English Curriculum Reform in the Philippines: Issues and Challenges from a 21^st Century Learning Perspective

Abstract

Recent developments in the region and in the Philippines have prompted the Philippine government to push for a new basic education curriculum. Along with these changes is the adoption of the new English curriculum known as the Language Arts and Multiliteracies Curriculum (LAMC). This article, therefore, sought to examine the K-12 English Curriculum in the Philippines from a 21st century learning perspective. The first section of this article briefly describes the LAMC and 21st century learning in both general and English language teaching-related terms. The discussion then reviews the specificity and coherence of the LAMC, how it is consistent with the principles espoused by 21st century learning, and how it is aligned to established language teaching and learning principles. The findings revealed that the current curriculum needs to improve its specificity, internal coherence, and integration of some essential principles of 21st century learning and language teaching and learning. The article concludes with the possible challenges in implementing the curriculum, suggestions for future design and implementation, and implications for future studies.