ICALLE 2023 INVITED SPEAKERS

Plenary Speakers

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Professor Rochelle Irene Lucas

Nicola Galloway's Webpage

De La Salle University
Philippines

Rochelle Irene G. Lucas is Full Professor, Research Fellow and the Associate Dean of the Br. Andrew Gonzalez FSC College of Education, De La Salle University (Manila). She has published in Scopus and ISI indexed journals on psycholinguistics, bilingualism, multilingualism, second language acquisition, motivation, language anxiety, and alternative assessment.

She was a Fellow at the International Deans' Course (IDC) under the DAAD (German Academic Exchange Service) in 2010-2011. She was former President of the Linguistic Society of the Philippines (LSP) (2012-2015) and Secretary of the Comparative Education Society of the Philippines (CESP) (2013-2017). She is a Board member of various professional organizations such as: Linguistic Society of the Philippines, Summer Institute of Linguistics (SIL), Philippine Social Science Council and Social Science Research Ethics Board (PSSC-SSREB). She has also been appointed as Field Contributor for Ethnologue (Languages of the World), an international language documentation website.

She has recently completed a language documentation research on Hanunoo Mangyan funded by the DOST-National Research Council of the Philippines (NRCP) and is a co-reseacher in a three-year Erasmus Mundus project for Science teachers in the country.

She was a National Research Council of Philippines (NRCP) recipient of the Achievement Award for Division 1 (Governmental, National and International Policies) and LSP’s Br. Andrew Gonzalez FSC Distinguished Professorial Chair in Linguistics and Language Education in 2022.

Keeping the Language Identity of Hanunoo Mangyan Speakers:
An Ethnolinguistic Study

This research delves into the ethnolinguistic vitality of the Hanunoo Mangyan language in Oriental Mindoro, Philippines. The central argument of this study revolves around the influential role of cultural identity and social interactions in shaping the usage of the language. The research postulates that individuals deeply connected to their cultural identity are more likely to possess a higher level of proficiency in the minority Hanunoo Mangyan language. However, interactions beyond the immediate community also have a significant impact on language usage patterns and even on the pride associated with one's identity.

Survey findings underscore the resilience of the Hanunoo Mangyan language, which remains prevalent within local communities. The language not only functions as a marker of identity but also fosters a sense of pride, serving as a pivotal factor in its continued existence. Nonetheless, it is crucial to acknowledge that the studied communities are progressively adopting a multilingual approach, employing various languages in diverse social contexts. This trajectory presents a potential challenge to language preservation efforts, underscoring the risk of language attrition when the safeguarding of the language is not prioritized.

Professor Nicola Galloway

Nicola Galloway's Webpage

University of Glasgow
United Kingdom

Nicola Galloway joined the School of Education at the University of Glasgow, UK in October 2020 (from University of Edinburgh). She is Senior Lecturer and Programme Director for the MSc/Med TESOL and Publications Lead for The School of Education.

Her research focuses on the pedagogical implications of the global spread of English and the global spread of English medium instruction (EMI) in higher education. She was awarded two British Council ELTRA grants to examine EMI in East and Southeast Asia. She has been involved in consultancy projects with the University of Tokyo to develop a series of massive online open courses (MOOCs) on EMI for faculty development and will be returning in 2022 to further develop the programme. Nicola has published EMI research in journals such as Higher Education and the EAP Journal and is currently writing two books on EMI. She leads a global network Teaching English and Teaching IN English in global contexts.

Nicola is an applied linguist with an interest in the pedagogical implications of the use of English as a global lingua franca and the internationalisation of higher education in non-Anglophone contexts. She has published widely in the fields of Global Englishes and English Medium Instruction (in higher education) and has authored 7 books on these topics. She is currently editing the first Routledge Handbook of Teaching English as an International Language (2023). She sits on the Editorial Board of RELC, Language and Education and the JALT Journal.

Global Englishes – the hero/heroine, villain, magical element or happy ending?

