Integrated Language Arts

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Integrated Language Arts
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The Philippine Roadmap to Multi-literacy
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Foundations of the Policy Recommendations thru
BESRA

• Philippine language context and the evolution of
  language use
• Cultural identity, language and social
  development
• How language is learned Multilingualism
• How literacy is learned Multiliteracy
• The Cross Linguistic Transfer of Literacy and
  Thinking Skills across languages
• Global studies/experiences in bilingual education

Dina Ocampo, UP College of Education
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We are multilingual
We are by virtue of our geography and history, a
multi-lingual people. This gift has for too
long been viewed as a liability.
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The Philippine Language Context

• 120 languages (McFarland, 1993) or 171
  (Philippine Commission on Educational Reform,
  2000)
• Eight major languages are Ilocano, Pangasinense,
  Kapampangan, Tagalog, Bicol, Cebuano, Hiligaynon
  and Waray-Samarnon (Belvez, 2002)
• Filipino is the national language, and
  incorporates vocabulary from the other Philippine
  languages and non-local languages used in the
  Philippines, i.e., English, Arabic and Spanish
  (Gonzales, 1998)

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Cultural identity, language and literacy

• Culture is the sum total of ways of living built
  up by a group of human beings transmitted from
  one generation to another. The shared values,
  customs and histories characteristic of culture
  shape the way a person thinks, behaves and views
  the world.
• Culture is perhaps the strongest determinant of
  identity
• Language is intrinsic to the expression of
  culture
• Language is fundamental to cultural identity

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Language Acquisition and Learning

• Language Learning
• The process used by learners when languages are
  added to their linguistic repertoire
• Refers to second, third, nth language learned by
  a person
• Can be learned (or not learned) well by
• Immersion
• Structuralist or Formalist
• Audiio-lingual
• Communicative competence

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Childhood Bilingualism

• from Monolingual to Bilingual

Natural
Additive
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The Issue of Biliteracy

• For our purposes, we should look at it this way

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Therefore..
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Word Reading and Spelling
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Sentence and Listening Comprehension
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Whats going on here?
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The Reality
SCHOOL
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Cross-linguistic Transfer of Literacy Ability

• Considerable and wealthy evidence to show the
  literacy transfers across languages
• Ocampo (2002) showed that cognitive linguistic
  skills used to read in one language (Filipino)
  were also used in another language (English)
• Aquino (2005) reports that beginning reading
  instruction in Filipino or English had positive
  effects on alphabetic knowledge and phonological
  awareness in the other language
• Ocampo (2005) found the ease of learning to read
  words and comprehend sentences better in Filipino
  than in English for elementary grade students

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National Language and Literacy Strategy 1

• Implement a developmentally and culturally sound
  programming of language and literacy development
  in schools
• Revise the implementing rules for the Bilingual
  Education Policy

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Programming of Languages of Learning
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National Language and Literacy Strategy 2

• Create better learning environments to support
  language and literacy education of students.
• Articulate how language and literacy will be
  developed in learners at specific grade/year
  levels of basic education.
• Use childrens literature to support language and
  literacy development through exposure, immersion,
  and practice.
• Support student learning through the development,
  production, and distribution of instructional
  materials in the designated languages of learning
  at the school, division, and regional levels.

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National Language and Literacy Strategy 2

• Ensure that teachers at different grade/year
  levels have the knowledge and competencies
• in the languages they are supposed to use for
  teaching
• on language and literacy education in a
  bilingual/multilingual context
• in the subject(s) they are supposed to teach
• Match the assessment of language and literacy
  with curriculum content and the languages of
  learning at specific grade/year levels.
• Provide students with language and literacy
  difficulties remedial instruction based on
  assessment results.

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Instructional Materials should be made for

1. Beginning Reading in the mother tongue for
   Preschool and Grade 1.
2. Childrens literature in the mother tongue for
   Preschool until Grade 3.
3. Math in the mother tongue from Preschool until
   Grade 3.
4. Science in the mother tongue from Preschool until
   Grade 3.
5. MAKABAYAN in the mother tongue for Grades 1 and
   2.
6. Filipino materials using local context and
   literature (where possible) for Preschool, Grades
   1 to 6.
7. English materials using local context and
   literature (where possible) for Preschool, Grades
   1 to 6.

Dina Ocampo, UP College of Education
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National Language and Literacy Strategy 3

• Enliven critical social support structures in the
  community to support learners in school.
• Ensure maximum LGU/community participation and
  support for the implementation of the language
  and literacy programming strategy.
• Raise critical awareness among parents about
  effective language and literacy learning
  processes.

