integrated language arts. the philippine roadmap to multi-literacy dina ocampo leonor diaz portia...

Integrated Language Arts

The Philippine Roadmap to Multi-literacy

Dina OcampoLeonor Diaz

Portia PadillaLiu Vilbar

Victor VillanuevaMark Norman

MacaPau Fontanos

Liza VillanuevaRoberto Ruda

3Dina Ocampo, UP College of Education

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


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.


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)


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


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).

• 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


Childhood Bilingualism

• from Monolingual to BilingualThrough

interactions in the

community

Through teaching

in school

NaturalNatural

AdditiveAdditive


• For our purposes, we should look at it this way:

The Issue of Biliteracy

The prevailing ideas posit that literacy is outside the domain of bilingualism.

Bilingualism

Biliteracy

Bilingualism Biliteracy


Therefore…..

ExperienceOral

SymbolsPrinted Symbols

Oral Symbols

Printed SymbolsIn L2


Word Reading and Spelling


Sentence and Listening Comprehension

13Dina Ocampo, UP College of Education0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

Math % English % Science % Overall %

% of Schools Surpassing 60% on NAT

2002/3

2003/4

2004/5

50.00 What’s going on

here?


The Reality

Experience

Oral Symbols in Filipino

Printed Symbols in Filipino

Oral SymbolsIn English

Printed Symbols In English

Oral Symbols

in L1

What’s missing

here?

SCHOOL

Saan na

ang alam

ko?


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


Child’s Language•Provides the foundation for additional languages

•Facilitates learning subject matter•Increases school participation

Filipino•Easier to learn to read•Language of the media

•Understood by most Filipinos

English•A global language

•Continues to be a language •of aspiration among Filipinos

Arabic

Other Languages

CrossLinguisticTransfer

Of Literacy


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


Programming of Languages of Learning

Languages of Learning

0 1 2 3 4 5 6 7 8

4th Yr

3rd Yr

2nd Yr

1st Yr

Grade 6

Grade 5

Grade 4

Grade 3

Grade 2

Grade 1

ECCD

Gra

de

/Ye

ar

Le

ve

ls

Domains of Use

Child's Language Filipino English Arabic/Others



• Create better learning environments to support language and literacy education of students.

1. Articulate how language and literacy will be developed in learners at specific grade/year levels of basic education.

2. Use children’s literature to support language and literacy development through exposure, immersion, and practice.

3. 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.


National Language and Literacy Strategy #24. 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.


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.

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.



• Enliven critical social support structures in the community to support learners in school.

1. Ensure maximum LGU/community participation and support for the implementation of the language and literacy programming strategy.

2. Raise critical awareness among parents about effective language and literacy learning processes.

Overview1. 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

Overview3. 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

Languages1. Ilocano

2.Pangasinan

3.Kapampangan

4.Tagalog

5.Bikol Albay/Legaspi

6.Hiligaynon

7.Waray

8.Cebuano

• Chavacano

• Meranao

• Maguinadano

• 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

•PanahunanKaron Na (present)

Nahuman Na(past)

Umaabot(future)

nagkaonnagsayawnagkantanagsulatnaglangoy

nikaonnisayawnikantanisulatnilangoy

mokaonmosayawmokantamosulatmolangoy

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 AlphabetHow many Vowels? 5

How many Consonants? 24

How many Dipthongs?

a –atis e- ekis I -ibon o - okra u - ulan

b - baso c - computer d - damo f - Filipino g - gulay h - holen j - jacket k - kubo l - lapis m - manok n - nanay ng - ngipin n - nino p - pusa q - queso r - relo s - sabon t - tatay v- vinta w - watawat x - x-ray y - yoyo z - zipper

ay - palay oy - kahoy iw - baliw ts - tsinelas

Filipino: Grade 1

Features

•Oral language development and listening

•Songs, rhymes, language games

•Sight words

UNANG MARKAHANUnang LinggoTema: Ako at ang aking PamilyaWikang Binigkas at Pag-unawa sa Napakinggan: Nakikinig at tumutugon sa mga tanong ukol sa sariliGramatika: 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 Pagpapayaman

Kasanayang Pagkabisa

Pagtataya

Unang Araw

Paunang Pagtaya




Pagtataya

Wikang Binigkas at Pag-unawa sa Napakinggan;Gramatika

Nakatutugon sa sariling pangalan;Nakapagbibigay ng impormasyon tungkol sa sarili

Nagbibigay ng pangalan ng mga miyembro ng pamilyaNakikinig sa pagpapakilala 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 kaklaseT: Ano ang pangalan mo?S: Ako si ________.

Ikalawang Araw

Paunang Pagtaya




Pagtataya

Wikang Binigkas at Pag-unawa sa Napakinggan;Gramatika

Nasasabi at naipapalakpak nang papantig ang pangalan

Naaawit muli ang “Sino ang Kaibigan Ko?”

Nagagaya ang guro sa papantig na pagpalakpak ng pangalan

Naipapalakpak ang mga pantig ng pangalan binibigkas ito

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

LINGGOPAMAGAT NG AWIT/

AKLAT AWTOR

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 Salamin Assunta Cuyegkeng8 Ang Pintor Jerry Gracio

9 Impeng Negro Rogelio R. Sicat

LINGGOPAMAGAT 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 Edgar Samar

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

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.


•Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and written language.


•Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate meanings and feelings effectively.

FeaturesThematic 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 ProverbsWeek 2: Origin of this World (Maranao)Week 3: How the World was Created (Panayan) and Legend of the Seafoam (Neil Garcia)

Week 4: Samal GenesisWeek 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 READING SELECTION

COMPREHENSION TASKS, GRAMMAR ACTIVITIES, WRITING SKILLS ACTIVITIES

CULMINATING ACTIVITY INFUSED WITH STUDY SKILLS AND MEDIA LITERACY

ACTUAL READING SELECTION

COMPREHENSION TASKS, GRAMMAR ACTIVITIES, WRITING SKILLS ACTIVITIES

CULMINATING ACTIVITY INFUSED WITH STUDY SKILLS AND MEDIA LITERACY

Teacher’s GuideLESSON SEGMENTS

SPECIFIC COMPETENCIES ADDRESSED ON A DAILY

BASIS

next steps

•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

KINDERGARTEN

• Language and Literacy in the Mother Tongue

• Maths

• Science (integrated within English, Health, PE)

• Arts (Music, Visual Arts, Movement)

GRADES 1-3

• Values

• Health

• MAPE

• Filipino (phased in over 2 years)

• English (phrased in over 3 years)

•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!)

what’s new in Grades 1-3?

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. Content-based 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

• English

•Maths

• Science

• Social Studies

Values

MAPE

TLE

“exploratory courses”

•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 in Grade 7-10?

•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

What’s new n Grades 11-12?

MARAMING SALAMAT PO!

integrated language arts. the philippine roadmap to multi-literacy dina ocampo leonor diaz portia...

Documents