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This document outlines the transition of teaching English with a focus on reading in the Philippine educational system from 1898 to 1974. It describes four periods: 1) 1898-1925 focused on total English immersion and experimenting with textbooks; 2) 1925-1935 emphasized materials expressing Filipino culture; 3) 1935-1950 saw the use of vernacular languages and a neglect of classrooms; and 4) 1950-1974 was marked by teaching English as a second language alongside a vernacular movement and a movement for nationalism promoting Filipino.
This document outlines the transition of teaching English with a focus on reading in the Philippine educational system from 1898 to 1974. It describes four periods: 1) 1898-1925 focused on total English immersion and experimenting with textbooks; 2) 1925-1935 emphasized materials expressing Filipino culture; 3) 1935-1950 saw the use of vernacular languages and a neglect of classrooms; and 4) 1950-1974 was marked by teaching English as a second language alongside a vernacular movement and a movement for nationalism promoting Filipino.
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This document outlines the transition of teaching English with a focus on reading in the Philippine educational system from 1898 to 1974. It describes four periods: 1) 1898-1925 focused on total English immersion and experimenting with textbooks; 2) 1925-1935 emphasized materials expressing Filipino culture; 3) 1935-1950 saw the use of vernacular languages and a neglect of classrooms; and 4) 1950-1974 was marked by teaching English as a second language alongside a vernacular movement and a movement for nationalism promoting Filipino.
Droits d'auteur :
Attribution Non-Commercial (BY-NC)
Formats disponibles
Téléchargez comme DOC, PDF, TXT ou lisez en ligne sur Scribd
1. 1898 – 1925 – The Speak, Read and Write English Movement
Total immersion of the Filipino child in the learning of English in schools. Experimentation in the use of textbooks and reading materials in the early stages. English was used in the classroom and premises. Children were fined or punished or chided if they spoke native language. Methods of teaching were meant to have a feel for the rhythm of the English Language. 1. Direct Method – did not allow translation 2. Grammar Analysis – parts of speech and diagramming. 3. Standard’s for Oral Reading 2. 1925 – 1935 – Indigenization of English Movement Search for teaching and learning materials that expressed Filipino culture, sentiments, ideals and aspirations (recommended by Monroe Survey Commission). 1. Silent Reading (thought – getting) 2. Unit Method or Morisonian Technique teachers, write their own units to fit the ability of their classes (most important contribution was the idea that subject matter for teaching need not follow strictly what was in the textbook. 3. Demonstration Lessons most favored method of making teachers learn how to teach. 3. 1935 – 1950 – The Vernacular and Wikang Pambansa Movement Profoundly changed the status of the English language and ELT in the Philippines due to the establishment of the transition government (Commonwealth of the Philippines – 1935 – 1945), Japanese occupation during WW II – 1941 – 1945) and the change of status from being a colony of US to political independence with the establishment of the Republic of the Philippines. Characterized by a neglect of the classroom, emphasizing more on teacher development in higher degree – seminars, workshops, and seminar – workshops. 4. 1950 – 1974 – English as a Second Language Movement was marked by three overlapping phrases. Dominance of the teaching of English as a second language movement (1957 – 1974) Use of vernacular languages as media of instruction in the first 2 grades of elementary school, hence the Vernacular Movement. Movement for the Advancement of Nationalism (MAN) which presented a program for the eventual replacement of English by the national language, Filipino as the main medium of instruction. Teaching method was based on Skinnerian verbal conditioning formation of habits through positive or negative reinforcement.
AsiaTEFL Book Series-ELT Curriculum Innovation and Implementation in Asia-English Language Teaching Curriculum Innovations and Implementation Strategies Philippine Experience-Dinah F. Mindo PDF
AsiaTEFL Book Series-ELT Curriculum Innovation and Implementation in Asia-English Language Teaching Curriculum Innovations and Implementation Strategies Philippine Experience-Dinah F. Mindo