&

CLOCALIZATION
ontextualization
&
Contextualization
LOCALIZATION
TO

IS A
CHALLENGE
CONTEXTUALIZED
AND LOCALIZED
INSTRUCTIONAL
MATERIALS
&LOCALIZATION
Contextualization LOCALIZATION
&LOCALIZATION
Contextualization LOCALIZATION
&
CLOCALIZATION
ontextualization INDIGENIZATIO
N
&LOCALIZATION
Contextualization Degrees of contextualization

How can localization be done?

• Organizing the subject to make it
relevant to the students’ culture
• Adopting content and learning
modes, including learning
systems from the community;

http://aid.dfat.gov.au
DEPARTMENT OF EDUCATION
&CLOCALIZATION
ontextualization
Degrees of contextualization

How can localization be done?

• Inviting the natives/ local
people to participate in
implementing the curriculum

http://aid.dfat.gov.au
DEPARTMENT OF EDUCATION
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EXAMPLES OF LOCALIZATION AND
Contextualization INDIGENIZATION OF THE CURRICULUM
&LOCALIZATION
EXAMPLES OF LOCALIZATION AND
Contextualization INDIGENIZATION OF THE CURRICULUM
&LOCALIZATION
C ontextualization
Contextualizing and localizing
materials (English 9)

EXAMPLE: LESSON 1 (LM)

PAGE 440

The task can be CONTEXTUALIZED AND LOCALIZED in terms of materials by using a

video, other photos, a situation, caricature, a comic strip instead of the photos above.
Make sure that replacements are of the same theme.
&LOCALIZATION
Contextualization
Contextualizing and localizing
Task’s content (English 9)
EXAMPLE: LESSON 1 (LM)

PAGE 439

Task 2 can be CONTEXTUALIZED in terms of CONTENT by using other song that is

more current and with the same meaning.
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Contextualization The REACT STRATEGY

Curricula and instruction based on contextual learning

strategies should be structured to encourage five
essential forms of learning: 
&LOCALIZATION
C ontextualization The REACT STRATEGY

Learning in the context of life experience, or relating, is the

kind of contextual learning that typically occurs with very
young children. With adult learners, however, providing this
meaningful context for learning becomes more difficult. The
curriculum that attempts to place learning in the context of
life experiences must, first, call the student’s attention to
everyday sights, events, and conditions. It must then relate
those everyday situations to new information to be
absorbed or a problem to be solved. 
&LOCALIZATION
Contextualization The REACT STRATEGY

Experiencing—learning in the context of exploration,

discovery, and invention—is the heart of contextual learning.
However motivated or tuned-in students may become as a
result of other instructional strategies such as video,
narrative, or text-based activities, these remain relatively
passive forms of learning. And learning appears to "take" far
more quickly when students are able to manipulate
equipment and materials and to do other forms of active
research. 
&LOCALIZATION
Contextualization The REACT STRATEGY

Applying concepts and information in a useful context

often projects students into an imagined future (a
possible career) or into an unfamiliar location (a
workplace). This happens most commonly through text,
video, labs, and activities, and these contextual learning
experiences are often followed up with firsthand
experiences such as plant tours, mentoring
arrangements, and internships. 
&LOCALIZATION
Contextualization The REACT STRATEGY

Cooperating—learning in the context of sharing, responding,

and communicating with other learners—is a primary
instructional strategy in contextual teaching. The experience
of cooperating not only helps the majority of students learn
the material, it also is consistent with the real-world focus of
contextual teaching.
&LOCALIZATION
Contextualization The REACT STRATEGY

Learning in the context of existing knowledge, or transferring,

uses and builds upon what the student has already learned.
Such an approach is similar to relating, Students develop
confidence in their problem-solving abilities if we make a point
of building new learning experiences on what they already
know.
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Contextualization

Principles of Interventions
1 Teachers as cultural mediators
2 Culturally responsive pedagogy
3 Community of practice
4 Praxis for transformation

DEPARTMENT OF EDUCATION
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Contextualization

• Localization and contextualization can be

done in all subject areas
• Localization maximizes materials that are
locally available
• To contextualize, teachers use authentic
materials, activities, interests, issues, and
needs from learners’ lives
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Contextualization

In designing activities in the classroom using authentic

materials, it is important to set the purpose first.

Helpful questions
o How will students interact with the material?
o What will students learn?
o Why will they learn it?
&LOCALIZATION
Contextualization
Sample Prompts
How? Take a picture of an arch - shaped object in
your locality.

What? in order to identify the axis of symmetry

Why? so they can appreciate the role that math

played in architecture in their place.
&LOCALIZATION
Contextualization Focusing on your subject, continue
the following sentence prompts:

How? Students will __________________

What? in order to _____________________

Why? so they can ____________________

&LOCALIZATION
Contextualization

Know how, when, and why

to say what
to whom.
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Contextualization

 We must build on what resources the

school have.

 We must accommodate and respect

cultural, linguistic and racial diversity.
&LOCALIZATION
Contextualization

To nurture a child’s ability to

communicate thinking, instruction
should be sensitive to the individual’s
needs, abilities, and interests and thus,
focus the instructional process on the
learner.Dr. Maxima Acelejado
&LOCALIZATION
Contextualization

Igniting the Passion of

Teaching
&LOCALIZATION
Contextualization

FOR OUTPUT:
-CREATE A LOCALIZED LEARNING
MATERIAL FOR ASSESSMENT IN YOUR
SUBJECT.

-SUBMIT PRINTED COPY TO

YOUR GRADE LEVEL COORDINATOR TO
RECEIVE YOUR CERTIFICATE OF
 Thank you
very much
and God bless.
&LOCALIZATION
Contextualization References
 Bringas, H. A. (2014). Localization -contextualization-slide share. Retrieved August 8, 2017 from
www.slideshare.net/lenferndz/localization-contextualization
 Mouraz, A., & Leite, C. (2013). Putting knowledge in context: Curriculum contextualization in history classes.
Transformative Dialogues: Teaching & Learning Journal, 6(3), 1-11.
 Center for Occupational Research and Development (2012). What is contextualize teaching. Retrieved August 8,
2017 from http://www.cord.org/contextual-learning-definition/
 Department of Education (2014). Localization and Contextualization. Training of Trainers for Grade 9 of the K to
12 Enhanced Basic Education Program. April 21 – 26, 2014
 Department of Education Regional Office VIII (2016). Curriculum Contextualization. Retrieved August 8, 2017
from https://www.slideshare.net/rtipolo/contextualization-presentation
 HeeKap Lee & Ivy Yee-Sakamoto (2012). Contextualized pedagogy: New educational approach in the
postmodern era. The Journal of Multiculturalism in Education Volume 8.
 Valdriz, J. F. (2016). Curriculum Contextualization: The Philippine Experience. Retrieved August 8, 2017 from
www.slideshare.net
 Valdriz, J. F. (2016). Interdisciplinary Contextualization for Mathematics Education. Retrieved August 8, 2017
from www.slideshare.net
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Contextualization References