Higher Education Department

Burgos St. Talisay Sorsogon City

Module No.: 1-2

Course Code & Title: EL120 TECHNOLOGY IN SECOND LANGUAGE EDUCATION II

Instructor: ROSELLE D. LAGAMAYO
Email Address: [email protected]
Contact Number: 09950791472
Facebook Acct: Roselle Lagamayo

Based on the discussion that you had with TECHNOLOGY IN SECOND LANGUAGE
EDUCATION I make a semi-detailed English lesson plan integrating technology
based on your topic from the previous subject. The subject is English. You may
use any topic from any grade level.

INTRODUCTION:
The use of technology has become an important part of the learning process in and out of
the class. Every language class usually uses some form of technology. Technology has been
used to both help and improve language learning. Technology enables teachers to adapt
classroom activities, thus enhancing the language learning process. Technology continues to
grow in importance as a tool to help teachers facilitate language learning for their learners. This
study focuses on the role of using new technologies in learning English as a second/foreign
language. It discussed different attitudes which support English language learners to increase
their learning skills through using technologies. In this paper, the researcher defined the term
technology and technology integration, explained the use of technology in language classroom,
reviewed previous studies on using technologies in improving language learning skills, and
stated certain recommendations for the better use of these technologies, which assist learners in
improving their learning skills. The literature review indicated that the effective use of new
technologies improves learners’ language learning skills.

THE ENGLISH LANGUAGE CURRICULUM

I. PHILOSOPHY II. GUIDING III. NEEDS OF

PRINCIPLES LEARNERS
IV. OUTCOMES V. CURRICULUM VI. ASSESSMENT
FRAMEWORK

I. PHILOSOPHY
o Language is the basis of all communication and the primary instrument of thought.
o Thinking, learning, and language are interrelated.
o Language is governed by rules and systems (language conventions) which are used
to explore and communicate meaning.
o It defines culture which is essential in understanding:
– oneself (personal identity)
– forming interpersonal relationships (socialization)
– extending experiences
– reflecting on thought and action
– contributing to a better society
o Language, therefore, is central to the peoples’ intellectual, social and emotional
development and has an essential role in all key learning areas.
o Proficiency in the language enables people to access, process and keep abreast of
information, to engage with the wider and more diverse communities.

II. GUIDING PRINCIPLES

1. All languages are interrelated and interdependent.
2. Language acquisition and learning is an active process that begins at birth and
continues throughout life.
3. Learning requires meaning.
4. Learners learn about language and how to use it effectively through their engagement
 with and study of texts.
5. Successful language learning involves viewing, listening, speaking, reading and writing
activities.
6. 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.

III. PRINCIPLES OF TEACHING LANGUAGE

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/informative texts and narratives;
7. Provides explicit skill instruction in reading and writing;
8. Builds on the language, experiences, knowledge and interests that students bring to
school;
9. Nurtures students’ sense of their common ground in using language/s 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.

IV. NEEDS OF THE LEARNERS

Generation Z (Digital Natives)
 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
 They can email, text and use computers without any problems
 Can understand and master advancement in technology
 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
talking to them over the cell phones, emails and text messages
 Considered to be creative and collaborative and will have a significant impact
on the way companies work when they join the workforce

V. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce
graduates who apply the language conventions, principles, strategies and skills in:
(1) interacting with others,
(2) understanding and learning other content areas, and
(3) fending for themselves in whatever field of endeavour they may engage in.

1. Communicative Competence
 Synthesis of knowledge of basic grammatical principles, knowledge of how language
is used in social settings to perform communicative functions, and how knowledge
of utterances and communicative functions can be combined according to the
principles of discourse.
 Grammatical/Linguistic Competence : Phonological rules, morphological words,
syntactic rules, semantic rules and lexical items.
 Sociolinguistic Competence: Pragmatic aspect of various speech acts, namely, the
cultural values, norms, and other socio-cultural conventions in social contexts
where the topic of discourse, the participant’s social status, sex, age, and other
factors which influence styles and registers of speech.
 Discourse Competence: Knowledge of rules regarding the cohesion (grammatical
links) and coherence (appropriate combination of communicative actions) of various
types of discourse (oral and written).
  Strategic Competence: To DO with the knowledge of verbal and non-verbal
strategies to compensate for breakdown such as self-correction and at the same
time to enhance the effectiveness of communication such as recognizing discourse
structure, activating background knowledge, contextual guessing, and tolerating
ambiguity.

2. Multiliteracies
 Traditional literacy practices using texts as well as new literacy practices using texts
of popular culture such as films.
 Social literacy encompasses how we communicate and exchange meaning in our
society while professional literacy links with the notion of literacy for school of the
workplace.
 The curriculum aims to help learners acquire highly-developed literacy skills that
enable them to understand that English language is the most widely used medium
of communication in Trade and the Arts, Sciences, Mathematics, and in world
economy.
 The curriculum aims to help learners understand that English language is a dynamic
social process which responds to and reflects changing social conditions, and that
English is inextricably involved with values, beliefs and ways of thinking about
ourselves and the world we dwell in.
 Through multi-literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of
communication depends on context, purpose and audience.

