Philippine Normal University

The National Center for Teacher Education

College of Graduate Studies and Teacher Education Research
Taft Avenue, Manila

Philosophy, Rationale, Principle,

Context, Outcomes, and Framework

E. Ed 502 Elementary Curriculum I (English and Filipino)

12:00 – 3:00 PM
Celia M. Ilanan, Ph.D.
CHARLOTTE R. ATIENZA
 Philippine Normal University
The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Taft Avenue, Manila

Philosophy, Rationale, Principle,

Context, Outcomes, and Framework

E. Ed 502 Elementary Curriculum I (English and Filipino)

12:00 – 3:00 PM
Celia M. Ilanan, Ph.D.
CHARLOTTE R. ATIENZA
What are philosophy, rationale, principles,
context, outcomes and framework of
Elementary English?
LAMC – Language Arts and Multiliteracies Curriculum

MTB-MLE - Mother Tongue-Based of Multilingual Education

ra·tion·ale /ˌraSHəˈnal/
noun
a set of reasons or a logical basis for a course of action or a particular belief.

prin·ci·ple /ˈprinsəpəl/
noun
a fundamental truth or proposition that serves as the foundation for a system of belief or
behavior or for a chain of reasoning.

mul·ti lit·er·a·cy / ˈməl-təˈlitrəsē/

Noun
is the ability to identify, interpret, create, and communicate meaning
across a variety of visual, oral, corporal, musical and alphabetical
forms of communication.
 1. Language is the basis of all communication and
the primary instrument of thought.
Therefore, language is central to the peoples’ intellectual, social and
emotional development and has an essential role in all key learning areas.
 2. Language is the foundation of all human
relationships. People use language to make sense
of and bring order to their world.
Therefore, proficiency in the language enables people to access, process and
keep abreast of information, to engage with the wider and more diverse
communities, and to learn about the role of language in their own lives, and
in their own and other cultures.
1. All languages are interrelated and interdependent.

2. Language acquisition and learning is an active process that begins at birth and
continues throughout life.

3. Learning requires meaning.

4. Learners learn about language and how to use it effectively through

engagement with and study texts. The term text refers to any form of written
(reading and writing), oral (listening and speaking), and visual communication
involving language.
5. Successful language learning involves viewing, listening, speaking, reading and
writing activities.
1. All languages are interrelated and interdependent.

Facility of the first

language (L1)
strengthens and
supports the
learning of other
languages (L2).
1. All languages are interrelated and interdependent.
1. All languages are interrelated and interdependent.

2. Language acquisition and learning is an active process that begins at birth and
continues throughout life.

3. Learning requires meaning.

4. Learners learn about language and how to use it effectively through

engagement with and study texts. The term text refers to any form of written
(reading and writing), oral (listening and speaking), and visual communication
involving language.
5. Successful language learning involves viewing, listening, speaking, reading and
writing activities.
2. Language acquisition and learning is an active process that begins at birth and
continues throughout life.
1. All languages are interrelated and interdependent.

2. Language acquisition and learning is an active process that begins at birth and
continues throughout life.

3. Learning requires meaning.

4. Learners learn about language and how to use it effectively through

engagement with and study texts. The term text refers to any form of written
(reading and writing), oral (listening and speaking), and visual communication
involving language.
5. Successful language learning involves viewing, listening, speaking, reading and
writing activities.
3. Learning requires meaning.
4. Learners learn about language and how to use it effectively through
engagement with and study texts. The term text refers to any form of written
(reading and writing), oral (listening and speaking), and visual communication
involving language.

5. Successful language learning involves viewing, listening, speaking, reading and

writing activities.
An effective language arts and multiliteracies curriculum satisfies the following principles.

