Facing the Dilemma of Speaking in English by Aqulina V. Redo, MA (September, 2005)

Teachers and students alike get amused every time speaking in English is practiced inside or even outside the classroom.

But why is it that instances come when some students seem to be troubled in answering even the easiest questions on explanation? They seem to be tongue-tied every time why- and how- questions are asked. On the other hand, the class becomes a recitation race with raised hands from each seat as long as questions range from who, what, where, and when. When teachers ask for any questions or clarifications about the lesson that was just discussed, a student will enthusiastically raise his hand. After the teacher calls him to stand and he begins to speak, he will then be lost for words to say that instead of continuing, he will be forced to sit down again in surrender. This scenario has become a commonplace that some teachers are frustrated with misery and disappointments.

One observable reason why students produce not so well in voice delivery is because they don't have much practice opportunities. They speak English only during class hours in English classes. But then, they have little time in their English classes, which are most often neglected by some students, who lose the chance of taking advantage of learning moments. After class hours, however, speaking in English is no longer applied so practice is not continuous. For this reason, the students must be motivated enough to use English in logically related situations when English can be used.

Secondly, using English in speaking should be reconciled with the idea of nationalism. "I was born in the Philippines. I am a Filipino. I am used to speaking in Filipino. Why should I speak in English?" These are statements that a philosophical student always tries to reason out. True enough, this cannot be ignored as mere fallacies for using the Mother Tongue is a form of nursing our sense of nationality. And yet, we cannot also forget that English, a second language, is but an important language to recognize and to learn since it is the international language of this modern world where each country acts together as a global village. To be competitive enough in this globalization era, one must be capable in communication skills. When properly emphasized, use of English will soon become desirable and acceptable for the students.

Filipinos are believed to be fast learners in learning a new language. With stronger emphasis and encouragement and with continuous and proper practice, Filipino students can overcome the dilemma of speaking in English. By reading a lot of books, newspapers, and magazines, their vocabulary could very well increase. Watching movies and TV shows, on the other hand, makes one to get used of hearing English for him to notice and copy saying English in its proper diction. Besides, in our very own TIP--- students, enrolled in English 113, English 123, and Literature 203 classes, are required to harness or develop their speaking skills with correct pronunciation, enunciation of words, correct phrasing and the like. Their mentors then must encourage them to attend on their scheduled speech laboratory classes.

Thus, for students, they should be reminded that it is better to try to speak in English in their English subjects than to keep quiet on their seats just to save themselves from the risk of being embarrassed for mistakes. What is a single mistake compared to the many lessons one can achieve by trying to learn? They must remember that there is no such thing as mistakes in life, only lessons.