The Teaching of English in the K to 12 Curriculum

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Do you have specific goals you want to achieve in life? Cite example/s.

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Have you achieved all or some of these goals already?

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The Teaching of English in the K to 12 Curriculum

by Glori May C. Bandolis

Learning Outcomes

• o Explain the goals of the teaching of English in the K to 12 Curriculum.

• o Examine the spiral progression of key stage standards and the Grade level standards and their alignment to the goals of the teaching of Filipino.

• o Explain the conceptual framework for the teaching of English.

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From this conceptual framework, what is the basis of all communication and the primary instrument of thought?

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​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.

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The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs.

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​Component 1 Language Learning Process

Multiple Select

Look the framework again, what falls under this language learning process that forms part of the core of English language teaching?

• construction

• spiral progression

• integration

• interaction

• contextualization

​Component 1 Language Learning Process

​1. construction

​2. spiral progression

​3. integration

​4. interaction

​5. contextualization

​6. learner-centered instruction

• 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.

​Construction

• 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.

Spiral Progression

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).

• 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.

Interaction

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.

Learner-Centered Instruction

• 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.

​Component 2

Effective Language Use

Multiple Choice

Look at this framework again. What do you think falls under the second component "effective language use"?

• listening, speaking and viewing; reading, viewing and responding; writing and representing

• understanding of cultures, understanding language, processes and strategies

• critical thinking, creative thinking and metacognition

​Component 2

Effective Language Use

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

Make Meaning Through Language

​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

Holistic Assessment

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.

​The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.

​Core Learning Area Standard

​GRADE 12 -

Students should be able to integrate communication and language skills for creating meaning using oral and written texts, various genres, and discursive contexts for personal and professional purposes.

Grade 10

Students should be able to interpret, evaluate and represent information within and between learning area texts and discourses

GRADE 6

Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and written language.

​GRADE 3

Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate meanings and feelings effectively.

Communicative Competence:

The Goal of Language Teaching

Learning Outcomes

​1. Explain the meaning of communicative competence

​2. Determine one's level of communicative competence by the use of scoring rubric developed by the class

The student's ability to understand and use language appropriately and correctly to communicate in authentic situations

Communicative Competence

1. Grammatical Competence

​- concern with the mastery of the linguistic code (verbal or non-verbal)

a. morphology - study of the internal structure of words

​ b. syntax - the arrangements of words in a sentence

​ c. semantics - the study of linguistic expressions

​ d. phonetics - study the sounds of human speech or in

the case of sign language

​ e. orthography - the methodology of writing a language

Four Aspects of Communicative Competence

2. Sociolinguistic Competence

​- refers to possession of knowledge and skills for appropriate language use

Four Aspects of Communicative Competence

3. Discourse Competence

​- also called interactional competence which includes textual and rhetorical

​textual - how well an individual can read the text and understand it

​rhetorical - how well an individual can contribute to a conversation, can understand what is being said by a range of speakers, can interject opinions, and can express ideas to an audience.

4. Strategic Competence

​- the speakers ability to adapt his/her use of verbal and non-verbal language to compensate for communication problems

- the speaker's use of technique s intended to preserve communication, repair breakdowns in communication, or prevent miscommunication

Four Aspects of Communicative Competence

Activity

Identify the specific aspect of communicative competence referred to.

Multiple Choice

Spencer always tops her debate matches

• Strategic

• Discourse

• Grammatical

• Sociolinguistic

Multiple Choice

You notice that the sentences you copy are too difficult for a student to understand. You change some words to a simpler one.

• Discourse

• Grammatical

• Strategic

• Sociolinguistic

Multiple Choice

Caleb respects her friends' religious beliefs.

• Strategic

• Sociolinguistic

• Grammatical

• Discourse

Multiple Choice

Winning first prize for a national essay writing competition.

• Strategic

• Discourse

• Grammatical

• Sociolinguistic

Multiple Choice

Ordering of a paragraph's sentences to make a coherrent one.

• Strategic

• Discourse

• Grammatical

• Sociolinguistic