Integrated Language Arts - K12

Integrated Language
Arts
The Philippine
Roadmap
to
Multi-literacy
Dina Ocampo
Leonor Diaz
Portia Padilla
Liu Vilbar
Victor Villanueva
Mark Norman Maca
Pau Fontanos
Liza Villanueva
Roberto Ruda
Foundations of the Policy
Recommendations thru BESRA
• Philippine language context and the evolution of
language use
• Cultural identity, language and social development
• How language is learned; Multilingualism
• How literacy is learned; Multiliteracy
• The Cross Linguistic Transfer of Literacy and
Thinking Skills across languages
• Global studies/experiences in bilingual education
Dina Ocampo, UP College of Education
3
We are multilingual
We are by virtue
of our geography
and history, a
multi-lingual
people.
This gift has for
too long been
viewed as a
liability.
Dina Ocampo, UP College of Education
4
The Philippine Language
Context
 120 languages (McFarland, 1993) or 171 (Philippine
Commission on Educational Reform, 2000)
 Eight major languages are Ilocano, Pangasinense,
Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynon
and Waray-Samarnon (Belvez, 2002)
 Filipino is the national language, and incorporates
vocabulary from the other Philippine languages and
non-local languages used in the Philippines, i.e.,
English, Arabic and Spanish (Gonzales, 1998)
Dina Ocampo, UP College of Education
5
Cultural identity, language and
literacy
• Culture is the sum total of ways of
living built up by a group of
human beings transmitted from
one generation to another. The
shared values, customs and
histories characteristic of culture
shape the way a person thinks,
behaves and views the world.
• Culture is perhaps the strongest
determinant of identity
• Language is intrinsic to the
expression of culture
• Language is fundamental to
cultural identity
Dina Ocampo, UP College of Education
6
Language Acquisition and
Learning
Language Acquisition
• the way children learn their mother
tongue
• the process of natural assimilation
of a language
• requires good models of the
language that is to be learned and
immersion in its use and function.
• all children can acquire language
ability because humans have the
capacity to learn language (Brown,
1994).
Dina Ocampo, UP College of Education
• Language Learning
• The process used by learners
when languages are added to
their linguistic repertoire
• Refers to second, third, nth
language learned by a person
• Can be learned (or not learned)
well by
– Immersion
– Structuralist or Formalist
– Audiio-lingual
– Communicative competence
7
Childhood Bilingualism
•
from Monolingual
Through
interactions
in the
community
Through
teaching
in
school
Dina Ocampo, UP College of Education
to Bilingual
Natural
Additive
8
The Issue of Biliteracy
The prevailing ideas posit
that literacy is outside the
domain of bilingualism.
Bilingualism
Biliteracy
•
For our purposes, we
should look at it this way:
Bilingualism
Biliteracy
Dina Ocampo, UP College of Education
9
Therefore…..
Experience
Oral
Symbols
Printed
Symbols
In L2
Oral
Symbols
Printed
Symbols
Dina Ocampo, UP College of Education
10
Word Reading and Spelling
Dina Ocampo, UP College of Education
11
Sentence and Listening
Comprehension
Dina Ocampo, UP College of Education
12
What’s
going on
here?
% of Schools Surpassing 60% on NAT
50.00
50.00
45.00
40.00
35.00
30.00
2002/3
2003/4
2004/5
25.00
20.00
15.00
10.00
5.00
13
Dina Ocampo, UP College of 0.00
Education
Math %
English %
Science %
Overall %
The Reality
Experience
Oral
Symbols
in L1
Oral
Symbols
in Filipino
What’s
missing
here?
Printed
Symbols
in Filipino
SCHOOL
Oral
Symbols
In English
Dina Ocampo, UP College of Education
Printed
Symbols
In English
14
Cross-linguistic Transfer of
Literacy Ability
• Considerable and wealthy evidence to show the literacy
transfers across languages
• Ocampo (2002) showed that cognitive & linguistic skills
used to read in one language (Filipino) were also used in
another language (English)
• Aquino (2005) reports that beginning reading instruction in
Filipino or English had positive effects on alphabetic
knowledge and phonological awareness in the other
language
• Ocampo (2005) found the ease of learning to read words
and comprehend sentences better in Filipino than in
English for elementary grade students
Dina Ocampo, UP College of Education
15
Arabic
Other
Languages
English
•A global language
•Continues to be a language
•of aspiration among Filipinos
Filipino
•Easier to learn to read
•Language of the media
•Understood by most Filipinos
Cross
Linguistic
Transfer
Of Literacy
Dina Ocampo, UP College of Education
Child’s Language
•Provides the foundation for additional languages
•Facilitates learning subject matter
•Increases school participation
16
National Language and Literacy
Strategy #1
•
Implement a developmentally and
culturally sound programming of
language and literacy development
in schools
• Revise the implementing rules for the Bilingual
Education Policy
Dina Ocampo, UP College of Education
17
Programming of Languages
of Learning
Domains of Use
Languages of Learning
4th Yr
3rd Yr
Grade/Year Levels
2nd Yr
1st Yr
Grade 6
Grade 5
Child's Language
Filipino
English
Arabic/Others
Grade 4
Grade 3
Grade 2
Grade 1
ECCD
0
1
Dina Ocampo, UP College of Education
2
3
4
5
6
7
8
18
National Language and Literacy
Strategy #2
• Create better learning
environments to support language
and literacy education of students.
