Bilingual Parents’ Dispositions: Precursor to Developing the English Language Teaching Curriculum

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Jason V. Chavez


The dispositions of bilingual parents on the English Language are not given weight in the roadmap of designing an English Language Teaching (ELT) curriculum. The study aimed to examine the parent’s dispositions and how it can contribute to the development of the English Language Teaching curriculum. The study employed a descriptive quantitative design. Dispositions of 56 bilingual parents from private and public schools were analyzed through a survey using the three categories of the English Language dispositions. Parents who are bilingual speakers approve on the idea that Self-Efficacy of the English Language deem it critical on one’s life in the future, is very much with sense as well as worthwhile, and suggests that a person should persevere to achieve success in the use of the English Language. Parent-respondents have positive dispositions to the English Language and their responses are valuable contributions in teaching the English Language to learners. This study is important to ELT because the dispositions will provide a direction of how the English Language should be taught in the context of Self-Efficacy, Sensible and Worthwhile, and Perseverance categories of the language. Furthermore, the curriculum developers can use the findings of the study to include parental participation in designing the ELT curriculum.

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