, with initiatives like Mother Tongue-Based Multilingual Education showing promise. The study emphasizes the need for coherent policies, improved teacher training, and balanced language approaches to enhance language proficiency. Embracing multilingual education can prepare Filipino students for success in the globalized world. Addressing these challenges and leveraging linguistic diversity can lead to more effective English language education in the Philippines.

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English Language Education in the Philippines: Policy Landscape and Future Directions

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International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)