Literature Review

Learning About Filipino English Language Learners and Filipino Teachers of
English as Foreign LanguageAuthor
Institution
Authors Notes

Learning About Filipino English Language Learners and Filipino Teachers of English as Foreign Language
The Philippines islands account for more than fourteen million English language speakers, this is due to the fact that English is the official language of trade and education. It is taught in most of all elementary levels of education. For this reason, the majority of Filipinos have to some extent had a chance to communicate using the English language. While this might be the case it is important to consider that both the learners and instructors are fluent in their first language and it has great influence on their culture and as a result may interfere with their English learning or teaching experience. In the recent past, there was been the need to make improvements on how the language is taught and how the learners respond to the lessons. It also important to make an improvement in the conditions the educators experience. This should be a collaborative effort by all stakeholders in the English language education sector.
Literature Review
Language is a very important way of making expressions, all their thoughts, how a person feels, a person’s desires and aspirations are all part of the language. Different languages come with different cultures depending on the native speakers. For this reason, there was the need for research on the efficacy of learning the culture of the native speakers when learning a new language.

It goes without saying that culture and language are intertwined, therefore learning and teaching a new language should include the culture. Many educators have questioned the necessity of learning the culture as part of learning English as a second language. This being the case it must have some hindrances to learners from conservative cultures who find the English culture a bit too much. The article seeks to answer some of the questions as pertains to teaching and learning English as a second language ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “http://express-journal.com/pdf/april14issue4/theroleofcultureinelt_rahimuddin.pdf”, “abstract” : “Language is a means of expression. We express our feelings, emotions, thoughts, needs, desires etc. in words, symbols and gesture which is considered as language. Language can be defined as verbal, physical, biologically innate, and a basic form of communication. Culture is the characteristics of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts. Thus culture finds its expression in language; so, learning a new language without familiarity with its culture remains incomplete. An important question arises here, is it necessary to learn about the culture of the target language to acquire English as a foreign or second language? There are great discussions by many scholars and researchers on this topic for decades. This article aims at defining culture, its relationship with language and what role it plays in teaching and learning English as a foreign or second language. This also shed light on how to teach culture in English language classroom.”, “author” : [ { “dropping-particle” : “”, “family” : “Choudhury”, “given” : “Rahim Uddin”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “Express, an International Journal of Multi Disciplinary Research”, “id” : “ITEM-1”, “issue” : “4”, “issued” : { “date-parts” : [ [ “2014” ] ] }, “page” : “2348-2052”, “title” : “The Role of Culture in Teaching and Learning of English As a Foreign Language”, “type” : “article-journal”, “volume” : “1” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=f9636458-31e3-453b-a0ad-e5667950d2ac” ] } ], “mendeley” : { “formattedCitation” : “(Choudhury, 2014)”, “plainTextFormattedCitation” : “(Choudhury, 2014)”, “previouslyFormattedCitation” : “(Choudhury, 2014)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Choudhury, 2014).
In a similar study that underscores the importance of teaching culture while teaching a foreign language, it recommends that in the current world culture and language go hand in hand. The article impresses upon the reader the importance of being culturally aware in the English language teaching. Therefore English teachers are encouraged to incorporate cultural awareness in their English lessons ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “10.1016/j.sbspro.2013.01.220”, “ISSN” : “18770428”, “abstract” : “Today, cultural awareness is considered an essential component of English language teaching. Language teachers are increasingly expected, or even required, to teach not only language but also culture. The current study describes pre-how far prospective English teachers perceive English as a mean for communication rather than simply an academic subject, and to examine their approach to target culture in their classrooms.”, “author” : [ { “dropping-particle” : “”, “family” : “Bektau015f-u00c7etinkaya”, “given” : “Yeu015fim”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “Procedia – Social and Behavioral Sciences”, “id” : “ITEM-1”, “issued” : { “date-parts” : [ [ “2013” ] ] }, “page” : “1525-1530”, “title” : “Pre-service English Teachersu2019 Perception of English Language, Target and Self Culture(s)”, “type” : “article-journal”, “volume” : “70” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=751fe2d5-7f9b-4790-ac6e-371eaf1a9a17” ] } ], “mendeley” : { “formattedCitation” : “(Bektau015f-u00c7etinkaya, 2013)”, “plainTextFormattedCitation” : “(Bektau015f-u00c7etinkaya, 2013)”, “previouslyFormattedCitation” : “(Bektau015f-u00c7etinkaya, 2013)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Bektaş-Çetinkaya, 2013).
