Integrated Language

Arts

The
Philippine
Roadmap
to
Multi-literacy

Dina Ocampo
Leonor Diaz
Portia Padilla
Liu Vilbar
Victor Villanueva
Mark Norman
Maca
Pau Fontanos
Liza Villanueva
Roberto Ruda

Foundations of the Policy

Recommendations thru BESRA
Philippine language context and the
evolution of language use
Cultural identity, language and social
development
How language is learned; Multilingualism
How literacy is learned; Multiliteracy
The Cross Linguistic Transfer of Literacy
and Thinking Skills across languages
Global studies/experiences in bilingual
education
Dina Ocampo, UP College of Education

We are multilingual
We are by virtue
of our
geography and
history, a
multi-lingual
people.
This gift has for
too long been
viewed as a
liability.
Dina Ocampo, UP College of Education

The Philippine Language

Context
120 languages (McFarland, 1993) or 171
(Philippine Commission on Educational Reform,
2000)
Eight major languages are Ilocano, Pangasinense,
Kapampangan, Tagalog, Bicol, Cebuano,
Hiligaynon and Waray-Samarnon (Belvez, 2002)
Filipino is the national language, and incorporates
vocabulary from the other Philippine languages
and non-local languages used in the Philippines,
i.e., English, Arabic and Spanish (Gonzales, 1998)

Dina Ocampo, UP College of Education

Cultural identity, language and

literacy
Culture is the sum total of
ways of living built up by a
group of human beings
transmitted from one
generation to another. The
shared values, customs and
histories characteristic of
culture shape the way a
person thinks, behaves and
views the world.
Culture is perhaps the
strongest determinant of
identity
Language is intrinsic to the
expression of culture
Language is fundamental
to cultural identity
Dina Ocampo, UP College of Education

Language Acquisition and

Learning
Language Acquisition
the way children learn
their mother tongue
the process of natural
assimilation of a
language
requires good models of
the language that is to
be learned and
immersion in its use and
function.
all children can acquire
Dinalanguage
Ocampo, UP College
of Education
ability
because

Language Learning
The process used by
learners when languages
are added to their
linguistic repertoire
Refers to second, third,
nth language learned by
a person
Can be learned (or not
learned) well by
Immersion
Structuralist or Formalist
Audiio-lingual
Communicative
competence
7

Childhood Bilingualism
Monolingual to
Bilingual
Through
from

interactions
in the
community

Through
teaching
in
school

Dina Ocampo, UP College of Education

Natural
Additive

The Issue of Biliteracy

The prevailing ideas
posit that literacy is
outside the domain
of bilingualism.

Bilingualism

Biliteracy

For our purposes,

we should look at it
this way:

Bilingualism

Biliteracy

Dina Ocampo, UP College of Education

Therefore..
Experience

Oral
Symbols

Printed
Symbols

In L2

Oral
Symbols

Printed
Symbols

Dina Ocampo, UP College of Education

1
0

Word Reading and Spelling

Dina Ocampo, UP College of Education

1
1

Sentence and Listening

Comprehension

Dina Ocampo, UP College of Education

1
2

Whats
going on
here?

50.00

Dina Ocampo, UP College of Education

1
3

na
n
a
a
S
lam
a
g
n
a
ko?

The Reality
Experience

Oral
Symbols
in L1

Oral
Symbols
in Filipino

Whats
missing
here?
Printed
Symbols
in Filipino

SCHOOL
Oral
Symbols
In English

Dina Ocampo, UP College of Education

Printed
Symbols
In English

1
4

Cross-linguistic Transfer of
Literacy Ability
Considerable and wealthy evidence to show
the literacy transfers across languages
Ocampo (2002) showed that cognitive &
linguistic skills used to read in one language
(Filipino) were also used in another language
(English)
Aquino (2005) reports that beginning reading
instruction in Filipino or English had positive
effects on alphabetic knowledge and
phonological awareness in the other language
Ocampo (2005) found the ease of learning to
read words and comprehend sentences better
in Filipino than in English for elementary
grade students
Dina Ocampo, UP College of Education

1
5

Arabic
Other
Languages

English

A global language
Continues to be a language
of aspiration among Filipinos

Filipino

Easier to learn to read

Language of the media
Understood by most Filipinos

Cross
Linguistic
Transfer
Of Literacy

Childs Language

Provides the foundation for additional languages

Facilitates learning subject matter
Increases school participation

Dina Ocampo, UP College of Education

1
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National Language and

Literacy Strategy #1

Implement a
developmentally and
culturally sound
programming of language
and literacy development in
schools
Revise the implementing rules for the
Bilingual Education Policy
Dina Ocampo, UP College of Education

1
7

Programming of Languages
of Learning

Dina Ocampo, UP College of Education

1
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National Language and

Literacy Strategy #2

Create better learning

environments to support
language and literacy
education of students.
1.
2.
3.

