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Lesson 1 - Guiding Principles On K-12 Language Arts and Multiliteracies

This document outlines principles for an effective K-12 language arts and multiliteracies curriculum. It discusses that language acquisition is a lifelong process that builds on prior knowledge. An effective curriculum incorporates meaningful learning through engagement with varied texts and focuses on both accuracy and meaning. It should recognize students' existing language skills and values diversity. The ultimate goal is developing communicative competence through interacting with others, understanding content, and preparing for various careers.

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itaewon Class
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99 views

Lesson 1 - Guiding Principles On K-12 Language Arts and Multiliteracies

This document outlines principles for an effective K-12 language arts and multiliteracies curriculum. It discusses that language acquisition is a lifelong process that builds on prior knowledge. An effective curriculum incorporates meaningful learning through engagement with varied texts and focuses on both accuracy and meaning. It should recognize students' existing language skills and values diversity. The ultimate goal is developing communicative competence through interacting with others, understanding content, and preparing for various careers.

Uploaded by

itaewon Class
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Language acquisition

GUIDING PRINCIPLES
ON K-12 LANGUAGE Learning principles

ARTS AND Teaching principles


MULTILITERACIES
CURRICULUM Assessing principles
• All languages are interrelated and interdependent. Facility in the first language (L1)
strengthens and supports the learning of other languages (L2). Acquisition of sets of
skills and implicit metalinguistic knowledge in one language (common underlying
proficiency or CUP) provides the base for the development of both the first language
(L1) and the second language (L2).
L1 L2

Language acquisition and learning is an active process that begins at birth and
continues throughout life. It is continuous and recursive throughout students’ lives.
Students enhance their language abilities by using what they know in new and more
complex contexts and with increasing sophistication (spiral progression). They reflect on
and use prior knowledge to extend and enhance their language and understanding. By
learning and incorporating new language structures into their repertoire and using
them in a variety of contexts, students develop language fluency and proficiency.
• Learning requires meaning. We learn when we use what we know to
understand what is new. Start with what the students know; use that to
introduce new concepts. They use language to examine new experiences
and knowledge in relation to their prior knowledge, experiences, and
beliefs. They make connections, anticipate possibilities, reflect upon
ideas, and determine courses of action.
• Learners learn about language and how to use it effectively through
their engagement with and study of texts. The term ‘text’ refers to any
form of written (reading and writing), oral (listening and speaking) and
visual communication involving language. The texts through which
students learn about language are wide-ranging and varied, from brief
conversations to lengthy and complex forms of writing.
• Successful language learning involves viewing, listening,
speaking, reading and writing activities. Language learning should
include a plethora of strategies and activities that helps students
focus on both MEANING and ACCURACY.

• 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. Through language
learning, learners develop functional and critical literacy skills.
An effective language arts and multiliteracies curriculum
satisfies the following principles:
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 endeavor they may engage in.

1. Communicative Competence
Communicative Competence is a 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.
Communicative competence is classified into the following
competencies:
1. Grammatical/Linguistic Competence means the acquisition of phonological
rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of
various speech acts, namely, the cultural values, norms, and other
sociocultural conventions in social contexts. They are the context and topic of
discourse, the participant’s social status, sex, age, and other factors which
influence styles and registers of speech. Since different situations call for
different types of expressions as well as different beliefs, views, values, and
attitudes, the development of sociolinguistic competence is essential for
communicative social action.
3. Discourse Competence is the knowledge of rules regarding the
cohesion (grammatical links) and coherence (appropriate combination
of communicative actions) of various types of discourse (oral and
written). Sociolinguistic rules of use and rules of discourse are crucial in
interpreting utterances for social meaning, particularly when the literal
meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is 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 (multi literacy practices)
These include 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.
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.

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