Importance of English Language and Speaking Skills
Importance of English Language & Speaking Skills Among
Fourth Year Students
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Abstract The overall agenda for the research reported here grew out of semi-structured interviews with senior secondary students here in Davao City, Philippines. These Students were asked a number of issues, including the changing profile of secondary students, the changing nature of English curricula, the increasing need for English teaching staff to be adaptable, highly qualified and research-active, and the growing pressure on institutions to introduce English language proficiency benchmarking. Each of these issues can be related to the impact of globalization and, in particular, the impact of the globalization of English, on the education sector. Following a critical review of selected literature on the impact of globalization on the teaching and learning of English, each of these issues, as it affects the tertiary education sector in Davao, was explored.
Analysis of the Filipino national curriculum guidelines for schools, strongly influenced by academics in the secondary education sector, revealed a number of problems relating to a lack of proficiency benchmarking and a lack of coherence, consistency and transparency in some areas. These problems may be associated with the initial phase of transition from a grammar-based curriculum to a more communicatively-oriented, outcomes-centered one. Problems of a similar type were indicated in responses to questions relating to curriculum matters included in a questionnaire distributed to a sample of teachers of English in the secondary sector. Among other things revealed by questionnaire responses was the fact that many survey participants had received no training in English teaching. Although there appears to be
Fourth Year Students
Submitted To:
Submitted By:
Date Submitted:
Approved: ___________________________________
Acceptance and Approval
Approval and Endorsement
Acknowledgement
Table of Contents
List of Tables
List of Figures
Abstract The overall agenda for the research reported here grew out of semi-structured interviews with senior secondary students here in Davao City, Philippines. These Students were asked a number of issues, including the changing profile of secondary students, the changing nature of English curricula, the increasing need for English teaching staff to be adaptable, highly qualified and research-active, and the growing pressure on institutions to introduce English language proficiency benchmarking. Each of these issues can be related to the impact of globalization and, in particular, the impact of the globalization of English, on the education sector. Following a critical review of selected literature on the impact of globalization on the teaching and learning of English, each of these issues, as it affects the tertiary education sector in Davao, was explored.
Analysis of the Filipino national curriculum guidelines for schools, strongly influenced by academics in the secondary education sector, revealed a number of problems relating to a lack of proficiency benchmarking and a lack of coherence, consistency and transparency in some areas. These problems may be associated with the initial phase of transition from a grammar-based curriculum to a more communicatively-oriented, outcomes-centered one. Problems of a similar type were indicated in responses to questions relating to curriculum matters included in a questionnaire distributed to a sample of teachers of English in the secondary sector. Among other things revealed by questionnaire responses was the fact that many survey participants had received no training in English teaching. Although there appears to be
References: Curriculum Vitae ----------------------- 2010 Secondary Curriculum English