Bohol Island State University

Calape Campus
San Isidro, Calape, Bohol

Course: EL 120 Technology and Language Education

Group 6:
Vilmarian Astronomo
Mercy Rose Becera

Topic: Principles and Guidelines of an Effective Language Arts and Multiliteracies

Curriculum

K to 12 BASIC EDUCATION CURRICULUM

The Framework

I. 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
(socialization), extending experiences, reflecting on thought and action, and contributing to a
better society. Language, therefore, is central to the peoples' intellectual, social and emotional
development and has an essential role in all key learning area.
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. This process allows students to understand better the world in which they live and
contributes to the development of their personal perspectives of the global community. People
use language to make sense of and bring order to their world. Therefore, 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.

II. GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language
acquisition, learning, teaching and assessing principles. All languages are interrelated and
interdependent. Facility in the first language (L) strengthens and supports the learning of other
languages (L) 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 (11) and the second language (2). It follows that any expansion of CUP that takes
place in one language will have a beneficial effect on the other language(s). This principle
serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and
continues throughout life.
It is continuous and recursive throughout students' lives. Students enhance their language
abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and
enhance their language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students develop
language fluency and proficiency. Positive learning experiences in language-rich environments
enable students to leave school with a desire to continue to extend their knowledge, skills and
interests.
Learning requires meaning.
We learn when we use what we know to understand what is new. Start with what the students
know; use that to introduce new concepts. They use language to examine new experiences and
knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement
with and study of texts.
The term 'text' refers to any form of written (reading and writing), oral (listening and speaking)
and visual communication involving language. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of
writing. The study of specific texts is the means by which learners achieve the desired outcomes
of language, rather than an end in itself. Learners learn to create texts of their own and to
engage with texts produced by other people.
Successful language learning involves viewing, listening, speaking, reading and writing
activities.
Language learning should include a plethora strategies and activities that helps students focus
on both MEANING and ACCURACY. 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.
Through language learning, learners develop functional and critical literacy skills. They learn to
control and understand the conventions of the target language that are valued and rewarded by
society and to reflect on and critically analyze their own use of language and the language of
others.
An effective, language arts and multiliteracies curriculum satisfies the following
principles:
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong
content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory formative texts and natives;
7. Provides explicit skill instruction in reading and writing;
8. Builds on the language, experience, knowledge and interest that students bring to school;
9. Nurture students’ sense of common ground in using languages for communication as present
or future global citizens to prepare them to participate in school and in civic life, and
10. Assesses and reflects the students’ ability to interpret and/or communicate in the target
language.

III. NEEDS OF THE LEARNERS: THE CONTEXT

The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the
first generation to be born with complete technology.
They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous
Internet. They do not know life without technology. Hence, they are often termed as digital
natives and are extremely comfortable with technology. They can email, text and use computers
without any problems. In addition, members of Generation Z can understand and master
advancement in technology.
Unfortunately, this reliance on technology and gadgets has had a negative effect on the
members. 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. For them, 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 taking to them over the cell
phones, emails and text messages. However, at the same time, this generation is considered to
be creative and collaborative and will have a significant impact on the way compares work when
they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even
eat simultaneously. However, this has also led to reduced attention span leading to what
psychologists, call acquired attention deficit disorder. This generation is unable to analyze
complex data and information as they cannot focus for very long. Since we know very much
about Gen Z, we know a lot about the environment that we growing up in. This highly diverse
environment will make the grade schools of the next generation the most diverse ever. 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.