1

RATIONALE

The English proficiency and illiteracy in the Philippines is seen as one of

the social problems to be eradicated and solved through education.(http//

en.wikipedia.org/wiki/literacy).

According to the 2003 Functional Literacy, Education and Mass Media

Survey (FLEMMS), 29% of the estimated 69 million of the population, 6-year and

above in 2003, or 3 out of ten persons in that age group have attended the

elementary but did not complete it. One in every ten had no formal education,

(http//www.sil.org/asia/Philippines/ovw=literacy.html).

Based on Department of Education estimates, there are about 5.18 million

out–of-school children (ages 6 to 11 years) and teenagers (ages 12 to 15 years)

in the country. This is despite having a free and compulsory basic education in

public schools . Out-of-school youth and adults are those who have no access to

formal schooling or those who have dropped out of school without completing

formal elementary or high school education.(Guerrero, 2005:1,8)

On the other hand, the March 2006 Social Weather Station (SWS) survey

showed that only 5% of Filipino adults said they have made “full use” of the

English language and 14% said they were not competent in anyway when it

comes to the English language(http//www.abiva.com.ph/downloads/literacy-

info.pdf).
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The Bureau of Nonformal Education of DepEd was officially redefined to

become the Bureau of Alternative Learning System (BALS) by virtue of Executive

Order No. 356 dated September 13, 2004. This is to address the learning needs

of the marginalized groups of the population and to coordinate with various

agencies for skills development. The BALS is also to ensure the expansion of

access to educational opportunities, and to promote certification and

accreditation of alternative learning programs both formal and informal in nature

for basic education (Guerrero, 2004 : 8,9)

The Alternative Learning System was implemented to help those

individuals whose aim in life is to fulfill their unachieved dreams. This program

does not just provide education but it also conducts seminars and workshops for

livelihood purposes. But the primary goal of the Department of Education is to

lessen Philippine liabilities and to transform Filipino citizens as assets to

Philippine progress (Cordova ; 2008).

Many policy analysts consider literacy rates a crucial measure of a

region's capital. This claim is made on the grounds that literate people can be

trained less expensively than illiterate people. They generally have a higher

socio-economic status and enjoy better health and employment prospects. Policy

makers also argue that literacy increases job opportunities and access to higher

education (http://wn.wikipedia.org/wiki/literacy).
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In this research, the asserted declination of English proficiency is taken

into consideration as the focus of the study since English Language has become

the international language of business, relation, and interaction in this globally

competitive world. The need to have knowledge in the language is important to

the people from different walks of life to facilitate communication and

understanding. Proficiency in the English Language increases one's ability to see

connections. It bridges us to an especially rich preparation for the future. It is

difficult to imagine a job, a career or a leisure activity in this highly diverse world if

we are not enhanced by the ability to communicate efficiently and sensitively with

others using the English language.

For these reasons, the researcher is prompted to venture and to conduct a

study on this topic in response to the developmental needs of the out-of-school

youth and adults. The researchers find the importance of reading, writing, and

speaking in this day of age. Literacy and proficiency of the English language

empowers the out- of – school youth and adults.

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Theoretical Background

This study is based on Stephen Krashen’s Theory of Second

Language Acquisition on the theory of Monitor Model (1982) which

postulates five major hypotheses. Three of which are the Acquisition Learning

Hypothesis, Input Hypothesis and Affective Fitter Hypothesis.

Acquisition Learning Hypothesis. According to Krashen (1982) there

are two independent systems of second language performance: the acquired

system and the learned system. The acquired system or acquisition is the

product of a subconscious process that requires meaningful interaction. The

learned system or learning is the product of formal instruction and it comprises a

conscious process which results in conscious knowledge about the language.

In relation to the English language instruction in the Alternative Learning

System, the idea of acquired system or acquisition tapped the ALS students.

