1 Teaching English in the Elementary Grades (Language Arts)

ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY

(LANGUAGE ARTS)

Hilda D. Darroca, M.Ed.

Faculty, College of Education

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2 Teaching English in the Elementary Grades (Language Arts)

PREFACE

The teaching of the English language in the elementary grades can be rewarding and
at the same time challenging in a sense that a number of factors need to be considered,
namely: comprehensiveness of content, methods, approaches and strategies to be used,
various aspects which affect the learners, availability of resources, modalities to be used. All
these contribute to birth and development of this module.
The contents of this module emphasizes the various areas of the teaching of English as
a second language to elementary learners with the following expected course outcomes in
mind: comprehensively explained the various language competencies; integrated the learning
theories in designing teaching learning experiences; demonstrated in-depth understanding of
the diversity of learners in various learning areas; utilized appropriate teaching methods,
strategies and technology for specific subject matters; developed relevant materials that
match the learners’ needs; designed specific lessons applying the principles and methods
learned; presented sample lesson using any of the methods presented; reflected on the
proper use of teaching methods based on their relevance and appropriateness to achieve
fluency among learners.
Module 1 covers the Overview of the K-12 Language Curriculum with emphasis in
Elementary grades, Department of Education Curriculum Guide, philosophy and rationale,
language arts and multiliteracies, goals and guiding principles; it likewise considers the needs
of the elementary learners;
Module 2 includes the Teaching of Language Competencies. As identified by language
experts, communicative competence and their classification. It also suggests ways on
achieving communicative competence using the DEp Ed Curriculum guide as a basis;
Module 3 identifies the various learning theories which are contributory to the
effectiveness of teaching English as a language. Theories are broken down to classical and
contemporary ones;
Module 4 specifies the different methods, approaches and strategies and techniques
which are relevant to the teaching of English;
Module 5 covers the different core competencies which are as follows: reading,
listening, speaking, writing, grammar and viewing ;
Module 6 incorporates sample lesson plans as examples and references for learners to
emulate as they design their own lesson presentation;

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TABLETABLE OF CONTENTS
OF CONTENTS

Contents Page
Preface
Table of contents
Module 1 An Overview of the K-12 Language Curriculum
Lesson 1 The Elementary Language Curriculum ------------------------------------- ------- 1
Lesson 2 The Teaching of Language Arts in the Elementary Grades 9 ----------------14
Module 2 Language Competencies
Lesson 1 Different Types of Language Competence ---------------------------------------20
Lesson 2 Achieving Communicative Competence n ----------------------------------------24
Module 3 Learning Theories Applied in the Teaching of English
Lesson 1 Classical Theories Related to Language Teaching ------------------------------
Lesson 2 Contemporary Theories in Teaching English -----------------------------------
Module 4 Methods, Approaches and Strategies in Teaching English
Lesson 1 Different Methods and Approaches in Teaching English ---------------------
Lesson 2 Various Strategies and Techniques in Teaching English ------------------------
Module 5 The Teaching of Core Competencies
Lesson1 The Teaching of Reading and Listening ---------------------------------------------
Lesson 2 The Teaching of Speaking and Writing ----------------------------------------------
Lesson 3 The Teaching of Grammar and Viewing --------------------------------------------
Module 6 Lesson Plan Exemplars in Elementary English
Lesson 1 Sample Lesson Plans in English 4 ----------------------------------------------------
Lesson 2 Sample Lesson Plan in English 5 -----------------------------------------------------
Lesson 3 Sample Lesson Plan in English 6 -----------------------------------------------------
References

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Module 1
An Overview of the K-12 Language Curriculum

An Overview of the
K-12 Curriculum

Lesson 1 The Elementary Language Curriculum

Lesson 2 The Teaching of Language Arts in the Elementary Grades

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Module 1
K-12 Curriculum: An Overview

Lesson 1 The Elementary Language Curriculum

LEARNING At the end of the module, the learners must have:
OUTCOMES 1. discussed thoroughly the English language curriculum;
2. demonstrated an understanding of the components of teaching
language arts in the elementary grades;
3. appreciated the contents of the new curriculum and their relevance to
the needs of modern learners.