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Overview

• Introduction to the presentation
• Our process
• Review of the curriculum given to the LAT
  (Grades 1-10)
• Affirmation of the philosophy of language and
  literacy development
• Some issues on the assessment framework

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Overview

• Groups
• English - Grade 1-3 Grades 4-6 Grade 7-10
• Filipino - Grade 1-3 Grades 4-6 Grade 7-10
• Mother Tongues

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Overview

1. Uses literature (various forms)
2. Follows an explicit process for teaching that is
   (mostly) consistent throughout the languages
   curriculum indicating recognition of Filipino and
   English as second languages of our students
3. Builds on our culture and literatures
4. Encourages indigenous process of learning such as
   group work, group goal-setting, cooperative
   activities and collective decision making

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Overview

1. the 3 curriculum sets for the languages
   communicate
2. second language development is built on first
   language abilities

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Main Characteristics

1. Multilingualism is the basis for the Language
   Curriculum of the K-12 Basic Education Program,
   building upon the natural ability of Filipinos
   for language learning.
2. The curriculum spirals the competencies across
   the levels but in the high school levels, there
   is greater emphasis on reading comprehension of
   various texts, writing and composition, study
   and thinking strategies which are all in support
   of critical and creating thinking development.

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Coherence with the Basic Education Program Goals

1. The K-12 languages curriculum ensures that
   processes and products of learning actively
   foster and contribute to the achievement of the
   basic education program goals.
2. Competencies are spiralled across the curriculum
   and year levels. Upper level courses will focus
   on writing, comprehension and study strategies.
3. Content includes print and electronic texts that
   are age, context and culture appropriate.

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Early Grades (Grade 1)
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Outline per language area

1. Main features of the curriculum
2. Standards
3. Key stage outcomes -- at grade 3, 6, 10 and 12
4. Competencies
5. Texts
6. Organization of the teachers guide
7. Organization of the learning package

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Mother tongues
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Languages

1. Ilocano
2. Pangasinan
3. Kapampangan
4. Tagalog
5. Bikol Albay/Legaspi
6. Hiligaynon

• Waray
• Cebuano
• Chavacano
• Meranao
• Maguinadano
• Tausug

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Features of the Curriculum
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Standards
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Competencies
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Mother Tongues

• As a result of curriculum planning, a teachers
  guide containing the orthography, phonological
  guides, literacy program sequences, common
  utterances for each of these languages has been
  prepared.

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Batayang Aklat sa Bawat Wika

1. Alphabet
2. Vowels -- keywords, key pictures
3. Consonants -- keywords, key pictures
4. Spelling and orthographic rules
5. Grammar rules
6. High frequency words with their Filipino and
   English translations
7. Common utterances with their Filipino and English
   translations
8. Sequence of letters for teaching word recognition
   and spelling
9. List of phrases, sentences, stories for
   developing word recognition and spelling
10. Big books
11. Rules that govern borrowed words (based on KWF)

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Sample Output Cebuano Gramatika

• Pandiwa- Berbo
• Panahunan

Karon Na (present) Nahuman Na(past) Umaabot (future)
nagkaon nagsayaw nagkanta nagsulat naglangoy nikaon nisayaw nikanta nisulat nilangoy mokaon mosayaw mokanta mosulat molangoy
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Sample Common Expressions Bikol
Bikol Filipino English
Dios mabalos po. Maraming salamat Thamk you
Daeng anu pa man. Walang anuman. Its all right.
Puede tabi? Makihoron man Pwede po ba? May I?
Patawad tabi Paghingi ng tawad. Im sorry
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Sample Story Tausug

• BANSAG KAN PUTI KAY PULA
• Ha hula Ginhawa baz tawagun sin
• mahardika bazsa,  awn piyag anak kambal
• nahiluwakag pa kamatauran. ziyanan sin
• maas nila hi Puti (WBC) kay Pula (RBC)
• pagka in sila piyag anak mapula iban
• maputi in warna sin pamaranan nila.

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Chavacano Alphabet
How many Vowels? 5 How many Consonants? 24 How many Dipthongs?

a atis e- ekis I -ibon o - okra u - ulan b - baso c - computer d - damo f - Filipino g - gulay h - holen j - jacket k - kubo l - lapis m - manok n - nanay ng - ngipin n - nino p - pusa q - queso r - relo s - sabon t - tatay v- vinta w - watawat x - x-ray y - yoyo z - zipper ay - palay oy - kahoy iw - baliw ts - tsinelas
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Filipino Grade 1
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Features

• Oral language development and listening
• Songs, rhymes, language games
• Sight words

