1 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 countries are using English as their main sub-language, and there are multiple simple English phrases spread.

2 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 are to 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 literature can 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.

*This part of the questionnaire indicates questions about the teacher Teacher

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 tantamount to talking about ways in which ELT can help advance and improve the quality of education. But before trying to find the relationship between foreign language education

4 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.

In general, the concept of development can be equated with "evaluation" which implies process and any process implies continuous change in mentalities and behavior, in the

5 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.

6 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 betterquality 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 control information in all fields. The most natural means of having access to information is certainly language. In this respect, a number of facts have to be considered objectively:

7 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

8 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. to raise his or her general level of language awareness, i.e. the characteristic

9 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, selfdirected 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).

10

11 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 which might answer some of the demands and requirements of development. The areas of

12 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:

13

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 perspective, it will widen their area of use. Again, the teaching of this type of subject matter will be carried out in conjunction with the skills. Most of the materials need not be

14 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:

15

through exposure to research reports and research studies in various fields (science and technology, 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 the learners are exposed to and the socio-cultural values underlying it. In addition, desired objective attitudes towards English should be enhanced.

16 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 Serbian epic poetry. Karl Marx and Friedrich Engels used the term in their Communist 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.

17

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 you are not listening carefully, it will help you get a feel for natural English rhythm and intonation.

18 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.

19 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).

5. Meaning-Based Context & Universal Themes - Introduce new concepts through familiar resources, prompts, visuals, or themes.

20 - 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 evasion of the problems which affect the educational system.

21

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 pedagogic activities to drains their energy and confines their

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 and wait until permission was granted from within. The lot of teachers and what happens to teachers inside their

22 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.

The analysis of these three assumptions reveals a complex network of ideas, arguments, concepts, policies, investments and interests. I would like first to look at the chain of the

23 network which involves the concepts of development, policy and interest. The following simple questions can be formulated:

1234567-

What is development, why is it needed? What policies should we have to promote development? Who is to design these policies? In whose interests will these policies promote this development? Would the promotion of this development affect some interests? In case it would, what interests and whose interests would be affected? 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.

24 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 community, it expresses the competence to propose interpretations of the community' s relationships with its various environments and to act upon them so as to secure more

25 harmonious relationships with them; in other words, the ability to adjust its behavior towards the various components of the environment according to its own appreciation and evaluation of the present, future and past interests which motivate these relationships.

The first of these relationships is the contribution which the language teaching community (as a group and as individual subgroups, as well as individual members) brings (or can theoretically bring) to education in general and more specifically to language education.

The second relationship is the contribution of language education to the community at large, and to specific issues or aspects of the everyday life of individual members of the community.

The third relationship is the influence of language education in general, and English language education in particular, on the educational system, the community and on specific sectors or branches of the various social, economic, commercial, cultural and political activities of the community.

It would, however, be necessary to set each of these relationships in terms of five dimensions each of which is actually a synthesis of a category of conditions for development to occur according to the definition I have suggested above.

The first dimension is an exhaustive and comprehensive description and identification of the current situation.

26 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 individuals for whom they have been designed. and that they will benefit the groups or

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 science, mastery of certain technologies and increase of foreign investment will reveal that these indicators do not necessarily correlate with our definition of development. In fact,

27 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, associate members, etc, as members of the Moroccan community at large, and as members of the

28 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, programs, 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.

While instrumentality may be the exact concept to describe the function of English in developing countries, it is positively not instrumentality which enhances

29 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 de- velopmental 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

30 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 given statements 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 answers for 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 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. 6. Our teacher can explain the lssons 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 activities about the topic for the day. 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. 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. Mean 3.33 2.30 2.53 2.50 2.07 2.43 3.26 3.17 3.25 2.96 3.55 2.58 3.09 2.75 3.29 2.75 2.57 2.50 2.46 2.96

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Statements 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. 6. Our teacher can explain the lssons 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 activities about the topic for the day. 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. 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.

Median 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3

Statements 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.

Mode 3 3

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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. 6. Our teacher can explain the lssons 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 activities about the topic for the day. 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. 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.

3 3 3 3 3 3 3 3 4 3 3 3 4 3 3 3 3 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. Right after 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 the girls 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

37 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 and dynamics 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 of learning in childhood. Trends In Cognitive Science: 11(7), 274-279.
Rabat. Stern, H.H. (1983) Fundamental Concepts in Language Teaching C.U.P. Trim, J. (1979) "The aims of modern language study in schools" in Modern Language Examinations.

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. Current Directions 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 at infant 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-yourEnglish_sttc69.html www.griffe.com/projects/worldlit/ en.wikipedia.org/wiki/World_literature

Appendix A Jesus the Risen Savior School Lasallian Schools Supervision Office Accredited Level II A.Y. 2010 2011 January 19, 2011 Dear Ms Melba:

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Please allow me to conduct a survey regarding my research topic to some parents and personnel of JRSS. My research topic is: AN EVALUATION OF ENGLISH IV CURRICULUM OF JESUS THE RISEN SAVIOR SCHOOL: A BASIS FOR CURRICULUM ENGINEERING. The survey will only take about 10 minutes. Thank you for your kind consideration. Sincerely yours, _______________________________ JAMES PATRICK EARL B. JENSEN IV- Glory Noted by: __________________ SIR JOHN P. PINEDA Research Teacher Approved by: ____________________________ MS. MELBA JOY R. CONCORDIA Principal

APPENDIX B QUESTIONNAIRE

THE EVALUATION OF THE EFFECTIVENESS OF STATISTICS PROGRAM IN JESUS THE RISEN SAVIOR SCHOOL QY 2010-2011 Directions: Rate how strongly you agree or disagree with each of the following statements by checking the appropriate box. 4 Strongly Agree 3 Agree 2 Disagree 1 Strongly Disagree

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I. BOOKS AND MATERIALS 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.

44 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.

45 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 PERMANENT ADDRESS Muntinlupa City CONTACT AGE DATE OF BIRTH PLACE OF BIRTH SEX CITIZENSHIP HEIGHT WEIGHT CIVIL STATUS LANGUAGE SPOKEN 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 Development 6 Hyatt Street, Pleasant Village, Alabang, Muntinlupa City, Philippines 2001-2007 III. SKILLS : James Patrick Earl B. Jensen : B34 L4 Soldiers Hills, : (02) 842-47-05 : 16 : Feb 7, 1995 : San Pedro, Laguna : Male : Canadian : 51 : 58 Kg : Single : Filipino, English

English Literature Playing Sports (Tennis, Swimming, Basketball) Playing Instruments (Lead, Bass, Piano, Violin) Essay Writing Drawing

Signature