Reviewer TeachingEnglish Prelim

CHAPTER1: The K to 12 English Curriculum

The K to 12 English Curriculum Philosophy, Framework, and Rationale

INDTRODUCTION
➢ Republic Act 10533 entitled An Act Enhancing the Philippines Basic
Education System by Strengthening its Curriculum and Increasing the
Number of Years for Basic Education, Appropriating Funds Therefor and
Other Purposes, also known as the Enhanced Basic Education Act of
2013, firmly
➢ grounds the implementation of the K to 12 Curriculum in the
Philippines. With it, came several changes in the way teaching and
learning are done in the country. The teaching of English is no exception.
The curriculum is an embodiment of how the nation wishes to address
its needs and achieve its aspirations through its people. In this lesson,
you will learn about the K to 12 English curriculum frameworks, the
philosophy behind it, and its rationale.
LANGUAGE
➢ Language is a tool we use it to express complex and abstract ideas in
order for us to cooperate, create ideas, and preserve them. We are able to
grow and enhance our civilization by using language.

THE K TO 12 ENGLISH CURRICULUM OR THE LANGUAGE ARTS AND

MULTILITERACIES CURRICULUM
➢ views language as the "primary instrument of thought," which we use to
bring our ideas into the world around us and make meaning out of the
human experience.
➢ Rules of a language refer to the principles that govern word formation,
syntax, pronunciation, and several other features of the language. It may
also refer to the grammar or the so-called "correct" or conventional forms
of the language. These conventions facilitate the way language users
construct meaningful utterances to convey ideas
➢ LANGUAGE ARTS -The study of a given language both written and
spoken and the principles that make the language
➢ MULTILITERACIES -The ability to interpret and understand diverse
forms of text—oral, print, visual, or cultural.
PHILOSOPHY AND RATIONALE THE K TO 12 ENGLISH CURRICULUM
PHILOSOPHY
1. Language is the basis of all communication and the primary instrument
of thought.
2. Proficiency in the language enables people to access, process, and keep
abreast of information, and to engage with the wider and more diverse
communities.
3. Thinking, learning, and language are interrelated.
4. It defines culture which is essential in understanding: – oneself (personal
identity) – forming interpersonal relationships (socialization) – extending
experiences – reflecting on thought and action – contributing to a better
society
5. Language is governed by rules and systems (language conventions) which
are used to explore and communicate meaning.
6. Language, therefore, is central to the peoples’ intellectual, social and
emotional development and has an essential role in all key learning
areas.
GUIDE PRINCIPLES THE K TO 12 ENGLISH CURRICULUM
1. All languages are interrelated and interdependent.
2. Language acquisition and learning is an active process that begins at
birth and continues throughout life.
3. Learning requires meaning.
4. Learners learn about language and how to use it effectively through their
engagement with and study of texts.
5. Successful language learning involves viewing, listening, speaking,
reading and writing activities.
6. 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.
FRAMEWORK THE K TO 12 ENGLISH CURRICULUM
Communicative competence refers to a learner's ability to use language to

