ENGLISH REVIEWER

Being a learner-centered curriculum, it aims to create learners with skills in:

1. interpersonal communication;
2. understanding and learning content from other learning areas; and
3. academic independence.
4. In order to attain this, the curriculum focuses on two major concepts,
communicative competence and multiliteracies
Communicative Competence - (coined by Dell Hymes in 1966) is the ability to achieve
communicative goals in a socially appropriate manner. Learners would want to learn a
language order to communicate to a larger audience in this medium.

Communicative competence was further defined in terms of four components:

Grammatical / Linguistic Competence
Sociolinguistic Competence
Discourse Competence
Strategic Competence

1. Grammatical / Linguistic Competence

- this refers to one's understanding of the rules of language.
- the ability to produce and recognize well - formed phrases and sentences.

2. Sociolinguistic Competence
- refers to the knowledge of the appropriateness of the language to be used in
particular situation.

3. Discourse Competence
- Understanding the ideas through (speaking, listening, and writing, or reading).
-The ability to connect sentences coherently.

4. Strategic Competence
- enables a speaker to keep the communication channel open through the use of
various strategies including requests for dedication, repetition, slowing down of
speech, or the use of hand or facial gestures.

The attainment of this ultimate goal comes by the harmonious interaction of the
following components:
1. Language learning process
2. Effective language use
3. Making meaning through language
4. Holistic assessment
Language Learning Process - Understanding of the language learning process is
important in order for teachers to teach language to young learners.
1. Spiral progression. Based on the work of Bruner (1960) on the spiral curriculum
following the hypothesis that even complex topics can be taught to learners at any
stage of development when structures are presented in an organized manner.
2. Interaction. As language is used in various forms of communication (oral and
written), activities promoting interaction among learners solidifies concepts
learned.
3. Integration. Creating authentic class activities in the teaching of language skills
could be more effective if they are integrated with other skills and values.
4. Contextualization. As mentioned, language learning is more effective if activities
are designed around the appropriate contexts.
5. Construction. As the core of the curriculum is meaning-making, learning tasks and
activities designed around self-reflection, critical thinking, and creation should take
place in language lessons.

Effective Language - Applications of the language macro-skills focus on understanding

cultures, understanding language, and processes and strategies.
1. Understanding cultures. Learning another language gives one another perspective
of the world.
2. Understanding language. In order to create meaning, learners need to understand
the intricacies of the language.
3. Process and strategies. As learner get to be exposed to the more opportunities to
use language, they get use' a number of processes and strategies to adapt to
situations depending to audience, context, and purpose.
Making Meaning through Language - As language is the major tool for communication,
teachers should ensure that activities presented to learners should engage them to use
language in varied purposes and topics.
Holistic Assessment - Assessment is an important part of the teaching and learning
process. It helps the teachers gauge the learners' progress and development.
1. Proximity to actual language use and performance. As described before,
activities in the classroom should consider authentic contexts of language use.
2. Holistic view of language. As language skills (listening, speaking, reading, and
writing) are not used purely in isolation, assessment strategies should reflect their
integrative nature.
3. Integrative view of learning. Assessment should not only look into the academic
performance of learner.
 4. Developmental appropriateness. Steps must also be taken to ensure that
assessment activities are appropriate to the learners' cognitive, social, and academic
abilities with their level.
5. Multiple referencing. Lastly, assessments developed for the leaner should have
been designed based on various information about the learners.
Language teaching in the K to 12 Curriculum does not only focus on the development of
communicative competence, but also on the improvement multiliteracy in the learner.
MULTILITERACY- is a term coined in the 1990s by the New London Group, referring to an
approach to literacy pedagogy in response to the ever-growing paradigm shift of education,
encompassing multiple channels of communication and media, and the increasing cultural
and linguistic diversity.
Multiliteracy approach takes on various modes to implement in the classroom including,
linguistic (words, speech, or texts), audio (sounds, music, etc.) spatial (placements,
buildings, or locations), gestures (movements), tactictile (touch, feel), and visual (pictures,
videos or colors).

LITERACY ELEMENTS
Reading
Writing
Listening
Technology
Creativity
Talking
Viewing

Algozzine (2006) suggests three major components of instructional planning namely (1)
deciding what to teach; (2) deciding how to teach; and (3) communicating realistic
expectations.
To decide what to teach, teachers undergo the following process:
1. Assessing learners' skills.
2. Analyzing instructional tasks.
3. Establishing logical sequence.
4. Considering contextual variables.
5. Considering contextual variables.
6. Identifying gaps in actual and expected performance
McClymont (2020) further forwards with related components of Instructional planning
namely:
1. Clear objectives. Learners must be able to have a clear view of
what are expected of them in the lesson.
S - Specific
M -Measurable
A - Attainable
R - Relevant
T - Time- bound

2. Learning materials. Availability of necessary materials must be considered in

planning instruction.
3. Active background knowledge. Tapping into the learners' prior knowledge about
the topic, lesson, or material helps make a connection with the learners.
4. Direct instruction. This is the where the teacher presents the concepts or skills as
indicated in the objectives.
5. Learner practice. Learners must be given the opportunity to practice the concepts
or the skills they learned in class. Practice should be designed to gradually let the
learners become independent. This has a three-step process, including:
a. Guided practice - where learners are given practice with the teacher leading them.
b. Collaborative practice – where learners are provided with practice with their
classmates. This can be through small or large groups.
c. Independent practice – where the learners are provided with activities that they
will perform on their own.

