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ELEM 2106: Mother Tongue > The Design Of The Language Curricula > Flashcards

The Design Of The Language Curricula Flashcards

1
Q

The development of the languages curricula recognizes…

A

the role of the L1 as the language and literacy resource that the child knows best and
can be used most effectively, in order to establish a strong foundation for further education and literacy development.

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2
Q

The Languages Shaping Paper…

A

guides the development of the learning areas for languages, including Mother Tongue, Filipino and English.

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3
Q

Two new learning areas for L1 education in Grade 1:

A

• The Language learning area gives emphasis to the development of oral language skills for communication in the learner’s first language to
provide a bridge for the transition to literacy and learning in the other content areas. The development of the Language learning area
recognizes the role of the L1 as a resource that learners can use to establish a strong foundation for literacy development and further
education. It recognizes the status of the more than 180 languages in the country, including sign and visual languages, and the languages
of Indigenous groups and communities.
• The Reading and Literacy learning area aims to develop foundational reading skills essential for early literacy. These goals include building
phonemic awareness, decoding skills, and sight word recognition to facilitate reading in the first language.

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4
Q

Bridge of L1 and Oral Language

A

Marungko Approach

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5
Q

Marungko Approach

A
  1. Image of the word
  2. Recognize the first letter sound in the word.
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6
Q

Period of implementation

A

Grade 1

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7
Q

The new design of the languages curricula reorganizes the language offerings in the K to 10 Curriculum.

A
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8
Q

Language and Reading and Literacy
learning areas are offered in Grade 1

A
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9
Q

• Filipino and English are offered simultaneously starting in Grade 2.
• The foundation established by
the Language, and Reading and Literacy learning areas in L1 will help learners to transition to the language of schooling or cognitive and academic language proficiency (CALP) in Filipino and English.
• Filipino and English subjects in Grade 2 continue to build on what the learners have learned in their first language and then transition to further developing literacy in Filipino and English and in other learning areas or subjects.

A
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10
Q

Grade 1:

A

Reading and Literacy
Language

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11
Q

Grade 2:

A

L2 english
L1 filipino

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12
Q

Grade 3:

A

L2 english
L1 filipino

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13
Q

The interplay among the languages in the K to 12 Program is made apparent in the Multilingual Education Model:

A
  1. Foreign Languages
  2. Filipino and English
  3. L1 as the base and language and literacy source
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14
Q

Cummins’ (1981) idea of linguistic interdependence and common underlying proficiency where:

A

Skills and
metalinguistic knowledge acquired while learning one language may be utilized in the process of learning another language.

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15
Q

Features learned in L1 that can be used to learn a new language:

A
  1. similar features (e.g., letter and letter sounds; words that have the same pronunciation and meaning, and the similarities in how the words
    are sequenced in a sentence;
  2. concept knowledge (e.g., book and print knowledge); and
  3. basic literacy skills (e.g., blending sounds to make/read words, automaticity in letter/sound knowledge).
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16
Q

2.1.LANGUAGES AS LEARNING AREAS IN THE K TO 12 CURRICULUM

A
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17
Q

2.2.THE AIMS AND GOALS OF THE CURRICULUM

A
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18
Q

In particular, the goals of the subject offerings are to achieve:

A
  1. Literacy, which refers to the ability to identify, understand, interpret, create, communicate, and compute using printed and written
    materials, including digital and multimedia texts, associated with varying contexts, which entails active engagement with language to
    acquire, construct, reconstruct, and communicate meaning (UNESCO, 2018).
  2. Communicative competence, which refers to the synthesis of knowledge of grammatical, sociolinguistic, discourse, and strategic competencies in a language.
  3. Cultural identity, which refers to the feeling of pride in belonging to a cultural group that is fully accepted and appreciated by all other
    cultural groups of the nation. This sense of pride in belongingness contributes in part to one’s self-concept, self-esteem, and position of equal standing in society.
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19
Q

In order to attain these goals:

A

• the curriculum,
• its delivery through pedagogy,
• learning resources, and
• assessment
are informed by sound theories on language acquisition and
learning are influenced by the learner’s culture.

