ABSTRACT
In the Philippines, the local variety of English, Philippine English (PhE), has been a center of scientific sociolinguistic inquiry since it was first empirically described in a groundbreaking study of Llamzon in 1969. This chapter proposes a pedagogic model for teaching English in the local ESL classrooms and a guidepost for making ELT approaches, methods, and procedures in sync, with PhE taking the spotlight in the process of making these three instructional domains in congruence with one another. One technique employable in class is the noticing task. ‘Noticing language’, which was first popularized by Schmidt in 1990, has recently gained recognition in language learning. The curriculum should also embolden language teachers in making sound and brave pedagogical decisions.