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;

3. draws on literature in order to develop students’ understanding of their literary heritage;

4. draws on informational texts and multimedia in order to build academic vocabulary and strong content

knowledge;

5. develops students’ oral language and literacy through appropriately challenging learning;

6. emphasizes writing arguments, explanatory/informative texts and narratives;

7. provides explicit skill instruction in reading and writing;

8. builds on the language, experiences, knowledge and interests that students bring to school;

9. nurtures students’ sense of their common ground in using language/s for communication as present or

future global citizens to prepare them to participate in school and in civic life, and;

10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7 .
 Ultimate goal of the Language Arts and
Multiliteracies Curriculum

Produce graduates COMMUNICATIVE

(1) interacting with
who apply the COMPETENCE
others

 language (2) understanding and learning other

conventions content areas
 principles
 strategies (3) fending for themselves in whatever
 skills field of endeavour they may engage
in

DEPARTMENT OF EDUCATION
 The Outcomes

Ultimate goal of the Language Arts and

Multiliteracies Curriculum

Grammatical/Linguist Discourse
ic Competence Competence

COMMUNICATIVE
COMPETENCE
Sociolinguistic Strategic
Competence Competence

DEPARTMENT OF EDUCATION
 The Outcomes

Ultimate goal of the Language Arts and

Multiliteracies Curriculum

Traditional Literacy Social

practices Literacy

MULTILITERACIES

New Literacy Professional

practices Literacy

DEPARTMENTOF EDUCATION
 The Outcomes

 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.

 Furthermore, the curriculum 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.

 Through multi-literacy skills, learners will be able

to appreciate and be sensitive to sociocultural
diversity and understand that the meaning of any
form of communication depends on context,
purpose and audience.
DEPARTMENT OF EDUCATION
CONCEPTUAL
FRAMEWORK
COMPONENT 1
Language
Learning Process
1. SPIRAL PROGRESSION
Skills, grammatical items, structures and various types of texts will be taught,
revised and revisited at increasing levels of difficulty and sophistication. This will
allow students to progress from the foundational level to higher levels of language
use

2. INTERACTION
Language learning will be situated in the context of communication (oral and
written). Activities that simulate real-life situations of varying language demands
(purposes, topics, and audiences) will be employed to help students interact with
others thereby improve their socialization skills.

3. INTEGRATION
The areas of language learning – the receptive skills, the productive skills, and
grammar and vocabulary will be taught in an integrated way, together with the use
of relevant print and non-print resources, to provide multiple perspectives and
meaningful connections. Integration may come in different types either implicitly or
explicitly (skills, content, theme, topic, and values integration).
4. LEARNER-CENTEREDNESS
Learners are at the center of the teaching-learning process. Teaching will be
differentiated according to students’ needs, abilities and interests. Effective
pedagogies will be used to engage them and to strengthen their language
development.

5. CONTEXTUALIZATION
Learning tasks and activities will be designed for learners to acquire the language in
authentic and meaningful contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help learners use related
language skills, grammatical items/structures and vocabulary appropriately in
spoken and written language to suit the purpose, audience, context and culture.
Learning points will be reinforced through explicit instruction and related follow-up
practice.
6. CONSTRUCTION
Making meaning is the heart of language learning and use. Learning tasks and
activities will be designed for learners in such a way that they will have time to
reflect on and respond to ideas and information. Learners will be provided with
sufficient scaffolding so that they will be able to reach their full cognitive, affective,
and psychomotor potentials and become independent learners who are good
consumers and constructors of meaning.
COMPONENT 2
Effective
Language Use
UNDERSTANDING CULTURES
Learning language through text types and literary appreciation
exposes learners to different cultures of the world, including
one’s culture.

UNDERSTANDING LANGUAGE
Learners apply their knowledge of the system of the language
to assist them to make meaning and to create meaning.

PROCESS AND STRATEGIES

Learners select from a repertoire of processes and strategies
by reflecting on their understanding of the way language works
for a variety of purposes in a range of contexts.
COMPONENT 3
Making Meaning
Through Language
 The Conceptual Framework

• Language is the major instrument in communication (oral and written) and the
heart of which is the exchange of meaning. Language learning should focus on
guiding students make meaning through language for different purposes on a
range of topics and with a variety of audiences. Students must be able to adapt
to various situations where communication demands greatly vary.

