English Profificiency Local

The Philippines is considered one of the largest English-speaking nations in the world. In fact, English
is one of the official languages in the Philippines. But throughout the years, a gradual deterioration in
English language proficiency can be observed among Filipinos based on the EF English Proficiency Index,
Test of English for International Communication (TOEIC), and the average score of Filipino IELTS takers.
This paper aims to discuss the different factors behind the descending Filipino English proficiency, such
as learners’ motivation, parental involvement, learninnment, teaching strategies, comprehensive input,
learners’ socio-economic status, and learners' age. Several articles have been reviewed and examined
for the authors to come up with the following conclusions: 1) Continuous practice and usage of the
English language could help us further cement our economy; 2) there is still a huge room for
improvement in terms of grammar which could also help alleviate learners’ anxiousness, and 3) we still
need to strike a balance in polishing the English language education and nurturing our local and cultural
languages. This review will help the teachers in planning and implementing English classes to improve
students' English proficiency, the educational institutions that aim to uplift the quality of English
language teaching, and curriculum developers in constructing innovative English proficiency learning
material. The integration of the ASEAN Economic Community (AEC) in 2015, as well as the United
Nation’s call for Education for All (EFA) by 2015, has pushed the Philippine government to revamp the
country’s educational system. Such revamp involves a review of the effectiveness of English language
education (ELE) in the country, which may be described as currently at a crossroads, as stakeholders
strive to address issues of developing the English language competencies of Filipino students on the one
hand, and the strengthening of academic achievement on the other. ELE in the Philippines, which began
during the American colonial period in the nineteenth century, has been found wanting in significantly
contributing to increased learning outcomes among Filipino students. ELE policies have been beset with
issues of alignment and coherence in the areas of curriculum and assessment, as well as challenges in
the implementation of genuine reform. In addition, ELE has been implemented at the expense of literacy
in the mother tongues. This chapter provides an overview of how ELE in the Philippines is evolving –
learning from past mistakes and preparing for the future. The chapter is divided into five major parts,
namely, (1) overview of the Philippine educational system; (2) ELE from the American colonial period to
Martial Law; (3) Bilingual education and educational reforms from 1974 to 2010; (4) Mother-tongue
based multilingual education (MTBMLE) and the K to 12 reform; and (5) prospects and possibilities for
ELE in the Philippines. In this chapter, we make a case for Philippine ELE that strives to address the
demands of the international community, but also upholds local culture through the use of the mother
tongues. In the context of English study, multimedia has provided learners with unique features and
benefits. Constructivist learning theory, on the other hand, has had a considerable impact on students’
learning processes and progress as one of the most fundamental teaching theories in the field of
education. This study looks at a wide range of sources to support the claim that integrating multimedia
and constructivism theory improved students’ overall English learning experience. While the authors of
this study thought it would help students improve their English learning, they also wanted to give
teachers a better method to help them reduce stress in the classroom while still providing an effective
teaching-learning process.

Some time ago, at a teacher training session I conducted, I made the mistake of suggesting that Math
and Science teachers consider code-switching (using English and Tagalog) as a strategy for making
lessons less difficult for their students. I did not know that the school had just implemented an
Englishonly policy in the classrooms, corridors, and faculty lounges. No wonder teachers and students
rushed to the quadrangle during break time! This practice of enforcing English-only zones in schools is
symptomatic of the lack of awareness among school administrators about the nature of languages, as
well as the basics of learning a language. One important reality that many overlook is that students will
not learn a language if they fear it. In the Philippines, the language most feared is English. I see this in
my students who joke that their noses bleed after they talk in English, in my friends who claim that they
speak English only when they’re drunk, and in my doctor who suddenly switches to Tagalog after I tell
him that I teach English. We see this fear of English in classes where students feel stupid because they
mispronounced a word, in contact centers where applicants take accent neutralization sessions, and in
English review centers that continue to mushroom throughout Metro Manila. Fear of English is also
manifested in predictions that the country is approaching an English-deprived future, in House bills that
seek to make English the sole medium of instruction in schools, and in courses or training programs that
focus only on developing grammatical accuracy.

Many research studies prove that learning a language becomes more effective when emotional barriers
are eliminated. Linguist and educational researcher Stephen Krashen refers to these emotional barriers
as “affective filters.” The formula for success in learning a language is painfully simple: the lower the
feelings of fear (low affective filter), the higher the chances of learning.This study aimed to examine the
effect of administrating Job Enabling English Proficiency (JEEP) on the students’ English language skills in
selected colleges and universities of Region XII, Philippines. The study sought to find out the relationship
between the JEEP Program administration for the sustainable operation and the students’ English
language skills based on their JEEP Start grades. This study utilized the descriptive-correlation design.
There were 286 JEEP Accelerate student-respondents from two schools offering the JEEP Program in
Region XII. Total/complete enumeration sampling was utilized. The results revealed on the JEEP
administration actions for sustainable operation were rated “Highly Evident”. The correlations between
administration actions for sustainable operation of JEEP and students’ English language skills based on
their grades were all found significant.

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