Moniza - GUIDING PRINCIPLES

GUIDING PRINCIPLES
By: Moniza Mae R. Loquite

INTRODUCTORY
Language is the basis of all communication and the primary instrument of
thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to
explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships
(socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the
peoples’ intellectual, social and emotional development and has an essential
role in all key learning areas
ALL LANGUAGES ARE INTERRELATED AND INTERDEPENDENT
.
Facility in the first language strengthens and supports the learning of other
languages Acquisition of sets of skills and implicit met A linguistic knowledge in
one language (common underlying proficiency or CUP) provides the base for
the development of both the first language and the second language. It
follows that any expansion of CUP that takes place in one language will have
a beneficial effect on the other language(s). This principle serves to explain
why it becomes easier and easier to learn additional languages.
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. Positive learning experiences in
language-rich environments enable students to leave school with a desire to
continue to extend their knowledge, skills and interests.
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. The study of
specific texts is the means by which learners achieve the desired outcomes of
language, rather than an end in itself. Learners learn to create texts of their
own and to engage with texts produced by other people.
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. Students come to
school as a question mark. That’s why the art of these activities is the
very essence of teaching. The moment a word leaps from the mouth of a
child, learning begins.
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. They learn to control and understand the conventions of the target
language that are valued and rewarded by society and to reflect on and
critically analyze their own use of language and the language of others.
AN EFFECTIVE LANGUAGE ARTS AND MULTILITERACIES CURRICULUM
SATISFIES THE FOLLOWING PRINCIPLES
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. Develop 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 interest that students bring to school;
9. Nurtures students’ sense of their common ground as present or future global citizens and prepares
them to participate in schools and in civic life, and;
10. Assesses and reflects the students’ ability to interpret and/or communicate in the target language.
IN ADDITION
The vision guiding these standards is that all students must have the opportunities and
resources to develop the language skills they need to pursue life's goals and to
participate fully as informed, productive members of society. These standards assume
that literacy growth begins before children enter school as they experience experiment
with literacy activities—reading and writing , and associating spoken words with their graphic
representations. Recognizing this fact, these standards encourage the development of
curriculum and instruction that make productive use of the emerging literacy abilities
that children bring to school. Furthermore, the standards provide ample room for the
innovation and creativity essential to teaching and learning.
THANK YOU! 

Moniza - GUIDING PRINCIPLES

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Moniza - GUIDING PRINCIPLES

Uploaded by

Copyright:

Available Formats

GUIDING PRINCIPLES

By: Moniza Mae R. Loquite

Language learning should include a plethora of strategies and activities that

Through language learning, learners develop functional and critical literacy

1. Develops thinking and language through interactive learning;

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