CHAPTER 7

Teaching of the Language Subjects

Summary

“First Year Education Students are Characterized by no concerns, Student Teachers by increased
concerns, Beginning Teachers by survival concerns and Experienced Teachers by self concerns”. This
quote talks about the processes or the happenings in the life of Education Students. Indeed, during the
early stages, there are no concerns yet and as they go deeper and progresses their learning, concerns are
increasing.

The K to 12 curriculum is now the curriculum that is being implemented here in our country. It is a
program that covers Kindergarten and 12 Years of Education and provides sufficient time for mastery of
concepts and skills. Language is also part of its teaching learning process. It is a system of words or signs
use to express thoughts and feelings to each other. The medium of instruction in each learning areas
vary as the level increases.

One of the language subject is the Mother Tongue-Based Multilingual Education (MTB-MLE). It is
education in several languages based on the mother tongue. The beginning language of teaching mother
tongue is termed as language 1 (L1). This leads to the learning of a second language, called Language 2
(L2) and a third language called Language 3. Language 1 may differ across the country. Its goals are the
Lifelong Learning and Communication Competence through cognitive, affective, and second language
development. Each learning area has their learning are standard, the key stage standard and the grade
level standard. The learning area standard of MTB-MLE is to use Mother Tongue appropriately and
effectively in oral, visual and written communication in a variety of situations and for a variety of
audiences, contexts and purpose including learning other context subjects and languages, demonstrative
appreciation of various forms of literary genres and take pride in one’s cultural heritage. Its key standard
only focuses on the end of Grade 3 because only in Grades 1-3 the Mother tongue is used. By the end of
Grade 3 students will enjoy communicating in their first language on familiar topics for a variety of
purposes and audiences using vocabulary and phrases; read L1 texts with understanding and create their
stories and texts in L1. There are grade level standards starting in Kinder to Grade 3. In Grade 3, they will
be able to demonstrate communication skills in talking about variety of topics using expanding
vocabulary and phrases, shows understanding of spoken language in different contexts using both verbal
and non-verbal cues, vocabulary and language structures, reads and writes literary and informational
texts.
 The Mother Tongue-Based Multilingual Education (MTB-MLE) has its guiding principles. It believes
that an effective language learning proceeds from the known to unknown, language learning, and all
other kinds of learning for that matter, is an active process, successful language learning focuses on
meaning, accuracy and fluency not either fluency or meaning or accuracy but both meaning, accuracy
and fluency and the second language should be taught systematically to the learners can gradually
transfer skills from the familiar language to the unfamiliar one. It also involves the Bridging Process
which is a process of “transitioning” from learning one language to another. It uses the L1 to be the
initial language used then gradually introduces the L2 and L3. The process includes two transitions. The
Early-exit transition is where the mother tongue or L1 is the medium of instruction for 2-3 years, then
switch to L2 and or L3 as MOI and the Late-exit transition where the mother tongue or L1 is the medium
of instruction for 5-6 years or more, then switch to L2 and or L3 as an MOI.

Mother tongue is taught because the Department of Education, claims that they have overwhelming
evidences from national and international researches that tell us that children who were first taught in
their mother tongue learned a second language faster and better than children who were not taught in
their mother tongue. Children who were first taught in the mother tongue performed much better than
those who were not first taught in the mother tongue.

The Teaching of Filipino Language is also involved in the k to 12. The end goal of the k-12 curriculum
is the development of a “buo at ganap na Filipino na may kapaki-pakinabang na literasi” (wholistically
developed and functionally literate filipino). The end goal of this teaching is for the students to acquire
Communicative Competence, Reflective and Critical Thinking and Literary Appreciation. The teaching
involves the 5 macro skills, Pakikinig (Listening), Pagsasalita (Speaking),Pagbasa (Reading), Pagsulat
(Writing) and Panonood (Viewing).

Its framework is based on the following: Philosophical, legal and psychological bases and Theories of the
nature of language teaching and learning, philosophies of education and educational theories.

