The Subtle Art of English

"The Subtle Art of English" is a collection of articles produced to discuss various aspects of the English language. This is their own burn book, created by students who desires to be future English educators, and it contains their own opinions, perspectives and personal observations on various sides of the universal language. "𝐄𝐧𝐠𝐥𝐢𝐬𝐡 𝐢𝐬 𝐬𝐨 𝐟𝐞𝐭𝐜𝐡!"

[thesubtleartofenglish]

As we all know communication is the key and being able to communicate effectively in English is becoming more and more significant for individuals as it is an international common tongue. English is used so widely in the social, academic, and professional field, it is especially important to Filipinos. Despite this, there are still common language mistakes and difficulties that interfere with effective communication using the English language and may have an adverse effect on one’s ability to advance personally and professionally, even in the Philippines where English is widely spoken. This discussion emphasizes the factors and problems that Filipinos have when using the English language, which has caused them to anxious from speaking the language completely as a conversational medium.

Many studies have come up that some students/learners have difficulties of using English language as their mode of communication.  One of the difficulties that students encounter is when they use English language that related to their knowledge about their English proficiency. Non-native speakers struggles with their vocabularies, grammar, pronouncation and comprehension that hinders their ability to use or to express themselves effectively while using the English language.

As our generation grows, especially here in the Philippines, we tend to think that our everyday needs are determined by a set of standards. One of the most important stages of self-awareness is realizing your own standards and how they affect your life. Furthermore, there is a standard in languages that this generation adheres to, believing that fluency in English is a requirement for intelligence. As is widely known, Filipinos are native speakers of their own language and also speak English as a second language. And a survey conducted in 2023 revealed that 55% of Filipinos spoke English, despite the fact that 93% of Filipinos can understand spoken Filipino. However, due to the standards in language that are dominant in our generation, Filipino learners still experience anxiety when speaking English. This is because, in accordance with Tupas's (2002) theory of the culture of inferiority, learners in the Philippines believe that their knowledge and skills fall short of that of native speakers, which causes them to feel insecure about their speaking abilities. The feeling of inferiority creates a stressful disposition that may leads to the anxiety of the learners.

Richardson, a Grade 11 student shared about his experience regarding of using the English language. He said, “Marunong naman akong gumawa ng grammar using English pero onti nga lamang at hindi ganon kagaling sobra at isa sa kinatatakutan ko ay ang magsalita sa harapan at mapuna ang mga mali ko.” ("I know how to use the English grammar but only a few and not that good. One of the things I fear is speaking in front of everyone and being criticized for my mistakes.").  He shares that if he fails, they will criticize his grammar usage that leads to anxiety and failing of communicating properly, especially when speaking publicly. Another respondent from University of the East, Patrick,  a 3rd year college student shared that he also struggles in using English language as his medium of communication. He said that “Nahihirapan akong gamitin ang english language in all aspects dahil nahihiya akong mapagtawanan ng ibang tao lalo na nung mga kaklase ko at majudge ako, at hindi rin ako fluent sa page-english, hindi straight magsalita at nauutal utal. Madalas ko rin napapansin na mali mali ang aking grammar at hindi ko alam gamitin yung ibang english words para gawing tama.” (I find it difficult to use the English language in all aspects because I am ashamed to be laughed by others, especially my classmates whose going to judge me. I am not that fluent in English, and I am also stuttering. I often noticed that I am grammatically incorrect and don’t know how other English words to correct it.”).   He also shares that he also loses his confidence in speaking with just imagining how it is like to talk in front of others and it’s related to the study of the Common Problems for English Learners in the Philippines", they fear of embarrassment or intimidation from the public. And the common excuse given by some Filipino language learners for their frequent avoidance of using the English language is that, when they mispronounce or construct a grammar, most educated Filipinos can readily identify the error and, rather than correcting the offending individual, they choose to judge the poor English speaker. Some of them even express a sarcastic and haughty refusal to accept correction.  In contrast, it is shown that the process of learning and using English as a mode of communication can evoke a range of psychological and emotional responses in students. Anxiety, self-doubt, and fear of making mistakes are common experiences, particularly in high-pressure communication settings such as presentations or group discussions. These negative emotions can hinder students' ability to communicate fluently and undermine their overall language learning progress.

