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Integrated Language Arts

Integrated Language Arts. Dina Ocampo Leonor Diaz Portia Padilla Liu Vilbar Victor Villanueva Mark Norman Maca Pau Fontanos Liza Villanueva Roberto Ruda. The Philippine Roadmap to Multi-literacy. Foundations of the Policy Recommendations thru BESRA.

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Integrated Language Arts

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  1. Integrated Language Arts

  2. Dina Ocampo Leonor Diaz Portia Padilla Liu Vilbar Victor Villanueva Mark Norman Maca Pau Fontanos Liza Villanueva Roberto Ruda The Philippine Roadmap to Multi-literacy

  3. 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

  4. 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. Dina Ocampo, UP College of Education

  5. 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) Dina Ocampo, UP College of Education

  6. 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 Dina Ocampo, UP College of Education

  7. Language Acquisition • the way children learn their mother tongue • the process of natural assimilation of a language • requires good models of the language that is to be learned and immersion in its use and function. • all children can acquire language ability because humans have the capacity to learn language (Brown, 1994). 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 Dina Ocampo, UP College of Education

  8. Through teaching in school Through interactions in the community Childhood Bilingualism • from Monolingual to Bilingual Natural Additive Dina Ocampo, UP College of Education

  9. The prevailing ideas posit that literacy is outside the domain of bilingualism. Bilingualism Bilingualism Biliteracy Biliteracy The Issue of Biliteracy • For our purposes, we should look at it this way: Dina Ocampo, UP College of Education

  10. In L2 Oral Symbols Printed Symbols Oral Symbols Printed Symbols Experience Therefore….. Dina Ocampo, UP College of Education

  11. Word Reading and Spelling Dina Ocampo, UP College of Education

  12. Sentence and Listening Comprehension Dina Ocampo, UP College of Education

  13. 50.00 What’s going on here? Dina Ocampo, UP College of Education

  14. Saan na ang alam ko? Oral Symbols In English Printed Symbols In English Oral Symbols in L1 Oral Symbols in Filipino Printed Symbols in Filipino What’s missing here? Experience The Reality SCHOOL Dina Ocampo, UP College of Education

  15. 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 Dina Ocampo, UP College of Education

  16. Child’s Language • Provides the foundation for additional languages • Facilitates learning subject matter • Increases school participation • Filipino • Easier to learn to read • Language of the media • Understood by most Filipinos • English • A global language • Continues to be a language • of aspiration among Filipinos Arabic Other Languages Cross Linguistic Transfer Of Literacy Dina Ocampo, UP College of Education

  17. 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 Dina Ocampo, UP College of Education

  18. Programming of Languages of Learning Dina Ocampo, UP College of Education

  19. 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 children’s 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. Dina Ocampo, UP College of Education

  20. 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. Dina Ocampo, UP College of Education

  21. Beginning Reading in Filipino for Grade 2. • Beginning Reading in English for Grade 3. • MAKABAYAN in Filipino for Grade 3 to support the transition of the language of learning from mother tongue to Filipino. • Edukasyong pangkabuhayan in Filipino for Grades 4 onwards. • Math in English for Grade 4 to support the transition of the language of learning from mother tongue to English. • Science in English for Grade 4 to support the transition of the language of learning from mother tongue to English. Instructional Materials should be made for: • Beginning Reading in the mother tongue for Preschool and Grade 1. • Children’s literature in the mother tongue for Preschool until Grade 3. • Math in the mother tongue from Preschool until Grade 3. • Science in the mother tongue from Preschool until Grade 3. • MAKABAYAN in the mother tongue for Grades 1 and 2. • Filipino materials using local context and literature (where possible) for Preschool, Grades 1 to 6. • English materials using local context and literature (where possible) for Preschool, Grades 1 to 6. Dina Ocampo, UP College of Education

  22. 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. Dina Ocampo, UP College of Education

  23. 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

  24. Overview • Groups • English - Grade 1-3; Grades 4-6; Grade 7-10 • Filipino - Grade 1-3; Grades 4-6; Grade 7-10 • Mother Tongues

  25. Overview • Uses literature (various forms) • 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 • Builds on our culture and literatures • Encourages indigenous process of learning such as group work, group goal-setting, cooperative activities and collective decision making

  26. Overview • the 3 curriculum sets for the languages communicate • second language development is built on first language abilities

  27. Main Characteristics • 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. • 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.

  28. Coherence with the Basic Education Program Goals • 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. • Competencies are spiralled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies. • Content includes print and electronic texts that are age, context and culture appropriate.

  29. Early Grades (Grade 1)

  30. Outline per language area • Main features of the curriculum • Standards • Key stage outcomes -- at grade 3, 6, 10 and 12 • Competencies • Texts • Organization of the teachers’ guide • Organization of the learning package

  31. Mother tongues

  32. Languages • Ilocano • Pangasinan • Kapampangan • Tagalog • Bikol Albay/Legaspi • Hiligaynon • Waray • Cebuano • Chavacano • Meranao • Maguinadano • Tausug

  33. Features of the Curriculum

  34. Standards

  35. Competencies

  36. 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.

  37. Batayang Aklat sa Bawat Wika • Alphabet • Vowels -- keywords, key pictures • Consonants -- keywords, key pictures • Spelling and orthographic rules • Grammar rules • High frequency words with their Filipino and English translations • Common utterances with their Filipino and English translations • Sequence of letters for teaching word recognition and spelling • List of phrases, sentences, stories for developing word recognition and spelling • Big books • Rules that govern borrowed words (based on KWF)

  38. Sample Output: Cebuano Gramatika • Pandiwa- Berbo • Panahunan

  39. Sample Common Expressions: Bikol

  40. 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.

  41. Chavacano Alphabet

  42. Filipino: Grade 1

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

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