• The skills, grammatical items, structures and various types of texts will be taught,
and revisited at increasing levels of difficulty and sophistication. This design
allows students to progress from the foundational level to higher levels of
language use.

• The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five

(5) intricately intertwined and integrated sub-strands (listening, speaking,
reading, writing, and viewing) that serve as building blocks for understanding
and creation of meaning and for effective communication across curricula.

DEPARTMENT OF EDUCATION
 Alignment of the Language and Literacy
Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language √ √

1. Phonological Awareness √

1. Book and Print Knowledge √

1. Alphabet Knowledge √ √ √ √ √

1. Phonics and Word Recognition √ √ √

1. Fluency √ √

1. Spelling √ √

1. Writing and Composition √ √ √ √

1. Grammar Awareness & Structure √ √ √ √

1. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

1. schema & prior knowledge
2. strategies √ √ √
3. narrative text
4. informational text

12. Listening Comprehension √ √

12. Attitudes towards language, literacy and literature √ √ √ √ √

12. Study Strategies √ √ √ √ √

DEPARTMENT OF EDUCATION
 Funnelling of Domains Across the K-12 Basic
Education Integrated Language Arts Curriculum

Domains K-3 4-6 7-10 11-12

Oral language

Phonological awareness

Book and Print knowledge

Alphabet knowledge

Phonics and word recognition

Fluency

Spelling

Writing and composition

Grammar awareness and structure

Vocabulary development

Reading comprehension

Listening comprehension

Attitude towards language, literacy and

literature

Study strategies

Viewing

DEPARTMENT OF EDUCATION
COMPONENT 4
Holistic Assessment
 The Conceptual Framework

Holistic Assessment

Proximity to actual language use and performance

 activities that have authentic communicative function
 actual performance in authentic situations

A holistic view of language

 based on the notion that the interrelationships among the various
aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored
 assessment approaches should be used for communication and self-
expression
 takes into account the whole learner and his or her social, academic,
and physical context
DEPARTMENT OF EDUCATION
 The Conceptual Framework

Holistic Assessment
An integrative view of learning
 assessment attempts to capture the learner’s total array of skills
and abilities
 assessment procedures are based on the idea that various
aspects of a learner’s life, both academic and personal, are integral
to the development of language proficiency and cannot be ignored
Developmental appropriateness
 assessment procedures set expectations that are appropriate within
the cognitive, social, and academic development of the learner
Multiple referencing
 assessment entails obtaining information about the learner from
numerous sources and through various means

DEPARTMENT OF EDUCATION
 APPLICATION
The DepEd Vision
We dream of Filipinos who
passionately love their country and
whose values and
competencies enable them to realize
their full potential and contribute
meaningfully to building the nation.
As a learner-centered public
institution, the Department of
Education continuously improves
itself to better serve its
stakeholders.
The DepEd Mission
To protect and promote the right
of every Filipino to
quality, equitable, culture-based,
and complete basic education
where:
- Students learn in a child-
friendly, gender-sensitive, safe,
and motivating environment
- Teachers facilitate learning and
constantly nurture every learner
- Administrators and staff, as
stewards of the institution,
ensure an enabling and supportive
environment for effective
learning to happen
- Family, community, and other
stakeholders are actively engaged
and share responsibility for
developing life-long learners
K-12 Curriculum Guide in English

Jessie S. Barrot (2018). English Curriculum Reform in the Philippines. Issues and Challenges from a
21st Century Learning Perspective, Journal of Language, Identity & Education, DOI:
10.1080/15348458.2018.1528547

https://www.officialgazette.gov.ph/k-12/

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aa425b72c791/2/img1.png?MOD=AJPERES&CVID=

https://www.google.com/images

http://esl.fis.edu/teachers/support/cummin.htm