Crossing the Borders in Utilizing English Varieties: Filipino Teachers’ Experiences and Perceptions
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 21, Issue 9
Abstract
The success of teaching and learning English largely depends on language teachers. In addition to their technical and pedagogical expertise, the teachers' proficiency in several languages is crucial in ensuring that learners acquire English to the greatest extent possible. Filipino English teachers vary in terms of their experiences in teaching English in nations where it is used as a foreign language (EFL), English as a second language (ESL), or English as a native language (ENL), especially when it comes to using the English variety in the classroom. The study aims to determine Filipino teachers' teaching experiences and perceptions of using English varieties in teaching in the ENL/ESL/EFL countries. This qualitative study employs the case study design and follows Kachru's Three Concentric Circles Model. Three Filipino teachers were chosen as participants using purposive sampling were selected according to the following criteria: Filipino female teachers who are teaching English to middle/junior high school in ENL, ESL, and EFL countries only, ages ranged from 25-45, with Masters degree related to their field of teaching, and has taught English for more than two years. The research questionnaire, one-on-one interview, and focus-group discussion were used to collect relevant data about the study. The direct transcriptions from the audio recordings of the individual interviews were subjected to data processing using Creswell's Thematic Analysis. The study's findings showed that the use of different English varieties is intimately related to the linguistic society's dominant language and the primary teaching objectives. Although teachers consider American English the mainstream variation, it is evident that all three linguistic groups also utilize the local varieties of English. It also showed that their beliefs on using different forms of English in the classroom were primarily based on functionality, proximity, inclusivity and awareness, and propensity for comprehension.
Authors and Affiliations
Ma. Rebecca Abayan, Hyasinth Tribujeña, Fatima Butil
Keywords
Related Articles
- EP ID EP761273
- DOI 10.5281/zenodo.12700207
- Views 28
- Downloads 0
Problems Encountered by Teachers and the Readiness of Students for National Competency Assessment in Food and Beverage Services
This study assessed the problems encountered by teachers and the readiness of senior high school students majoring in Food and Beverage Services (FBS) to take the National Competency Assessment (NCA). The study used a de...
The Learners' Academic Self-Concept and Its Influence to their Academic Performance Amidst the Online Learning Modality
Self-concept is a complex psychological construct that psychologists and educators must grasp since it has an impact on an individual's behavior, particularly at school. Further, this study investigates the influence of...
Earthquake Preparedness of People in Rural Community: A Basis for Disaster Risk Mitigation Intervention
Being part of the seismically active "Pacific Ring of Fire," earthquakes in the Philippines have ever been occurring. Many studies have been conducted assessing the earthquake preparedness of the people, yet there needs...
The Impact of Parental Involvement in the Academic Performance of the Selected Grade 8 Students in Mathematics
The threat for public health issues on COVID-19 is one of the problems that need to be addressed in Education nowadays. The Department of Education mandated that distance learning be implemented in schools all over the c...
Unveiling the Reasons Behind Teachers' Embrace of Traditional Teaching Methods
This qualitative narrative inquiry research aimed on exploring the reasons behind teachers' preference for traditional teaching approaches by conducting interviews with five intermediate teachers from Lagao 2nd Bo. Eleme...