English Language Teaching vis-

à-vis the Proposed Kto12 Basic

Education Program

Ma. Antoinette C. Montealegre, D.A.

Philippine Normal University
Manila

Dr. Ma. Antoinette C. Montealegre

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The Context of the Kto12 Basic
Education Program (Luistro, 2011)
 All the programs being implemented by
DepEd are now being carefully studied for
integration in the Kto12 curriculum by
experts from DepEd, CHED, TESDA and
educators from public and private schools
 The desire is a seamless transition from
the current to the enhanced curriculum
which will be more responsive to the
learning needs of the students and the
communityDr. Ma. Antoinette C. Montealegre
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Cont.

 Kto12 is a major education reform

program that extends basic education
to12+ years to better prepare students
for the world of work, higher education,
and globalization.
 It aims to unclog the curriculum and to
include various other subjects that
students can choose from, depending on
their inclination.
Dr. Ma. Antoinette C. Montealegre
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Cont.

 It starts with the kindergarten, which

becomes mandatory for all five-year olds
starting June this year then six years of
elementary.
 This will be followed by four years of
junior or regular high school and two
years of senior high school which will give
students various career/livelihood tracks
for their mastery.
Dr. Ma. Antoinette C. Montealegre
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Cont.

 It aims to reach out to all learners

regardless of gender, ethnicity, and social
status in keeping with DepEd’s thrust of
Education for All or EFA (Quijano, 2011).
 DepEd will push for the strengthening of
the curriculum of technical-vocational
schools – tech-voc being one of the
tracks during the 11th and 12th grades
under the Kto12 curriculum
Dr. Ma. Antoinette C. Montealegre
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Cont. (in Quijano, 2011)

 House Bill No. 04219 – “AN ACT

ENHANCING THE NUMBER OF YEARS FOR
BASIC EDUCATION AND APPROPRIATING
FUNDS THEREOF” – sponsored by Hons.
Belmonte, Escudero III, Angara, et al.
 Senate Bill No. 2713 – ‘AN ACT ENHANCING
THE CURRICULUM AND INCREASING THE
NUMBER OF YEARS FOR BASIC
EDUCATION, APPROPRIATING FUNDS
THEREFORE, AND FOR OTHER PURPOSES” –
introduced by Sen. Ralph Recto
 Congressional Consultations are on-going
Dr. Ma. Antoinette C. Montealegre
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Cont.

 House Bill No. 3826 – Kindergarten

Education Act by Rep. Almario
 Senate Bill No. 2700 – Kindergarten
Education Act by Sen. Lapid

Dr. Ma. Antoinette C. Montealegre

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Rationale/Justification for the
Implementation of Kto12

 An additional year of schooling increases

earnings by 7.5%.
 Improvements in the quality of education
will increase GDP growth by 2% to 2.2%.
 It will facilitate an accelerated economic
growth.
 Filipino graduates will be recognized in other
countries.
 A better educated society is a sound
foundation for a long-term socio-economic
development.
Dr. Ma. Antoinette C. Montealegre
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The Current Situation of Phil.
Educ. (Giron, 2011)
 Chronic underachievement of students
 Insufficient mastery of basic competencies
due to congested curriculum
 High school graduates lack basic
competencies and maturity
 Other countries view the 10-year
education cycle as insufficient
 The Philippines is the only country in Asia
with a 10-year basic education
Dr. Ma. Antoinette C. Montealegre
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Core Content (Giron, 2011)
 Communication and literacies
 Critical thinking and problem solving
 Creativity and innovation
 Ethical, moral and spiritual values
 Life and career competencies
 Development of self and sense of
community
 National and global orientedness

Dr. Ma. Antoinette C. Montealegre

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Learning Domains

 Knowledge and Understanding

 Essential Skills

 Attitudes and Values

Dr. Ma. Antoinette C. Montealegre

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Kto12: Content and Standards Per
Grade/Year
 Grades K-3
 Mother tongue as  Oral Filipino from
medium of K-Grade 2
instruction in all  Filipino as a subject
subjects from Grade 3-6
 Learner  Filipino as medium of
demonstrates basic instruction for
language skills using a certain subjects, e.g.
variety of media AP/Sibika

Dr. Ma. Antoinette C. Montealegre

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Cont.

 Grade 4-6
 Learner processes  Learner uses
critically various language with
texts confidence in various
 Learner expresses situations
ideas accurately in
oral and written
form

Dr. Ma. Antoinette C. Montealegre

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Cont.

