The Ateneo Center for English language Teaching (ACELT) and the English Department of the Ateneo de Manila University invite you to the Teaching English in Multilingual Settings (TEEMS) Research Symposium on April 27, 2013 (Saturday), from 9:00-11:00 a.m. at the Natividad GalangFajardo Room, Dela Costa Building, Ateneo de Manila University. This symposium is open to teachers from all levels elementary, secondary, and tertiary. The paper topics for this symposium cover urgent issues in teaching English in non-native, multilingual contexts such as the Philippines. These topics are also highly relevant to the needs of English language teachers who are expected to implement the MTMBLE and K to 12 directives of Dep Ed. The registration fee is Php 500. Registration is open until April 26 (Friday). The fee is inclusive of a mid-morning snack and a certificate of attendance. Payment may be made by bank deposit (kindly check our facebook page for details, http://www.facebook.com/acelt.teachersclub) or be made directly to the Ateneo cashier. For more inquiries, please contact Ms. Vicky Calderon at telefax 4264322 or trunkline 4266001 extension 5315. PAPER PRESENTATIONS Presentation 1: Linguistic Diversity in Philippine Language Education Policy: Challenges and Opportunities Frances Doplon, Ateneo de Manila University How does the Philippines, a multilingual country with over 170 languages, attain linguistic diversity though its educational policies? linguistic imperialism, as opposed to linguistic diversity, in policies from the past decade. It uses the framework of Phillipson (1992) in identifying forms of persistence and resistance. At the same time, the paper explains how this persistence brought about resistance—a critically acclaimed counter-move through the 2009 institutionalization of a mother tongue-based multilingual education policy by the Philippine Department of Education. As a consequence of its findings, the paper argues that the multilingual education program, in its present form, is only a first step to linguistic diversity, as it is still threatened and influenced by deep-seated language beliefs. Speaker’s Bionote: Frances Doplon teaches at the English Department of the Ateneo de Manila University, from which she obtained the degree MA English Language in Literature Teaching. This presentation is culled from her thesis, which was awarded 2013 School of Humanities Outstanding Graduate Research for Best Masteral Thesis. Presentation 2: USAID, Mindanao, and English: The Cultural Politics of the JEEP Project Honey Tabiola, Father Saturnino Urios University, Butuan City All forms of ESL instruction are ideological (Benesch, 1993)1, especially in the context of ELT aid projects which are loaded with the donor agencies’ interests. The Job Enabling English Proficiency (henceforth JEEP) Project is an ELT initiative under the Growth with Equity in Mindanao (GEM) funded by the United States Agency for International Development (USAID) to improve college students’ English proficiency for employment in various job sectors. GEM prescribes to its partner universities and colleges the instructional materials and the classroom methodology to be used. Viewing the classroom through the notion of cultural politics, this presentation shares the preliminary results of a study investigating the students’ oppositional behavior and resistance to the imposed JEEP curriculum. Specifically, it has two objectives: a) to identify the prescriptions of JEEP for the local teachers on language use, on classroom methodology, and on the content of the instructional materials; and b) to identify how students oppose these prescriptions but, at the same time, 1 This paper examines language education policy statements mandated from 2001 onwards. It traces the persistence of Benesch, S. (1993). ESL, ideology, and the Politics of Pragmatism. TESOL Quarterly, 27, 705-717. participate in their own domination. Ultimately, the presentation will show that investigating students’ resistance in the classroom is one step forward to designing a more democratic and appropriate language pedagogy. Speaker’s Bionote: Honey B. Tabiola is currently pursuing his master’s degree in English Language and Literature Teaching at Ateneo de Manila University. He is also a full-time College Instructor at Father Saturnino Urios University, Butuan City, Caraga Region. His research interests include critical pedagogies and language learning and the teaching of English as an international language. Presentation 3: Assessment in the Context of a Changing Language Dr. Isabel Pefianco Martin, Ateneo de Manila University English is a vibrant language, changing and morphing to fit the needs of its users. Because of this, rules concerning English change very rapidly. How do teachers of English confront these changes? How do they assess proficiency in the context of these changes? This presentation challenges the current practice in Philippine ELT of assessing students' language proficiency from the perspective of the "native speaker" of English. Such practice only contributes to the continuing deterioration of the teaching and learning of the language. Instead, alternative and appropriate strategies for assessing proficiency must be employed. These assessment strategies must be premised on the reality that varieties of English exist and not one variety is better than another. Speaker’s Bionote: Isabel Pefianco Martin is associate professor at the Department of English, Ateneo de Manila University, Philippines. She is also Chair of the Board of Trustees of the Philippine Social Science Council. Prior to these posts, she served as president of the Linguistic Society of the Philippines, chair of the Ateneo de Manila English Department, research coordinator of the Ateneo de Manila School of Humanities, and Executive Director of the Philippine Social Science Council. She has published works in international publications, including the Routledge Handbook of World Englishes and the Journal of World Englishes. Her research interests include world Englishes, Philippine English, languages in education, language and law, and language policy