ENGLISH EDUCATION IN THE PHILIPPINES: STUDYING THERE. FOREIGNERS, CHEAP ENGLISH SCHOOLS

ENGLISH EDUCATION IN THE PHILIPPINES

from Yale Review of International Studies

Students have traditionally been taught English since the first grade. Early American teachers were called Thomasites after the name of the first military plane that brought them to the Philippines. They fanned out all over the archipelago, often living with local families, and taught students things like the “Gettysburg Address” and the “Battle Hymn of the Republic”. Since then English has been the primary classroom language in the Philippines.

In the old days, English was emphasized more in the schools. It was often the primary language of instruction and was often used even in rural and poor areas. The result was that even people in rural villages could speak it. In recent years there has been a drive to conduct more classes in Tagalog and local languages, with English being reduced to an elective. A few years ago it was decided that classes should be taught in the national language—Pilipino—rather than English. The result is that less people can speak English and more Filipinos can’t speak to each other,

The impact of English instruction in schools is matter of debate among scholars in the Philippines. Some argue its use helps make Filipinos desirable employees in the global market place. Others say children learn better when they are taught in their native languages and the usage of English is contributing to the decline of local languages. Some regard speaking English as anti-nationalistic. In recent years there has been a “quiet murder” of English in the Philippines, says columnist and former judge Isagani Cruz, as public schools have opted to make English an elective rather than a requirement (private schools generally continue to retain English as a requirement).

History of English Education in the Philippines

school in the Philippines in the 1950s

English-medium education began in the Philippines in 1901, following the arrival of approximately 540 U.S. teachers. English became the language of education, and as its use spread, it was adapted to include vocabulary from local languages and to meet local needs. Modifications were also made to pronunciation and grammar. English was also adopted for newspapers, magazines, the media, and literary writing. [Source: Tom McArthur, The Oxford Guide to World English, Oxford University Press, 2002]

Nationalist leader Apolinario Mabini refused to submit to American authorities and was exiled to Guam, while other revolutionary leaders had earlier studied in English-speaking Hong Kong under British rule, gaining exposure to English-based education. Under American occupation, Chaplain W.D. McKinnon organized the first group of soldier-teachers. The public elementary system was formally established through the 1901 Organic Act, mandating English as the medium of instruction. Although William McKinley briefly adjusted the policy—through Secretary of War Elihu Root—to include local languages alongside English, the system soon reverted to English as the primary medium. [Source: Tibor Maricel, maricelmar.wordpress. June 24, 2013 ]

The arrival of the Thomasites—American teachers sent beginning in 1901—greatly expanded English instruction, including during the administration of Francis Burton Harrison. Over time, Filipinos began teaching English themselves, leading to what is now known as Philippine English. By 1918, nearly half the population could read and write in English, a sharp contrast to the limited spread of Spanish after centuries of Spanish rule. However, World War II disrupted this progress. Many native and non-native English teachers died or left the profession, reducing exposure to native-speaker models. As a result, English in the Philippines gradually became more vernacularized, marking what the passage describes as a decline in overall English proficiency.

Feeble Efforts to Improve English Education in the Philippines

In October 2013, American English reported: “Two of the 12 recommendations in relation to strengthening English fluency among Filipinos enumerated by Arangkada Philippines, an advocacy paper focused on promoting speedy solutions to economic growth and development, as a necessity in school and in business are: To advance bilingualism, undertake a vigorous public campaign to emphasize the importance of English competency to entering and existing workforce members. (Immediate action OP, DepEd, NEDA, and private sector) Recognize high schools and tertiary schools and students who score well on English tests. (Immediate action DepEd and private sector) Moreover, humanitarian organizations such as the USAID Philippines and Phil-Dutch Educational Scholarship, Inc. aim to improve English teaching methods, administer English language proficiency training in higher education, and aid the underprivileged in being more equipped and confident to work in English-speaking companies. [Source: American English, October 4, 2013, Posted in Business Communication School in Manila Philippines, Business English School in Makati Philippines, English School, English Tips]

UNICEF

The new K to 12 curriculum promises revised subjects for the first ten years and the last two years as added preparation time to polish their ability to communicate in time for college. All incoming college freshmen will also be required to pass the College Readiness Standards (CRS) by preparing two well-structured research papers (one in English, one in Filipino). However, these will only take effect in 2018. For now, students and teachers dealing with budget constraints can take advantage of complimentary English training programs as the initial step towards personal development. Students will be able to familiarize themselves with tried-and-tested tips and techniques in oral and written communication created by native English speakers. Teachers, on the other hand, are to be given the chance to enhance their knowledge and literacy in the English language in order to contribute to the much deserved change in the national education sector, or if they choose to teach in countries where Filipino teachers are being seriously considered, such as Vietnam and the United States.