Introduction

Department of Education K-12 Language curriculum stresses mainly on the following:

language acquisition, learning, teaching and assessing principles with the ultimate goal to
produce graduates who apply the language conventions, principles, strategies and skills in
interacting with others, understanding and learning other content areas, and securing for
themselves in whatever field of endeavour they may engage in.

ACTIVATE
Watch the video clip and answer the following questions:
https://www.youtube.com/watch?v=eDLNRkmZXoA – ( Time Duration: 2 mins and 52 seconds)

1. In your own opinion, what do you think comprises the language curriculum of Z
generation learners?
2. As a future educator, what principles must you possess to embrace this curriculum?

ACQUIRE
Based on the Department of Education Guide, the K-12 curriculum re-organizes the
Integrated Language Arts Curriculum according to the content standards that must be met by
all learners at the end of basic education. This supports the five sub-strands of the Language
Arts and Multi-literacies Curriculum (LAMC) and fleshes out the areas that children need to
learn and that teachers need to teach in greater detail. Below is the matrix that presents the
spread and alignment of the language and literacy domains with the 5 sub-strands.

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The language and literacy domains focus the work of the teachers on developing the
above abilities among the children. To put their expectations into proper perspective, the
table below shows what language will be used as medium of instruction from Kindergarten to
Grade 3, what the target languages are for oral language and literacy development.

The skills to be developed within the Integrated Language Arts Curriculum for
Kindergarten to Grade 3 are taught using an iterative approach such that the domains and

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skills spiral across the grade levels and across the languages. This will develop very strong
linguistic skills that will serve as the foundation for subsequent learning of more complex and
academic language abilities.
The graduate of the Integrated Language Arts Curriculum is a multi-literate and
competent language learner who uses his or her competencies oral and printed language use
as appropriate to various situations. S/He will be fluent in at least three languages and may
opt to learn another local or language towards the end of secondary education.
The table below shows how the domains funnel to more specific and complex
language, literacy and learning competencies as the students move from primary, middle and
high school.

Funneling Domains Across the K-12 Basic Education Integrated Language Curriculum

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Language Arts Curriculum

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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

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GUIDING PRINCIPLES
The K-12 Language Arts and Multi-literacies Curriculum is anchored on the following:

 There is language acquisition, learning, teaching and assessing principles.

 All languages are interrelated and interdependent.
 Facility in the first language (L1) strengthens and supports the learning of other
languages (L2).
 Acquisition of sets of skills and implicit metalinguistic knowledge in one
language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2).
 It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s).
 This principle serves to explain why it becomes easier and easier to learn
additional languages.
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. Individuals learn to use what they know and understand.
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

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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.

Concept of Multiliteracies
Multiliteracies is the concept of understanding information and the design of meaning
through the manipulation of individual modes, these being: Linguistic Meaning, Visual
Meaning, Audio Meaning, Gestural, Tactile and Spatial Meaning.
Multiliteracies is a pedagogical approach developed in 1994 by the New London Group
that aims to make classroom teaching more inclusive of cultural, linguistic, communicative,
and technological diversity. They advocate this so that students will be better prepared for a
successful life in a globalized world.
Multiliteracies are important for the literacy development of middle and upper primary
learners as they provide new ways of motivating and engaging them (Goff 2013; Walsh 2010).

Goals Language Arts Curriculum

The main goal of the Language arts curriculum is to increase the learner's literacy in the
four main components. These four main goals are summarized in the following sections.
Listening to and comprehending information is an essential step in acquiring knowledge
(Cassell, 2004; Jalongo, 1996)

The Learners Needs

Teaching the elementary learners require the teachers to have a full understanding of
the learners nature. The learners being referred to are those who belong to Generation Z born
after the year 1994 until 2004 -2010 is referred to as Generation Z - the first generation to be
born with complete technology.