Articulate how language and literacy will be developed

in learners at specific grade/year levels of basic
education.
Use childrens literature to support language and
literacy development through exposure, immersion, and
practice.
Support student learning through the development,
production, and distribution of instructional materials in
the designated languages of learning at the school,
division, and regional levels.

Dina Ocampo, UP College of Education

1
9

National Language and

Literacy Strategy #2
4. Ensure that teachers at different grade/year
levels have the knowledge and competencies
in the languages they are supposed to use for
teaching
on language and literacy education in a
bilingual/multilingual context
in the subject(s) they are supposed to teach

5. Match the assessment of language and

literacy with curriculum content and the
languages of learning at specific grade/year
levels.
6. Provide students with language and literacy
difficulties remedial instruction based on
assessment results.
Dina Ocampo, UP College of Education

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0

Instructional Materials should

be made for:
1. Beginning Reading in the mother
tongue for Preschool and Grade
1.
2. Childrens literature in the
mother tongue for Preschool
until Grade 3.
3. Math in the mother tongue from
Preschool until Grade 3.
4. Science in the mother tongue
from Preschool until Grade 3.
5. MAKABAYAN in the mother
tongue for Grades 1 and 2.
6. Filipino materials using local
context and literature (where
possible) for Preschool, Grades 1
to 6.
7. English materials using local
context and literature (where
possible) for Preschool, Grades 1
to 6.
Dina Ocampo, UP College of Education

8.Beginning Reading in Filipino

for Grade 2.
9.Beginning Reading in English
for Grade 3.
10.MAKABAYAN in Filipino for
Grade 3 to support the
transition of the language of
learning from mother tongue
to Filipino.
11.Edukasyong pangkabuhayan
in Filipino for Grades 4
onwards.
12.Math in English for Grade 4
to support the transition of
the language of learning from
mother tongue to English.
13.Science in English for Grade
4 to support the transition of
the language of learning from2
1
mother tongue to English.

National Language and

Literacy Strategy #3
Enliven critical social support
structures in the community
to support learners in school.
1. Ensure maximum LGU/community participation
and support for the implementation of the
language and literacy programming strategy.
2. Raise critical awareness among parents about
effective language and literacy learning
processes.

Dina Ocampo, UP College of Education

2
2

Overview

1. Introduction to the presentation

2. Our process
a. Review of the curriculum given to
the LAT (Grades 1-10)

b.

Affirmation of the philosophy of

language and literacy development

c.

Some issues on the assessment

framework

Overview
3. Groups
a. English -

Grade 1-3; Grades 46; Grade 7-10

b.Filipino - Grade 1-3; Grades 4-6;

Grade 7-10

c. Mother Tongues

Overview

3. Uses literature (various forms)

4.Follows an explicit process for teaching that is

(mostly) consistent throughout the languages

curriculum indicating recognition of Filipino and
English as second languages of our students

5.Builds on our culture and literatures

6.Encourages indigenous process of learning

such as group work, group goal-setting,

cooperative activities and collective decision
making

Overview
7.the 3 curriculum sets for the
languages communicate

8.second language development is

built on first language abilities

Main Characteristics
1.Multilingualism is the basis for the Language
Curriculum of the K-12 Basic Education
Program, building upon the natural ability of
Filipinos for language learning.
The curriculum spirals the competencies
across the levels but in the high school
levels, there is greater emphasis on reading
comprehension of various texts, writing and
composition, study and thinking strategies
which are all in support of critical and
creating thinking development.

2.

Coherence with the Basic Education

Program Goals
The K-12 languages curriculum ensures that
processes and products of learning actively
foster and contribute to the achievement of the
basic education program goals.
Competencies are spiralled across the
curriculum and year levels. Upper level courses
will focus on writing, comprehension and study
strategies.
Content includes print and electronic texts that
are age, context and culture appropriate.

1.
2.
3.

