Monday, April 02, 2007 Ched not bothered by poor English? By Carlo P. Mallo and Grace L. Plata
* Ched Southern Mindanao chief says measures are in place to maintain quality of tertiary education teachers but also says that education graduates can pass licensure even if they're not good in English
COMMISSION on Higher Education Southern Mindanao chief Reynaldo Peña was dismayed by the statement of a fellow educator that only 30 percent of teachers in public high schools are competent to teach the English subject.
Peña, in last Friday's Kapihan sa PIA at the Philippine Information Office Southern Mindanao, said the commission has enough safeguards in ensuring the quality of the teachers in tertiary education because only teachers who have earned a Master of Arts in their specializations can be accepted to teach in college.
In the same breathe, however, he also said it is understandable if graduates of education courses, which incidentally is also a tertiary education course and thus falls under the supervision of Ched, will pass the licensure exams for teachers even if the graduate is not good in English.
This is because, he said, education courses are the cheapest and easiest courses available and have become the last choice (if not chance) of a number of students wanting to get a college diploma.
Peña failed to explain how the students taking up the cheapest and easiest courses managed to make it through tertiary education if indeed measures are in place for tertiary education teachers since English is very much part of all courses.
All he said is that the most crucial factor in education are the students themselves.
Next are the teachers who should motivate and help the students in channeling their knowledge. Next, according to Peña, are the facilities at hand. And last are the school policies which should provide an environment conducive for learning.
In the same press conference, Dr. Edna Jalotjot, director of the Teacher Training Institution for Mindanao of the University of Southeastern Philippines, said the problem of poor English proficiency among teachers have already been recognized after this was highlighted in news reports last year following findings that English proficiency among Filipinos is on a fast decline.
Jalotjot said just around 30 percent of high school teachers are competent in and can teach good English. Matched with the fact that an increasing number of students not being able to read and comprehend even at fourth grade, there is, indeed, a great need for interventions.
Jalotjot said it can be understood if Filipinos have poor English proficiency considering that most are trilingual -- speaking their own dialect, Filipino, and English. The use of different languages serves as a burden to the thinking process, she said.
"The sad fact is that even if English is the medium of instruction in our schools, IELTS and TOEFL results show we do not meet the standards," Jalotjot said.
To address the problem, Jalotjot said, teacher-education curriculum have been updated with the units increased equivalent to a five-year course.
However, this can be taken in four years but with compulsory summer classes.
The practicum or internship programs have also been expanded starting second year of the elementary education and secondary education programs.
"Second year mag start ang exposure para mahaba yung pre-service nila in the public schools (Exposure should start at second year for longer pre-service exposure in the public schools). The hands-on training will make them more adept at anticipating and responding to the needs of the students," Jalotjot said.
To enhance the capability of current teachers, University of Southeastern Philippines is offering training courses for the summer 2007 including courses in teaching and support techniques for development disabilities in children, communication improvement for teachers and innovative strategies in teaching reading.
Jalotjot said though this is really made for teachers in mind, the courses are open to parents and social workers who would like to have in-depth knowledge on how to effectively develop the reading and comprehensive skills of children.
