ENGLISH CURRICULUM REFORM IN THE PHILIPPINES: OPPORTUNITIES AND CHALLENGES OF THE ENGLISH TEACHERS

Wella Cruz Cruz

Abstract


This study evaluates the opportunities and challenges of English Teachers during the preparations and implementation of Language of Arts and Multiliteracies Curriculum (LAMC) as New English Curriculum. The Quantitative Descriptive method was used in the study. Subsequently, simple random sampling technique was utilized in choosing the respondents, and data were obtained through surveys and a researchers-made questionnaire to assess and evaluate the status of the teachers upon the imposition of the curriculum. A total of 32 English Teachers who participated in the study, they were English teachers from different public schools in Minglanilla, Cebu. The data gathered was analyzed through frequency and percentage, results revealed that the curriculum is facilitated conventionally. Also, teachers claimed that it brought more opportunities than challenges. However, some associated factors aggravated by lack or teaching materials, unclear knowledge base of students, inequal opportunity of seminars and trainings amongst teachers are the core concerns pertinent to the curriculum implementation. Thus, for people to realize the change of educational system, it is necessary that ideas and needs should emerge wherein the former system is no longer adequate.


Keywords


English curriculum, curriculum, opportunities, challenges, English Teachers, Philippines

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References


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