English.

The focus of the English curriculum in the primary years in thePhilippines revolves on the four macroskills:
Listening, speaking, reading, and writing.The outcome is the application of language and understanding of
linguistic structures.There is emphasis on speaking and reading where grammar is focused on the
speakingcomponent. The teaching of grammar follows a conventional sequence. The weak part of the
curriculum is the lack of specification in the kind of text and selections provided.
There is no specification on how the English subject is connected to other subjectareas.The focus of the English
curriculum in the secondary years (1) expands thelanguage macroskills to interpret and understand a range of
meanings and in relation tothe types of literature, and (2) achieve communicative competence. Contentbasedteaching and Cognitive Academic Language Proficiency were used as foundation of thecurriculum. The
sequence is also within the frame of the language macroskills and withthe addition of literature. Some topics like
education for life, justice, sustainabledevelopment and global citizenship needs to be rationalized how they connect
to themacroskills. The process of listening and speaking becomes more complex from year 7to 10. Reading skills
are limited to basic scanning, skimming, and reading for detail. Thewriting is described in terms of using macrodiscourse patterns where students are expected to develop ways of improving text construction and making texts
cohesive.There is understanding and appreciation of local to global forms of literature. Theappreciation of literature
is connected with the values of the society.The main focus in English in the 2010 Secondary Education
Curriculum is functional literacy for all. It specified concepts in language teaching such as problem,task, and
competency-based learning, the use of text analysis, and text-, context- andgenre-based approaches to reading
literature and literary appreciation. The frameworkexplains that language is learned in a constructivist approach (by
using it). Thecurriculum is organized using the Understanding by Design. The curriculum runs in aspiral form
where each literary genre is revisited each year. The language focus isdrawn up from the literary content. The
assessment tasks are specified by using ascoring rubric.In Brunei Darussalam, education is currently based on a bilingual approach.The Education Act (1984) policy in this country gave importance to both English andMalay. The
effective use of English is important for students to gain access andsucceed in colleges and universities abroad and
for globalization in the areas of international business, economic, and political arenas. English is taught starting at
theprimary years and the subjects Geography, Mathematics, and Science are taught in English. According to
Burns and Charleston (1997, p. 2) that there is concern amongmembers of the education community that the
transfer from Malay medium to Englishmedium in major curriculum subjects for nine-year-olds with a limited
knowledge of, andprior exposure to English is hindering the progress of students. Many students appear to be
having problems in the primary years for coping with the level of English requiredand the readability level of the
texts used may be too high.
The English subject in Malaysia is part of communications. The thrust for communication emphasizes the
process of integrating linguistic skills for communicationpurposes which focuses on literacy. The education
ministry drew up new approaches of teaching English to raise standards even if other subjects, such as
mathematics andscience, are taught in Bahasa. The English curriculum involves the language art andgrammar
components with focus on fun learning as well as the ability to converse instandard English. The curriculum also
emphasizes on pronunciation and phonics.In Singapore, English is part of the core subjects in both primary and
secondaryeducation. The English together with the mother tongue and mathematics are taught at the appropriate
level according to the ability of the student in the primary years. According to the English language
syllabus, the English language curriculum in schoolwill help pupils become independent lifelong
learners, and creative thinkers andproblem solvers who can communicate effectively in English. At the end of their

primaryand secondary education, pupils will be able to communicate effectively in English. Thesyllabus indicated
the philosophy of language such as a system for making meaning,means of communication and expression,
determined by purpose, audience, contextand culture, grammar and linguistic structures and patterns. The syllabus
is impressivein their inclusion of language learning and teaching such as learner-centeredness,process orientation,
integration, contextualization, spiral progression, and interactionwhich is not present in the syllabus in the
Philippines.English is taught among students in Thailand as indicated in the NationalEducation Act. There are
changes in the teaching and learning of English in schools inThailand. English will be a compulsory foreign
language subject starting from level 1 inprimary education (6 years of age) in the new curriculum. There are three
objectives ineither core or elective English courses. These are knowledge, skills, and positiveattitude towards
English. According to Wiriyachitra (2007, p. 3)
knowledge involveshow to use the English language in communication, learning and understanding theculture
of native speakers, knowing the differences between Thai and the Englishlanguage, being able to use English to
gain information in other subjects, being able touse English to do lifelong learning, to find pleasure and to use it in
their work. Skillinvolves communication strategies, thinking skills, critical and creative thinking, self-evaluation,
learning skills, knowledge seeking skills, technology skills and how to workwith others. A positive attitude
includes appreciating the English language and its culture.
English is taught as a foreign language in Vietnam. English is taught as acompulsory subject from year 6 until
secondary education. The teaching of grammar isa very significant part of their English curriculum.
The mother tongue can be used toteach English to a reasonable extent. The grammar syllabus within the
curriculumdocument follows traditional English as an EFL sequence.English in secondary education in NSW
Australia is taught in various textualforms. The syllabus identifies essential skills, knowledge and understanding,
values,and attitudes essential in learning English. The curriculum focuses on responding toand composing a
wide range of texts, including media and multimedia texts. The English language is learned through immersion in
a diverse range of purposeful andincreasingly demanding language experiences. In the senior secondary level,
theEnglish subject advances to enable students understand, use, enjoy, and value theEnglish language in its various
textual forms and to become thoughtful, imaginative, andeffective communicators in a diverse and changing
society.