Chapter 7 - The Teaching of the Language Subjects

K-12 Curriculum is a program that covers Kindergarten and 12 Years of Education. Provides sufficient time for mastery of concepts and skills. Language, systems of words or signs use to express thoughts and feelings to each other. Words of a particular kind. Three languages used in K-12 program, Mother tongue from Grades 1 to 3 and Filipino and English is Grades 4 to 10, depends to their subject. Mother Tongue-Based Multilingual Education (MTB-MLE) It is education in several languages based on the mother tongue. Mother Tongue are “the language or languages first learned by a child, which he/she identified as exclusive language user by others, which he/she knows best, or uses most.” Learning Area Standard of MTB-MLE Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences, contexts and purpose including learning other context subjects and languages, demonstrative appreciation of various forms of literary genres and take pride in one’s cultural heritage. Key Stage Standard The key stages referred to are at the end of grade 3, at the end of Grade 6 and at the end of Grade 10. Mother Tongue as subject is taught only until Grade 3, hence has only one key stage standard, at the end of Grade 3. By the end of Grade 3 students will enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using vocabulary and phrases. Here Guiding Principles for Teaching and Learning in MTB-MLE, Effective language learning proceeds from the known to unknown, Language learning, and all other kinds of learning for that matter, is an active process, Learners must be actively involved in the learning process in order to learn. Successful language learning focuses on meaning, accuracy and fluency not either fluency or meaning or accuracy but both meaning, accuracy and fluency. The second language known as the L2, should be taught systematically to the learners can gradually transfer skills from the familiar language to the unfamiliar one. The Bridging Process,  bridging is the process of “transitioning from learning one language to another. It also refers to the use of L1 as the initial medium of instruction, gradually introducing increasing amounts of instruction in L2, until either L1, or both L1, and L2 are used as media of instruction. The Teaching of Filipino Language, The end goal of the k-12 curriculum is the development of a “buo at ganap na Filipino na may kapaki-pakinabang na literasi (wholistically developed and functionally literate filipino). The teaching of Filipino contributes to the formation of the students to have: Communicative competence, Reflective and Critical Thinking and Literary Appreciation. Listening, speaking, reading, writing and viewing are the 5 macro skills in Teaching Filipino. To implement the intended Filipino curriculum these are the things that we need to consider: Well-trained teachers, Adequate Instructional Materials, Supportive School Administrators and, Cooperative parents. Support from mass media, public and private sector, local government officials are also necessary.  The learning Area/ Program Standard (Pamantayan ng Programa) This describes the intended outcomes that are expected to be realized in the teaching of Filipino as a subject in the entire K-12 Curriculum.  Key Stage Standards (Pangunahing Pamantayan ng Bawat Yugto). These are the intended outcomes of Filipino teaching at each key stage in the whole stretch of the K-12 Curriculum Guide.  Here are End Goals of English Language Teaching: Communicative competence is the students ability to understand and use language appropriately and correctly to communicate in authentic situations. Multiliteracies, implies that the text is not the only way to communicate. Text is combined with sounds and images. Multimedia world; movies, billboards, any site on the internet and television.