In conclusion, English is viewed as a "special" language rather than a "second," and only people who are familiar with its grammatical and phonetic standards are considered deserving of using it.  English seems to be viewed as the language of the privileged few who were able to pick it up in school or by interacting with other English-speaking individuals.  This meaning made it difficult for everyone to embrace English as a language that affect the perception and expectation of the society of being good communicators contributes to the pressure they feel as an ESL learner. It results to why some of the country's people have no confidence in speaking English and have a problem learning English. Moreover, these challenges may be addressed by educational institutions and think about modifying language learning strategies  such as including policymakers, community organizations, and language support services. By investing in resources and initiatives that cater to the unique needs of ESL learners, that would lessen these difficulties and turn English into a common communication tool rather than a test of proficiency.

REFERENCES & SOURCES:

Mancilla, D., Hisona, J. (2019). Speak Up or Shut Up: Factors Why Majority of Filipino Students Opt Not to Use English Language as a Conversational Medium. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2H) https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/10873

Armstrong, L., Nighthawk, K.T., Hart, B., (2024). 10+ Non -English-Speaking Countries Where Locals Speak English.

Madrunio, M.R., Martin, I.P., Plata, S.M., (2015). English Language Education in the Philippines: Policies, Problems, and Prospects. English Language Education Policy in Asia, 11, 245–264 https://link.springer.com/chapter/10.1007/978-3-319-22464-0_11

Pachina, E., (2020). Common Problems for English Learners in the Philippines. International TEFL and TESOL Training, https://www.teflcourse.net/blog/common-problems-for-english-learners-in-the-philippines-ittt-tefl-blog/?

Generales, L., Medina, R.J., Separa, L.A., (2020). Situational Speaking Difficulties of English as Second Language Learners in the Philippines. Journal of Southeast Asian Studies, 25(1) https://www.researchgate.net/publication/342658320_Situational_Speaking_Difficultiesof_English_as_Second_Language_Learners_in_the_Philippines

Tupas, T. R. (2002). Second Language Teaching. Philippines: UP Open University.

[thesubtleartofenglish]

English needs no introduction at this point. This language is understandable to a wide range of individuals from different nations, whether or not it is innate. It is undeniable that those who are exposed to this language in their early years will continue to speak it at their highest fluency levels as they become older and will also likely acquire higher competence levels because of their early exposure. But the question is, what distinguishes individuals who acquired fluency in English from those who did not? Thinking back on my English-speaking cousins has inspired me to research the variations in English language skills among people, hence my decision to delve into the underlying aspects of this topic.

As soon as I started noticing two of my cousins, I developed an interest in learning more about the variations in English proficiency. Although they come from different backgrounds—my parents' sides—both of them can speak this language fluently, to the point where they can converse with native speakers. I could even go as far as to say that they are comparatively on par with native speakers. One of them, Sean Colbie, 14, has been speaking English since nursery, and his continuous exposure to different English cartoons during his early years helped him significantly develop. Her mother found out that his son has a strong fondness for watching Cartoon Network at the age of six. This became apparent when he was in first grade, and from then on he became even more committed to watching foreign shows. “Mga around Grade 1, lagi lagi na siyang nanunuod ng mga cartoons. Mostly in English. Sinusubaybayan niya almost every day yung channel na Cartoon Network, dahil ‘dun na-adapt niya yung mga dialogues na naririnig niya sa mga shows na napapanuod niya sa T.V. (Around Grade 1, he always watched cartoons. Mostly in English. He follows the Cartoon Network channel almost every day, and that's where he adapted the dialogues he hears in the shows he watches on T.V.).”