communicate successfully.
Communicative competence is classified into the following competencies:
➢ Grammatical/Linguistic Competence means the acquisition of
phonological rules, morphological words, syntactic rules, semantic rules
and lexical items.
➢ Sociolinguistic Competence refers to the learning of pragmatic aspect
of various speech acts
➢ Discourse competence is generally a term referring to the ability to
understand and express oneself in a given language.
➢ Strategic Competence is to DO with the knowledge of verbal and non-
verbal strategies to compensate for breakdown
COMPONENT 1
SPIRAL PROGRESSION
➢ Skills, grammatical items, structures and various types of texts will be
taught, revised and revisited at increasing levels of difficulty and
sophistication.
➢ means developing the same concepts from one grade level to the next in
increasing complexity and sophistication.
INTERACTION
➢ Language learning will be situated in the context of communication (oral
and written). Activities that simulate real-life situations of varying
language demands (purposes, topics, and audiences).
➢ helps them be active participants in their own learning process.
CONTEXTUALIZATION
➢ Learning tasks and activities will be designed for learners to acquire the
language in authentic and meaningful contexts of use.
➢ is defined as employing the items of the language in a meaningful and
relevant context.
CONSTRUCTION
➢ Learning tasks and activities are designed for learners to reflect and
respond to ideas & Information.
➢ It involves multiple aspects of language, from morphemes, words,
phrases to sentences.
INTEGRATION
➢ The areas of language learning – the receptive skills, the productive
skills, and grammar and vocabulary will be taught in an integrated way
➢ This is when we ask the students to use a combination (or all four) of
these skills within a single activity (or series of activities)
COMPONENT 2
➢ UNDERSTANDING CULTURES -Learning language through text types
and literary appreciation exposes learners to different cultures of the
world, including one’s culture.
➢ UNDERSTANDING LANGUAGE -Learners apply their knowledge of the
system of the language to assist them to make meaning and to create
meaning.
➢ PROCESS AND STRATEGIES -Learners apply different language
strategies, depending on their purpose, context and audience.
COMPONENT 3
Component 3 shows the interdependence and interrelationships of the macro-
skills (listening, speaking reading, viewing, and responding; writing and
representing of the language 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 on its effectiveness to students, teachers, school
administrators, and curriculum developers.
➢ HOLISTIC ASSESSMENT -is the process of using multiple sources to
gather information and provide feedback to support and guide learning.
➢ HOLISTIC DEVELOPMENT- means the development of intellectual,
mental, physical, emotional, and social abilities in a child
ASSESSMENT
➢ PROXIMITY TO ACTUAL LANGUAGE USE AND PERFORMANCE -
Assessment procedures should be based on activities that have authentic
communicative functions rather than ones with little or no intrinsic
communicative value.
➢ AN INTEGRATIVE VIEW OF LEARNING -Assessment attempts to
capture the learner’s total array of skills and abilities.
➢ DEVELOPMENTAL APPROPRIATENESS -Assessment procedures set
expectations that are appropriate within the cognitive, social, and
academic development of the learner.
➢ MULTIPLE REFERENCING -Assessment entails obtaining information
about the learner from numerous sources and through various means.
THE LEARNERS IN THE EYS OF K TO 12 CURRICULUM
INTRODUCTION
DIGITAL AGE
➢ " Where technology is part of our everyday lives. From one moment we
wake up in the morning until we go to bed at night, we are surrounded
by our computers, phones, etc.
➢ As technology become a bigger part of our lives, more and more of our
learners are exposed to technology. No surprise that learners nowadays
are able to adapt to technology easier than ever before.
TYPES OF LEARNERS IN THE K TO 12 CURRICULUM
➢ The term "GENERATION Z" was popularized by William Strauss and Neil
Howe in the book Generations published in September 1992.
➢ The term describes a cohort of people born after the year 1997. Learners
born in this generation are generally defined to have used technology and
social media very young.
➢ Marc Wensky (2001) calls them "digital natives" who have been exposed
to technologies at a very young age and having a greater understanding
of their basic concepts.
➢ Generation Z learners adopted some practices and mindsets of their own.
These types of learners mostly think in a Nonlinear way, preferring to
take on tasks on their own.
➢ They can also be multiprocessing and multitasking, and taking on
several tasks or activities at once. However, multitasking tasks may have
led to some bad habits for learners.
➢ A classroom can also have a multitude of learners. They can have very
different styles of engagement and many have different takes on the task
assigned to them. Teachers in the modern age need to accede to the
challenge of addressing these in their practices.
BERNICE MCCARTHY
4 TYPES OF LEARNERS THAT A TEACHER MAY ENCOUNTER IN
CLASSROOM
TYPE 1 "THE IMAGINATIVE LEARNER"
➢ These types of learners are more feeling and reflective, preferring to
speak about their experiences, listen to others, and respond to them.
They seek meaning and clarity. They find school too fragmented and
disconnected from the personal issues they find most interesting.
TYPE 2 "THE ANALYTICAL LEADER."
➢ They prefer to reflect and think. They are knowledge-oriented, pondering
over concepts and useful information. They need to know what the
experts think.
➢ They value sequential thinking. They enjoy traditional classrooms and
find ideas fascinating.
➢ They ask the question ‘what?”
TYPE 3 "THE COMMON-SENSE LEARNER."
➢ They prefer to think and learn by doing. They like to "get their hands
dirty," and dive into problems head-on. As active problem-solvers, they
love to manipulate stuff, experiment ways and share their thoughts.
➢ They ask the question "how?"
TYPE 4 "THE DYNAMIC LEARNER"
➢ They tend to favor creating and acting as their way to learn. They do not
simply like to learn for the sake of learning, but rather find meaning in
the experiences they have.
➢ They integrate experience and application, learning by trial and error.
They ask the question "what if?"
Since all four learning styles are equally valid and useful, all learners will
"shine" part of the time. We all need to be taught in all four ways to allow us to
be comfortable and successful part of the time while being stretched to develop
our other abilities. As educators, we need to teach to all four styles to assure
that we enable all learners to shine and grow.

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CHAPTER1: The K to 12 English Curriculum

The K to 12 English Curriculum Philosophy, Framework, and Rationale

THE K TO 12 ENGLISH CURRICULUM OR THE LANGUAGE ARTS AND

Communicative competence refers to a learner's ability to use language to

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