EL 116

• Teacher, student, and instruction have been the constant entities of education from several centuries back until the present time
• Technologies enable teachers to teach from anywhere and the availability of tools which lend themselves to more interaction between the teacher and the students and the content continues to grow
• Using digital tools


  • Provides more differentiation and personalized learning, and opportunities for students to become the leaders and creators in the classroom
• Students use these technologies at their side for them to have more advanced information where they do not need to have a long distance walk just to access information from the books in the library
• The question now is not on whether they know how to use these technologies, but rather how are they going to use these rightfully and appropriately
• Economic developments led to ascend of new skills and competencies that the learners should be able to adapt
• K to 12 Program

  Covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship
• Curriculum


  More than a list of topics to be covered by an educational program, it is a policy statement about a piece of education, and an indication as to the ways in which that policy is to be realized through a program of action
• Curriculum Guide


  A structured document that delineates the philosophy, goals, objectives, learning experiences, instructional resources and assessments that comprise a specific educational program
• Teachers don't walk into the classroom not knowing what to teach and when to teach it. Instead, states, districts, and individual schools help define what material teachers cover by creating a curriculum guide
• A curriculum guide might be subject- and/or grade-specific, outlining objectives or standards that students are expected to meet by the end of a set time frame, usually the school year
• Some curriculum guides are specific, providing details on what is to be taught and when, as well as how instruction should look
• 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
• Language defines culture which is essential in understanding oneself, forming interpersonal relationships, extending experiences, reflecting on thought and action, and contributing to a better society
• Language is central to the peoples' intellectual, social and emotional development and has an essential role in all key learning areas
• Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other
• Our thoughts, values and understandings are developed and expressed through language
• Proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures
• Guiding principles of the K-12 Language Arts and Multiliteracies Curriculum

  • All languages are interrelated and interdependent
  • Language acquisition and learning is an active process that begins at birth and continues throughout life
  • Learning requires meaning
  • Learners learn about language and how to use it effectively through their engagement with and study of texts
  • Successful language learning involves viewing, listening, speaking, reading and writing activities
  • Language learning involves recognizing, accepting, valuing and building on students' existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students
• Principles of an effective language arts and multiliteracies curriculum

  • Develops thinking and language through interactive learning
  • Develops communicative competence and critical literacy
  • Draws on literature in order to develop students' understanding of their literary heritage
  • Draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge
  • Develops students' oral language and literacy through appropriately challenging learning
  • Emphasizes writing arguments, explanatory/informative texts and narratives
  • Provides explicit skill instruction in reading and writing
  • Builds on the language, experiences, knowledge and interests that students bring to school
  • Nurtures students' 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
  • Assesses and reflects the students' ability to interpret and/or communicate in the target language
• The generation born after the year 1994 until 2004 is referred to as Generation Z
• Generation Z


  • They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet
  • They are extremely comfortable with technology
  • They can email, text and use computers without any problems
  • They can understand and master advancement in technology
  • They rather stay indoors and use their electronics than play outdoors and be active
  • They are leading a sedentary life that can result in health problems later on
  • Social media platforms are a way to communicate with the outside world
  • They are not bothered about privacy and are willing to share intimate details about themselves with complete strangers
  • They have virtual friends and for them hanging out with friends means talking to them over the cell phones, emails and text messages
  • They are adept at multi-tasking
  • They have reduced attention span leading to what psychologists call acquired attention deficit disorder
  • They are unable to analyze complex data and information as they cannot focus for very long
• Higher levels of technology will make significant inroads in academics allowing for customized instruction, data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities
• Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners
• Communicative Competence


  A synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse
• Components of Communicative Competence

  • Grammatical/Linguistic Competence
  • Sociolinguistic Competence
  • Discourse Competence
  • Strategic Competence
• Multiliteracies (multi literacy practices)

  Recognize that there are many kinds of literacy at work within our society, including traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as films
• The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy
• The curriculum aims to help learners understand that English language is a global language
• Multiliteracies (multi literacy practices)


  • Recognize that there are many kinds of literacy at work within our society, including 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
  • Professional literacy links with the notion of literacy for school of the workplace
• The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade, the Arts, Sciences, Mathematics, and in world economy
• The curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell in
• Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience
• The "Knowledge age"


  • The challenge of education is to prepare learners to deal with the challenges of the changing world, compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make decisions and solve problems
• The Language Arts and Multiliteracies Curriculum (LAMC) addresses the needs of the "Knowledge age"
• The LAMC follows a unified framework which allows easy transition from acquiring and learning one language to another
• The heart and core of LAMC

  • Making meaning through language and aims to develop graduates who are communicatively competent and multiliterates
• Component 1: Language Learning Process

  1. Spiral progression

  2. Interaction

  3. Integration

  4. Learner-centeredness

  5. Contextualization

  6. Construction
• Knowledge and skill areas essential to effective language use

  • Understanding of Cultures
  • Understanding Language
  • Processes and Strategies