Reality Bites: A Systematic Literature Review of K to 12 English Language Teaching in the Philippines

https://doi.org/10.32996/ijllt.2020.3.12.11

Authors

  • Paolo Menozo English Faculty, Northwest Samar State University, San Jorge Campus, San Jorge, Samar, Philippines

Keywords:

English language teaching, systematic literature review, K to 12 curriculum

Abstract

Language teaching in the Philippines has been rapidly evolving since the K to 12 Curriculum was passed into law in 2013. However, the question lies on whether this evolution has made significant impacts over the years among Filipino language learners. This study was conducted in order to examine the status of English language teaching in the Philippines. It utilized the qualitative approach using systematic literature review (SLR). 21 papers were placed under careful scrutiny using 4 inclusion and exclusion criteria. As a result, 10 papers have qualified and were selected as samples. The findings of this literature review reveal that the K to 12 English language teaching in the Philippines apparently 1.) fails to satisfy both the students’ and teachers’ ESL teaching and learning needs and that 2.) the curriculum lacks the sense of direction in content and practice. However, further studies are suggested to validate these results.

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Published

2020-12-30

How to Cite

Menozo, P. (2020). Reality Bites: A Systematic Literature Review of K to 12 English Language Teaching in the Philippines . International Journal of Linguistics, Literature and Translation, 3(12), 80-86. https://doi.org/10.32996/ijllt.2020.3.12.11