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    Finals - Localization and Contextualization (Cervantes, Ralph Raymond - EDUC 4)

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    Ralph Raymond Cervantes
    This document discusses the importance of localization and contextualization in education, particularly in the Philippines. It argues that localization and contextualization help make curriculum content more relevant by adapting it to local cultures, languages, and contexts. This allows students to better understand lessons and prepares them for real-world situations outside the classroom. The document provides several examples of how localization and contextualization can be applied, such as incorporating cultural elements into lessons and teaching in both the native language and a foreign language. It emphasizes that localization and contextualization are critical for helping students improve their skills and should be considered before learning standards.

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    Finals - Localization and Contextualization (Cervantes, Ralph Raymond - EDUC 4)

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    Ralph Raymond Cervantes
    61 views6 pages
    This document discusses the importance of localization and contextualization in education, particularly in the Philippines. It argues that localization and contextualization help make curriculum content more relevant by adapting it to local cultures, languages, and contexts. This allows students to better understand lessons and prepares them for real-world situations outside the classroom. The document provides several examples of how localization and contextualization can be applied, such as incorporating cultural elements into lessons and teaching in both the native language and a foreign language. It emphasizes that localization and contextualization are critical for helping students improve their skills and should be considered before learning standards.

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    Finals_Localization and Contextualization (Cervantes, Ralph Raymond - EDUC 4)

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    This document discusses the importance of localization and contextualization in education, particularly in the Philippines. It argues that localization and contextualization help make curriculum content more relevant by adapting it to local cultures, languages, and contexts. This allows students to better understand lessons and prepares them for real-world situations outside the classroom. The document provides several examples of how localization and contextualization can be applied, such as incorporating cultural elements into lessons and teaching in both the native language and a foreign language. It emphasizes that localization and contextualization are critical for helping students improve their skills and should be considered before learning standards.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    61 views6 pages

    Finals - Localization and Contextualization (Cervantes, Ralph Raymond - EDUC 4)

    Uploaded by

    Ralph Raymond Cervantes
    This document discusses the importance of localization and contextualization in education, particularly in the Philippines. It argues that localization and contextualization help make curriculum content more relevant by adapting it to local cultures, languages, and contexts. This allows students to better understand lessons and prepares them for real-world situations outside the classroom. The document provides several examples of how localization and contextualization can be applied, such as incorporating cultural elements into lessons and teaching in both the native language and a foreign language. It emphasizes that localization and contextualization are critical for helping students improve their skills and should be considered before learning standards.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 6

    PAMANTASAN NG LUNGSOD NG VALENZUELA

    Maysan Road corner Tongco Street, Maysan, Valenzuela City

    Facilitating Learner - Centered Teaching


    Localization and Contextualization

    CERVANTES, Ralph Raymond G.


    BSEd Major in English Language and Literature 2-1
    Professor Rheydith G. Conte
    The Localization and Contextualization as the Pinnacle of Learning and Teaching:
    Embarking These Two Paramount Concepts in The Classroom

    Curriculum content relevance is a critical aspect of quality education. Promoting a


    localized and contextualized curriculum is a technique to encourage this relevance in
    many local, social, and cultural settings. It is a fundamental part of education,
    government, and management decentralization. Our 1987 Philippine Constitution
    specifies this principle, particularly Article XIV Section 14, and likewise, the same right is
    reflected in the DepEd’s mission statement. Contextual information is knowledge or skills
    that make it easier to use information, communicate effectively, and solve problems when
    people are in a different setting than usual. The Philippines is the third most populated
    country in Asia-Pacific Region, with more than 100 million residents. Population density
    is 220% of its neighbors, making it an urbanized nation with a large number of poor people
    who cannot afford formal education. Consequently, there is a need for contextualization
    and localization because these learners will experience tremendous success once they
    learn how to speak the Filipino language and other regional languages, not just the
    English language. Besides that, many Filipino expatriates who work and live abroad have
    significant difficulty communicating with their foreign counterparts due to the lack of
    English language proficiency or communication skills. As a result, these expatriates
    experience frustration and low self-esteem; they feel alienated and isolated from their
    host communities because they cannot speak English well. They are unable to apply
    their knowledge effectively or communicate with others. In countries such as Canada,
    where multiculturalism is encouraged, expatriates need a good grasp of the English
    language to be effective in their jobs. With this knowledge, contextualization and
    localization will help Filipinos enhance communication skills for them to communicate
    faster with other nationalities without losing their sense of identity.

    The significance of contextualization and localization in the schools in the country


    is that the Filipino language is a vernacular language taught in a group setting. It is not
    just English as a second language but also one of the many regional languages. This
    means that the students are exposed to Filipino culture and heritage when exposed to
    their own local and national languages. It is an entirely different culture that leaves them
    confused or unexposed about other cultural beliefs, values, traditions, and lifestyles
    outside of their own. Some students might not even learn how to speak Filipino well
    without contextualization and localization because they have no exposure to its use in the
    classroom or outside their homes. Acquiring a new language can be done through
    contextualization when learning differs from the native language. This process is
    applicable for both written and spoken communication; it helps establish a connection
    with the reader or listener on their terms rather than what we find comfortable or
    convenient for ourselves. Being able to utilize different languages and resources, the
    student can express their thoughts better. Students who are learning English as a second
    language benefit from contextualization and localization when exposed to new types of
    vocabulary, grammar structure, and communication styles. This process enhances their
    ability to communicate and become more culturally competent. As a result of this
    exposure, students become better prepared for real-life situations; they learn how to
    survive in different language contexts.