In this talk, I explore the development of Global Englishes as a field of study, and its implications for TESOL, through a fairy tale. Why a fairy tale? Well, they are often tales of betrayal, greed, threats, conflict and resolution. This is all too familiar to those examining the globalization of the English language and the associated pedagogical implications. There is often a sense of conflict in a fairytale, a challenge that the hero/heroine (the teachers?) has to solve, something that often seems impossible to solve until the very end, when there is a triumph. Global Englishes is certainly not the happy ending or the triumph. Nor is it to be seen as the swan and it’s predecessors (World Englishes, English as a Lingua Franca and English as an International Language (EIL)) as the Ugly Ducklings. There are also no magical dwarves in this tale that have triumphed in the battle against the dominance of standard language ideology and native speakerism and other barriers to Global Englishes Language Teaching (GELT). Indeed, these barriers represent the conflict or the challenge in the City of ELT. Some may see the development of GELT as a triumphant move. Others may consider it to be a competing paradigm, the villain if you like, that poses a threat to existing paradigms.

Global Englishes emerged as a field in response to the need to overcome the GELT barriers and help the TESOL practitioner instigate change and bridge the theory-practice divide in the field. Fairy tales often affect what people see as real and as possible. They often give a sense of hope and optimism, something that I feel a sense of in the past decade with flourishing research exploring Global Englishes and TESOL. The uniqueness and impact of fairytales is evident throughout history, so I hope that this talk may capture your attention, leave an impact and perhaps leave you with a sense of optimism in relation to Global Englishes and TESOL. Most of all, I hope to provide a backdrop to the establishment of the field, clarity over terms and their origin, an overview of research developments and directions and ultimately with a direction towards teaching English as an international language.

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Professor Jong-Bok Kim

Nicola Galloway's Webpage

Kyung Hee University
South Korea

Jong-Bok Kim is Professor of the Department of English Linguistics and a Literature and Director of the Institute for the Study of Language and Information at Kyung Hee University, Seoul.

After receiving his Ph.D. from Stanford University in 1996, he has been working on syntax, semantics, corpus linguistics, and computational linguistics for English and Korean. He has published numerous papers in various top-notch international journals in the field as well as several influential books on English and Korean linguistics. His three books have been nominated as the Excellent Book of the year by the National Academy of Sciences in Korea. He is also co-author of the textbook Syntactic Constructions in English (2020, Cambridge University Press), which is now worldwide used as an undergraduate and graduate textbook. His recent book The Syntactic Structure of Korean: A Construction Grammar Perspective (2016, Cambridge University Press), is also highly welcomed by those working in linguistics as well as in the Korean language.

He is the winner of the Alexander von Humboldt Research Award in 2019, given to internationally renowned scientists and scholars by the Alexandar von Humboldt Foundation in Germany. He was also Fulbright Research Fellow (2004-2005), Distinguished Research Fellow of the National Research Foundation of Korea (2011-2016), and Kyung Hee University Fellow (2011-2013, 2017-2019). He also received Distinguished Research Award from the Ministry of Education, Korea (2017).

Usage-based Construction Grammar: Implications for Language Learning and Teaching

Construction Grammar (CxG), taking our linguistic knowledge to be form-function pairings, is usage-oriented in accepting the view that linguistic structure is formed by the repetition of certain linguistic patterns in language use. This usage-based view thus emphasizes the tight associations among language forms, meanings, and functions, and also holds that actual language uses contribute to the understanding of the nature of grammatical organization as well as language acquisition. This usage and construction-based language model implies that language acquisition relies on language experiences rather than any particular language faculty or innate knowledge. In this talk, I first review such key foundational ideas of usage-based CxG and discuss its implications for language learning and teaching, referring to several key grammatical constructions in English including cleft, extraposition, and inversion.

Professor Andrew Moody

Nicola Galloway's Webpage

University of Macau
Macau SAR, China

Andrew Moody is Professor of English at the University of Macau where he teaches courses in sociolinguistics and world Englishes. Before beginning his PhD at the University of Kansas (USA), he taught English for two years at the Beijing Second Foreign Language Institute (China). His PhD dissertation in English (1997) was a corpus examination of inter-ethnic and intra-ethnic writing styles found in e-mail messages from Hong Kong students, a dissertation that became an early examination of Hong Kong English.

After completing the PhD and while working in Japan, he began investigating the role of English in Japanese popular culture generally, and especially in J-Pop music. He has written on the role of English in East Asian and South East Asian popular culture and published in World Englishes, English Language and Teaching Journal, English Today, Asian Englishes and has contributed essays to several collections focusing on language in popular culture and in world Englishes. His most recent research examines the various roles of dialect in popular music and he has edited a collection of essays investigating the role of English in Asian pop cultures, published by Hong Kong University Press.

