Junior (born Antonio Morales Barreto on May 10, 1943 in Manila, Philippines) is a Filipino singer and actor. He is the oldest of 5 sons. He is tri-lingual and speaks Filipino (Tagalog), Spanish, and English.

He was born in Manila in 1943 in the midst of World War II, when the Philippines was taken hostage under Japanese occupation.

He was 15 years old when his family settled in Barcelona, Spain then in Madrid.

In 1957, he became part of the group Jump, a pioneering Spanish electric guitar group. In the groups popularity, he was included in the movie Me Enveneno De Azules in 1969. His unstaked first themes Todo Porque Te Quiero (Its All Because I Love You) in 1969 and Perdóname with English theme The Snake in 1973.

He became part of the group Los Brincos with Juan Pardo. His brothers Miguel and Ricky Morales were invited to join the group. Later, he and Juan Pardo left their group as Juan y Júnior. One of their songs include Spanish version of Fool On The Hill by John Lennon and Paul McCartney from LP titled Júnior in 1976.

In 1979, he stopped his career to manage career of his wife late Rocío Dúrcal whom he has 3 children, including singer Shaila Dúrcal who is dedicated not only to her mother but also to her mothers namesake Rocío Jurado and Colombian diva Soraya who have been cancer victims.

In 1980s, he starred in the Filipino movies Good Morning Sunshine with Vilma Santos, Bongga ka Day, and Disco Madhouse and released three albums in Tagalog for the Philippines. One of his most popular songs that he wrote and produced was “Yakap”.

In 2006, his wife Rocio Durcal died of cancer.

On November 22, 2007, Junior’s father, Antonio Morales, died of anemia at the age of 93.

For more Junior infomation please click the link below…
http://filipinocultured.blogspot.com/..

Share on Facebook

Tweet This Post 

My brother David is now a proud member of the U.S. Army and is now stationed in Camp Humphreys in

South Korea! Here is some information about Camp Humphreys I found on YouTube…Good Luck Dave..!

Share on Facebook

Tweet This Post 

Dr Anthony’s interview from Anthony Bendik on Vimeo.

Share on Facebook

Tweet This Post 

“If I Were Brave” - Jana Stanfield

www.janastanfield.com

What would I do, if I knew that I could not fail?
If I believed, would the wind always fill up my sail?
How far would I go? What could I achieve,
trusting the hero in me?

If I were brave, I’d walk the razor’s edge,
where fools and dreamers dare to tread.
I’d never lose faith, even when losing my way.
What step would I take today, if I were brave?

What would I do today, if I were brave?
What would I do today, if I were brave?

What if we’re all meant to do what we secretly dream?
What would you ask, if you knew you could have anything?
Like the mighty oak sleeps, in the heart of a seed,
are there miracles in you and me?

If I were brave, I’d walk the razor’s edge,
where fools and dreamers dare to tread.
I’d never lose faith, even when losing my way.
What step would I take today, if I were brave?

What would I do today, if I were brave?
What would I do today, if I were brave?

If I refuse to listen to the voice of fear,
would the voice of courage whisper in my ear?

If I were brave, I’d walk the razor’s edge,
where fools and dreamers dare to tread.
I’d never lose faith, even when losing my way.
What step would I take today, if I were brave?

What would I do today, if I were brave?
What would I do today, if I were brave?

Share on Facebook

Tweet This Post 

Share on Facebook

Tweet This Post 

Share on Facebook

Tweet This Post 

I, myself have grown up in a low income community, and am very familiar with the kinds of problems that teachers and students face every day. My experienced as a child has given me a foundation to teach  effectively in any educational level and environment I desire. 

In my view, high-need schools require teachers with skills that surpass their academic qualifications. Being passionate about teaching, I know that a board approved curriculum is only a basic foundation that needs to be customized depending upon the environment it is being taught in and the students it is being disseminated to. In a high need-school, students should be taught more about life in their existing circumstances and the plethora of socially correct choices they can actually make in their daily actions. I say from my own personal observations, that a large number of youngsters face social afflictions and dilemmas in their lives on regular basis. These include mal/unhealthy nutrition, easy access to drugs, parents who are drug addicts or alcoholics, physical and sexual abuse at home or institutions, unhealthy sexual practices, STDs, bad hygiene, teen pregnancies,prostitution and so on. As a teenager, I had always dreamt of being strong enough to contribute positively to affliction ridden societies. 

