ELT-05 Midterm Exam PDF

Able to use at least two languages a. Answer: Bilingual It is the transmission of knowledge, skills, and character traits. b. Answer: Education a set of ideas or plans that is used as a basis for making decisions, especially in politics, economics, or business. c. Answer: Policy PHILIPPINES...

Able to use at least two languages a. Answer: Bilingual It is the transmission of knowledge, skills, and character traits. b. Answer: Education a set of ideas or plans that is used as a basis for making decisions, especially in politics, economics, or business. c. Answer: Policy PHILIPPINES =========== - Philippines has two official languages: English, also known as the **"global language"** is commonly used for formal and business communication, while Filipino is recognized as the national language. 1974 ---- - In 1974, the government, through DECS, made a rule that said English and Filipino must be used for teaching in primary and secondary schools. 1987 ---- - In 1987, the government wanted people to be good in both Filipino and English. - They said that in school, we should learn Filipino for subjects like Filipino and Social Studies, and English for Math and Science (Gonzales and Sibayan, 1988). - The said policy was first implemented in 1974 when DECS issued Dept. Order No. 25, s. 1974 titled, - "Implementing Guidelines for the Policy on Bilingual Education." - **[Bilingual education]** in the Philippines is defined as the separate use of Filipino and English as the medium of instruction in specific areas. - As embodied in [ **DECS Order No. 25,**] Pilipino **( changed to Filipino in 1987)** shall be used as medium of instruction in the following subjects: - Social studies/ social sciences - Music, Arts, Physical Education - Home Economics - Practical Arts - Character Education 1. Science 2. Mathematics 3. Technology subjects WHAT IS THE AIM OF THE POLICY? ============================== - The Policy on Bilingual Education aims at the achievement of competence in both Filipino and English at the national level, through the teaching of both languages and their use as media of instruction at all levels. 1. Early Childhood, 2. Primary Grades, and 3. Lingua Franca Project (1999-2003). EARLY CHILDHOOD =============== - Age Range: 2-6 years old - Characteristics: - Child is learning to separate from parents. - The child begins to learn to walk and run, and to climb. Also children start doing things for themselves and to communicate with others. - Early childhood education is a crucial stage for language development. Implementing bilingual education in this phase can have long-lasting effects. 1. **Curriculum Development:** The curriculum for early childhood bilingual education should be carefully designed to promote the development of both languages. It should include age-appropriate materials, activities, and teaching methods. 2. **Teacher Training:** Teachers working in early childhood bilingual education programs need specialized training to effectively teach in two languages. 3. **Parental Involvement:** Engaging parents is essential. They should be informed about the benefits of bilingual education and encouraged to support their children\'s language development at home. PRIMARY GRADES ============== - Age Range: 7-13 years old - Characteristics: - They enjoy manipulating things - Instructions need to be few and simple. - They need to be constantly reminded of the group rules. - As students progress into primary grades, the bilingual education policy should continue to support their language development. 1. **Language Allocation:** Determine the proportion of time dedicated to each language in the curriculum. 2. Subject Allocation: ------------------- a. Core Subjects: b. Applied Subjects c. Specialized Subjects 3. **Assessment and Evaluation:** Develop assessment tools that accurately measure students\' proficiency in both languages. 4. **Resource Allocation:** Ensure that schools have access to bilingual teaching materials, textbooks, and resources. LINGUA FRANCA PROJECT ===================== - DO 80, s. 1999 -- Grade I Class Program for Experimental Schools in the Lingua Franca Education Project (August 4, 1999) - All learning areas in Grade I will be taught in the lingua franca widely spoken in the community where the school is located which may be Tagalog, Ilocano or Cebuano. - In experimental schools where the lingua franca is either Cebuano or Ilocano, Wika (Filipino) will be taught orally as a subject whereas pre reading and reading skills will be taught in the lingua franca. - Filipino will be taught as a subject in experimental schools whose lingua franca isTagalog. WHAT IS MULTILINGUALISM? ======================== - Multilingualism is when a person or a group uses or encourages more than one language. - It is also when someone can speak or understand multiple languages, often with some degree of proficiency. - Multilingualism is when a person can speak many languages. BENEFITS OF MULTILINGUAL CLASSROOM ================================== - When a student learns another language, they also learn how language works to express ideas. - Being able to communicate well is a crucial skill for the 21st century. 4C'S TO SUCCEED IN TODAY'S WORLD ================================ - Communication - Collaboration - Critical Thinking - Creativity - A classroom that embraces different languages is likely to teach kids about equality and how they are similar to others. - This can help them experience fairness both in class and at home. - When you speak multiple languages from a young age, your brain works extra hard during important growing years, which can make you smarter. - Bilingual and multilingual kids keep this advantage throughout their lives. - They often become creative with languages as they grow up. - For example is that an Spanish speaking person will eventually become better in English if she/he will learn and communicate with English speaking people. - Multilingual have more highly developed cognitive skills and therefore they can perform better at general tasks which is why they have an access to wider job market. HOW CAN WE USE IT IN THE CLASSROOM? =================================== 1. Translating between languages just like the teacher will provide a word then let the students translate it in their home language. 