6. Closure. After the lesson, the teacher then prepares to synthesize the concepts
presented in the lesson.
7. Demonstration of learning. This is in the form of an assessment that assesses the
learners' understanding of the concepts presented in the lesson.

Planning for instruction, as mentioned in the previous chapter, is one of the fundamental
skills of a teacher.
The process is adapted from the Understanding by Design Framework by Wiggin and
McTighe (2005), employing the "backwards" design framework.

Steps necessary in the planning of classroom instruction

LEARNING OBJECTIVES - At this stage, the teacher is compelled to ask, "What should I
teach my learners?" These can be the skills, knowledge, or values found in the curriculum
document.
ASSESSMENT STRATEGIES - After the teacher decides on the objectives, he/she now
needs to identify how can the learners demonstrate their understanding and/or
achievement of the learning objectives.
 INSTRUCTIONAL ACTIVITIES - At this stage, the teacher now begins to think about how
to teach his/her learners. Here, the teacher will now plan for the teaching strategies and
learning activities that will be used in the classroom.

REFLECTION - After the implementation of the instructional plan, the teacher then reflects
about his/her teaching. At this stage, the teacher reviews what has happened at the
implementation of the plan.

Integrated Language Art Domains

LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language √ √

2. Phonological Awareness √

3. Book & Print Knowledge √

4. Alphabet Knowledge √ √ √ √ √

5. Phonics & Word Recognition √ √ √

6. Fluency √ √

7. Spelling √ √

8. Writing Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary development √ √ √ √ √

11. Reading Comprehension √ √ √

12. Listening Comprehension √ √

13. Attitudes toward Language, Liter √ √ √ √ √

acy & Literature

14. Study Strategies √ √ √ √ √

The ADDIE Model is one of the popular models because of its simplicity and practicality.
The model is traditionally used not just in classrooms, but also in training programs and
analyzing existing curricula.

ADDIE Model
1

1. Analysis - In the analysis phase, the instructional problem is clarified, the

instructional goals and objectives are established and the learning environment and
learner's existing knowledge and skills are identified.

2. Design - The design phase deals with learning objectives, assessment instruments,
exercises, content, subject matter analysis, lesson planning and media selection. The
design phase should be systematic and specific.

3. Development - It is where instructional designers and developers create and

assemble the content assets that were blueprinted in the design phase. In this phase,
storyboards are created, content is written and graphics are designed.
4. Implementation - During the implementation phase, a procedure for training the
facilitators and the learners is developed. The facilitators' training should cover the
course curriculum, learning outcomes, methods of delivery, and testing procedures.

5. Evaluation - In the evaluation phase , the teacher looks into the learners' score
results and the notes that were taken during the implementation phase.

Kemp Design Model

- also known as the Morrison, Ross, and Kemp Model
- it follows a circular structure, and its elements should be taken as independent elements.
One advantage of this model is that teachers and instructional designers are given the
flexibility to begin the design process from any of the elements rather than work in a linear
fashion as would other models.

9 Elements of Kemp Model

1. Instructional Problems – determine the specific goals and identify the
instructional issues that could arise.
2. Learner Characteristics – Identify the traits and characteristics of learners that
should be taken into consideration in the planning process.
3. Task Analysis – make sure content clear and analyze the proposed task
components in relation to the goals and purpose of the course.
4. Instructional Objectives – Define the instructional objectives and the desired
learning outcomes.
 5. Content Sequencing – Ensure the instructional content are structured sequentially
and logically.
6. Instructional Strategies – Design the instructional strategies in such a way that
individual learners would be able to learn the content and attain the learning
outcomes.
7. Designing the Message – plan the instructional message and the appropriate mode
of delivery.
8. Instructional Delivery – Develop the necessary instruments in order to effectively
achieve the instructional goals and objectives, taking into consideration the
materials available to the teacher.
9. Evaluation Instruments – Design and development of the appropriate formative
and summative assessments to determine whether the instructional goals and
objectives were attained.

ARCS Model
• Attention, Relevance, Confidence, and Satisfaction.
• developed by John Keller, and focuses on motivation.
• It is particularly important for e-learning, since motivating learners in an online
course more difficult than in face-to-face courses.

Attention - It refers to the learners’ interest. It is critical to get and hold the learners’
interests and attention.

Relevance - The learning process should show the usefulness of the content so that
learners can bridge the gap between content and the real world.

Confidence - It focuses on developing success expectation among learners, and success

expectation allow learners to control their learning processes.

Satisfaction - There is direct relation between motivation and satisfaction. Learners

should be satisfied of what they achieved during the learning process.