final chapter compiled)

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CHAPTER I

INTRODUCTION

Background of the Study

English, as we know it, descends from the language spoken by the north Germanic tribes who

settled in England from the 5th century A.D. onwards. They had no writing (except runes, used

as charms) until they learned the Latin alphabet from Roman missionaries. The earliest written

works in Old English (as their language is now known to scholars) were probably composed

orally at first, and may have been passed on from speaker to speaker before being written. Old

English literature is mostly chronicle and poetry - lyric, descriptive but chiefly narrative or epic.

By the time literacy becomes widespread, Old English is effectively a foreign and dead

language. And its forms do not significantly affect subsequent developments in English

literature. (With the scholarly exception of the 19th century poet, Gerard Manley Hopkins,

who finds in Old English verse the model for his metrical system of "sprung rhythm".)

From 1066 onwards, the language is known to scholars as Middle English. Ideas and themes

from French and Celtic literature appear in English writing at about this time, but the first great

name in English literature is that of Geoffrey Chaucer (1343-1400). Chaucer introduces the

iambic pentameter line, the rhyming couplet and other rhymes used in Italian poetry (a

language in which rhyming is arguably much easier than in English, thanks to the frequency of

terminal vowels). Some of Chaucer's work is prose and some is lyric poetry, but his greatest

work is mostly narrative poetry. Other notable mediaeval works are the anonymous Pearl and

Gawain and the Green Knight (probably by the same author) and William Langlands' Piers

Plowman.

A lot of international students come to Philippines to learn English. Learning English is

important because it is the most common language in the world holding the title of being the

Universal Language. Almost 60% people in the world use English regularly. Learning English

is very important because it improves ones chance of getting a good job, helps one

communicate in foreign countries, and broadens ones social networking. First, learning English

improves the chance of getting a good job. Companies which deal with international clients and

suppliers rely on English-speaking employees to interpret for them with the day-to-day

operations. The requirements for the position consists the ability to speak English. Therefore,

learning English improves ones chance of getting this position speak English A lot of


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Objectives of the Study

The general objective of this study is to know the evaluation of English IV Curriculum

of Jesus the Risen Savior School: A basis for Curriculum Engineering.

And its specific objectives areto determine the advantages and disadvantages of using

reference books and materials, to evaluate the teaching skills of the english teacher, to evaluate

the system of the curriculum and to identify if the students can cooperate during the lessons.

Scope and Limitations

The scope of this study is to determine how the means of evaluationg English literaturecan benefit to the students of Jesus the Risen Savior School by the English books and materials

the school provides and the quality of the English teacher who can provide various informations

to the students. My limitations are my respondents who answered my servey. It wasnt hard to

find all of them because my respondents were my classmates as well, a total of 24 respondents

including me.

Definition of Key Terms

Evaluation is a diagnosis or diagnostic study of a physical or mental condition.

Curriculum is the aggregate of courses study given in a schools, Universities, and learning

stations. Curriculum Engineering is the means of improving the curriculum of the given course

by finding more ways to enhance the curriculum for better benefits of the learning students.

Variables, Indicators and Categories

*This part of the questionnaire indicates questions about the books and materials regarding the

subject matter

Books and Materials

1. Our book helps us to develop our communication skills.

2. I started to like our book in English because it is applicable to us.

3. Our book helps us to be more proficient in English Language.

4. Our book contains varied activities that helps apply our English skills.

5. I prefer to use our book as a reference.


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6. Our teacher can explain the lessons efficiently.

7. Our teacher is well-versed in English.

8. Our teacher only speaks in English when inside the classroom.

9. Our teacher gives us opportunities to express ourselves in English.

10. Our teacher gives us opportunities to express ourselves in English.

*This part of the questionnaire indicates questions about the Curriculum of the subject matter

Curriculum

11. The lessons are applicable for our year level.

12. We can finish writing essays at the given amount of time.

13. We can answer the seatworks and homeworks easily.

14. We are not irritated when answering the examination papers.

15. We can apply what we learn outside the school.

*This part of the questionnaire indicates questions about the students

Students

16. We participate actively during English class

17. We pass all exams easily.

18. We make our assignment regularly.

19. We make our projects on time.

20. We can cope with all the requirements in the subject.

Importance of the Study

The significance of the study is to know if theres a need to improve the English IV

curriculum. It gives great opportunities of getting a job in the future. It helps one to

communicate with other people in foreign countries. People who can understand and is aware

of the proper usage of speaking English well can travel to many countries by themselves.

CHAPTER II

Review of Related Literature

Whatever our view of development, we cannot conceive of it without reference to

education which constitutes its backbone. Likewise, talking about different ways in which

the teaching and learning of English can contribute to the development of the country is


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and development, one needs to answer some questions what is development? What is the

relationship between English language teaching and learning on the one hand, and

development in its various manifestations on the other hand? How can foreign language

education contribute to the improvement of education and hence to the development of the

country and its people? The answer to these questions will necessarily be based on the

conception of development, and especially the role of education.

1. WHAT IS DEVELOPMENT?

A variety of views are currently held about development, rang-mg from a

materialistic definition, highlighting the various manifestations of development, be

they economic, technological, financial etc., to a humanistic definition focusing on

human development. Another related notions modernization. Recently, because of the

prevailing liberal ideas underlying the current monetarist orientation, development is

equated with efficient management of time, resources, including human resources. The

often-cited examples of success in these areas are those of Japan and the so-called dragons of

South East Asia.

The debate about development both in developed and underdeveloped countries,

while still heated, has given birth to a variety of attitudes among those concerned either

directly or indirectly. Broadly speaking, there are those who totally reject the model of

development illustrated by the West and those who accept it. In between, we find a

continuum of positions, accepting some aspects of development and rejecting others: the

difference being that of degree and priorities.


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way of thinking, of doing things, in sum, change in the way of life. Within this, a further

implication is that there is a constant quest for the better. On the other hand, some people

argue that true development is the one which comes from "inside, rather than the one

initiated from outside. Others maintain that it is practically impossible to achieve any

development without some form of inspiration from what is available outside. In both

cases, development is seen as a natural process, a necessary means to improve the quality

of living and not simply for the purpose of imitating or replicating models embodied in

developed countries.


