Related Literature

Students fail in school for a variety of reasons. In some cases, their academic
difficulties can be directly attributed to deficiencies in the teaching and learning
environment. For example, students with limited English may fail because they do not
have access to effective bilingual or English as a second language (ESL) instruction.
Students from lower socioeconomic backgrounds may have difficulty if instruction
presumes middle-class experiences. Other students may have learning difficulties
stemming from linguistic or cultural differences. These difficulties may become more
serious over time if instruction is not modified to address the students' specific needs.
Unless these students receive appropriate intervention, they will continue to struggle,
and the gap between their achievement and that of their peers will widen over time.
Still other students need specialized instruction because of specific learning
disabilities. The over representation of English language learners in special education
classes (Yates & Ortiz, 1998) suggests that educators have difficulty distinguishing
students who truly have learning disabilities from students who are failing for other
reasons, such as limited English. Students learning English are disadvantaged by a
scarcity of appropriate assessment instruments and a lack of personnel trained to
conduct linguistically and culturally relevant educational assessments (Valdes &
Figueroa, 1996). English language learners who need special education services are
further disadvantaged by the shortage of special educators who are trained to address
their language- and disability-related needs simultaneously.
Improving the academic performance of students from non-English backgrounds
requires a focus on the prevention of failure and on early intervention for struggling
learners. This digest presents a framework for meeting the needs of these students in
general education and suggests ways to operationalize prevention and early
intervention to ensure that students meet their academic potential.
Prevention of failure among English language learners involves two critical
elements: the creation of educational environments that are conducive to their academic

success and the use of instructional strategies known to be effective with these students
(Ortiz, 1997; Ortiz &amp Wilkinson, 1991). Preventing school failure begins with the
creation of school climates that foster academic success and empower students
(Cummins, 1989). Such environments reflect a philosophy that all students can learn
and that educators are responsible for helping them learn. Positive school environments
are characterized by strong administrative leadership; high expectations for student
achievement; challenging, appropriate curricula and instruction; a safe and orderly
environment; ongoing, systematic evaluation of student progress; and shared decisionmaking among ESL teachers, general education teachers, administrators, and parents.
Several other factors are critical to the success of English language learners, including
the following: (1) a shared knowledge base among educators about effective ways to
work with students learning English, (2) recognition of the importance of the students'
native language, (3) collaborative school and community relationships, (4) academically
rich programs that integrate basic skill instruction with the teaching of higher order skills
in both the native language and in English, and (5) effective instruction.
(http://www.colorincolorado.org/article/5622/)
Learning English aims at helping students use the language effectively for real
life purposes. Students need to use English to become functional in professional,
academic and social settings. In the Philippines, English proficiency is found out to be
declining. A recent language test result showed that the Philippines is no longer the top
one English-speaking country in Asia. This brought up an alarming impact towards jobproviding industries in and out of the country, and is currently driving the Department of
Education to intensify the effort of providing an educational system that will improve
students mastery in English. However, programs and projects conducted by schools
are not enough to promote the development of English language proficiency among
Filipino students. Teachers have to be competitive enough in using the language to
effectively teach students in becoming critical and analytical in communicating with the
the use of English. Learning experiences that will help students reach the optimum level
of their communicative ability must be provided.

There are various ways that we could take in order to pursue the improvement of
our students English language proficiency. One way is to encourage students to speak
the language regularly especially within the school premises. Schools have been
promoting the English Speaking Campaign whereing students are obliged to speak in
English whenever they are inside the classroom. Development always start within
oneself, thus, students are encouraged to do self-study and practice to improve their
skills. Interacting with native speakers of English is also highly encouraged.
Watching movies in English and listening to English spoken media is also an
effective way in improving English communication skills. Students nowadays are highly
exposed to music and films that are using the English language. Although it has been
observed that songs of today have a lot grammatical error (or simply because of the
writers choice to make the lyrics poetic), students tend to adopt the way native
speakers deliver the language.
Another helpful factor that students are being exposed to is the Internet where
sources of all information the need are always in their reach. Visiting websites, reading
different types of articles, and discussing topics in English help them become confident
in

using

English.

(https://bsuexegesis.wordpress.com/authors/language-

education/pursuing-english-language-proficiency-among-filipino-students/)
The quality of education in the Philippines has deteriorated over time due to lack
of resources vis a vis the continuously growing number of enrolled young individuals
an ongoing challenge to the nation despite its economic progress, the increase in
foreign investments, and considering todays business practices and lifestyles heavily
influenced by modern technology.
It has experienced a slump between 2010 and 2011 unlike other Asian countries,
according to the WEF Global Competitiveness Report covering the years 2009 to 2013.
Included in the report are figures that translate to the national government spending a
very low percentage of the GDP on education, making the Philippines second to the
lowest in education expenditure since 1998. In terms of GDP spending per pupil from

2008 to 2011, as evaluated by UNESCO, the Philippines percentages per level are
consistently low compared to Malaysia, Singapore, Thailand, Vietnam and Indonesia.
Therefore, the after-effects of Filipinos being deprived of strong education reforms are
insufficient number of classrooms and teaching materials, higher pupil-teacher ratio,
and the worst of all, inadequate opportunities for further training leading to
incompetency of some teachers and graduates in skills such as communicating
effectively in English the universal language.
Two of the 12 recommendations in relation to strengthening English fluency
among Filipinos enumerated by Arangkada Philippines, an advocacy paper focused on
promoting speedy solutions to economic growth and development, as a necessity in
school and in business are: To advance bilingualism, undertake a vigorous public
campaign to emphasize the importance of English competency to entering and existing
workforce members. (Immediate action OP, DepEd, NEDA, and private sector)
Recognize high schools and tertiary schools and students who score well on English
tests. (Immediate action DepEd and private sector) Moreover, humanitarian
organizations such as the USAID Philippines and Phil-Dutch Educational Scholarship,
Inc. aim to improve English teaching methods, administer English language proficiency
training in higher education, and aid the underprivileged in being more equipped and
confident to work in English-speaking companies.
Students will be able to familiarize themselves with tried-and-tested tips and
techniques in oral and written communication created by native English speakers.
Teachers, on the other hand, are to be given the chance to enhance their knowledge
and literacy in the English language in order to contribute to the much deserved change
in the national education sector, or if they choose to teach in countries where Filipino
teachers are being seriously considered, such as Vietnam and the United States.
(http://americanenglish.ph/featured/english-and-philippine-education-thegood-and-the-bad/ )