Acquisition takes place when adult participants engage in some communication

situations. The more the adults apply what their teachers taught them the more

they acquire the target language. The teacher needs to utilize the L2 to make

influence to their students.

The Input Hypothesis is Krashen’s (1982) attempt to explain how the

learner acquires a second language. This hypothesis is somehow relates to the

acquired system for this only concerned with ‘acquisition’, not ‘learning’. The

learner improves and progresses along the ‘natural order’ when he/she receives
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second language ‘input’ that is one step beyond his/her current stage of linguistic

competence (Schutz, 2005). In connection to this on English language teaching

in the ALS, this hypothesis may describes how the students of alternative

learning system process information in organized manner. Their learning

capacities need consideration to acquire proficiency in the L2 and can be

functionally literate.

The Affective Filter hypothesis embodies view of Krashen (1982) that a

number of affective variables play a facilitative, but not causal, role in second

language acquisition. These variables include motivation, self confidence, and

anxiety. In other words, when the filter is up it impedes language acquisition. On

the other hand, positive affect is necessary, but not sufficient on its own for

acquisition to take place (Schutz, 2005). Lozanov (1979) state on his

Suggestopedia approach of language teaching that human brain could process

great quantities of material if simply given the right condition for learning, among

which a state of relaxation and giving over of control to teacher. According to

Lozanov (1979), people are capable of learning much more than they give

themselves credit for. In relation to ALS study it is necessary in an alternative

learning system class to have a very relaxing atmosphere and an environment

which is conducive for learning. ALS students learn better if the teachers are non

– threatening. They are motivated to learn if their learning modes, feelings and

emotions are taken into considerations.

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The second major theory of this study is anchored by Malcolm Knowles

(1984) Theory of Adult Learning on the Theory of Andragogy. In this theory,

Knowles identified five assumptions about the characteristics of adult learners.

These are Self – Concept, Experience, Readiness to learn, Orientation to

learning and Motivation to learn.

Under Self – Concept, a person with mature self – concept moves from

one of being a dependent personality toward one of being a self – directed

human being. The point at which a person becomes an adult, psychologically, is

that point at which he perceives himself to be wholly self – directing (Knowles

1982 : 56). In this sense, adults have the autonomy for themselves. They make

their own choices and decisions and have the freedom to learn individually. The

teachers in this way serve as a facilitator. They should involve the adult

participants in the learning process. They must get participants’ perspectives

about what topics to cover and let them work on projects that reflect their

interests (Lieb,1991). In connection to ALS study the adults are guided by

themselves. They learn better if they are engage in activities that may help to

become productive. They need to do it alone to exercise autonomy and

empowerment.

The aspect of Experience relates to the idea that as a person matures he

accumulates a growing reservoir of experience that becomes an increasing

resource for learning. This is the belief that adults learn more effectively through

experiential techniques of education such as discussion or problem solving

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(Knowles 1980:43). In relation to the study, adults past life experiences and

knowledge may serve as their framework in connecting and relating new

knowledge. Adults need direct, concrete experiences in which they apply the

learning in real work. In teaching English language to the adults , the instructor

have to anchor it in the existing knowledge and background of the learners so

that it gets associated with something they already know and in order for them to

learn the new things planned for them.

The concern of Readiness to learn occurs when a person matures and

becomes oriented increasingly to development tasks of his social roles. Adults

know how and what they want to learn. Facilitators here should diagnose

learning needs. Knowles (1980: 44) states that adult education programs

therefore should be organized around life application categories and sequenced

according to learner readiness to learn’. Thorndike (1930) cited in his law of

readiness that there is such a “teachable” moments. In line with the ALS study,

assessing of adults learning needs and styles is a best way to know adult's

learning modes and styles. Teachers here need to set first the modes of the

students before starting the session. The out – of – school youth and adults learn

