COMPONENT 1: Language Learning Process

❏ 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.

❏ 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) will be
employed to help students interact with others thereby improve their socialization skills.

❏ Integration

- The areas of language learning – the receptive skills, the productive skills, and grammar and
vocabulary will be taught in an integrated way, together with the use of relevant print and non-print
resources, to provide multiple perspectives and meaningful connections. Integration may come in
different types either implicitly or explicitly (skills, content, theme, topic, and values integration).

❏ Learner-Centeredness

- Learners are at the center of the teaching-learning process. Teaching will be differentiated
according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them
and to strengthen their language development.

❏ Contextualization

-Learning tasks and activities will be designed for learners to lacquire the language in authentic
and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a
theme, or a type of text to help learners use related language skills, grammatical items/structures and
vocabulary appropriately in spoken and written language to suit the purpose, audience, context and
culture.
COMPONENT 2: Effective Language Use

● UNDERSTANDING CULTURES.

-Learning language through text types and literary appreciation exposes learners to different
cultures of the world, including one’s culture.

● 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.

● PROCESS AND STRATEGIES.

-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 experiment, take risks and make approximations with language as a way of developing their
language skills.

COMPONENT 3: Making Meaning through Language

❏ Language is the major instrument in communication (oral and written) and the heart of which is the
exchange of meaning.

❏ The skills, grammatical items, structures and various types of texts will be taught, and revisited at
increasing levels of difficulty and sophistication. This design allows students to progress from the
foundational level to higher levels of language use.

❏ The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately
intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as
building blocks for understanding and creation of meaning and for effective communication across
curricula (Matrix 1).

❏ The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the
content standards that must be met by all students at the end of basic education.

COMPONENT 4: Holistic Assessment

1. Proximity to actual language use and performance

Assessment procedures should be based on activities that have authentic communicative

2. 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.

3. An integrative view of learning

Assessment attempts to capture the learner’s total array of skills and abilities. It measures
language proficiency in the context of specific subject matter. Assessment procedures are based on the
idea that various aspects of a learner’s life, both academic and personal, are integral to the
development of language proficiency and cannot be ignored.

4. 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
a typical educational experiences.

5. 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. In addition, it reports the success of the curriculum and
provides teachers with a framework for organizing student’s works.
COMPONENTS OF K TO 12 ENGLISH
CURRICULUM

Prepared by:
Dela Cruz, Edlyn O.
Garcia, Kristine May
Elbo, Jonna Mae P.