The Routledge Handbook of English Language Education in the Philippines

This handbook serves as a comprehensive resource on English language education in the Philippines, addressing a wide range of issues including ideologies, multilingualism, identities, policies, methodologies, assessment, teacher education, and curriculum. Chapters cover a range of educational contexts—from Luzon to Mindanao islands, from basic to higher education, and from formal to non-formal schooling. This book upholds the think and do otherwise perspective by problematizing contemporary paradigms and practices that operate from naturalized ideas inherited from the American colonizers. This includes repairing pedagogies that redress injustices experienced by historically marginalized groups and hoping for possibilities and approaches to teaching and learning English that are just, equitable, and inclusive. The six sections in the Handbook bring up conditions for thinking and doing otherwise, pointing to ways in which genuine changes can start to happen. Scholars from diverse backgrounds come together in this handbook to take collective ownership of English language education in the Philippines. This ownership does not mean ignoring and disposing of the country’s colonial past but reclaiming English language education as an ongoing project instead. This handbook likewise demonstrates that such a project makes it possible for wider audiences to see that Global South scholars from and in the Philippines also have much to teach the rest of the world about thinking and doing otherwise and, by extension, problematizing, repairing, and hoping. Given its scope and breadth, the handbook is an invaluable reference for students, pre-service and in-service teachers, teacher educators, researchers, and policymakers interested in English language, language education, TESOL, sociolinguistics, and applied linguistics.

Table of Contents:
CONTENTS Lists of figures List of tables 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

About the Author :
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.