The Design Of The Language Curricula

Question 1

The development of the languages curricula recognizes…

Answer 1

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.

Question 2

The Languages Shaping Paper…

Answer 2

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

Question 3

Two new learning areas for L1 education in Grade 1:

Answer 3

• 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.

Question 4

Bridge of L1 and Oral Language

Answer 4

Marungko Approach

Question 5

Marungko Approach

Answer 5

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

Question 6

Period of implementation

Answer 6

Grade 1

Question 7

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

Question 8

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

Question 9

• 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.

Question 10

Grade 1:

Answer 10

Reading and Literacy
Language

Question 11

Grade 2:

Answer 11

L2 english
L1 filipino

Question 12

Grade 3:

Answer 12

L2 english
L1 filipino

Question 13

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

Answer 13

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

Question 14

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

Answer 14

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

Question 15

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

Answer 15

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).

Question 16

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

Question 17

2.2.THE AIMS AND GOALS OF THE CURRICULUM

Question 18

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

Answer 18

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.

Question 19

In order to attain these goals:

Answer 19

• 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.

Question 20

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

Answer 20

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

Question 21

2.3.STRUCTURE OF THE LEARNING AREAS
2.3.1. BIG IDEAS

Question 22

A big idea refers to…

Answer 22

“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.

Question 23

The big ideas serve as a…

Answer 23

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

Question 24

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

Answer 24

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.

Question 25

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

Answer 25

LITERACY: Oracy for , Basic, Critical, Applied, Multiliteracies LANGUAGE: Receptive (Listening, Reading, Viewing) Productive (Speaking, Writing, Representing) TEXT: Literary text, Informational, Academic, Transactional

Question 26

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

Question 27

Literacy

Answer 27

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.

Question 28

Literacy domain

Answer 28

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.

Question 29

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

Question 30

Literacy development

Answer 30

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.

Question 31

Language

Answer 31

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.

Question 32

Language domain

Answer 32

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.

Question 33

Language from the first to the last key stage...

Answer 33

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.

Question 34

Learners need to be...

Answer 34

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

Question 35

Teaching grammar should help learners...

Answer 35

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

Question 36

Text

Answer 36

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

Question 37

Multi-modal texts

Answer 37

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.

Question 38

Texts provide opportunities for learning about...

Answer 38

Important aspects of human experience and about aesthetic value.

Question 39

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

Answer 39

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

Question 40

2.3.2. PROGRESSION ACROSS KEY STAGES

Question 41

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

Answer 41

• 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).

Question 42

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.

Question 43

2.3.2.1. KEY STAGE 1

Question 44

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:

Answer 44

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

Question 45

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

Answer 45

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).

Question 46

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

Answer 46

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.

Question 47

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

Answer 47

• 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.

Question 48

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

Answer 48

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.

Question 49

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).

Answer 49

Phonological Awareness Vocabulary and Word Awareness Phonics and Word Study Grammar Awareness And Grammatical Structures Comprehending and Analyzing text Composing and Creating text

Question 50

2.3.2.2. KEY STAGE 2

Question 51

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

Answer 51

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).

Question 52

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

Question 53

Applied Literacy

Answer 53

- 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.

Question 54

Critical Literacy

Answer 54

- 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

Question 55

Framework

Answer 55

- Basic Literacy in L1, Filipino and English - Receptive Skills - Productive Skills - Applied and Critical Literacy and Communicative Competence in Filipino and English.

Question 56

2.3.2.3. KEY STAGE 3

Question 57

Filipino and English learning areas shall contribute to the...

Answer 57

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.

Question 58

The focus of KS3 is the...

Answer 58

- 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).

Question 59

Focus of instruction in this key stage.

Answer 59

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

Question 60

2.4.CURRICULUM STANDARDS

Question 61

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

Answer 61

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

Question 62

2.4.1. LEARNING AREA STANDARDS

Question 63

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.

Question 64

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.

Question 65

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.

Question 66

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.

Question 67

2.4.2. KEY STAGE STANDARDS

Question 68

The Key Stage Standards of the Languages Curricula

Answer 68

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.

Question 69

Key Stage 2

Answer 69

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.

Question 70

Key Stage 3

Answer 70

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.