Education
is a critical enabler and an expectations generator. Marketing the right
decisions today to attain the desired shape of the future is a vital aspect
that characterizes human growth and maturity. A person's success or even
survival is greatly influenced by the orientation, training, and other
preparation they get. As a right to empowerment, education is the main tool
through which economically and socially disadvantaged adults and children can
escape poverty and acquire the ability to fully engage in the innovation that
takes place in the society.
In this modern world, English is
increasingly being used as a tool for interaction among non-native speakers
such as teachers, which means that the norm is not monolingualism but
bilingualism. It has become a tool for international communication in all
aspects. In this regard, intrinsic motivation is a big issue since students may
have difficulties in seeing the relevance of learning English. Also, the
multiplication of varieties of English poses practical concerns for the school
and teachers. One of those concerns is the issue on grammaticalness and
correctness.
In this regard, the teachers are
tasked to prepare the learners to become skillful especially in terms of
bilingualism, or in acquiring English skills. To be equal to the task, they also
need to develop certain competencies and skills. This calls for a clear
understanding of the teaching process, roles, and responsibilities concomitant
to their position in the classroom. How
can a teacher teach a classroom of students under such circumstances? Can teachers
focus their efforts and attention on language? Can students develop an
intrinsically oriented outlook on their motivation to succeed?
It
is in my great understanding that there is a need for the students to be
appropriately skilled not just in writing but as well as in communication
skills to help their entry to the real world. It is imperative for the teachers
to equip and train the students to have an effective English skill, and by
doing so, it should be included in the curriculum content.
Moreover, teachers as public servants are expected to deliver the utmost quality in
education despite the challenges they face. They play a huge role in providing
education on a frontline service.
According
to Navarro,
et.al, (2004), in performing this role, teachers must remember that there is no
single or perfect approach to teaching. Every situation requires a unique
approach. No matter how attractive and seemingly effective a particular method
is, it cannot serve as a panacea or a catch-all for the learning process.
Therefore, teachers must not only be proficient and knowledgeable of present
approaches to teaching, but they must also have the foresight and the
broadmindedness to be open to approaches other than those which they are currently
using. In other words, they must adopt advance learning,
methods, and approaches and should not delve on traditional process.
One of the most salient, if not
relevant, contexts of language teaching is the institution in which teachers
teach the English language. School administrators have something to do with
this for they are the one who oversee the over-all administration of the
institution in terms of academics, leadership, and improving school standards.
Therefore, they must appreciate the importance of English advancement for
survival and adaptation in the workplace, in the community and in society’s
dynamic milieu.
This endeavor is a great challenge
for the school, teachers, and students. But what is the primary role of the
school in carrying out this goal? What are the possible hindrances in employing
effective approach for every student to acquire competitive skills in English?
Also, a socio-political contextual
consideration at play in English teaching is a set of sociocultural issues.
These issues must be considered first to strengthen English towards an
effective English growth. And school administrators should take this into
account in pursuing school’s educational standards.
Taken all together, institutional
stakeholders are imperative in any advancements or development in education. Teachers
and school administrators are the backbone in promoting academic excellence and
quality education in line with the institution's primary goal as a center of
academic excellence. Thus, they are tasked to further their understanding of the
circumstances and potential solutions to some existing pedagogical problems
given the present expectations of various schools regarding the competencies.
Finally, the very existential
question is what status does the school accord English? Does the school have an
official language policy toward English? How does this policy or status affect
the motivation and purpose in the students?
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