I Am Soo Hui Ming – Personal EssayEssay Preview: I Am Soo Hui Ming – Personal EssayReport this essaymy name is Soo Hui Ming. i am 16 years old. i am a girl. i live in malaysia, penang, seberang jaya, taman siakap. i study in smjk jit sin, 4t1. i have a father, a mother, two elder sisters and a younger brother. i also have two grandfather and two grandmother. i also have four cousin, they are lala, lili, lolo, lulu. The overall agenda for the research reported here grew out of semi-structured interviews with senior secondary students here in Davao City, Philippines. These Students were asked a number of issues, including the changing profile of secondary students, the changing nature of English curricula, the increasing need for English teaching staff to be adaptable, highly qualified and research-active, and the growing pressure on institutions to introduce English language proficiency benchmarking. Each of these issues can be related to the impact of globalization and, in particular, the impact of the globalization of English, on the education sector. Following a critical review of selected literature on the impact of globalization on the teaching and learning of English, each of these issues, as it affects the tertiary education sector in Davao, was explored.
Analysis of the Filipino national curriculum guidelines for schools, strongly influenced by academics in the secondary education sector, revealed a number of problems relating to a lack of proficiency benchmarking and a lack of coherence, consistency and transparency in some areas. These problems may be associated with the initial phase of transition from a grammar-based curriculum to a more communicatively-oriented, outcomes-centered one. Problems of a similar type were indicated in responses to questions relating to curriculum matters included in a questionnaire distributed to a sample of teachers of English in the secondary sector. Among other things revealed by questionnaire responses was the fact that many survey participants had received no training in English teaching.
The Philippine school system should also be aware of the need for the development of an innovative high language course curriculum to teach English. It is expected the current training requirements will help to achieve this important goal. Such a high learning level must be an essential component of the elementary school’s English curriculum.[11] However, the Philippine school system should take the step of developing a new English teachers’ union to create this educational training program with the help of the Philippine National Education Board (PMEL). If necessary, PMEL would require the establishment of a union between the elementary schools and the secondary one.[12] In addition, a new law with the aim of strengthening the national authority over the elementary school education system has been drafted and passed in parliament.[13]
In a bid to ensure an inclusive and democratic education system, the government believes the educational standards of students in the pre-school years must be more accessible due to the changing role of a high school education: the introduction of a uniform high school curriculum, the strengthening of a national program of teachers training, and an increase in the number of schools with an equivalent amount of advanced language education.[14]
Conclusion
The current and projected primary and secondary students’ primary and secondary learning strategies are based on a three-component curriculum set and focus on two components. First, they focus on improving individual skills to build an understanding of critical thinking, problem solving and problem-solving. Second, they focus on helping students to gain proficiency in a wide ranging of courses, with a central focus on how to communicate effectively and successfully in a high-stakes environment, including a high school level English language education.
To create a full curriculum in high schools from beginning to end, all major academic and technical disciplines must be included in the basic curriculum. Students need to spend time on such different subjects that they can learn to communicate effectively and interact effectively with each other, including using technology, computer technologies and other human-related disciplines in their development of thinking. Students also need to have a well-developed understanding for how to apply the concepts and practices used in their everyday life and life’s struggles and successes without becoming discouraged.[15]
The objective of the current pre-school curriculum is to develop the educational development skills to enable students to succeed in an effective, highly informed, and open society. To achieve this goal, in order to meet the aspirations of the educational education system, the current curriculum must be designed to cover a range of topics such as:
Language acquisition: the teaching of language development, including the requirement for participants to have proficiency in the primary and secondary language as defined in the Philippine National Education Act,[16] The development of basic teaching skills for students in preschool and secondary education including the ability to acquire the primary learning experience of each learner.
High School: Preparation for secondary education in the following age groups: 17–18, 20–23 (high school seniors are considered only for elementary school learning), 25–24 (middle school students are considered for middle school learning), or 25–28 (junior high school is considered not only for junior high school but for all lower secondary elementary and secondary grades).[17]
High School: Pre-ach-