Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center Palico IV, Imus, Cavite
(046) 471-66-07 / 4366584
www.cvsu-imus.edu.ph

DEPARTMENT OF TEACHER EDUCATION AND LANGUAGES

TEACHING ENGLISH IN ELEMENTARY GRADES

To the student
Welcome to this second module in Teaching English in Elementary Grades! May this module
give you an in depth idea of the English curriculum in the Philippine setting -DWR-

MODULE 3: Elementary English Curriculum

At the end of this module, students are expected to:

1. Have an overview of the English curriculum in the Philippine setting
2. Discover the guiding principles and target outcomes for K12 set by the DepEd
3. Know the prevailing issues and challenges in the 21st century

This module will give you an idea about English curriculum in the Philippine setting, and
its issues and challenges in the 21st century. You may email back this module with answers to
your instructor through this e-mail: [email protected]. Just follow the format
BEED34_MODULE3_SURNAME.

1. Multidisciplinary approach a type of approach that focus primarily on the disciplines.

2. Services learning is a type of learning that involves community projects that occur
during class time falls under the category of multidisciplinary integration
3. Interdisciplinary integration is a type of approach wherein teachers chunk together the
common learnings embedded in the disciplines to emphasize interdisciplinary skills and
concepts.
4-5 Differentiate the 2 routes that lead to transdisciplinary integration
the main focus of transdisciplinary integration is for us student practice our skills and acquire
new knowledge that we can use in a real life situation, the first route is the project based,
with this kind of curriculum the students will be able to apply their own knowledge and boost
their interest with the things, which is a line with the job they wanted to have in the near
future while the second route is the negotiating curriculum, it is the intact connection of
 teachers and students because with this kind of curriculum the students will be able to have
the power to share or contribute for them to easily engage and acquire new knowledge.

K to 12 Curriculum Guide ENGLISH (Grade 1 to Grade 10) - DepEd

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 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.

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.

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 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 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 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

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.

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 sociocultural 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 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.

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 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
GRADE 1
GRADE 2

GRADE 3
GRADE 4
GRADE 5

GRADE 6
Issues and Challenges in the 21st century

In the Philippines, one of the noticeable concerns being observed was having graduates
from high school who lack maturity and academic competency. This result to change a new
basic education curriculum wherein students will have additional two-year senior high school.
The K to 12 English Curriculum (also known as the Language Arts and Multiliteracies
Curriculum or LAMC) was developed as a response to the poor performance of students in NAT
across subjects. It is founded on the belief that language, thinking, and learning are interrelated
and that language is the foundation of all human relations. Its overarching goal is to develop
communicatively competent and multiliterate learners who are competitive in this global
economy (Barrot 2018 quoted DepEd, 2016).

Compared to previous English curricula, the LAMC is decongested because students no

longer cram the minimum learning competencies and standards in ten years; rather, they are
covered in 12 years. In short, students cover fewer learning competencies per year in a 12-year
basic education curriculum. Meanwhile, more advanced English subjects are offered as core
subjects

Moreover, the Philippines has initiated English curriculum reforms to respond effectively
to the demands of 21st century education and the current educational problems of the country
such as low achievement test scores and congested curriculum. Overall, the current curriculum
may need to improve its clarity, specificity, and internal coherence as well as the integration of
some essential principles of 21st century learning and language teaching and learning.

Teachers may encounter various challenges in implementing the curriculum

1. teachers may not be able to fully practice principled teaching in their respective
classrooms because of the lack of integration of essential principles of 21st century
language pedagogy.
2. the changing of teachers’ views on their role as a facilitator of learning (not merely as a
knowledge transmitter), on the role of their students, and on the teaching-learning
process including assessment.
3. there is the issue of very limited instructional time (Barrot, 2018).
 MODULE 3

NAME: Morales, Florian A. SECTION: BEED-3A SCORE: _________

Instruction: Given the issues and challenges we have in the K12 program, provide some
suggestions you want to imply that you think would best help our educators as well as our
students.

As a student who first experienced the K12 program, I must say that if we really want us
to be literate and to be globally competitive individual, the government should give a lot of
attention in implementing the curriculum that we have, it’s not just about implementing and
doing what it is written in the said curriculum but it also about supporting and providing better
facilities for students and also for teachers. More especially in the remote areas and public
schools not all the teachers from public school can provide gadget/technologies for student and
not all the remote areas has the ability to access in the internet, can’t afford to buy gadgets So
why can’t we and why don’t we allocate more funds for education so that we can provide more
advance technologies that may help the students and also teachers in learning different skills. If
we have enough facilities and if government is more focus on the education system no one is
left behind all of as can be successful in life.
References for this module:
Journal:
Barrot J., 2018. English Curriculum Reform in the Philippines: Issues and Challenges from a
21st Century Learning Perspective. Research Gate. DOI: 10.1080/15348458.2018.1528547

K to 12 Curriculum Guide ENGLISH (Grade 1 to Grade 10). 2016. Retrieved from

https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf