Routledge Handbook of English Language Education in the Philippines

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.

• CONTENTSLists of figuresList of tablesList of contributorsPrologue: the journey of English language education in multilingual Philippines Isabel Pefianco Martin1 Introduction: thinking and doing otherwiseJulius C. MartinezPART IComing to grips with English and multilingualism2 Punctuated Dominance: MTB-MLE and the Temporary Displacement of English in Philippine EducationJose Abelardo Torio and Anne Lan K. Candelaria3 MTB-MLE Policy Enactments and the English-Speaking People in the Cordillera: An Historico-Ethnographic AnalysisMaria Mercedes E. Arzadon and Eufracio C. Abaya4 English Proficiency versus Ethnolinguistic Identity: MTB-MLE in MindanaoNelia G. Balgoa5 Cultural Models, English and Local Languages in Southern PhilippinesAbdul-Baqui A. BerikPART II Traversing the political economy of English language teaching6 Entanglements of Post-colonial, Racial and (Non-)Native-Speaker Logics: Non-Native Bifurcation and the ‘Dual’ Filipino Listening SubjectRowland Anthony Imperial7 Emotional Geographies of Koreans Studying English Kyung Min Bae8 Desires for English and Emotions as a Decolonial Option Julius C. Martinez9 The Unfreedom of Philippine English and English Language Education from Global Neoliberal CapitalismRendell M. SanchezPART IIIGrasping the marginalized and vulnerable10 Identity and Investment in English Language Learning: A Case Study of an Internally Displaced Multilingual StudentMaria Clara P. Palisuc11 Muted Identities: Non-Dominant Language Speakers’ Investments on Monolingual and “Native Speaker” English Grace Anne N. Tadaya12 Androcentrism in Learning Modules and English Language Education in the Philippines: Rethinking Texts and Teachers’ Perceptions and PracticesChristian Go and Jonna Marie Lim13 Teaching and Learning Print English among the Filipino DeafMay T. Cabutihan and Marie Therese Angeline P. BustosPART IVConfronting oppressive language ideologies14 Parents as English Language ‘Police’: Investigating Family Language Policy in the PhilippinesSusan Mila P. Alvarez-Tosalem, Maria Rita Geezel T. Basmayor, Julius C. Martinez, Elaine L. Monserate, and Ersweetcel C. Servano15 Innovations of Defiance Against Native-Speakerism in Oral Communication CoursesMyrel M. Santiago16 Teacher Ideologies in Isabel Pefianco Martin’s How, How the Carabao: Tales of Teaching English in the PhilippinesGrace M. Saqueton17 Language Teacher Identity (Trans)Formation in a Community of Practice: The Case of Pre-Service English Teachers in a Multilingual ContextJohn Paul C. Vallente18 The School as a Site of Conflicting Language Ideologies: A Linguistic Schoolscape PerspectiveSusan F. Astillero19 Challenging the Monolingual Paradigm: English Language Assessment Practices in Philippine Private SchoolsDan Henry GonzalesPART V Reclaiming linguistic diversity20 Students as Co-creators of Course Design: A Global Englishes PerspectiveAlejandro S. Bernardo21 Facilitating Students’ Ownership of Englishes: A Critical Look at Past and Present Pedagogical Practices of Filipino TeachersMaria Luz Elena N. Canilao22 Perspectives, Practices, and Issues in Teaching Multiliteracies in the PhilippinesJoel C. Meniado23 Multimodal Creations - The Influence of Semiotic Resources on Students’ Writing Ramil Jhon P. Magno24 Translanguaging and Teacher Perceptions: Possibilities for the Future of English Literacy InstructionMichelle G. PaternoPART VIIntervening through criticality25 From Critical Reflection to Theorizing Pedagogy: Understanding Pre-Service English Teachers’ SensemakingMaria Teresa L. Manicio26 Critical Consciousness in English Subjects and the Imperative for Transformative Intellectuals in Mindanao SchoolsKloyde A. Caday27 Contextualizing in English Language Education: Insights from Teaching in a Time of CrisisMarianne Rachel G. Perfecto28 Reframing Digital Literacy: Criticality and the English Language Teaching in the PhilippinesGina Ugalingan and Paolo Niño Valdez29 Un-making the Filipino Literate in English: Criticality in Self-Learning Modules in Philippine Public SchoolsGladys S. MatiasAfterwordRuanni TupasIndex