Early Grades
(Grade 1)

Outline per language

area
1.Main features of the curriculum
2.Standards
3.Key stage outcomes -- at grade 3, 6,
10 and 12

4.Competencies
5.Texts
6.Organization of the teachers guide
7.Organization of the learning package

Mother tongues

Languages
1.Ilocano
2.Pangasinan
3.Kapampangan
4.Tagalog
5.Bikol
Albay/Legaspi

6.Hiligaynon

7. Waray
8. Cebuano
9. Chavacano
10.Meranao
11.Maguinada
no
12.Tausug

Features of the
Curriculum

Standards

Competencies

Mother Tongues
a result of curriculum planning,
As
teachers guide containing the

orthography, phonological guides,

literacy program sequences, common
utterances for each of these languages
has been prepared.

Batayang Aklat sa
Bawat Wika

1.Alphabet
2.Vowels -- keywords, key pictures
3.Consonants -- keywords, key pictures
4.Spelling and orthographic rules
5.Grammar rules
6.High frequency words with their Filipino and English translations
7.Common utterances with their Filipino and English translations
8.Sequence of letters for teaching word recognition and spelling
9.List of phrases, sentences, stories for developing word
recognition and spelling

10.Big books
11.Rules that govern borrowed words (based on KWF)

Sample Output: Cebuano

Gramatika

Pandiwa- Berbo
Panahunan
Karon Na
(present)

Nahuman
Na(past)

Umaabot
(future)

nagkaon
nagsayaw
nagkanta
nagsulat
naglangoy

nikaon
nisayaw
nikanta
nisulat
nilangoy

mokaon
mosayaw
mokanta
mosulat
molangoy

Sample Common Expressions:

Bikol

Bikol

Filipino

English

Dios mabalos
po.

Maraming
salamat

Thamk you

Daeng anu pa Walang

man.
anuman.

Its all right.

Puede tabi?
Makihoron
man

Pwede po ba?

May I?

Patawad tabi

Paghingi ng
tawad.

Im sorry

Sample Story: Tausug

BANSAG KAN PUTI KAY PULA

Ha hula Ginhawa baz tawagun sin
mahardika bazsa, awn piyag anak
kambal

nahiluwakag pa kamatauran. ziyanan sin

maas nila hi Puti (WBC) kay Pula (RBC)
pagka in sila piyag anak mapula iban
maputi in warna sin pamaranan nila.

Chavacano Alphabet
How
many
Vowels?
5
a atis
e- ekis

How many
Consonants? 24

How many
Dipthongs?

b - baso
cay - palay
computer
d - damo
f - Filipino
g - oy - kahoy
gulay
h - holen
j - jacket
kiw - baliw
kubo
l - lapis
I -ibon
m - manok
nts - tsinelas
nanay
ng - ngipin
n - nino
ppusa
q - queso
r - relo
ssabon
t
tatay
o - okra
v- vinta
wwatawat
x - x-ray
y - yoyo
zzipper

Filipino: Grade 1

Features
Oral language development and
listening

Songs, rhymes, language games

Sight words

UNANG MARKAHAN
Unang Linggo
Tema: Ako at ang aking Pamilya
Wikang Binigkas at Pag-unawa sa Napakinggan: Nakikinig at tumutugon sa mga tanong ukol sa sarili
Gramatika: Natutukoy ang pangalan ng tao, bagay, pook o hayop
Phonological Awareness: May kakayahang ipalakpak ng papantig ang isang salita
Paunang
Pagtaya

Tukoy-Alam

Tunguhin

Paglalahad

Pagtuturo at
Paglalarawa
n

Kasanayang
Pagpapayam
an

Kasanayang
Pagkabisa

Pagtataya

Paunang
Pagtaya

Tukoy-Alam

Tunguhin

Paglalahad

Pagtuturo at
Paglalarawa
n

Kasanayang
Pagpapayam
an

Kasanayang
Pagkabisa

Pagtataya

Nakatutugon
sa sariling
pangalan;
Nakapagbibi
gay ng
impormasyon
tungkol sa
sarili

Nagbibigay
ng pangalan
ng mga
miyembro ng
pamilya
Nakikinig sa
pagpapakilal
a ng guro sa
kaniyang
sarili

Natatanong
at nasasagot
ang Ano ang
pangalan
mo?

Nakakaawit
ng Sino ang
Kaibigan
Ko?
(Hanapin sa
banghay
aralin linggo
1)

Nakikinig ng
pag-uusap
sa pagitan ng
guro at
kaklase
T: Ano ang
pangalan
mo?
S: Ako si
________.