 Year 1-4
 Learner processes  Learner demonstrates
critically various texts literary and
and expresses ideas communicative
accurately in oral and competence through
written form his/her understanding
 Learner uses language of literary texts from
creatively and Phil Litt. and other
effectively in variety of text types
purposes  Filipino is the medium
of instruction from
Year 1-4

Dr. Ma. Antoinette C. Montealegre

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Cont.

 Year 5-6
 Learner demonstrates  Learner demonstrates
literary and higher form of oral
communicative and written discourse
competence through in various contexts
his/her understanding  Learner uses language
of literary texts from functions for
contemporary and Phil employment and/or
Litt. and other text entrepreneurship
types  Learner displays
 Learner develops language competence
appreciation of culture for higher education
Dr. Ma. Antoinette C. Montealegre
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Kto12: Desired Outcomes for
Learners
 Possess a healthy  Engage in critical
mind and body thinking and creative
 Have solid and moral problem solving
grounding  Contribute to the
 Have essential development of a
knowledge, skills, progressive, just, and
values and attitudes humane society
to continuously  Appreciate the
develop themselves beauty of the world
to the fullest around them care for
the environment
Dr. Ma. Antoinette C. Montealegre
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 Overall Goal:

Functionally Literate and

Holistically Developed
Filipinos

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The Challenge to English
Language Teachers
 What competencies  What approaches,
should English methods, techniques
teachers possess? and strategies should
 What or how much they bring to the
content knowledge classroom?
should they possess?  What values and
 What pedagogical disposition should
content knowledge they have?
should they have?  How should they
teach the core
content? (Slide 10)
Dr. Ma. Antoinette C. Montealegre
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Standards for English Teachers
 Highly proficient in  Knowledgeable in
oral and written different approaches,
English methods, and
 Possessing a broad techniques
reading background  Skilled in the use of
and multidisciplinary technology to aid
knowledge teaching
 Well grounded on  Reflective, critical
theories of language creative, liberal and
learning and teaching independent thinker
Dr. Ma. Antoinette C. Montealegre
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Cont.

 Able to lead and  Research driven

inspire others  Socially aware
 Able to initiate  Excellent knowledge
change and of the discipline
innovations
 Imbued with a good
sense of values and a
sense of community
and nationalism

Dr. Ma. Antoinette C. Montealegre

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What will guide and inform
our role as
English Teachers vis-à-vis
the Kto12 curriculum?

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Millennium Development
Goals (MDGs)
 Eradicate extreme  Improve maternal
poverty and hunger health
 Achieve universal  Combat HIV/AIDS,
primary education malaria, and other
 Promote gender diseases
equality and  Ensure
empower women environmental
 Reduce child sustainability
mortality rates  Develop a global
partnership for
development
Dr. Ma. Antoinette C. Montealegre
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NCBTS – 7 Domains of Good
Teaching (DepEd, 2006)
 Social regard for learning
 Learning environment
 Diversity of learners
 Curriculum
 Planning, assessing, reporting
 Community linkages
 Personal growth and professional
development
Dr. Ma. Antoinette C. Montealegre
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What is the NCBTS?
 It stands for the National Competency-
Based Teacher Standards

 It is an integrated theoretical framework

that defines the different dimensions of
good teaching, where effective teaching
means being able to help all types of
students learn the different learning goals
of the curriculum.
Dr. Ma. Antoinette C. Montealegre
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The US National Educational
Technology Standards (NETS, 2008)

Facilitates and inspires

student learning and
creativity
The teacher in an
Designs and develops
advancing digital digital-age learning
age experiences

Models digital-age work

and learning

Dr. Ma. Antoinette C. Montealegre

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Cont. The NETS

Promotes and models

digital citizenship and
The teacher in an responsibility
advancing digital
age Engages in professional
growth and
leadership

Dr. Ma. Antoinette C. Montealegre

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The NCTE/IRA Standards for English
Language Arts: Guiding Visions (2010)
 The standards must ensure that all learners
have opportunities and resources to develop
language skills they need to pursue life’s goals
and to participate fully as informed, productive
members of society.
 They must encourage the development of
curriculum and instruction that make
productive use of the emerging literacy abilities
that students bring to school.
 They must provide ample room for innovation
and creativity essential to teaching and learning.
Dr. Ma. Antoinette C. Montealegre
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Language Learning Process
(DepEd, 2011)

 Spiral progression  Learner-

centeredness
 Interaction
 Contextualization
 Integration
 Construction

Dr. Ma. Antoinette C. Montealegre

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Spiral Progression
 Skills, grammatical items, structures and
various types of texts will be taught and
revisited at increasing levels of difficulty
and sophistication. This will allow students
to progress from the foundational level to
higher level of language use.