He is the author of Macau’s Languages in Society and Education: Planning in a Multilingual Ecology (2021) published by Springer Pres. He is currently editing the Oxford Handbook of South East Asian Englishes, which is expected in 2023, and a monograph entitled World Englishes and Performance (Cambridge University Press), which is expected in 2022. Since January 2018, he has served as the editor of the journal English Today (Cambridge University Press). Since July 2022, he has served as the Head of the English Department at the University of Macau.

Norms in World Englishes:
Three Misconceptions in Applied Linguistics

This presentation will briefly introduce the “three circles” model of world Englishes (WE) that has defined research in the field for nearly 40 years. Although Kachru (1986) argued that new English varieties (a.k.a. new Englishes, world Englishes, etc.) should be understood within their acquisitional, sociocultural, motivational, and functional contexts, the full breadth of contexts has been frequently overlooked within many disciplines in applied linguistics. This paper will briefly introduce Kachru’s world Englishes model and illustrate three common misconceptions about the model in language teaching contexts: (1) thelanguage proficiency fallacy, (2) the developmental cline fallacy and (3) the variability fallacy. In response to these fallacies, the presentation will also explore the centrality of norms within the WE model and illustrate how norms function differently in media Englishes across the three circles according to concerns related to language authority and authenticity.

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Professor Eric Friginal

Nicola Galloway's Webpage

Hong Kong Polytechnic University
Hong Kong SAR, China

Eric Friginal is Professor and Head of the Department of English and Communication and Director of the Research Centre for Professional Communication in English (RCPCE) at The Hong Kong Polytechnic University, Hong Kong SAR.

Before moving to Hong Kong, he was Professor of Applied Linguistics at the Department of Applied Linguistics and ESL and Director of International Programs at the College of Arts and Sciences, Georgia State University (Atlanta, GA, USA). He specializes in applied corpus linguistics, quantitative research, language policy and planning, technology and language teaching, sociolinguistics, cross-cultural communication, discipline-specific writing, and the analysis of spoken professional discourse in the workplace.

His recent publications include The Routledge Handbook of Corpus Approaches to Discourse Analysis (2021), co-edited with Jack Hardy; Advances in Corpus-based Research on Academic Writing: Effects of Discipline, Register, and Writer Expertise, co-edited with Ute Römer and Viviana Cortes (John Benjamins, 2020); English in Global Aviation: Context, Research, and Pedagogy, with Elizabeth Mathews and Jennifer Roberts (Bloomsbury, 2019); and Corpus Linguistics for English Teachers: New Tools, Online Resources, and Classroom Activities (Routledge, 2018). He is the founding co-editor-in-chief of Applied Corpus Linguistics (ACORP) Journal (with Paul Thompson) published by Elsevier.

Unveiling the Intersection of Corpus Linguistics, Generative AI, and Spoken (Philippine) English: Pioneering New Approaches and Applications

Corpus Linguistics (CL) is widely recognized as a methodological approach that leverages corpora and computational tools to analyze patterns within public discourses. Its aim is to gain fresh insights into the usage and interpretation of language within specific contexts (Thompson & Friginal, 2020). Over the past two decades, my research has focused on the exploration of real-world, recorded, and transcribed texts of spoken communication across various domains. Notably, my work has emphasized the examination of talk in multicultural and multimodal workplaces, with a particular emphasis on Filipino professionals. Traditionally, the process of designing, compiling, and annotating spoken corpora has been a labor-intensive endeavor. However, the advent of Generative AI innovations holds great promise for advancing this field by providing new directions and opportunities. Pioneering endeavors, like the annotation of multimodal spoken corpora, e.g., the Hong Kong Corpus of Spoken English (HKCSE) and the ITACorp Project at Penn State University, have sought to capture socio-phonetic features of speech, space, and movement through contextual transcriptions and modalities of spoken texts in orthographic form. The convergence of Generative AI and CL applications holds the potential to usher in a new era of advanced automated corpus processing that incorporates underlying marked speech modalities. My theoretical and analytical framework places utmost importance on identifying discursive practices within spoken corpora, encompassing sociocultural structures and task dimensions. I specifically focus on speakers' comprehension of role relationships, discoursal goals and objectives, cultural and racial identities, as well as power dynamics within the workplace (Baker, 2021; Friginal, 2020; Vine, 2020). In this presentation, I will share and discuss my recent interconnected studies, which explore linguistic patterns and distributions within spoken English texts, and their broad societal implications at macro and micro levels. I will particularly highlight future research directions in the study of spoken Philippine English across various domains and registers.