As described completely by DEp Ed Curriculum Guide, “They were born with PCs,
mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know
life without technology. Hence, they are often termed as digital natives and are extremely
comfortable with technology. They can email, text and use computers without any problems.
In addition, members of Generation Z can understand and master advancement in technology.
Unfortunately, this reliance on technology and gadgets has had a negative effect on the

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members. They rather stay indoors and use their electronics than play outdoors and be active.
They are leading a sedentary life that can result in health problems later on.

These learners consider social media platforms as a way to communicate with the
outside world. They are not bothered about privacy and are willing to share intimate details
about themselves with complete strangers. They have virtual friends and for them hanging out
with friends means talking to them over the cell phones, emails and text messages. However,
at the same time, this generation is considered to be creative and collaborative and will have a
significant impact on the way companies work when they join the workforce.

Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk
and even eat simultaneously. However, this has also led to reduced attention span leading to
what psychologists call acquired attention deficit disorder. This generation is unable to analyze
complex data and information as they cannot focus for very long.

This generation grows in a highly diverse environment which will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make
significant inroads in academics allowing for customized instruction, data mining of student
histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will
be more Internet savvy and expert than their Gen Y forerunners.

APPLY

Instructions:
Elucidate each concept briefly but comprehensively in 2 to 3 sentences in the social learning
platform assigned by your professor.
1. English Language Curriculum
2. Language and Literacy Domains
3. Content and Performance Standards
4. K-12 Language Arts Guiding Principles
5. Multiliteracies
6. Goals of Language Arts Curriculum
7. Learners Needs

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ASSESS

Module 1
As a way of appreciating the contents of Module 1 Lesson 1,
write a 3 paragraph essay of not less than 100 words about your
understanding of the K-12 English Language Curriculum and
submit to the personal messenger account of your professor.

Rubrics
Areas of A=5 B= 4 C=3 D= 2
Assessment
Ideas Presents ideas in an original Presents ideas in a Ideas are too general Ideas are vague or
manner consistent manner unclear
Organization Strong and organized Organized Some organization; No organization;
beg/mid/end beg/mid/end attempt at a lack beg/mid/end
beg/mid/end
Understanding Writing shows strong Writing shows a clear Writing shows Writing shows little
understanding understanding adequate understanding
understanding
Word Choice Sophisticated use of nouns Nouns and verbs make Needs more nouns and Little or no use of
and verbs make the essay essay informative verbs nouns and verbs
very informative
Sentence Sentence structure Sentence structure is Sentence structure is No sense of
Structure enhances meaning; flows evident; sentences limited; sentences need sentence structure
throughout the piece mostly flow to flow or flow
Mechanics Few (if any) errors Few errors Several errors Numerous errors
Total = 30 pts.
Guidelines in making your essay.
1. Think of your title.
2. Be sure that they are original and has no duplication with any of your classmates
output. Should there be any exact similarities, your score will be deducted depending
on the gravity of the duplication.

References:
Massachussetts Department of Elementary and Secondary Education, “Guiding Principles for English
Language Arts and Literacy Programs,” (Massachusetts: Department of Elementary and Secondary
Education, 2011)

Bureau of Secondary Education, Department of Education. Secondary Education Curriculum . Pasig

City, 2010.

https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf Retrieved on June 22, 2020

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MODULE 1
Lesson 2 The Teaching of Language Arts in the Elementary Grades
LEARNING At the end of the module, the learners must have:
OUTCOMES 1. substantively described the components of teaching
language arts in the elementary grades;
2. shown an in-depth understanding language arts
instruction models and conceptual framework;
3. become aware of the importance of achieving the goals and
outcomes of the language curriculum.

ACTIVATE
1. Try to study the picture below and make your own evaluation of the teaching
of language arts in the elementary grades.
2. Post your answer on the FB wall assigned by your professor.

