The Philippine Context of the Teaching and Learning of Maritime English
Main Article Content
Keywords
English, English Language Teaching, Maritime English, education
Abstract
Involving teachers and students in Philippine Higher Education Institutions (HEIs) that offer maritime education and training, the study investigated the teaching and learning of Maritime English in the Philippines. Through descriptive research design, survey instrument determined pertinent data for the study. Analysis of all gathered data included percentage, mean weight, and standard deviation. Findings reveal the importance and relevance of Maritime English as an English language course. Teachers believe that the course contributes to the improvement of student's proficiency in English, which is a requirement of the Standards for Training, Certification, and Watchkeeping (STCW) 1995 Code and the 2010 Manila Amendments. Moreover, students believe that Maritime English provides them wide-ranging opportunities to practice communication in English for maritime and general purposes. Generally, they consider learning Maritime English an important goal which could help them in the future since their job would require communicating with people of different nationalities and English is a language that they mutually understand. It is recommended that Maritime English teachers continue to use information communication technology (ICT)-based instructional materials in teaching Maritime English for maritime students to achieve the desired proficiency in Maritime English for them to meet the requirements of the STCW and the maritime industry.
References
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Pritchard, B., Cole, C., & Trenkner, P. (2013). Nice-tohave: Professional qualification of the Maritime English lecturer in computer-based assessment and testing. Proceedings of the International Maritime English Conference – IMEC 25. Istanbul, Turkey: Piri Reis University. Retrieved from http://www.pfri. uniri.hr/~bopri/IMEC_Proceedings/PDF/IMEC25. pdf. Alexandria, Egypt: Arab Academy for Science, Technology, and Maritime Transport.
Tenieshvili, A. (2013). The importance of general English for mastering of Maritime English/ Maritime English as part of ESP.Proceedings of the International Maritime English Conference – IMEC 25. Istanbul, Turkey: Piri Reis University. Retrieved from http://www.pfri. uniri.hr/~bopri/IMEC_Proceedings/PDF/IMEC25. pdf. Alexandria, Egypt: Arab Academy for Science, Technology, and Maritime Transport.
Trenkner, P., & Cole, C.W. (2010). Raising the Maritime English bar: The STCW Manila amendments and their impact on Maritime English. Proceedings of the International Maritime English Conference – IMEC 22. Alexandria, Egypt: Arab Academy for Science, Technology and Maritime Transport.
Visan, I. R., Ungureanu, C.C., & Popescu, C. (2009). Developing cultural awareness through Maritime English teaching and learning. Proceedings of the International Maritime English Conference – IMEC 21. Szczecin, Poland: Akademia Morska Szczecin.
Borodina, N. (2017). Use of authentic materials in Maritime English classroom. Proceedings of the International Maritime English Conference – IMEC 29. Busan, Republic of Korea: Korea Institute of Maritime and Fisheries Technology.
Bureau of Local Employment. (2010). Project Jobsfit. DOLE 2020 Vision. Retrieved from http: www. ble. dole.gov.ph.
IMO. (2004). SOLAS Convention. Retrieved from http:// library.arcticportal.org/1696/1/SOLAS_consolidated_ edition2004.pdf.
IMO. (2010). 2010 STCW Manila Amendments. Retrieved from www.imo.org/mediacentre/pressbriefings/pages/67 -stcw-eif.aspx.
Joe, J.O. (2009). Cross-cultural communication issues on board. Proceedings of the International Maritime English Conference – IMEC 21. Szczecin, Poland: Akademia Morska Szczecin.
Magallon, J. D. (2010). The comprehensibility of three varieties of English by the Filipino seafarers: Its implication to the teaching of Maritime English. Proceedings of the International Maritime English Conference – IMEC 22.
Orbe, M. C. (2013). Survey about language learning beliefs among maritime instructors. Proceedings of the International Maritime English Conference – IMEC 25. Istanbul, Turkey: Piri Reis University. Retrieved from http://www.pfri.uniri.hr/~bopri/IMEC_Proceedings/ PDF/IMEC25.pdf. Alexandria, Egypt: Arab Academy for Science, Technology, and Maritime Transport.
Pritchard, B., Cole, C., & Trenkner, P. (2013). Nice-tohave: Professional qualification of the Maritime English lecturer in computer-based assessment and testing. Proceedings of the International Maritime English Conference – IMEC 25. Istanbul, Turkey: Piri Reis University. Retrieved from http://www.pfri. uniri.hr/~bopri/IMEC_Proceedings/PDF/IMEC25. pdf. Alexandria, Egypt: Arab Academy for Science, Technology, and Maritime Transport.
Tenieshvili, A. (2013). The importance of general English for mastering of Maritime English/ Maritime English as part of ESP.Proceedings of the International Maritime English Conference – IMEC 25. Istanbul, Turkey: Piri Reis University. Retrieved from http://www.pfri. uniri.hr/~bopri/IMEC_Proceedings/PDF/IMEC25. pdf. Alexandria, Egypt: Arab Academy for Science, Technology, and Maritime Transport.
Trenkner, P., & Cole, C.W. (2010). Raising the Maritime English bar: The STCW Manila amendments and their impact on Maritime English. Proceedings of the International Maritime English Conference – IMEC 22. Alexandria, Egypt: Arab Academy for Science, Technology and Maritime Transport.
Visan, I. R., Ungureanu, C.C., & Popescu, C. (2009). Developing cultural awareness through Maritime English teaching and learning. Proceedings of the International Maritime English Conference – IMEC 21. Szczecin, Poland: Akademia Morska Szczecin.
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Published
Jun 14, 2018
Article Details
How to Cite
Mercado, F. M., Mogol, C. R., Sarmiento, J. L., & Jalbuena, M. C. M. (2018). The Philippine Context of the Teaching and Learning of Maritime English. The Normal Lights, 12(1). https://doi.org/10.56278/tnl.v12i1.763
Section
Research Article
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