John Kevin C.

Samson Principles of Language and Language Learning

MA ELLT – I Dr. Elineth Elizabeth Suarez

Issues on Language Learning

Reinforcing Reading for English Language Learning to a Nation of “Non-Readers”

Communication skills are important 21st century skill for learners and professionals to

acquire. Reading in particular is an important communication skill that is emphasized in

schools. Reading is an important life-long and survival skill one must possess to function

well in society, especially if one wants to be successful or even just simply take up a place in

the academe or in the work force. The educational system is designed in such a way that

students have to learn not only basic reading, but reading for understanding; quizzes, seat

works, assignments, and exams all have instructions and directions to follow; schools have

policies, services, announcements, rules, and regulations that are posted via bulletin boards or

the website that must be given attention; the work place has contracts to sign, manuals to

understand, and codes to follow. Even in the production industry, such as pastry and cooking,

there are procedures that require not only basic reading skills but the ability to understand

beyond knowledge to follow. An error in reading and following just the slightest of

instructions may cost a fortune if not devastation. Reading is vital to both professionals and

students, in both the work place and the academic community. In this aspect, our country

faces a challenge.

The academic community and business community have noticed a decline in

individuals proficient in English. There are reports on local studies analyzing the situation
here in the Philippines which shows that there is seemingly a deterioration of Filipinos

proficient in the use of English language.

In a study conducted by HA Cervantes Knowledge Systems, Inc. (HACKSI), a

Philippine-based firm which administers the #145 Test of English for International

Communication (TOEIC), sample measurements of graduating students for Year 2001-2002

from selected schools in Metro Manila were taken. The results, as stressed by Dr. Hermelo

Cervantes, chief executive consultant of HACKSI, showed why many Filipinos fail to obtain

foreign jobs that require passing English proficiency certification tests. Graduating college

students only have basic working proficiency in English. This means that, while they know

their English, it is difficult for them to understand native English speakers via international

conferences, and sustain a meaning conversation in the said language. (Study shows Filipino

college studes not proficient in English, 2002)

In another article by Macasinag in 2011 On the Decline of English Proficiency, she

states that the SWS survey commissioned by Promoting English Proficiency (PEP) in March

2006 is the most alarming. The self-assessment of ability to speak in English has the biggest

deterioration which fell from 54% in September 2000 to 32% in March 2006, a deterioration

of 22% in six years. She says rapid increase of TV shows in Filipino and in “Taglish”

contribute to this decline,together with the government’s desire to establish national identity

that led to the use of Filipino as medium of instruction, sacrificing English along the way.

(Macasinag, 2011)

These reports, however true and saddening, could be addressed. There are ways to

reinforce learning the English language. Both the public and private sectors must work on

solutions to these problems. In this case, Reading is a good tool to help increase English

language proficiency.
 For Krashen, we acquire language when we understand what we hear and read

(Krashen, 2003). It is important, therefore, that we reinforce, encourage, even suggest to

students, especially the young ones, to read materials and texts in the English language. Since

language acquisition is a subconscious process, a nudge to read in the English language could

help students easily learn the language after having acquired it.

However, making Filipinos read is a different matter entirely, especially that we have

been dubbed a nation of “nonreaders”.

Luz in his article A Nation of Nonreaders, declares that “ours is a culture of

storytellers, not of readers” (Luz, 2007). Just how our history and culture has been passed on,

we too receive more of our information by listening and watching what other people say or

do. Most Filipinos learn faster, easier, and better when information is acquired by listening or

watching. For most Filipinos, reading is more of a chore than a past-time. Most Filipinos

don’t find reasons to read, especially with the emergence of Television, Radio, and the

Internet.

In addition to this, Yabes laments over the fact that the Filipinos are losing their

reading habit. As a response to an editorial in Inquirer, she notes the unwelcome attitude of

some Filipinos toward other Filipinos who speak English very well. Furthermore, she adds

that there is a disparity in terms of language facility and attitude toward language learning

between those Filipino who read and those who do not; those Filipinos who can speak

English well and those who do not. (Yabes, 2011)

To be honest and fair, though, I for one do not believe that it is our culture that makes

Filipinos none readers. There is a difference between those who do not want to read and those

who do not have the means to read. Factors may be economical.

the lack of access to reading materials. The 2013 Functional Literacy, Education and Mass

Media Survey (FLEMMS) covered around 36 million population aged 6 to 24 years.

According to the survey, one in every ten or about 4 million Filipino children and youth was

out-of-school in 2013. Out-of-school children is defined in the FLEMMS as “persons aged 6

to 14 years who are not attending school while out-of-school youth as persons aged 15 to 24

years who are not attending school, have not finished any college or post-secondary course,

and are not working” (Philippine Statistic Offce, 2015).

Considering this aspect, Filipino children, who do not go to school for many reasons

may not have access to good and adequate reading materials. Furthermore, the poverty rate in

the Philippines seem to stack up burden to the already growing problem of out of school

youths, making it more difficult for students to afford reading materials that would expose

them to learn the English language. Besides, students may have a hard time finding time to

look for something to read if their focus is on finding a meal for the day. Poverty seem to add

insult to injury.

While it is recognized that there is no substitute for reading, there are ways to

reinforce it through different means. The use of other social and mass media is effective. The

exposure of children to English educational shows can be a head-start. There are even good

cartoons and animated shows which discuss relevant social and environmental issues that can

expose children to English language. Filipino stories in English can be encouraged.

Storytelling activities can be done. Libraries can be provided in places where there are no

libraries or books to be read. If we cannot go to places where we can read, then perhaps it is

reading that we have to bring to those who cannot reach it. Private and Public sectors must

help each other to provide more opportunities for Filipino, especially Filipino children, to

read and learn.

the English language. This is why it is important for individuals to learn how to appreciate

reading both for leisure and for personal and professional growth. We have to stop the

running idea that we are a nation of non-readers. We must prove to the world once again that

we can live up to its standards. We have to improve reading by reinforcing it in ways that our

people would appreciate and afford. There are ways to do it. A little push may go a long way.

May this study help us find ways to reinforce reading for English language learning so

that we can get rid of the stigma that we are a culture of “nonreaders”.
References

Krashen, S. (2003). The Comprehension Hypothesis Extended . Retrieved from Stephen D Krashen:
http://sdkrashen.com/content/articles/comprehension_hypothesis_extended.pdf

Luz, J. M. (2007, June 7). Literature and Literacy. Retrieved September 30, 2015, from Philippine
Center for Investigative Journalism: http://pcij.org/stories/a-nation-of-nonreaders/

Macasinag, T. (2011, August 4). On the decline of English proficiency. Sun Star Baguio.

Philippine Statistic Offce. (2015, April 20). Retrieved from Philippine Statistic Office:
https://psa.gov.ph/content/out-school-children-and-youth-philippines-results-2013-
functional-literacy-education-and

Study shows Filipino college studes not proficient in English. (2002, April 10). Philippine Star.

Yabes, S. (2011, November 28). Philippines Loses Reading Habit. Inquirer.