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ACQUIRE
INTRODUCTION
Teachers of English must be aware that English is an additional language to elementary
learners. Some learners may consider it their second or perhaps their foreign language.
Whatever is the case, language should be a vehicle for learners to have access to the content
of the lesson and communicate their ideas. Thus, it is essential for teachers to be fully aware
of possible learners needs so that language learning is maximized in the classroom.
One way to achieve this is for teachers to become more ‘language aware’. Being
language aware means you understand the possible challenges that language presents to
learning. These challenges might arise because a student is learning a subject through an
additional language or it might be the first time a student has come across certain vocabulary
or structures in their first language. A teacher who is ‘language aware’ understands why
students face these difficulties and what they can do to support students.
Teaching of Language Arts - Models of Language Arts Instruction, Focus on Outcomes,
Conceptual Framework
Language arts is the term typically used by educators to describe the curriculum area
that includes the various core competencies or modes of language: listening, speaking,
reading, writing, grammar and viewing.
Language arts teaching constitutes a particularly important area in teacher education,
since listening, speaking, reading, and writing permeate the curriculum; they are essential to
learning and to the demonstration of learning in every content area. Teachers are charged
with guiding students toward proficiency in these four language modes, which can be
compared and contrasted in several ways. Listening and speaking involve oral language and
are often referred to as primary modes since they are acquired naturally in home and
community environments before children come to school. Reading and writing, the written
language modes, are acquired differently. Although children from literate environments often
come to school with considerable knowledge about printed language, reading and writing are
widely considered to be the school's responsibility and are formally taught.
A different way of grouping the language modes is according to the processing
involved in their use. Speaking and writing require constructing messages and conveying them
to others through language. Thus they are "expressive" modes. Listening and reading, on the
other hand, are more "receptive" modes; they involve constructing meaning from messages
that come from others' language. (For those who are deaf, visual and spatial language modes–
watching and signing–replace oral language modes.)
When one considers how children learn and use language, however, all of these
divisions become somewhat artificial. Whatever we label them, all modes involve

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communication and construction of meaning. In effective language arts teaching, several

modes are usually used in each activity or set of related activities. For example, students in
literature groups may read literature, discuss it, and write about it in response journals.
Studies would show that there are positive correlations among the four language modes both
in terms of how students developed competency in each, and of how well students ultimately
used them, demonstrated the inter-relationships among the four language modes and
influenced educators to address and more fully integrate all four of them in classrooms.
Models of Language Arts Instruction
Many changes in language arts instruction have taken place worldwide since the turn
of the millennium. To understand these changes, one must be conversant with the three basic
models that have given rise to variations in language arts curriculum over the years: the
heritage model, the competencies model, and the process or student-centered model. Each
model constitutes a belief system about the structure and content of instruction that leads to
certain instructional approaches and methods.
The heritage model, for example, reflects the belief that the purpose of language arts
instruction is to transmit the values and traditions of the culture through the study of an
agreed-upon body of literature. It also focuses on agreed-upon modes and genres of writing,
to be mastered through guided writing experiences.
The competencies model, on the other hand, emanates from the belief that the chief
purpose of language arts instruction is to produce mastery of a hierarchy of language-related
skills (particularly in reading and writing) in the learner. This model advocates the teaching of
these skills in a predetermined sequence, generally through use of basal readers and graded
language arts textbooks in which the instructional activities reflect this orientation. The
majority of adults in this country probably experienced elementary level language arts
instruction that was based in the competencies model, followed by high school English
instruction that primarily reflected the heritage model. Instruction in both of these models
depends heavily on the use of sequenced curricula, texts, and tests.
The third model of language arts instruction, the process model, is quite different from
the other two models. The curriculum is not determined by texts and tests; rather, this model
stresses the encouragement of language processes that lead to growth in the language
competencies (both written and oral) of learners, as well as exposure to broad content. The
interests and needs, along with the knowledge and interests of the teacher, determine the
specific curriculum. Thus reading materials, writing genres and topics, and discussion activities
will vary from classroom to classroom and even from student to student within a classroom.
"Authentic" assessment is the rule in these classrooms, that is, assessment that grows
from the real language work of the learners rather than from formal tests. Clearly, the process
model leads to more flexible and varied curriculum and instruction than the other two models.
While the heritage and competencies models have come under criticism for being too rigid
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and unresponsive to student differences, the process model has been criticized as too
unstructured and inconsistent to dependably give all students sufficient grounding in language
content and skills. In actuality, teachers of language arts generally strive to help their students
develop proficiency in language use, develop understanding of their own and other cultures,
and experience and practice the processes of reading and writing.
Thus, it seems that the three models are not mutually exclusive. They do, however,
reflect different priorities and emphases, and most teachers, schools, and systems align beliefs
and practices primarily with one or another model.

