Document Code : CM - ECG

COURSE MANUAL / CURRICULUM

: Rev. 00
Revision / Version ID
K to 12 English Curriculum Guide
Date Created / Updated : May. 2019

Appendix I - K to 12 English Curriculum Guide

CONCEPTUAL
FRAMEWORK Language is the basis of all communication and the
primary instrument of thought. Thinking, learning, and
language are interrelated. Language is governed by rules
and systems (language conventions) which are used to
explore and communicate meaning. It defines culture which
is essential in understanding oneself (personal identity),
forming interpersonal relationships (socialization), extending
experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is
central to the peoples’ intellectual, social and emotional
development and has an essential role in all key learning
areas1.

Language is the foundation of all human

relationships. All human relationships are established on
the ability of people to communicate effectively with each
other. Our thoughts, values and understandings are
developed and expressed through language. This process
allows students to understand better the world in which they
live and contributes to the development of their personal
perspectives of the global community. 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.

This document is intended for internal use only and may not be distributed externally without the express permission of WHI Academy
Appendix I - K to 12 English Curriculum Guide May 2019
Teacher - 00 Rev. 0 - CASABERDE . MANANQUIL . MARQUEZ . MEJARITO . TEJANO
 Document Code : CM - ECG
COURSE MANUAL / CURRICULUM
: Rev. 00
Revision / Version ID
K to 12 English Curriculum Guide
Date Created / Updated : May. 2019

Appendix I - K to 12 English Curriculum Guide

The K-12 Language Arts and Multiliteracies Curriculum

is anchored on the following language acquisition, learning,
teaching and assessing principles.

All languages are interrelated and interdependent.

Facility in the first language (L1) strengthens and supports
the learning of other languages (L2). Acquisition of sets of
skills and implicit metalinguistic knowledge in one language
(common underlying proficiency or CUP) provides the base
for the development of both the first language (L1) and the
second language (L2)2. It follows that any expansion of CUP
that takes place in one language will have a beneficial effect
on the other language(s). This principle serves to explain
why it becomes easier and easier to learn additional
languages.

Language acquisition and learning is an active

process that begins at birth and continues throughout
life. It is continuous and recursive throughout students’ lives.
Students enhance their language abilities by using what they
know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use
prior knowledge to extend and enhance their language and
understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of
contexts, students develop language fluency and proficiency.

This document is intended for internal use only and may not be distributed externally without the express permission of WHI Academy
Appendix I - K to 12 English Curriculum Guide May 2019
Teacher - 00 Rev. 0 - CASABERDE . MANANQUIL . MARQUEZ . MEJARITO . TEJANO
 Document Code : CM - ECG
COURSE MANUAL / CURRICULUM
: Rev. 00
Revision / Version ID
K to 12 English Curriculum Guide
Date Created / Updated : May. 2019

Appendix I - K to 12 English Curriculum Guide

Positive learning experiences in language-rich

environments enable students to leave school with a desire
to continue to extend their knowledge, skills and interests.

The world is now in the “Knowledge age” where the

challenge of education is to prepare learners to deal with the
challenges of the changing world. Students in this age must
be prepared to compete in a global economy, understand
and operate complex communication and information
systems, and apply higher level thinking skills to make
decisions and solve problems.

The Language Arts and Multiliteracies Curriculum

(LAMC) addresses these needs. This is the rationale why
Mother Tongue, Filipino and English follow a unified
framework which allows easy transition from acquiring and
learning one language to another.

The curriculum has five (5) components. Each

component is essential to the learners’ ability to
communicate effectively in a language leading them to
achieve communicative competence and multiliteracies in
the Mother Tongue, Filipino and English. The diagram on
page 2 shows that the heart and core of LAMC is making
meaning through language and aims to develop graduates
who are communicatively competent and multiliterates.

This document is intended for internal use only and may not be distributed externally without the express permission of WHI Academy
Appendix I - K to 12 English Curriculum Guide May 2019
Teacher - 00 Rev. 0 - CASABERDE . MANANQUIL . MARQUEZ . MEJARITO . TEJANO
 Document Code : CM - ECG
COURSE MANUAL / CURRICULUM
: Rev. 00
Revision / Version ID
K to 12 English Curriculum Guide
Date Created / Updated : May. 2019

Appendix I - K to 12 English Curriculum Guide

Component 1 illustrates learning processes that will

effect acquisition and learning of the language. It explains
the HOW of language learning and therefore serves as
guiding principles for language teaching.

Component 2 describes knowledge and skill areas

which are essential to effective language use
(understanding of cultures, understanding language,
processes and strategies) which will be developed through
language arts (macro-skills).

Component 3 shows the interdependence and

interrelationships of the macro-skills of the language
(listening, speaking and viewing; reading, viewing and
responding; writing and representing) and the development
of thinking skills (critical thinking, creative thinking and
metacognition) allowing students to make meaning through
language.

Component 4 explains the holistic assessment of the

Language Arts and Literacy Curriculum which serves as
feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

This document is intended for internal use only and may not be distributed externally without the express permission of WHI Academy
Appendix I - K to 12 English Curriculum Guide May 2019
Teacher - 00 Rev. 0 - CASABERDE . MANANQUIL . MARQUEZ . MEJARITO . TEJANO