ESCLANDA, Maria Carmela Rachel G.

English Historical Linguistics: PR5

PhD English Professor: Dr. Amelita O. Balagtas

LANGUAGE MODEL

Fig 1. Daily Language Intervention Model

Mediated Instructional
Practice

Language-Rich
Child
Everyday
Interests
Activities
Communication
and
Language
Skills

Increased Language
Learning Opportunities

Everyday activities that make up family and community life that well suited for early
communication and language learning. They include such things as dressing and undressing,
eating meals, taking care of pets, rough housing, lap games, parent/child play episodes, eating
out, neighborhood walks, library story time hours, play groups, feeding ducks or fish at the
community pond, and so forth.
 Child Interests include the likes, preferences, favorites, strengths, assets, etc. that
motivate children to participate in desired activities that let them express their interests and
abilities. Interests can be either personal or situational.
Personal interests are a child’s personal or individual likes, preferences, favorites, and strengths
that encourage the child to continue participating in an activity. Situational interests are social
and nonsocial aspects of the environment that attract children’s attention, curiosity, and engage
them in interactions with people and objects.

Communication and language skills include the non-verbal and verbal behaviors that
young children use to communicate with others. Examples include vocalizations, gestures, facial
expressions, verbalizations, words, and other forms of communication (e.g., sign language).
Language and communication development is enhanced if children have many
opportunities to participate in different kinds of interest-based everyday activities. Child
communication and language learning are increased both by participation in different kinds of
interest-based everyday activity and by the number of learning opportunities they have within
any one activity.

Mediated instructional practices involve using evidence-based responsive strategies to

respond to children in ways that elicit children’s on-going engagement in everyday interest-based
activities and that promote their communication and language learning.
 
Fig 2. Intervention Model for English Language Learners

Level 3 One-on-one
 1:1 and problem intervention
Interpersonal Level 3  Student’s Level of English
Language Proficiency
English
One-on-one  Student’s interpersonal English
Language Language Proficiency
Difficulty  Bilingual Education or ESL
 Monthly problem management
 Strategy interventions

Level 2 Additional EIRP

Small Group Tutoring
Academic  15-20 weeks sessions and
Level 2 weekly problem
Language management (pm)
Additional EIRP
Difficulty  Response to Intervention

Level 3 Evidence-based
Level 1 Instructional Reading Program
(EIRP)
Small Group Tutoring
Learning Evidence-based Instructional Reading  Universal screening of all
Disability Program (EIRP) students
 Progress monitoring or oral
language
 Progress monitoring of high risk

Increasing Needs-Based Intervention

 The Sampaloc National High School is currently on the process of implementing a
response to intervention (RTI) model for reading. The school:
1. Universally screens all students using the Dynamic Indicators of Basic Early Literacy Skills
(DIBELS; Good & Kaminski, 2002) and the Developmental Reading Assessment (DRA; Beaver,
2003).
2. Identifies students at high, moderate, and low risk using DIBELS oral reading fluency (ORF)
benchmarks (Good & Kaminski, 2002).
3. Identifies students at high and moderate risk on DIBELS and collects their English language
proficiency and educational history.

The school uses two assessments in establishing a student’s English language

proficiency:
1. The Silent reading and Oral Reading tests skills in English for students with limited English
proficiency (LEP) in Grades K–12, administered by observing students performing academic and
social tasks in the classroom over a period of time.
2. The Silent reading and Oral Reading tests, which assesses LEP students’ proficiency in
reading and writing at grade spans (Grades 7–8, and 9–12).

Our school provides support within the RTI model for reading instruction in 90-min as
follows:
1. Level1 students (scoring at grade level on DIBELS September benchmark and DRA grade-
level equivalency) in Grades K–2 receive Fundations®: Wilson Language Basics (Wilson,
2005).
2. Level 2 students (identified as moderate and high risk on DIBELS September benchmark
assessment and below grade level of DRA) are separated into two groups:
a. Students previously identified as receiving special education services.
b. Students in beginning levels of English language proficiency according to the Phil-IRI.

Level 2 students receive small group instruction using the Great Leaps Reading program
(Mercer & Campbell, 1997).
3. Level 3 students identified with learning disabilities receive one-on-one support from the
special education staff using Project Read® Multisensory Program (Greene & Enfield, 2006).
Students who are identified as low level ELLs receive Fundations: Wilson Language Basics,
Great Leaps Reading, and Project Read® interventions by general education faculty and staff
typically in small groups of 2 to 4 students at a time.

The Philippine Language

 Fig 3. Philippine Ethnic Language Composition

Many smaller groups of indigenous and immigrant peoples account for the remainder of
the Philippines’ population. The aboriginal inhabitants of the islands were the Negritos, a term
referring collectively to numerous peoples of dark skin and small stature, including the Aeta, Ita,
Agta, and others. Those communities now constitute only a tiny percentage of the total
population. From the 10th century, contacts with China resulted in a group of mixed Filipino-
Chinese descent, who also account for a minority of the population. Small numbers of resident
Chinese nationals, emigrants from the Indian subcontinent, U.S. nationals, and Spanish add to
the population’s ethnic and cultural diversity.
Language Change Model

Fig 4. Philippine Language Change Model

Information Behaviour Model

(Process Oriented)

Information Information Information

needs seeking use
User’s Context
 Cultural
Correspond with Potential  Educational
Effects  Linguistic
 Personal
 Psychological
Outcomes Outcomes Outcomes
 Social

Information Literacy Standards

(Quality Oriented)

Information literacy consists of the same components as information behaviour-namely

information needs, seeking and use. In contrast to information behaviour research, the concept of
information literacy is concerned with evaluating the quality of each element of information
behaviour in relation to recommended guidelines. Although information behaviour research
provides insight into the process and factors that affect behaviour, it does not typically address
the quality or outcomes of the behaviour. Therefore, in this research, analysis of students'
behaviour according to widely-recognised standards for information literacy competencies sheds
light on the factors that affect students' abilities to conduct research tasks.1 If developing
information literacy skills is the ultimate goal, the standards provide guidance on what students
are trying to accomplish, how they can accomplish it and whether they have achieved the
prescribed learning objectives (Grassian and Kaplowitz 2009). Use of information literacy
standards adds another layer to information behaviour models in order to better understand the
effectiveness of students' process and how their learning can be supported.

Reflection:

These language models are the basis of intervention of the school needs. It will be very
helpful to the school and the community as well as their stakeholders. This is based from
researches and theories to develop the least learned skills that will be applied to different kinds of
learners. It will address bot the fast learners, slow learners and as well as those with learning
disability. Through exploring these various reading strategies I have learned that there is no right
or wrong approach to teaching reading. The real key is that as a reading teacher I need to get to
know my students and their needs and find out what approaches best fit their needs and leaning
styles. I also understand that I need to take into consideration the philosophy of the school and
my own philosophy of teaching reading in order to reach all of my students. Using all of the
resources that I have learned through completing my degree as a reading and writing specialist
and exploring the resources at my school will be key factors in maximizing my instruction and
options for my students. Reading instruction and delivery methods can sometimes be a matter to
trial and error. As teachers assess their students they also need to evaluate their own practices
and gauge what strategies work for their students. If a strategy seems to be working than stick
with it, if students are not showing growth and progress through a specific approach than it is the
responsibility of the teacher to work to find the best delivery method for the students.