ICT, English, Science, TLE, and Math
Confluence
I.
II.
III.
IV.
Rationale, Scope, and Limitations of Lecture
Why English for TLE, Math, Science,
Language, and Reading Courses?
What Kind of English?
Trends in the Uses of English
A. ESL, ESP
B. English vs englishes
C. Globish
VI. Some Local Trends in the Curriculum
A. DepEd and Publishers: The UBD/ Backward
Curriculum Design
B. Aminah Rasul and the Asia Foundation: The
Islamic Peace Model in the Curriculum
C. The IMCS: The Modular Approach to Lessons
D. The DepEd: Climate Change Adaptation in the
Curriculum
V. Some ICT Use within the High School
Experience
A. The UPIS and Other Schools’ Homegrown
Initiatives
B. The CICT Ischools IBT Project
C. The First CampBlog Experience
D. Distance Education for HS?
VIII. Global Trends to Consider
A. The Ethical Practice of Language Use
1. Language as a Medium: Second Language
2. Content and the Phenomenon of
“Globalization”
3. Use of Material
4. The Ethos in Participative Journalism
IX. Conclusion
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Main Presentation (Insights…)
Grammar Handout
Filipinisms (Keep that…)
CIRCA Homepage
Cayetano Bill
Globish Texts
Globish Exercises (From Site and Jargon)
Math Lesson Plan (CCA-Modular)
English Lesson Plan (Sample and Exercise)
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Science Lesson Plan
TLE Lesson Plan
The UBD (Background)
Sample UBD Lesson
Writing Exercise
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More in the next days…
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Not your garden variety paper reading
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Not a discussion of English by the grammar
police– yet!
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From a perspective as practitioner, observer
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For you as users of English as your content
and/or blog tool
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English as Content: a given
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English across the Curriculum: a given
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Growing role of English : Literature–based
Instruction, ESP
Establishes “imagined communities” in
science, economics, other expertise
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Studied by more than 90% of primary school
students in Norway and Austria , 80% in
Spain
Germany: accepted as an academic and
communication language since 1945
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GlobalEnglish (2007) Report on 10,000
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More than 1/3 of world’s pop. speaks English
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respondents in 100 countries in 150 global
companies: 175M studying Engl, 2B by 2010
YET 88% of the world’s population was not
born in a native speaking country.
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From Math:
Farmer Juan harvested 100 mangoes. If he put 20
of them in a basket, how many mangoes does he
now have?
From TLE:
Life is so hard, you have to scrub horse.
In an interview you have to dress well so you
have arrive.
“The nipa hut is a kind of house
can you find your mother’s blouse?”
“In Quiapo there are many vendors around,
There are also people on the ground...”
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From Science
“Gender is when you use it for boys and girls
Sex is for adults, when you use it for males
and females.”
From English
“In the buko there is niog
you can make macapuno to feed your dog.”
“You will reach an intersection where you will
find two roads crossing. Don’t mind them.”
“Suddenly, at the end of the road, you will
find a road going to your left.”
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Key Word: register
Example: Technology vs technologies
Example: English is not always standard
/scientific logic!
Yet it has its own logic (idiom, for e.g.)
If someone from Poland is a Pole, is
someone from Holland a Hole?
Why do we call material sent by car as a
shipment and material sent by ship as cargo?

British Council, U of Cambridge:
“English: the Language the World Speaks”
The World:
But what kind of English are we talking
in…
and about?
Inner:
Native
English
Outer: ESL
Expanding:
EFL/EOL
Kachru, 1985,
1997
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Issues: divisions not airtight
Issues: not nativeness, not geography but
consciousness and ideology
See Davies, 1996; Kramsch, 1997
English is not a birthright.
It is self-ascription.
(Davies, Kramsch)
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Acceptance and movement from one to the
other group is rare
Davies: not citizenship/birth, not education,
not proficiency
But somehow proves to be
in real life practice
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Usually through access provided by economic
and educational mobility
BY having access to ICTs
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David Crystal, 1997; David Graddol, 1997
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Concepts of: Global English and English Next
“The Empire Strikes Back!”
BANA= British, Australian North American
English
BANA?
NAH!
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For Philippine use: Standard American
Why? Historico-Cultural, Political, Educational
Grounding
Why the need to use standards?
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Aftering (Malaysia) : I am aftering you.
Fashionate (Malaysia): Fashionate clothes
Twens (Germany): Twens are fashionate
Cocktail (Italy): An “askal” is a cocktail
Tights (Italy): Men wear tights!
Kissing (Nigeria): Kissing is illegal in Nigeria
Pink (Japan): It is hard to be pretty in pink in
Japan
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Note variances in UK, Aus, NZ, Canadian vs
US English
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Cinema vs theater
Underground vs subway
First floor vs ground floor
Drawers
Bomb
Rubber
Boot vs trunk
Hood vs Bonnet
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British Idiom
Dog and bone: Get the dog and bone
Cock a snook
Loaf of Bread: Use your loaf of bread
Pommie (prisoner of the motherland)
Australian Idiom
Limey
Shake the hand of the wife’s best friend
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Lourdes Bautista, 2000; Andrew Gonzales,
2000
Anvil-Macquarie Dictionary of Philippine
English for High School (2000)
Bakya /ba’kja/ (say bah-kyah:1. appealing to
the masses: This is truly bakya entertainment.
2.the bakya crowd, the common people, the
masses
Note: …refers to the wooden clogs formerly
worn by the common people
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salvage
bihon
istambay
asalto
halo-halo
bahala na
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The more, the manyer.
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It’s not my problem anymore. It’s your
problem anymore.
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I have a friend in mine.
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Keep that bear in mind.
