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Teaching for a Living

LINGGO, HUNYO 1, 2014

Localization and Contextualization in Teaching K-12 Social Studies

One of the key features of the K-12 Social Studies (Araling Panlipunan) curriculum is the delivery of
lessons through localization and contextualization. The principle of localization and contextualization is
not new to DepEd teachers for it is already embedded in our mission which states “To protect and
promote the right of every Filipino to quality, equitable, culture-based, and complete basic education…”
Also, the concept of localization and contextualization is being stipulated in the provisions of our 1987
Philippine Constitution particularly on Article XIV, Section 14 of the 1987 Philippine Constitution which
states that “The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino
national culture based on the principle of unity in diversity in a climate of free artistic and intellectual
expression” and Article XIV, Section 5. (1),which states that “The State shall take into account regional
and sectoral needs and conditions and shall encourage local planning in the development of educational
policies and programs.”

Technically speaking, localization is the process of adapting and relating the content of the curriculum
and the process of teaching and learning to local condition, environment, and resources. Meanwhile,
contextualization is the process of presenting lesson in meaningful and relevant context based on
previous experiences and real-life situations. In commonality, both adhere in making the lesson flexible,
fit, creative, relevant, meaningful, and adaptive to students’ level of understanding and instructional
needs.

The concept of localization and contextualization falls on the idea that students learned best when
experiences in the classroom have meanings and relevance in their lives. Things students do and
associated with them are the learning that last forever. Applying the rule for learning by doing, applied
learning, and manipulative learning is also a must in executing localization and contextualization in
teaching.If students were put in an actual learning environment letting them to manipulate, relate, and
adapt to various learning opportunities and resources available within the locality or community,
profound learning will be assured and realized. It helps teachers and students comprehend concepts by
relating and presenting lesson on the context of prevailing local environment, culture, and resources.
Hence, lessons are becoming more real-life, customized, and appropriate.

But, we have to keep in mind that not all lessons in Araling Panlipunan (Social Studies) can be localized
and contextualized. Teachers should not compromise the concept and content of the lesson just for the
sake of making contextualized and localized version of it. Learning standards and competencies should
always precede contextualization and localization. In some instances, localization and contextualization
defeat the goals of the lessons due to concepts and contents that were overtly localized and
contextualized, resulting to mislead and overdo lesson.

Nonetheless, teachers should be adaptive and creative in using localization and contextualization in
teaching. Such principles were made and adapted in the academe to make the curriculum responds,
conforms, reflects, and be flexible to the needs of the learners, especially the 21st century learners who
need to be holistically and skillfully developed. Yes, it is true that sometimes we understand more the
concepts by relating them to ideas that we can easily comprehend, appreciate, and relate in our lives,
but the standards of quality and relevant education should always be considered all the times and should
not be compromised just for the sake of localized and contextualized lesson.

Unknown sa 6:11 AM

Ibahagi

5 komento:

UnknownSetyembre 22, 2016 nang 3:52 AM

do you have any cited researches regarding on your blog

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Mga Tugon

ElleOktubre 1, 2016 nang 10:11 PM

Haha. This.

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Pankaj PAbril 5, 2017 nang 7:32 AM

Salamat

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Mark smithAbril 17, 2017 nang 2:04 AM

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translation

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Marlon EspedillonMarso 6, 2018 nang 5:38 PM

But the problem is that there's a great propensity that the standards set stifle our attempts of
contextualization. This becomes one of the paradoxes in our educational system -- giving us a false hope
of situating educational experience in different contexts with the end measure of getting painted with
the same brush through standardized tests. Now, how to empower teachers to exercise their agency
(Campbell, 2012) is a promising option amidst the hegemony of the state-sponsored curricula. Just my
thoughts....

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