The learning area standard of Teaching Filipino Language is Naipamamalas ng mag-aaral ang
kakayahang komunikatibo, replektibo/mapanuring pag-iisip at pagpapahalagang pampanitikan sa
pamamagitan ng iba’t ibang babasahin at teknolohiya tungo sa pagkakaroon ng pambansang
pagkakakilanlan, kultural na literasi at patuloy na pagkatuto upang makaagapay sa mabilis na
pagbabagong nagaganap sa daigdig. It has key stage standard in Kinder, Grade 6, 10 and 12 but in Grade
12, it states that Naipamamalas ng mag-aaral ang kakayahang komunikatibo, replektibo, mapanuring
pag-iisip at pagpapahalagang pampanitikan sa tulong ng iba’t ibang disiplina at teknolohiyaupang
magkaroon ng akademikong pag-unawa. It also has its grade level standards specifically in kinder to
Grade 10. In the Grade 10 grade level standards, it states that Pagkatapos ng Ikasampung Baitang,
naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip at, at pag-unawa at
pagpapahalagang pampanitikan gamit ang teknolohiya at ibat ibang uri ng teksto at saling-akdang
pandaigdig tungo sa pagkakaroon ng kamalayang global.

English is one of the common languages used here in the Philippines that’s why it is also involved in
teaching languages in the k to 12. English In The

K- 12 Curriculum has Communicative Competence and Multiliteracies as its end goals. Communicative
Competence is the students ability to understand and use language appropriately and correctly to
communicate in authentic situations and multiliteracies believes that text is not the only way to
communicate. Text is combined with sounds and images. The Construction, Spiral progression,
Integration, Interaction, Contextualization and Learner-centered instruction serves as the core of English
Language teaching.

The learning area standard of this teaching is for The learner to demonstrate mastery of basic skills
in the English Language Arts, communicates appropriately, fluently and orally and writes for a variety of
purposes in different social and academic context at his/her level while carrying out real life tasks as
necessary to cope with the demands of a functionally literate and competent, local, national and global
citizen. For the Key standard in Grade 6, Students should be able to construct meaning and communicate
them using creative, appropriate and grammatically correct oral and written language. Its Grade level
standard starting Grade 7-10 deals with the Philippine Literature with the integration of the literatures of
other countries. In Grade 10, The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper understanding of World Literature,
including Philippine Literature.

Communicative Competence serves as the goal of language teaching. (Mother – tongue, Filipino,
English). Communicative Competence is the learner’s ability to understand and use language
appropriately to communicate in authentic (rather than simulated) social and school environments.
According to Michael Canale and Merrill Swain, there are four aspects of communicative competence.
Those are Grammatical competence which includes vocabulary knowledge as well as knowledge of
morphology, syntactic, semantic, phonetic, and orthographic rules; Sociolinguistic competence which is
the knowledge of rules and conventions that underlie the appropriate comprehension and language use
in different linguistic and sociocultural contexts; Discourse competence that concerns the selection,
sequencing, and arrangement of words, structures and utterances to achieve a unified spoken or written
text; and Strategic competence which is the speaker’s ability to know how to recognize and repair
communication breakdowns, how to work around gaps in one’s knowledge of the language in the
context.

In teaching, the approaches, methods and activities are also involved not only its context. It involves
these following methods in teaching language:

Grammar Translation Method which includes classes are taught in the mother tongue with a little active
use of target language, grammar provides the rules for putting words together and instruction often
focuses on the form and inflection of words, reading of difficult classical texts is begun early, little
attention is paid to the content of texts which are treated as exercises in grammatical analysis, and many
others.

The direct method where there is Only everyday vocabulary and sentences were taught. Oral
communication classes were built in carefully traded progression organized around question-and-answer
exchanges between teachers and students in small, intensive classes. In this method, grammar was
taught inductively.

The Audiolingual Method is based on Structures are sequenced by means of contrastive analysis and
taught at one time. These structural patterns are taught using repetitive drills.

There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than
deductive explanation and great importance is attached to pronunciation. Also, Successful responses are
immediately reinforced. There is great effort to get students to produce error-free utterances.

