Learning Tasks/Activities

1. The Language Learning Process – this was the best approach that my teacher during
elementary days have used to make myself more familiar with the English Language, it
may not be 100% effective but it did make me familiar with some easy – moderate
English words that we often meet outside.

This type of approach can be best employed in the new curriculum for this maybe old but
it is already proven to be effective. I have tried it before and have seen its effects. I could
say that it will work with the new curriculum so better use it to enhance our learner’s
knowledge faster than ever before.

2. Teaching and learning a second language promotes cross-cultural understanding,

improves cognitive capacities, and prepares students for life after school. Because we
speak multiple languages, we can communicate with people from various linguistic and
cultural backgrounds.

Assessment

1. By using the Grade Level Standards of Kindergarten, teachers could easily classify each
learner’s base on their level of understanding, knowledge, and eagerness in learning.
Through this Grade Level Standard, teachers can easily identify if a certain learner is
capable of taking the role base on their Grade Level.

2. It can make goals based on what my instructor has taught me and use linguistic norms,
concepts, methods, and talents to gain a deeper understanding of the language arts and
multiliteracies curriculum's material. To communicate, we must be able to adapt
linguistic rules, concepts, and information to our own selves and environments.

3. Linguistic Competence is a concept that has resulted in better preparation on the part of
foreign language teachers, as well as a more extensive and complicated exposure to the
target language and its changing characteristics on the part of students. However, it's
worth examining whether the instructor's and sociolinguistic Competence and
performance are balanced enough to assess whether the people with whom they interact,
teach, and learn the language are important language knowers and users.

Language learners are constantly confronted with information fragments. They are
participating in the consiladation of shared knowledge in the classroom, for example,
when they learn how to present a hypothesis, a possibility, or to refute a statement.
Learners will challenge their views and previously taught knowledge about how to
correctly use their own language and how to use the language they are using and their
mother tongue to communicate new ideas as a result of language and the act of learning a
foreign language.

Like a result, students must become aware of the various communication methods
available to them in order to perform effectively. Learners must be aware of the contexts
in which their linguistic knowledge has prepared and readied them, as well as the
potential contribution they can make simply by using language effectively. Most
importantly, they must be intuitive of the ways in which one interaction can lead to a
learning experience involving multiple interactions.