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20
Q

Contextualization, through the meaningful inclusion
of the local culture, which includes;

A

Knowledge systems, belief systems, literature, mores, and norms,
plays a key role in the successful
implementation and assessment of the curriculum.

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21
Q

2.3.STRUCTURE OF THE LEARNING AREAS
2.3.1. BIG IDEAS

A
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22
Q

A big idea refers to…

A

“a concept, theme, or issue that gives meaning and connection to discrete facts and skills”
that should serve as the focal point of curricula, instruction, and assessment.

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23
Q

The big ideas serve as a…

A

“linchpin” that connects the dots and the
one that holds related ideas together, making it essential for understanding.

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24
Q

Some of the big ideas in learning languages are as follows:

A
  1. Oral language development in the early years provides a bridge to literacy development in schooling.
  2. Language is a tool for communication and for learning in all other learning areas.
  3. Learners develop knowledge about language and the relationships between language and culture through learning to communicate in the
    languages.
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25
Q

The Big Ideas serve as the basis for the three, interrelated domains of the languages curricula: Language, Literacy, and Text.

A

LITERACY: Oracy for , Basic, Critical, Applied, Multiliteracies

LANGUAGE: Receptive (Listening, Reading, Viewing) Productive (Speaking, Writing, Representing)

TEXT: Literary text, Informational, Academic, Transactional

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26
Q

Each domain has its distinctive goals, body of knowledge, and skills, but each interweaves with the others, making them interdependent.

A
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27
Q

Literacy

A

Refers not only to the ability to read and write meaningfully through language and text but also includes multi literacies, which cover
various means of communication using multi-modal texts and multimedia, which highlight visuals and embedded texts.

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28
Q

Literacy domain

A

Refers to understanding and creating texts in a variety of settings and for different purposes, through the macro skills: speaking, listening,
reading, and writing. This domain ensures that knowledge about language is put to practical use.

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29
Q

It aims to develop appropriateness, accuracy, confidence, and efficacy first in L1 and later in Filipino and English.

A
30
Q

Literacy development

A

Involves conscious attention and focused learning and is cognitively demanding in L2.
This requires different levels of support through scaffolding according to the learner’s needs. Literacy development across the learning areas involves extending literacy development in both L1 and L2.

31
Q

Language

A

A tool for communication and the foundation of all learning and of all other literacies.
It anchors one’s cultural identity while learning multiple languages promotes cultural awareness.
Culture is enriched by the distinct features of its language.

32
Q

Language domain

A

learners learn about languages and how they work.
As they learn about language and learn through language, they develop communicative skills, grammatical knowledge, and cultural understandings to interact with others, appropriately and accurately, and with cultural sensitivity.
They learn about vocabulary and the patterns of the language as they draw on knowledge and awareness of multiple languages and their
functions.

33
Q

Language from the first to the last key stage…

A

is introduced and developed through exposure to various texts ranging from simple to complex.
This ensures gradual acquisition and learning of the knowledge and skills required for the learner’s academic requirements and beyond.

34
Q

Learners need to be…

A

explicitly and systematically taught foundational knowledge about the sounds, symbols, words, structures, meaning and usage from their knowledge of L1.

35
Q

Teaching grammar should help learners…

A

“meet the demands of reading, understanding, speaking, and writing texts that describe, narrate, analyze, explain, recount, and argue.

36
Q

Text

A

refers to written, spoken, or multimodal forms of communication used in meaningful contexts.

37
Q

Multi-modal texts

A

Combine language with
other systems for communicating, for example, print with visual images, animation, soundtracks, and spoken word as in film or computer
presentation media.

38
Q

Texts provide opportunities for learning about…

A

Important aspects of human experience and about aesthetic value.

