Teaching English composition at the tertiary level Voices, values, and views of two teachers in the Philippines

• Main Authors: Canilao, Maria Luz Elena N, Paterno, Jhoanna Michelle G, Perfecto, Marianne Rachel G
• Format: text
• Published: Archīum Ateneo 2017
• Subjects: Language and Literacy Education
• Online Access: https://archium.ateneo.edu/english-faculty-pubs/10; https://www.taylorfrancis.com/books/e/9781315391588/chapters/10.4324/9781315391588-8
• Institution: Ateneo De Manila University

This chapter serves as a starting point for new research directions in the field of teaching composition at the tertiary level in the Philippines and an extension of current studies that investigate monolingual and translingual perspectives and practices. English Language Teaching policies and practices in the Philippines have been largely influenced by American educational systems and models. The Philippines has become an attractive option for many international students to learn English and pursue higher studies because it offers many affordable quality courses that are conducted primarily in English. Children were taught to imitate native speakers (NSs) of English through the "Speak, Read, and Write English only Policy". Methods of teaching writing in English that highlight conventional standards according to NS models reflect a monolingual orientation. J. Kiernan's study illustrates how multimodality and translingualism may be applied in writing classrooms by giving university students assignments that allow them to explore food culture and use their home languages and other varieties of English.