The second language classroom practices in selected areas of the Philippines: An assessment

This study generally aimed to assess how aware the language teachers are about the use of communication language teaching in the classroom. Specifically, it sought to: (1) determine the type of activities initiated by the teachers in English language classes; (2) describe the communication opportunities enjoyed by the learners in their day-to-day discussions; and (3) investigate the roles performed by the teachers in the classroom. Data of the study were obtained by recording 15-40 minutes of discussions in ten language classrooms across levels. Participants were all Filipinos teaching English to elementary, high school and college students. Some have post graduate units; others were bachelor\u27s degree holders only. The recording was overt but the observer\u27s paradox was practiced by excluding the first 15 minutes of the classroom proceedings. Since the study used naturalistic data, it was deemed relevant in language teaching because it described what really transpires in the classroom. It pointed out the strength and weaknesses of the English classes which somehow paved the way for the realization of the possible classroom practices today. Results revealed that the activities initiated by majority of the teachers in the classroom were not really communicative. What prevailed was the traditional lecture method followed by exercises that develop accuracy. Classrooms were still teacher-fronted rather than student-centered. Instead of being facilitators of learning, teachers appeared to dominate the classroom discussion depriving the learners of the real life communication opportunities and interactions necessary to develop their fluency in language