Paunang
Pagtaya

Tukoy-Alam

Tunguhin

Paglalahad

Pagtuturo at
Paglalarawa
n

Kasanayang
Pagpapayam
an

Kasanayang
Pagkabisa

Pagtataya

Nasasabi at
naipapalakpa
k nang
papantig ang
pangalan

Naaawit muli
ang Sino
ang Kaibigan
Ko?

Nagagaya
ang guro sa
papantig na
pagpalakpak
ng pangalan

Naipapalakpa
k ang mga
pantig ng
pangalan
binibigkas ito

Unang Araw

Wikang
Binigkas at
Pag-unawa
sa
Napakinggan
;
Gramatika

Ikalawang Araw

Wikang
Binigkas at
Pag-unawa
sa
Napakinggan
;
Gramatika

English: Grade 1

Features
Begins oral language development

activities in the second semester of Grade 1

Songs, rhymes, language games, LEA,

Integrates science concepts that are basic
to understanding the self and the
immediate environment

Give teachers options on what activities to

do

What do we need to
do?
all that for the other mother
tongues

more texts for the many mother

tongues

Filipino Sign Language

High School
(Grade 7)

Filipino: Grade 7

Pamantayan sa Bawat Yugto

(12)

Sa dulo ng baitang 12, kailangang

nakakya ng mga estudyante na

pagsanibin ang mga kasanayan sa
komunikasyon at wika tungo sa paglikha
ng kahulugan na gumagamit ng
pabigkas at pasulat na mga teksto, ibat
ibang anyong pampanitikan, at mga
kontekstong diskursibo para sa mga
personal at propesyonal na layunin.

sa dulo ng Baitang
10
kailangang nakakya ng mga

estudyante ina ipaliwanag, bigyan

ng halaga, at ipakatawan ang
impormasyon sa loob at sa pagitan
ng mga teksto at konteksto ng
larang ng kaalaman.

Sa dulo ng baitang
6
kailangang nakakya ng mga

estudyante na bumuo ng mga

kahulugan at ipahayag ang mga ito
sa pamamagitan ng malikhain,
angkop, at wasto ang gramatikang
pabigkas at pasulat na wika.

Sa dulo ng baitang
3
kailangang nakakya ng mga

estudyante na ipakita ang sigla sa

pagtuklas at pagdanas ng pabigkas
at pasulat na mga teksto at
ipahayag nang mabis ang mga
ibig sabihin at mga nadaram.

Features

social and practical contexts for

language use (projects and
activities)

integration of contemporary texts in

Filipino with the more traditional
titles

Has content standards pertaining to

Tatas, Pakikitungo sa Wika at
Panitikan, and Mga Estratehiya sa
Pag-aaral

LINGGO

PAMAGAT NG AWIT/
AKLAT

AWTOR

Batang-bata ka Pa

Sundalong Patpat

Virgilio S.
Almario

Isang Dosenang
Klase ng High
School Students
(mula sa
ABNKKNSNPLako)

Bob Ong

Sandaang Damit

Fanny Garcia

Kung Bakit Umuulan

Rene Villanueva

Alamat ni Tungkung
Langit

Roberto
Aonuevo

7
8

Salamin
Ang Pintor

Assunta
Cuyegkeng
Jerry Gracio

Impeng Negro

Rogelio R. Sicat

LINGGO

PAMAGAT NG AWIT/
AKLAT

AWTOR

11

Ang Ambahan ni Ambo

Ed Maranan

12

Nemo, ang Batang

Papel

Rene Villanueva

13

Mabangis na Lungsod

Efren Abueg

14

Daragang Magayon

15

Kay Mariang Makiling

Edgar Samar

16

Ang Duwende

17

Trese Isyu 5

Budjette Tan

18

Alamat ng WalingWaling

Gaudencio V. Aquino

19

Mga Alamat (Mula sa El

Fili)
Jose Rizal

English: Grade 7

English Key Stage

Standards (12)
Students should be able to

integrate communication and

language skills for creating
meaning using oral and written
texts, various genres, and
discursive contexts for personal
and professional purposes.

by the end of
Grade 10
Students should be able to

interpret, evaluate and represent

information within and between
learning area texts and discourses.

by the end of
Grade 6
Student should be able to

construct meanings and

communicate them using creative,
appropriate and grammatically
correct oral and written language.

by the end of
Grade 3
Students should be able to

demonstrate eagerness to explore

and experience oral and written
texts and to communicate
meanings and feelings effectively.

