The non-native speakers as teachers of English hold a key role in teaching a language which is the world's most taught, learned and used second or foreign language. With this current global context of English, Philippine ELT has to reflect on the 'curricula of teacher training programs, in the methodology of teaching, in understanding the sociolinguistic profile of the language, and in crosscultural awareness' the implications of the internationalization of English (Kachru, 1992, p. 355). This paper argues that while Professor Kachru sounded the call for the modification of ELT practices decades ago, ELT practitioners in the Philippines have yet to fully come to terms to a shift in the teaching paradigm of English that necessitates a change in the way non-standard features of the language are perceived and how teaching methods should be modified to match the current reality of English as an international language.

Representational Modularity (RM) Hypothesis which states that, similar to how people make sense of categories, they also systematically make sense of language. This study seeks to discover the way non-native speakers of English negotiate meaning when faced with idiomatic expressions that are modified either by a process of passivization or by a process of quantification; and whether idiom comprehension influence judgments of appropriateness of use of the modified expressions. Employing a researcher-made questionnaire that underwent content validity and reliability tests, the instrument was administered to four college freshman classes from four different higher education institutions. Findings reveal that a significant difference was found between group performance in the passivization and quantification tests through a one-sample test. However, an absence of a statistical relationship between the scores in the test and the participants' judgment of appropriateness of use (spoken, written, spoken and written) was revealed by the statistical analysis.

This study inferred the pre-service English teachers conceptualizations of their internship experience and investigated the process of reflective identity construction. Thirty pre-service English language teachers participated in the study with their final reflection reports comprising the data analysed in the study. Through a process of analysis that made use of communication units, the findings suggest that the pre-service language teachers indicated a positive impression of their practicum experience evidenced by their use of positive evaluative remarks. The interns also reported that they have improved cognitively in the duration of their practicum. The interns' reflective practices offered the teacher interns an opportunity to conceptualize their roles as second language teachers and may well raise their awareness about second language teaching in general.

This is a descriptive study investigating teachers’ view on the impact of digital technologies on the research writing of their students. Using Mishra and Koehler’s (2006) TPCK model as framework, a probe was made on how technology and content are related and how pedagogical strategies in research relates to the use of technology in the classroom. The results reveal that teachers generally viewed the impact of digital technologies as positive but also showed misgivings on some aspects of technology use. The results have significant impact on the ICT policy currently being implemented in most state-run schools in the Philippines.Keywords: digital technologies, teacher perceptions, college research, ICT policy

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