1.
2.
3.
Articulate how language and literacy will be developed in
learners at specific grade/year levels of basic education.
Use children’s literature to support language and literacy
development through exposure, immersion, and practice.
Support student learning through the development,
production, and distribution of instructional materials in the
designated languages of learning at the school, division, and
regional levels.
Dina Ocampo, UP College of Education
19
National Language and Literacy
Strategy #2
4. Ensure that teachers at different grade/year levels have
the knowledge and competencies
– in the languages they are supposed to use for teaching
– on language and literacy education in a bilingual/multilingual
context
– in the subject(s) they are supposed to teach
5. Match the assessment of language and literacy with
curriculum content and the languages of learning at
specific grade/year levels.
6. Provide students with language and literacy difficulties
remedial instruction based on assessment results.
Dina Ocampo, UP College of Education
20
Instructional Materials should
be made for:
1. Beginning Reading in the mother
tongue for Preschool and Grade 1.
2. Children’s literature in the mother
tongue for Preschool until Grade 3.
3. Math in the mother tongue from
Preschool until Grade 3.
4. Science in the mother tongue from
Preschool until Grade 3.
5. MAKABAYAN in the mother tongue
for Grades 1 and 2.
6. Filipino materials using local context
and literature (where possible) for
Preschool, Grades 1 to 6.
7. English materials using local context
and literature (where possible) for
Preschool, Grades 1 to 6.
Dina Ocampo, UP College of Education
8. Beginning Reading in Filipino for
Grade 2.
9. Beginning Reading in English for Grade
3.
10.MAKABAYAN in Filipino for Grade 3
to support the transition of the
language of learning from mother
tongue to Filipino.
11.Edukasyong pangkabuhayan in Filipino
for Grades 4 onwards.
12.Math in English for Grade 4 to
support the transition of the language
of learning from mother tongue to
English.
13.Science in English for Grade 4 to
support the transition of the language
of learning from mother tongue to
English.
21
National Language and Literacy
Strategy #3
• Enliven critical social support
structures in the community to
support learners in school.
1.
2.
Ensure maximum LGU/community participation and
support for the implementation of the language and
literacy programming strategy.
Raise critical awareness among parents about effective
language and literacy learning processes.
Dina Ocampo, UP College of Education
22
Overview
1. Introduction to the presentation
2. Our process
a. Review of the curriculum given to the LAT
(Grades 1-10)
b. Affirmation of the philosophy of language
and literacy development
c. Some issues on the assessment
framework
Overview
3. Groups
a. English - Grade 1-3; Grades 4-6;
Grade 7-10
b. Filipino - Grade 1-3; Grades 4-6;
Grade 7-10
c. Mother Tongues
Overview
3. Uses literature (various forms)
4. Follows an explicit process for teaching that is
(mostly) consistent throughout the languages
curriculum indicating recognition of Filipino and
English as second languages of our students
5. Builds on our culture and literatures
6. Encourages indigenous process of learning
such as group work, group goal-setting,
cooperative activities and collective decision
making
Overview
7. the 3 curriculum sets for the languages
communicate
8. second language development is built
on first language abilities
Main Characteristics
1. Multilingualism is the basis for the Language
Curriculum of the K-12 Basic Education
Program, building upon the natural ability of
Filipinos for language learning.
2. The curriculum spirals the competencies
across the levels but in the high school
levels, there is greater emphasis on reading
comprehension of various texts, writing and
composition, study and thinking strategies
which are all in support of critical and
creating thinking development.
Coherence with the Basic Education Program
Goals
1. The K-12 languages curriculum ensures that
processes and products of learning actively
foster and contribute to the achievement of the
basic education program goals.
2. Competencies are spiralled across the
curriculum and year levels. Upper level courses
will focus on writing, comprehension and study
strategies.
