ELS 204 - Finals Flashcards
Prior to Spanish colonization in the 16th century, the Philippines was inhabited by various indigenous peoples speaking hundreds of languages and dialects. These languages were primarily oral and often lacked a standardized writing system.
Pre-Colonial Period
Spanish Colonial Era (1565-1898)
Spanish became the official language of government, education, and
religion under Spanish rule. The Spanish language greatly influenced Filipino vocabulary, grammar, and
culture. However, Spanish proficiency was limited to the elite class and clergy, while the majority of the
population continued to speak indigenous languages.
With the arrival of American colonizers, English was introduced
as the medium of instruction in schools alongside Spanish. The establishment of public education systems led to the widespread adoption of English as the language of instruction in schools and universities. English proficiency became highly valued for socioeconomic advancement and employment opportunities.
American Colonial Period (1898-1946)
The Philippine Commonwealth government further promoted
English as the primary medium of instruction, aiming to modernize education and facilitate national
development. English language programs were expanded, and efforts were made to standardize English
proficiency tests.
Commonwealth Period (1935-1946)
Post-Independence Period (1946-present)
After gaining independence from the United States in 1946, the Philippines continued to prioritize English as the medium of instruction in education and the language of government and business. However, there was growing recognition of the need to preserve and promote indigenous languages and cultural heritage. Efforts were made to include Filipino (based on Tagalog) as a national language alongside English. In 1973, the Philippine Constitution declared Filipino and English as official languages of the country.
In recent decades, language policy reforms have aimed to enhance bilingual education and promote multilingualism in the Philippines. The 1987 Constitution recognized Filipino as the national language and mandated the development of the country’s regional languages. The Department of Education implemented the Mother Tongue-Based Multilingual Education (MTB-MLE) program, which integrates students’ native languages into the curriculum to improve learning outcomes.
Language Policy Reforms
English proficiency remains a key focus in Philippine education, with English widely used in business, media, and international communication. However, there is also growing emphasis on the revitalization and preservation of indigenous languages and cultural diversity through language
programs and initiatives.
Current Trends
Government bodies at various levels (national, regional, and local) play a
significant role in formulating language policies and programs. These agencies are responsible for
setting language standards, establishing educational curriculum guidelines, and allocating resources
for language education initiatives.
Government Agencies
Schools, colleges, and universities are instrumental in implementing
language policies and programs. They design language courses, develop teaching materials, and
provide language instruction to students. Educational institutions also collaborate with government
agencies to align their language programs with national or regional language policies.
Educational Institutions
These organizations advocate for the preservation and promotion of
specific languages or language varieties. They may lobby government officials, raise public awareness about language issues, and provide support for language revitalization efforts within communities.
Language Advocacy Groups
Linguists and language scholars contribute to the development of
language policies by conducting research on language acquisition, language variation, and language
planning. Their expertise informs decisions regarding language education strategies, language
standardization, and bilingualism policies.
Language Experts and Linguists
Non-governmental organizations (NGOs), community groups, and
cultural associations often play a role in promoting linguistic diversity and supporting language maintenance efforts. They may organize language classes, cultural events, and advocacy campaigns to preserve minority languages and heritage languages.
Community Organizations
Entities such as UNESCO (United Nations Educational, Scientific and
Cultural Organization) and the Council of Europe may influence language policies and programs on a
global scale. These organizations promote linguistic diversity, multilingualism, and language rights
through international treaties, declarations, and guidelines.
International Organizations
Ultimately, language policies and programs are implemented for
the benefit of language users and communities. Their feedback, input, and participation are essential
for the success of language initiatives. Language users may include students, parents, educators,
speakers of minority languages, immigrants, and other stakeholders affected by language policies.
Language Users and Communities
_________ and _________ are the preferred tests to complete for EFL students who wish to study in English speaking countries.
TOEFL and IELTS
________ is more business and work focused, preferred by employers to assess the English level of
potential employees.
TOEIC
________ is a standardized test to measure the English
language ability of non-native speakers wishing to enroll in English-speaking universities. It is
one of several major English-language tests worldwide, including IELTS, Duolingo English Test,
Cambridge Assessment English, and Trinity College London exams.
Test of English as a Foreign Language (TOEFL)
TOEFL is a trademark of the ________________________, a private non-profit organization,
which designs and administers the tests. ETS issues official score reports which are sent independently
to institutions and are valid for two years following the test.
Educational Testing Service (ETS)
TOEFL was first administered in _____ by the Educational Testing Service (ETS) in the United States. It was initially developed to measure the English proficiency of international students applying to universities and colleges in English-speaking countries.
1964
TOEFL assesses the four language skills:
Reading, Listening, Speaking, and Writing
The main goal of _______ is to evaluate a test taker’s ability to use and understand English at the
university level. It aims to provide universities and colleges with a standardized measure of English
language proficiency to ensure that non-native English speakers have the necessary language skills to
succeed academically in an English-speaking environment.
TOEFL
The _________________________ is an international standardized test of English language proficiency for non-native English language speakers. It is jointly managed by the British Council, IDP and Cambridge English.
International English Language Testing System (IELTS)
IELTS was established in ____ as a collaboration between the British Council, IDP: IELTS
Australia, and Cambridge Assessment English. It was designed to assess the English language proficiency of
non-native English speakers seeking to study or work in English-speaking countries.
1989
IELTS evaluates the four language skills: Listening, Reading, Writing, and Speaking. It is available
in two versions: _____________________. The Academic version is for those applying for higher education or professional registration, while the General Training version is for those migrating to English
speaking countries for secondary education, work experience, or training programs.
Academic and General Training
This section assesses how well you understand ideas, recognise opinions and follow the development of an argument.
Listening
This section assesses how well you read for general sense, main ideas and details, and whether you understand the author’s inferences and opinions.
Reading