AILA-ASEAN Symposium
Translanguaging in English Language Teaching: Perspectives from Southeast Asia

Prof. Dr. Shameem Rafik-Galea

Nicola Galloway's Webpage

Malaysian Association of Applied Linguistics (MAAL)
SEGi University, Malaysia

Professor Dr. Shameem Rafik-Galea is a Professor of Applied Linguistics at SEGi University, Malaysia. She is presently the President of the Malaysian Association of Applied Linguistics (MAAL). Shameem retired as a Professor from Universiti Putra Malaysia in 2017. She received her B.A. in Linguistics from the University of Southern Illinois at Carbondale (SIUC), USA an M.A. in TEFL also from SIUC and a PhD in Applied Linguistics & TESOL from the University of Leicester, United Kingdom. Shameem has researched widely and presented papers internationally in the area of English Language teaching and teacher education, English in the Workplace & Health Communication. Her other interests are in the area of Sociolinguistics and Discourse studies. She has vast experience supervising Master’s and PhD students in her area of interests and expertise and is an active researcher. She is currently working on a research on Language in Health Literacy. She continuous to publish her work and to mentor early career researchers.

Exploring Translanguaging in Malaysian ELT Classrooms as an Approach Towards Equity and Inclusion

Translanguaging is a pedagogical approach that recognizes and values bilingual and or multilingual students' use of multiple languages. It is a known fact that teachers use language for a multitude of purposes in their classrooms and most often than not they are engaged in translanguaging. Thus, translanguaging practices sends the message that all languages are valuable and respected when used by teachers. It is believed that all students, regardless of their linguistic background, will be able to benefit from a more inclusive learning environment. Creating a more inclusive environment provides students with the confidence needed to learn a language in this case English. Malaysia is a multilingual country and the three main languages spoken are Malay, Chinese and Tamil apart from the indigenous languages. Over 130 languages is spoken by its population. In Malaysian schools, the diversity of languages presents both challenges and opportunities for English language teaching (ELT). In this presentation I will share specific examples of how translanguaging is used to support equity and inclusion in the Malaysian ELT classrooms.

Dr. Mark Fifer Seilhamer

Nicola Galloway's Webpage

Singapore Association for Applied Linguistics (SAAL)
National Institute of Education, Singapore

Mark Fifer Seilhamer is a lecturer in the English Language and Literature academic group at National Institute of Education, Nanyang Technological University, Singapore. He obtained his Ph.D. from National University of Singapore and has taught English language and linguistics courses in a variety of Asia-Pacific contexts, including Hawaii, Guam, Taiwan, and Japan. His research interests are diverse, but all are related in one way or another to language ideologies and language & identity. He has published articles in a variety of journals, including World Englishes, Journal of Multilingual and Multicultural Development, Asia Pacific Journal of Education, and Journal of Pragmatics. He has also written a research monograph entitled Gender, Neoliberalism and Distinction through Linguistic Capital: Taiwanese Narratives of Struggle and Strategy published by Multilingual Matters.

Problematizing bounded language conceptualizations in the Singapore context

This talk expounds upon the argument put forth by Jørgensen, Blommaert, and others that sociolinguists, especially those working in multilingual contexts, should approach their investigations with linguistic features as the basic units of analysis, focusing attention on the indexical meanings of particular linguistic features in given contexts. To illustrate the validity of this argument in the Singapore context, I will discuss difficulties encountered as part of a research team investigating multilingual accommodation with a study design in which distinct bounded languages served as the fundamental analytical units. Problems were repeatedly posed by the fact that in the Singaporean context, restricting one’s speech to only those features typically associated with specific ‘languages’ is often a marked choice and the unmarked norm is instead to employ a variety of linguistic resources (languaging / translanguaging / polylanguaging), indexing locality and other indexicalities. These difficulties highlight the inadequacy, for both research and language policy, of clinging to a conceptualization of languages as separate bounded entities – especially in multilingual contexts.

