A2 TTL 2 TECHNOLOGY IN LANGUAGE EDUCATION

Ma. Elyse Viomer C. Saliendres

Earning Units

ACTIVITY 1

Answer the following:

1. What are the principles and guidelines of an effective language arts and multiliteracies
curriculum?

An effective language arts and multiliteracies curriculum satisfies the following

principles:
1. Develops thinking and language through interactive learning.
2. Develops communicative competence and critical literacy.
3. Draws on literature in order to develop student’s understanding of their literary
heritage.
4. Draws on informational texts and multimedia in order to build academic
vocabulary and strong content knowledge.
5. Develops student’s oral language and literacy through appropriately challenging
learning.
6. Emphasizes writing arguments, explanatory/informative texts and narratives.
7. Provides explicit skill instruction in reading and writing.
8. Builds on the language, experiences, knowledge and interests that students bring
to school.
9. Nurtures student’s sense of their common ground in using language/s for
communication as present or future global citizens to prepare them to participate
in school and in civic life.
10. Assesses and reflects the students ability to interpret and communicate in the
target language.

2. Enumerate the outcomes and components of the English Curriculum.

The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce
graduates who apply the language conventions, principles, strategies and skills in
1. Interacting with others
2. understanding and learning other content areas
3. fending for themselves in whatever field of endeavor they may engage in.

Communicative Competence
1. Grammatical/ Linguistics Competence
2. Sociolinguistic Competence
3. Discourse Competence
4. Strategic Competence
 Multiliteracies
 Multiliteracies (multi literacy practices) recognize that there are many kinds of
literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as
films. Social literacy encompasses how we communicate and exchange meaning
in our society while professional literacy links with the notion of literacy for
school of the workplace.
The English curriculum typically encompasses a range of outcomes and components
designed to develop students' proficiency in language skills, including reading, writing,
speaking, and listening. These outcomes and components may vary slightly depending on
the educational jurisdiction and grade level, but here is a general enumeration:
1. Reading Comprehension
2. Writing Skills
3. Speaking and Listening Skills
4. Language Study
5. Literature Studies
6. Media Literacy
7. Critical Thinking and Inquiry Skills
8. Cultural and Global Awareness

3. Differentiate
a. content from performance standards
b. learning competency from learning objectives

When it comes to education, there is a clear distinction between what students need to
learn and how that learning is expressed. To achieve this, content standards and
performance standards work together. Content standards are like guidelines, which
reflect students’ knowledge and skills in a subject. They answer the "what" of
learning. Performance standards, on the other hand, go deeper into the "how."
Tangible actions, such as drawing or problem solving, are shown to indicate that
students have understood the material.
Similarly, learning competencies and learning objectives work together to develop
specific skills. Learning competencies are comprehensive statements describing
students’ overall knowledge over time. Think of it as places to go. However, the
purpose of the course is for students to take specific, measurable steps to get to those
places. They are more like individual milestones or path points that contribute to
broader learning potential.
 ACTIVITY 1

Secure a copy of the K to 12 English Curriculum Guide for a walkthrough of its components and
features.
1. Examine the learning competencies intended for each year level and point out some units
in the curriculum guide that focus on the development of listening, writing, speaking and
reading.

Kindergarten to Grade 3: Students develop foundational skills in listening, speaking,

reading, and writing. Units focus on activities like story time, shared storytelling, phonics
instruction, and interactive read-alouds to promote comprehension, language
development, and early literacy skills.

Grades 4 to 6: Students refine their listening, speaking, reading, and writing skills. Units
incorporate reader's theater, literature circles, writing workshops, and debate activities to
deepen comprehension, critical thinking, and communication abilities across various
genres and contexts.

Grades 7 to 10: Students further develop their critical listening, public speaking, reading,
and writing skills. Units explore media literacy, speech and debate, literary analysis, and
research writing to enhance analytical thinking, effective communication, and academic
writing proficiency.

Grades 11 to 12: Students focus on advanced listening, speaking, reading, and writing
skills. Units include advanced public speaking, literary criticism, creative writing
workshops, and academic research and argumentation to cultivate sophisticated
communication, literary analysis, and research abilities necessary for college and career
readiness.

2. Identify specific units that can be best taught using ICT.

a. Digital Storytelling
b. Online Literature Circles
c. Research Writing and Digital Libraries
d. Interactive Language Learning Apps
e. Digital Literacy and Media Analysis