3. Content includes print and electronic texts that
are age, context and culture appropriate.
Early Grades (Grade
1)
Outline per language
area
1. Main features of the curriculum
2. Standards
3. Key stage outcomes -- at grade 3, 6, 10 and
12
4. Competencies
5. Texts
6. Organization of the teachers’ guide
7. Organization of the learning package
Mother tongues
Languages
1. Ilocano
2. Pangasinan
7. Waray
8. Cebuano
3. Kapampangan
• Chavacano
4. Tagalog
• Meranao
5. Bikol
Albay/Legaspi
• Maguinadano
6. Hiligaynon
• Tausug
Features of the
Curriculum
Standards
Competencies
Mother Tongues
• As a result of curriculum planning,
a
teachers’ guide containing the
orthography, phonological guides,
literacy program sequences, common
utterances for each of these languages
has been prepared.
Batayang Aklat sa Bawat
Wika
1. Alphabet
2. Vowels -- keywords, key pictures
3. Consonants -- keywords, key pictures
4. Spelling and orthographic rules
5. Grammar rules
6. High frequency words with their Filipino and English translations
7. Common utterances with their Filipino and English translations
8. Sequence of letters for teaching word recognition and spelling
9. List of phrases, sentences, stories for developing word recognition and
spelling
10. Big books
11. Rules that govern borrowed words (based on KWF)
Sample Output: Cebuano
Gramatika
• Pandiwa- Berbo
• Panahunan
Karon Na
(present)
Nahuman
Na(past)
Umaabot
(future)
nagkaon
nagsayaw
nagkanta
nagsulat
naglangoy
nikaon
nisayaw
nikanta
nisulat
nilangoy
mokaon
mosayaw
mokanta
mosulat
molangoy
Sample Common Expressions:
Bikol
Bikol
Filipino
English
Dios mabalos
po.
Maraming
salamat
Thamk you
Daeng anu pa
man.
Walang anuman. It’s all right.
Puede tabi?
Makihoron man
Pwede po ba?
May I?
Patawad tabi
Paghingi ng
tawad.
I’m sorry
Sample Story: Tausug
• BANSAG KAN PUTI KAY PULA
• Ha hula Ginhawa baz tawagun sin
• mahardika bazsa, awn piyag anak
kambal
• nahiluwakag pa kamatauran. ziyanan
sin
• maas nila hi Puti (WBC) kay Pula (RBC)
• pagka in sila piyag anak mapula iban
• maputi in warna sin pamaranan nila.
Chavacano Alphabet
How
many
How many Consonants? 24
Vowels? 5
a –atis
e- ekis
I -ibon
o - okra
u - ulan
b - baso
d - damo
g - gulay
j - jacket
l - lapis
n - nanay
n - nino
q - queso
s - sabon
v- vinta
x - x-ray
z - zipper
How many
Dipthongs?
c - computer ay - palay
f - Filipino
oy - kahoy
h - holen
iw - baliw
k - kubo
ts - tsinelas
m - manok
ng - ngipin
p - pusa
r - relo
t - tatay
w - watawat
y - yoyo
Filipino: Grade 1
Features
• Oral language development and
listening
• Songs, rhymes, language games
• Sight words
UNANG MARKAHAN
Unang Linggo
Tema: Ako at ang aking Pamilya
Wikang Binigkas at Pag-unawa sa Napakinggan: Nakikinig at tumutugon sa mga tanong ukol sa sarili
Gramatika: Natutukoy ang pangalan ng tao, bagay, pook o hayop
Phonological Awareness: May kakayahang ipalakpak ng papantig ang isang salita
Paunang
Pagtaya
Tukoy-Alam
Tunguhin
Paglalahad
Pagtuturo at
Paglalarawan
Kasanayang
Pagpapayama
n
Kasanayang
Pagkabisa
Pagtataya
Paunang
Pagtaya
Tukoy-Alam
Tunguhin
Paglalahad
Pagtuturo at
Paglalarawan
Kasanayang
Pagpapayama
n
Kasanayang
Pagkabisa
Pagtataya
Nakatutugon
sa sariling
pangalan;
Nakapagbibi
gay ng
impormasyon
tungkol sa
sarili
Nagbibigay
ng pangalan
ng mga
miyembro ng
pamilya
Nakikinig sa
pagpapakilal
a ng guro sa
kaniyang
sarili
Natatanong
at nasasagot
ang “Ano ang
pangalan
mo?”
Nakakaawit
ng “Sino ang
Kaibigan
Ko?”
(Hanapin sa
banghay
aralin linggo
1)
Nakikinig ng
pag-uusap sa
pagitan ng
guro at
kaklase
T: Ano ang
pangalan
mo?