In response to this, Jerl S. Rey posted: “In my own opinion, in order to increase the percentage of employment, English proficiency must mastered and updated too for all students and professional teachers in order to learn new techniques on how to easily facilitate and learn how to speak English, Second, align all the curriculum to the industries needed for every students after they academic life in order to have immediate employment. I believe that all companies have their initiatives such as to acquire a student immediately after graduation that is to say, Scholarships. [Source: Jerl S. Rey, August 18, 2014]

Most of the state universities and private universities have their own “Eskolar ng Bayan”. Why not, these “Eskolar ng Bayan” be endorsement to the industries related to their course and field of interest? At the end of the day, employment in our country is as easy as self-serving and sustainable system. Through English Proficiency, even without a bachelor degree, can help increase employment also specially in call centers. When we read our news papers specially in classified ads, most of the vacancies are from call centers and their minimum requirements included is English proficient. Most of these Call centers, conduct English proficiency as supplemental needs for their functional competencies. Communication skills is as important for these kind of industry.

“I just arrived from Bicol and I heard that my niece complained about her teacher teaching them English language using bicol dialect. I asked her my sister if it is true. And my sister replied, it was mandated by CHED for the purpose of learning EASILY the English language. Now, I wonder. Why was our college professor taught us Latin Language using the Spanish medium and yet we learned many vocabularies. [Source: Jerl S. Rey, September 2, 2014]

Foreigners Flock to the Philippines to Study English

A study conducted by Global English Corp said the Philippines was the world’s best country in business English proficiency for 2012, even surpassing the US. Three Philippine universities - Ateneo De Manila University, University of the Philippines and De La Salle University - are among the world's 50 best in teaching English, according to the 2012 survey by London research and ratings firm Quacquarelli Symonds. [Source: Katrina Mennen A. Valdez, InterAksyon.com, November 27, 2012 /=]

British School Manila

There are hundreds of private schools of varying kinds and quality that teahc English. A Filipino who teaches English to Korean, Taiwanese and Japanese nationals, said that foreigners prefer learning English in the Philippines for three reasons: 1) Philippine-based schools charge for as low as P20,000 a month, or less than a fifth of the fee charged in other countries, and up to P45,000 a student inclusive of board and lodging per month; 2) Foreign students prefer one-on-one sessions with the teacher, a scheme unavailable or too expensive in other countries; and 3) Philippine-based schools are being managed by the same nationality as that of the foreign student.

Foreigners who want to enroll in Philippine schools are required to get either the Special Study Permit (SSP) or a Student Visa. SSPs are granted to students who want to enroll on short-term courses that last for less than one year while student visas are for those who want to take up long-term or degree courses. [Source: Jonathan M. Hicap, Korea Times, September 13, 2009]

The Philippines: the World's Budget English Teacher

The Philippines has emerged as a leading low-cost destination for learning English and pursuing university studies in English. Its main advantage is affordability: English courses cost a fraction of those in countries like the United States, Canada, or Australia. For example, schools such as the International Language Academy of Manila offer 60-hour classes for about one-third of U.S. prices. As a result, students from countries including Japan, Korea, Russia, Iran, Brazil, and Libya are increasingly choosing the Philippines. [Source: Kate McGeown, BBC News, November 12, 2012]

Another key attraction is the clear American-style accent spoken by many Filipinos, influenced by decades of U.S. colonial rule and the country’s large call center industry, which trains workers to sound American. This makes the Philippines especially appealing to students seeking neutral, easily understood English.

The sector is growing rapidly. According to the Bureau of Immigration, study permit applications have surged in recent years. The government, including the Department of Trade and Industry, sees international education as a major growth opportunity and is promoting it further.

Beyond language schools, more foreign students are enrolling in graduate and postgraduate programs at top universities such as De La Salle University, where instruction is in English and tuition is often far cheaper than in Western countries. Students cite both cost savings and comparable academic standards as key reasons for enrolling. However, challenges remain. Foreign students must navigate bureaucracy, corruption, pollution in Manila, and the widespread use of “Taglish” (a mix of English and Tagalog), which can be difficult for non-Filipinos to understand.

