An Overview

The MHCS English Language program enables the students to: express their ideas clearly, coherently, and confidently in written and oral English; critically read and listen to different types of texts; develop firm Christian values; exercise responsible citizenship and relate harmoniously with others.

To achieve these goals, the program is planned following the Integrating Language Work (ILW) framework. The framework is based on the two-tier ELT Classroom paradigm model or the “Learning Cake” model (Waters and Vilches) that views learning as taking place when the student is given exposure to and familiarization with the knowledge (Foundation-building) and provided an opportunity to establish ownership of the knowledge by making active and creative use of it (Potential-realizing). Piaget’s theory on human learning, Berne’s Interpersonal Psychology, Chomsky’s Psycholinguistics Theory and Maslow’s Motivation Theory provide the theoretical bases for the model.

In this framework, each learning unit is organized under a theme, which covers a wide range of topics that cater to the varied interests and maturity levels of students and provide the context for the integration of values. These themes are explored through the different components of the framework. The learning unit culminates in the performance of a task that is an integrating communicative activity in which students apply all their knowledge of the content and language by producing a life-like piece of communication. All the other parts of the unit namely the input, language-focus and content-focus activities are chosen and planned carefully to lead the students to perform the task. Input refers to all the listening and reading passages, illustrations and explanatory points, which are either provided by the teacher or produced by the students. The content-focus activities allow for students to express their understanding of the material presented in the input and generate meaningful communication based on the given information. The language-focus activities, on the other hand, enable the students to study the language and practice its structures.

Through the teacher’s utilization of varied learning strategies and employment of whole class, small group and individual learning activities, students are developed to become language users. These strategies enable students to think within and beyond the information given and build new knowledge and skills on the repertoire of knowledge and skills they already have. As the student is given enough ‘space’, and provided a learning atmosphere of security and belongingness, the student becomes confident to take on the responsibility of learning for himself. Furthermore, through the teacher’s prudent use of both direct instruction and inductive approaches to learning, students are accorded the chance to create in their own minds meanings that are personally significant.