Features
Thematic design
Renaming of the traditions of Philippine
literature, e.g. instead of pre-colonial,
folk literature in translation
Non-genre based; Uses literature as
primary reading material and informative
texts as parallel/supplementary texts
Discourse-oriented grammar focusing on
specific areas of difficulty assessed in
international language proficiency tests
Integration of media literacy principles

RECOMMENDEDPRIMARYSELECTIONS
FirstGradingPeriod:Folk Literature in English
Week 1: Filipino Traditional Proverbs
Week 2: Origin of this World (Maranao)
Week 3: How the World was Created (Panayan) and Legend
of the Seafoam (Neil Garcia)
Week 4: Samal Genesis
Week 5: Three Versions on Why the Sky is High (Tagalog,
Iloko, Hiligaynon)
Week 6: Four Rice Legends (Tagalog, Nabaloi, Ibaloi, Bohol)
Week 7: Three Monkey Legends (Iloko, Maranao, Tagalog)
Week 8: The Heroes of Ibalon (Excerpts)
Week 9: Indarapatra and Sulayman (Excerpts)
Week 10: The Life of Lam-Ang (Excerpts)

Second Grading Period: Philippine

Literature in English during the
Apprenticeship Period
Week 1: Dead Stars (Paz Marquez Benitez)
Week 2: The Mats (Francisco Arcellana)
Week 3: The Small Key (Paz Latorena)
Week 4: How My Brother Leon Brought Home a Wife (Manuel
Arguilla)
Week 5: Wedding Dance (Amador Daguio)
Week 6: The Bread of Salt (NVM Gonzales)
Week 7: The Day the Dancers Came (Bienvenido Santos)
Week 8: Moonlight on Manila Bay (Fernando Maramag)
Week 9: Inviting a Tiger for a Weekend (Jose Garcia Villa)
Week 10: If You Want to Know What We Are (Carlos Bulosan)

Learning Package

SCHEMA BUILDING, VOCABULARY

DEVELOPMENT, LISTENING/VIEWING TASKS
ACTUAL
ACTUAL READING
READING SELECTION
SELECTION
COMPREHENSION
COMPREHENSION TASKS,
TASKS, GRAMMAR
GRAMMAR
ACTIVITIES,
ACTIVITIES, WRITING
WRITING SKILLS
SKILLS ACTIVITIES
ACTIVITIES
CULMINATING
CULMINATING ACTIVITY
ACTIVITY INFUSED
INFUSED WITH
WITH
STUDY
STUDY SKILLS
SKILLS AND
AND MEDIA
MEDIA LITERACY
LITERACY

Teachers Guide
LESSON SEGMENTS

SPECIFIC COMPETENCIES
ADDRESSED ON A DAILY
BASIS

next steps

KINDERGARTEN

is socializing the child into the

learning environment, finding

ones place in school

helping children develop

fundamental abilities such as

listening to others, speaking freely,
the value of basic numeracy and
literacy, following direction,
working together, managing their
behavior within a group

GRADES 1-3

Language and
Literacy in the
Mother Tongue

Maths

Science
(integrated
within English,
Health, PE)

Arts (Music,
Visual Arts,
Movement)

Values

Health

MAPE

Filipino (phased in
over 2 years)

English (phrased in
over 3 years)

whats new in
Grades 1-3?
developing language and literacy
in the mother tongues

integrating Science in various

subject areas

revising the way Social Studies are

taught (away from rote learning!)

Grades 4-6
Filipino
English
Maths
Science
Social Studies

Values
MAPE
EPP
Health

Whats new in Grades 4-6?

Filipino and English

will still be in
development but
using a content
driven process.
Content-based
instruction for
language
development and/or
content literacy.

Social studies uses

an history
framework for
developing social
science
competencies and
knowledge.
Math, Science,
Values, MAPE, EPP
content and
competencies will

Grades 7-10

English
Maths
Science
Social Studies
Filipino

Values
MAPE
TLE
exploratory
courses

Whats new in Grade 710?

the curriculum will spiral
veers away from disciplinal

organization of the curriculum using

content as the only organizing factor

begins a program where students

will have college courses, voc-tech

courses, and
science/sports/arts/courses

Whats new n Grades

11-12?
well.... Grades 11 and 12!
most interesting is the TESDA

integration and the possibility of

students being able to get COCs at the
end of Grade 12

must consider college readiness skills

have a counterpart in the ALS
programming for basic education

MARAMING
SALAMAT PO!