1. As teachers, how are you going to address fossilization?

Fossilization, or the cessation of learning, which was coined by Selinker

(1972), is recognized as a widespread phenomenon in second language
acquisition for linguists and language learners have been aware that that it is
extremely rare for the learner of a L2 to achieve full native-like competence.
Wei (2008) suggests that in order to address fossilization, teachers must take
a right attitude to students mistakes. They must realize that making
mistakes is not a sign of failure or stupidity, but it is part of the process of
learning a language.
Another effective way is to carefully design a feedback that can prevent the
formation of fossilization. Teachers should provide timely feedback after
learners complete a learning task. According to interactive feedback of Vigil
and Oller, the best one is the combination of positive emotional feedback
and negative cognitive feedback. Positive emotional feedback encourages
students to continue learning while a negative cognitive feedback prompts
learner to make modifications and self-corrections
Zheng (2010) suggests that fostering a positive learning attitude in language
learner can be conducive to their learning, while the negative attitude of
language learners may affect their learning potential. Language learners
may make steady progress if they learn a foreign language with positive
attitude which is also beneficial for them to overcome fossilization in English
learning.
Lastly, Krashen (1982) has also something to say on fossilization. He argued
that exposing learners to the target language and target languages culture
can reduce fossilization. This can be done by exposing students in
multimedia instruments that contain standard pronunciation, but also reflect
target culture or with textbooks with original passages by foreign authors
may be adopted to help learners better understand and master the
language.
2. How should ELT teachers give feedback?

Feedback has emerged as a means to facilitate both the learning process

and teaching performance. As Hattie and Timperley (2007) considers that
main purpose of feedback is to reduce the gap between current
understandings and performance and a goal. The focus of feedback for
learning should address content mastery and skills for learning. Thus, various
strategies must be employed to make feedback promote learning and
students self-reflection rather than discouragement and embarrassment.
Gibbs and Simpson (2004) suggest that the purpose of feedback is for
students to act on it to improve their future work and learning. Thus, Johnson
(2008) considers that feedback is more effective when given immediately
after the activity. This will immediately give teachers and learners timely
and immediate opportunities to correct mistakes thus promote reflective
feedbacking among learners as what Gibbs and Simpsons (2004) further
found that feedback should enable students to understand their strengths
and weaknesses and provide help on how to improve in the future. This is
also supported by McDonald and Boud (2003) as they argue that
development of self-assessment can be encouraged by providing students
with self-assessment tasks and activities that encourage reflection both in
content and process.
Peer feedbacking is also a great way for teachers to facilitate and guide
students learning. A peer feedback process is also promoting students get to
see other students work which can also deepen understanding of the
learning goals (Nicol, 2008).

3. Determine the concept of Parole and Langue.

Ferdinand de Saussure described language as langue and parole. Langue is

the whole system of language. It is simply the individual realization of
language. The langue system involves vocabulary, pronunciation and words.
Langue is known as shared social structure of language. In contrast, parole is
the actual language use in the society. It is not the system but the usage of
system of language. It is written and spoken utterances used in society.
La langue denotes the abstract systematic principles of a language, without
which no meaningful utterance or acts of speech (parole) would be possible.
Saussure makes this terms understandable by saying whatever we learn and
can learn about the language as a system is what constitutes competence
(langue) and whatever we make use of the language as a system in actual
situations is what is performance (parole).
4. What kind of teaching approach is prevalent in the Philippines? Does it
help our students to achieve proficiency?

Collaborative approach is the prevalent teaching approach in the Philippines.

Collaborative learning is an instructional method in which students team
together to achieve common tasks. In this method, students are involved in a
small group so that all students can maximize their learning and that of their
peers. It is a process of shared creation where individuals are interacting to
create a shared understanding of a concept or area of practice. When
implemented well, collaborative learning encourages achievement, student
discussion, active learning, student confidence, and motivation.
This approach had been historically proven effective. Johnson and Johnson
(1989) claim that collaboration typically results in higher group and
individual achievement, healthier relationships with peers, more
metacognition and development of self-esteem. This was supported by the
study of Marzano, Pickering and Pollock (2001) that organizing students in
collaborative learning groups can lead to a gain as high as 28 percentiles in
measured student achievement.
Considering also the diversity of Filipino learners, a collaborative approach in
discovering lessons is beneficial to learners. With different experiences and
cultural background, every learner can gain significant insights from peers
and may see every problem or activity into different perspective thus coming
up with the best output. This has been proven by the studies of Goodman
(2011) and Loes (2009) as they found out that students working closely with
a diverse group of peers are more likely to experience gains in the
development of need for cognition.
It is however, important to note that though collaborative learning promotes
and enhances learning, it requires a complex and slow process that requires
a lot of activities by the teacher (Gil & Jurado, 2011). Thus, student
proficiency still partly depends on teachers commitment and active
involvement in order for the noble goal of collaborative education be
achieved.

5. How are you going to address/aid teachers who are not open for change?

Any change is uncomfortable while resistance to change is inevitable as

educators, we can be the agent of transformation who are willing to assist
our colleagues to embrace change.
In order to persuade our co-teachers not to resist from change, we have to
build trust. Giving others the opportunity to provide input is important for
building trust. We have to give adequate chance to participate in planning by
all those who will be involved in implementing change. With this, resistance
to change may be eliminated or lessened.
The key to the problem is to understand the true nature of resistance.
Actually, what teachers resist is social changethe change in their human
relationships. This we can be of help, as teachers, we can reassure our
colleagues that change, as constant as it is, is a way of life and we have to
associative with it. We could help by outlining to them the benefits of these
changes. It may be disrupting and challenging at first, but if we are open for
it, it may become liberating and fruitful in the long run.