the Kto12 English Curriculum Program.pptx

The K to 12 ENGLISH CURRICULUM GUIDE LANGUAGE is the basis of all communication and the primary instrument of thought.  LANGUAGE is the foundation of all human relationships.  Ferdinand De Saussure “Father of Modern Linguistics”...

The K to 12 ENGLISH CURRICULUM GUIDE LANGUAGE is the basis of all communication and the primary instrument of thought.  LANGUAGE is the foundation of all human relationships.  Ferdinand De Saussure “Father of Modern Linguistics” -Theory of Structuralism- Signifier Signified The Physical form The Mental concept (letters, image, sound) (to which the signifier refers) GUIDING PRINCIPLES: All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2). GUIDING PRINCIPLES: Language acquisition and learning is an active process that begins at birth and continues throughout life. NOAM CHOMSKY GUIDING PRINCIPLES: Language requires meaning. We learn when we use what we know to understand what is new Learners learn about language and how to use it effectively through their engagement with and study of texts. GUIDING PRINCIPLES: Successful language learning involves viewing, listening, speaking, reading and writing activities. GUIDING PRINCIPLES: 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. OUTCOMES: The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavor they may engage in.  OUTCOMES: COMMUNICATIVE COMPETENCE is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse. Classification: Grammatical/Linguistic Competence Phonological rules, morphological words, syntactic rules, semantic Rules and lexical items. Sociolinguistic Competence Learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other sociocultural conventions in social contexts. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence of various types of discourse (oral and written).  Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at the same time to enhance the effectiveness of communication.  OUTCOMES: MULTILITERACIES The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. It aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell in.  Language L COMPONENTS Process earning OF THE Effective La K to 12 U se n g u a ge ENGLISH CURRICULUM Making Meaning Through langua ge Holistic Assessment Illustrates learning processes Language L that will effect acquisition and earning Process learning of the language. It explains the HOW of language learning and therefore serves as guiding principles for language teaching.  Skills, grammatical items, and structures will be taught in an integrated way Context of communication (oral and written). Learning tasks and activities will be designed for learners Reflect on and respond to ideas and information. Scaffolding It describes knowledge and skill areas which are essential Effective La n g u a ge to effective language use which U se will be developed through language arts (macro-skills). Sociocultural understanding Recognizing the patterns and rules of language Application and using the language learned It shows the interdependence Making Meaning and interrelationships of the Through langua ge macro-skills of the language and the development of thinking skills.  Adapting to situations to make meaning through language It explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school Holistic administrators, and curriculum developers. Assessment Prepared by: MARIE- PAZ GUASIS RAZ MIKAELA PASCASIO