T1 Lesson 3 Goals of the K-12 Curriculum (1).pptx

Goals of the K-12 Curriculum Lesson 3 Ms. Cecille Pacis Sir Lloyd Pahilanga  The primary goal of teaching is to ensure that knowledge is passed on to the next generation of humans. We teach our learners the skills and knowledge needed to function in our society. So as w...

Goals of the K-12 Curriculum Lesson 3 Ms. Cecille Pacis Sir Lloyd Pahilanga  The primary goal of teaching is to ensure that knowledge is passed on to the next generation of humans. We teach our learners the skills and knowledge needed to function in our society. So as we progress as a specie, our means to communicate becomes more complex and require mor complex sets of skills Challenge most language teachers is facing is how to ensure that communication skills are taught to learners Teachers in the early grades are more burdened with this task as learners in this level are in the formative years in their lives. This lesson 3 looks at the goals of language education of the k-12 curriculum and its perception of how competence can be taught to your students.  The K-12 English Curriculum and its Desired Outcomes  The k-12 curriculum focuses on more than just instilling the capacities to use language to the learners. Aside from teaching, it looks into the needs of the learners of the language. Since it is a learner centered curriculum, it aims to create learners with skills in: 1. Interpersonal communication 2. Understanding and learning content from other learning areas; and 3. Academic independence To attain this, the curriculum focuses on 2 major concepts: COMMUNICATIVE COMPETENCE and MULTILITERACIES  Learning a language is more than just simply having the knowledge of the language's grammar, syntax, morphology, phonoLogy, and lexicon among others. Oftentimes, when language teachers are asked what their goal in teaching is, their common response is to impart the aforementioned skills to the learners. This in itself is not wrong. Understanding what makes the language work and how to properly construct utterances is an important step in learning. However, when learners are asked what their goal is in learning a language, one would hear them say "to communicate in that language." This here is perhaps the most important aspect of teaching and learning a language. Let’s review: Components of Language 1. Phonology- sound system of a language. Phoneme is the smallest unit of sound. DOG has 3 phoneme sound /d/ /o/ /g/ 2. Morphology- smallest unit of language that has a meaning and are used to combine words. Sounds, syllables or whole words are morphology 3. Syntax – correct arrangement/ sequence of words, grammar rules. 4. Semantics- meanings associated w/ words and combination of words. Vocabulary, concepts, meanings of words and knowing categories of words  5. Pragmatics – correct social use of language. Knowing what, when or how to communicate. Knowing when to narrate, explain, request etc. - know how to talk to peer vs professor 6. Lexicon- a collection of words used by people in a certain country and/or in a specific profession, hobby, or area of interest. For example, train collectors have a lexicon of words they use that someone not into train collecting wouldn't necessarily understand.  Learners would want to learn a language in order to communicate to a larger audience in this medium. This competence is called communicative competence, coined by Dell Hymes in 1966. This does not only give emphasis to the competence of the learner in the grammar and rules of the language, but also to the social knowledge of the use of these rules in communication. Communicative competence is composed of several other competencies stipulated in the communicative competence framework from the work of Canale and Swain in 1980. 1. Grammatical/Linguistic Competence -In order to meaningfully communicate in a particular language, one must be able to understand the rules of the language. -Grammatical or linguistic competence refers to one's understanding of the rules of language. This refers to grammar, lexicon, phonology (sounds created to make words), morphology (creation of smallest units of meaning), and syntax (combination of words and phrases to form sentences), among others. - This is commonly the focus of many basic language classes whose 2. Sociolinguistic Competence. - as a language speaker, one can understand that it is not enough to simply have the understanding of the grammatical rules and structure of language. - To be a more effective communicator, one has to have knowledge of the sociocultural use of language. - Sociolinguistic competence refers to the knowledge of the appropriateness of the language to be used in particular situations (formal, friendly, courteous, sarcastic, etc.), and the appropriate responses to these situations. Knowing what the taboos are, what is rude or what is polite, must be taken into account as one engages in communication. 3. Discourse Competence - Being able to comprehend and produce oral and/or written texts in various modes of communication (speaking/listening and reading/ writing) is the focus of discourse competence. - This means that one must be able to combine and organize words, phrases, and sentences in order to create conversations, talks, speeches, literature, text messages, emails, articles, and other forms of communication. - This skill enables the communicator to become more eloquent in his/her engagement in the use of language. 4. Strategic Competence - There will be times when the line of communication would breakdown. This could be caused by a number of factors including distractions, background noise, and interruptions among others. - An effective communicator would be able to determine these breakdowns before, during, or even after they occur in the situation. - Strategic competence enables a speaker to keep the communication channel open through the use of various strategies including requests for clarification, repetition, slowing down of speech, or the use of hand or facial gestures. Ex: asking for clarification after you don’t fully understand what a person said or terms he uttered - A person is able to overcome potential communication problems as part of communicative competence  Language teaching in the K to 12 Curriculum does not only focus on the development of communicative competence, but also on the improvement of multiliteracy in the learners. Multiliteracy is a term coined in the 1990s by the New London Group, referring to an approach to literacy pedagogy. This is in response to the ever-growing paradigm shift of the education, encompassing multiple channels of communication and media, and the increasing cultural and linguistic diversity. The approach takes in to account multiple modalities to enable learners to learn and understand from a variety of sources. As the 21st Century learner is bombarded with a lot of information from a plethora of sources, the idea becomes more relevant today.  Multiliteracy approach takes on various modes to implement in the classroom including linguistic ( words, speech or text) audio ( sounds, music etc) spatial ( placements, buildings, locations) Gestures ( movements) Tactile ( touch and feel) Visual ( pictures, videos or colors)