Focus on Outcomes
From a historical perspective, marked shifts in language arts instruction have taken
place. In the early twentieth century, textbooks and assigned readings, writing assignments,
and tests came to dominate the language arts curriculum. Instruction was characterized by a
great deal of analysis of language and texts, on the theory that practice in analyzing language
and engagement in "correct" forms would lead students to improved use of language and
proficiency in reading, writing, and discourse. With the advent and use of technology aided
classroom in the 21st century and various social learning platforms, instruction became a game
changer; literature and writing topics, spelling, grammar, and penmanship were
communicatively and integratively.
Educational leaders from all levels came together to discuss past and present language
arts teaching and to propose directions and goals to guide the teaching of language arts in this
modern day times. Results specified the ideal outcomes of effective language arts instruction,
in terms of the language knowledge, abilities, and attitudes of learners. These outcomes were
largely process and outcomes based oriented. As stipulated in Lesson 1, the final goal of the
language arts and multiliteracies curriculum is to produce graduates who apply the language
conventions, principles, strategies and various skills such as interacting with others,
understanding and learning other content areas and fending for themselves in whatever
field of endeavour they may engage in.
They will be speakers, listeners, readers and writers, individuals who find pleasure and
satisfaction in all four skills, and who make those activities an important part of their everyday
lives.
They will apply and use language to understand themselves and others and make sense
of their world. As a means of reflecting on their lives, they will engage in such activities as
telling and hearing stories, reading novels and poetry, keeping journals, and ultimately being
creative and productive learners in their own little ways.

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APPLY
1. Enumerate and discuss briefly the different components of language arts teaching and
be ready to present your answer during the synchronous session scheduled by your
professor.
2. Compare and contrast the language arts instruction models presented in the lesson.

ASSESS

A. Formative Quiz. True or False. Write True if the statement is correct and false if
otherwise. Submit your answer to the personal messenger account of your professor.
1. In the Philippines, English is considered as the second or foreign language.
2. Language is a means for learners to access to the content of the lesson and
communicate their ideas.
3. Teachers need not be fully aware of possible learners needs for it is unnecessary in
language learning.
4. Language is focal to the peoples’ intellectual, social and emotional development and
has an essential role in all key learning areas.
5. Language awareness means one understands the possible challenges that language
presents to learning.

B. State the language curriculum goals and outcomes in your own words and present your
output during the synchronous session scheduled by your professor.
References:
Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., and Rivera, H. (2006). Practical guidelines for
the education of English Learners: Research-based recommendations for instruction and
academic interventions. Center on Instruction.lexialearning.com/resources/white-
papers/understanding-unique-instructional-needs-english-learner
https://education.stateuniversity.com/pages/2155/Language-Arts-
Teaching.html#:~:text=Language%20arts%20is%20the%20term,speaking%2C%20reading%2C
%20and%20writing.&text=A%20different%20way%20of%20grouping,processing%20involved%
20in%20their%20use. Retrieved on July 18, 2020
https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf Retrieved on June 22, 2020

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Module 2
Language Competencies

Lesson 1 Different Types of Language Competence

Lesson 2 Achieving Communicative Competence

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Module 2 Language Competencies

Lesson 1 Different Types of Language Competence
LEARNING At the end of the module, the learners must have:
OUTCOMES 1. discussed the essence of communicative competence;
2. provided examples of each language competence;
3. related these competencies to real life situations,

ACTIVATE
Using your sense of sight . Write a sentence in relation to communicative competence using
the words in the box . Post your answer on the our sections’ FB wall.