THE SIX MAIN PROCESSES THAT FORM PART OF THE CORE OF ENGLISH LANGUAGE TEACHING ARE: Construction, Spiral progression, Integration, Interaction, Contextualization, and Learner-centered instruction. The learner demonstrates mastery of basic skills in the English Language Arts, communicates appropriately, fluently and orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks as necessary to cope with the demands of a functionally literate and competent, local, national and global citizen. Communicative Competence:  The Goal Of Language Teaching (Mother – tongue, Filipino, English) Communicative Competence is the learner’s ability to understand and use language appropriately to communicate in authentic (rather than simulated) social and school environments. Four components of Communicative Competence and these are: Grammatical competence, Sociolinguistic competence, Discourse competence and Strategic competence. Grammatical Competence Is concerned with mastery of the linguistic code (verbal or non- verbal) which includes vocabulary knowledge as well as knowledge of morphology, syntactic, semantic, phonetic, and orthographic rules. Sociolinguistic competence, this refers to possession of knowledge and skills for appropriate language use in a social context. In hymes, Sociolinguistic competence is knowledge of rules and conventions that underlie the appropriate comprehension and language use in different linguistic and sociocultural contexts. Discourse competence is so-called interactional competence that includes textual and rhetorical competence. Concerns with the selection, sequencing, and arrangement of words, structures and utterances to achieve a unified spoken or written text. Strategic competence refer to “ a speaker ability to adopt his/her use of verbal or non-verbal language to compensate for communication problems caused by the speaker’s lack of understanding of proper grammar that used or insufficient knowledge of social behavioral and communication gaps. It is the speaker’s ability to know how to recognize and repair communication        The direct method, Classroom instruction was conducted exclusively in the target language. Only everyday vocabulary and sentences were taught. Oral communication classes were built up in carefully traded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. Grammar was taught inductively. New teaching points were taught through modelling and practice. Concrete vocabulary was taught through demonstration, objects and pictures. Abstract vocabulary was taught through association of ideas. Both speech and listening were taught. Correct pronunciation and grammar were emphasized. Audio-lingual method,  There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation. Vocabulary is strictly limited and learned in context. There is much use of tapes, language labs and visual aids. Great importance is attached to pronunciation. Very little use of the mother tongue by teachers is permitted. Successful responses are immediately reinforced. There is great effort to get students to produce error-free utterances. The designer methods, Community Language Learning, This is an effectively-based method. This reflects Carl Rogers’ view of education in which learners in a classroom are regarded as a “group” rather than a “class” in need of certain therapy and counselling. Suggestopedia, The human brain could process great quantities of material if simply given the right conditions for learning, among which are state of relaxation and giving over of  control to the teacher. The Silent Way, This method capitalized on discovery learning. Total Physical Response, This method demands listening and acting. The teacher is the ‘director’ and the students are the ‘actors’. The natural method. 6 Communicative language teaching, Learner-Centered Teaching, Cooperative Learning,  Interactive Language Education, Whole Language Education, Content-centered Education, and  Task-based Learning.

                        Language played an important role in learning process because it is use to express thoughts, feeling and is use in teaching. In our new curriculum another course was added to the syllabus of learning. In grades 1 to 3 mother tongue was taught and use as a medium of instruction, and in grades 4-10 Filipino and English was used as their medium of instructions which is dependent to the subject.  Mother tongue was used appropriately and effectively in oral, visual and written communication. Mother tongue was their strong foundations that will lead the students know what they need to know and learn. The Department of Education believe that, children who were taught in their mother tongue learned the second language faster and better. Another language that is being used as the medium of instruction was Filipino. Teaching Filipino helps students to have communicative competence, reflective and critical thinking and literary appreciation. In teaching filipino, it has five macro skills those are, listening, speaking, reading, writing and viewing. Effective teacher, adequate materials and support from the higher office are relevant in teaching Filipino. The third languages that are being use was English, this is what we know as our third language. In having English as our means of instruction we will attain, communicative competence and multiliteracies. It is the students' ability to understand, communicate and use language appropriately.

                        Language is a system of words or sign that people use to express thoughts and feelings to each other. Language was one of the components of effective teaching and learning. To attain and to produce competent ad effective learners, our medium of instructions must be effective too. In our new curriculum another medium of instruction was added and that is the Mother tongue language which is taught to grades one to three. Filipino and English are also applied from grades four to ten with regards to the subject. Language used helps students communicate well to one another and by that; they would able to appreciate the topics that are being discussed to them. As a future teacher, huge attention must be given to student especially to those who are not familiar with another language. With regards to English language, grammar and construction of words are necessary. Oral communication to students will build their confidence in communication with people using different languages. Rectifying the pronunciations and grammar of students will help them attain language competence. Collaborating and interacting within students and teachers are highly needed. Having effective in communicating teachers and instructors will help students catch-up with the language used. Not all students are good in communicating using different languages. Teachers must be efficient and witty enough in educating students. Language indeed is significant in imparting knowledge to students for it is the way where students would be able to understand and comprehend the topic.