Working in a high-need area school is definitely difficult, but it is also rewarding. One gets to help students build a base knowledge which they may never get without an education. Most of the students come to school because it is the one place that they feel safe and they are driven for the routine and schedule that they may not get at home. To work in a high-need school, one needs to have patience, flexible, caring and I know I have these traits and I can use them in my job effectively enough to teach in a high-need school  .

Share on Facebook

Tweet This Post 

Share on Facebook

Tweet This Post 

Share on Facebook

Tweet This Post 

NORTHEAST ASIAN COUNTRIES

Dr. Anthony L. Bendik

Bio Data:

Dr. Anthony L. Bendik has taught English as a foreign language for 4 years in Korean schools and now works as an EFL instructor at Kangnam University. One of his many interests is English teaching methodology for Asian learners using the internet.

ABSTRACT

In this time language learning stands at a post method approach where each day instructors are emphasizing on thinking outside the conventions and norms for maximizing the benefits of their learners. The development of the dynamics of English Language Teaching in the cultural and social context of North Asian countries is a continual process of growth and innovation.

A concise discussion highlighting techniques, old and new, layout principles instructors’ use across North Asia facilitates understanding. Individual needs of communities require a change in the concept of universality and cultural demands are necessary in understanding of the acceptability of a methodology.

INTRODUCTION:

English outside its native lands is subject to many variations. Thus the language has traveled far and wide adopting a different flavor in each visit. Unlike times in the past, the importance in acquiring English today does not originate from simply acquiring a tool for communication, rather it is currently looked upon as acquiring the tool for communication. The transience of the language as we navigate from one part of a region to another is a marvel to investigate and research. English has spread by all mechanisms and a detailed description of its journey is endless. In terms of English taught to residents of a certain ethnic and lifestyle as well as most certainly linguistic origin, there are many elements that one can elaborate upon, as non native speaker contributes a different version of the language and thus over many years people in regions have established their own English. 

Most teaching formats cross Asia, emphasize on the rigid guidelines that distinguish appropriate language from incorrect one, without realizing that this difference of speech is simply another view point. There has been an eon of interaction in this particular foreign language amongst locals of countries and continents thus these locals present their acquired version of the language. Globalization explores the need for countries to support their economic endeavors through linguistic means, alongside other complex business strategies. A person’s rhetorical abilities are a valuable asset while communicating with the global capitalists. Thus, when one looks at the continent of Asia and compares it to its former image, adrift is policies at the highest level is evident as an attempt to create a competitive nation and not simply a competent one.  

ELT- A UNIVERSAL PHENOMENON 

The need to produce the appropriate language out of the student has long overshadowed the need to bring out creativity and expression. The teaching framework for English language across the continent despite absolute differences between the individual areas is vastly constructed along the same fundamental principles.

 However, the applicability of universality of English to the individual cultures domains within Northern Asia presents an entirely different model. Jim Cummins explains that ideological applicability of the learning interventions should be considered of utmost significance for long-term acceptance of a foreign language (Cummins and Davison, 2007). The authors emphasize further that the methodologies advocated should be in accordance with the sociocultural norms of a region. This one criterion determines the effectiveness of the strategy perhaps a little more than others.

Acquiring a language is a dynamic process with back and forth interaction between the students and teacher. Applying universal norms to generate a specific set of results on each and every audience is not the wisest method of English language teaching. (Mc Donough and Shaw, 2003) Another article argues the Asian education stage (Oka, 2004) is not all that responsive to the rigid demeanor of native English. Learning a language is dependent significantly on an individual’s ability to respond and so understanding and not repetition should be the ideal goal of the educator. 

ELT METHODOLOGIES 

Contrastive Analysis and its applicability to North Asian population at large:

           English is the second language of people outside the native land and thus the phenomenon of contrastive analysis gained immense popularity in its acquirement. As theorists widely believed language to be a habit, assumed that a new habit could be learned through an existing one. In other words, the native language can be of assistance in acquiring a non native language, in this case English.

Contrastive analysis as a method of teaching is not entirely accurate as there are chances of producing errors. Contrastive analysis does help in speech, however, when looking at the larger context of language acquisition its applicability is broadly questioned. Directly translating from one language to another may result in an absolute change in definition.   