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ACQUIRE
INTRODUCTION
English language is not really a complicated language. There are various ways to learn
and become better in using it. Thus, this challenges one not just to learn it but become
communicatively competent in using it.

Language Competence
Communicative competence is a term coined by Dell Hymes in 1966 in reaction to
Noam Chomsky’s (1965) notion of “linguistic competence”. Communicative competence is the
intuitive functional knowledge and control of the principles of language usage.
The four components of communicative competence: linguistic, sociolinguistic, discourse, and
strategic competence.
Linguistic or Grammatical competence is the knowledge of the language code, i.e. its
grammar and vocabulary, and also of the conventions of its written representation (script and
orthography). The grammar component includes the knowledge of the sounds and their
pronunciation (i.e. phonetics), the rules that govern sound interactions and patterns (i.e.
phonology), the formation of words by means of e.g. inflection and derivation (i.e.
morphology), the rules that govern the combination of words and phrases to structure
sentences (i.e. syntax), and the way that meaning is conveyed through language (i.e.
semantics).
Sociolinguistic competence is the knowledge of sociocultural rules of use, i.e. knowing
how to use and respond to language appropriately. The appropriateness depends on the
setting of the communication, the topic, and the relationships among the people
communicating. Moreover, being appropriate depends on knowing what the taboos of the
other culture are, what politeness indices are used in each case, what the politically correct
term would be for something, how a specific attitude (authority, friendliness, courtesy, irony
etc.) is expressed etc.
Discourse competence is the knowledge of how to produce and comprehend oral or
written texts in the modes of speaking/writing and listening/reading respectively. It is knowing
how to combine language structures into a cohesive and coherent oral or written text of
different types. Thus, discourse competence deals with organising words, phrases and
sentences in order to create conversations, speeches, poetry, email messages, newspaper
articles etc.
Strategic competence is the ability to recognise and repair communication
breakdowns before, during, or after they occur. For instance, the speaker may not know a

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certain word, thus will plan to either paraphrase, or ask what that word is in the target
language. During the conversation, background noise or other factors may hinder
communication; thus, the speaker must know how to keep the communication channel open.
If the communication was unsuccessful due to external factors (such as interruptions), or due
to the message being misunderstood, the speaker must know how to restore communication.
These strategies may be requests for repetition, clarification, slower speech, or the usage of
gestures, taking turns in conversation etc.
These four components of communicative competence should be respected in
teaching a foreign language —and they usually are by modern teaching methods employed in
second language teaching. Usually most of the above are best learned if the language learner
immerses into the culture of a country that speaks the target language. Wouldn’t it be great if
the language teaching methodologies helped language learners reach communicative
competence to a great degree even if the learner has never immersed into the target culture?
Communicative competence refers to a learner's ability to use language to
communicate successfully. Canale and Swain (1980) defined it as composing competence in
four areas:

 Words and rules

 Appropriateness
 Cohesion and coherence
 Use of communication strategies
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. (Dep Ed Curriculum Guide, 2016)

1. Based on the content presented, briefly describe using your own words each
competency by filling out the table below. Take a photo and submit to the designated
FB group account. Each of you can make adjustment as to the size and space of each
box in the table.

Competency Description Score

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Look for sample videos, situations, stories which demonstrate communicative competence, or
any specific competence discussed in this lesson. Present your answer in the Group’s FB
account.
Just keep posted. Rubrics and criteria will be given by your professor.

References:
https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf Retrieved on June 22, 2020

https://linguisticator.com/blog/19530/communicative-competence Retrieved on July 1, 2020

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