Dr. Banchakarn Sameephet

Nicola Galloway's Webpage

Thai Association for Applied Linguitics (TAAL)
Khon Kaen University, Thailand

Dr. Banchakarn Sameephet a Lecturer in Applied Linguistics at the Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand. He was awarded a PhD in applied linguistics from the University of Waikato, New Zealand. His PhD thesis is entitled On the fluidity of languages: A way out of the dilemma in English medium instruction classrooms in Thailand. He is also a teacher trainer, working closely with secondary school teachers in a regional area of Thailand to provide content, pedagogical, and technological knowledge to enhance their English language teaching skills. Further, he runs practical EMI workshops for teaching staff in higher education settings. His research areas and interests are EMI, translanguaging, multilingualism, and Global Englishes for language teaching. Currently, he is interested in observing the phenomena of EMI in multilingual university settings in Asia and beyond from top-down to bottom-up angles through lenses of translanguaging. His scholarly work was published in edited books such as Policies, Politics, and Ideologies of English-Medium Instruction in Asian Universities: Unsettling Critical Edges and The Oxford Handbook of Southeast Asian Englishes.

Should Translanguaging be in English Medium Instruction?

It is undeniable that English Medium Instruction (EMI) is a growing global phenomenon with the attachment of English language-related challenges. Recently, there has been an increasing interest in finding solutions to overcome such challenges. Many practitioners deploy translanguaging as a pedagogical function to address those challenges in EMI in numerous settings. However, far too little attention has been paid to translanguaging in EMI in Thai educational settings, both from theoretical and practical perspectives. In my talk, I will present the current situation of EMI in a Thai higher education setting. Then, I would like to pose the thought-provoking question: Should translanguaging be in English Medium Instruction? Next, I will respond to the question above by discussing the possible roles of translanguaging in EMI to deal with English language-related challenges. Later, I will highlight the pros and cons of using translanguaging. Finally, I will propose translanguaging practices in the EMI ecosystem for related stakeholders to reconsider vital implications for future practice.

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Dr. Robin A. De Los Reyes

Nicola Galloway's Webpage

Linguistic Society of the Philippines (LSP)
Ateneo de Zamboanga University, Philippines

Robin Atilano De Los Reyes is Associate Professor and currently the School of Liberal Arts Dean at the Ateneo de Zamboanga University. He obtained his PhD in English language and literature from the Ateneo de Manila University. His research interests include translanguaging, linguistic landscape, and language planning and policy. He has published in the International Journal of Multilingualism, Journal of Language, Identity and Education, and Asian Journal of English Language Studies. He has collaborated with USAID and AUSAID as consultant and trainer for literacy and teacher development programs in Region IX and ARMM (now BARMM). As an educator and teacher trainer, he advocates linguistic equity in and outside the classrooms in multilingual settings.

Translanguaging in English language teaching and learning in linguistically diverse classrooms in the Philippines

While the monolingual ideology ‘English should be taught in English’ persists in Philippine classrooms, even with the implementation of the Mother Tongue-Based Multilingual Education, this is averted by the teachers’ and learners’ natural practice of translanguaging. Available studies on translanguaging in the country suggest that it is pedagogically beneficial in classrooms where learners come from different linguistic backgrounds, which is common in the Philippines. However, such practice continues to be denigrated for its threats to local languages as well as its impediments to the learning of other languages such as English. Thus, in this sharing, the translanguaging practices that are beneficial to English language teaching and learning based on available studies in the country will be discussed and some future directions for its optimal use will be proposed, in the hopes of developing a more positive attitude towards translanguaging as a necessary practice in multilingual classrooms.

ROUNDTABLE DISCUSSION
English Language Education in the Philippines: Current Situations and Future Directions

Dr. Marianne Rachel Perfecto

Nicola Galloway's Webpage

Chair, Department of English, School of Humanities
Ateneo de Manila University

Marianne Rachel G. Perfecto is Associate Professor of the Department of English, Ateneo de Manila University. As a teacher educator, she has worked with secondary and tertiary teachers in the areas of materials and curriculum development, as well as language and literature teaching. Her research is focused on teacher cognition, ELT, particularly on MTB-MLE, critical literacy and translanguaging.