Current Mode of Learning and its consequences: 

Presently the most prominent methodology in teaching English language within Northeast Asian countries is considerable emphasis on the implicit mode of learning. The experiences of Brian Tomlinson elaborate that across Asia, syntax is the pivot of all other parts of the language. Teaching explicitly is the modus operandi there instead of allowing passive absorption through implicit learning. The primary communicative approach focuses on delivering maximum amounts of knowledge in and about the language.

Through repeated practice, this technique has resulted in production of speakers with the knowledge that is declarative instead of analytical. They can reciprocate the teachings but not produce their own viewpoints. Academic success is at its prime across Northeast Asia while critical thinking and originality suffer a consistent decline. (Tomlinson, 2005)

 A student simply rote learns from a tender age sooner or later losing the capacity of initiation of a thought process in the non native or acquired language. Many students despite completion of courses in excellent standings are unable to conduct impromptu discourse in the English language.

Researchers unanimously recommend a change in this popular mode and belief. Enhancement of understanding of the language outside of textbooks will certainly produce eloquent and reasoned non native speakers. 

Whole Group Method: 

Although through educational reforms, teachers of English language at all levels of education, have not been provided with texts and exercises that support small group activities, but this has not been applied to the masses in general. Most students feel that whole group method of learning dominates their classroom, and they are not left with much time for small group activities. The talk time has uneven ratios, where the instructors spend much more and the students far less time. 

Audio Lingual Method 

The audio-lingual method of teaching a foreign language focuses on the principles of behaviorism. The behaviorist theory claims that human beings can be trained through the occurrence of reinforcement. A language can be learnt as a behavioral modification guided through positive and negative feedback mechanisms.

            According to this theory, correct usage of the trait being learnt, will help lead to a positive feedback, while incorrect usage will result in negative feedback.

In reference to English language teaching, this method in physical terms means presentation of the correct usage of a sentence by the instructor and its repetition by the students. There is no applicability of the grammatical reasoning for learning as things are simply remembered and reproduced for the first time.

So the instructor keeps adding more correctly formatted information to the language lab. The theory is that when practiced often enough students will eventually start repeating the sentence at an appropriate instance. Failure to memorize in the format presented results in negative feedback thus in other words this format was a complete bypass of a person’s ability to think before speaking. Soon the shortcomings of this process surfaced, however, despite obvious deficits, this format is still widely used as a mode of instruction especially in Asian countries. Linguists all across the world have strong reservations but this teacher centralized method is practiced actively.

The primary reason for its sustainability is the minimal requirement of this method to produce a deviation from the proposed information. The instructor and the student have predefined expectations, and this is perhaps why educators continued using the audio lingual system. 

Communicative Language training: 

CLT or communicative language training adopted by the Korean government in the year 1992 and implemented in 1996. This method considered an extension of the preexisting notional- functional method of instruction. This observation more than a decade later has become a widely accepted popular method of teaching English as a foreign language in the country. The purpose of this method was to produce communicatively competent non native speakers of English, and it has certainly met with success. (Yoon, 2004) Communicative language training umbrellas many training methodologies, all of which are contrary to the grammar as a pivot approach. A researcher pointed out as early as the year 1988 that learning a language was simply not to learn all that was about it but rather explored from it (Krashen, 1988).

Communicative language training can be defined as acquisition of a mode of communication by a subject, with the tools for application of the language in both formal, as well as, sociolinguistic dimensions of communication. (Hattum, 2006)

The prime features of CLT method in classroom practice presented by Nunan in the year 1991. This supports an increment of interaction, inculcation of standardized text, active participation in management by the students, experiential learning, and associative learning between classroom, and non-classroom territory.

These norms remove the spotlight from a single entity and disperse it to the concerned group in general. The existing methods that are part of CLT across institutions include interviews, role plays, games, music and most importantly working in pairs. Any collaborative expressive activity that results in enhancement of the student’s expressive command of the language comes under the heading of communicative language training.

This is a dynamic process of communication with an ever present capacity for improvement and development benefiting the students in many ways while they become fluent in English language. (Gabrielatos, 2001)

Although a genuine intent lies behind the development of this method, there are still short comings identified in regards to its implementation. Communicative language training requires a comprehensive set of professional educators for correct applicability as this is an interaction with ambiguous results. Also, contextual clarification of this method of teaching is crucial for best results.      