In a study that was responsible for exploring the way, logical beliefs about education and their effect on preservice teachers of Asian origin found that the beliefs and knowledge of both the educator and learner contributed to the quality of learning environment. Therefore, it is possible to predict the response to learning by gauging the participant’s beliefs and knowledge about education. the study recommends instilling to both the learners that educators the respect for authority and respect for education by incorporating the values into the syllabus te teachers and students stand to gain from the lessons ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “10.3860/taper.v19i1.1509”, “ISBN” : “01195646”, “ISSN” : “0119-5646”, “abstract” : “The present study investigated the contribution of epistemological beliefs about learning and Asian values on pre-service teachersu2019 value for education. The relationship of epistemological beliefs and valuing education is based on Schwartz and Bilskyu2019s (1987; 1990) theory of human values. The participants were 362 pre-service teachers from different universities in Manila, Philippines. It was found in a standard regression analysis that both complexity and structured belief about learning significantly predicted valuing oneu2019s education. Higher expectation for achievement, filial piety, and emotional restraint were also significant. A hierarchical multiple regression was used to test the order of contribution of Asian values (filial piety, hierarchical family structure, collectivism, emotional restraint, perseverance and hard work, higher expectation for achievement, respect for authority, and respect for education) on valuing education. The results showed that the order of Asian values based on the theory of Schwartz and Bardi (2001) significantly explained the variation on valuing education (Adjusted R2 =.35). The contribution of each Asian value increased the variation on valuing education but it remained stable with the inclusion of respect for education and respect for authority.”, “author” : [ { “dropping-particle” : “”, “family” : “Magno”, “given” : “Carlo”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “The Asia-Pacific Education Researcher”, “id” : “ITEM-1”, “issue” : “1”, “issued” : { “date-parts” : [ [ “2010” ] ] }, “page” : “61-78”, “title” : “Looking at Filipino pre-service teachers’ value for education through epistemological beliefs about learning and Asian values”, “type” : “article-journal”, “volume” : “19” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=20662ffb-dad0-4d7f-a1ff-b277ebd44583” ] } ], “mendeley” : { “formattedCitation” : “(Magno, 2010)”, “plainTextFormattedCitation” : “(Magno, 2010)”, “previouslyFormattedCitation” : “(Magno, 2010)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Magno, 2010).
In a study carried out in a Manila private school that targeted grade eight students by use of a twenty-five questions survey to find out how effective cooperative learning (CL) is, it was found that the students exhibited very positive attitudes towards CL. The researchers went a step further to analyze the student’s test scores in reading comprehension in comparison with the corresponding CL attitude and unfortunately they found that the relationship was very poor ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “abstract” : “Departing from Gonzales and Torres’ (2015) quantitative quasi-experimental study on the effectiveness of cooperative learning (CL) on Grade 8 students in a private school in Manila, the present study attempts to uncover possible findings in the affective dimension through a 25-item survey questionnaire that quantitatively gauges the Grade 8 Filipino ESL learners’ attitudes towards CL. The effectiveness of the approach was further assessed by correlating the attitudes with reading comprehension test scores in Gonzales and Torres’ (2015) study. Adopting both quantitative and qualitative approaches, it was discovered that, despite certain reservations, the Grade 8 learners had positive attitudes towards CL. In addition, findings indicate a very weak positive relationship between learner CL attitudes and reading comprehension. The current study has implications not only limited to Philippine ESL classrooms, but also to ESL classrooms around the world.”, “author” : [ { “dropping-particle” : “”, “family” : “Gonzales”, “given” : “Wilkinson Daniel Wong”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” }, { “dropping-particle” : “”, “family” : “Torres”, “given” : “Patrisha Lliane O”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “Online Submission”, “id” : “ITEM-1”, “issued” : { “date-parts” : [ [ “2016” ] ] }, “title” : “Filipino ESL Learners’ Attitudes toward Cooperative Learning and Their Relationship to Reading Comprehension”, “type” : “article-journal” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=6754ba01-4c0f-461d-b109-c9b7bc4bd3dd” ] } ], “mendeley” : { “formattedCitation” : “(Gonzales & Torres, 2016)”, “plainTextFormattedCitation” : “(Gonzales & Torres, 2016)”, “previouslyFormattedCitation” : “(Gonzales & Torres, 2016)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Gonzales & Torres, 2016). From the findings, future researchers can use the findings in other studies involving ESL classrooms worldwide.
