Sir Ambayon - Second Assignment

Newmar G.
Romero MAT – English
English Speaking Dilemmas
In my years of teaching using the language, I would often notice that students are more
motivated when they feel successful. Often as teachers we feel that we need to
challenge our students and give them tasks that will really require them to work very
hard in order to succeed. But sometimes it can be very helpful to give them tasks that
they can accomplish without too much difficulty and then feel a sense of pride in what
they’ve done. Positive reinforcement still plays a vital role for them to open up and try to
speak the language whenever they have the opportunity, a great example of this is
when they are asked to recite and express their opinion in the class.
There are a couple of other things we can do. One important thing is that teachers must
insist on speaking English in the classroom and never give up. Another important thing
is to create reasons why they may possible want to speak on. Teachers should choose
a real topic that students talk in their daily life or any topic which is interesting to talk on.
When students are mentally and cognitively engaged the needs for speaking may
emerge. In another word teachers should think about provocative sentences –
questions to start a conversation in the class.
I would often start the class in a simpler ways, for them to be at ease. Most students
have this perception that speaking using the language is hard because they should find
the right words to form a basic sentence. Real, engaging topics that engage students on
a variety of levels are ideal. I believe that for beginners, we should make them feel at
ease before introducing them to rules in syntax, which will make an impression to them
that English is hard. One must keep in mind that every class is different with different
students who have different goals. A classroom full of students with exceptionally
outgoing personalities will have fewer qualms about overriding the English-only policy,
while a classroom full of students who are have a better grasp of the English grammar
than of their speaking abilities will be relatively easy to manage
That said, some of the following have helped me as a teacher of low-level students
(again, dependent on the context and the overall makeup of the student demographic)
based on an anonymous writer that I found on his blog:
- Allow students to assume ‘new’ identities in the classroom. Role-playing takes the
pressures off of students in their linguistic performance, and it allows them to separate
their language skills from their identities (since there are students who can
communicate quite fluently in English but, at times, choose not to). Some students may
eventually find that it’s easier for them to express and communicate in another language
when they’re ‘actors’ in that language. (very similar to what teachers do in the
classroom)
– He implemented a piggybank system where instead of being reprimanded and losing
face in front of their peers. Students respond positively to this idea, and especially to the
fact that the money collected will be used toward an end-of-semester party. Of all the
classroom management tools he dabbled in, this is by far the most successful one he
used in class.
Nevertheless, I agree with the ‘safe environment’ we teachers must create for our
students; we just have to be careful with not letting our students take advantage of it.
I still would want to teach them to speak and introduce the language in a manner that is
easy for them. In an article published by Mike Cabigon in 2015, he said that the
Philippines is recognized globally as one of the largest English-speaking nations with
majority of its population having at least some degree of fluency in the language.
English has always been one of the official languages of the Philippines and is spoken
by more than 14 million Filipinos. It is the language of commerce and law, as well as the
primary medium of instruction in education.
Proficiency in the language is also one of the country’s strengths that has helped drive
the economy and even made the Philippines the top voice outsourcing destination in the
world, surpassing India in 2012. The influx of foreign learners of English is also on the
rise due to the relatively more affordable but quality English as a Second Language
(ESL) programs being offered locally.
However, in a recent roundtable discussion organized by the British Council, key
stakeholders from the government, academe, private, and non-government sectors
acknowledged that even if the Philippines is doing fine in terms of English competency,
concerns on how much of a competitive advantage it still is for the country were raised.
The stakeholders agreed that the country needs to step up its efforts in improving the
teaching and learning of English, developing it as a vital skill of the workforce. This is an
initiative that could potentially strengthen the Philippines' distinct advantage in this part
of the world, particularly with the upcoming ASEAN economic integration.

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Newmar G.

Romero MAT – English

English Speaking Dilemmas

emerge. In another word teachers should think about provocative sentences –

questions to start a conversation in the class.

than of their speaking abilities will be relatively easy to manage

based on an anonymous writer that I found on his blog:

– He implemented a piggybank system where instead of being reprimanded and losing

Philippines is recognized globally as one of the largest English-speaking nations with

primary medium of instruction in education.

(ESL) programs being offered locally.

However, in a recent roundtable discussion organized by the British Council, key

stakeholders from the government, academe, private, and non-government sectors

of the world, particularly with the upcoming ASEAN economic integration.

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