Koreans Flock to Philippines to Study English

In 2006, Reuters reported that thousands of South Korean students had traveled to the Philippines to improve their English skills. One student, Ellie Sung, watched English-language films in Manila cinemas to practice comprehension. She was among many Koreans enrolled in hundreds of language schools across the country, hoping stronger English skills would help them secure better jobs, higher salaries, or admission to elite universities back home. [Source: Reuters June 8, 2006; [Source: Jonathan M. Hicap, Korea Times, September 13, 2009]

The demand stemmed from South Korea’s intense emphasis on English proficiency, which pushed students into private academies known as hagwons. Those seeking full immersion chose overseas destinations, and the Philippines — a former U.S. colony with widespread English use and strong American cultural influences — became an attractive option. It was geographically close to Seoul, relatively inexpensive, and home to large Korean communities, making it both convenient and familiar.

By the mid-2000s, the Korean presence had grown rapidly. Estimates suggested that between 70,000 and 100,000 Koreans were living in the Philippines, and hundreds of thousands more visited annually for study, tourism, and business. Costs were a major draw: for 40,000 to 60,000 pesos per month, students received tuition, lodging, and meals — often including one-on-one instruction that was far more affordable than similar programs in Korea. However, the rapid growth also led to unregulated schools, with only a fraction officially registered.

Although some studies claimed that many Filipino graduates had substandard English skills, educators argued that standards worldwide had simply risen. Many Korean students reportedly extended their stays, appreciating both the immersive English environment and the country’s hospitable culture. Concerns about crime or instability did not significantly deter them, and some observers noted that Koreans felt less racial discrimination in the Philippines than in other countries.

Between 2004 and 2009, the Philippines experienced a dramatic surge as the leading destination for South Korean English learners. The number of Special Study Permits issued to Koreans increased by 500 percent from 2004 to 2008, with more than 100,000 Koreans studying in the country during that five-year span. Institutions such as De La Salle University expanded English-language programs, including short-term courses through its Center for Language Learning.

The English-as-a-Second-Language (ESL) industry became so significant that the government incorporated it into its tourism strategy. The ESL Tour Program combined structured English lessons with travel experiences, cultural immersion, and excursions. Affordable tuition, proximity to Korea, low living costs, and the appeal of tropical scenery helped make the Philippines the prime overseas hub for South Koreans seeking English education during that period.

Philippine Government Cracks Down on Unregistered English Language Schools Run by Foreigners

In 2012, The Philippines Bureau of Internal Revenue announced it was cracking down unregistered English language schools posing as dorms and restaurants that cater mostly to visiting foreigners. Katrina Mennen and A. Valdez wrote in InterAksyon.com, “Deputy Commissioner Estela Sales told Interaksyon.com that several schools, which are mostly managed by foreign nationals, have been offering English language training without proper registration with the BIR. "I have ordered an all-out investigation against English schools that have been operating in the country without the proper registration, which is a means to defeat or avoid the payment of income tax," Sales said. “If these schools involve foreign nationals as principals we will also request for their deportation without prejudice to their tax liability,” she added. [Source: Katrina Mennen A. Valdez, InterAksyon.com, November 27, 2012 /=]

“These schools are very discreet. You wouldn’t easily detect that they are indeed English training schools because these are usually operated within the residential areas like dorms for college students and some even operate as authentic Korean, Taiwanese or Japanese restaurants during the evening. But in fact, these are English training schools,” the source told InterAksyon.com Filipino teachers, who are mostly college students, receive P70-100 per hour for their services. /=\

“We have also received complaints from Filipino teachers who teach via Skype that their principals withhold income tax against their salaries when in fact, these businesses have no ATP from the BIR. We will also verify that and hold these principals accountable," Sales said referring to the bureau's authority to print receipt. Claro Ortiz, BIR head revenue executive assistant and overall coordinator for the Run After Tax Evaders Program, said the bureau’s Special Investigation Division is conducting a tax mapping operation to track down the unregistered schools. “This operation is within the regional operations, meaning each of our regional offices are conducting their separate investigations as these schools are prevalent not only in Metro Manila but also in the nearby provinces and even in the Visayas and Mindanao,” Ortiz said. /=\

Image Sources: Wikimedia Commons

Text Sources: “Encyclopedia of World Cultures Volume 5: East/Southeast Asia:” edited by Paul Hockings, 1993; “Culture Shock!: Philippines” by Alfredo Roces and Grace Roces, Marshall Cavendish International, 2010; National Geographic, Live Science, Philippines Department of Tourism, New York Times, Washington Post, Los Angeles Times, Smithsonian magazine, Encyclopedia.com, Library of Congress, The Conversation, The New Yorker, Time, BBC, CNN, Reuters, Associated Press, AFP, Lonely Planet Guides, Google AI, Wikipedia, The Guardian and various websites, books and other publications.

Last updated March 2026