( EMELYN F.

SAGRADO- Instructor)
 Part I : TEACHING LANGUAGE

Unit I : The Principle , Nature, Content and Structure of the

K to 12 Language Curriculum

I. Learning Outcomes
1. identify the principle , nature, content and structure of the K to 12
Language Curriculum
2. Write an analysis on the principle , nature, content and structure of the K
to 12 language curriculum
3. discuss the importance of the K to 12 Language Curriculum

4. Describe the conceptual framework and components of the English Language

Learning
5. write an analysis on the English Language Learning
6. discuss the importance of the English Language Learning

II. Introduction
This subject will equip you with the Principle , Nature, Content and Structure of
the K to 12 Language Curriculum. This subject will also help you understand the
goals of teaching of English language in the curriculum and will lead you to a better
recognition of the learners‟ need in order for him to successfully acquire the
language or communicate effectively.

III. Discussion

The Framework

( EMELYN F. SAGRADO- Instructor)

PHILOSOPHY AND RATIONALE

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. Language, therefore, is central to the peoples‟
intellectual, social and emotional development and has an essential role in all key learning
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areas .

Language is the foundation of all human relationships. All human relationships

are established on the ability of people to communicate effectively with each other. Our
thoughts, values and understandings are developed and expressed through language. This
process allows students to understand better the world in which they live and contributes to
the development of their personal perspectives of the global community. People use
language to make sense of and bring order to their world. Therefore, proficiency in the
language enables people to access, process and keep abreast of information, to engage with
the wider and more diverse communities, and to learn about the role of language in their
own lives, and in their own and other cultures.

GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching and assessing principles.

All languages are interrelated and interdependent. 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)
2
and the second language (L2) . It follows that any expansion of CUP that takes place in
one language will have a beneficial effect on the other language(s). This principle serves to
explain why it becomes easier and easier to learn additional languages.

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). They reflect on
and use prior knowledge to extend and enhance their language and understanding. By
learning and incorporating new language structures into their repertoire and using them in
a variety of contexts, students develop language fluency and proficiency. 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

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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
( EMELYN F. SAGRADO- Instructor)
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
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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.
The study of specific texts is the means by which learners achieve the desired
outcomes of language, rather than an end in itself. Learners learn to create texts of
their own and to engage with texts produced by other people.

Successful language learning involves viewing, listening, speaking, reading

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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.
Through language learning, learners develop functional and critical literacy skills.
They learn to control and understand the conventions of the target language that are
valued and rewarded by society and to reflect on and critically analyze their own use
of language and the language of others.

An effective language arts and multiliteracies curriculum satisfies the following

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principles .

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;

3. draws on literature in order to develop students‟ understanding of their literary heritage;

4. draws on informational texts and multimedia in order to build academic vocabulary and
strong content knowledge;

5. develops students‟ oral language and literacy through appropriately challenging learning;

6. emphasizes writing arguments, explanatory/informative texts and narratives;

7. provides explicit skill instruction in reading and writing;

8. builds on the language, experiences, knowledge and interests that students bring to school;

9. 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;
10. assesses and reflects the students‟ ability to interpret and/or communicate in the target
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language .

NEEDS OF THE LEARNERS : THE CONTEXT

The generation born after the year 1994 until 2004 is referred to as Generation Z. This is
the first generation to be born with complete technology. They were born with PCs, mobile

( EMELYN F. SAGRADO- Instructor)

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 has 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.
They are not bothered about privacy and are willing to share intimate details about themselves
with complete strangers. They have virtual friends and for them hanging out with friends
means talking to them over the cell phones, emails and text messages. However, at the same
time, this generation is considered to be creative and collaborative and will have a significant
impact on the way companies work when they join the workforce.

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 savvy and expert than their Gen Y forerunners.

OUTCOMES

The ultimate goal of the Language Arts and Multiliteracies Curriculum is to

produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas,
and (3) fending for themselves in whatever field of endeavour they may engage in.

1. Communicative Competence

Communicative Competence is a synthesis of knowledge of basic grammatical

principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and
communicative functions can be combined according to the principles of
discourse.

Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules,

morphological words, syntactic rules, semantic rules and lexical items.

2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various

speech acts, namely, the cultural values, norms, and other socio-cultural conventions in social
contexts. They are the context and topic of discourse, the participant‟s social status, sex, age,
and other factors which influence styles and registers of speech. Since different situations call
( EMELYN F. SAGRADO- Instructor)
for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.

3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical

links) and coherence (appropriate combination of communicative actions) of various types of
discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in
interpreting utterances for social meaning, particularly when the literal meaning of an
utterance does not lead to the speaker‟s intention easily.

