The Languages Curriculum in

the
K-12 Program

Teaching English in the

Elementary Grades
 This module will help you

• Explain the importance of the study of

language in the K-12 program
• Understand the guiding principles in
implementing Languages Curriculum
• Describe the K-12 Education
Curriculum and its components
 The K-12 language Curriculum
Language is the basis of all communication and the primary
instrument of thought. Thinking, learning, and language are
interrelated. Language is governed by rules and systems
(language conventions) which are used to explore and
communicate meaning. It defines culture which is essential in
understanding oneself (personal identity),forming interpersonal
relationships(socialization)extending experiences, reflecting on
thought and action, and contributing to a better society.
GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the

following language acquisition, learning, teaching and assessing
principles. Facility in the first language (L1) strengthens and supports the
learning of other languages (L2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one
language (Common Underlying Proficiency or CUP) provides the
base for the development of both the first language (L1) and the second
language (L2)2.
Language Acquisition and Learning is an active process that begins
at birth and continues throughout life. It is continuous and recursive
throughout students’ lives. Students enhance their language abilities by
using what they know in new and more complex contexts and with
increasing sophistication (spiral progression).
Positive learning experiences in language-rich environments enable
students to leave school with a desire to continue to extend their
knowledge, skills and interests.
K to 12 Basic Education Curriculum
Learning requires meaning. We learn when we use what we know to
understand what is new. Start with what the students know; use that
to introduce new concepts. They use language to examine new
experiences and knowledge in relation to their prior knowledge,
experiences, and beliefs. They make connections, anticipate
possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through
their engagement with and study of texts.

The term ‘text’ refers to any form of written (reading and writing),
oral (listening and speaking) and visual communication involving
language. The texts through which students learn about language
are wide-ranging and varied, from brief conversations to lengthy and
complex forms of writing.
Successful language learning involves viewing, listening, speaking,
reading and writing activities.
Language learning should include a plethora of strategies and
activities that helps students focus on both MEANING and
ACCURACY.

Language learning involves recognizing, accepting, valuing and

building on students’ existing language competence, including the
use of non-standard forms of the language, and extending the
range of language available to students.
An effective Language Art and Multiliteracies Curriculum satisfies
the following principles:

• Develops thinking and language through interactive learning;

• Develops communicative competence and critical literacy;
• Draws on literature in order to develop students’ understanding
of their literary heritage;
• Draws on informational texts and multimedia in order to build
academic vocabulary and strong content knowledge;
• Develops students’ oral language and literacy through
appropriately challenging learning;
• Emphasizes writing arguments, explanatory/informative
texts and narratives;
• Provides explicit skill instruction in reading and writing;
builds on the language, experiences, knowledge and
interests that students bring to school;
• Nurtures students’ sense of their common ground in using

language/s for communication as present or future global

citizens to prepare them to participate in school and in
civic
life, and;
• Assesses and reflects the students’ ability to interpret
and/or communicate in the target language.
NEEDS OF THE LEARNERS: THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as
Generation Z.

Generation Z is the first generation to be born with complete technology.

They were born with PCs, mobile phones, gaming devices, MP3 players and
the ubiquitous Internet. They do not know life without technology. Hence,
they are often termed as digital natives and are extremely comfortable
with technology. They can email, text and use computers without any
problems. In addition, members of Generation Z can understand and
master advancement in technology. Unfortunately, this reliance on
technology and gadgets had a negative effect on the members. They
rather stay indoors and use their electronics than play outdoors and be
active. They are leading a sedentary life that can result in health problems
later on.
For them, social media platforms are a way to communicate with
the outside world.
Members of Generation Z are adept at multi-tasking. They can text,
read, watch, talk and even eat simultaneously. However, this has
also led to reduced attention span leading to what psychologists’
call acquired attention deficit disorder. This generation is unable to
analyze complex data and information as they cannot focus for
very long.
While we don’t know much about Gen Z yet...we know a lot about the
environment they are growing up in. This highly diverse environment
will make the grade schools of the next generation the most diverse
ever. Higher levels of technology will make significant inroads in
academics allowing for customized instruction, data mining of student
histories to enable diagnostics and remediation or accelerated
achievement opportunities. Gen Z kids will grow up with a highly
sophisticated media and computer environment and will be more
Internet savvyand expert than their Gen Y forerunners.
 COMPONENTS OF THE LANGUAGE CURRICULUM:
COMPONENT 1: Language Learning Process for effective
language acquisition and learning to take place, language teachers
must be guided by the six (6) language teaching principles.
These principles explain the natural process of language
development.

1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught,
revised and revisited at increasing levels of difficulty and sophistication. This will
allow students to progress from the foundational level to higher levels of language
use.
 Language Teaching Principles
2. Interaction Language
learning will be situated in the context of communication (oral and
written). Activities that simulate real-life situations of varying
language demands (purposes, topics, and audiences) will be
employed to help students interact with others thereby improve
their socialization skills.

3. Integration
The areas of language learning – the receptive skills, the
productive skills, andgrammar and vocabulary will be taught in an
integrated way, together with the use of relevant print and non-
print resources, to provide multiple perspectives and meaningful
connections.
Integration may come in different types either implicitly or
 Language Teaching Principles
4. Learner-Centeredness
Learners are at the center of the teaching-learning process.
Teaching will be differentiated according to students’ needs,
abilities and interests. Effective pedagogies will be used to engage
them and to strengthen their language development.