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All in all, to achieve development requires some form of education or

training. If development is conceived of as a simple accumulation and use of technological

products, i.e. limited to consumption, the training will be limited in time and scope. But if

development means human development, with the purpose of laying the foundations for

creation and production, including the production of commodities necessary for a better-

quality life, the process is very long and may require generations before the fruits of that

process become palpable. Hence, education for development is a long-term process.

Development means change in attitudes and mentalities in addition to the acquisition of the

necessary knowledge and skills which can guarantee continuous change and therefore

stimulate development.

2. LEARNING ENGLISH AND EDUCATIONAL DEVELOPMENT

If the role of education aims first and foremost to prepare young generations for the

future, it must necessarily attempt to equip them with ways and means of confronting the

future on firm grounds and with a certain confidence, taking into account, not only their

immediate needs within their present environment, but especially their future needs in a

much wider environment. Given the current state of affairs, and the easy access to

information made possible thanks to the fast-growing information technology and the

available sophisticated means (e.g. multi media, satellite dishes etc.), it is no longer

possible for any community or country to remain insular to the influence of international

mass communication. Any attempt to shield oneself from the ever-increasing influence of

international mass communication will only be partially successful. On the other hand, as it

is generally acknowledged now, power in the future will not only be limited to the

possession of a powerful economy or a war in- dusty, but will be in the hands of those who


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- English on the international scene : in politics, trade, diplomacy, etc.

- English as means of international communication news media, publishing, scientific

information being transmitted through the medium of English.

In most cases, English is used as a lingua franca without the involvement of native

speakers of English. In a sense, the language is no longer an exclusive property of its native

speakers. Since most of the information circulating worldwide is transmitted via English,

knowledge of English has become a necessity. The international character of the English

language has made it a must in the curricula of almost all educational systems worldwide.

This is why the rationale for teaching English is be-coming more and more self-evident. No

wonder that the aims and objectives for teaching English in many countries highlight the

role of English as a means of opening a window, not only on the English speaking world,

but on the rest of the world in general. Hence, English language education has become an

integral part of any educational enterprise. Though educational systems differ in their

approach to foreign language education, they share a number of aims and objectives.

The official guidelines for ELT in Moroccan secondary schools (1994: 3) state the following:

- to help the learners achieve the necessary language proficiency to meet the

requirements of the Baccalaureate paper,

- to enable the learners to communicate with other users of English, either in speech or

writing. Hence the necessity to train the learners to use their knowledge of the


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language system in the skill areas of listening, speaking, reading, writing and

combinations of these skills,

- to familiarize the learners with the language system of English, and therefore to

enhance their awareness of the specificity of their own language, to help them

develop an awareness of cultural differences and hence of their own cultural identity,

to promote understanding of other cultures,

- to enable the learners, in the course of post secondary education or training to use

reference materials in English,

- to meet the needs of the job market.

As can be seen, some aims are short-term ones, focusing on the linguistic aspects and

skills required for exams, while others point to the future uses of English. A third

category is geared to-wards developing both language and cultural awareness.

However, because of the way they are phrased, these aims generally lack the

educational dimension necessary in the teaching / learning of any subject. In fact,

utilitarian concerns may obscure the full potential benefits which can be incorporated

in English language teaching. In addition, a look at the syllabus, the guidelines as well

as the daily practice shows that the implementation of long-term aims is wanting if

not lacking. Hence, a re-consideration of these aims is a much wider perspective. To

this end, a model of educational aims for English language education is suggested and

phrased in the following terms (adapted from Trim, 1978):

- to extend the learner's horizon of communication beyond that of his or her own

linguistic community.

- to enable him or her to realize the validity of other ways of organizing, categorizing

and expressing experience, and of other ways of managing personal interactions.

- to enable him or her to search for, discover and understand information relevant to his

or her needs and interests through the medium of a foreign language


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properties of his or her own language in relation to those of another language and of

the uses to which language is put in everyday life.

- to enable him or her to develop the study skills necessary to the effective, self-

directed study of language to a higher level or for specific purposes.

- to enable him or her imaginatively to extend the repertory of roles he or she can

construct and play within contexts in which the foreign language can be used, such

that he or she

a-engages purposefully and appropriately in those contexts,

b- reflects on the processes of language and of social interaction,

c-develops his or her understanding of the complexities of personal interaction in

social contexts.

These aims and objectives can be integrated in the curriculum for foreign language

education which should aim to foster the following components (adapted from UIlmann

1982, Stern

1983):

a- Proficiency (understanding of and ability to communicate in the foreign language).

b- Knowledge (specific experience with and knowledge of TL)

c- Affect (positive attitudes towards the TL and LL).

d- Transfer (general knowledge about language and language learning, the ability to apply IL

strategies in new settings, and the ability to apply knowledge, skills and attitudes learned in

the IL setting other subject areas of the curriculum).


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As can be seen, the above aims can constitute a much wider framework for English

language teaching and leaning which highlights the educational dimension of the foreign

language. Both teacher and student should work towards an educational approach the scope

of which is not limited to the linguistic aspect of language teaching and leaning, but

extended to the much needed cognitive skills and the desired study habits. Another area of

English language teaching which certainly needs reconsideration is the type of English.

This is all the more crucial as it has a lot of bearings on the so much desired perspective of

development.

3. TYPES OF ENGLISH FOR DEVELOPMENT:

Traditionally, the curriculum for TEFL in this country or else-where is characterized

by the choice of texts and themes which depict a number of features of the Anglo-Saxon

culture and civilization, including reference to habits and customs along with some excerpts

(simplified or original) from the Anglo-Saxon works of literature. Recently, a notable

change was noted in the Moroccan textbook which includes texts about the local culture

and civilization and texts which are of an international nature or of a general interest

(history, general science, human issues), not necessarily linked to the Anglo-Saxon culture

or civilization. However, though this orientation may motivate learner and help them achieve

a certain proficiency, it is still short of meeting some of the future needs of students

within the perspective of development. In addition, though current practices may be

pedagogically viable in the first stages of learning, they are not productive and beneficial in

later stages, especially from the perspective of future employment. Hence a reconsideration

of the type of English that is practiced in our classroom (both at the secondary and

university levels) is necessary. The following suggestions may be considered as a

starting point for the development of a curriculum within the framework presented above


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English which could constitute the backbone of this curriculum are:

3.1. ENGLISH FOR SCIENCE AND TECHNOLOGY

This orientation is usually met with resentment on the part of teachers with a liberal

arts training, but in fact it should not be looked at from the perspective of narrow

specialization. In fact, there is no need to go into much specialized concepts and

terminology of each subject, as it one is teaching maths, physics, chemistry or biology, but

the overall orientation rather refers to the use of simplified texts (beginning and intermediate

stages) in any of those areas, including highly frequent vocabulary and concepts which are

found in what is called general science. In other words, focus will be on less

specialized Lexis and more on vocabulary which is made available to the public

at large through scientific or pseudoscientific magazines, papers, and the media in

gener4. The rationale here is to reinforce and enrich via English the learners'

knowledge (especially science students), including notions and concepts acquired in Arabic

or French. Exposure to this type of English will be an opportunity for learners to have some

first hand experience with the features and characteristics of scientific discourse in English,

in addition to practicing some high order cognitive skills.

