A Scholarly Paper Presented to

Mr. Jeferson Estomago

of the College of Education

Cebu Eastern College

Leon Kilat St. Cebu City

In Partial Fulfilment of the

Requirements for the Degree of

Bachelor of General Education

Inodeo, Jennifel A.

January 2023
INTRODUCTION

Language arts is the term typically used by educators to describe the curriculum area that

includes four modes of language: listening, speaking, reading, and writing. Since listening,

speaking, reading, and writing are embedded throughout the curriculum and are important to

both learning and demonstrating learning in all subject areas, language arts instruction is a

crucial component of teacher preparation. Teachers are responsible for assisting pupils in

becoming proficient in these four language modes, which can be contrasted and compared in

many ways. Listening and speaking entail oral language and are generally referred to as primary

modes since they are acquired spontaneously in family and community situations before children

get to school. The modes of learning written language, reading and writing.

In addition, language arts 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. 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) (K to

12 Curriculum Guide English: May, 2016).

Lastly, to acquire a new language, it is important to acknowledge, embrace, value, and

build upon kids' pre-existing language skills. This includes allowing pupils to use non-standard
language structures and expanding their vocabulary. Learning a language helps students acquire

both practical and important literacy abilities. They gain the ability to regulate and comprehend

the societally valued and rewarded conventions of the target language, as well as the ability to

consider and evaluate their own and other people's linguistic use. This curriculum aims to help

the learners in acquiring highly development of speaking skills and to improve the

communication with proper usage of language.

SIGNIFICANCE OF THE STUDY

Students

Future Teachers

Future Learners
TOPICS

The following are the topic that we discuss from our preliminary class to semi-final in Teaching

English in the Elementary Grades through Language art.

The importance of learning strategies- the goal of each strategy can affect the learners

motivation in which the learners acquires and will be more interested for the new knowledge.

These are the strategies;

 Cognitive strategies- this is the strategy that focused on the mental ability of each student.

 Memory-related strategies- this is related to the cognitive but this time you have you

make more extra effort on your activity so that your learners can remember that thing by

seeing or remembering.

 Compensatory strategies- this strategy is to help the learners to make up or understand.

 Affective strategies- this strategy is focuses on the emotion of the students.

 Social strategies- this strategy when your activity involved learners to work with others.

ASSESSMENT AS APPLIED TO LANGUAGE TEACHING

Assessment is one of the most important aspect of language teaching and learning. According

to Authentic assessment will not only serve as a representative pictures of each students

competences but also as learning tools. This means that it is not all about how you teach what

will you teach but its also consider the materials the tools, on how effective it is.
Through authentic assessment the student tend to; Apply knowledge rather that memorize the

information, develop more in-depth learning, develop metacognitive strategies, develop the

critical thinking and problem solving skills of each students and lastly, it help each student to

be more engaged in the activity.

ASSESSMENT OF LEARNINGS

It is the planning of the future learning goals and pathway of the student than can provides

evidence of achievement to the wider community it includes the parents, educators and

students. Everything that involved assessment will be gathered it will informed and provide

to the students.

SELECTING AND DESIGNING INSTRUCTIONAL MATERIALS FOR TEACHING

LANGUAGE

This is the time that you choose and decide what materials and instructional you will use but

you still have to consider lots of thing like is your instructional material effective? Is this fit

to my topic? Is it acesssable and understable. It is very important to plan well in designing

your materials. Your tools will allow the student to interacts with words, images and ideas in

ways that develop their abilities in multiple literacy such as reading, listening, viewing,

thinking, speaking and writing.

Scope in selection of instructional materials;

 Relevance to the student needs.

-Material should be examined for level of difficulties.

 Criteria
 -Each school should develop its own criteria of selecting materials.

Procedure for selection of instructional materials

 Responsibility for selection

-Selecting materials requires in-depth knowledge.

 Opportunity for informal selection

-Creative teachers take advantage of opportunity to use materials which is formal

selection process.

TYPES OF INSTRUCTIONAL MATERIALS AND THEIR USES FOR LANGUAGE

LEARNING

Instructional materials are those materials used by the teacher to simplify their teaching.

