Dr. Jocelyn R. Millare’s Language Proficiency Peer Tutoring Model examines the effectiveness of peer tutoring in enhancing English language proficiency among Filipino students, particularly its implications for language teaching pedagogy in the Philippines.
Central to the Language Proficiency Peer Tutoring Model is the recognition of peer tutoring as a valuable tool for language acquisition and skill development. Dr. Millare’s research highlights how peer tutoring fosters meaningful language practice, communication, and interaction among students, leading to improved language proficiency levels.
The model emphasizes the role of peer tutors as language models and facilitators of learning, guiding their peers through authentic language use and communication activities. By engaging in peer tutoring, students have the opportunity to practice speaking, listening, reading, and writing skills in a supportive and collaborative environment.
Dr. Millare’s research suggests that peer tutoring can be particularly effective in addressing the specific language learning needs and challenges faced by Filipino students. Through peer tutoring, students can receive personalized feedback, guidance, and support tailored to their individual proficiency levels and learning styles.
Moreover, the Language Proficiency Peer Tutoring Model advocates for the integration of peer tutoring into English language teaching pedagogy in the Philippines. By incorporating peer tutoring as a supplementary instructional strategy, educators can create dynamic and interactive language learning experiences that promote active engagement and meaningful language use.
In summary, Dr. Jocelyn R. Millare’s Language Proficiency Peer Tutoring Model offers a practical and student-centered approach to enhancing English language learning in the Filipino context, highlighting the valuable role of peer tutoring in supporting language acquisition and skill development.
