Learning spaces, learning management, and learning anchors in the ELT classroom in the Philippines

This chapter contextualizes the development and directions of English language teaching in the Philippines. The inclusion of the English language in Philippine culture and consciousness is a by-product of a systematic and continuous design for ELT in the classroom. The indigenization of the English movement has made ELT an important instructional paradigm in Philippine education. Its sustained growth has met academic challenges among students, language professionals, and in language planning. In the 21st century, the challenges faced by ELT in the country are directed towards a more dynamic and engaging language experience for the students through the creation of multifaceted learning spaces, learner-centric learning management, and research-driven learning anchors. ELT allows more opportunities for students to better equip themselves with the necessary skills they need for academic and occupational demands. ELT in the Philippines has gained much attention for its responsiveness and relevance and continues to do so in the 21st century. The new directions and contexts for English use have again provided ELT in the country with a new wave of academic and professional discourses.