Dr. Ma. Antoinette C. Montealegre

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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
socializations skills.

Dr. Ma. Antoinette C. Montealegre

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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 (implicit and
explicit).

Dr. Ma. Antoinette C. Montealegre

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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.

Dr. Ma. Antoinette C. Montealegre

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Contextualization
 Learning tasks and activities will be
designed for students to learn the
language in authentic and meaningful
contexts of use. Lessons will be planned
around learning outcomes, a theme, or a
type of text.

Dr. Ma. Antoinette C. Montealegre

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Construction
 Meaning making is at the heart of
language learning and use. Students will be
given enough time to reflect on and
respond to ideas and information. The
goal is to make students good consumers
and constructors of meaning.

Dr. Ma. Antoinette C. Montealegre

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Effective Language Use (Deped,
2011)

 Understanding cultures

 Understanding language

 Process and Strategies

Dr. Ma. Antoinette C. Montealegre

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Understanding Cultures
 Students develop sociolinguistic and
socio-cultural understandings and apply
them to their use of language. They
broaden their frame of reference beyond
their own cultural and social experiences.
They gain insights into the different values
and belief systems and acknowledge the
cultural contexts which underpin them.

Dr. Ma. Antoinette C. Montealegre

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Understanding Language
 Students apply their knowledge of the
system of the language to assist them to
make meaning and create meaning. They
come to recognize the patterns and rules
of the language which emerge as they
interact with a variety of texts to make
meaning.

Dr. Ma. Antoinette C. Montealegre

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Process and Strategies
 Students 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.

Dr. Ma. Antoinette C. Montealegre

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Meaning Making through
Language (DepEd, 2011)

 Listening, Speaking, Responding

 Reading,Viewing, and Responding

 Writing and Representing

 Dimensions of thinking
Dr. Ma. Antoinette C. Montealegre
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Listening, Speaking, and Responding
 Students comprehend and communicate
in the language through listening, speaking,
and responding. They listen to obtain
information. They gain information from
spoken texts. These texts are in a variety
of contexts and have different purposes
and audience. They respond to texts in
different ways.

Dr. Ma. Antoinette C. Montealegre

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Reading,Viewing and Responding
 Students read and view a variety of texts
in the language and respond appropriately.
Students view and read texts both to
obtain information and for enjoyment.
They construct meaning from a variety of
visual texts by using their own knowledge,
experiences and culture as a frame of
reference.

Dr. Ma. Antoinette C. Montealegre

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Writing and Representing
 Students write a variety of texts in the
language. They write for a range of
purpose, including social contact and
enjoyment, or to initiate action or
transmit information. They write for a
specific audience and context. Included
here are research skills which are
important in other learning areas and in
higher education.
Dr. Ma. Antoinette C. Montealegre
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Dimensions of thinking
 Students develop their ability to think and
reason. It is no longer adequate for
students to simply memorize information
for recall. They must be able to acquire
and integrate new information, make
judgments, apply information, and reflect
on learning.

Dr. Ma. Antoinette C. Montealegre

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Assessment and Feedback
(DepEd, 2011)

 Both assessment and evaluation are

essential to inform instruction.
Assessment refers to gathering and
interpreting information to help students
learn more and to inform teaching.
Evaluation stems from assessment. It
includes the collection of information, its
interpretation, and informed decision-
making.
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Caveat
 The role and the work of the English
teacher is becoming more complex and
more demanding.
 The English teacher must be
technologically literate; if possible he/she
must be tech savvy.
 He/She must keep abreast with
developments in education – Bologna
Accord, ASEAN 2015, Multilingual
Education, Differentiated Instruction.
Dr. Ma. Antoinette C. Montealegre
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Cont.

 Post graduate education/degree is a must.

 English will become even more important
as a tool for communication to pursue
higher education and to achieve success
in the world of work.
 A paradigm shift in teaching English is
inevitable – TENOR is a thing of the past.
 ESP might be ‘in’ again.
 Global competitiveness is the goal.
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