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Name: Andrea Mae G.

Dulangon Date: August 7, 2017


Subject: Language Curriculum Permit Number:
Professor: Maam Analisa T. Amada, EdD

MIDTERM EXAMINATION

Research the Language Curriculum competence to be developed by the students

Discuss each competence thoroughly by giving concrete examples


Discuss how these competencies can be developed or enhanced

Competencies developed by students in a Language Curriculum:

a. Thinking Competency
Expound In languages, thinking often includes such processes as
deducing a rule, inferring meaning from a text, finding a pattern, deciding
on appropriate words to follow a stem, and using language functions such
as explaining, classifying, comparing, and evaluating. Students also need
to think when they compare objects, people, or systems, identify and list
characteristics, brainstorm vocabulary or language structures that relate to
a theme, place themselves on an opinion continuum and defend their
position or point of view, or use such tools as mind maps, Blooms
taxonomy, or De Bonos thinking hats. Thinking also includes
using metacognitive processes learning to learn.
How can this be developed or enhanced? This competency can be
developed or enhanced through slowly increasing the difficulty of the
subjects or lessons within a curriculum. The more difficult it, the more it
develops the thinking skills of a student.

b. Language Competency

Expound This competency is at the core of language learning across all


three strands communication, language knowledge, and cultural
knowledge. Using language, symbols, and texts involves all the language
skills listening, speaking, reading, writing, viewing, and presenting or
performing. People who are proficient in this competency are aware of
language at word, sentence, and whole-text level and draw on their
knowledge of a wide range of language features and text types to
communicate effectively with particular audiences for specific purposes.

Teachers of languages will select vocabulary, language structures, and


text types that are appropriate for their own students identified learning
needs, so these curriculum guidelines do not provide lists of these.
However, the guidelines do provide a generic list suggesting a wide range
of text types and forms that teachers could include in their programs, as
well as examples based on using a particular text at a particular level for a
particular language-learning purpose or purposes.
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How can this be developed or enhanced? Like thinking competency, the
more you expose the learners in a lesson or subject with appropriate level
of difficulty (starting from basic to the most complex lesson), students will
be able to slowly develop this competency as time goes by.

c. Self-managing Competency

Expound Students learn how to manage themselves when they


demonstrate that they can find opportunities to learn, use, and practice the
target language, building on their own strengths and addressing their own
identified learning needs. They also manage themselves by setting and
meeting their own learning goals, being involved in reporting processes
(for example, student-led conferences and managing their own speaking
and writing portfolios) and by participating actively and responsibly in
group activities.

There is also an identity thread that runs through this competency. As


[students] move between, and respond to, different languages and
different cultural practices, they are challenged to consider their own
identities and assumptions.
How can this be developed or enhanced? This competency can be
developed or enhanced when the teacher lets the students do some
activities by their own or without her guidance. This can help students to
discover language-related knowledge by their own, thus letting them
improve their self-managing skills.

d. Social Competency

Expound This competency is about interacting effectively with a diverse


range of people in a variety of contexts. It includes the ability to listen
actively, recognize different points of view, negotiate, and share ideas.

This requires explicit exploration of culture-in-language and of the


perspectives of others from the beginning of language learning. Students
are encouraged to develop listening and negotiation skills in order to
become effective communicators. Interaction and the sharing of ideas are
valued, and students have opportunities to engage with their peers and
other speakers of the language they are learning, both directly and when
using digital technologies to communicate at a distance.

How can this be developed or enhanced? When students or learners are


exposed to a lot of people, especially in group activities, they will be able
to improve their social skills by talking to their group mates and socializing
with them. Group activities should be done often.

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e. Participation & Contribution Competency

Expound - This competency is about being actively involved in


communities and includes learning to contribute to the well-being of
others. Students do this through learning to contribute appropriately as a
group member, making connections with others, and creating
opportunities for others in the group.
Participating and contributing involves developing a sense of responsibility
and a sense of belonging. When students are involved in communicative
language learning activities, they learn to take a share of responsibility for
maintaining communication. They develop their sense of themselves and
their own points of view and also learn about those of others. Exploring
the world views of other people helps students to mature as citizens of
local communities, nations, and the world.

In the twenty-first century, it is vital that young people come to understand


the interconnected nature of life on this planet. Students are growing up in
a world of more diverse communities than ever before, and they need to
find ways of addressing, grappling with, and relating to the quality and
sustainability of social, cultural, physical, and economic environments.
Language-related competencies enable students to engage more closely
with the views and perspectives of others, which enables them to
contribute to their communities in active and positive ways.
How can this be developed or enhanced? Like social competency,
participating and contributing competency can be developed or enhanced
through group activities which should be done as often as possible. This
will help them not only in improving their social skills, but also to improve
their communicating skills.