5. Contextualization
Learning tasks and activities will be designed for learners to
acquire the language in authentic and meaningful contexts of use.
For example, lessons will be planned around learning outcomes, a
theme, or a type of text to help learners use related language
skills, grammatical items/structures and vocabulary appropriately
in spoken and written language to suit the purpose, audience,
context and culture.
 Language Teaching Principles
6. Construction
Making meaning is the heart of language learning and use. Learning
tasks and activities will be designed for learners in such a way that
they will have time to reflect on and respond to ideas and
nformation. Learners will be provided with sufficient scaffolding so
that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are
good consumers and constructors of meaning
COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the
language (Understanding of Cultures; Understanding
Language; and Processes and Strategies).
They are described as the knowledge and skill areas which are
essential to effective language use demonstrated through the
language macro-skills.
1. UNDERSTANDING CULTURES

Learning language through text types and literary appreciation

exposes learners to different cultures of the world, including one’s
culture. Learners develop sociolinguistic and sociocultural
understandings and apply them to their use of the language (Mother
Tongue, Filipino, and English).

Sociolinguistic understanding refers to appropriate language

use. It is defined in this document as taking into account the social
significance of linguistic forms and the
linguistic implications of social facts.

Sociocultural understanding refers to knowing about the

language speaking communities. It means taking into account the
non-linguistic features in the life of a society.
2. UNDERSTANDING LANGUAGE

Learners apply their knowledge of the system of the language to

assist them to make meaning and to create meaning. They come
to recognize the patterns and rules of the language which emerge
as they interact with a plethora of texts (literary and informational)
to make meaning. They apply this knowledge and understanding to
create their own spoken, written and visual texts. Differences in
language systems are expressed in a variety of ways: for example,
in grammatical differentiations, variations in word order, word
selection, or general stylistic variations in texts. By comparing the
system of the language with the systems of other languages,
students understand that each language is different, but has
identifiable patterns within its own system.
3. PROCESS AND STRATEGIES

Learners select from a repertoire of processes and strategies by

reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how
they use language and apply different language strategies,
depending on their purpose, context and audience. They use
language as a way of coming to grips with new ideas, resolving
difficulties or solving problems. They use strategies such as
brainstorming and discussion as a way of developing ideas. They
experiment, take risks and make approximations with language as
a way of developing their language skills .They use key-word
searches and their understanding of the conventions of
informational texts such as tables of contents, headings, indexes,
forewords and glossaries as aids in locating information
COMPONENT 3:Making Meaning through
Language
Language is the major instrument in communication (oral and written) and
the heart of which is the exchange of meaning. Language learning should
focus on guiding students make meaning through language for different
purposes on a range of topics and with a variety of audiences. Students
must be able to adapt to various situations where communication demands
greatly vary. The skills, grammatical items, structures and various types of
texts will be taught, and revisited at increasing levels of difficulty and
sophistication. This design allows students to progress from the
foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of
five (5) intricately intertwined and integrated sub-strands (listening,
speaking, reading, writing, and viewing) that serve as building blocks
for understanding and creation of meaning and for effective
communication across curricula. The revised curriculum re-organizes the
Integrated Language Arts Curriculum according to the content standards
that must be met by all students at the end of basic education. This is not
inconsistent with the proposed 5 sub-strands of the Language Arts and
Multiliteracies Curriculum (LAMC) but fleshes out the areas that children
need to learn and that teachers need to teach in greater detail.
 ACTIVITY:”PASS
THE MESSAGE
/MESSAGE RELAY
(with the twist)”
 OBJECTIVE:HOW TO PLAY PASS THE
MESSAGE / MESSAGE RELAY
Pass the message game' demonstrates how the meaning of a
message becomes distorted as it is told and moved on from
one person, or organization in this case, to another as
different interpretations are applied according to beliefs,
preferences, knowledge and experience. Whoever finishes the
message passing game and their answers are correct first will
win .
 THE GAME RULES:
A leader gives a message to a Scout, using the paper and pen then
he/she
. will write the messge. The Scout must relay it to the next
member in his patrol, and so on until the last member of the patrol
will write to the board.

Scoring: The patrol that reports the most correct words wins.
 HOW TO PLAY:
Form a Line: Players stand or sit in a line.
The Message: The first player in line is given a message. It
can. be a simple sentence, a short story, or even a riddle.
WRITE IT: The first player will write the message behind the
body of the second player.
Chain Reaction: The second player then write the message
to the third player back of the body and so on, down the line.
The Last Player: Once the final player receives the
message, they write it down on their paper.
Compare and Contrast: The final player reads their version
of the message out loud, and it is compared to the original.
Debrief: Discuss where the message changed and how it
could have been communicated more effectively.
 REFLECTION AFTER THE GAME:

HOW DO YOU RELATE TO

YOUR PERSONAL
EXPERIANCES IN
COMMUNICSTION ?
THANK YOU

Group 2
MARY FAUSTINE F.MAGHARI
LORIA CADAHNG
BENMHAR A. ZAFRA
PATRICIA PAULINE CALO-OY