ENGLISH AS A WAY
Studying English as a foreign language in order to set one’ self in life, be it religious/missionary life or corporate direction, asserts its paramount significance. Barriers to effective communication have been a perennial concern but these can be possibly addressed even in more ways than one. My journey as a consultant for the English Proficiency Program among the Xaverian Mission brothers who come to the Philippines to prepare themselves for the Theological Program has both been a rewarding and challenging feat for me for the last six solid years. The earlier trainings I have completed in adult education program, handling both learners (of English as a second language and a foreign language) have been a great support in my venture with the Xaverian Community.
The yearly goal setting would always be more or less an effective yardstick to measure the brothers’ entry level of English ability against their finishing level. There has been (on my part and on theirs as well) a cumulative degree of satisfaction as they reach the culminating level of the yearly program. There are breaches from time to time but these are controlled to a minimum. Every program would usually yield nonhomogeneous results in both quantitative and qualitative reports that are prepared at the end. And each year, the modules, materials, programs are assessed, evaluated and re-evaluated in terms of actual implementation as measured against results. Programs are modified accordingly so that every need is met. However, constraints in time as feared by the curriculum developer are naturally overcome through tests of time.
BARRIERS TO EFFECTIVE COMMUNICATION
The beginning of each year’s program would be the most challenging as only barriers seem to be what’s visible. However, students move to meet their language need, specifically the American English variety, as groundwork for the full implementation of the whole year’s program starts to unfold before them. The lessons are introduced at their entry level and the brothers’ performances are carefully monitored and assessed through summative tests and measures that come every quarter. Little by little, by using the most effective way of learning, and that is through drilling and exercises, the brothers slowly but surely get accustomed to the English language in terms of the four macro skills which include Reading, Listening, Writing and Speaking. From even a zero level, some brothers have actually displayed a steady improvement in their English Proficiency with strong grounding on generally accepted patterns and structures of American English Grammar. Thus, barriers are broken and the brothers level up in terms of equipping them well in their TOEFL level preparation.
GETTING GROUNDED ON WRITING SKILLS
After hurdling English Grammar, the brothers set themselves ready for academic writing using TOEFL level materials. They are introduced to vocabulary words giving emphasis on the intentional build-up of vocabulary used in academic writing. Within the program is a daily study of words, drilling on them and challenging them in writing paragraphs from a given set of words for the day. Intensive writing exercises are a daily dose together with tests and quizzes. Alongside, TOEFL Reading comprehension and tests have become an integral part of the program from last year. Within the writing process, the brothers are encouraged to engage in the style and kind of writing done in Loyola School of Theology. Towards the end of the writing program, the brothers also learn peer correction with their classmates.
Throughout the program, matters of the heart, humility, and friendship are also built among brothers. As each builds his self-confidence and self-esteem based on their faith, the difficult becomes manageable, the impossible becomes possible and hard things to do become doable. And we finally see the bigger picture that everything that is done in the English program is but a harbinger of greater things to come, for the greater glory of God as each one fulfills his calling using English as a way.
Ms. Rose Marie P. Regalia, MBA
Curriculuim Developer/Teacher-Trainer