◦ From: The More the Manyer
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Parlez Globish by John-Paul Nerriere (2004)
61500 words in English vs 1500 words in
Globish
(Search Key: globish, about globish)
1.
2.
3.
4.
Use only words in the Globish glossary
Keep sentences short
Repeat yourself
Avoid metaphors and colorful
expressions
5. Avoid negative questions
6. Avoid all humor
7. Avoid acronyms
8. Use gestures and visual aids
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This little tidbit of literary joy is
amiable and a slam dunk to
peruse, notwithstanding the fact
that it has the overwhelming gall
to propose a revamping of our
methods of verbal exchange
around the world.
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This book is easy to read and with
pleasure. Still, it proposes a complete
change in the way we communicate
around the world.
From globish site
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Gullas, del Mar, Villafuerte : HB 5169
(Consolidated English-only Bill) – strengthen
and enhance the use of English as the
medium of instruction from elementary to
tertiary level
vs Guinigundo: HB3719 (Multi-lingual
Education and Literacy Bill)
 “We
now live and compete in
the fast-moving information
technology (IT) age and
English is the language of
technology. (GMA TV News
2008)
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Watch Your English by Rodolfo de los Reyes
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Be Your Own Grammar Teacher (series) by
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Write Better, Speak Better by J Kuhn
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Use the Right Word, Readers’ Digest
LEAD, Inc.
Publications
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The More the Manyer by Tahanan Publ
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Eats, Shoots and Leaves
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Many links on the internet
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owl@purdue
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REMEMBER: .edu in addie
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The UPIS and Other Schools’ Homegrown
Initiative
The CICT Ischools IBT Project
The First CampBlog Experience
Distance Education for HS?
◦
BALS
J Rizal HS, San Juan
“Models” : M-Learning, UP IVLE/Moodle, nicenet.org,
UP DILC
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BALS- Bureau of Alternative Learning t
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IVLE-Interactive Virtual Learning Environment
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MOODLE: Modular Object Oriented Digital
Learning Environment
DILC – Diliman Interactive Learning Center
dilc@upd.edu.ph
Plugs for the Pilot and Limited Free
M-Learning Materials
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DepEd
Some Publishers:
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Understanding by Design: The Backward Design Model
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"To begin with the end in mind means to start with a clear
understanding of your destination. It means to know
where you’re going so that you better understand where
you are now so that the steps you take are always in the
right direction." (Covey, 1994)
 Identify
desired results.
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 We
must ask...
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What would we accept as evidence that students
have attained the desired understanding and
proficiencies - BEFORE - proceeding to plan
teaching
and learning experiences?
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Determine acceptable evidence.
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Plan learning experiences and instruction.
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Worth being familiar with: What do we want
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Important to know & do: Mastery required at this
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students to read, view, research and otherwise
encounter?
level. Important knowledge (facts, concepts, &
principles) and skills (processes, strategies, &
methods).
"Enduring" understanding: What we want
students to "get inside of."
(Wiggins & McTighe)
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Goal
Role and situation
Audience
Product and Presentation
Evidence of Learning
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Where the work is headed and the purpose
Hook students with engaging work that
makes them more eager to explore key
ideas
Explore the subject in depth and equip
students with required knowledge and skills
to perform successfully on final tasks
Rethink with students the big ideas;
students rehearse and revise their work
Evaluate results and develop action plans
through self-assessment of results
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The IMCS: The Modular Approach to Lessons
The DepEd: Climate Change Adaptation in
the Curriculum
Propositions under review; in very raw stage
Initiative vs Practicability and Learning
Experience
Rasul and the Asia Foundation: The Islamic
Peace Model in the Curriculum
Asia Foundation Sponsored
Still in English as its medium of Instruction
Uses a lot of activities requiring expression in
both oral and written language
Text analysis is dependent on linguistic skills
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USE ICTs in: search for sites to use as links,
references on CCA, English-Only, ESL,ESP
Thrusts: GLOBAL BASE
USE ICTs in: creating modular designs:
format, delivery, platform – the new literacy:
visual literacy
USE ICTs in your advocacy: reach out to
community of learners/teachers in the world
Social Networking
The Ethical Practice of Language Use
English as a Medium:
1. Consider the overt expression (nominal)
2. Consider the implications (intentional)
subtexts of: sexism or non-gender fair
reference, cultural, racial or religious
insensitivity, political slurs, ageism, etc.
Particularly in the young readers’ and young
adults’ curriculum: the shrinking world, the
world as flat
Globalization a paradox: borderless world
means familiarization with a bigger world
that begins with an almost nativist,
indigenous, localized focus
Globalization’s main code: English
Though information is readily available, shared
Remember:
Creative commons
Copyrights/Authorship
Originality/Plagiarism
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Info dissemination no longer linear
Communicative model more like a wheel:
◦ Decentralized
◦ Participatory: A conversation, shared experience
◦ Information, knowledge dynamic and mediated at
various levels and instances:
Interaction= Assertion, Validation = Knowledge
COMMUNICATIVE AND COMMUNITY LEARNING
1. Teach and learn with a concern that
everyone has worth.
2. We should not hurt each other’s feelings.
3. We should learn to tolerate differences or
otherness.
For ICTs in Education, English is the medium
for greater reach and global dialogue
But using English– or language itself- has
moral strings attached
Expressions within ethical, self-regulated or
community-of- reader-moderated bounds
English is not just a language to use as
medium or content
English is consciousness, culture, attitude
Teach and learn with an attitude of social
responsibility
An adage of technology and knowledge
management, human capital development
thrusts at present
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Apply to the use of English
Apply to the choice of materials
Apply to implications and interrelations
language inevitably leads to
USE English to teach nationalist practice and
concepts and to lead to ethical social
practice: community’s, people’s, nation’s
needs, hopes and efforts