3.2. CURRENT AFFAIRS I EVENTS

Ideally, focus here will be on the type of discourse and Lexis found in

newspapers, magazines, radio and television giving international news in English. For

purposes of illustration, content or themes can be categorized as follows:


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3.2.1. INTERNATIONAL EVENTS I INTERNATIONAL RELATIONS:

- political / economic regimes, e.g.: liberal vs. socialist,

- international organizations: UNESCO, ALESCO, AUO,

- international conflicts: political, economic, ethnic,

- natural disasters: earthquakes, droughts, epidemics, etc.

3.2.2. ECONOMIC ISSUES:

- business news: WTO, EU, NAFFA, COMECON,

- financial news: stock exchange, investment, IMF, WB.

3.2.3. OTHER CURRENT INTERNATIONAL ISSUES:

- poverty, development,

- human rights / women's rights

- health education / news

- literacy issues, etc.

In addition to these areas or themes, other themes drawn from the Anglo-Saxon (or

other) socio-cultural background could be added provided that they are carefully

selected and treated. The rationale for widening the database of the curriculum is to equip

the learners with the necessary concepts and materials to help them understand the

environment around them and the world at large. Obviously, the type of content

suggested here requires that teachers themselves be familiar with it. From a linguistic


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taught for productive purposes, but simply as passive knowledge. This will obviously be

carried out in conjunction with the skills.

4. THE LEARNING AND IMPROVEMENT 0F SKILLS THROUGH

ENGLISH:

Undoubtedly, the canvas for English language education presented here is incomplete

and can be extended to other fields and themes, but what is important is its

implementation through skills and the various activities associated with them.

4.1. READING:

Enhancing good reading habits, practicing high order (cognitive) skills which are

sometimes lacking in the teaching of the mother tongue or the second language: analysis,

inferencing, sequencing, etc . . . developing critical thinking through assessment,

evaluation, argumentation, etc.

4.2. SPEAKING AND WRITING:

Learning other ways and means of organizing information, sequencing ideas,

presenting arguments, making summaries, synopses, etc.

At more advanced stages, learning English as a means of enhancing research in ah fields:


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through exposure to research reports and research studies in various fields (science and tech-

nology, social sciences, etc.) published in English, one will have, not only the opportunity to

get new information and data, but especially to be exposed to a variety of research techniques

and instruments which help the researcher to design and implement local research. This will

not be limited to replicating other research, but will lead to adapting and creating new

research instruments and techniques, taking into account local conditions and variables. This

is all the more crucial as it will have far-reaching implications for the local people, culture

and civilization.

5. CONCLUSION:

The association of English with a new form of a world order dominated by he United

States and the multi-national companies (most of which are of an American origin, but

sometimes with Japanese or other capital) is triggering here and there fears of a new form of

imperialism through economy, finance and culture. Concerning the latter and in relation to

language, there has been some violent rejection of what some thinkers label linguistic

imperialism, just like the fears which have been voiced concerning the danger of

acculturation through the learning of English. However, and despite the presence of certain

external signs giving credit to those criticisms and fears, the fact remains that one need not

fall into either extremes of a blind adoption or a complete rejection.

Undoubtedly, exposure to a foreign language which is the vehicle of what is now

becoming an international culture brings the danger of acculturation. i.e. rejecting one's own

culture and belief system, but it acculturation occurs, it is generally a consequence of

ignorance (lack of knowledge), misjudgment and hasty value judgements. One of the

possible ways of avoiding, or at least reducing the risk is to consider the type of English that


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Obviously, any change must come from within, starting with the change in attitudes

towards what comes from outside. If development means starting with human

development, then education will be the vehicle. A reconsideration of aims and objectives

for ELT will not be fruitful if it is not translated into appropriate content. In turn, choice of

appropriate content will not be productive if it is not accompanied by a reconsideration of the

skills and activities for their actual implementation. Thus, English language education, if

properly designed along some of the above-mentioned suggestions and properly monitored

along the perspective adopted here, will have a lot of offer for the improvement of the

quality of education, and hence will contribute to the development of the future Moroccan

citizen.

I. World Literature (History)

Johann Wolfgang von Goethe introduced the concept of Weltliteratur in 1827 to describe the

growing availability of texts from other nations, including translations from Sanskrit, Islamic

and Serbianepic poetry. Karl Marx and Friedrich Engels used the term in theirCommunist

Manifesto (1848) to describe the "cosmopolitan character" of bourgeois literary production.

Although anthologies of "world literature" have often used the term to market a largely

European canon, the past three decades have given rise to a much more expansive conception of

literary interest and value. Recent books such as David Damrosch's What Is World Literature?,

for instance, define world literature as a category of literary production, publication and

circulation, rather than using the term evaluatively. Arguably, this is closer to the original sense

of the term in Goethe and Marx.

