[Link] are the 16 domains in the English Curriculum? Explain the goals of each.

The sixteen(16) domains of the English Curriculum are Oral language, Phonology and
awareness, Book and print knowledge, Alphabet knowledge, Phonics and word recognition,
Fluency, Spelling, Writing and composition, Grammar awareness and structure, Vocabulary
development, Reading competencies, Listening competencies, Attributes toward language,
literacy and literature, study strategies and viewing.

The first domain is Oral Language. Its goal is to help the learners to demonstrate their
understanding using appropriate words to communicate inter and intrapersonal experiences,
ideas, thoughts, actions, and feelings. It will serve as the foundation for reading and writing
skills that will develop the skills of the children as they enter and progress through school.
Having a solid foundation in oral language, children will become successful readers and strong
communicators as well as build their confidence and overall sense of being.

The second domain is Phonology and Awareness. Its main goal is to develop a
strong competencies which is important for all of the students as the awareness of the sounds
in words and syllables is critical to hearing and segmenting. It will serve as a key early
competency of emergent and proficient reading, including an explicit awareness of the
structure of words, syllables, and phonemes.

The third domain is Book and print knowledge. Its main goal is to develop the
understanding of the learners about the nature uses of printed materials. It is used to indicate
the literacy success of the students. Without print awareness children will unable to develop
other literacy such as reading, spelling, and handwriting.

The fourth domain is Alphabet knowledge. The main goal of alphabet knowledge is to
help students to apply their knowledge of letters and letter sounds rather than targeting
identification, matching, and mastery through direct instruction repaeted trials. Students who
are at the emergent and writing level needs explicit instruction around the alphabet and sounds
to improve their alphabet knowledge and phonological awareness.
The fifth domain is Phonics and Word Recogniton. The main goal of this domain is to
help children figure out the alphabetic system of written english and become comfortable with
that system as they become readers. Additionally, the goal of the phonic and word recognition
instruction is to help children understand that there are systematic relationship between letters
and sounds. That written words are composed of letter patterns that represent the sounds of
spoken words and the learning to recognize words quickly and accurately.

The sixth domain is Fluency. Its goal is to bridge word recognition and
comprehension. It allows students time to focus on what the text is saying. They are able to
make connections between what they are reading and their own background knowledge.
Fluency not only reflects students’ decoding skills, but also builds confidence and helps them
develop a love of learning and literacy.

The seventh domain is Spelling. The goal of spelling instruction should not be
temporary memorization of words but rather the development of skills to be able to correctly
represent our written language. Learning to spell helps to cement the connection between the
letters and their sounds, and learning high-frequency “sight words” to mastery level improves
both reading and writing.

The eighth domain is Writing and Composition. Its goal is to express oneself, to
provide information, to persuade or to create a literary work. Their are four purposes writers
use for writing. When someone communicates ideas in writing they usually do to express
themselves, inform their reader and to persude reader to create a literary work. Students learn
to compose texts, including academic essays, that clearly assert a claim and support the claims.

The nineth domain is Grammar awareness and structure. Students will be able to
recognize and understand the meaning of targeted grammatical structures in written and
spoken form. Besides, the main goal in grammar awareness is to enable learners to achieve
linguistic competence and to be able to use grammar as a tool or resource in the
comprehension and creation of oral and written discourse efficiently, effectively, and
appropriately according to the situation.

The tenth domain is Vocabulary Development. It will help students to learn the
meaning of new vocabulary words and will use them when speaking and writing. Students will
be expected to understand grade-level words in a variety of contexts from a variety of roots
(Greek, Latin, etc). Students will determine word meaning by analyzing the textual content.
Students will use their knowledge of a word’s roots to determine its meaning and students will
learn to use print and electronic vocabulary tools such as dictionaries.

The eleventh domain is Reading Competencies. The major purposes for reading
competencies include to learn, to be entertained, or to further your understanding of
something. Some of the advantages of reading include gaining deeper understanding of a text,
increasing reading comprehension, expanding your vocabulary, and improving your own writing
skills.

The twelfth domain is Listening Competencies. Its goal is to improve your ability to
understand and comprehend verbal information. This skill will also help you to communicate
your ideas and knowledge more effectively.

The thirteenth domain is Attributes toward language, literacy and [Link] goal
is to support, sustain and develop literacy in language learning. It also helps the students to
express their ideas, thoughts, and feelings, and to communicate with others. During early
speech and language development, children learn skills that are important to the development
of literacy (reading and writing).

The fourteenth domain is Study Strategies. Its goal is to keep motivation high and
achieve goals more easily and more efficiently. Good study strategies can increase confidence,
competence, and self-esteem. They can also reduce anxiety about tests and deadlines.
The fifteenth domain is viewing. Its goal is to help students acquire information and
appreciate ideas and experiences visually conveyed by others. Students need to view widely
and critically a range of visual forms including video, film, television, three-dimensional models,
dance, graphics, drama, photographs, gestures, and movements.

2. What are the four aspects of communicative competence? Explain them each.
Communicative competence model is constructed of four competence areas such as
linguistic, sociolinguistic, discourse, and strategic. Two of them focus on the functional aspect of
communication, and the other two reflect the use of the linguistic system.

The linguistic competence deals with grammar. It includes vocabulary, spelling,

punctuation, and pronunciation. Students have to know rules that govern sentence structure,
word formation, tenses, sound interactions, word and phrase meanings, and collocations. In
other words, syntax, morphology, semantics, phonology, and phonetics are all subjects of
interest to the linguistic competence area. Students have to be moving towards mastery of
each one of them to construct grammatically correct sentences.

The sociolinguistic competence is concerned with culture and social rules that govern
appropriate language use. For instance, this includes knowing in what setting do we need to be
more formal, how we express politeness, how we address people correctly, how we treat
certain topics, any taboos, and what terms are politically correct. Addressing such area tells us
how to use language and how to respond in a conversation appropriately rather than just
grammatically correct. Mastering this competence reveals a more advanced level of language
fluency.

The discourse competence is our knowledge of what patterns of organization and

cohesive devices we can use to connect sentences. We organize words, phrases, and sentences
and produce and comprehend conversations, articles, messages, and literature. We can speak,
write, read, and listen to information of various types.

The Strategic competence, an aspect of communicative competence, refers to the

ability to overcome difficulties when communication breakdowns occur (Celce-Murcia, Dörnyei
& Thurrell, 1995). Rather than viewing communication breakdowns as a deficit, teachers should
take them as an opportunity for learners to develop their strategic competence. Strategies for
identifying whether a breakdown has occurred include paying attention to body language and
frequently checking listener comprehension.