In a similar study that targeted the exploration of the difference in attitude towards Filipino and English languages by four hundred and seventy-three bilingual Filipino high schoolers of different ages, social and economic status, it was found that the students exhibited a very prospective attitude towards the two languages. It was also apparent that female students exhibited a better attitude towards English than their male counterparts. Students from wealthy backgrounds also showed a positive attitude towards the English language than their economically challenged peers. Gender provided a significant bias towards the positive attitude towards the Filipino language. The younger the student the more positive their attitude towards Filipino language and the older the respondent the more positive attitude towards English ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “10.1080/13488678.2016.1179474”, “ISSN” : “1348-8678”, “abstract” : “AbstractThe current study explored the different attitudes of bilingual high school students towards English and Filipino and examined the relationship of language attitudes in terms of gender, age, and socio-economic status (SES). A total of 473 Filipino participants, randomly selected from three secondary learning institutions (two public, one private), answered a three-part questionnaire (Language Background Questionnaire, General Language Attitudes Survey, and Language Orientation Survey). Descriptive analysis and Pearson correlation revealed the following: in general, students have very high positive attitude towards English and Filipino; females have significantly higher positive attitudes towards English than males; SES is significantly related to positive attitudes towards English language; gender is significantly related with instrumental language orientation in Filipino; age is significantly related to instrumental language orientation in Filipino and integrative language orientation in English;…”, “author” : [ { “dropping-particle” : “”, “family” : “Sicam”, “given” : “Faith Patricia M.”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” }, { “dropping-particle” : “”, “family” : “Lucas”, “given” : “Rochelle Irene G.”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “Asian Englishes”, “id” : “ITEM-1”, “issue” : “2”, “issued” : { “date-parts” : [ [ “2016” ] ] }, “page” : “109-128”, “title” : “Language attitudes of adolescent Filipino bilingual learners towards English and Filipino”, “type” : “article-journal”, “volume” : “18” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=8593306c-d3bd-477f-b17f-7fe6bfc6ddf2” ] } ], “mendeley” : { “formattedCitation” : “(Sicam & Lucas, 2016)”, “plainTextFormattedCitation” : “(Sicam & Lucas, 2016)”, “previouslyFormattedCitation” : “(Sicam & Lucas, 2016)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Sicam & Lucas, 2016).
To better understand the experiences of teachers to whom English is not their native language there has been a lot of studies on the matter but not all have exhausted the experiences of the concerned teachers. For this reason, there was a need to have a study that specifically targets the teachers’ commitment and the methods the utilize in classrooms to impart knowledge to their students. The subjects in the study were English teachers in Thailand where it is a foreign language. From their experiences, the researchers were in a position to converge the varied teaching practices in the local schools and be able to come up with a unified model that incorporates western standards and can be used countrywide ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “10.1016/j.system.2008.06.001”, “ISBN” : “0346-251X”, “ISSN” : “0346251X”, “abstract” : “This article contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. To help to redress this, the article explores, from their own perspectives, how a group of NNESTs experience English teaching in Thailand, where English is taught as a foreign language. Though the article only has space to consider two aspects of the teachers’ lives and careers – classroom methods and commitment to teaching – it is hoped that it will contribute to an understanding of the many and varied locally-based practices of ELT, as well as helping to correct a monolithic view of ELT based on western conceptions of practice. The importance of NNESTs of English being ‘native’ in terms of their situational teaching competence is, accordingly, given due weight. u00a9 2008 Elsevier Ltd. All rights reserved.”, “author” : [ { “dropping-particle” : “”, “family” : “Hayes”, “given” : “David”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “System”, “id” : “ITEM-1”, “issue” : “1”, “issued” : { “date-parts” : [ [ “2009” ] ] }, “page” : “1-11”, “title” : “Non-native English-speaking teachers, context and English language teaching”, “type” : “article-journal”, “volume” : “37” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=faed7a19-8ad7-4496-81d9-bffe5d068e64” ] } ], “mendeley” : { “formattedCitation” : “(Hayes, 2009)”, “plainTextFormattedCitation” : “(Hayes, 2009)”, “previouslyFormattedCitation” : “(Hayes, 2009)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Hayes, 2009). In a similar study that targeted pre-service EFL teachers and what they believe