CHAPTER 7
Teaching of the Language Subjects
Summary
“First Year Education
Students are Characterized by no concerns, Student Teachers by increased
concerns, Beginning Teachers by survival concerns and Experienced Teachers by
self concerns”. This quote talks about the processes or the happenings in the
life of Education Students. Indeed, during the early stages, there are no
concerns yet and as they go deeper and progresses their learning, concerns are
increasing.
The K to 12 curriculum is now the
curriculum that is being implemented here in our country. It is a program that covers Kindergarten and
12 Years of Education and provides sufficient time for mastery of concepts and
skills. Language is also part of its teaching learning process. It is a system
of words or signs use to express thoughts and feelings to each other. The
medium of instruction in each learning areas vary as the level increases.
One of the language subject is the Mother Tongue-Based Multilingual Education (MTB-MLE). It is education in several
languages based on the mother tongue. The beginning language of teaching mother
tongue is termed as language 1 (L1). This leads to the learning of a second
language, called Language 2 (L2) and a third language called Language 3. Language
1 may differ across the country. Its goals are the Lifelong Learning and
Communication Competence through cognitive, affective, and second language
development. Each learning area has their learning are standard, the key stage
standard and the grade level standard. The learning area standard of MTB-MLE is
to use Mother Tongue appropriately and
effectively in oral, visual and written communication in a variety of
situations and for a variety of audiences, contexts and purpose including
learning other context subjects and languages, demonstrative appreciation of
various forms of literary genres and take pride in one’s cultural heritage.
Its key standard only focuses on the end of Grade 3 because only in Grades 1-3
the Mother tongue is used. By the end of
Grade 3 students will enjoy communicating in their first language on familiar
topics for a variety of purposes and audiences using vocabulary and phrases;
read L1 texts with understanding and create their stories and texts in L1. There are grade level standards starting in
Kinder to Grade 3. In Grade 3, they will
be able to demonstrate communication skills in talking about variety of topics
using expanding vocabulary and phrases, shows understanding of spoken language
in different contexts using both verbal and non-verbal cues, vocabulary and
language structures, reads and writes literary and informational texts.
The Mother Tongue-Based
Multilingual Education (MTB-MLE) has its guiding principles. It believes
that an effective language learning proceeds from the known to unknown, language
learning, and all other kinds of learning for that matter, is an active process,
successful language learning focuses on meaning, accuracy and fluency not
either fluency or meaning or accuracy but both meaning, accuracy and fluency
and the second language should be taught systematically to the learners can
gradually transfer skills from the familiar language to the unfamiliar one. It
also involves the Bridging Process which is a process of “transitioning” from
learning one language to another. It uses the L1 to be the initial language
used then gradually introduces the L2 and L3. The process includes two
transitions. The Early-exit transition is where the mother tongue or L1
is the medium of instruction for 2-3 years, then switch to L2 and or L3 as MOI
and the Late-exit transition where the mother tongue or L1 is the medium
of instruction for 5-6 years or more, then switch to L2 and or L3 as an MOI.
Mother
tongue is taught because the Department of Education, claims that they have
overwhelming evidences from national and international researches that tell us
that children who were first taught in their mother tongue learned a second
language faster and better than children who were not taught in their mother
tongue. Children who were first taught in the mother tongue performed much
better than those who were not first taught in the mother tongue.
The Teaching of Filipino Language is also involved in
the k to 12. The end goal of the k-12 curriculum is the development of a “buo at ganap na Filipino na may
kapaki-pakinabang na literasi” (wholistically developed and functionally
literate filipino). The end goal of this teaching is for the students to
acquire Communicative Competence, Reflective and Critical Thinking and Literary
Appreciation. The teaching involves the 5 macro skills, Pakikinig (Listening), Pagsasalita (Speaking),Pagbasa (Reading), Pagsulat (Writing) and Panonood (Viewing).
Its framework is based on the following: Philosophical,
legal and psychological bases and Theories of the nature of language teaching and learning, philosophies of
education and educational theories.