World literature is conceptually similar to world cinema, world art and world music.
http://en.wikipedia.org/wiki/Johann_Wolfgang_von_Goethehttp://en.wikipedia.org/wiki/Sanskrit_literaturehttp://en.wikipedia.org/wiki/Islamic_literaturehttp://en.wikipedia.org/wiki/Serbiahttp://en.wikipedia.org/wiki/Epic_poetryhttp://en.wikipedia.org/wiki/Karl_Marxhttp://en.wikipedia.org/wiki/Friedrich_Engelshttp://en.wikipedia.org/wiki/Communist_Manifestohttp://en.wikipedia.org/wiki/Communist_Manifestohttp://en.wikipedia.org/wiki/Goethehttp://en.wikipedia.org/wiki/Marxhttp://en.wikipedia.org/wiki/World_cinemahttp://en.wikipedia.org/wiki/World_musichttp://en.wikipedia.org/wiki/World_musichttp://en.wikipedia.org/wiki/Johann_Wolfgang_von_Goethehttp://en.wikipedia.org/wiki/Sanskrit_literaturehttp://en.wikipedia.org/wiki/Islamic_literaturehttp://en.wikipedia.org/wiki/Serbiahttp://en.wikipedia.org/wiki/Epic_poetryhttp://en.wikipedia.org/wiki/Karl_Marxhttp://en.wikipedia.org/wiki/Friedrich_Engelshttp://en.wikipedia.org/wiki/Communist_Manifestohttp://en.wikipedia.org/wiki/Communist_Manifestohttp://en.wikipedia.org/wiki/Goethehttp://en.wikipedia.org/wiki/Marxhttp://en.wikipedia.org/wiki/World_cinemahttp://en.wikipedia.org/wiki/World_music


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II. 10 Ways to Improve and Master the Usage of English

1. Start your own English language blog. Even for people who don't have to write in

English, writing can be a great way of properly learning the kind of vocabulary you need to

describe your own life and interests, and of thinking about how to stop making grammar

mistakes

2. Listen to English music. Even listening to music while doing something else can help a

little for things like getting used to the natural rhythm and tone of English speech, although the

more time and attention you give to a song the more you will learn from listening to it again in

the future.

3. Write a film, music, hotel or book review. Another motivating and easy way to make

yourself write in English is to write a review for a site such as Amazon or Internet Movie

Database. Many non-native speakers write reviews on sites like this, and if you have some

special understanding of the book, music or film due to your first language or knowing the artist

personally, that would be very interesting for the English speakers who read and write reviews

on the site.

4. Read a book with lots of dialogue. Opening up books before you buy one and flicking

through them to find one with lots of direct dialogue in it has several advantages. If there is less

text on the page due to all the speech marks etc, this can make it easier to read and easier to

write translations on.

5. Have English radio on in the background while you are doing your housework. Even if


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6. Say or think what you are doing in English as you do your daily tasks. As you are doing

your chores, try creating sentences (in your mind) describing what you are doing, e.g. I am

unscrewing the ketchup bottle cap'. This gets you used to thinking in English without

translating. (Optional)

7. Be realistic about your reading level. Most researchers agree that people learn most when

reading something they understand almost all of. If there are one or two words per page that

you have never seen before, that is about the right level.

8. Read the whole thing with no help. Although using a dictionary has been shown to help

with both short term and long term learning of vocabulary, the fact that using it slows reading

down can stop some people reading in English at all. Reading a whole book quickly through

just for pleasure from time to time will help you remember how fun reading in another language

can be

9. Learn a famous speech or poem in English by heart. Although you may never hear or get

the chance to say exactly that line, having one memorable example of an English grammatical

form in your head can make it much easier to learn other examples of the same grammar as you

hear them. It is also something you can practice over and over without being as boring as

grammatical drills.

10. Record your own voice. For people who don't have much or any correction of

pronunciation from a teacher, recording yourself and listening back makes it easier to hear

whether you are really making the English sounds that you are trying to or not.


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III. Six Key STRATEGIES for Teachers of English Learners

1. Vocabulary & Language Development

- Introduce new concepts via essential academic vocabulary.

- Support students to distinguish word meanings, & their uses for subject-specific

tasks& prerequisite language skills.

2. Guided Interaction

-Allow for primary language interactions to clarify concepts.

- Structure multiple opportunities for peer-to-peer interactions as they learn content &

develop their use of academic language in speaking/listening, reading & writing.

3. Metacognition & Authentic Assessment

-Teach students processes for metacognition: i.e., pre-reading & pre-writing skills,

word analysis, & methods to monitor their reading comprehension.

- Teach & model ways for students to describe their thinking processes verbally& in

writing.

4. Explicit Instruction

- Teach essential grade-level concepts & build students background knowledge as

needed.

- Connect overarching ideas (whole), then examine components or processes (part),

culminating with students own applications or synthesis of ideas (new whole).


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- Sustain motivation to learn challenging concepts by linking ideas to resources or

contexts that reflect student interests & sociocultural or linguistic backgrounds.

6. Modeling, Graphic Organizers, & Visuals

- Provide graphic organizers & meaningful visuals to support students recognition of

essential information.

- Use advanced organizers to support metacognition, & overall comprehension.

LANGUAGE EDUCATION AND DEVELOPMENT:

THE CASE OF ENGLISH

WARNING TO THE LISTENER/READER

I have a word of warning to those who expect me to state the purpose of my talk in

the opening sentences. I will not abide by the so called conventions and that I leave the

structure of my talk untold as I believe the genre we have been practicing in MATE

meetings has not been codified yet.

PREAMBULE

It would be commonplace to reiterate the discourse on the alarming educational

situation in the Kingdom, just like it would be unethical to take advantage of this

academic forum to nurture demotivating and defeating attitudes towards our profession. I

would like, therefore, to draw a distinction from the start between the teaching profession

and the educational situation and say that the incrimination of teachers, inspectors,

materials producers or the school administration for the current situation is a too easy


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I would also like to suggest a simple explanation to the seemingly consensual belief

that what is currently happening to the educational system in Morocco is the deed of

teachers. The explanation I suggest is that because (i) teachers are at the bottom the

administrative pyramid, which means that they are at the bottom of the economic pyramid

(ii) they are not part of the educational decision making apparatus, and (iii) the exercise of

their profession in the current conditions drains their energy and confines their

pedagogic activities to demeaning relationships with the curricula, the syllabi, the

textbooks, the examination schedules and finally, with the administration, because of all

these factors, teachers have lost their social image and they have become the minority

which any political system needs to incriminate for all its failures. There have been the Jews

for the Nazis, there are the Iraqis for the Western World, and there are teachers for the

Moroccan political nomenclature.

Everyone of us, here present, knows exactly what the situation is and does not need to

be told that a student with practically no knowledge of the English language may score as

high as 14 or 15 at the Baccalaureate. Likewise, everybody knows that the difference

between a grade he/she assigns to a student in class and that which the student makes at

the Baccalaureate may be as high as 10 points or more. In like manner, everybody knows

exactly the kind of relationships which exist between the teacher and the administration, and

if anybody doesnt' t, I invite him or her to try to enter the building of the Ministry from the

main gate. Never has an administration in Morocco mistreated its employees like the

Ministry of Education has for the last few years. I have witnessed, at the main gate of

the Ministry of Education, a "chaouch" refuse entry to a Dean who was very probably on a

business visit and asked him to go and line up in the ram in front of a closed pigeon hole


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administration is hard to believe.