about grammatical instructions in a foreign language situation, the analysis was done using interviews that were semi-structured in nature and observations in the classroom. From the responses to the questionnaire, the researchers found that there was a very varied perspective towards the beliefs of the teachers towards grammar teaching. Unfortunately, the researchers also found that the survey did very little in changing the pre-service teacher’s attitudes towards grammar instruction ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “10.14221/ajte.2014v39n12.9”, “ISSN” : “0313-5373, 0313-5373”, “abstract” : “This study aims to investigate pre-service English as Foreign Language (EFL) teachers’ beliefs about grammar instruction in a foreign language (FL) context through their initial teaching practices. Analyses of semi-structured interviews and classroom observations apart from pre-and post-test results of participants’ responses to a belief questionnaire imply intriguing findings regarding participants’ beliefs about grammar instruction. The study reveals that practicum course has made no changes in pre-service teachers’ beliefs except for the role of conscious knowledge. The results also indicate some other factors affecting the pre-service teachers’ preferences for grammar instruction.”, “author” : [ { “dropping-particle” : “”, “family” : “u00c7apan”, “given” : “Seyit Ahmet”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “Australian Journal of Teacher Education”, “id” : “ITEM-1”, “issue” : “12”, “issued” : { “date-parts” : [ [ “2014” ] ] }, “page” : “23”, “title” : “Pre-Service English as a Foreign Language Teachers’ Belief Development about Grammar Instruction”, “type” : “article-journal”, “volume” : “39” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=214be3d3-cc29-417c-8d3e-376aaf4ce7e0” ] } ], “mendeley” : { “formattedCitation” : “(u00c7apan, 2014)”, “plainTextFormattedCitation” : “(u00c7apan, 2014)”, “previouslyFormattedCitation” : “(u00c7apan, 2014)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Çapan, 2014).
Research has proved that teachers’ self-worth contributes immensely towards the quality of learning and teaching involved. Yet inquiry into this aspect is scarce and to test this theory a study was commissioned in Iran where English teachers of Iranian origin got tested on their confidence. The researcher was bent on testing the educators’ confidence when teaching English, their proficiency in the language was also tested. Their attitude towards the language also featured prominently in the research. since the research was quantitative in nature the sixty-eight teachers from the Iranian Institute of English teachers participated in the survey and from their responses it was found that the effectiveness of the teachers was dependent on the self-confidence and positive attitude towards the English language. the researchers also found that future tests on the teachers’ effectiveness should include spoken target language ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “10.5539/elt.v7n1p66”, “ISSN” : “19164742”, “abstract” : “Researchers in education have documented that teachersu2019 sense of efficacy has strong impacts on vari- ous aspects of teaching and learning. Yet, in the field of TESOL, inquiry into teachersu2019 sense of efficacy is extremely scarce. The present study, by adopting the notion of teachersu2019 sense of efficacy as the theoreti- cal framework, has explored Iranian English Institute teachersu2019 confidence in teaching English. The study has also examined teachersu2019 attitudes toward the English language and teachersu2019 English language pro- ficiency, respectively. An exploratory survey methods design was employed in the present study and data were collected in the quantitative format, by which 68 English institute teachers working in Mazanda- ran responded to the survey. The results indicated that teachersu2019 current level of English proficiency and EIL (English as an International Language) at- titude toward the English language were the signif- icant predictors for teachersu2019 English teaching-spe- cific efficacy beliefs or confidence. Also, efficacy for oral English language use was found as an additional dimension of teacher efficacy in teaching English, in- dicating that in a foreign language context, oral tar- get language use would be a significant dimension to be considered in examining teachersu2019 self-efficacy in teaching the target language.”, “author” : [ { “dropping-particle” : “”, “family” : “Sabokrouh”, “given” : “Farzaneh”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “English Language Teaching”, “id” : “ITEM-1”, “issue” : “1”, “issued” : { “date-parts” : [ [ “2013” ] ] }, “page” : “66-74”, “title” : “The effect of EFL teachers’ attitude toward English language and English language proficiency on their sense of efficacy”, “type” : “article-journal”, “volume” : “7” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=c5aa6eae-d631-41bc-ad44-4679aad768d7” ] } ], “mendeley” : { “formattedCitation” : “(Sabokrouh, 2013)”, “plainTextFormattedCitation” : “(Sabokrouh, 2013)”, “previouslyFormattedCitation” : “(Sabokrouh, 2013)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Sabokrouh, 2013).