Task Based Learning 

Task based learning picks up at where communicative language training left in terms of evolution of methodology of English language teaching. Introducing a foreign language requires it to be conveyed in a manner that may appear comprehensible to the recipient for assimilation. This fundamental rule of teaching has been the process of imparting English especially in the continent of Asia is synthetic learning.

 Contrast to this is the analytical approach which requires students to breakdown large pieces of information and creates a sense out of the process. Task based learning can be referred to as a member of this theory along with context based learning and project based learning.

Addition of tasks has now become a key component of syllabi design and execution. This has resulted in a positive impact on several attributes, which were already, the guiding principles of communicative learning teaching. This also enables a relevant content selection, strengthens communicative skills, improves content quality, supports experiential learning as well as identifies students as equivalent stake holders in the design of the teaching process.

Nunan divided tasks into two basic categories pedagogical tasks and target tasks; which simply mean tasks in the classroom and those beyond it respectively. The classroom tasks range from drawing through an audio aid to performing an action in response. A task may neither be rewarding nor does material in the physical sense, nevertheless its ability to guide students to learn remain unquestionable.

A task can be any structured directive with an objective in mind, predefined content as well as process and a range of results that may be produced as a result of it. The principles of task as defined by Skehan highlights that the meaning behind each task is of primary importance (Nunan, 2006). Also, the meaning of the task should be individual and original not just a reproduction. The real-world applicability of a task in some way strengthens its effectiveness and results should be the planned method of evaluation of the activity. Tasks irrespective of their relationship with the environment, direct subjects to a more communicative rational building approach while learning a language as compared to the synthetic grammatical translation form (Nunan, 2006).

This in no way undermines the significance of the grammatical appropriateness of a conversation it simply highlights that understanding and analysis are also vital to the acquirement of a language. The primary reservation and critique regarding task based learning of a language is the contrast between the tasks specified and the real world. Another objection is that this learning technique withdraws the student form a day to day context of learning. 

The Natural Approach 

The Natural Approach was the invention of Tracy Terrell and Stephen Krashen. (SIL, 1999) This method comprises a communicative form of the syllabus, and involves techniques such as total physical response, for creating a bond between an element of language and a specific action.

            The principal for the development of Natural Approach springs from the establishment of a distinction between acquisition and learning of a language. It states that for a language to be learnt it requires acquisition and this later phenomenon assisted by the natural approach contributes to the overall process.

Consciously one merely modifies and regulates the intrinsically inculcated comprehension of a language. The natural approach insists that learning a second language such as English can be based on this mechanism. It further states that for a person to learn most effectively the mode of instruction should be at a level that is close to their present one as this facilitates learning. A person may filter information through emotional barriers and any method or technique. A person’s belief system will automatically be subjected to disregard and reduce that person’s chances of learning.  

Total Physical Response 

This approach was the brain child of Dr. James J. Asher, and reaffirms that human beings undergo a process of assimilation when exposed to language (Asher, 1977).

 This code breaking process includes listening, and association of each component of the new language, with a physical task before it can actually be comprehended. The method was primarily designed for instructors of English as the second language. The Human brain has a program for inculcating any new information and learning a language through this natural phenomenon was thought of as the preferred process by Dr. Asher.

As children learn the first language through verbal and physical communication, they can also learn the second or third language by treading on the same path. The language teacher reproduces this process in the classroom by combining smaller elements of the language with a sound or action so that children recognize, register and can later reproduce. This has not gained popularity amongst formal educationists and by non conventional educationists.

However, in a research conducted in three leading universities, in the Chinese Republic, 8% teachers were using TPR as an approach for classroom learning English (Wilhelm, 2008).

The primary usage of TPR in classrooms is building up vocabulary by associating words with actions. 

Community Language Learning

 Community language learning (CLL) is a method in which student bodies work together towards personal and collaborative development of a language.

This provides an autonomous learning approach with emphasis on the decision making ability of students as individuals and communities.

            The role of the teacher in this method is of a facilitator while the student plays the part of a coworker and thus there is no giving and receiving dynamic underplay between the instructor and the subject.

The job at hand of the student is to absorb the phonics of the language and also associate a meaning to each phrase or sentence at the same time formatting the most basic grammatical version. There is no requirement to communicate or speak in the language until the learner is satisfied and confident of having generated a basic understanding of English. CLL is broken down by theorists into five basic phases of action.