Something else of prime importance that I want to say here is that unlike many people may

think the objectives of the Moroccan school are apparently not always necessarily to educate,

to socialize or to train. Just last week, I received in my office a teacher to whom it was told in

public by a high ranking administrator that the objective was not to teach students anything,

but to baby sit them and to keep them away from the streets. When the teacher protested that

she did not spend over twenty years of her life in schools and universities to baby sit

teenagers, she was advised to quit her job, which she did.

After these specifications which I had to make in the most direct and explicit manner, the talk

of language education and development can start. The theme of the conference as well as the

title of this presentation make some assumptions which would be interesting to investigate.

Assumption 1: There is a relationship between language and development in general, and

further, there is (may be or must be) some relationship between English and development in

Morocco.

Assumption 2: There is a need for development, and that the concept "development" is

agreed upon, understood equally by everyone, and is legitimate.

Assumption 3: There are some aspects of development which require the intervention of

English, that is, other languages, national and foreign, will not be sufficient in achieving

some developmental objectives.


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network which involves the concepts of development, policy and interest. The following

simple questions can be formulated:

1- What is development, why is it needed?

2- What policies should we have to promote development?

3- Who is to design these policies?

4- In whose interests will these policies promote this development?

5- Would the promotion of this development affect some interests?

6- In case it would, what interests and whose interests would be affected?

7- How will this development be evaluated? What are the criteria to be used? What are

the critical limits of success and/ or failure?

Each of these questions can generate scores of others, but my purpose, unlike the false

humility which academics traditionally adopt, is not to pose questions but to answer

questions. Then, let me answer these ones, first.

Question one: Definitions are generally done by providing information related to the

constitution of the item defined, its function, its etiology as well as by specifying what it is

not. Concerning development, or the development we want to talk about, we need a definition

which would specify both what it is, what its manifestations are, what its effects on the

various aspects of the daily lives of the various members of the community are, and what will

not be considered as development.


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Development may be defined as a dynamic process by which a community seeks to

establish a harmony between its various needs, those of its individual members and its

environment. The quest of this harmony often calls for qualitative transformations within

the community itself and in its relationships with its environment. In this process, however,

it often happens that the interests of some individuals or those of a sector within the

community are overlooked or disregarded, this results in dysfunction 0f the whole

communality. Likewise, it may also happen that some individuals or sectors of the

community are marginalized and squeezed out of the mainstream of the decision

making authority and this results in anomalous relationships of domination which

may take the form of representation; partnerships or participation.

For my argument in this presentation, I will define, development as the maintained

and sustainable ability of a community (i) to make choices related to the quality of life of

its individual members, (ii) formulate alternatives and enforce decisions regarding its

present, future and past and (iii) exert influences on itself, on its environment and on its

relationships with it through an appropriate system which excludes domination of some by

others.

In fact, the ability of a community to make choices assumes that it has cumulated

knowledge, experience, capital and political authority to influence its destiny and

differentiate itself from other comminutes which have made other choices. Likewise,

the ability to formulate alternatives and implement them translates a status of relative

independence as well as economic and financial power to execute policies and

programs the purpose of which represents the collective will of the community. As to

the ability to enforce decisions regarding the present, the future and the past of the


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The second dimension is a survey and/or an inventory of risks, wishes, fears and stakes

at the introduction of each piece of change in the present situation.

The third dimension is a precise and detailed quantitative and qualitative description

of the target situation.

The fourth dimension is the resources to be used in the execution of the program, their

origin and the ability of the community to secure their availability at best cost and at least

loss.

The fifth dimension is the implementation and intervention instruments which will

secure that the resources, the efforts and the contribution of all the factors will in fact be used

for the achievement of the set objectives and that they will benefit the groups or

individuals for whom they have been designed.

The sixth dimension is that of a systematic evaluation program which will

accompany the developmental project from the earlier stages of its elaboration for the

specific purpose of monitoring the execution of the project and making sure that it does

not result in negative effects in other areas of the community's endeavors and that it does not

deviate from its initial course without the conscious and collective approbation of the

community.

Within the framework of this definition, these relationships and dimensions, the

examination of ELT and its possible relationships with development which several people

like to mention, namely that a wide English speaking community will promote access to


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taken individually these indicators are of limited validity as mastery of the English

language, for example, does not secure access to information or knowledge and that

increase of foreign investment does not necessarily reduce poverty, for example and that it

may even carry the risk of destabilizing endogenous economic and cultural equilibria.

The role of the English language in the development of Morocco may lie somewhere

else than in the increase of foreign investment or the promotion of some imported

technologies. It may well be in promoting dialogue and relationships between Morocco and

other countries and/or communities for whom English is a foreign language, too, like

India, Pakistan, Nigeria, Kenya and other developing countries. The question is to

determine whether Morocco has opted for a developmental model and if it has, to determine

the extent to which that model is viable or not. One indicator for the viability of the

developmental model is the quality of the decisions which have been involved. In such

matters, viability and/or quality of the decision is determined by the quality and/or viability of

the decision making authority.

As far as Morocco is concerned, at least the educational system, the quality of the

decision making authority is not certain; as a result, the viability of the decisions is not

either. Reference is made here to the concept of quality as it is used in Quality

Management and evaluation theory, it is not a value statement.

Within the framework of this definition and these relationships, relationships, it

would be possible to situate the Moroccan ELT profession vis--vis development. Just think

of MATE members, school teachers, inspectors, university professors, text book designers,


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educational community, and finally as members of the English language teaching community

and relate each sub-group to the others and to the rest of the educational community and to

the community at large and relate them to the various decisions, activities, interests, pro-

grams, projects and relationships with other parties within the educational, economic,

political and cultural environment and try to identify the exact impact of this community on

the other communities and that of other communities on the educational community and more

specifically on English language teachers.