 Moreover, Sean’s fondness for speaking in English was further strengthened and reinforced the moment he was introduced to his phone, which he often uses to access YouTube and Facebook, among other media platforms. In that regard, watching videos that are hosted by English native speakers has become his pleasure, which has helped him develop toward fluency in the language. There is no denying that media consumption can significantly contribute to one’s communicative progress. Research on how media intake affects English competence is still under progress, yet some studies point to certain advantages. For example, a study discovered that using social media in English can improve learners' proficiency in the language since it offers interactive content, visual components, and communication and learning opportunities. Another study indicated that social media usage positively affects learners' understanding of English as much as it enhances their comprehension of the language and may help them become more proficient in vocabulary, listening, and general language usage. While it may seem like a pivotal contributor to one’s proficiency in English, I don’t intend to digress.

After all, Sean’s ability to speak English has greatly benefited from the impact of YouTubers like PewDiePie, Markiplier, and Matthew Patrick of The Game Theorists. These media personalities encouraged him to speak English more frequently until he was able to do so fluently. “Sa dami ng napapanuod niya sa YouTube and Facebook, naging natural na lang sa kanya ‘yung pagsasalita in English, almost to the point na hindi na siya nagta-Tagalog. It’s never been an issue for us though. Proud naman kami na natutunan niya ‘yung English mostly by himself (With the amount of time he has been watching on YouTube and Facebook, speaking in English has become natural to him, almost to the point that he no longer speaks Tagalog. It's never been an issue for us though. We are proud that he learned English mostly by himself).”

The same can be observed with my 12-year-old cousin, Eumi, who's on my father’s side. But instead of acquiring the language naturally, she was intentionally taught by her mother on a regular basis, which is how she acquired fluency in English at such a young age. “Actually akala ko namana niya yung ganoong skill niya sa papa niya. It was until I remembered na ako pala nagturo sa kanya na mag Ingles. Even before bago siya maging talkative, talagang tinarget ko si Eumi na matuto mag-English. English mode yan kaming dalawa every time na magba-bonding kami. Kahit si Vince, nire-remind ko talaga na mag-English ‘pag kakausapin si Eumi. Mandatory datingan, ganun. Tipong makaka-encounter lang kami ng words sa bahay, actually anywhere, mapa-phone, T.V., posters, sa malls, pinapabigkas ko ‘yan kay Eumi. As much as possible, ine-encourage ko siya na mag-read. Read, read, read, read, read, read, tina-try ko talagang ma-push si Eumi sa pagbabasa since appropriate naman din talaga yung pagbabasa sa children natin. Anybody her age should be encouraged to read textbooks, stories, kahit yung simple alphabetical posters, lahat ‘yan very advisable sa kapwa parents natin, especially for the sake of their kids’ growth and development (Actually I thought she inherited that skill from her father. It was until I remembered that I taught her to speak English. Even before she became talkative, I really targeted Eumi to learn English. It's English mode for both of us every time we bond. Even Vince, I really reminded him to speak English when talking to Eumi. Every time we encounter English words at home, actually anywhere, phones, T.V., posters, in malls, I make Eumi pronounce them. As much as possible, I encouraged her to read. Read, read, read, read, read, read, I was really trying to push Eumi to read since reading is really appropriate for our children. Anyone her age should be encouraged to read textbooks, stories, even simple alphabetical posters, all of which is very advisable to our fellow parents, especially for the sake of their kids' growth and development).” 

Now that I clarified where this assessment ultimately stems from, it is obvious that Eumi and Sean are the sole reason I became curious about the difference between attaining fluency in English during the early years and attaining it during the later stages in life. There is very little difference between their fluency levels when compared to one another, and their natural usage of this language only continues to evolve as they get older and mature. With that being said, my curiosity then prompted me to harp on the belief that their natural acquisition and gradual improvement of speaking in English have something to do with the critical period in a child's learning development, especially in light of the fact that they gradually gained fluency in this language from infancy and childhood to adolescence.

Becoming advanced with learning a language can have a significant impact on how well you grasp its usage eventually. This is where the critical period in a child's learning development takes effect since it is a biologically determined stage where the child is supposed to be optimally ready to acquire certain skills. Based on its definition, this period is associated with brain plasticity and is characterized by the highest potential for learning and development. The critical period is generally considered to occur in the early years of a child's life, from birth to around the age of five. It is crucial to learn language, vision, hearing, and other skills during this period because it is when the brain is particularly responsive to learning and the development of neural connections. This relates to how they developed their English language skills in a manner similar to that of native speakers, which is particularly clear given that they were exposed to the language from an early age. One of them, as I mentioned earlier, picked up English organically by watching different English-language cartoons, let alone the fact that he was instructed to communicate in English with everyone around him, including his family. To a certain degree, his family has some influence in how he developed his natural fluency in the language, and that is largely due to the fact that they decided to speak to him in English for as long as they could, primarily in an effort to help him become a native English speaker from birth.

