The Routledge Handbook of English Language Education in the Philippines.

Format:

Book

Author/Creator:

Martinez, Julius C.

Contributor:

Martin, Isabel Pefianco.

Language:

English

Physical Description:

1 online resource (409 pages)

Edition:

1st ed.

Place of Publication:

Oxford : Taylor & Francis Group, 2025.

Summary:

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, and teacher education. An invaluable reference for students, teacher educators, and policy makers in language education and applied linguistics.

Contents:

Cover

Endorsements Page

Half Title

Title Page

Copyright Page

Table of Contents

List of Figures

List of Tables

List of Editors

List of Contributors

Prologue: The Journey of English Language Education in Multilingual Philippines

1 Introduction: Thinking and Doing Otherwise

Part I: Getting to Grips With English and Multilingualism

2 Punctuated Dominance: MTB-MLE and the Temporary Displacement of English in Philippine Education

3 MTB-MLE Policy Enactments and the English-Speaking People in the Cordillera: A Historico-Ethnographic Analysis

4 English Proficiency Versus Ethnolinguistic Identity: MTB-MLE in Mindanao

5 Cultural Models, English, and Local Languages in Southern Philippines

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

7 Emotional Geographies of Koreans Studying English

8 Desires for English and Emotions as a Decolonial Option

9 The Unfreedom of Philippine English and English Language Education from Global Neoliberal Capitalism

Part III: Grasping the Marginalized and Vulnerable

10 Identity and Investment in English Language Learning: A Case Study of an Internally Displaced Multilingual Student

11 Muted Identities: Non-Dominant Language Speakers' Investments in Monolingual and "Native Speaker" English

12 Androcentrism in Learning Modules and English Language Education in the Philippines: Rethinking Texts and Teachers' Perceptions and Practices

13 Teaching and Learning Print English Among the Filipino Deaf

Part IV: Confronting Oppressive Language Ideologies

14 Parents as English Language 'Police': Investigating Family Language Policy in the Philippines.

15 Innovations of Defiance Against Native-Speakerism in Oral Communication Courses

16 Teacher Ideologies in Isabel Pefianco Martin's How, How the Carabao: Tales of Teaching English in the Philippines

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

18 The School as a Site of Conflicting Language Ideologies: A Linguistic Schoolscape Perspective

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

Part V: Reclaiming Linguistic Diversity

20 Students as Co-Creators of Course Design: A Global Englishes Perspective

21 Facilitating Students' Ownership of Englishes: A Critical Look at Past and Present Pedagogical Practices of Filipino Teachers

22 Perspectives, Practices, and Issues in Teaching Multiliteracies in the Philippines

23 Multimodal Creations-The Influence of Semiotic Resources on Students' Writing

24 Translanguaging and Teacher Perceptions: Possibilities for the Future of English Literacy Instruction

Part VI: Intervening Through Criticality

25 From Critical Reflection to Theorizing Pedagogy: Understanding Pre-Service English Teachers' Sensemaking

26 Critical Consciousness in English Subjects and the Imperative for Transformative Intellectuals in Mindanao Schools

27 Contextualizing in English Language Education: Insights from Teaching in a Time of Crisis

28 Reframing Digital Literacy: Criticality and English Language Teaching in the Philippines

29 Un-Making the Filipino Literate in English: Criticality in Self-Learning Modules in Philippine Public Schools

Afterword

Index.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

1-04-040923-7

1-03-262139-7

1-04-040922-9

9781032621395

OCLC:

1535963996