Dr. Romualdo Mabuan

Nicola Galloway's Webpage

Chair, Graduate Studies and Transnational Education Department, Institute of Education
Far Eastern University

Romualdo A. Mabuan is currently the Department Chair of the Graduate Studies and Transnational Education Department, Institute of Education of Far Eastern University in Manila, the Philippines. He holds a Doctor of Philosophy in Applied Linguistics from De La Salle University-Manila as a Commission on Higher Education scholar, a master’s degree in teaching English from the Philippine Normal University-Manila, an international TESOL Certificate from Arizona State University, and a Graduate Certificate in Distance Education from the University of the Philippines Open University. Through his leadership, he strengthens the graduate programs of the FEU Institute of Education by integrating cutting-edge curricula and fostering global connections.

Dr. Rafael Michael Paz

Nicola Galloway's Webpage

Former Chair, Department of English, Foreign Languages and Linguistics, College of Arts and Letters
Polytechnic University of the Philippines

Rafael Michael O. Paz teaches English language, literature and culture, and research courses to undergraduate and graduate students at the Polytechnic University of the Philippines in Sta. Mesa, Manila. He holds a Doctor of Philosophy in English Language and Literature from the Ateneo De Manila University. His research focuses on language and/in politics and language and/in education. He is also currently affiliated with the English Department, School of Humanities, Ateneo De Manila University, and with the Language Education Area, College of Education, University of the Philippines Diliman.

Dr. Alejandro Bernardo

Nicola Galloway's Webpage

Former Assistant Dean, Faculty of Arts and Letters
University of Santo Tomas

Alejandro Sapitan Bernardo, PhD facilitates teacher and student trainings, conducts research, and delivers lectures on English language teaching (ELT) education-related trends and issues across and outside the country. He is a full-time and tenured member of the faculty of the University of Santo Tomas (UST) Department of English. He served as the Faculty Secretary and the Coordinator for Internationalization of the UST Graduate School from November 2013 to December 2019 and August 2017 to July 2020, respectively, and the Assistant Dean of the Faculty of Arts and Letters from January 2020 to December 2022.

He is an accreditor, a textbook writer, and an entrepreneur. He has presented papers and has been invited to speak in international conferences such as those held in Hawaii, Oregon, China, Hong Kong, Singapore, Taiwan, Japan, New Zealand, Thailand, and the Philippines.

He serves as the immediate past Editor-in-Chief of the Asian Journal of English Language Studies, the international refereed and official journal of the UST Department of English and as immediate past President of the Linguistic Society of the Philippines (LSP), the premier organization of linguists and language practitioners in the country. He is a trainer at the Foundation for Upgrading the Standard of Education (FUSE) and the current Vice-Chairperson of the Philippine Social Science Council (PSSC).

Audrey Morallo

Nicola Galloway's Webpage

Faculty, College of Education
University of the Philippines Diliman

Audrey Buenavista Morallo is an Assistant Professor at the College of Education, University of the Philippines Diliman where he teaches language education courses. He obtained his MA in Education major in Language Education at the College of Education of the University of the Philippines Diliman in 2018 while he finished his Bachelor of Arts major in Journalism with high honors at the University of Santo Tomas. Some of his research interests are discourse analysis, linguistic mitigation in discourse, corpus-based linguistics, and second language acquisition.

THEMED PANELS
English Language Education in the Philippines: Current Situations and Future Directions

ICALLE 2023 INVITED SPEAKERS

Plenary Speakers

Professor Nicola Galloway

University of Glasgow United Kingdom

AILA-ASEAN Symposium Translanguaging in English Language Teaching: Perspectives from Southeast Asia

Prof. Dr. Shameem Rafik-Galea

Malaysian Association of Applied Linguistics (MAAL) SEGi University, Malaysia

Exploring Translanguaging in Malaysian ELT Classrooms as an Approach Towards Equity and Inclusion

ROUNDTABLE DISCUSSION English Language Education in the Philippines: Current Situations and Future Directions

Dr. Marianne Rachel Perfecto

Chair, Department of English, School of Humanities Ateneo de Manila University

THEMED PANELS English Language Education in the Philippines: Current Situations and Future Directions

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University of Glasgow
United Kingdom

AILA-ASEAN Symposium
Translanguaging in English Language Teaching: Perspectives from Southeast Asia

Malaysian Association of Applied Linguistics (MAAL)
SEGi University, Malaysia

ROUNDTABLE DISCUSSION
English Language Education in the Philippines: Current Situations and Future Directions

Chair, Department of English, School of Humanities
Ateneo de Manila University

THEMED PANELS
English Language Education in the Philippines: Current Situations and Future Directions