Abstract
This paper examines the core claims, assumptions, and silences of the enacted K-12 English curriculum in the Philippines, guided by three important questions: What does the curriculum claim will happen to those using or exposed to it? What does the curriculum say about the English language and learning it? What does the curriculum say nothing about? These questions generate an understanding of how Philippine English (PE) and communicative competence are conceptualized in the written English curriculum currently running in the country. How the enacted curriculum (dis)regards Philippine English and how it (mis)construes communicative competence are problematized in this paper that is conceptual or polemical in nature. The insights generated, in turn, serve as input for redesigning the written curriculum with PE as an inspiration and a reconceptualized communicative competence as its aspiration. This paper argues that the English curriculum and its overarching goal must be grounded not only on global but also on local sociolinguistic realities.
Recommended Citation
Bernardo, Alejandro S.
(2022)
"Analysis of Core Claims, Assumptions, and Silences: A Basis for Re-designing the Enacted K-12 English Curriculum and Reconceptualizing Communicative Competence,"
Journal of English and Applied Linguistics: Vol. 1:
Iss.
2, Article 2.
DOI: https://doi.org/10.59588/2961-3094.1017
Available at:
https://animorepository.dlsu.edu.ph/jeal/vol1/iss2/2
Included in
Anthropological Linguistics and Sociolinguistics Commons, Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Language and Literacy Education Commons