39
Q

Many of the tasks that learners undertake in and out of school involve…

A

•literary texts,
• informational texts, and
• transactional texts.

40
Q

2.3.2. PROGRESSION ACROSS KEY STAGES

A
41
Q

As the grade level progresses, the focus in domain shifts –

A

• Literacy in the first key stage (Kindergarten to Grade 3),
• Language in the second key stage (Grades 4-6),
• Text in the third key stage (Grades 7 to 10).

42
Q

This means that there is a certain focus domain for each key stage but does not discount the other domains. Instead, it allows the other domains
to support the learning and development in the focus domain, which in turn supports learning in the next domain.
Hence, the focus of instruction
shifts from one key stage to another, enabling a spiraling of the curriculum which builds on the previous stage/s.

A
43
Q

2.3.2.1.
KEY STAGE 1

A
44
Q

The languages curricula offered in Key Stage 1 (KS1) primarily develop learners’ literacy by focusing on different literacy domains. It consists of three reading stages:

A

(1) emergent literacy in Kindergarten; (2) beginning reading in Grade 1; and (3) rapid growth and development in Grades 2 and 3.

45
Q

The main goal of Key Stage 1 is for young learners to develop…

A

Their basic literacy skills and fluency in their use of L1, Filipino and English (oral and written) in understanding and expressing familiar and developmentally- and grade-level appropriate texts (70% narrative and 30% informational).

46
Q

At the end of Key Stage 1, learners are expected to be able to…

A

Use their conversational language skills in day-to-day activities and
their academic language in understanding and discussing various specific contents and in the learning areas.

47
Q

The following are the essential subdomains for developing literacy in KS1:

A

• Oral Language
• Phonological Awareness
• Phonics
• Word Study
• Grammar Awareness
• Vocabulary
• Comprehending and Analyzing Texts
• Creating and Composing Texts

The latter three continue to develop throughout the school years as learning in the content areas becomes more specialized.

48
Q

A salient feature of the revised curriculum for Key Stage 1 is its emphasis on…

A

Fluency in all macroskills or the ability to listen, speak, read,
and write accurately, quickly, smoothly, and with appropriate expression. This is illustrated through the integration of learning
competencies that develop fluency in all the subdomains.

49
Q

The figure below schematically shows the intricate relationship of these domains pivotal to the realization of making every Filipino learner
literate, starting in Key Stage 1 (Kindergarten to Grade 3).

A

Phonological
Awareness

Vocabulary and Word
Awareness

Phonics and Word
Study

Grammar Awareness
And Grammatical Structures

Comprehending and
Analyzing text

Composing and
Creating text

50
Q

2.3.2.2.
KEY STAGE 2

A
51
Q

The focus of Key Stage 2 is for learners to apply…

A

Their basic literacy skills developed in Key Stage 1 in using the language (i.e., receptive and
productive skills) through meaningful, developmentally-, and grade-level appropriate texts (50% narrative and 50% informational).

52
Q

In Key Stage 2 (Grade 4 to Grade 6), the Filipino and English learning areas develop learners’ applied and critical literacy skills.

A
53
Q

Applied Literacy

A
  • Ability to think about particular ways of doing reading and writing with the purpose of achieving communicative goals in a socially appropriate manner.
  • It is a useful tool for understanding literature, culture, and other disciplines.
54
Q

Critical Literacy

A
  • critical thinking skill
    that involves the questioning and examination of ideas, and the skills to synthesize, analyze, interpret, evaluate, and respond to texts.
  • ability to evaluate the veracity of information and make connections and judgments of the relevance of information
55
Q

Framework

A
  • Basic Literacy in L1, Filipino and English
  • Receptive Skills
  • Productive Skills
  • Applied and Critical Literacy and Communicative Competence in Filipino and English.
56
Q

2.3.2.3.
KEY STAGE 3

A
57
Q

Filipino and English learning areas shall contribute to the…

A

Development of learners’ multiliteracies or the ability to understand and communicate in diverse settings through written, visual, audio, gestural, tactile, and spatial modes of meaning.

