Rafie Paz

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Papers by Rafie Paz

Mental Models on Philippine English in Online Spaces: Challenges and Opportunities

3L: Language, Linguistics, Literature, 2022

For the majority of the elite and educated Filipinos, there is no doubt that Philippine English f... more For the majority of the elite and educated Filipinos, there is no doubt that Philippine English finds its home as an acceptable variety of English. However, the narrative changes once focus is decentralized and democratized to include other speakers of English in the country who do not belong to this exclusive social category. Using online comments to an online news article and to an online quote card about Philippine English, this study investigated the acceptability of Philippine English among the users of a social media space. Comments were gathered and then analyzed using the arrangement of propositions from the prompt (the online article and quote card) to the determination and thematic categorization of mental models deployed by commenters to interpret received information. The analysis revealed that within the online platform where various realizations of English are welcome, Philippine English remains contested. This paper encourages the inclusive education and information dissemination that focus on Philippine English across sociolectal groups to strengthen the knowledge, acceptance, and educational implementation of the principles and concepts related to Philippine English.

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Purposive Communication is Not Enough: Exploring English Language Learning from the perspectives of English majors in a Philippine Higher Education Institution

The structural changes brought by the K to 12 basic education program significantly impact not on... more The structural changes brought by the K to 12 basic education program significantly impact not only ELT and ELL in basic education, but ELT and ELL in higher education as well. English language courses in the higher education general education domain were phased out, or for the majority of HEIs in the Philippines, reduced to a course called Purposive Communication. Using data from students who had taken Purposive Communication in their year 1 in the university, this paper argues that Purposive Communication is not enough to reinforce all the English language skills expected for higher education students to perform during and after their time in the university. This paper invokes policy implementers to consider the inclusion of additional Englishlanguage courses in higher education to provide avenues for students to practice their communication skills in English and address the country's declining proficiency in using the English language.

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Purposive Communication is Not Enough: Exploring English Language Learning from the perspectives of English majors in a Philippine Higher Education Institution

ELT Worldwide, 2021

The structural changes brought by the K to 12 basic education program significantly impact not on... more The structural changes brought by the K to 12 basic education program significantly impact not only ELT and ELL in basic education but ELT and ELL in higher education as well. English language courses in the higher education general education domain were phased out, or for the majority of HEIs in the Philippines, reduced to a course called Purposive Communication. Using data from students who had taken Purposive Communication in their year 1 in the university, this paper argues that Purposive Communication is not enough to reinforce all the English language skills expected for higher education students to perform during and after their time in the university. This paper invokes policy implementers to consider the inclusion of additional Englishlanguage courses in higher education to provide avenues for students to practice their communication skills in English and address the country's declining proficiency in using the English language.

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Elementary Education Programs Teachers and MTB Mle Implementation in the Philippines

PEOPLE: International Journal of Social Sciences

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Elementary Education Programs Teachers and MTB Mle Implementation in the Philippines

PEOPLE: International Journal of Social Sciences

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Elementary Education Programs Teachers and MTB-MLE Implementation in the Philippines

PEOPLE: International Journal of Social Sciences, 2018

According to the new The K to 12 Basic Education Program implemented in the Philippines in 2013, ... more According to the new The K to 12 Basic Education Program implemented in the Philippines in 2013, modifications in pre-service education for aspiring teachers shall be applied to conform to the requirements of both K to 12 and its auxiliary program for the first three levels called Mother Tongue-Based Multilingual Education (MTB-MLE) that mandates the utility of students' mother tongue(s) as medium of instruction. The agencies in charge for these modifications are the Department of Education and the Commission on Higher Education. Their task involves ensuring that the Teacher Education curriculum offered in different higher education institutions in the Philippines will meet the necessary quality standards for new teachers. However, since the implementation of MTB-MLE as a national policy in the School Year 2012-2013, no national guideline has been issued to higher education institutions regarding the said modifications. This paper locates voices of tertiary instructors employed in elementary education programs in four selected universities across the Philippines during the implementation of the MTB-MLE policy. This study specifically sought to determine the interventions applied by university administrations to their elementary education programs to ensure that their adult learners' knowledge and skills are aligned with the national policies even without direct guidelines from PEOPLE: International Journal of Social Sciences

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Students' Perceptions on Pedagogic Translation in Tertiary Writing Tasks

Asia Pacific Journal of Multidisciplinary Research, 2018

The revitalization of translation as a pedagogical tool in recent literature shows teachers and a... more The revitalization of translation as a pedagogical tool in recent literature shows teachers and applied linguists' attempt to recover translation's importance in both ESL and EFL instruction contexts. However, in the Philippines, translation remains marginalized in tertiary instruction, often occupying a safe location in listening and speaking, but completely obscured in reading and writing. This paper attempted to determine students' perceptions about pedagogic translation applied in a tertiary writing task. Results reveal that students find writing unified and cohesive, and intelligible outputs in English easier when they begin writing tasks using their L1 or L2 for a later translation in English. Likewise, this paper aims to open possibilities for pedagogic translation in writing instruction in English in tertiary education in the Philippines.

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