The first stage also referred to as the birth phase is the establishment of a sense of security and a natural connection between language and the learner. The second phase is detachment just as a child would from the parent after their sense of security about their new environment strengthens. The third stage is a step further and involves inculcation of an independent speaking capacity. The fourth stage is the process of putting the subject to criticism and correction. The final stage according to this theory is of maturity and at this time the learner is satisfied with their acquired version of English language.

The Silent Way 

This theory introduced by Gattengo and in this method the classroom environment is the prime focus of attention (Gattegno, 1972). The teacher while using the silent method, the goal is to increase the manner in which the students utilize their time to gain experience.

The students are quietly guided to inculcate their own perception of the language. The prime objective behind this is that the ability of the student to learn does not depend on the teacher’s ability to instruct. An innate acceptance for the language is silently sought by the instructor. The students are encouraged to utilize their brain and senses to create associations between sounds, visuals and English language and then express their perceptions. 

CONCLUSION:

 An overview of the text, establishes a need for instructors to portray an active role, however, not simply within the classroom. Instead, their feedback and contribution is widely needed to design a method that is best suitable for students of the North East Asian countries. The method should be made acceptable to their social and cultural limitations and reservations. The part of variance is the principal to hold on to and so each teacher should be empowered to modify the teaching dynamics of the classroom as per demand.

 A rigid predetermined system of teaching English language cannot produce the results required to prepare students for the larger markets. Global coherence these days appear meaningful to the economic reforms and uplift of a nation. Communication and context require simultaneous development for holistic learning and applicability of the English language by non native speakers.

The students should not simply be trained, and taught for an interaction with each other, but also with people of a different culture, and location of origin, as well as, native speakers of the language.

REFERENCES

• 1. Asher, J. (1977). Learning another language through actions: The complete teacher’s guidebook. Los Gatos, CA: Sky Oaks Productions.

• 2. Cummins, Jim. Davison, Chris. (2007). International handbook of English language teaching, Part 1. Publisher Springer. Print.

• 3. David. (2007) Methods of Teaching Foreign Languages. Retrieved on 19th October 2009 from http://www.eltworld.net/pdf/ARTICLE-%20Methods%20of%20teaching%20foreign%20languages.pdf

• 4. Gabrielatos, Costas (2001). ELT methods and Approaches. Retrieved on 19th October 2009 from http://www.gabrielatos.com/ELT-Methodology.pdf

• 5. Gattegno, Caleb. (1972). Teaching Foreign Languages in Schools- The Silent Way. New York: Educational Solutions.

• 6. Hattum, van. Ton. (2006). Communicative Approach Rethought. Retrieved on 19th October 2009 from http://tonvanhattum.com.br/comreth.html.

• 7. Jarvis, Huw. (2005) Technology and Change in English Language Teaching (ELT).Asian EFL Journal Volume 7. Issue 4. Article 13.

• 8. Krashen, Stephen D. (1988) Second Language Acquisition and Second Language Learning Prentice-Hall.

• 9. McDonough, Jo. Shaw, Christopher. (2003) Materials and methods in ELT: a teacher’s guide. Publisher Wiley-Blackwell. Print

• 10. Nunan, David. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL Journal. Volume 8. Issue 3 Article 1

• 11. Nation, Paul. (2003) Role of the First Language in Foreign Language Learning. Asian EFL Journal. Volume 5. Issue 2. Article 1.

• 12. Oka, Hideo. (2004). Non-native Approach to ELT: Universal or Asian? Asian EFL Journal. Volume 6. Issue 1 Article 1.

• 13. Tomlinson, Brian. (2005).The future for ELT materials in Asia. Electronic Journal of Foreign Language Teaching 2005, Vol. 2, No. 2, pp. 5-13.

• 14. Wilhelm, Hughes. Kim. (2008)University Teachers and Students’ Perceptions of ELT Methodologies and Their Effectiveness GEMA Online Journal of Language Studies. Volume 8(2) 2008. page79.

• 15. Yoon, Kyung-eun. (2004)CLT Theories and Practices in EFL Curricula: A Case Study of Korea. Asian EFL Journal. Volume 6. Issue 3 Article1.

• 16. The Natural Approach. (1999) SIL. Retrieved on 19th October 2009 from http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/TheNaturalApproach.htm

Share on Facebook

Tweet This Post