58
Q

The focus of KS3 is the…

A
  • application of learners’ literacy skills (basic, critical, applied) and their knowledge about language (communicative competence in Filipino and English), to critically evaluate, create and publish a variety of texts (spoken, written, multimodal) to express ideas, concepts, and meaning from developmentally- and grade-level appropriate themes/topics (70% informational and 30% narrative).
59
Q

Focus of instruction in this key stage.

A

Learning competencies that support text evaluation, production, and publishing using the learners’ literacy skills and communicative skills.

60
Q

2.4.CURRICULUM STANDARDS

A
61
Q

There are different levels of curriculum standards in the languages curricula:

A

1) learning area standards;
2) key stage standards; and
3) grade level standards.

62
Q

2.4.1. LEARNING AREA STANDARDS

A
63
Q

The Learning Area Standards of the Languages Curricula

Learning Area: LANGUAGE G1

Learning Are Standards:
Learners demonstrate oracy in L1; use oral and visual language in interacting with others, developing
and expressing ideas; engage with and respond to various texts based on real-life experiences; use high
frequency and content-specific words; and understand how languages and culture are related.

A
64
Q

Learning Area: Reading and Literacy
G1

Learning Area Standards: Learners demonstrate basic literacy in their first language; decode high frequency and basic contentspecific words to develop language for learning; understand how words are used in simple sentences to
get and express meaning; and comprehend, respond to, and create narrative and informational texts
based on real-life experiences.

A
65
Q

Learning Area: Filipino
G2-G10

Learning Area Standards: Naipamamalas ng mag-aaral ang literasi, kakayahang komunikatibo, at mapanuring pag-unawa sa iba’t
ibang uri ng teksto at may lubos na pagpapahalaga sa wika, kultura, at panitikan tungo sa paglinang ng ika-21 siglong mga kasanayan para sa kapaki-pakinabang na pagganap bilang makabansa at global
na mamamayan.

A
66
Q

Learning Area: English
G2-G10

Learning Area Standards: Learners demonstrate proficiency in using English in multiple modes to communicate effectively in a
wide range of situations, with diverse audiences, and in various contexts. They use their language skills
to facilitate and enhance learning across different content areas. They critically analyze, appreciate, and
respond to a wide array of literary and informational texts, utilizing these resources to broaden their
understanding, perspectives, and creativity. Learners also actively engage in activities and discussions
that encourage a deep appreciation and understanding of their cultural heritage, instilling a sense of
pride and identity that fosters cultural literacy and promote mutual respect and understanding in diverse
social and educational environments.

A
67
Q

2.4.2. KEY STAGE STANDARDS

A
68
Q

The Key Stage Standards of the Languages Curricula

A

KEY STAGE 1

By the end of Grade 3, learners are
becoming literate and increasingly
fluent in the use of English, with L1 as a literacy resource in understanding and expressing familiar and
developmentally-appropriate texts. They are able to use their conversational language skills in day-to-day activities
and their first language in
understanding and discussing content in the learning areas; and take pride in their cultural heritage.

69
Q

Key Stage 2

A

By the end of Grade 6, learners have
mastered their basic literacy and are
developing applied and critical literacy.
They demonstrate a level of
communicative competence in English which enables them to engage effectively
in a variety of situations and for a variety of audiences, contexts, and purposes, including learning other content areas; and take pride in their cultural heritage.

70
Q

Key Stage 3

A

By the end of Grade 10, learners can
critically analyze and evaluate the style, form, and features of literary,
informational texts (non-journalistic,
journalistic, and academic texts), and transactional texts. They are able to
compose and publish a range of
multimedia texts for a variety of
meanings, purposes, and audiences,
including learning in other content
areas; and take pride in their cultural heritage.

ELEM 2106: Mother Tongue (2 decks)

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