4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies

to compensate for breakdown such as self-correction and at the same time to enhance the
effectiveness of communication such as recognizing discourse structure, activating
background knowledge, contextual guessing, and tolerating ambiguity.

2. Multiliteracies

Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy
at work within our society. These include traditional literacy practices using texts as
well as new literacy practices using texts of popular culture such as films. Social
literacy encompasses how we communicate and exchange meaning in our society
while professional literacy links with the notion of literacy for school of the
workplace.

The curriculum aims to help learners acquire highly-developed literacy skills that
enable them to understand that English language is the most widely used medium of
communication in Trade and the Arts, Sciences, Mathematics, and in world economy.
Furthermore, the curriculum aims to help learners understand that English language is
a dynamic social process which responds to and reflects changing social conditions,
and that English is inextricably involved with values, beliefs and ways of thinking
about ourselves and the world we dwell in. Through multi-literacy skills, learners will
be able to appreciate and be sensitive to sociocultural diversity and understand that the
meaning of any form of communication depends on context, purpose and audience.

FRAMEWORK

Conceptual Framework

The world is now in the “Knowledge age” where the challenge of education is
to prepare learners to deal with the challenges of the changing world. Students in
this age must be prepared to compete in a global economy, understand and operate
complex communication and information systems, and apply higher level thinking
skills to make decisions and solve problems.

The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs.
This is the rationale why Mother Tongue, Filipino and English follow a unified
framework which allows easy transition from acquiring and learning one language
to another.

The curriculum has five (5) components. Each component is essential to the
learners‟ ability to communicate effectively in a language leading them to achieve

( EMELYN F. SAGRADO- Instructor)

communicative competence and multiliteracies in the Mother Tongue, Filipino and
English. The diagram on page 2 shows that the heart and core of LAMC is making
meaning through language and aims to develop graduates who are
communicatively competent and multiliterates.

Component 1 illustrates learning processes that will effect acquisition and

learning of the language. It explains the HOW of language learning and therefore
serves as guiding principles for language teaching.

Component 2 describes knowledge and skill areas which are essential to effective
language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).

Component 3 shows the interdependence and interrelationships of the macro-skills

of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking,
creative thinking and metacognition) allowing students to make meaning through
language.

Component 4 explains the holistic assessment of the Language Arts and Literacy
Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

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.

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, and grammar
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 explicitly (skills, content,
theme, topic, and values integration).

4. Learner-Centeredness

( EMELYN F. SAGRADO- Instructor)

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. Learning points will be reinforced
through explicit instruction and related follow-up practice.

5. 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 information. 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. Language is a complex social practice that reflects and reinforces shared
understandings about appropriate actions, values, beliefs and attitudes within a
community. These shared understandings determine not only what is communicated and
when and how it is communicated, but also who does the communicating. These
collectively constitute the sociolinguistic features of language.

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. Learners
broaden their frame of reference beyond their own social and cultural experiences. They
gain insights into different values and belief systems and acknowledge the cultural
contexts which underpin them. They make sense of the social fabric of the target language
community. They understand that the natural and physical environments – as well as the
social, economic, historical and political environments – influence the language speaking
groups and their cultural traditions.

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
( EMELYN F. SAGRADO- Instructor)
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 clarify what they need to know when seeking
information for particular purposes. 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. They assess the usefulness of
information for particular purposes. They treat information and ideas critically and
evaluate information in terms of its reliability and currency. They make notes and graphic
representations of information and combine information from different sources into a
coherent whole by summarizing, comparing and synthesizing.

Learners reflect on ethical considerations in the use of ideas and information. They
recognize the importance of attributing sources of ideas and information, and of presenting
or representing ideas and information in ways which are not misleading. They use
quotation and sourcing conventions appropriately. They take into account the possible
effects of and responses to the presentation of ideas and 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 (Matrix 1).

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
( EMELYN F. SAGRADO- Instructor)
Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn
and that teachers need to teach in greater detail. Below is the matrix that presents the
spread and alignment of the language and literacy domains with the 5 sub-strands.

Alignment of the Language and Literacy Domains with the 5 sub-strands

Integrated Language Arts

LISTENING SPEAKING READING WRITING VIEWING
Domains

1 Oral Language √ √
2 Phonological Awareness √

3 Book and Print Knowledge √

4 Alphabet Knowledge √ √ √ √ √

5 Phonics and Word Recognition √ √ √

6 Fluency √ √
7 Spelling √ √
8 Writing and Composition √ √ √ √

9 Grammar Awareness & Structure √ √ √ √

1
Vocabulary Development √ √ √ √ √
0
1
Reading Comprehension
1

11.1 schema & prior knowledge

11.2 strategies √ √ √

11.3 narrative text

11.4 informational text

12. Listening Comprehension √ √

13. Attitudes towards language,
√ √ √ √ √
literacy and literature
14. Study Strategies √ √ √ √ √

( EMELYN F. SAGRADO- Instructor)

 Funnelling of Domains Across the K-12 Basic Education
Integrated Language Arts Curriculum

DOMAINS K-3 4-6 7-10 11-12

Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling
Writing and composition
Grammar awareness and structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language, literacy and
literature
Study strategies

Coherence with the Basic Education Program Goals

1. The K-12 languages curriculum ensures that processes and products of learning
actively foster and contribute to the achievement of the basic education program goals.