Despite the fact that Eumi learnt the fundamentals of the language from her parents, she has also benefited from viewing English cartoons and speaking to everyone in English. The Language Acquisition Device (LAD) developed by Noam Chomsky is a factor that sets Eumi and Sean apart from the rest of our cousins. It is a theoretical concept that suggests the existence of a biological structure in the human brain that enables children to acquire language. Chomsky proposed that children are born with an innate ability to understand and generate language, and the LAD serves as a universal grammar processor, which allows them to grasp the complexities of language through exposure and interaction. Based on the manner in which Sean developed his preference for speaking English in his early years, youngsters may be able to progress in their English proficiency in a manner that will allow them to do so in the future. However, with Eumi, that isn't mostly the case. She learnt the language more intentionally and didn't pick it up naturally. Even if her education can be whittled down to homeschooling and tutorials, her parents have given her enough guidance that she has become incredibly proficient in English when speaking to others. She began with the fundamentals, as did Sean, who also started with basic words and sentence structures before expanding his vocabulary and growing more accustomed to speaking the language at such a young age.

All things considered, we can argue that learning to speak English in the early phases of human development, from birth to childhood, can aid non-native speakers like me in adapting and achieving higher levels of proficiency and fluency than those who are only beginning to learn it during their adolescent years. It is true that early development is more critical than later development, whether or not it takes work to understand the fundamentals of English communication during the adolescent years, and this is especially evident when you are learning the English language for communicative purposes.

REFERENCES & SOURCES:

Ohwovoriole, T. (2023, July 25). Critical period in brain development: definition, importance. Verywell Mind. https://www.verywellmind.com/critical-period-in-brain-development-definition-importance-7556041

Levels of learning a language – Mango languages. (2023, March 16). https://mangolanguages.com/resources-articles/levels-of-learning-a-language/

Sriram, R. (2020, June 24). Why ages 2-7 matter so much for brain development. Edutopia. https://www.edutopia.org/article/why-ages-2-7-matter-so-much-brain-development/

Cisneros-Franco, J. M., Voss, P., Thomas, M. E., & De Villers-Sidani, É. (2020). Critical periods of brain development. In Handbook of Clinical Neurology (pp. 75–88). https://doi.org/10.1016/b978-0-444-64150-2.00009-5

Jones, M. (2021, April 13). English Proficiency levels: A guide to determining your level. SpeakUp Resources. https://magoosh.com/english-speaking/english-proficiency-levels-a-guide-to-determining-your-level/

Vipond, T. (2023, October 25). Language proficiency levels. Corporate Finance Institute. https://corporatefinanceinstitute.com/resources/career/language-proficiency-levels/

Dore, R. A., Logan, J., Lin, T., Purtell, K. M., & Justice, L. M. (2020). Associations between children’s media use and language and literacy skills. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01734

Arulchelvan, P. (2019). Social media usage among English language learners in Primary School. https://www.redalyc.org/journal/6437/643770323033/html/

Muftah, M. (2022). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review. https://doi.org/10.1108/prr-10-2021-0060

[thesubtleartofenglish]

Harnessing the Power of English Proficiency: A Disaster or Blessing for Filipino Workers?

It started with the money, which was one of the most influential things that all of the people wanted to have. Having a good, decent, and high-paying job has been a dream come true for most people. It will sound hypocritical if someone tells you that happiness is the only thing that matters to them. But in reality, what matters most is the money that results in a convenient and stress-free life. Unfortunately, living in a country where high-paying jobs don't exist, where many people are still dependent and forcing themselves into low-income jobs, and where capitalism has ruled the job industry, the Filipinos have been having a very hard time trying to find a perfect job that doesn't only suit the profit they want but also the capabilities and abilities they have.