    The purpose of all teaching methods should be the same—helping learners


    achieve their goals by improving their skills. Because contextualization is a part of the
    process and is used in every aspect of teaching, it enables the learning process. It allows
    learners to understand different cultures better so that they can understand other people
    better. The two things are also essential in developing greater empathy and allowing for
    better communication. In order to be able to contextualize and localize effectively in our
    students, we need first to understand what these terms mean. The meaning of
    contextualization and localization is derived from the fact that they are used in different
    contexts throughout the teaching process. "Contextualization" ensures that the student
    has knowledge of different cultures as well as their values. In meaningful and relevant
    contexts, contextualization presents a lesson based on experience and real-life events.
    At the same time, "localization" is used during the learning process to interact with
    different cultures and understand how people perceive them and their behaviors. It is also
    the process of modifying and linking curricular material and teaching and learning to local
    conditions, environment, and resources. In prevalent discretion, both adhere to the
    flexibility, fitness, creativity, relevance, and adaptation of the lesson to student and
    education requirements.
    Many families are concerned about the "culture shock" that their children will
    experience when they go to different countries. Some people believe that learning the
    local language will help lessen this culture shock, but some say it is essential for students
    to learn all of the cultures in their new community. It cannot be easy to filter this opinion
    depending on where you live, but one thing is for sure: contextualization and localization
    are integral aspects of education in the Philippines. Contextualization is similar to
    globalization – it is the "theory or practice of adapting a product or content for different
    audiences." Moreover, that is precisely what contextualization does in the educational
    world — localizing lessons and information for different groups of people. In the
    Philippines and other countries, different cultural groups are comprised of different
    languages. The variety is just as diverse as those in the United States; some people
    speak Tagalog and English. This is necessary because by not taking these facts into
    account when teaching students, educators may be missing out on the understanding of
    lessons by their students. Understanding how to contextualize and localize lessons is
    fundamental in bilingual communities (which include many parts of the Philippines). This
    is because students must understand instructions in both their native language and the
    foreign language. With localization, learners must be able to use correct language
    appropriate to the topic and context, which can vary from country to country. In the
    Philippines and throughout the world, there are many different ways that teachers can
    contextualize and localize their lessons. By adding a variety of cultural elements to
    lessons, teachers can teach content in a meaningful way to all students.

    When teaching English language learners, we have one main goal: to help them
    achieve various goals by improving their skills; contextualization and localization are
    critical. Knowing about all these factors would allow us to reach this goal faster and more
    effectively. One of the essential contextualization features is that it gives students
    opportunities to learn about and interact with different cultures. Students are expected to
    be exposed to other cultures in the community, multicultural settings, and the classroom.
    They are expected to interact with individuals from different cultures during their school
    time and after-school activities. They should also learn how to conduct themselves in
    different social, cultural, or situational contexts. With contextualization, students need to
    comprehend new concepts and apply them to different situations to better prepare
    themselves for real-life situations outside of their classrooms or educational institutes.
    Contextualization and localization are two terms that are commonly used in educational
    settings. Both have different meanings with different implications on how teachers and
    students should approach learning. Teachers need to know these terms because it is
    their role to help students acquire the skills they need by contextualizing or localizing them
    depending on how they learn these skills. Contextualization allows learners to understand
    various perspectives of people from different cultures while applying knowledge acquired
    through education and experience. This process also prepares them for real-world
    situations to better express themselves with different people from various backgrounds.
    These two concepts should always come before learning standards and competencies.
    Because concepts and materials were blatantly localized and contextualized in some
    instances, localization and contextualization undermine the objective of the teachings,
    resulting in misled and late learning. Instructors should be flexible and inventive when it
    comes to applying localization and contextualization in the classroom. Such ideas were
    established and adopted in academia to ensure that the curriculum reacts, conforms,
    reflects, and is adaptable to meet students' needs, particularly 21st-century students who
    require holistic and competent development. Sometimes we more fully understand the
    concepts by linking them to notions that can be promptly surmised, appreciated, and
    related in our life. However, quality standards and relevant education should always be
    regarded and not be jeopardized for localized and contextualized lessons. Students
    should consistently achieve effectively the "who, what, where, when, and why" and "how"
    in their learning.
    References:

    Ballesteros, J. (n.d.). Localization and Contextualization of Science Activities in


    Enhancing Learners’ Performance. Academia.edu. Retrieved from
    https://www.academia.edu/26424467/Localization_and_Contextualization_of_Sci
    ence_Activities_in_Enhancing_Learners_Performance

    Dodong, D. (2014, May 1). Localization and contextualization. Slideshare. Retrieved from
    https://www.slideshare.net/DodsDodong/localization-and-
    contextualization04162014

    Pecson, R. (2014, June 1). Localization and Contextualization in Teaching K-12 Social
    Studies. Teacher for a living. Retrieved from
    https://ryanramoletepecson.blogspot.com/2014/06/localization-and-
    contextualization-in.html

    Policarpio, P. (2018). Teaching Grammar Using Localized Instructional Materials among


    Multilingual Learners. Researchgate. Retrieved from
    https://www.researchgate.net/publication/344164100_Teaching_Grammar_Using
    _Localized_Instructional_Materials_among_Multilingual_Learners/citation/downlo
    ad

    Torres, R. (2015, August 20). Localization and Contextualization: Bringing Relevant


    Concepts in the Classroom. Pressreader. Retrieved from
    https://www.pressreader.com/philippines/sunstar-
    pampanga/20150820/281646778880452

    Visconde, L., Lasaten, R. (2018, August 18). Effects of Contextualized and Localized
    English Classroom Tasks on Students’ Performance. International Conference on
    Research and Publication. Retrieved from https://www.asian-efl-
    journal.com/pubcon2018/breakout-sessions-schedule/effects-of-contextualized-
    and-localized-english-classroom-tasks-on-students-performance/

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