Likewise, should development mean the promotion of equal opportunity for all in

education, culture, health, access to dean drinking water, good and balanced nutrition,

decent housing and wealth producing jobs on the one hand, and the enhancement of

democratic practices in the political domain as well as in economic spheres, and the

confirmation of human rights and freedom of speech, on the other hand, the role of

English spreads in a nation and its impact-positive or negative- on each of these factors

have to be documented and established.

English is often said to be taught for its instrumentality; the implication being that it

is the exclusive medium through which development, technological development at least,

will be achieved. It is however also often omitted from this discourse that the

development meant here is that of technology producing and money lending countries. In

the manner, it is rarely mentioned that should development also mean increase of

productivity and competitively in the world market, English may not be, to us at least, an

instrument for achieving these highly needed economic qualities, for only a foolish and

would expect anyone to give competitors instruments which will wean them from him.

Whil i li b h d ib h f i f


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development as I have defined it nor is it instrumentality for access to "science" and

"technology" for it is no secret any longer that not only can science be made available in

any language but that vast fields of new discoveries, applications and technologies are

prohibited to developing nations. Major English native countries have launched wars

against countries which tried to have access to sciences and technologies. The

instrumentality in question can be only that of maintaining developing countries under

the technological and scientific domination of English speaking countries.

The finding is quite simple to formulate, it is as follows while there is a consensus

that the Moroccan ELT community is a factor in the welfare of several sectors and that it

empowers the various economic, and commercial factors with higher competitively and

productivity and while it provides the local and international T & D departments with

communication and negotiation capabilities, this community does not receive from the

very recipients of its contribution anything in turn. This is a case of dysfunction and of

domination cloaked in the deceiving gowns of participation, partnership and representation.

This is a case of unequal development of a community whose members benefit unequally

from the products of their collective effort. The case of the ELT community in Morocco is

the more unjust that official discourse, that of leading political personalities as well as

that of key economic figures express the decisive role of the work of this community in the

achievement of the global developmental objectives of the Kingdom.

We can, however, be proud that the highest privilege in the Kingdom is awarded

to our

Association, I refer to the high patronage of HM the King to our national conferences, and


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this expresses from the highest authority in the country that the job we do is of

utmost importance to the welfare of the country. It is our responsibility towards our

community and towards our King whose high patronage should not only be thought of

as a cause of pride but also an incentive for us to participate efficiently in the

development of the country.

We benefit from a comparative advantage in that we have developed a strong

and credible organizational instrument, MATE, which we need to use in the most

optimal manner to share our experience with the educational community and express a

collective and coherent vision of the alternative development we long for and to

inform the various institutions in the Kingdom, legislative and executive,

governmental and non-governmental of our choices and to sensitize all partners and

associates to the need to maintain dialogue and to achieve an understanding of each

other based on cultural tolerance, respect of difference and promotion of civil rights at

the international level.


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CHAPTER III

METHOD AND PROCEDURE

Research Design

The type of research design used in this research is the descriptive research

design, specifically the survey type, since the researcher used the questionnaire as

a tool to gather information, data, and findings from her respondents. The sample

size of the respondents is the Senior Students of Jesus the Risen Savior School.

Subjects and Respondents

The subjects of this study is the twenty-four senior high school students of

Jesus the Risen Savior School A.Y 2010-2011.

Data Collection Technique

In the collection of data to be used in this research, the survey technique

will be used. A carefully made questionnaire which undergone a number of

revisions is used as the device in collecting data.The Likert scale was also used as

a tool for finding out how much the respondents agree or disagree to the givenstatements about the study. The researcher gave his respondents a questionnaire

and let them answer it. Then, the researcher gathered the results from the

questionnaire for data processing.

Data Processing Technique

Surveys were collected and manually scored by the researcher. The survey

is designed so that a point value associated with each of the four possible answersfor the different test parts. Scores are then summed up to give a total score

between 2 and 3.

Statistical Tools


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In the processing of the survey scores, one statistical tool was used: the

measures of central tendency.

In the measures of central tendency, the mean, median and mode is to be

considered. The means was mainly used to determine the average rating/score of

the survey-takers. This would help in determining if a survey-taker received a

rating higher than average or not. The median was used to know the central score.

The score will divide the population by half according to value of the scores. The

mode is used to know which was found to be chosen by most survey-takers.

CHAPTER IV


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STUDY RESULT

Statistical Tables, Figures and Graphs

Statements Mean

1. Our book helps us to develop our communication skills. 3.33

2. I started to like our book in English because it is applicable to us. 2.30

3. Our book helps us to be more proficient in English language. 2.53

4. Our book contains varied activities that helps apply our English skills. 2.50

5. I prefer to use our book as a reference. 2.07

6. Our teacher can explain the lssons efficiently. 2.43

7. Our teacher is well-versed in English. 3.26

8. Our teacher only speaks in english when inside the classroom. 3.17

9. Our teacher gives us opportunities to express ourselves in English. 3.25

10. Our teacher gives us activities about the topic for the day. 2.96

11. The lessons are applicable for our year level. 3.55

12. We can finish writing essays at the given amount of time. 2.58

13. We can answer the seatworks and homeworks easily. 3.0914. We are not irritated when answering the examination papers. 2.75

15. We can apply what we learn outside the school. 3.29

16. We participate actively during English class. 2.75

17. We pass all exams easily. 2.57

18. We make our assignment regularly. 2.50

19. We make our projects on time. 2.46

20. We can cope with all the requirements in the subject. 2.96


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Statements Mode

1. Our book helps us to develop our communication skills. 3

2. I started to like our book in English because it is applicable to us. 3

Statements Median

1. Our book helps us to develop our communication skills. 3

2. I started to like our book in English because it is applicable to us. 3

3. Our book helps us to be more proficient in English language. 3

4. Our book contains varied activities that helps apply our English skills. 3

5. I prefer to use our book as a reference. 3

6. Our teacher can explain the lssons efficiently. 3

7. Our teacher is well-versed in English. 3

8. Our teacher only speaks in english when inside the classroom. 3

9. Our teacher gives us opportunities to express ourselves in English. 3

10. Our teacher gives us activities about the topic for the day. 3

11. The lessons are applicable for our year level. 4

12. We can finish writing essays at the given amount of time. 3

13. We can answer the seatworks and homeworks easily. 3

14. We are not irritated when answering the examination papers. 3

15. We can apply what we learn outside the school. 3

16. We participate actively during English class. 3

17. We pass all exams easily. 3

18. We make our assignment regularly. 3

19. We make our projects on time. 3

20. We can cope with all the requirements in the subject. 3


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3. Our book helps us to be more proficient in English language. 3

