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

Authors

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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Published

2024-07-01 — Updated on 2024-07-09

Versions

How to Cite

Kilag, O. K., Uy , F., Dogomeo , Y., Dela Cruz, Jr., R. ., Matis, P. J., Gier, R. A., & Doroy, E. (2024). English Language Education in the Philippines: Policy Landscape and Future Directions. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(7), 79-84. https://risejournals.org/index.php/imjrise/article/view/567 (Original work published 2024)

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