AN OVERWIEW

OF THE K-12
LANGUAGE
CURRICULUM
Presented By: Rea Mae Nierves
Jissa Mae Gallza
Melchor Sangines Jr.
Domick Paul Babatid
 Lesson 1:
The Elementary
Language Curriculum
 Introduction
Department of Education K-12 Language
curriculum stresses mainly the following: language
acquisition, learning, teaching and assessing
principles with the ultimate goal to produce graduates
who apply the language conventions, principles,
strategies and skills in interacting with others,
understanding and learning other content areas, and
securing for themselves in whatever field of endeavor
they may engage in.
 Based on the Department of Education
Guide, the K-12 curriculum re-organizes the
Integrated Language Arts Curriculum according to
the content standards that must be met by all
learners at the end of basic education. This
supports the five sub-strands of the Language
Arts and Multi-literacies Curriculum(LAMC) and
fleshes out the areas that children need to learn
The language and literacy domains focus the
work of the teachers on developing the
above abilities among the children.
 The skills to be developed within the Integrated
Language Arts Curriculum for Kindergarten to Grade 3
are taught using an iterative approach such as that the
domains and skills spiral across the grade levels and
across the languages.
The graduate of the Integrated Language Arts
Curriculum is a multi-literate and competent language
learner who uses his or her competencies oral and
printed language use as appropriate to various
situations.
 Language
Arts
Curriculum
Philosophy and Rationale
• Language is the basis of all communication and the primary
instrument of thought. Thinking, learning, and language are
interrelated. Language is governed by rules and systems
(language conventions) which are used to explore and
communicate meaning.
• It defines culture which is essential in understanding oneself
(personal identity), forming interpersonal relationships
(socializing), extending experiences, reflecting on thought and
action, and contributing to a better society.
 Guiding Principles
The K-12 Language Arts and Multi-literacies
Curriculum is anchored on the following:
• There is language acquisition, learning, teaching
and assessing principles.
• All language are interrelated and interdependent
• Facility in the first language (L1) strengthens and
supports the learning of other languages (L2).
• Acquisition of sets of skills and implicit metalinguistic
knowledge in one language (common underlying proficiency
or CUP) provides the base for the development of both the
first language (L1) and the second language (L2).

• It follows that any expansion of CUP that takes place in one

language will have a beneficial effect on the other
languages.

• This principle serves to explain why it becomes easier and

easier to learn additional languages.
Learning requires meaning. Individuals learn
to use what they know and understand. They
use language to examine new experiences and
knowledge in relation to their prior knowledge,
experiences, and beliefs.

Successful language learning involves viewing,

listening, speaking, reading and writing
activites.
Concept of Multiliteracies
• It is a pedagogical approach developed
in 1994 by the New London Group that
aims to make classroom teaching
more inclusive of cultural, linguistic,
communicative, and technological
diversity.
Goals Language Arts Curriculum
The main goal of the Language arts curriculum is
to increase the learner’s literacy in the four main
components. These four main goals are
summarized in the following sections. Listening
to and comprehending information is an
essential step in acquiring knowledge (Cassell,
2004; Jalongo, 1996)
 The Learners Needs
• Teaching the elementary learners require the
teachers to have full understanding of the
learners nature. The learners being referred to
are those who belong to Generation Z born after
the year 1994 until 2004-2010 is referred to as
Generation Z – the first generation to be born
with complete technology.
 Lesson 2:
THE TEACHING OF
LANGUAGE ARTS IN
THE ELEMENTARY
GRADES
Teaching of Language Arts – Models of
Language Arts Instruction, Focus on
Outcomes, Conceptual Framework
Language arts is the term typically used by
educators to describe the curriculum area
that includes the various core competencies
or modes of language: listening, speaking,
reading, writing, grammar and viewing.
Models of Language Arts Instruction
Many changes in language arts instruction have
taken place worldwide since the turn millennium.
To understand these changes, one must be
conversant with the three basic models that have
given rise to variations in language arts curriculum
over the years: the heritage model, the
competencies model, and the process or student-
centered model.
 Heritage Model
It focuses on agreed-upon
modes and genres of writing,
to be mastered through guided
writing experiences.
 Competencies Model
This model advocates the teaching of
these skills in a predetermined sequence,
generally through use of basal raeders and
garded language arts textebooks in which
the instructional activities reflect this
orientation.
 Process Model
This model stresses the
encouragement of language processes
that lead to growth in the language
competencies (both written and oral) of
learners, as well as exposure to broad
content.
 Focus Outcomes
Results specified the ideal outcomes of effective language
arts instruction, in terms of the language knowledge,
abilities , a and attitudes of the learners. These outcomes
were largely process and outcomes based oriented. The final
goal of the language arts and multi literacies curriculum is to
produce graduates who apply language conventions,
principles, strategies and various skills such as interacting
with others, understanding and learning other areas and
fending for themselves in what ever field of endeavor they
may engage in.