The
learning area standard of Teaching Filipino Language is Naipamamalas ng mag-aaral ang kakayahang
komunikatibo, replektibo/mapanuring pag-iisip at pagpapahalagang pampanitikan
sa pamamagitan ng iba’t ibang babasahin at teknolohiya tungo sa pagkakaroon ng
pambansang pagkakakilanlan, kultural na literasi at patuloy na pagkatuto upang
makaagapay sa mabilis na pagbabagong nagaganap sa daigdig. It has key stage
standard in Kinder, Grade 6, 10 and 12 but in Grade 12, it states that Naipamamalas ng mag-aaral ang kakayahang
komunikatibo, replektibo, mapanuring pag-iisip
at pagpapahalagang pampanitikan sa tulong ng iba’t ibang disiplina at
teknolohiyaupang magkaroon ng akademikong pag-unawa. It also has its grade
level standards specifically in kinder to Grade 10. In the Grade 10 grade level
standards, it states that Pagkatapos ng
Ikasampung Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo,
mapanuring pag-iisip at, at pag-unawa at pagpapahalagang pampanitikan gamit ang
teknolohiya at ibat ibang uri ng teksto at saling-akdang pandaigdig tungo sa
pagkakaroon ng kamalayang global.
English is one of the common languages
used here in the Philippines that’s why it is also involved in teaching
languages in the k to 12. English In The
K- 12 Curriculum has Communicative Competence and Multiliteracies as its end goals. Communicative Competence is the students ability to understand and use language appropriately and correctly to communicate in authentic situations and multiliteracies believes that text is not the only way to communicate. Text is combined with sounds and images. The Construction, Spiral progression, Integration, Interaction, Contextualization and Learner-centered instruction serves as the core of English Language teaching.
K- 12 Curriculum has Communicative Competence and Multiliteracies as its end goals. Communicative Competence is the students ability to understand and use language appropriately and correctly to communicate in authentic situations and multiliteracies believes that text is not the only way to communicate. Text is combined with sounds and images. The Construction, Spiral progression, Integration, Interaction, Contextualization and Learner-centered instruction serves as the core of English Language teaching.
The
learning area standard of this teaching is for The learner to demonstrate
mastery of basic skills in the English Language Arts, communicates
appropriately, fluently and orally and writes for a variety of purposes in
different social and academic context at his/her level while carrying out real
life tasks as necessary to cope with the demands of a functionally literate and
competent, local, national and global citizen. For the Key standard in
Grade 6, Students should be able to
construct meaning and communicate them using creative, appropriate and
grammatically correct oral and written language. Its Grade level standard
starting Grade 7-10 deals with the Philippine Literature with the integration
of the literatures of other countries. In Grade 10, The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper understanding of
World Literature, including Philippine Literature.
Communicative Competence serves as the
goal of language teaching. (Mother – tongue, Filipino, English). Communicative
Competence is the learner’s ability to understand and use language
appropriately to communicate in authentic (rather than simulated) social and
school environments. According to Michael Canale and Merrill Swain, there are
four aspects of communicative competence. Those are Grammatical competence which
includes vocabulary knowledge as well as knowledge of morphology, syntactic,
semantic, phonetic, and orthographic rules; Sociolinguistic competence which is
the knowledge of rules and conventions that underlie the appropriate
comprehension and language use in different linguistic and sociocultural
contexts; Discourse competence that concerns the selection, sequencing, and
arrangement of words, structures and utterances to achieve a unified spoken or
written text; and Strategic competence which is the speaker’s
ability to know how to recognize and repair communication breakdowns, how to
work around gaps in one’s knowledge of the language in the context.
In teaching, the approaches, methods and activities
are also involved not only its context. It involves these following methods in
teaching language:
Grammar Translation Method which includes classes are taught in the
mother tongue with a little active use of target language, grammar provides the
rules for putting words together and instruction often focuses on the form and
inflection of words, reading of difficult classical texts is begun early, little
attention is paid to the content of texts which are treated as exercises in
grammatical analysis, and many others.
The direct method where there is Only everyday vocabulary and sentences were taught. Oral
communication classes were built in carefully traded progression organized
around question-and-answer exchanges between teachers and students in small,
intensive classes. In this method, grammar was taught inductively.
The Audiolingual Method is based on Structures are sequenced by means
of contrastive analysis and taught at one time. These structural patterns are
taught using repetitive drills.
There is little or no grammatical
explanation. Grammar is taught by inductive analogy rather than deductive
explanation and great importance is attached to pronunciation. Also, Successful
responses are immediately reinforced. There is great effort to get students to
produce error-free utterances.
