By: Ivie G. Barliso
The study of English language becomes more exciting and fun through dynamic and creative way of learning it. That’s why most teachers look for the best strategy to teach English effectively. But as cited in Mazhar,2006 “Language teaching has been a fluctuating field as it is not as steady as subject, like, chemistry, physics and etc. where a new theory takes years to make space”.
Because of competitions and changes in society especially in language teaching, the Philippine Government provides a conceptual framework of the English program. The secondary English Language curriculum for 2002 seeks to develop citizenship and to address the communication needs (i.e. interpersonal, informative and aesthetic) of the Filipino students for English, which is emerging as the international lingua franca. In line with the development in applied linguistics and pedagogy and in consonance with the government thrust and globalization, this emerging English curriculum adopts a communicative – interactive collaboration approach to learning as well as reflection and introspection with the aim in view of developing autonomous language learners to be aware of and be able to cope with global trend. The purpose is to develop the four competencies: linguistic, sociolinguistics, discourse and strategic constructivism which learner-centered and which underscores reflection and collaboration to develop autonomy.
Through the years, the government has served as an additional input to the curriculum. This additional input marks the difference between the 2002 SEC and 2010 SEC. In the 2010 Secondary English Curriculum, the model shows that as far as communicative competence is concerned, the learning program in the curriculum focuses on content based instruction (CBI) which integrates the learning of language and the learning of some other content such as Science and Mathematics where English is used as the medium of instruction. The model, likewise underscores the use of cognitive academic language learning approach (CALLA) which takes into consideration the various contexts in which language is used in the classroom and other academic settings. In addition, the model uses the problem-based, task-based, and competency-based learning (PTCBL) approaches in which students collaboratively solve problems and reflect on their experiences. The teachers take on the role as facilitators of learning. The use of text analysis, text-based, context based and genre-based approaches to reading literature and literary appreciation ensures literary competence and appreciation.
Through the advent of Technology plus the effort of teachers to teach the English subject to the students, a lot of strategies came up and was innovated through time. Like Teaching Language, Strategies used in teaching English is not also stable. Strategies are being developed base on the learners need and their learning preferences.
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