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UNANG MARKAHAN Unang Linggo Tema Ako at ang
aking Pamilya Wikang Binigkas at Pag-unawa sa
Napakinggan Nakikinig at tumutugon sa mga tanong
ukol sa sarili Gramatika Natutukoy ang pangalan
ng tao, bagay, pook o hayop Phonological
Awareness May kakayahang ipalakpak ng papantig
ang isang salita
Paunang Pagtaya Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan Kasanayang Pagpapayaman Kasanayang Pagkabisa Pagtataya
Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw Unang Araw
Paunang Pagtaya Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan Kasanayang Pagpapayaman Kasanayang Pagkabisa Pagtataya
Wikang Binigkas at Pag-unawa sa Napakinggan Gramatika Nakatutugon sa sariling pangalan Nakapagbibigay ng impormasyon tungkol sa sarili Nagbibigay ng pangalan ng mga miyembro ng pamilya Nakikinig sa pagpapakilala ng guro sa kaniyang sarili Natatanong at nasasagot ang Ano ang pangalan mo? Nakakaawit ng Sino ang Kaibigan Ko? (Hanapin sa banghay aralin linggo 1) Nakikinig ng pag-uusap sa pagitan ng guro at kaklase T Ano ang pangalan mo? S Ako si ________.
Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw Ikalawang Araw
Paunang Pagtaya Tukoy-Alam Tunguhin Paglalahad Pagtuturo at Paglalarawan Kasanayang Pagpapayaman Kasanayang Pagkabisa Pagtataya
Wikang Binigkas at Pag-unawa sa Napakinggan Gramatika Nasasabi at naipapalakpak nang papantig ang pangalan Naaawit muli ang Sino ang Kaibigan Ko? Nagagaya ang guro sa papantig na pagpalakpak ng pangalan Naipapalakpak ang mga pantig ng pangalan binibigkas ito
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English Grade 1
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Features

• Begins oral language development activities in
  the second semester of Grade 1
• Songs, rhymes, language games, LEA,
• Integrates science concepts that are basic to
  understanding the self and the immediate
  environment
• Give teachers options on what activities to do

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What do we need to do?

• all that for the other mother tongues
• more texts for the many mother tongues
• Filipino Sign Language

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High School (Grade 7)
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Filipino Grade 7
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Mga Pangkalahatang Pamantayan sa Bawat Yugto (12)

• Sa dulo ng baitang 12, kailangang nakakáya ng mga
  estudyante na pagsanibin ang mga kasanayan sa
  komunikasyon at wika tungo sa paglikha ng
  kahulugan na gumagamit ng pabigkas at pasulat na
  mga teksto, ibat ibang anyong pampanitikan, at
  mga kontekstong diskursibo para sa mga personal
  at propesyonal na layunin.

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sa dulo ng Baitang 10

• kailangang nakakáya ng mga estudyante ina
  ipaliwanag, bigyan ng halaga, at ipakatawan ang
  impormasyon sa loob at sa pagitan ng mga teksto
  at konteksto ng larang ng kaalaman.

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Sa dulo ng baitang 6

• kailangang nakakáya ng mga estudyante na bumuo ng
  mga kahulugan at ipahayag ang mga ito sa
  pamamagitan ng malikhain, angkop, at wasto ang
  gramatikang pabigkas at pasulat na wika.

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Sa dulo ng baitang 3

• kailangang nakakáya ng mga estudyante na ipakita
  ang sigla sa pagtuklas at pagdanas ng pabigkas at
  pasulat na mga teksto at ipahayag nang mabisà ang
  mga ibig sabihin at mga nadaramá.

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Features

• social and practical contexts for language use
  (projects and activities)
• integration of contemporary texts in Filipino
  with the more traditional titles
• Has content standards pertaining to Tatas,
  Pakikitungo sa Wika at Panitikan, and Mga
  Estratehiya sa Pag-aaral

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LINGGO PAMAGAT NG AWIT/ AKLAT AWTOR
1 Batang-bata ka Pa  
2 Sundalong Patpat Virgilio S. Almario
3 Isang Dosenang Klase ng High School Students (mula sa ABNKKNSNPLako) Bob Ong
4 Sandaang Damit Fanny Garcia
5 Kung Bakit Umuulan Rene Villanueva
6 Alamat ni Tungkung Langit Roberto Añonuevo
7 Salamin Assunta Cuyegkeng
8 Ang Pintor Jerry Gracio
9 Impeng Negro Rogelio R. Sicat
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LINGGO PAMAGAT NG AWIT/ AKLAT AWTOR
11 Ang Ambahan ni Ambo Ed Maranan
12 Nemo, ang Batang Papel Rene Villanueva
13 Mabangis na Lungsod Efren Abueg
14 Daragang Magayon
15 Kay Mariang Makiling Edgar Samar
16 Ang Duwende  
17 Trese Isyu 5 Budjette Tan
18 Alamat ng Waling-Waling Gaudencio V. Aquino
19 Mga Alamat (Mula sa El Fili) Jose Rizal
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English Grade 7
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English Key Stage Standards (12)

• Students should be able to integrate
  communication and language skills for creating
  meaning using oral and written texts, various
  genres, and discursive contexts for personal and
  professional purposes.