best if their readiness is of value by the instructors

In terms of Orientation to Learning. As a person matures his time

perspective changes from one of postponed application of knowledge to

immediacy, and accordingly his orientation toward learning shifts from one of

subject – centeredness to one of problem – centeredness. Adults want to apply

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learning to life /work. Lieb (1991) notes that adults must see a reason for

learning something. Learning has to be applicable to their work or other

responsibilities to be of value to them. Therefore, instructors must identify

objectives for adult participants before the course or program of instruction

begins. Speck (1996) says that adults will commit to learning when the goals and

objectives are considered realistic and important to them. This point out in the

study of ALS that application in the real world is important and relevant to the

adult learner’s personal growth. ALS student are oriented to the importance of

English language proficiency and literacy skills in their lives for them to be aware

and exert effort to learn.

Finally, Knowles last assumption of the characteristics of adult learners is

the motivation to learn. As a person matures the motivation to learn is internal.

(Knowles 1984 : 12). Adults have internal motivators like recognition and self –

esteem. Speck (1996) notes that adults need to receive feedback on how they

are doing and the results of their efforts. In relation to the study, the instructors

should give positive reinforcement and encouragement for adults to attend

regular classes, the instructor have to respect adults age and experience and

give the learners opportunity to share, reflect and generalize their learning

experience. Instructors need to let adult learners enhance their reasons for

enrolling and decrease the barriers.

It was with the above mentioned theories that this research of English

language Instruction in ALS took the basis of and founding ideas.

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THE PROBLEM

Statement of the Problem

This study aims to describe the English language instruction in the

Alternative Learning System (ALS) of Bonbon National High School, Bonbon

Cebu City.

Specifically, it seeks to answer the following questions:

1. What is the focus of the English language instruction in the Alternative

Learning System (ALS) in terms of:

a. Objective

b. Content

c. Procedure

d. Evaluation

2. What conditions or factors influence the conduct of English language

instruction in this Alternative Learning System?

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Significance of the Study

This study of the English Language Instruction in the Alternative Learning

System (ALS) will benefit the following:

The ALS Teachers: Through this study they can be more effective and efficient

of their field of profession so they can improve their instructional strategies. They

may be able to modify their teaching strategies most suitable in teaching English

language in Alternative Learning System (ALS).

The Students of Alternative Learning System: They will be able to learn the

English language in better and easy way. Their preferences or modes of learning

will be taken into considerations, thus getting what they deserve and what suits

them. Also, through this study they will be empowered and will learn to read,

write and use the English language. Their weaknesses in the language skills will

be given ways to improve.

The School: In line with the findings of this study, the school can re-examine

their program in the English language instruction and may help them create more

effective modules and syllabus in teaching English in the alternative way.

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RESEARCH METHODOLOGY

This study made use of the qualitative method since it involves an in -

depth analysis of the study of English language instruction in alternative learning

system. Its focus is to provide accurate description of the study without

attempting to treat or employ statistical tools to describe the nature of the

teaching of English Language in the Alternative Learning System (ALS) in

Bonbon National High School, Bonbon, Cebu City.

Research Subjects

The subjects of this study are the students of the Alternative Learning

System of Bonbon National High School,Bonbon, Cebu City. They are the out-of-

school youth and adults aged 15 years old and above who are unable to avail of

the formal schooling or who have dropped out of formal elementary or secondary

education and who passed in the Accreditation and Equivalency Test Program.

Research Environment

This study is conducted in the Alternative Learning System of Bonbon

National High School, Bonbon, Cebu City located at the mountain. Bonbon is the

oldest secondary school in Cebu City. It's an environment friendly school in the

south, spacious and has a wide quadrangle. It composes of 12 classrooms.

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Research Instruments

In this study, the main instruments are Interview and Observation

Schedules. They are used in gathering data and information about the Students

and teachers in The Alternative Learning System.