Using information extracted from interviewing six Filipino educators the researchers were able to explore the behavior of Filipino teachers in relation to their cultures. The study intended to gauge their understanding of international education and its effect on their training. From the study, the researchers found that there was a pattern that affects the behavior of the teachers when instructing a classroom with students from diverse cultures. the effects are especially pronounced when the teachers are from a developing country and the students come from a wealthy developed country. These findings point to challenges faced by teachers from the Philippines who ply their trade in international schools ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “10.1016/j.ijedudev.2012.05.005”, “ISSN” : “07380593”, “abstract” : “The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of international education, and how it translates into their pedagogy. The findings of the study reveal inherent patterns of behavior the teachers manifest in handling a multicultural classroom, the factors that affect them as well as the unique dynamics that play out in the interactivity between teachers from a developing country and foreign students from a more economically affluent nation. The study brings to the fore an underlying challenge in the handling of international education by non-western developing countries such as the Philippines and at the same time contributes further to the context of established theories on international education such as the Diversity Pedagogy Theory of Sheets (2005). u00a9 2012 Elsevier Ltd.”, “author” : [ { “dropping-particle” : “”, “family” : “Bernardo”, “given” : “Maria Aurora Correa”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” }, { “dropping-particle” : “”, “family” : “Malakolunthu”, “given” : “Suseela”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “International Journal of Educational Development”, “id” : “ITEM-1”, “issue” : “1”, “issued” : { “date-parts” : [ [ “2013” ] ] }, “page” : “59-64”, “title” : “Culturally-inclusive behavior of Filipino teachers in international schools in the Philippines: Perspectives of international education in a developing country”, “type” : “article-journal”, “volume” : “33” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=a35442c9-dd66-4439-94b3-8f787d1ef8ad” ] } ], “mendeley” : { “formattedCitation” : “(Bernardo & Malakolunthu, 2013)”, “plainTextFormattedCitation” : “(Bernardo & Malakolunthu, 2013)”, “previouslyFormattedCitation” : “(Bernardo & Malakolunthu, 2013)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Bernardo & Malakolunthu, 2013).
A very useful tool in the English as a foreign language classroom (EFL) is a textbook that promotes a universal outlook unfortunately little research has been done to gauge the effect of the use of a global textbook in EFL classrooms. By use of interviews and classroom observations, the researchers investigate three teachers and record their experiences on the utilization of a textbook. They also investigate how the teachers respond to the guidelines and appropriateness of the content in the textbook. From the study it was found that the textbook was full of error, assumptions and omissions and the teachers preferred to give their students alternative reading materials. Since most EFL classrooms utilize a textbook in the instructions care should be taken to avoid poor learning ADDIN CSL_CITATION { “citationItems” : [ { “id” : “ITEM-1”, “itemData” : { “DOI” : “10.1080/07908318.2013.868473”, “ISBN” : “10.1080/07908318.2013.868473”, “ISSN” : “07908318”, “abstract” : “The global textbook has an enormous influence upon what is taught in English as a Foreign Language (EFL) classrooms. As Akbari has noted, our era is not simply u2018postmethodu2019, but one of u2018textbook-defined practiceu2019. What happens, then, when a global EFL textbook is selected for use with Year 1 students at a Thai university? How appropriate is the content; and how do local teachers respond? To date, while there has been considerable analysis of the content of textbooks, there is surprisingly little exploration of how teachers deal with such texts. The present study investigates three teachersu2019 practices through lesson observation and interview. It finds that the prescribed textbook in this instance proved to be misleading in several ways: in its cultural assumptions or discourses; in its lexical accuracy or semantics; and in its presentation of decontextualised grammar. Local teachers reported that they were unsettled by this experience, but were observed to offer little resistance, except to distance themselves and their students from the text.”, “author” : [ { “dropping-particle” : “”, “family” : “Forman”, “given” : “Ross”, “non-dropping-particle” : “”, “parse-names” : false, “suffix” : “” } ], “container-title” : “Language, Culture and Curriculum”, “id” : “ITEM-1”, “issue” : “1”, “issued” : { “date-parts” : [ [ “2014” ] ] }, “page” : “72-88”, “title” : “How local teachers respond to the culture and language of a global English as a Foreign Language textbook”, “type” : “article-journal”, “volume” : “27” }, “uris” : [ “http://www.mendeley.com/documents/?uuid=49842872-ec90-458e-ba87-0137cf76280f” ] } ], “mendeley” : { “formattedCitation” : “(Forman, 2014)”, “plainTextFormattedCitation” : “(Forman, 2014)”, “previouslyFormattedCitation” : “(Forman, 2014)” }, “properties” : { }, “schema” : “https://github.com/citation-style-language/schema/raw/master/csl-citation.json” }(Forman, 2014).