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by the end of Grade 10

• Students should be able to interpret, evaluate
  and represent information within and between
  learning area texts and discourses.

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by the end of Grade 6

• Student should be able to construct meanings and
  communicate them using creative, appropriate and
  grammatically correct oral and written language.

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by the end of Grade 3

• Students should be able to demonstrate eagerness
  to explore and experience oral and written texts
  and to communicate meanings and feelings
  effectively.

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Features

• Thematic design
• Renaming of the traditions of Philippine
  literature, e.g. instead of pre-colonial,
  folk literature in translation
• Non-genre based Uses literature as primary
  reading material and informative texts as
  parallel/supplementary texts
• Discourse-oriented grammar focusing on specific
  areas of difficulty assessed in international
  language proficiency tests
• Integration of media literacy principles

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RECOMMENDED PRIMARY SELECTIONS First Grading
Period Folk Literature in English

• Week 1 Filipino Traditional ProverbsWeek 2
  Origin of this World (Maranao)Week 3 How the
  World was Created (Panayan) and Legend of the
  Seafoam (Neil Garcia)
• Week 4 Samal GenesisWeek 5 Three Versions on
  Why the Sky is High (Tagalog, Iloko,
  Hiligaynon)Week 6 Four Rice Legends (Tagalog,
  Nabaloi, Ibaloi, Bohol)Week 7 Three Monkey
  Legends (Iloko, Maranao, Tagalog)Week 8 The
  Heroes of Ibalon (Excerpts)Week 9 Indarapatra
  and Sulayman (Excerpts)Week 10 The Life of
  Lam-Ang (Excerpts)

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Second Grading Period Philippine Literature in
English during the Apprenticeship Period

• Week 1 Dead Stars (Paz Marquez Benitez)Week 2
  The Mats (Francisco Arcellana)Week 3 The Small
  Key (Paz Latorena)Week 4 How My Brother Leon
  Brought Home a Wife (Manuel Arguilla)
• Week 5 Wedding Dance (Amador Daguio)
• Week 6 The Bread of Salt (NVM Gonzales)Week 7
  The Day the Dancers Came (Bienvenido Santos) Week
  8 Moonlight on Manila Bay (Fernando
  Maramag)Week 9 Inviting a Tiger for a Weekend
  (Jose Garcia Villa) Week 10 If You Want to Know
  What We Are (Carlos Bulosan)

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Learning Package
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Teachers Guide
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next steps
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KINDERGARTEN

• is socializing the child into the learning
  environment, finding ones place in school
• helping children develop fundamental abilities
  such as listening to others, speaking freely,
  the value of basic numeracy and literacy,
  following direction, working together, managing
  their behavior within a group

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GRADES 1-3

• Values
• Health
• MAPE
• Filipino (phased in over 2 years)
• English (phrased in over 3 years)

• Language and Literacy in the Mother Tongue
• Maths
• Science (integrated within English, Health, PE)
• Arts (Music, Visual Arts, Movement)

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whats new in Grades 1-3?

• developing language and literacy in the mother
  tongues
• integrating Science in various subject areas
• revising the way Social Studies are taught (away
  from rote learning!)

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Grades 4-6

• Filipino
• English
• Maths
• Science
• Social Studies

• Values
• MAPE
• EPP
• Health

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Whats new in Grades 4-6?

• Filipino and English will still be in development
  but using a content driven process.
  Content-based instruction for language
  development and/or content literacy.

• Social studies uses an history framework for
  developing social science competencies and
  knowledge.
• Math, Science, Values, MAPE, EPP content and
  competencies will spiral.

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Grades 7-10

• Values
• MAPE
• TLE
• exploratory courses

• Filipino
• English
• Maths
• Science
• Social Studies

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Whats new in Grade 7-10?

• the curriculum will spiral
• veers away from disciplinal organization of the
  curriculum using content as the only organizing
  factor
• begins a program where students will have college
  courses, voc-tech courses, and science/sports/arts
  /courses

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Whats new n Grades 11-12?

• well.... Grades 11 and 12!
• most interesting is the TESDA integration and
  the possibility of students being able to get
  COCs at the end of Grade 12
• must consider college readiness skills
• have a counterpart in the ALS programming for
  basic education

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MARAMING SALAMAT PO!