Professional Documents
Culture Documents
Dina Ocampo Leonor Diaz Portia Padilla Liu Vilbar Victor Villanueva Mark Norman Maca Pau Fontanos Liza Villanueva Roberto Ruda
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 Dina Ocampo, UP College of 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.
Filipino is the national language, and incorporates vocabulary from the other Dina Ocampo, UP College of Education Philippine languages and non-local
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, Dina Ocampo, UP College of Education 1994).
Childhood Bilingualism
from
Natural
Additive
Bilingualism
Biliteracy
Bilingualism
Biliteracy
Therefore..
Experience Oral Symbols Printed Symbols
InL2
Oral Symbols
Printed Symbols
10
11
12
50.00
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The Reality
Experience Oral Symbols in L1
a aan n S am ng al a ko?
SCHOOL
Oral Symbols In English Printed Symbols In English
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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 Dina Ocampo, UP College of Education elementary grade students
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English
Filipino
Provides the foundation for additional languages Facilitates learning subject matter Increases school participation
Childs Language
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Implement a developmentally and culturally sound programming of language and literacy development in schools
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Revise the implementing rules for the Bilingual Education Policy Dina Ocampo, UP College of Education
Languages of Learning
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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 childrens literature to support language and literacy development through exposure, immersion, and practice. 3. Support student learning through the development, production, and distribution of instructional Dina Ocampo, UP College of Education materials in the designated
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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 Dina Ocampo, UP College of Education results. assessment
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1. Beginning Reading in the mother tongue for Preschool and Grade 1. 2. Childrens 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 Dina Ocampo, UP College of Education context and literature (where
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 Dina Ocampo, UP College of Education
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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
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.
Mother tongues
Languages
1. Ilocano 2. Pangasinan 3. Kapampangan 4. Tagalog 5. Bikol Albay/Legaspi 6. Hiligaynon
Standards
Competencies
Mother Tongues
As a result of curriculum planning, teachers guide containing the
a
orthography, phonological guides, literacy program sequences, common utterances for each of these languages has been prepared.
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)
Nahuman Na(past)
nikaon nisayaw nikanta nisulat nilangoy
Umaabot (future)
mokaon mosayaw mokanta mosulat molangoy
Bikol
Daeng anu pa Walang man. anuman. Puede tabi? Pwede po ba? Makihoron man Patawad tabi Paghingi ng tawad.
maas nila hi Puti (WBC) kay Pula pagka in sila piyag anak mapula
Chavacano Alphabet
How How many Consonants? 24 many Vowels? 5 a atis e- ekis b - baso ccomputer d - damo f - Filipino ggulay h - holen j - jacket k - kubo l - lapis m I -ibon - manok n - nanay ng - ngipin nnino p - pusa q - queso r - relo s - sabon ttatay v- vinta o - okra w - watawat xx-ray y - yoyo z - zipper How many Dipthongs?
Filipino: Grade 1
Features
Oral language development and
listening
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 Kasanayang Kasanayang Paglalarawan Pagpapayama Pagkabisa n Pagtataya
Unang Araw
Paunang Pagtaya Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Kasanayang Kasanayang Paglalarawan Pagpapayama Pagkabisa n Pagtataya
Nagbibigay ng pangalan ng mga miyembro ng pamilya Nakikinig sa pagpapakilala ng guro sa kaniyang sarili
Nakikinig ng pag-uusap sa pagitan ng guro at kaklase T: Ano ang pangalan mo? S: Ako si ________.
Ikalawang Araw
Paunang Pagtaya Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Kasanayang Kasanayang Paglalarawan Pagpapayama Pagkabisa n Pagtataya
Nasasabi at Naaawit muli Nagagaya ang naipapalakpak ang Sino ang guro sa nang papantig Kaibigan Ko? papantig na ang pangalan pagpalakpak ng pangalan
English: Grade 1
Features
Songs, rhymes, language games, LEA, Integrates science concepts that are
to do
Filipino: Grade 7
nakakya 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, ibat ibang anyong pampanitikan, at mga kontekstong diskursibo para sa mga personal at propesyonal na layunin.
Sa dulo ng baitang 6
kailangang nakakya 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 nakakya ng mga
estudyante na ipakita ang sigla sa pagtuklas at pagdanas ng pabigkas at pasulat na mga teksto at ipahayag nang mabis ang mga ibig sabihin at mga nadaram.
Features
LINGGO 1 2 3
PAMAGAT NG AWIT/ AKLAT Batang-bata ka Pa Sundalong Patpat Isang Dosenang Klase ng High School Students (mula sa ABNKKNSNPLako) Sandaang Damit Kung Bakit Umuulan Alamat ni Tungkung Langit Salamin Ang Pintor Impeng Negro
4 5 6 7 8 9
Fanny Garcia Rene Villanueva Roberto Aonuevo Assunta Cuyegkeng Jerry Gracio Rogelio R. Sicat
LINGGO 11 12 13 14 15 16 17 18 19
AWTOR Ed Maranan
Nemo, ang Batang Papel Rene Villanueva Mabangis na Lungsod Daragang Magayon Kay Mariang Makiling Ang Duwende Trese Isyu 5 Alamat ng WalingWaling Edgar Samar Budjette Tan Gaudencio V. Aquino Efren Abueg
English: Grade 7
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
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 ACTUAL READING SELECTION COMPREHENSION TASKS, GRAMMAR COMPREHENSION TASKS, GRAMMAR ACTIVITIES, WRITING SKILLS ACTIVITIES ACTIVITIES, WRITING SKILLS ACTIVITIES CULMINATING ACTIVITY INFUSED WITH CULMINATING ACTIVITY INFUSED WITH STUDY SKILLS AND MEDIA LITERACY STUDY SKILLS AND MEDIA LITERACY
Teachers Guide
LESSON SEGMENTS
next steps
KINDERGARTEN
learning environment, finding ones place in school 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)
Grades 4-6
Filipino English Maths Science Social Studies
Values MAPE EPP Health
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
English Maths Science Social Studies
Filipino
Whats new in Grade 710? the curriculum will spiral veers away from disciplinal
organization of the curriculum using content as the only organizing factor will have college courses, voc-tech courses, and science/sports/arts/courses
Whats 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 skills