Conclusion
From the literature, it is evident that both Filipino English Language Learners and Filipino Teachers of English as Foreign Language face a myriad of challenges. The challenges stem from the cultural, social economic and academic backgrounds. The solutions to the challenges lie in addressing the root causes. By taking care of the root causes of the problems the teachers will be able to perform their duties with confidence and the learners will benefit more in a conducive learning environment. By taking into considerations from previous research education stakeholders and especially those involved in English language classrooms can formulate innovative methods of teaching English.

References
ADDIN Mendeley Bibliography CSL_BIBLIOGRAPHY Bektaş-Çetinkaya, Y. (2013). Pre-service English Teachers’ Perception of English Language, Target and Self Culture(s). Procedia – Social and Behavioral Sciences, 70, 1525–1530. https://doi.org/10.1016/j.sbspro.2013.01.220
Bernardo, M. A. C., & Malakolunthu, S. (2013). The culturally-inclusive behavior of Filipino teachers in international schools in the Philippines: Perspectives of international education in a developing country. International Journal of Educational Development, 33(1), 59–64. https://doi.org/10.1016/j.ijedudev.2012.05.005
Çapan, S. A. (2014). Pre-Service English as a Foreign Language Teachers’ Belief Development about Grammar Instruction. Australian Journal of Teacher Education, 39(12), 23. https://doi.org/10.14221/ajte.2014v39n12.9
Choudhury, R. U. (2014). The Role of Culture in Teaching and Learning of English As a Foreign Language. Express, an International Journal of Multi-Disciplinary Research, 1(4), 2348–2052. https://doi.org/http://express-journal.com/pdf/april14issue4/theroleofcultureinelt_rahimuddin.pdf
Forman, R. (2014). How local teachers respond to the culture and language of a global English as a Foreign Language textbook. Language, Culture and Curriculum, 27(1), 72–88. https://doi.org/10.1080/07908318.2013.868473
Gonzales, W. D. W., & Torres, P. L. O. (2016). Filipino ESL Learners’ Attitudes toward Cooperative Learning and Their Relationship to Reading Comprehension. Online Submission. Retrieved from http://ezproxy.stir.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED571834&site=ehost-live
Hayes, D. (2009). Non-native English-speaking teachers, context, and English language teaching. System, 37(1), 1–11. https://doi.org/10.1016/j.system.2008.06.001
Magno, C. (2010). Looking at Filipino pre-service teachers’ value for education through epistemological beliefs about learning and Asian values. The Asia-Pacific Education Researcher, 19(1), 61–78. https://doi.org/10.3860/taper.v19i1.1509
Sabokrouh, F. (2013). The effect of EFL teachers’ attitude toward English language and English language proficiency on their sense of efficacy. English Language Teaching, 7(1), 66–74. https://doi.org/10.5539/elt.v7n1p66
Sicam, F. P. M., & Lucas, R. I. G. (2016). Language attitudes of adolescent Filipino bilingual learners towards English and Filipino. Asian Englishes, 18(2), 109–128. https://doi.org/10.1080/13488678.2016.1179474