English as a Secondary Language – Challenge

English as a Secondary Language has been “hyped” this decade to cater to “students of colors”. English subject teachers engage themselves in the typical teaching world or through the worldwide web because of the demand to teach those interested in line with their profession, academe, or business.

Are there really norms to follow in speaking the English language? Having stayed, as an English teacher in one of the Arab countries, Qatar, the English language and all its attributes of form (grammar, pronunciation, articulation) have defined who I am. “You teacher?” to which I proudly say “Yes!”. Once, however, when  I went to Istanbul, Turkey, I received a “cold shoulder” for speaking in English. It was one reason why my diplomat brother-in-law and his wife have to learn the local language.

Does it really matter? Do we really have to adhere to the conventions of grammar in speaking English?  Does English reflect your being? Will it delimit you or will it make you flourish?

It is quite disheartening to know that teenagers are hooked up to  the “jejemon” language.  They have infiltrated the  cyberworld – networking sites, chat rooms, short messaging system , etc. I may not want to be called “jejebuster”, but the “jejemon” language really creates a strong yet negative stigma on learning the English language.

On a serious note, I, as a teacher,  do not really care whether you say it with an incorrect grammar or syntax. What is important is that you are able to convey your thoughts and express your feelings. As a Filipino teacher, no matter where I will be, this is the best way I can penetrate the heart and soul of my students. I need to accept them as they are – with all their flaws. It is in knowing the “whole” of them, that I am able to accept my capacity to reach out further to their needs…BUT NEVER through a “trash” language!