"Why are Filipinos often accepted for call center jobs?" If someone asks this question, it will be triggering for many Filipinos. A lot of the so-called-proud Filipinos will defend how their Kababayans have been very fluent and talented in speaking English. They will give you links that will direct you to different articles and videos and will show how ignorant you are for not knowing how many Filipinos have been accepted into English-speaking jobs. Precisely, Filipinos are known for being good speakers of English because they were colonised by the Americans. Their influence played a significant role in shaping the English proficiency level of Filipinos. Mostly of schools and educational materials in the Philippines were predominantly in English. This exposure to the language from an early age allowed Filipinos to develop a solid foundation in English. Furthermore, the American occupation brought with it a cultural exchange between the United States and the Philippines. This exchange allowed for the assimilation of American customs, traditions, and language. English became a means of communication between American military personnel and the local population, leading to increased familiarity and usage of the language. And because Filipinos also like to support western movies, singers, and even books, most of them are actually fluent and can speak with foreign people easily and clearly using the said language. 

Almost half of the population in the Philippines are competent with the English language. The last poll that was conducted by Social Weather Stations survey was on March 26 to 2029, 2023. It shows that 47% of Filipinos have the ability to think in English, 80% of them understand the language, while 55% can speak the language. Around only 9% do not apply any of these skills. According to Nakahara's research, over 80% of the 102 Filipino respondents used English mostly in their work fields, such as meetings, conversations with colleagues, emails to colleagues, company documents, negotiations with business partners, emails to business partners, and documents for business partners. A lot of Filipinos are unemployed due to not being able to speak English,  this also affects the economic growth of the Philippines. There's a quote that says, "English is like, if you speak it, then you can get a job in any country," but does it also apply to those unfortunate people inside their own country? The unemployment rate in the Philippines is influenced by these main factors, such as education background, skills, and English proficiency. Unfortunately, for many Filipinos, the language barrier becomes a hindrance to having a job. They might be talented professionals with basic English knowledge, but despite their outstanding qualifications, the employer may still choose not to hire them due to their inadequate English proficiency.  

Gerry Rose F. Legaspi, 32, was one of the Filipinos who shared this concern. As someone who started working at an early age, it's understandable that she'd be rejected because of her educational background. She only finished high school and began working afterward to support her first child. She confesses that it is quite difficult because she has previously worked two to three jobs in one day. “Mahirap kasi nagbabantay ako sa karinderya ng biyenan ko sa umaga, tapos sa tanghali naman pagkatapos mag-tanghalian, tutulong sa paggawa ng mga bracelet beads, tapos sa gabi ay janitress (It's hard because in the morning, I work at a cafeteria that was owned by my mother-in-law, then after I eat lunch, I will help with bracelet beads, and at night, I will work as a janitress.)”  But when she got the opportunity to enroll in a technical vocational course at Xavier Technical Training Center with a diploma in Computer Science, she worked hard to study and graduated as one of the outstanding enrollees of the batch. “Ginalingan ko talaga nung nag-enroll ako ron, hindi lang kasi puro kompyuter `yung tinuturo samin, may isa kaming subject na nag-eenglish kami at ang weird dahil iyon ang mas nagustuhan ko (I did my best when I got enrolled there, however, we didn`t only learn how to use computers, we also had one subject where we learned how to speak English. It's weird, but I did enjoy that one the most.) 

