The Routledge Handbook of English Language Education in the Philippines

CONTENTS

Lists of figures
List of tables
List of editors
List of contributors

Prologue: the journey of English language education in multilingual Philippines
Isabel Pefianco Martin

1 Introduction: thinking and doing otherwise
Julius C. Martinez

PART I
Coming to grips with English and multilingualism

2 Punctuated Dominance: MTB-MLE and the Temporary Displacement of English in
Philippine Education
Jose Abelardo Torio and Anne Lan K. Candelaria

3 MTB-MLE Policy Enactments and the English-Speaking People in the Cordillera: An
Historico-Ethnographic Analysis
Maria Mercedes E. Arzadon and Eufracio C. Abaya

4 English Proficiency versus Ethnolinguistic Identity: MTB-MLE in Mindanao
Nelia G. Balgoa

5 Cultural Models, English, and Local Languages in Southern Philippines
Abdul-Baqui A. Berik

PART II
Traversing the political economy of English language teaching

6 Entanglements of Post-colonial, Racial, and (Non-)Native-Speaker Logics: Non-Native
Bifurcation and the ‘Dual’ Filipino Listening Subject
Rowland Anthony Imperial

7 Emotional Geographies of Koreans Studying English
Kyung Min Bae

8 Desires for English and Emotions as a Decolonial Option
Julius C. Martinez

9 The Unfreedom of Philippine English and English Language Education from Global
Neoliberal Capitalism
Rendell M. Sanchez

PART III
Grasping the marginalized and vulnerable

10 Identity and Investment in English Language Learning: A Case Study of an Internally Displaced Multilingual Student
Maria Clara P. Palisuc

11 Muted Identities: Non-Dominant Language Speakers’ Investments on Monolingual and “Native Speaker” English
Grace Anne N. Tadaya

12 Androcentrism in Learning Modules and English Language Education in the Philippines: Rethinking Texts and Teachers’ Perceptions and Practices
Christian Go and Jonna Marie Lim

13 Teaching and Learning Print English among the Filipino Deaf
May T. Cabutihan and Marie Therese Angeline P. Bustos

PART IV
Confronting oppressive language ideologies

14 Parents as English Language ‘Police’: Investigating Family Language Policy in the Philippines
Susan Mila P. Alvarez-Tosalem, Maria Rita Geezel T. Basmayor, Julius C. Martinez, Elaine L. Monserate, and Ersweetcel C. Servano

15 Innovations of Defiance Against Native-Speakerism in Oral Communication Courses
Myrel M. Santiago

16 Teacher Ideologies in Isabel Pefianco Martin’s How, How the Carabao: Tales of Teaching English in the Philippines
Grace M. Saqueton

17 Language Teacher Identity (Trans)Formation in a Community of Practice: The Case of Pre-Service English Teachers in a Multilingual Context
John Paul C. Vallente

18 The School as a Site of Conflicting Language Ideologies: A Linguistic Schoolscape Perspective
Susan F. Astillero

19 Challenging the Monolingual Paradigm: English Language Assessment Practices in Philippine Private Schools
Dan Henry Gonzales

PART V
Reclaiming linguistic diversity

20 Students as Co-creators of Course Design: A Global Englishes Perspective
Alejandro S. Bernardo

21 Facilitating Students’ Ownership of Englishes: A Critical Look at Past and Present Pedagogical Practices of Filipino Teachers
Maria Luz Elena N. Canilao

22 Perspectives, Practices, and Issues in Teaching Multiliteracies in the Philippines
Joel C. Meniado

23 Multimodal Creations - The Influence of Semiotic Resources on Students’ Writing
Ramil Jhon P. Magno

24 Translanguaging and Teacher Perceptions: Possibilities for the Future of English Literacy Instruction
Michelle G. Paterno

PART VI
Intervening through criticality

25 From Critical Reflection to Theorizing Pedagogy: Understanding Pre-Service English Teachers’ Sensemaking
Maria Teresa L. Manicio

26 Critical Consciousness in English Subjects and the Imperative for Transformative Intellectuals in Mindanao Schools
Kloyde A. Caday

27 Contextualizing in English Language Education: Insights from Teaching in a Time of Crisis
Marianne Rachel G. Perfecto

28 Reframing Digital Literacy: Criticality and the English Language Teaching in the Philippines
Gina Ugalingan and Paolo Niño Valdez

29 Un-making the Filipino Literate in English: Criticality in Self-Learning Modules in Philippine Public Schools
Gladys S. Matias

Afterword
Ruanni Tupas

Index

Biography

Julius C. Martinez is an Associate Professor in the Department of International Studies at Niigata University of International and Information Studies, Japan. They have published works on applied linguistics, language education, World Englishes, and TESOL.

Isabel Pefianco Martin is a Professor and Chair of the Department of Educational Leadership and Management at Ateneo de Manila University, the Philippines. She has published works on Philippine Englishes, English language education, and forensic and legal linguistics.

"This essential resource is for anyone engaged in language studies and teaching and is a must for language curriculum designers and policymakers. Guided by the singular goal of 'thinking and doing otherwise,' this handbook on English language education in the Philippines offers a critical, reflective, and insightful exploration of key issues through the lens of 'problematizing, repairing, and hoping.' Covering ideologies, multilingualism, identities, policies, assessment, methodologies, teacher education, and curriculum development, it provides valuable insights to navigate the challenging, complex, and ever-evolving landscape of language education."

Rachelle Ballesteros-Lintao, Professor, University of Santo Tomas, Philippines, and President, Linguistic Society of the Philippines

"This Handbook is a breathtakingly insightful critique of the policies and practices of English language education in the Philippines. Its insights have far-reaching implications for multilingual education and multilingual development in all post-colonial nations across the globe. It sets an excellent example of how research on decolonising language education can and should be done."

Li Wei, Director and Dean, UCL Institute of Education, United Kingdom