Julius C. Martinez – författare

This Element proposes the concept of Philippine Englishes-in-motion as an alternative approach to understanding Philippine Englishes. It situates this proposition within the concerns of mobility, labor migration, multilingualism, and transnationalism. Drawing on analyses of self-recorded conversations by 18 Filipino migrants in Japan, along with other empirical data, this Element illuminates the processes of linguistic selection, as Filipino migrants selectively draw from, adapt, or reject specific features within the multilingual pool they share with others. It also examines the social positions that Filipino migrants navigate as they use their linguistic resources across various spaces within Japanese society, as well as the extra-territorial and intra-territorial factors that facilitate the entry and diffusion of Philippine Englishes in Japan. This Element concludes by suggesting avenues of inquiry concerning identity, linguistic variation, education and language acquisition, and more.

This Element proposes the concept of Philippine Englishes-in-motion as an alternative approach to understanding Philippine Englishes. It situates this proposition within the concerns of mobility, labor migration, multilingualism, and transnationalism. Drawing on analyses of self-recorded conversations by 18 Filipino migrants in Japan, along with other empirical data, this Element illuminates the processes of linguistic selection, as Filipino migrants selectively draw from, adapt, or reject specific features within the multilingual pool they share with others. It also examines the social positions that Filipino migrants navigate as they use their linguistic resources across various spaces within Japanese society, as well as the extra-territorial and intra-territorial factors that facilitate the entry and diffusion of Philippine Englishes in Japan. This Element concludes by suggesting avenues of inquiry concerning identity, linguistic variation, education and language acquisition, and more.

This handbook serves as a comprehensive resource on English language education in the Philippines, addressing a wide range of issues including ideologies, multilingualism, identities, policies, methodologies, assessment, teacher education, and curriculum.Chapters cover a range of educational contexts—from Luzon to Mindanao islands, from basic to higher education, and from formal to non-formal schooling. This book upholds the think and do otherwise perspective by problematizing contemporary paradigms and practices that operate from naturalized ideas inherited from the American colonizers. This includes repairing pedagogies that redress injustices experienced by historically marginalized groups and hoping for possibilities and approaches to teaching and learning English that are just, equitable, and inclusive. The six sections in the Handbook bring up conditions for thinking and doing otherwise, pointing to ways in which genuine changes can start to happen. Scholars from diverse backgrounds come together in this handbook to take collective ownership of English language education in the Philippines. This ownership does not mean ignoring and disposing of the country’s colonial past but reclaiming English language education as an ongoing project instead. This handbook likewise demonstrates that such a project makes it possible for wider audiences to see that Global South scholars from and in the Philippines also have much to teach the rest of the world about thinking and doing otherwise and, by extension, problematizing, repairing, and hoping.Given its scope and breadth, the handbook is an invaluable reference for students, pre-service and in-service teachers, teacher educators, researchers, and policymakers interested in English language, language education, TESOL, sociolinguistics, and applied linguistics.

This handbook serves as a comprehensive resource on English language education in the Philippines, addressing a wide range of issues including ideologies, multilingualism, identities, policies, methodologies, assessment, teacher education, and curriculum.Chapters cover a range of educational contexts-from Luzon to Mindanao islands, from basic to higher education, and from formal to non-formal schooling. This book upholds the think and do otherwise perspective by problematizing contemporary paradigms and practices that operate from naturalized ideas inherited from the American colonizers. This includes repairing pedagogies that redress injustices experienced by historically marginalized groups and hoping for possibilities and approaches to teaching and learning English that are just, equitable, and inclusive. The six sections in the Handbook bring up conditions for thinking and doing otherwise, pointing to ways in which genuine changes can start to happen. Scholars from diverse backgrounds come together in this handbook to take collective ownership of English language education in the Philippines. This ownership does not mean ignoring and disposing of the country's colonial past but reclaiming English language education as an ongoing project instead. This handbook likewise demonstrates that such a project makes it possible for wider audiences to see that Global South scholars from and in the Philippines also have much to teach the rest of the world about thinking and doing otherwise and, by extension, problematizing, repairing, and hoping.Given its scope and breadth, the handbook is an invaluable reference for students, pre-service and in-service teachers, teacher educators, researchers, and policymakers interested in English language, language education, TESOL, sociolinguistics, and applied linguistics.