The designer method has three elements namely the
community language learning, suggestopedia and the silent way. The community language It reflect Carl
Rogers’ view of education in which learners in a classroom are regarded as a
“group” rather than a “class” in need of certain therapy and counselling. The Suggestopedia
rooted from Georgi Lozanov’s view that the human brain could process great
quantities of material if simply given the right conditions for learning, among
which are state of relaxation and giving over of control to the teacher. The Silent Way believes
on discovery learning. If the learner discovers or creates rather than
remembers and repeats what is to be learned, by accompanying physical objects,
and by problem solving involving the material to be learned (Richards and
Rodgers, 1986).
The method, Total physical
response demands listening and acting. The teacher is the ‘director’ and the
students are the ‘actors. The teachers will just command students on what to do
and has the full control.
In the Natural Method, it
is believed that learners would be benefited if production is delayed until
speech emerges. Extending production into longer stretches of discourse
involving more complex games, role-plays, open-ended dialogs, discussions and
extended small work.
The Communicative Language
Teaching wants the students to acquire proficiency through pragmatic uses
of the target language in speaking, listening, reading and writing. To make
that happen, teachers make informed use of authentic materials and contexts. It
is a learner-centered teaching, involves cooperative learning, an interactive
language education, whole language education, content-centered education and
task-based learning.
Reflection
Language
serves as the medium for us to express our own self as well as our thoughts and
emotions. Language is indeed an important aspect in learning as it is a way of
understanding something as well as partaking something. This chapter made me
realize that in order to achieve something and learn easier and better, we must
look back and start from the very beginning. The Mother tongue language serves
as my first learned language. It is true that in order for a learner to acquire
other languages easier and better, he or she must learn first from his or her
native language. During my elementary days, I don’t find Filipino and English
language difficult to learn.
Mother
tongue based-multilingual education is now taught in from kinder to Grade 3. I
find it beneficial because children must first learn his or her native language
as it is a part of the culture of a certain place. The elementary level is
where there is building of skills and values.
Moulding the children with connection to the culture will make them a
culture-sensitive individual and even instill patriotism in their minds.
Through teaching MTB-MLE, they will be able to gain lifelong learning, if
understanding is achieved and communicative competence. Its standards revolves
around the fluency and literacy of the learners in using the Mother-tongue
language and be able to apply in orally, in written form or in visual aspects. This
language also is a way for the learners to connect what they have already
learned to what they don’t. This language teaching is an active process wherein
students are encouraged to participate in discussions and focuses on meaning,
accuracy and fluency. Transition of one language from one to another in a
gradual way will lead the students to mastery of more than one language.
Filipino
language serves as our second language. Its goal is for students to acquire
communicative competence, to become reflective and critical thinkers as well as
to appreciate literary contexts written in that language. This language can
only be used within our country. Its standards focuses on effective communication,
reflective and critical thinking by the use of Filipino language contexts and
technologies. Also, the learners must appreciate literary contexts not only of
the country but also those of foreign works. Using the language in expressing
oneself and communicating effectively is also a way of achieving its goals.
English
language serves as our lingua franca. Its goal is communicative competence and
multiliteracies. It is important for us to master and to have full knowledge
about this language because it serves as the universal language and it will
help us to communicate well globally. Its standards rotates in the mastery of
the basic skills in English Language,
communicate appropriately as well as to use the language orally and in written
form to be functionally literate and competent in local, national and global
areas.
Being
communicatively competent is not that easy. A learner must be grammatical,
strategic, discourse and sociolinguistic competent. Language teaching and
guiding students to achieve communicative competence is not easy as pie that’s
why I, as a teacher must be oriented with the possible approaches, methods and
strategies that are suited in teaching language. If I am going to teach
someday, I will use two or more suited approaches in language teaching. Just
like combining the direct method and the audiolingual method. In the direct
learning, New teaching points were taught through modelling and practice and concrete
vocabulary was taught through demonstration, objects and pictures. This can be
presented in a dialogue form which is in the audiolingual method.
There
are pros and cons in teaching language. Therefore as a future teacher, I will
be careful in dealing with it, try my best to improve what I learn, explore the
things connected to it and put in mind the learning that I acquire in this
chapter.
What are other possible approaches
that can be used? What are some tips or points to consider in teaching
language?