The designer method has three elements namely the community language learning, suggestopedia and
the silent way. The community language It reflect Carl Rogers’ view of education in which learners in a
classroom are regarded as a “group” rather than a “class” in need of certain therapy and counselling. The
Suggestopedia rooted from Georgi Lozanov’s view that the human brain could process great quantities of
material if simply given the right conditions for learning, among which are state of relaxation and giving
over of control to the teacher. The Silent Way believes on discovery learning. If the learner discovers or
creates rather than remembers and repeats what is to be learned, by accompanying physical objects,
and by problem solving involving the material to be learned (Richards and Rodgers, 1986).
The method, Total physical response demands listening and acting. The teacher is the ‘director’ and the
students are the ‘actors. The teachers will just command students on what to do and has the full control.

In the Natural Method, it is believed that learners would be benefited if production is delayed until
speech emerges. Extending production into longer stretches of discourse involving more complex games,
role-plays, open-ended dialogs, discussions and extended small work.

The Communicative Language Teaching wants the students to acquire proficiency through pragmatic
uses of the target language in speaking, listening, reading and writing. To make that happen, teachers
make informed use of authentic materials and contexts. It is a learner-centered teaching, involves
cooperative learning, an interactive language education, whole language education, content-centered
education and task-based learning.

Reflection

Language serves as the medium for us to express our own self as well as our thoughts and emotions.
Language is indeed an important aspect in learning as it is a way of understanding something as well as
partaking something. This chapter made me realize that in order to achieve something and learn easier
and better, we must look back and start from the very beginning. The Mother tongue language serves as
my first learned language. It is true that in order for a learner to acquire other languages easier and
better, he or she must learn first from his or her native language. During my elementary days, I don’t find
Filipino and English language difficult to learn.

Mother tongue based-multilingual education is now taught in from kinder to Grade 3. I find it
beneficial because children must first learn his or her native language as it is a part of the culture of a
certain place. The elementary level is where there is building of skills and values. Moulding the children
with connection to the culture will make them a culture-sensitive individual and even instill patriotism in
their minds. Through teaching MTB-MLE, they will be able to gain lifelong learning, if understanding is
achieved and communicative competence. Its standards revolves around the fluency and literacy of the
learners in using the Mother-tongue language and be able to apply in orally, in written form or in visual
aspects. This language also is a way for the learners to connect what they have already learned to what
they don’t. This language teaching is an active process wherein students are encouraged to participate in
discussions and focuses on meaning, accuracy and fluency. Transition of one language from one to
another in a gradual way will lead the students to mastery of more than one language.

Filipino language serves as our second language. Its goal is for students to acquire communicative
competence, to become reflective and critical thinkers as well as to appreciate literary contexts written
in that language. This language can only be used within our country. Its standards focuses on effective
communication, reflective and critical thinking by the use of Filipino language contexts and technologies.
Also, the learners must appreciate literary contexts not only of the country but also those of foreign
works. Using the language in expressing oneself and communicating effectively is also a way of achieving
its goals.

English language serves as our lingua franca. Its goal is communicative competence and
multiliteracies. It is important for us to master and to have full knowledge about this language because it
serves as the universal language and it will help us to communicate well globally. Its standards rotates in
the mastery of the basic skills in English Language, communicate appropriately as well as to use the
language orally and in written form to be functionally literate and competent in local, national and global
areas.

Being communicatively competent is not that easy. A learner must be grammatical, strategic,
discourse and sociolinguistic competent. Language teaching and guiding students to achieve
communicative competence is not easy as pie that’s why I, as a teacher must be oriented with the
possible approaches, methods and strategies that are suited in teaching language. If I am going to teach
someday, I will use two or more suited approaches in language teaching. Just like combining the direct
method and the audiolingual method. In the direct learning, New teaching points were taught through
modelling and practice and concrete vocabulary was taught through demonstration, objects and
pictures. This can be presented in a dialogue form which is in the audiolingual method.

There are pros and cons in teaching language. Therefore as a future teacher, I will be careful in
dealing with it, try my best to improve what I learn, explore the things connected to it and put in mind
the learning that I acquire in this chapter.

What are other possible approaches that can be used? What are some tips or points to consider in
teaching language?