S: Ako si
________.
Paunang
Pagtaya
Tukoy-Alam
Tunguhin
Paglalahad
Pagtuturo at
Paglalarawan
Kasanayang
Pagpapayama
n
Kasanayang
Pagkabisa
Pagtataya
Nasasabi at
naipapalakpa
k nang
papantig ang
pangalan
Naaawit muli
ang “Sino
ang Kaibigan
Ko?”
Nagagaya
ang guro sa
papantig na
pagpalakpak
ng pangalan
Naipapalakpa
k ang mga
pantig ng
pangalan
binibigkas ito
Unang Araw
Wikang
Binigkas at
Pag-unawa
sa
Napakinggan
;
Gramatika
Ikalawang Araw
Wikang
Binigkas at
Pag-unawa
sa
Napakinggan
;
Gramatika
English: Grade 1
Features
• Begins oral language development activities
in the second semester of Grade 1
• Songs, rhymes, language games, LEA,
• Integrates science concepts that are basic to
understanding the self and the immediate
environment
• Give teachers options on what activities to do
What do we need to do?
• all that for the other mother tongues
• more texts for the many mother tongues
• Filipino Sign Language
High School
(Grade 7)
Filipino: Grade 7
Mga Pangkalahatang
Pamantayan sa Bawat Yugto (12)
• Sa dulo ng baitang 12, kailangang nakakáya
ng mga estudyante na pagsanibin ang mga
kasanayan sa komunikasyon at wika tungo sa
paglikha ng kahulugan na gumagamit ng
pabigkas at pasulat na mga teksto, iba’t ibang
anyong pampanitikan, at mga kontekstong
diskursibo para sa mga personal at
propesyonal na layunin.
sa dulo ng Baitang 10
• kailangang nakakáya ng mga
estudyante ina ipaliwanag, bigyan ng
halaga, at ipakatawan ang
impormasyon sa loob at sa pagitan ng
mga teksto at konteksto ng larang ng
kaalaman.
Sa dulo ng baitang 6
• kailangang nakakáya ng mga
estudyante na bumuo ng mga
kahulugan at ipahayag ang mga ito sa
pamamagitan ng malikhain, angkop, at
wasto ang gramatikang pabigkas at
pasulat na wika.
Sa dulo ng baitang 3
• kailangang nakakáya ng mga
estudyante na ipakita ang sigla sa
pagtuklas at pagdanas ng pabigkas at
pasulat na mga teksto at ipahayag nang
mabisà ang mga ibig sabihin at mga
nadaramá.
Features
• social and practical contexts for
language use (projects and activities)
• integration of contemporary texts in
Filipino with the more traditional titles
• Has content standards pertaining to
Tatas, Pakikitungo sa Wika at Panitikan,
and Mga Estratehiya sa Pag-aaral
LINGGO
PAMAGAT NG AWIT/
AKLAT
1
Batang-bata ka Pa
2
Sundalong Patpat
Virgilio S. Almario
3
Isang Dosenang Klase ng
High School Students
(mula sa
ABNKKNSNPLako)
Bob Ong
4
Sandaang Damit
Fanny Garcia
5
Kung Bakit Umuulan
Rene Villanueva
6
Alamat ni Tungkung Langit
Roberto Añonuevo
7
8
Salamin
Ang Pintor
Assunta Cuyegkeng
Jerry Gracio
9
Impeng Negro
Rogelio R. Sicat
AWTOR
LINGGO
PAMAGAT NG AWIT/ AKLAT
AWTOR
11
Ang Ambahan ni Ambo
Ed Maranan
12
Nemo, ang Batang Papel
Rene Villanueva
13
Mabangis na Lungsod
Efren Abueg
14
Daragang Magayon
15
Kay Mariang Makiling
16
Ang Duwende
17
Trese Isyu 5
Budjette Tan
18
Alamat ng Waling-Waling
Gaudencio V. Aquino
19
Mga Alamat (Mula sa El Fili)
Jose Rizal
Edgar Samar
English: Grade 7
English Key Stage
Standards (12)
• Students should be able to
integrate
communication and language skills for
creating meaning using oral and written
texts, various genres, and discursive
contexts for personal and professional
purposes.
by the end of Grade
10
• Students should be able to interpret,
evaluate and represent information
within and between learning area texts
and discourses.
by the end of Grade 6
• Student should be able to construct
meanings and communicate them using
creative, appropriate and grammatically
correct oral and written language.
by the end of Grade 3
• Students should be able to demonstrate
eagerness to explore and experience
oral and written texts and to
communicate meanings and feelings
effectively.
