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This book brings together chapters that describe, investigate, and analyze the place of English in education in multilingual Philippines. Unlike most studies on languages in education, which take a neutral, de-contextualized stance, this volume take a pluricentric view of the English language by positioning it in relation to its varieties, as well as to other languages in the country. Because of the changing realities of English in the Philippines, traditional assumptions about the language as monolithic and unchanging, as well as about how it should be taught and learned, need to be revisited and re-conceptualized.
Table des matières
Introduction.- 1 Re-conceptualizing English education in multilingual Philippines.- Part 1 English: Policy, Ideology, and Identity.- 2 English in multilingual settings: Features, roles and implications.- 3 The supremacy of English in Philippine language education policy.- 4 Critiquing Mother Tongue-based language-in-education Policies: A focus on the Philippines.- 5 Anguish as Mother Tongue: English in a multilingual context.- 6 Teacher ideology in English Language Education.- Part 2 Teaching English, Teaching in English.- 7 An endocentric approach to English Grammar teaching.- 8 Using Filipino in an English classroom: Teaching with resistance and relevance.- 9 English in the teaching of Mathematics: Policies, realities, and opportunities.- 10 The technicist framework and the teaching of speech communication in the Philippines.- 11 Migrant workers, language learning, and spaces of globalization: The case of Filipino Maritime Professionals.- Synthesis.- 13 English in Education in the Philippines: From research to policy.
A propos de l'auteur
Isabel Pefianco Martin is an associate professor and chair of the Department of English at the Ateneo de Manila University, Philippines. She is a leading figure in English-language studies in the country, having published in various internationally recognized publications on topics ranging from world Englishes, Philippine English, English-language education, English sociolinguistics and language policy to forensic linguistics, and language and law studies. She has held longtime leadership positions in the Linguistic Society of the Philippines (LSP) and now serves as an advisor on the LSP board. She has served and continues to serve in private and government institutions that are concerned with upgrading English-language education in the Philippines.
Résumé
This book brings together chapters that describe, investigate, and analyze the place of English in education in multilingual Philippines. Unlike most studies on languages in education, which take a neutral, de-contextualized stance, this volume take a pluricentric view of the English language by positioning it in relation to its varieties, as well as to other languages in the country. Because of the changing realities of English in the Philippines, traditional assumptions about the language as monolithic and unchanging, as well as about how it should be taught and learned, need to be revisited and re-conceptualized.
