One key target of the global education system is the equipping of graduates exhibiting sets of core 21st-century competencies. Looking into global competencies vis-a-vis language learning, inclination to English fluency is an edge for pursuing global careers. The imperativeness of accommodating English education in China is first manifested in its Open Door Policy in 1976. However, even after four centuries, the competence of Chinese has little progression with merely 1% of its population classified as conversational. Resolution now includes enrolling students and professionals to online classes to learn English for special purposes. This paper is an attempt to identify the unique features of the synchronous language class, and the emerging issues in the educational culture based on the critical reflections, and experience of a Filipino educator. Among the noteworthy findings include: 1) students- a) adults were generally found to be diverger, conceptual, and pragmatic while the young were converger, tactile, and visual; b) preference to non-conventional English teaching style; c) initiate adjustment in curriculum design in cases of advanced learners; 2) teachers- a) have limited power to exhibit teaching style to prevent open discussion on sensitive topics, e.g., politics, religion, and b) trained to sustain the “delight” of the student. Examining the regional education system of an online English class allows understanding the interface between the language learner and the educator with different native tongues and educational cultures. Findings show that the Filipino-Chinese interface in an online language class requisiting diagnosis to help identify specific errors for recommendation case-specific action.
Jewel Labita, University of the Philippines, Philippines
Stream: Literature and language learning
This paper is part of the ACLL2019 Conference Proceedings (View)
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