2. Competencies are spiraled across the curriculum and year levels. Upper level
courses will focus on writing, comprehension and study strategies.

3. Content includes print and electronic texts that are age, context and culture
appropriate.

COMPONENT 4: Holistic Assessment

Assessment is an important aspect of learning and teaching. It should be effectively used

to support the holistic development of our pupils. Our assessment practices should go
beyond summative evaluation and move towards a more holistic approach.

Holistic assessment refers to the ongoing gathering of information on different facets of a

child from various sources, with the aim of providing qualitative and quantitative feedback
to support and guide the child's development. Holistic assessment informs our teachers of
their teaching practices and guides them in the design and delivery of student learning. It
will also enable parents to support their children's development and growth.

( EMELYN F. SAGRADO- Instructor)

Characteristics of Assessment

1. Proximity to actual language use and performance

Assessment procedures should be based on activities that have authentic communicative

function rather than ones with little or no intrinsic communicative value. These activities
are based on actual performance in authentic situations which the learner is likely to
encounter in his or her daily life.

2. A holistic view of language

Assessment procedures are based on the notion that the interrelationships among the
various aspects of language, such as phonology, grammar, and vocabulary, among others
cannot be ignored. Also the four skills of language-listening, speaking, reading, and
writing-are seen to be parts of a structurally integrated whole.

Assessment approaches should be used for communication and self-expression.

Assessment also takes into account the whole learner and his or her social, academic, and
physical context.

3. An integrative view of learning

Assessment attempts to capture the learner‟s total array of skills and abilities. It measures
language proficiency in the context of specific subject matter. Assessment procedures are
based on the idea that various aspects of a learner‟s life, both academic and personal, are
integral to the development of language proficiency and cannot be ignored. These
dimensions include not only processes such as acquiring and integrating knowledge,
extending and refining knowledge, and using knowledge meaningfully, but also issues
such as varying student attitudes towards learning.

4. Developmental appropriateness

Assessment procedures set expectations that are appropriate within the cognitive, social,
and academic development of the learner. This characteristic of assessment makes it
particularly valuable for second language learners who come from culturally diverse
backgrounds and who may have atypical educational experiences.

5. Multiple referencing

Assessment entails obtaining information about the learner from numerous sources and
through various means.

For students, assessment should allow them to see their own accomplishments in terms
that they understand and, consequently, allows them to assume responsibility for their
learning. Assessment should allow parents to share in the educational process, and offers
them a clear insight into what their children are doing in school. For teachers, the primary
advantage of assessment is that it provides data on their students and their classroom for
educational decision-making. In addition, it reports the success of the curriculum and
provides teachers with a framework for organizing student‟s works.

( EMELYN F. SAGRADO- Instructor)

IV. Assessment Tasks

Activity 1 : Fill in the KWL Chart based on the concept presented in the
framework.

What I Knew What I want to know What I learned

Activity 2 : Discuss the role of language in the curriculum.

( EMELYN F. SAGRADO- Instructor)

Activity 3 : Why is it necessary to learn the English language?

Activity 4. Fill in the KWL Chart based on the topic Components in English Language
Learning

What I Knew What I want to know What I learned

( EMELYN F. SAGRADO- Instructor)

Activity 4. Fill in the matrix based on the components in English Language Learning.

COMPONENTS EMPHASIS

( EMELYN F. SAGRADO- Instructor)

Part II : Contents in Language Arts

I. Objectives

1. Recognize the sounds of the letters

2. Use the sounds of the letters to sound out familiar and unfamiliar words
3. Identify the different parts speech used in the sentence or selection;
4. Develop a sentence or composition using the different parts of speech in
writing
a sentence or a composition;
5. Identify the types of phrases, sentences,and use of verbs in the sentence or
selection;
6. Develop a sentence or composition using the different parts of speech in
writing
a sentence or a composition;

II. Introduction
This part will lead you to explore on the contents of the Language Arts
specifically on Phonics, Word level Grammar and Sentence level Grammar:

III. Discussion

( EMELYN F. SAGRADO- Instructor)