Observation Schedule. This was the set of session activities that the

researchers wanted to look upon or wanted to know about. It is about the list of

relevant matters in the study. It includes the teachers, out- of – school youth and

adults, their daily activities, the school environments which are the classrooms,

facilities and instructional materials on how it looks like. This also includes the

behavior of the students and teachers and the strategies used by the teachers.

Interview Schedule. This was the set of questions prepared by the researcher

that guided him/her in the interview that he/she made. The interview tied up the

subject's feedbacks on the activities they undertook, on the training they

underwent and the on what the researchers have been observe

Research Procedure

Gathering of Data. At the beginning of the study, the researcher made an

observation schedules containing the list of things to observe in the ALS classes.

The researchers conducted an observation on how English Language is being

taught in the ALS students and took notes teacher and students interaction. The

researchers took videos, pictures making and taking notes for documentations

during Pre - lesson, Lesson proper and post - lesson. The researcher also
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observed the learning conditions and atmosphere in the classroom. Also, during

the visit the researchers engaged in conversations with the respondents to know

their experiences inside and outside the classroom. After each session, the

researcher interviewed some of the respondents using questionnaires. Asking if

the activities conducted in class had helped them.

The researcher also asked student's profile, feelings toward the subject

matter, their teacher and school set up. The researcher also interviewed the

teachers about their profile, teaching strategies and on how they handle and deal

with their students. Then, the researcher draft what they have observed and

interviewed.

Treatment of Data. Since this a qualitative study, the researcher analyzes and

synthesizes the information obtain from observations, interviews and documents

into a coherent description of what they have observed and discovered. The

researchers made a narrative accounts and transcription of the English language

instruction in the Alternative Learning System of Bonbon National High School,

Bonbon, Cebu City.

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DEFINITION OF TERMS

English Language Instruction. The act or process in teaching the English

Language to the out-of-school youth and adults through Alternative Learning

System.

Alternative Learning System. Is a parallel learning system that provides a

viable alternative to the existing formal education instruction to the out- of-school

youth and adults.

Objectives. The educational purposes that the school and the ALS teachers

seek to attain.

Content. The lessons, topics, and learning experiences that are useful to the

ALS students.

Procedure. It refers to the educational set of steps, activities, and an organized

methods, techniques and strategies in the teaching of English Language in the

Alternative Learning System.

Evaluation. The ways in assessing the out-of-school youth and the adults’

learning in the Alternative Learning System.

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Conditions. The situations that affect learning and the reasons that triggers the

knowledge, skills and talents of the out-of-school and adults in the Alternative

Learning System to evolve.

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BIBLIOGRAPHY

A. Books

Poronila, Ma. Luisa C. et al. Learning From Life: An Ethnographic Study Of

Functional Literacy in Fourteen Philippine Commmunities. Philippines:
University of the Philippines Press,1994

Fraenkel, Jack R.,Wallen , Norman E. How to design and evaluate Research in

education. New York: Mc Graw Hill,2006

Douglas, Brown H. Principles of Language Learning and Teaching, Fourth

Edition: Addison Wesley Longman, Inc., 2000

B. Journals

Guerero, Carolina S. “ The other Side of basic Education : Alternative Learning

System” Educator’s Journal.24,no.6(Nov.2004): 8-9

Morgan Miriam C. “ Connecting the dots: Limited English Proficiency, Second

Language Learning Theories and Information Literacy Instruction” The
Journal of academic Librariarship. 28,no.4 (July 2002): 191-196

Barsaga, Eligio. “Integrative Review of Findings of Selected literacy Related

Researcher and their implications on the Literacy Training and Non-
Formal Education Program” The Philippine Journal of education.
80,no.7(December 2001) : 294-295,327-328

C. Electronic Sources

http//en.wikipedia.org/wiki/literacy

http//www.sil.org/asia/Philippines/ovw=literacy.html

http//www.abiva.com.ph/downloads/literacy-info.pdf

http//www.sunstar.com.ph/static/ceb/2008/08/oped/albina/cordova.html