ASCOT Library Zabali Campus

Part one – learning about language – Part two – Learning the language – Part three – learning through language.

"Like the experience of writing Book 1 of Developing English Proficiency, the experience of writing Book 2 was a gratifying one for this writer. As an attempt to offer new material for the teaching of English 2 - Intermediate Communication Skills, the writer asks readers to see the difference of approach in the spirit in which it was conceived. This is a felt need for material that students of English 2, as in the case of Book 1, may feel like turning to even when they are no longer in English 2, but already are in the higher levels since the first three semesters of English instruction constitute a continuum; a book, moreover, that they may want to use as reference when they are already professionals; a book, that, heeding Dr. Edna Manlapaz' suggestion, borrows much from popular culture for the purpose of student-reader appeal; a book that recognizes the wisdom of fusing language and literature in English instruction; a book that has been written with the abiding awareness that, as experts like Bro. Andrew Gonzales said, in due time English instruction in Philippine setting will be useful to students only to enable them to understand the literature of their chosen profession.
Thus, as in the preparation of Book 1 the writing of this book entailed certain decisions that were not easy to make. Such decisions involved a tensing between, on one hand, the actual realities of problems in English instruction and, on the other hand, ideals whose consummation is devoutly to be wished. Should, for one, the language used in books for Basic and Intermediate Communication Skills on tertiary level be, in the words of some observers, "toned down"? The observation obviously has in mind the "problem of quality" of the high school graduates especially as regards their ability to communicate in intelligible English.
In response to this suggestion it may be said that an over-riding assumption which guided the preparation of this material is awareness that the student of English 2 on tertiary level is not a beginner in the study of English and therefore he need not be offered material "wholly within his vocabulary" which Francis suggests for beginners, or the book will offer no challenge to the student who must learn and the teacher who much teach.
If students have not found the study of English stimulating enough it could be due to this absence of challenge. Furthermore, if teaching material offers no additional learning for teacher-users it fails in its duty to stimulate growth.
This book, like Book 1, has been written on the premise that teachers of communication arts and skills in college need growth in knowledge and method and to teach Basic and Intermediate College English with the same equipment one has possessed through the years (say, over 20 years of experience) in a fixed scope or breadth and approach without any change whatsoever would be to admit rigidity in procedure and teaching by rote. The absence of challenge for both teacher and learner would be a natural conse- quence. A textbook perhaps cannot be simply a crutch which the user can, after a time, afford to discard because he can now move without it or it has in turn been made a crutch for students.
Even as the writer is cognizant of the problem, "quality of high school graduates who enter college," she would like to think that instructional material which brings up the college student to the desired level, rather than allows itself to be pulled down to the students' lowest possible levels, is welcome.
Moreover, to heed the predictions of the experts is to accept that in due course of time college studies towards a professional degree will be an opportunity only for the fittest and these are the ones for whose needs college books must be written. If the ma- jority need only survival English on a certain level or reinforcement of knowledge of grammar what would happen to those who need adequate grounding in preparation for professional practice? Foremost among these are the students who might opt to teach English, although there is such a small minority, and college graduates who will move in professional circles. Training for such behavior entailing language use must be early enough. First year, second semester cannot be too early. In this respect the teacher user is, happily, the bridge that will fill the gaps. And therein is the challenge in the use of the book. Whether its purposes will be fulfilled will depend in an immeasurable degree on the extent to which the teacher-user accepts the challenge.
Cognizant that like any attempt at offering new teaching material this one can stand improvement, it will be gratifying to receive from users comments on their experience using the book and from concerned readers suggestions on how it can further be improved."- F. C. R.