The Routledge Handbook of English Language Education in the Philippines

Herausgeber: Martinez, Julius C.; Martin, Isabel Pefianco

• Gebundenes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 410
• Erscheinungstermin: 30. September 2025
• Englisch
• Abmessung: 250mm x 175mm x 27mm
• Gewicht: 884g
• ISBN-13: 9781032621364
• ISBN-10: 1032621362
• Artikelnr.: 73779163

Autorenporträt

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.

Inhaltsangabe

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