Arab World English Journal (AWEJ) Volume 13. Number3. September 2022 Pp.325-338
DOI : https://dx.doi.org/10.24093/awej/vol13no3.21
Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for
English Language Teaching Curriculum
Jason V. Chavez
Research Operations Office
Zamboanga Peninsula Polytechnic State University, Philippines
Received: 05/02/2022 Accepted: o8/12/2022 Published:09/24/2022
This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles.
Keywords: bilingual parents, real-life, curriculum, English Language Teaching, language narratives
Cite as: Chavez, J. V. (2022). Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum. Arab World English Journal, 13 (3) 325-338.
DOI : https://dx.doi.org/10.24093/awej/vol13no3.21
Bae, J., & Kim, G. (2018). A study on Korean high school students’ use of digital English learning environments: Focusing on the interrelations between language learning strategies and learner variables. Secondary English Education, 11(1), 19-43.
Bekerman, Z. (2009). Parental choice of schools and parents’ perceptions of multicultural and co-existence education:
The case of the Israeli Palestinian Jewish bilingual primary schools. European Early Childhood Education Research Journal, 17, 171–187. doi: 10.1080/13502930902951304
Berzak. Y (2016). Universal dependencies for learner English. 54th Annual Meeting of the Association for Computational
Linguistics, ACL 2016 – Long Papers. doi:10.18653/v1/p16-1070.
Brown, H. D. (2003). Language assessment: Principles and classroom practices. Pearson Education.
Cabansag, J. N. (2020). Speaking Anxiety, English Proficiency, Affective and Social Language Learning Strategies of ESL Engineering Students in a State University in Northern Luzon, Philippines. International Journal of English Linguistics, 10(1), 372. doi:10.5539/ijel.v10n1p372
Clark, S. (1982). The Infusion of African Cultural Elements in Language Learning: A Modular Approach. Foreign Language Annals. doi:10.1111/j.1944-9720.1982.tb00224.x.
Daguay-James, H., & Bulusan, F. (2020). Metacognitive Strategies on Reading English Texts of ESL Freshmen: A Sequential Explanatory Mixed Design. TESOL International Journal, 15(1), 20-30.
Feldman, L.B. (2010). Morphological facilitation for regular and irregular verb formations in native and non-native
speakers: Little evidence for two distinct mechanisms Bilingualism. doi:10.1017/S1366728909990459, 2010.
Gunn. J. (2019). Designing a Small Language Laboratory for the 1980’s. IALLT Journal of Language Learning Technologies. doi:10.17161/iallt.v18i2.9159.
Hamidova, S., & Ganiyeva, H. (2020). Development of professional competence in learning foreign languages for students of non-language higher education institutions. Архив Научных Публикаций JSPI, 2(1). doi: 10.36713/epra2016
Hoff, E. (2018). Bilingual development in children of immigrant families. Child development perspectives, 12(2), 80-86. doi: 10.1111/cdep.12262
Jordan, J. (2017). Book Review: Creating Literacy-Based Programs for Children: Lesson Plans and Printable Resources for K-5. Reference & User Services Quarterly. doi:10.5860/rusq.57.2.6532.
Kelly, L.B. (2018). Interest convergence and hegemony in dual language: Bilingual education, but for whom and why?. Language Policy. doi:10.1007/s10993-016-9418-y.
Kiger, M. E. & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Pages 846-854.
Kim, G., & Bae, J. (2020). A Study into Students’ Use of Digital English Learning Strategies in Tertiary Education. Teaching English with Technology, 20(1), 21-42.
MacSwan, J., Thompson, M. S., Rolstad, K., McAlister, K., & Lobo, G. (2017). Three theories of the effects of language education programs: An empirical evaluation of bilingual and English-only policies. Annual Review of Applied Linguistics, 37, 218-240. doi: 10.1017/S0267190517000137
Magno, J. M. & Maxilom, R. M. (2016). Japanese learners’ reading strategies and oral interlanguages. International Journal of Education, Culture and Society. 1(3), 86-94. doi: 10.11648/j.ijecs.20160103.15
Meena, R. S. (2020). The effect of cooperative learning strategies in the enhancement of EFL learners’ speaking skills. Asian EFL Journal Research Articles, 27.
Niño, F. L., & Páez, M. E. V. (2018). Building Writing Skills in English in Fifth Graders: Analysis of Strategies Based on Literature and Creativity. English language teaching, 11(9), 102-117.
Pacini-Ketchabaw, V. (2006). Language discourses and ideologies at the heart of early childhood education. International Journal of Bilingual Education and Bilingualism, 9, 310–341. doi: 10.1080/13670050608668652
Rahman, A. (2018). Emerging factors of communicative language teaching (CLT) and its application in Indonesian English as a foreign language (EFL) classrooms. Langkawi: Journal of the Association for Arabic and English, 3(2), 169-174.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business Students” 6th edition, Pearson Education Limited.
Shin, H. (2009). The economic value of bilingualism for Asians and Hispanics. Sociological Forum; 24:254–275. doi: 10.1111/j.1573-7861.2009.01099.x
Shin, H.B. (2007). Language use in the United States: 2007 American community survey reports. U.S. Census Bureau; 2010. Retrieved from http://www.census.gov/prod/2010pubs/acs-12.pdf.
Sifakis, N. C. (2019). ELF awareness in English language teaching: Principles and processes. Applied linguistics, 40(2), 288-306. doi: 10.1093/applin/amx034
Slavin, R. (2005). Synthesis of research on language of reading instruction for English language learners. Review of Educational Research.75:247–284, 2005. doi: 10.3102/00346543075002247
Suwanarak, K. (2019). Use of Learning Strategies and their Effects on English Language Learning of Thai Adult Learners. 3L, Language, Linguistics, Literature, 25(4). doi: 10.17576/3L-2019-2504-07
Tsuda. S. (2003). Attitudes toward English Language Learning in Higher Education in Japan: Raising Awareness of the Notion of Global English. Intercultural Communication Studies.
Werker, J.P. K. (2008). The youngest bilinguals: ﬁrst steps in perception and comprehension of language. Trends Cogn. Sci. 12, 144–151. doi: 10.1016/j.tics.2008.01.008.
Zainuddin, S. Z. B., Pillai, S., Dumanig, F. P., & Phillip, A. (2019). English language and graduate employability. Education+ Training. doi: 10.1108/ET-06-2017-0089