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Volume 8, Issue 6, November 2020, Page: 240-245
Evaluation of the Philippine National Foreign Language Program in Public Secondary Schools
Jocelyn Dr Andaya, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Tina Amor Buhat, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Ana Marie Calapit, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Glenne Delos Trinos, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Rosa Ligaya Domingo, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Wenda Fajardo, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Ayette Ferriols, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Riza Gusano, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Anna Maria Patricia Santos, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Samuel Soliven, Department of Education (DepEd), Bureau of Curriculum Development (BCD), Manila, Philippines
Received: Mar. 27, 2020;       Accepted: Apr. 22, 2020;       Published: Nov. 4, 2020
DOI: 10.11648/j.ijll.20200806.11      View  39      Downloads  79
Abstract
The study evaluated the implementation of the Philippine National Foreign Language Program (Special Program in Foreign Language [SPFL]). A descriptive research design was employed to identify the following: (1) the profile of SPFL students and graduates and (2) the graduates’ current status; (3) the teachers’ and school heads’ assessment of the program and (4) the difference between the two; and (5) the challenges encountered in the implementation of SPFL. The current study found varied reasons for unemployment among graduates, but there was a consensus among student- and graduate-participants that the program is satisfactory in terms of its objectives and curriculum. Teachers reported to have encountered serious problems in SPFL implementation while the principals described the problems as only moderately serious. A model for implementing the SPFL curriculum was then developed based on the results of the study. This includes four main agents of implementation: administrators, teachers, learners and support groups, each with respective tasks to practice.
Keywords
Foreign Language, Implementation Practices, Curriculum Model
To cite this article
Jocelyn Dr Andaya, Tina Amor Buhat, Ana Marie Calapit, Glenne Delos Trinos, Rosa Ligaya Domingo, Wenda Fajardo, Ayette Ferriols, Riza Gusano, Anna Maria Patricia Santos, Samuel Soliven, Evaluation of the Philippine National Foreign Language Program in Public Secondary Schools, International Journal of Language and Linguistics. Vol. 8, No. 6, 2020, pp. 240-245. doi: 10.11648/j.ijll.20200806.11
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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