She began looking for work after graduating, using Facebook. She tried scrolling through many job groups and asked them about their requirements; fortunately, one employer from a call center job contacted her. “Pagpunta ko `ron sa site kung saan i-interviewhin ako, nakita ko na ang daming aplikante na naka-formal attire, samnatalang ako `yung damit ko lang ay polo-shirt na puti at pantalon na fitted, naka-rubber shoes pa nga ako, pero sila ang tataas ng heels, naka-gel ang buhok, `yung sapatos halata mong kakalagay lang ng shoe polish, basta halata mong mga professionals. (When I arrived at the site where I would be interviewed, I noticed that many of the other applicants were dressed formally, whereas I was dressed casually in a white polo shirt, fitting jeans, and rubber shoes. They are dressed professionally, with high heels, gelled hair, and their shoes are obviously fresh from shoe polishing.) The interview has not yet started, but she felt intimidated and insecure. When the employer started to call their names, she felt something she had never felt before; her stomach turned, and the butterflies started dancing. When it was her turn, she was first asked by the employer if she could speak English. “Tinanong niya ako kung marunong ba ako mag-english, ang sagot ko naman ay “A little bit, Ma`am” tapos parang natatawa siya tapos tumingin ulit sa resume ko, naiilang na ako at parang napapahiya tapos maya-maya sabi niya na “we can`t accept someone like you because we think you are not ready for this” (The employer asked me if I could speak English. I answered her, "A little bit, ma'am." Then she looked like she was actually laughing, and she looked again at my resume. I felt uncomfortable and shy, and later on she told me, “We can`t accept someone like you because we think you are not ready for this.”) 

After being rejected from the job she was supposed to earn, she experienced low confidence because someone rejected her due to her basic skills in English. “Masakit syempre, sa totoo lang proud nga ako nun` kase may tinapos ako kahit tech-voc lang pero marami kase ang magagaling doon, damit pa nga lang nila walang-wala na ako, pero siguro kung isa ako sakanila, pipiliin din nila ako. (It is truly hurting me. To be honest, I'm very proud that time because I studied, even though it was simply a technical vocational course, but all of the prospective employees there are far superior. Their attires is considerably better than mine. Perhaps if I'm one of them, they will also choose me.)”

Another experience from this matter was shared by Hazeline Soriano. A 24-year-old aspiring English teacher from Bulacan State University-Sarmiento Campus. She said that she and her friends started to find a job to support their studies, especially in the pandemic era where a lot of people have experienced hardships on an everyday basis, such as necessities, money, and resources. “Actually, I'm with my friends at that moment. We tried to apply because someone told us that the company does not require fluency (in English). So we were surprised when we heard our co-applicants speaking fluently (in English). So, yes. Until now, remembering that made me feel uneasy. The reality that I am not very good at English hits me hard.” She also shares that she felt intimidated and insecure at that time. “Yes. Aside from insecurity, I felt intimidated. Because the interviewer appears to be thinking, what the hell am I doing in that room?” She ended her statement saying, “If jobs just let people with necessary skills take a position in their company than people speaking English fluently, maybe we can have a lot of employees now and unemployment will not rise again.”

Maybe this cannot happen if we don't use English as the basis for how we look at different people. Maybe the unemployment rate in the Philippines due to English proficiency will not rise as it is used as a standard for accepting an employee, and maybe this concern will not make other people doubt and feel embarrassed about themselves. We often have a better sight and view of the universal language, but we don't see how it can affect other people in a negative way. Those people who are trying their best to live in a society where they have to deal with double standards. These people only wanted to survive on an everyday basis. We can say that they can just learn English and try to make an effort for them to be chosen for the jobs they need; they can only wish. In a country like the Philippines, learning is much more expensive than the salary you will get after graduating. But money is the king. It is a dream. It dominates everyone. In a society where poverty and hunger are dominant, we cannot blame the Filipinos for finding a job, even though they know for themselves that jobs require an English-speaking worker. And this is the reality: if we are not one of them, they will not choose us.

REFERENCES & SOURCES:

SWS: 47% of Filipinos ‘competent’ with English language | Philippine News Agency (pna.gov.ph)

Arcandi, J. L., & Grin, F. (2013). Language in economic development: Is English special and is linguistics fragmentation bad? In E. Erling & P. Seargeant (Eds.), English and development: Policy, pedagogy and globalization (pp. 243–266). Bristol, UK: Multilingual Matters.

Burton, L. A. (2013). Mother tongue-based multilingual education in the Philippines: Studying top-down policy implementation from the bottom up [Unpublished doctoral dissertation]. University of Minnesota, Minneapolis, U.S.A.

Chavez, A. (2014, January 10). What Asia can learn from Philippines about English education. Huffington Post.

Cabigon, M. (2015). State of English in the Philippines: Should We Be Concerned? British Council.