4. Our book contains varied activities that helps apply our English skills. 3

5. I prefer to use our book as a reference. 3

6. Our teacher can explain the lssons efficiently. 3

7. Our teacher is well-versed in English. 3

8. Our teacher only speaks in english when inside the classroom. 3

9. Our teacher gives us opportunities to express ourselves in English. 3

10. Our teacher gives us activities about the topic for the day. 3

11. The lessons are applicable for our year level. 4

12. We can finish writing essays at the given amount of time. 3

13. We can answer the seatworks and homeworks easily. 3

14. We are not irritated when answering the examination papers. 3

15. We can apply what we learn outside the school. 4

16. We participate actively during English class. 3

17. We pass all exams easily. 3

18. We make our assignment regularly. 3

19. We make our projects on time. 3

20. We can cope with all the requirements in the subject. 3

Narrative Report

On the morning of January 19, I had my Questionnaire approved by our

Professor in Thesis Engineering, Sir John Pineda. Then had my questionnaire and

Appendix letter approved by Ms Melba Joy R. Concordia by the afternoon. Rightafter the approvement, I quickly had my Questionnaire paper xeroxed into 24

copies by Sir Reno so I can have my survey on the next day. When I went home, I

organized my Questionnaire papers to make it easier for me to file them. So I put

the students (my Respondents) to their perspective groups.


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After I done the filing, I organized my other research papers as well then went

to bed so that I wont be stressful when I conduct my survey tomorrow morning.

Day 20, the day I had my survey conducted, I had my survey conducted exactly at

10:20 in the morning. I figured that I should start first with the girls because thegirls in our year section is fewer than the boys. So I started off with Group Alpha

because they were the first group that caught my eye when I was looking for my

respondents (Senior students). It was a success, but unfortunately, the bell rang

just at the same time when my last respondent of group alpha finished her servey. I

had to wait until lunch break to start up with the other groups.

As the bell rang, I quickly gathered the members of Group Beta inside our

classroom, another success but unfortunately, the bell rang. Since that Im done

with the girls section, my next target was the boys section. Our next subject was

ICT, I had 1 hour to finish the Boys section, I asked for permission from Ms

Precious, our ICT teacher to have my servey during her period, she agreed and I

took the oppurtunity right away. I was able to finish Group Others and Group TLT

boys during that period. Again the bell rang when my last respondent of group

TLT boys finished his servey. Lasty, I was able to finish Group 5 star during our

class dissmissal. I chased them and fortunately, they were all at the waiting shed.

CHAPTER V

Summary, Conclusion & Recommendation

Findings

In the findings of the researcher, with help from the answered questionnaires by

the respondents, I figured that the students who take interests in the development of the

English literature are accurate. Students take interests in the development of their books,

development of the teaching abilities of the teacher and the improvement of the


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curriculum the teacher provides to the students. Results show that the lessons provided by

the teacher, are applicable to their school level. The books can help them to develop their

communication skills, and the best part is that they can apply what they learned inside,

can be applied outside the school and we all know that the english language is still the

Universal language, so we must prioritize it. The most agreed statements in the answered

questionnaire are:

1. The lessons are applicable for our year level. (ave = 3.55)

2. Our book helps us to develop our communication skills. (ave = 3.33)

3. We can apply what we learn outside the school. (ave = 3.29)

The most disagreed statements in my questionnaire are:

1. I prefer to use our book as a reference. (ave = 2.07)

2. I like our book in English because it is applicable to us. (ave = 2.30)

3. Our teacher can explain the lessons efficiently. (ave = 2.43)

If the reseacher learned about the agreed statements, he must also learn about the

disagreed statements. The most disagreed statment is that they prefer to use their book as

a reference. They dislike their book because it is not applicable to them and their

evaluation about their teacher is that their teacher cant explain the lessons efficiently.

Conclusions and Recommendations

I therefore conclude that from the evaluation, the students agreed to the

statments that the lessons are applicable to their year level, their book helps them

to develop their communication skills and they can apply what they learn outside

the school. The students believe that the book is not sufficient to have the full


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grasp of World Literature. Thus, the lessons they use cannot be explained

efficiently by the teacher.

I recommend that the English Curriculum must be monitored well and

improved for the benefits of the students learning ability. Improved by finding

more ways to make the subject more interesting and more beneficial for the

students. Books and materials provided by the school must also be evaluated

regularly to keep the subject progressive and stable knowing that there are no

concerns from the students and the parents of the child. The teacher doesnt seem

to have difficulty to the subject matter but must also be monitored and evaluated

regularly and trained if necessary to explain the lessons more efficiently and

professionally.

References

Demetriou, A., Efklides, A., & Platsidou, M. (1993). The architecture anddynamics of developing mind: Experiential structuralism as a frame for

Demetriou, A., & Kazi, S. (2006). Self-awareness in g (with processing

efficiency and reasoning).Intelligence, 34, 297-317.

Dunlosky, J. & Bjork, R. A. (Eds), Handbook of Metamemory and

Memory. Psychology Press: New York.>


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Metcalfe, J., & Shimamura, A. P. (1994). Metacognition: knowing about

knowing. Cambridge, MA: MIT Press.>

matemorocco.ifrance.com/Issue_95.pdf

Ministre de 1' ducation Nationale (Documents Pdagogiques pour l'anglais),

"Division desProgrammes, Direction de l 'enseignement secondaire".

Nisbet, Shucksmith (1984). The Seventh Sense (p6) SCRE Publications

Oxford Psychology Dictionary;metacognition

Roediger, R. (2004) "What happened to Behaviorism" American

Psychological Society.

Ramscar, M. & Yarlett, D. (2007) Linguistic self-correction in the absence

of feedback: A new approach to the logical problem of language

acquisition. Cognitive Science: 31, 927-960.

Ramscar, M. & Gitcho, N. (2007) Developmental change and the nature oflearning in childhood. Trends In Cognitive Science: 11(7), 274-279.

Rabat. Stern, H.H. (1983)Fundamental Concepts in Language TeachingC.U.P.

Trim, J. (1979) "The aims of modern language study in schools" in

Modern LanguageExaminations.

Department of Education, London.