Features
Thematic design
Renaming of the traditions of Philippine
literature, e.g. instead of pre-colonial,
folk literature in translation
Non-genre based; Uses literature as primary
reading material and informative texts as
parallel/supplementary texts
Discourse-oriented grammar focusing on
specific areas of difficulty assessed in
international language proficiency tests
Integration of media literacy principles
RECOMMENDED PRIMARY SELECTIONS
First Grading Period: Folk Literature in English
Week 1: Filipino Traditional Proverbs
Week 2: Origin of this World (Maranao)
Week 3: How the World was Created (Panayan) and Legend
of the Seafoam (Neil Garcia)
Week 4: Samal Genesis
Week 5: Three Versions on Why the Sky is High (Tagalog,
Iloko, Hiligaynon)
Week 6: Four Rice Legends (Tagalog, Nabaloi, Ibaloi, Bohol)
Week 7: Three Monkey Legends (Iloko, Maranao, Tagalog)
Week 8: The Heroes of Ibalon (Excerpts)
Week 9: Indarapatra and Sulayman (Excerpts)
Week 10: The Life of Lam-Ang (Excerpts)
Second Grading Period: Philippine Literature
in English during the Apprenticeship Period
Week 1: Dead Stars (Paz Marquez Benitez)
Week 2: The Mats (Francisco Arcellana)
Week 3: The Small Key (Paz Latorena)
Week 4: How My Brother Leon Brought Home a Wife (Manuel
Arguilla)
Week 5: Wedding Dance (Amador Daguio)
Week 6: The Bread of Salt (NVM Gonzales)
Week 7: The Day the Dancers Came (Bienvenido Santos)
Week 8: Moonlight on Manila Bay (Fernando Maramag)
Week 9: Inviting a Tiger for a Weekend (Jose Garcia Villa)
Week 10: If You Want to Know What We Are (Carlos
Bulosan)
Learning Package
SCHEMA BUILDING, VOCABULARY
DEVELOPMENT, LISTENING/VIEWING TASKS
ACTUAL
ACTUALREADING
READING SELECTION
SELECTION
COMPREHENSION
COMPREHENSION TASKS,
TASKS, GRAMMAR
GRAMMAR
ACTIVITIES,
ACTIVITIES,WRITING
WRITINGSKILLS
SKILLSACTIVITIES
ACTIVITIES
CULMINATING
CULMINATINGACTIVITY
ACTIVITYINFUSED
INFUSEDWITH
WITH
STUDY
STUDYSKILLS
SKILLSAND
AND MEDIA
MEDIALITERACY
LITERACY
Teacher’s Guide
LESSON SEGMENTS
SPECIFIC COMPETENCIES
ADDRESSED ON A DAILY
BASIS
next steps
KINDERGARTEN
• is socializing the child into the learning
environment, finding one’s place in
school
• helping children develop fundamental
abilities such as listening to others,
speaking freely, the value of basic
numeracy and literacy, following
direction, working together, managing
their behavior within a group
GRADES 1-3
•
•
•
•
Language and
Literacy in the
Mother Tongue
Maths
Science (integrated
within English,
Health, PE)
Arts (Music, Visual
Arts, Movement)
•
Values
•
Health
•
MAPE
•
•
Filipino (phased in over
2 years)
English (phrased in
over 3 years)
what’s new in Grades
1-3?
• developing language and literacy in the
mother tongues
• integrating Science in various subject
areas
• revising the way Social Studies are
taught (away from rote learning!)
Grades 4-6
• Filipino
• English
• Maths
• Science
• Social Studies
Values
MAPE
EPP
Health
What’s new in Grades 4-6?
•
Filipino and English
will still be in
development but using
a content driven
process. Contentbased instruction for
language development
and/or content literacy.
Social studies uses
an history framework
for developing social
science
competencies and
knowledge.
Math, Science,
Values, MAPE, EPP
content and
competencies will
spiral.
Grades 7-10
•
•
•
•
•
Filipino
Values
English
MAPE
Maths
TLE
Science
“exploratory courses”
Social Studies
What’s new in Grade 710?
• the curriculum will spiral
• veers away from disciplinal organization
of the curriculum using content as the
only organizing factor
• begins a program where students will
have college courses, voc-tech courses,
and science/sports/arts/courses
What’s new n Grades 1112?
• well.... Grades 11 and 12!
• most interesting is the “TESDA”
integration and the possibility of
students being able to get COCs at the
end of Grade 12
• must consider “college readiness skills”
• have a counterpart in the ALS
programming for basic education
MARAMING
SALAMAT
PO!

Download Report