2. Comparing the language of one student to the other student to know the similarities of one language to their classmates language. 3. Teaching methods use the diversity of languages for reading, writing, and speaking, which lets the students connect with their culture and makes classwork more meaningful. CHALLENGES FACED BY TEACHERS ============================ 1. **LANGUAGE DIVERSITY**: - Managing students who speak different languages can be complex, as the teacher may need to address language barriers and varying language proficiency levels. 2. DIFFERENTIATED INSTRUCTION: =========================== - Adapting teaching methods to meet the needs of diverse language learners requires extra effort and resources. 3. RESOURCE LIMITATIONS: ===================== - Lack of appropriate materials, textbooks, or educational tools for multiple languages can be a hurdle for teachers. 4. CLASSROOM MANAGEMENT: ===================== - Balancing the diverse needs and communication styles of students from various language backgrounds can be challenging. - Person who can speak multiple language became better at every language. REPUBLIC ACT NO. 10533 ====================== SECTION 1 ========= - Short Title. --- *This Act shall be known as the "Enhanced Basic Education Act of 2013".* DETAILS: ======== 1. **K TO 12 CURRICULUM:** - Establishes a comprehensive 12-year basic education program, extending the previous 10-year system to include Kindergarten and two additional years of Senior High School (Grades 11 and 12). 2. KINDERGARTEN EDUCATION: ======================= - Mandates that Kindergarten is a compulsory and integral part of basic education. 3. MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MTB-MLE): ===================================================== - Requires the use the learner's first language as the medium of instruction for kindergarten and the early grades (Grades 1-3). 4. CURRICULUM ENHANCEMENT: ======================= - Calls for a curriculum that is learner-centered, inclusive, and developmentally appropriate, integrating competencies for work readiness, entrepreneurship, and higher Education. 5. GLOBAL COMPETITIVENESS: ======================= - Aims to produce graduates who are prepared for both local and global employment, fostering lifelong learning. 6. TEACHER QUALIFICATIONS AND TRAINING: ==================================== - Emphasizes the need for continuous professional development for teachers, ensuring they are equipped to implement the enhanced curriculum. 7. COLLABORATIVE GOVERNANCE: ========================= - Encourages partnerships between schools, local government units (LGUs), and other stakeholders to support the implementation of the K to 12 program. 8. GRADUATES' LEGAL EMPLOYABILITY: =============================== - Ensures that graduates of the K to 9. BRIDGING PROGRAM: ================= - Introduces mechanisms to assist students transitioning from the old 10-year curriculum to the new K to 12 system. 10. GOVERNMENT SUPPORT: =================== - Mandates the government to provide the necessary financial support for the full implementation of the K to 12 program, including the construction of new classrooms, provision of learning materials, and hiring of additional teachers. LESSON 05: DEPED ORDER NO. 31, S. 2012 ====================================== - The overall design of Grades 1 to 10 curriculum follows the spiral approach across subjects by building on the same concepts developed in increasing complexity and sophistication starting from grade school.  - The desired outcomes of grades 1 to 10 program are defined in terms of expectancies as articulated in the learning standards. - After graduating to grade 10, students are expected to demonstrate the following: A. communicative competence; B. think intelligently, critically, and creatively in life situations C. make informed and values-based decisions D. perform their civic duties E. use resources sustainably F. participate actively in artistic and cultural activities and in the promotion of wellness and lifelong fitness. - Integrated Language Arts: - Mother Tongue, - Filipino, And - English - Focused on the development of literacy and numeracy skills and learning of concepts first in the Mother Tongue from Grades 1-3 and later transfer to second language (Filipino and English). - Ang Filipino ay naglalayong malinang ang; - kakayahang komunikatibo - kahuyasan sa pag-unawa at pagpapahalagang pampanitikan ng mga mag-aaral. - Mother Tongue (MT) shall be used as the medium of instruction and as a subject from - Time allotment refers to each subject's minimum period for class interaction. - A one-hour period for Homeroom/ Guidance program is provided for the weekly meeting between the teacher-adviser and the class.  LEARNING/ TEACHING RESOURCES ============================ - Modules shall be provided as the basic learning resource. - These are self-instructional materials that lend themselves to independent and cooperative learning. - Resources for Teachers include teaching guides, prototype lesson plans, lesson exemplars, a matrix of existing books, workbooks, and modules. - The assessment process is holistic, with emphasis on the formative or developmental purpose of quality-assuring student learning 1. "**[Knowledge"]** refers to the substantive content of the curriculum, the facts, and the information that the student acquires 2. **["Process"]** refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings. 3. **["Understanding"]** refers to enduring big ideas, principles, and generalizations inherent to the discipline, which may be assessed using the facets of understanding 4. **["Products/Performances"]** refers to real-life application of understanding as evidenced by the student's performance of authentic tasks. LEVELS OF PROFICIENCY =====================  1. Beginning (B) - 74% and below 2. Developing (D) - 75 - 79% 3. Approaching Proficiency (AP) - 80 - 89% 4. Proficiency (P) - 85 - 89% 5. Advanced (A) - 90% and Above Page 16