Ullmann, R. (1982) "A Broadened Curriculum Framework for Second

Languages" ELT Journal, vol. 36 /4, 255 - 262.

Santrock, J (2008). A topical Approach to Life-Span Development. New

York, NY: McGraw-Hill Higher Education.

Thompson-Schill, S., Ramscar, M., & Chrysikou, M. (2009) Cognition

without control: When a little frontal lobe goes a long way. CurrentDirections in Psychological Science. 8(5), 259-263.


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Tomasello, M. (2003) Constructing a Language: A Usage-Based Theory of

Language Acquisition. Harvard University Press.

Tomasello, M. (2008). Origins of Human Communication. MIT Press.

Tomasello, M., Carpenter, M., & Lizskowski, U., (2007). A new look atinfant pointing. Child Development, 78, 705-22.

Wright, Frederick. APERA Conference 2008. 14 Apr. 2009.

http://www.apera08.nie.edu.sg/proceedings/4.24.pdf..>

unifying cognitive developmental theories. Monographs of the Society for

Research in Child Development, 58, Serial Number 234.

www.all4ed.org/files/archive/publications/SixKeyStrategies.pdf

www.comparecourses.com.au/Ten-ways-to-improve-your-

English_sttc69.html

www.griffe.com/projects/worldlit/

en.wikipedia.org/wiki/World_literature

Appendix A

Jesus the Risen Savior School

Lasallian Schools Supervision OfficeAccredited Level II

A.Y. 2010 2011

January 19, 2011

Dear Ms Melba:
http://www.apera08.nie.edu.sg/proceedings/4.24.pdfhttp://www.apera08.nie.edu.sg/proceedings/4.24.pdf


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I. BOOKS AND MATERIALS 4 3 2 1

1.The books are easy to understand.

2. I started to like our book in Statisitics because it is applicable to us.

3. The helps us to be more proficient in Statistics.

4.The book contains many activities that helps us apply our mathemathical skills.

5. I prefer to use our book as a reference.

II. TEACHER

6. The teacher is qualified in teaching Statistics.

7. The teacher is approachable if we have any questions.

8. The teacher can explain the lessons well.

9. The teacher gives us opportunities to answer at the board.

10. The teacher gives us activities about the topic/lessons.

III. CURRICULUM

11. The lessons are applicable for our year level.

12. The lessons are arrange according to its difficulty.

13. We can answer the seatworks and homeworks easily.

14. We are not irritated when answering the examination papers.

15. We can apply what we learn outside the campus.

IV. STUDENTS

16. We participate actively during Statistics class.

17. We pass all exams (MT, LT, PT) easily.

18. We make our assignments regularly.

19. We make our projects on time.

20. We can cope with all the requirements in the subject.

_____________________

Signature of Respondent


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APPENDIX D

SCHOOL HISTORY

JESUS THE RISEN SAVIOR SCHOOL was a dream inspired by the Lord.

Despite the scarcity of resources to start a school, He made the dream a reality in 1995.

God provided the school site through the lot donated by the founders father Mr. Pablo S.


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Ylmedo. The fund used to construct the building came from 10.5 million loan from China

Bank.

JRSS owes its existence to the faith and zeal of husband and wife team, Dr.

Esmeraldo P. Ilmedo and Raquel M. Ilmedo. Their ministry in the care of schools and led

them to put up this Lasallian school, the second institution they had established after

Amazing Grace School in 1989.

The school rose in a one-hectare land located at 4 Sampaguita Ave. Sampaguita

Village, San Pedro, Laguna. It is situated at the center of three heavinly populated

villages, namely Sampaguita, Calendola and GSIS. Lush greenery, abundant trees and

cool environment away rom the commercial establishments and noise characterize the

school venue. Its clientele mainly come from San Pedro and Binan, Laguna, and

Muntinlupa City.

In July 1995, the owners signed the Memorandum of Agreement (MOA) for

Lasallian supervision with De La Salle University represented by then President, Bro.

Andrew Gonzales, FSC. Such formally signaled the start of the partnership between Jesus

the Risen Savior School (JRSS) and the Lassalian Schools Supervision Office (LASSO).

The quests for providing quality education and imparting the Lasallian values to its

students have been the guiding principle for the institution.


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Dr. Maxima Acelajado, the first LASSO supervision, oversaw the schools

operation from 1996 to 1998. Ms. Adoracion Angeles from De La Salle Santiago Zobel

served as School Head during Dr. Acelajados term. Mr. Rommel Sanchez took over as

supervision from June 1998 to May 2002. During his tenure he worked with two school

heads: Ms. Natividad Dureza and Ms. Raquel Ilmedo.

A significant milestone was when JRSS successfully passed the first formal

Lasallian Schools for Supervision Office (LASSO) Accreditation in Febuary 2001. Under

the leadership of its school head, Ms. Raquel Ilmedo, the school focused its energies on

improving the facilities, setting up of organizational systems, promoting academic

excellence and developing a holistic program as well as outreach activities for the

underprivileged.

On May 16, 2002, Bro Jun Erguiza, then LASSO superintendent, appointed Sr.

Teresita Octavio as the third supervision of the school. Her SWOT analysis and internal

assessments became the base-line data in the formulation of her development programs

that school year. She was replaced by Mr. Christopher Polanco on January 6, 2003.

APPENDIX E

RESEARCHERS BIO-DATA

I. PERSONAL DATA


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NAME : James Patrick Earl B. Jensen

PERMANENT ADDRESS : B34 L4 Soldiers Hills,

Muntinlupa City

CONTACT : (02) 842-47-05

AGE : 16

DATE OF BIRTH : Feb 7, 1995

PLACE OF BIRTH : San Pedro, LagunaSEX : Male

CITIZENSHIP : Canadian

HEIGHT : 51

WEIGHT : 58 Kg

CIVIL STATUS : Single

LANGUAGE SPOKEN : Filipino, English

II. EDUCATIONAL ATTAINMENT

High School : Jesus the Risen Savior School

No. 4, Sampaguita Ave., Sampaguita Vill.,San Pedro, Laguna

2007-2011

Elementary : Muntinlupa School for Child Development6 Hyatt Street, Pleasant Village, Alabang, Muntinlupa City, Philippines

2001-2007

III. SKILLS

English Literature

Playing Sports (Tennis, Swimming, Basketball)

Playing Instruments (Lead, Bass, Piano, Violin)

Essay Writing

Drawing

Signature