Proposed ELL312 Research Paper (outline and references)

I. Objectives:

This paper is meant to help establish the background for my proposed dissertation(tentative title: “The Influence of Cognitive Processes and Contextual Factors on Public School Teachers’ Interpretation of ELT Policies and Classroom Practices”). It may be included as a sub-section in the introduction to describe the most current policies that are prescribed and implemented by the Department of Education.

Below are the current sub-sections in the background of my dissertation proposal:

*The Global and Local English Language Teaching (ELT) Climate
*The Background of ELT in the Philippines
*The Researcher’s Context and Concept
*The Research Setting and Situation

It may be presented as the third sub-section to offer a deeper and broader analysis of ELT in the Philippines by discussing the current LPP conditions in the country.

*Note: My panelists in the mock defense suggested that the specific questions on language policy and planning processes be deleted because my main focus should be on teacher cognition. My adviser thought that these items may surface as part of contextual factors that teachers usually consider in their classroom practices. However, I believe that a specific section of my dissertation should be devoted to LPP because it is a vital cog in the teaching-learning cycle. Including it in the background of my dissertation will provide a solid perspective on the issues that will be tackled in my study.

II. Tentative Title of the Sub-section (ELL312 Paper):

The Position of Language Planning and Policy in the Philippines: Perspectives, Predicaments, and Possibilities

III. Research Questions:

A. What are the current English language teaching policies prescribed by the Department of Education for Philippine public secondary schools?

B. What educational philosophies and pedagogical approaches guide these policies? What are the factors that influence policy makers?

C. What processes are followed in formulating such policies? What mechanisms are used for relaying them to various school divisions?

IV. Content:

A. Perspectives (approx. 3 pages)

*Current views on LPP

B. Predicaments and Possibilities (approx. 10 pages)

*Various issues on LPP (focus: the Philippine situation)
*Current ELT policies prescribed by DepEd (Understanding by Design; 2010 Secondary Education Curriculum)
*Description and Critical Analysis of the following: educational philosophies and pedagogical approaches behind the policies; factors that influence policy makers; processes in formulating policies and mechanisms

C. Insights, Implications, and Innovations: (approx. 2 pages)

*Summary, Conclusion, and Recommendations

Total: 15 pages

V. Data/Sources:

Please refer to the tentative reference list below.

REFERENCES:

Baker, C. (2006). Psycho-sociological analysis in language policy. In T. Ricento (Ed.) An introduction to language policy: theory and method (pp.210-228) Oxford: Blackwell Publishing.

Cuyegkeng, M.A. (2009). Preface. In P. Sicam and R. Barbasa (Eds.) Agenda for Hope: Ideas on Building a Nation. Preserving and Transforming Philippine Identity and Culture. (pp. vii-viii). Quezon City: Ateneo de Manila Loyola Schools.

De la Salle. (2009). Educational Mission Services. Retrieved 02 May 2010, from http://www.delasalle.ph/index.php?page=about§ion=erst
Department of Education (DepEd), Philippines. The 2010 Secondary Education Curriculum. Retrieved 02 May 2010, from http://www.cfo-pso.org.ph/main/pdf/8thconferencepresentation/day2/2010_curr.pdf

Department of Education (DepEd). (2005). The Monitoring and Evaluation of the
Implementation of the Basic Education Curriculum: Findings and Recommendations.
(DepEd Order No. 35; Departmentof Education, Republic of Philippines).

Department of Education (DepEd). (2009). Changes to DEPED Memorandum No. 431, S. 2009National Conference on Understanding by Design. (DepEd Order No. 472, Departmentof Education, Republic of Philippines).Retrieved 02 May 2010, from
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DM%20No.%20472,%20s.%202009.pdf

Department of Education (DepEd). (2009). Training of Fourth Year Teachers of the 22 Pilot Schools on the 2010 Secondary Education Curriculum (SEC). (DepEd Order No. 71, Departmentof Education, Republic of Philippines).Retrieved 02 May 2010, from
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DM%20No.%2071,%20s.%202009.pdf

Department of Education (DepEd). (2009). Training-Workshop for Teachers, Coordinators and Administrators of Private Schools on the Implementation of the 2010 Secondary Education Curriculum. (DepEd Order No. 110, Departmentof Education, Republic of Philippines).Retrieved 02 May 2010, from
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DM.%20110%20s%202010.pdf

Gonzalez, A. (2008). A favorable climate and soil: A transplanted language and literature. In K. Bolton & L. Bautista (Eds.), Philippine English: Linguistic and literary Perspectives (pp. 13-27). Hong Kong: Hong Kong University Press.

Hornberger, N. & Johnson, D.C. (2007). Slicing the onion: Ethnographically: Layers and spaces in multilingual education policy and practice. TESOL Quarterly, 41:3, 509-531.

Kachru, B. (1992).Teaching world Englishes. In Kachru, B. (Ed.) The Other Tongue: English Across Cultures, 2nd ed (pp. 355-365). Illinois: University of Illinois Press.

Kachru, Y. & Nelson, C. (2006).World Englishes in Asian Contexts. Hong Kong: Hong Kong Univ. Press.

Kelly, P. (1980). From innovation to adaptability. In M. Galton (Ed.), Curriculum Change.Leicester: Leicester University Press.

Kennedy, C. (1988) Evaluation of the management of change in ELT projects. Applied
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Lambright, W. and Flynn, P. (1980). The role of local bureaucracy-centered coalitions. In J. Agnew (Ed.), Innovation Research and Public Policy. Syracuse: Syracuse University.

Martin, I. (in press). Periphery ELT: The politics and practice of teaching English in the Philippines. In A. Kirkpatrick, The Routledge handbook of world Englishes. London: Routledge.

McFarland, C. (2008). Linguistic Diversity and English in the Philippines. In K. Bolton & L. Bautista (Eds.), Philippine English: Linguistic and literary Perspectives (pp. 131-155). Hong Kong: Hong Kong University Press.

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Nelson, C. (1992). My language, your culture: Whose communicative competence? In Kachru, B. (Ed.) The Other Tongue: English Across Cultures, 2nd ed (pp.327-339). Illinois: University of Illinois Press.

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Office of Caloocan City. Public Information Office. (2007). Press Release [Understanding by design]. Retrieved 02 May 2010, from http://www.caloocancity.gov.ph/content.aspx?sectionid=267

Pelones, M.T. (2010). National Education Conference: Getting the Core of 2010 Secondary Education Curriculum. Pinoy ALERT (Advancing Learning using Electronic and Relevant Technologies). Retrieved 02 May 2010, from http://www.pinoyalert.com/component/content/article/1-latest-news/101-national-education-conference-getting-the-core-of-2010-secondary-education-curriculum.html

Ramanathan, V. & Morgan, B. (2007). TESOL and policy enactments: Perspectives from practice. TESOL Quarterly, 41:3, 447-463.

Rubdy, R. & Saraceni, M. (2006) Introduction. In Rubdy, R. & Saraceni, M. (Eds.). English in the world: Global rules, global roles (pp.5-16). Wiltshire: Antony Rowe Ltd.

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Tomlinson, B. A multi-dimensional approach to teaching English for the world. In Rubdy, R. & Saraceni, M. (Eds.). English in the world: Global rules, global roles (pp.130-150). Wiltshire: Antony Rowe Ltd.

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