PRINT MATERIALS- The primary sources of instruction, this are the Textbooks, pamplets,

handouts, and study guides.

AUDIO- This is the long way as a teaching and leanings aid and extremely valuable method

for capturing. Like Cassettes, microphone and podcast.

AUDIO VISUAL-
REVIEW OF RELATED LITERATURE

 (Hulit, Howard, & Fahey, 2011). This theory believes that language is universal and unique to only

humans and that unless there are severe mental or physical limitations, or severe isolation and

deprivation, humans will acquire language. The nativistic theory argues that caregivers do not teach

children the understanding of language and do not usually provide feedback about the correctness of their

utterances. The nativistic theory is a biologically-based theory which states that language is innate,

physiologically determined, and genetically transmitted. This means that a newborn baby is "pre-wired"

for language acquisition and a linguistic mechanism is activated by exposure to language. 

Semantic-Cognitive Theory
The semantic-cognitive theory is a perspective of language development that emphasizes the

interrelationship between language learning and cognition; that is, the meanings conveyed by a child's

productions. Children demonstrate certain cognitive abilities as a corresponding language behavior

emerges. (Bloom & Lahey, 1978). The semantic meaning that a person wants to communicate

determines the words and word order (syntactic form) the person uses. For example, children know what

they want to communicate (cognition) but do not always use the correct semantics or grammar. Also,

children may not know the correct use of a word or understand that a word can have more than one

meaning. 

Behavioral Theory
The behavioral perspective states that language is a set of verbal behaviors learned through operant

conditioning. Operant conditioning is a method of changing behavior so that a desired behavior is

reinforced immediately after it occurs. B.F. Skinner is considered to be the father of the modern

behavioral theory. This theory can be applied to many aspects of human learning including speech and

language. The theory centers around the idea that children are conditioned by their environment and the

reinforcement of their communication.

language behaviors. They consider language to be determined not by experimentation or self-

discovery, but by selective reinforcements from speech and language models, usually parents

or other family members. Behaviorists focus on external forces that shape a child's language

and see the child as a reactor to these forces. (Hulit, Howard, & Fahey, 2011)

Avram Noam Chomsky (December 7, 1928) Chomsky's view of competence, deals primarily with abstract

grammatical knowledge. He held that linguistic theory is concerned primarily with an ideal speaker and

listener in completely homogeneous speech community, which knows its language perfectly, and is

unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of

attention and interest and errors in applying his knowledge of the language in actual performance

(Chomsky. 1965)

According to Chomsky, rudimentary form of language is stored in human brain. Language is a

competency that is unique for man. We perceive language as the ability to comprehend and speak ideas.

Even when two persons possess the same knowledge, observable difference is noted in their capacity to

express the knowledge. Chomsky emphatically argues that the mind possess a distinguishable factor

that could be termed as 'the language factor and it has well defined structure and system'.

For Chomsky, the focus of linguistic theory was to characterise the abstract abilities speakers possess

that enable them to produce grammatically correct sentences in a language. Chomsky considered

language as a highly abstract generative phenomenon. He arrested that human beings are born

biologically equipped to learn a language and proposed his theory of a language Acquisition Device

(LAD) – an inborn mechanism or process that facilitates the learning of a language. According to

Chomsky, there are infinite numbers of sentences in any language; all possible sentences would be
impossible to learn through imitation and reinforcement. In his view, to study language is to study a part

of human nature manifested in the human mind. One of the fundamental aspects of human language

according to Chomsky is its creative nature. He argues that something specifically about human

language must be innate, that is available to us by virtue of being human, specified somehow in our

genetic make up. Chomsky has shown that the mind cannot limit itself strict animation of behaviour.

CONCLUSION

RECOMMENDATION

In elementary school, language arts classes focus on basic reading, writing and

linguistic / communication skills. Periods of silent sustained reading, cursive writing, syntax,

thematic writing and vocabulary are all major focal points of elementary lessons. Through

these exercises, children are expected to develop reading and writing skills at an early age.