ENG 1 REVIEWER PRELIMS
THE STRUCTURE OF THE K TO 12 LANGUAGE ARTS CURRICULUM
UNDERSTANDING THE ENGLISH CONCEPTUAL FRAMEWORK
PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought
Therefore, language is central to the peoples’ intellectual, social and emotional
development and has an essential role in all key learning areas.
Language is the foundation of all human relationships. 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
All languages are interrelated and interdependent.
Language acquisition and learning is an active process that begins at birth and continues
throughout life
Learning requires meaning
Learners learn about language and how to use it effectively through their engagement with
and study of texts.
Successful language learning involves viewing, listening, speaking, reading and writing
activities.
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 arts and multiliteracies curriculum satisfies the following 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
language
THE NEEDS OF THE LEARNERS: THE CONTEXTS
Generation Z - born 1994 until 2004
THE CONCEPTUAL FRAMEWORK
COMPONENT 1: Language Learning Process
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.
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.
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).
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.
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.
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
UNDERSTANDING CULTURES
Learning language through text types and literary appreciation exposes learners to
different cultures of the world, including one’s culture.
UNDERSTANDING LANGUAGE
Learners apply their knowledge of the system of the language to assist them to make
meaning and to create meaning.
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.
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).
COMPONENT 4: Holistic Assessment
Characteristics of Assessment:
o Proximity to actual language use and performance
- activities that have authentic communicative function
- actual performance in authentic situations
o A holistic view of language
- various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored.
- Assessment approaches should be used for communication and self-expression.
- takes into account the whole learner and his or her social, academic, and physical
context.
o An integrative view of learning
- Assessment attempts to capture the learner ’s total array of skills and abilities.
- 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.
o Developmental appropriateness
- Assessment procedures set expectations that are appropriate within the cognitive,
social, and academic development of the learner.
o Multiple referencing
- Assessment entails obtaining information about the learner from numerous
sources and through various means.