VI. FRAMEWORK OF THE CURRICULUM

Component 1 illustrates learning processes that will effect acquisition and learning of the
language. It explains the HOW of language learning and therefore serves as guiding principles
for language teaching.

a. Spiral Progression
– Skills, grammatical items, structures and various types of texts will be taught,
revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
b. Interaction
 Language learning will be situated in the context of communication (oral and
written). Activities that simulate real-life situations of varying language demands
(purposes, topics, and audiences).
c. Integration
 The areas of language learning – the receptive skills, the productive skills, and
grammar and vocabulary will be taught in an integrated way
 Use of relevant print and non-print resources
 Provide multiple perspectives and meaningful connections.
 Integration may come in different types either implicitly or explicitly (skills,
content, theme, topic, and values integration).
d. Contextualization
- Learning tasks and activities will be designed for learners to acquire the language in
authentic and meaningful contexts of use.
e. Construction
 Learning tasks and activities are designed for learners to reflect and respond to
ideas and information.
 Learners will be provided with sufficient scaffolding so that they will be able to
reach their full cognitive, affective, and psychomotor potentials
 Become independent learners who are good consumers and constructors of
meaning.

Component 2 describes knowledge and skill areas which are essential to effective
language use (understanding of cultures, understanding language, processes and strategies)
which will be developed through language arts (macro-skills).

a. Understanding Cultures
 Learning language through text types and literary appreciation exposes
learners to different cultures of the world, including one’s culture.
 Learners develop sociolinguistic and sociocultural understandings and apply
them to their use of the language (Mother Tongue, Filipino, and English).
  Language is a complex social practice that reflects and reinforces shared
understandings about appropriate actions, values, beliefs and attitudes within
a community.
b. Understanding Language
 Learners apply their knowledge of the system of the language to assist them
to make meaning and to create meaning.
 They come to recognize the patterns and rules of the language which emerge
as they interact with a plethora of texts (literary and informational) to make
meaning.
 Learners apply linguistic knowledge and understanding to create their own
spoken, written and visual texts.
 Differences in language systems are expressed in a variety of ways: for
example, in grammatical differentiations, variations in word order, word
selection, or general stylistic variations in texts.
 By comparing the system of the language with the systems of other
languages, students understand that each language is different, but has
identifiable patterns within its own system.

c. Process and Strategies

 Learners apply different language strategies, depending on their purpose,
context and audience.
 They use language as a way of coming to grips with new ideas, resolving
difficulties or solving problems.
 They use strategies such as brainstorming and discussion as a way of
developing ideas.
 They clarify what they need to know when seeking information for particular
purposes.
 They use key-word searches and their understanding of the conventions of
informational texts such as tables of contents, headings, indexes, forewords
and glossaries as aids in locating information.
 They treat information and ideas critically and evaluate information in terms
of its reliability and currency.
 They make notes and graphic representations of information and combine
information from different sources into a coherent whole by summarizing,
comparing and synthesizing.

Component 3 shows the interdependence and interrelationships of the macro-skills of the

language (listening, speaking and viewing; reading, viewing and responding; writing and
representing) and the development of thinking skills (critical thinking, creative thinking and
metacognition) allowing students to make meaning through language.

1. 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.
2. Competencies are spiraled across the curriculum and year levels. Upper level
courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture
appropriate.

Component 4 explains the holistic assessment of the Language Arts and Literacy
Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

 Holistic assessment should be effectively used to support the holistic development

of our pupils.
 Holistic assessment refers to the ongoing gathering of information on different
facets of a child from various sources, with the aim of providing qualitative and
quantitative feedback to support and guide the child's development.
 Holistic assessment informs our teachers of their teaching practices and guides
them in the design and delivery of student learning.
 It will also enable parents to support their children's development and growth.
 a. Proximity to actual language use and performance
- Assessment procedures should be based on activities that have authentic
communicative function rather than ones with little or no intrinsic communicative
value.
b. A holistic view of language
- Assessment procedures are based on the notion that the interrelationships among
the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening,
speaking, reading, and writing-are seen to be parts of a structurally integrated
whole.
c. An integrative view of learning
- Assessment attempts to capture the learner’s total array of skills and abilities.
These dimensions include not only processes such as acquiring and integrating
knowledge, extending and refining knowledge, and using knowledge meaningfully,
but also issues such as varying student attitudes towards learning.
d. Developmental appropriateness
- Assessment procedures set expectations that are appropriate within the cognitive,
social, and academic development of the learner.
- This characteristic of assessment makes it particularly valuable for second
language learners who come from culturally diverse backgrounds and who may
have atypical educational experiences.
e. Multiple referencing
-Assessment entails obtaining information about the learner from numerous sources
and through various means.
- For students, assessment should allow them to see their own accomplishments in
terms that they understand and, consequently, allows them to assume
responsibility for their learning.
- For teachers, the primary advantage of assessment is that it provides data on their
students and their classroom for educational decision-making.

Answer the question using the table below:

How is the teaching of English different in the K to 12 as compared in the previous

curriculum (RBEC)?